Grade 1 Music Education Curriculum Guide

Grade 1: Music Education
1st Quarter
Time Frame: 7 meetings
Christian
Dimension
Instructional
Performance Learning Benedictine Learning
Content Content Standards Assessment Materials and
Standards Competency Hallmarks/ Strategies
Resources
School’s Vision
Mission
I. RHYTHM Demonstrates basic Responds Pat the steady beat Hospitality PT: Action Song Individual/Group Silver-Burdett
understanding of appropriately to the and move body in Performances: Making Music:
1. Distinction sound, silence and pulse of the sounds place to show the Obedience G – You are tasked Teacher’s Edition
Between Sound and rhythm. heard and performs feeling of the music. to perform an action Singing Part One Grade 1
Silence with accuracy the song with
2. Steady Beats rhythmic patterns. Identify steady beat movements based on Moving 50 Filipino Songs for
3. Simple Rhythmic in music. simple rhythm Children and Singing
Patterns patterns. Reading Communities by E.
4. Ostinato Read from iconic Belgica-Ribaya
notation and R – You are a singer Listening/
perform rhythm and dancer. Analyzing/
patterns that include Describing
one sound and two A – Your classmates
sounds on a beat. and Music teacher
Music | Academic Curriculum Guide | Updated 2018 | Page | 1

Identify beat and S – San Beda
rhythm patterns by College will hold a
reading iconic song and dance
notation. contest. You are
assigned by your
Notate rhythm Music teacher to
patterns heard perform an action
through iconic song.
notation.
P – Your song must
show actions (finger
plays, jump, walk,
etc.) that may
include body
percussions
S – The performance
of the action song
will be assessed
based on a checklist
and holistic rubric.
Prepared: Checked: Noted: Approved:
OCTWEN JADE S. CABILAN CELESTE L. CALIWARA EDUARDO O. CASILLA TERESITA T. BATTAD

Subject Teacher Subject Area Coordinator, Music Area Vice Principal/Prefect of Academic Affairs Principal, Integrated Basic Education Dept.

2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
II. MELODY Demonstrates basic Responds accurately Identify ascending Obedience PT: Action Song Individual/Group Silver-Burdett
understanding of to high and low melodic leaps in a Performances: Making Music:
1. Pitch pitch and simple tones through body melody. Stability G – You are tasked Teacher’s Edition
2. Simple Melodic melodic patterns. movements, singing, to perform a song Singing Part One Grade 2
Patterns and playing other Use a variety of that consists simple
sources of sounds. movements to show melodic patterns. Moving
upward and
III. FORM Demonstrates basic Responds with downward (melodic R – You are an Reading 50 Filipino Songs for
understanding of the precision to changes direction). aspiring Children and Singing
1. Musical Lines concepts of musical in musical lines with singer/performer. Listening/ Communities by E.
2. Beginnings and lines, beginnings body movements. Use hand Analyzing/ Belgica-Ribaya
Endings in Music and endings in movements to show A – Your classmates Describing
3. Repeats in Music music, and repeats ascending and and Music teacher
in music. descending melody
patterns. S – The Music and
Performing Arts
Use two different Club launched a
movements to show contest in
same or different performing simple
melodic patterns. melodic patterns for
young Grade 1
Sing the “echo” part learners.
in a song.
P – Your
Notate simple performance must
melodic patterns show upward and
heard through iconic downward body
notation. movements.
S – The action song

should be in a steady
beat and must
express enjoyment
and confidence in
performing alone
and with others.
Your performance
will be assessed


Grade 1
3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
III. TIMBRE Demonstrates Distinguishes Identify different Conversatio PT: Musical Story Individual/Group Silver-Burdett
understanding of the accurately the objects and Performances: Making Music:
1. Quality of Sound basic concepts of different sources of instruments by the Community G – You are tasked Teacher’s Edition
in Music timbre. sounds heard and be sounds they to use different Singing Part One Grade 1
2. Distinction able to produce a produce. sounds and your
Between Speaking variety of timbres. voice to make the Moving 50 Filipino Songs for
and Singing Sing a song that uses story more Children and Singing
singing, speaking, interesting. Reading Communities by E.
IV. DYNAMICS Demonstrates Creatively interprets whispering, and Belgica-Ribaya
understanding of the with body shouting. R – You are an Listening/
1. Volume of Sound basic concepts of movement the actor/actress. Analyzing/
in Music dynamics. dynamic levels to Show louder and Describing
2. Distinction enhance poetry, softer dynamics with A – The moderator
Between Loudness chants, drama, and larger and smaller and advance
and Softness in musical stories. movements. members of the
Music Bedan Theater
Perform larger and Guild, and Music

smaller movements teacher
to show louder and
softer dynamics. S – The Bedan
Theatre Guild of the
Perform movements Junior High School
to show changes in needs child actors
dynamics. and actresses from
the Grade School
Apply different Unit for their
timbre and dynamics upcoming stage
to enhance poetry, musical. And instead
chants, drama, and of conducting an
musical stories. individual audition,
the organization
thought of
discovering new
talents by watching
groups of pupils
perform a Musical
Story.
P – Musical story
S – You should be
able to demonstrate
the different
concepts and skills
you have learned
about timbre and
dynamics and proper
etiquette in acting.
Your performance
will be assessed


4th Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
VI. TEMPO Demonstrates Performs with Move on the steady Conversatio PT: Song Number Individual/Group Silver-Burdett
understanding of the accuracy varied beat as the tempo Performances: Making Music:
1. Speed of Sound In basic concepts of tempi through changes. Community G – The goal is to Teacher’s Edition
Music tempo. movements or dance sing a song using the Singing Part One Grade 1
2. Distinction steps to enhance Move to show Humility basic concepts of
Between Fastness poetry, chants, tempo changes. tempo and texture. Moving 50 Filipino Songs for
and Slowness in drama, and musical Children and Singing
Music stories. Listen to an R – Singers Reading Communities by E.
orchestral work and Belgica-Ribaya
VII. TEXTURE Demonstrates Sings songs to move to show the A – Assistant Listening/
understanding of the involve oneself and dynamics and tempo Prefect of Student Analyzing/
1. Distinction basic concepts of experience the changes. Activities and music Describing

Between Thinness texture. concept of texture teacher
and Thickness in Sing a call-and-
Music response song, S – The Office for
2. Single Melodic alternating solo Student Affairs
Line or voices and chorus. (OPSA) of the
Simultaneous Grade School
Occurrence of Perform a body- through the
Multiple Melodic percussion ostinato Assistant Prefect of
Lines while singing. Student Activities
needs a group of
Apply different Grade 1 pupils who
tempo and texture to will render an
enhance poetry, intermission number
chants, drama, and for the upcoming
musical stories. Recognition Day.
And instead of
conducting an
individual audition,
the OPSA thought of
discovering new
talents by watching
groups of pupils
perform a song
number.
P – Song number
S – The group must

find enjoyment and
confidence in
performing alone
and with others. The
performance will be
assessed based on a
checklist and
holistic rubric.



1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
I. RHYTHM Demonstrates basic Responds Perform steady beat Hospitality PT: Rhythmic Individual/Group Silver-Burdett
understanding of appropriately to the and melodic rhythm Action Song Performances: Making Music:
1. Distinction sound, silence and pulse of sounds using movement and Obedience Teacher’s Edition
Between Sound and rhythmic patterns heard and performs body percussions. G – The goal is to Singing Part One Grade 2
Silence and develops with accuracy the perform basic dance
2. Steady Beats musical awareness rhythmic patterns in Perform rhythms steps based on Moving 50 Filipino Songs for
3. Simple Rhythmic while performing expressing oneself from notation that simple rhythm Children and Singing

Patterns the fundamental include quarter note patterns. Reading Communities by E.
4. Ostinato processes in music. and two eighth Belgica-Ribaya
notes. R – You are a Listening/
rhythmic composer Analyzing/
Read and perform and dancer. Describing
quarter note, two
eighth notes, and A – Your classmates
quarter rest in a and Music teacher
song.
S – The school will
Sing a song and hold a dance
perform a rhythmic exhibition. Your
ostinato using Music teacher
quarter note, pair of assigned you to
eighth notes, and perform basic dance
quarter rest. steps.
Notate rhythm P – Your dance

patterns heard. must show different
dance steps
Compose rhythm including locomotor
patterns. and non-locomotor
movements that may
include body
percussions based
on simple rhythm
patterns.
of the dance steps
will be assessed


2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
II. MELODY Demonstrates basic Performs with Listen to a melody Obedience PT: Melodic Action Individual/Group Silver-Burdett
understanding of accuracy of pitch, with high and low Song Performances: Making Music:
1. Pitch pitch and simple the simple melodic pitches and identify Stability Teacher’s Edition
2. Simple Melodic melodic patterns. patterns through them in music G – You are tasked Singing Part One Grade 2
Patterns body movements, notation. to perform a song
singing or playing that consists simple Moving 50 Filipino Songs for
musical instruments. Sing a melody while melodic patterns. Children and Singing
moving to indicate Reading Communities by E.
III. FORM Demonstrates basic Performs a song, changes in direction. R – You are an Belgica-Ribaya
understanding of the chosen from among aspiring Listening/
1. Musical Lines concepts of musical the previously Read so, mi, and la singer/performer. Analyzing/
2. Beginnings and form. learned songs that from notation. Describing
Endings in Music shows the basic A – The Grade 2
3. Repeats in Music concepts of musical Identify so, mi, and classes and Music
lines, beginnings, la in different staff teacher
endings and repeats locations.
through body S – The Music and
movement, vocal Move to show the Performing Arts
sounds, and different sections in Club launched a
instrumental sounds. a call-and-response contest in
song. performing simple
melodic patterns for
Notate simple young Grade 2
melodic patterns learners.
heard through iconic
notation. P – Your
performance must
Compose simple show the melodic
melodic patterns direction of three
using iconic pitches (la-sol-mi).
notation.
S – The song should
be in a steady beat
and must express
enjoyment and
confidence in
performing alone
and with others.
Your performance
will be assessed


3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
III. TIMBRE Demonstrates Determines Listen for and PT: Christmas Carol Individual/Group Silver-Burdett
understanding of the accurately the identify vocal and Conversatio Performances: Making Music:
1. Quality of Sound basic concepts of sources of sounds body percussion G – You are tasked to Teacher’s Edition
in Music timbre. heard, and produce sounds in the use available Singing Part One Grade 2
2. Introduction to sounds using voice, accompaniment of a Community classroom music
Voice Production body, and objects, song. instruments and apply Moving 50 Filipino Songs for
3. Differentiation in and be able to sing changes in dynamics. Children and Singing
Sound Quality in accurate pitch. Identify and label Reading Communities by E.
4. Introduction to various drum R – You are a caroler. Belgica-Ribaya
Musical Instruments timbres. Listening/
A – The moderator Analyzing/
IV. DYNAMICS Demonstrates Creatively applies Aurally recognize and advance members Describing
understanding of the changes in dynamics woodwind and brass of the Bedan Theater
1. Volume of Sound basic concepts of to enhance rhymes, instruments. Guild, Christian

in Music dynamics. chants, drama, and Living and Music
2. Distinction musical stories. Sing louder and teachers
Between Loudness softer phrases.
and Softness in S – The Bedan
Music Listen to changes in Theatre Guild of the
dynamics and Junior High School
respond through needs child actors and
movement. actresses from the
Grade School Unit
Apply different who will sing a
timbre and dynamics Christmas carol in one
to enhance poetry, of the segments of the
chants, drama, and Panunuluyan. And
musical stories. instead of conducting
an individual audition,
the organization
thought of discovering
new talents by
watching groups of
pupils perform a
Christmas carol.
P – Christmas carol
S – You should be
able to demonstrate
the different concepts
and skills you have
learned about timbre
and dynamics and
proper etiquette in
acting Your
performance will be
assessed based on a
checklist and holistic
rubric.

BRYAN JAMES S. UY CELESTE L. CALIWARA EDUARDO O. CASILLA TERESITA T. BATTAD

Subject Teacher Subject Area Coordinator, Music Area Vice Principal/Prefect of Academic Affairs Principal, Integrated Basic Education Dept

4th Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
V. TEMPO Demonstrates Uses varied tempi to Move to a song that Conversatio PT: Song Number Individual/Group Silver-Burdett
understanding of the enhance rhymes, gets faster and with Movements Performances: Making Music:
1. Speed of Sound In basic concepts of chants, drama, and slower. Community Teacher’s Edition
Music tempo. musical stories. G – The goal is to Singing Part One Grade 2
2. Distinction Perform a game Humility sing a song and
Between Fastness song at various perform simple Moving 50 Filipino Songs for
and Slowness in tempos. movements (body Children and Singing
Music percussions) using Reading Communities by E.
Identify thin and the basic concepts of Belgica-Ribaya
VI. TEXTURE Demonstrates Distinguishes thick texture through tempo and texture. Listening/

understanding of the accurately between performing a speech Analyzing/
1. Single Melodic basic concepts of single musical line piece with multiple R – Singers and Describing
Line or texture. and multiple musical ostinatos. dancers
Simultaneous lines which occur
Occurrence of simultaneously in a Compose a layered A – Assistant
Multiple Melodic given song. ostinato piece. Prefect of Student
Lines Activities and music
2. Distinction Accurately play teacher
Between Thinness two-part ostinatos
and Thickness in and recognize how S – The Office for
Music they create thicker Student Affairs
texture. (OPSA) of the
Grade School
Apply different through the
tempo and texture to Assistant Prefect of
enhance poetry, Student Activities
chants, drama, and needs a group of
musical stories. Grade 2 pupils who
will render an
intermission number
for the upcoming
Recognition Day.
And instead of
conducting an
the OPSA thought of
discovering new
talents by watching
groups of pupils
perform a song
number.
P – Song number
with movements

find enjoyment and

confidence in
performing alone
performance will be
assessed based on a
checklist and
holistic rubric.


1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
I. RHYTHM Demonstrates 1. Performs simple Perform steady beat Hospitality PT: Rhythm Individual/Group Silver-Burdett
understanding of the ostinato and rhythm of a Accompaniment Performances: Making Music:
1. Sound and basic concepts of patterns/simple speech piece. Obedience Teacher’s Edition
Silence rhythm. rhythmic G – The goal is to Singing Part One Grade 3
2. Steady Beats accompaniments on Perform rhythm make and perform a
3. Simple Rhythmic classroom patterns to rhythmic Moving 50 Filipino Songs for
Patterns instruments and accompany a speech accompaniment to Children and Singing
4. Ostinato other sound sources piece. accompany an Reading Communities by E.
to a given song. aerobic exercise. Belgica-Ribaya
Read a rhythm Listening/
2. Sings songs with composition using R – As a composer Analyzing/
correct rhythm. quarter notes, two and a musician you Describing
eighth notes, and are tasked to
quarter rest. compose and
perform a rhythmic
Sing a song and accompaniment to
identify the strong your chosen music.

and weak beats.
A – Your classmates
Notate rhythm and Music teacher
patterns heard.
S – The school is
Compose rhythm promoting health
patterns. and fitness as a part
of the Nutrition
Month Celebration.
Your P. E. teacher
assigned you to
present a simple
aerobic exercise.
P – Your group’s
aerobic routine must
have rhythmic
accompaniment
based on the meter
of the chosen music.
of the rhythmic
accompaniment will
be assessed based on
a checklist and
holistic rubric.


2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
II. MELODY Demonstrates Sings the melody of Sing and read a Obedience PT: Sight Singing Individual/Group Silver-Burdett
understanding of the a song with accurate melody that includes Performances: Making Music:
1. Pitch basic concepts of pitch. the pitches mi, re, Stability G – The goal is to Teacher’s Edition
2. Melodic Lines melody and do. sing melodic Singing Part One Grade 3
3. Melodic Patterns patterns that
and Contour Sing and show low includes the pitches Moving 50 Filipino Songs for
la in a song. do-re-mi / la1-do-re- Children and Singing
III. FORM Demonstrates Sings, plays, and mi. Reading Communities by E.
understanding of the performs (through Move to show Belgica-Ribaya
1. Musical Lines basic concepts of body movements) a melodic phrases R – Members of the Listening/
2. Musical musical form. chosen song with notes that move Grade School Analyzing/
Beginning, Middle, showing the basic up, move down, and Children’s Choir Describing
and End concepts of musical repeat
3. Repeats in music lines, beginnings, A – Moderator and
endings and repeats. Move to show higher-grade level

beginning, middle, members of the
and end of a song Children’s Choir,
music teacher
Notate simple
melody patterns. S – The Children’s
Choir was assigned
Compose simple to study a new song
melody patterns. to be presented as an
intermission number
in the 2nd Quarter
Honors
Convocation.
P – Sight-sing the
melody

find enjoyment and
confidence in
performing alone
performance will be
assessed based on a
checklist and
holistic rubric.


3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
III. TIMBRE Demonstrates Applies vocal Listen to identify Conversatio PT: Musical Individual/Group Silver-Burdett
understanding of the techniques in vocal timbres. Bottles Performances: Making Music:
1. Voice Production basic concepts of singing to produce a Community Teacher’s Edition
Techniques timbre. pleasing vocal Identify the timbres G – The goal is to Singing Part One Grade 3
2. Variation in quality: of string instruments perform a music
Sound Quality 1. using head tones that are played from recycled glass Moving 50 Filipino Songs for
2.1 Similar 2. employing proper pizzicato and arco. bottles. Children and Singing
2.2 Different breathing Reading Communities by E.
3. Introduction to 3. using the Listen to different R – Instrument Belgica-Ribaya
Musical Instruments diaphragm dynamics in music. maker and an Listening/
environmentalist Analyzing/
IV. DYNAMICS Demonstrates Sings songs with Listen to recognize Describing
understanding of the proper dynamics crescendo and A – Science and
1. Volume of Sound basic concepts of following basic decrescendo. music teachers
in Music dynamics in order to conducting gestures.
2. Conducting and respond to Apply vocal S – The barangay
Dynamics conducting gestures techniques in leaders in your
using symbols singing and follow community
indicating variances basic conducting organized a mini-
in dynamics. gestures for concert that will
dynamics. promote
environmental
Make an instrument awareness.
from recycled glass
bottles. P – Musical bottles
S – The bottles
should be filled with
the right amount of
water to be in tune
for you to be able to
play a simple
melody. The group
must find enjoyment
and confidence in
performing alone
performance will be
assessed based on a
checklist and
holistic rubric.


4th Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
V. TEMPO Demonstrates enhances Show tempo Conversatio PT: Song Number Individual/Group Silver-Burdett
understanding of the performance of changes by creating with Accompaniment Performances: Making Music:
1. Speed of Sound in concepts of tempo in poetry, chants, and performing a Community Teacher’s Edition
Music order to respond to drama, musical rhythm ostinato G – The goal is to sing Singing Part One Grade 3
1.1 Fast conducting symbols stories, and songs by accompaniment to Humility a song and play a
1.2 Slow indicating variations using a variety of recorded music. simple Moving 50 Filipino Songs for
2. Conducting and in tempo. tempo accompaniment with Children and Singing
Tempo Identify music classroom percussion Reading Communities by E.
excerpts as solo instruments using the Belgica-Ribaya
VI. TEXTURE Demonstrates Sings voices with basic concepts of Listening/
understanding of the 1. “two-part rounds” accompaniment or tempo and texture. Analyzing/
1. Single Melodic basic concepts of 2. “partner songs” solo voices without Describing
Line or texture. accompaniment. R – Singers and
Simultaneous instrumentalists
Occurrence of Sing a call-and-
Multiple Melodic response song with A – Assistant Prefect
Lines overlapping parts of Student Activities
2. Distinction that create harmony. and music teacher
Between Thinness
and Thickness in Play rhythmic S – The Office for
Music ostinatos to Student Affairs
accompany a folk (OPSA) of the Grade
song. School through the
Assistant Prefect of
Student Activities
needs a group of
Grade 3 pupils who
will render an
intermission number
for the upcoming
Recognition Day. And
instead of conducting
the OPSA thought of
discovering new
talents by watching
groups of pupils
perform a song
number.
P – Song number with

accompaniment

find enjoyment and
confidence in
performing alone and
with others. The
performance will be
assessed based on a
rubric.


Subject Teacher Subject Area Coordinator, Music Area Vice Principal/Prefect of Academic Affairs Principal, Integrated Basic Education Dep

1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
I. RHYTHM Demonstrates Creates rhythmic Sing a song in meter Hospitality PT: Entrance and Exit Individual/Group Silver-Burdett
understanding of patterns in: in 4 while Music for “Madulang Performances: Making Music:
Musical Symbols concepts pertaining 1. simple time conducting a beat Obedience Sabayang Pagbasa” Teacher’s Edition
and Concepts: to rhythm and signatures pattern in 4 Singing Part One Grade 4
1. Notes and Rests musical symbols. 2. simple one- Stability Interdisciplinary:
2. Meters measure ostinato Read rhythms in 44 Filipino Moving 50 Filipino Songs for
3. Rhythmic Patterns pattern. time signature and Children and Singing
4. Simple Time relate value of half G – The goal is to make Reading Communities by E.
Signatures notes to a whole and perform an entrance Belgica-Ribaya
5. Ostinato note, quarter notes and exit rhythmic music Playing
to a half note, a pair to be used during a
of eighth notes to a stage performance. Listening/
quarter note Analyzing/
R – As a composer and Describing
Sing a song in meter a stage
in 3 while performer/musician you Composing
conducting a beat are tasked to compose
pattern in 3 and perform a
background rhythmic
Notate rhythm music for your group’s
patterns heard. entrance and exit/end.
Compose rhythm A – The Grade 4 classes

patterns and conduct and their Filipino and
in different simple Music teachers
time signatures.
S – The Grade 4 classes
will be presenting
“Madulang Sabayang
Pagbasa” on the
culminating program of
Buwan ng Wika.
P – You have to come

up with a rhythmic
music (entrance and
exit) to make your
choral reading more
interesting.
S – The performance of
the entrance and exit
rhythmic music will be
assessed based on a
rubric.


2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
II. MELODY Recognizes the Analyzes melodic Read a “do-re-mi- Obedience PT: Song Individual/Group Silver-Burdett
musical symbols and movement and range sol-la” melody from Presentation Performances: Making Music:
Musical Symbols demonstrates and be able to create notation. Stability Teacher’s Edition
and Concepts: understanding of and perform simple G – The goal is to Singing Part One Grade 4
1. Intervals concepts pertaining melodies. Read melodies sing melodic
2. Scales to melody. including fa in the patterns that include Moving 50 Filipino Songs for
3. Melodic Contours staff notation. the pitches “do-re- Children and Singing
4. Patterns of mi-fa-sol-la-ti-do1”. Reading Communities by E.
successive pitches of Sing a song, read Belgica-Ribaya
a C Major scale from notation, which R – Group of singers Playing

contains “do-re-mi-
fa-sol-la-ti-do1”. A – Grade 4 pupils Listening/
and Music teacher Analyzing/
Perform hand Describing
movements to show S – The Kagawaran
melodic contour. ng Araling Composing
Notate “do-re-mi-fa- Panlipunan is
sol-la-ti-do1” on the preparing for the
treble staff and their Ethnic Week
letter names. celebration for this
academic year. As
Notate simple part of the
melody patterns. celebration, the
Grade 4 pupils are
Compose simple tasked to present a
melody patterns. song number during
the culminating
program.
P – Counter-melody
to a song
of your group will
be assessed based on
a checklist and
holistic rubric.


3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
III. FORM Demonstrates Performs similar and Sing a call-and- Conversatio PT: Improvise an Individual/Group Silver-Burdett
understanding of contrasting musical response song. Oboe Performances: Making Music:
1. Phrases in a musical phrases, and phrases. Stewardship Teacher’s Edition
Musical Piece the uses and Identify instruments G – The goal is to Singing Part One Grade 4
2. Structure of meaning of musical by its classification Community make a “snake
Musical Sound terms in form. through sound. charmer’s oboe.” Moving 50 Filipino Songs for
2.1 Antecedent Children and Singing
(Question) Phrase Identify the sounds R – Wind Reading Communities by E.
2.2 Consequent of a variety of instrument maker Belgica-Ribaya
(Answer) Phrase instrumental and Playing
2.3 Introduction vocal ensembles. A – your classmates
2.4 CODA (ending) and Music teacher Listening/
Phrase Respond through Analyzing/
movement to the S – Having an Describing
IV. TIMBRE Demonstrates Participates actively dynamics in a song. understanding about
understanding of in a group the sound Composing

1. Variations of variations of sound performance to Make a wind production of the
Sound in music (lightness demonstrate instrument (oboe). different wind
1.1 Vocal and heaviness) as different vocal and instruments, your
1.2 Instrumental applied to vocal and instrumental sounds. Write a review of a task is to make a
instrumental music. music performance. wind instrument
from simple
V. DYNAMICS Recognizes the Applies forte and materials like
musical symbols and piano to designate paperboard and
1. Volume of Sound demonstrates loudness and plastic drinking
in Music understanding of softness in a musical straw.
concepts pertaining example
to volume in music. 1. singing P – Snake charmer’s
2. playing oboe demonstration
instrument
S – Your
demonstration of the
instrument will be
assessed based on a
checklist and
holistic rubric.


4th Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
VI. TEMPO Demonstrates Creates and Move to show Conversatio PT: Song Number Individual/Group Silver-Burdett
understanding of performs body tempo. with Rhythm and Performances: Making Music:
1. Speed / Flow of concepts pertaining movements Community Melody Ostinato Teacher’s Edition
Music to speed/flow of appropriate to a Play an ostinato Accompaniment Singing Part One Grade 4
music. given tempo. accompaniment with Humility
a recorded song. G – The goal is to sing Moving 50 Filipino Songs for
VII. TEXTURE Demonstrates Sings two-part a song and play a Children and Singing
understanding of rounds and partner Play melody rhythm and melody Reading Communities by E.
1. Simultaneous concepts pertaining songs with others. ostinatos. ostinato Belgica-Ribaya
Occurrence of to texture in music. accompaniment on Playing
Multiple Melodic Sing a partner song. classroom percussion
Lines instruments using the Listening/
2. Distinction basic concepts of Analyzing/
Between Thinness tempo, texture, and Describing
and Thickness in harmony.
Music R – Singers and Composing
instrumentalists
VIII. HARMONY Demonstrates Performs examples A – Assistant Prefect
understanding of of harmonic interval of Student Activities
1. Simultaneous harmonic intervals. with others. and music teacher
Sounding of Two
Tones / Pitches S – The Office for
Student Affairs
(OPSA) of the Grade
School through the
Student Activities
needs a group of
Grade 4 pupils who
will render an
intermission number
for the upcoming
Recognition Day. And
instead of conducting
the OPSA thought of
discovering new
talents by watching
groups of pupils
perform a song
number.
P – Song number with
accompaniment

find enjoyment and
confidence in
performing alone and
with others. The
performance will be
assessed based on a
rubric.

1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
I. RHYTHM Recognizes the Performs with a Perform rhythm Hospitality PT: Background Individual/Group Silver-Burdett
musical symbols and conductor a vocal patterns in 24, Rhythmic Music for Performances: Making Music:
Musical Symbols demonstrates and instrumental including Obedience the Fight Scene of Teacher’s Edition
and Concepts: understanding of music with syncopation “Pangkatang Singing Part One Grade 5
1. Notes and Rests concepts pertaining syncopated and Stability Madulang
2. Meters to rhythm. dotted rhythm in Read dotted rhythm Pagkukuwento” Moving 50 Filipino Songs
3. Rhythmic Patterns simple time patterns in 34 for Children and
4. Simple Time signatures. Interdisciplinary: Reading Singing
Signatures Sing and read from Filipino Communities by
notation a song Playing E. Belgica-Ribaya
containing dotted G – The goal is to make
eighth note-sixteenth and perform a Listening/
note rhythm patterns background rhythmic Analyzing/
in 44 music for the fight Describing
scene of “Pangkatang
Notate Madulang Composing
syncopated/dotted Pagkukuwento.”
rhythm patterns
heard. R – As a composer and
a stage
Compose performer/musician you
syncopated/dotted are tasked to compose
rhythm patterns. and perform a
background rhythmic
music for your group’s
enactment of the story’s
fight scene (see Filipino
5 - 1st Quarter PT).
A – The Grade 5 classes

and their Filipino and
Music teachers
S – The Grade 5 classes

will be presenting
“Pangkatang Madulang
Pagkukwento” on the
culminating program of
Buwan ng Wika.
P – You have to come

up with a background
rhythmic music to make
your group’s story
telling more interesting.
S – The performance of
the background
rhythmic music will be
assessed based on a
rubric.



2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
II. MELODY Recognizes the Accurate Read notation that is Obedience PT: Song Individual/Group Silver-Burdett
musical symbols and performance of based on the Presentation Performances: Making Music:
Musical Symbols demonstrates songs following the diatonic major scale. Stability Teacher’s Edition
and Concepts: understanding of musical symbols G – The goal is to Singing Part One Grade 5
1. Accidentals concepts pertaining pertaining to melody Sing a song, read sing/play melodic
2. F-Clef to melody. indicated in the from notation, that patterns that Moving 50 Filipino Songs for
3. Intervals piece. includes “fa-sol-la- includes the pitches Children and Singing
4. Scales te-do1”. “do-re-mi-fa-sol” / Reading Communities by E.
(Pentatonic, C “fa-sol-la-te-do1”. Belgica-Ribaya
major, F major) Sing a song, read Playing
5. Melodic Contours from notation, that is R – Lyrists of the
based on a do- Drum and Lyre Club Listening/
pentachord scale (do Analyzing/
in F). A – Grade 5 pupils, Describing
members and
Play a melody in C moderator of the Composing
and F Major. Drum and Lyre
Club, and Music
Sing a song from teacher
notation that
includes melodic S – The Drum and
sequences. Lyre Club is
studying a piece in
Notate “do-re-mi-fa- key of F Major.
sol-la-ti-do1” / “fa-
sol-la-te-do1-re1- P – Melody
mi1-fa1” on the (transposed) in key
treble staff and their of C and F Major
letter names.
Notate simple of your group will
melody patterns. be assessed based on
a checklist and
Compose simple holistic rubric.
melody patterns.


3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
III. FORM Demonstrates Accurate Sing a song in Conversatio PT: Shoe Box Individual/Group Silver-Burdett
understanding of the performance of unitary form. Guitar Performances: Making Music:
Structure of Musical uses and meaning of songs following the Stewardship Teacher’s Edition
Sound musical terms in musical symbols Play the different G – The goal is to Singing Part One Grade 5
1. Strophic Form. pertaining to melody instruments of the Community demonstrate the
2. Unitary indicated in the rondalla. basic techniques in Moving 50 Filipino Songs for
piece. playing the guitar. Children and Singing
Play the anklung and Reading Communities by E.
IV. TIMBRE Demonstrates Participates in a other instruments of R – Luthier Belgica-Ribaya
understanding of group performance the ensemble. Playing
Vocal and variations of sound to demonstrate A – Moderator of
Instrumental Sounds density in music different vocal and Play the different Kuwerdas Bedista Listening/
(lightness and instrumental sounds. instruments of the (Grade School Analyzing/
heaviness) as drum and lyre band. Faculty Rondalla) Describing
applied to vocal and and Music teacher
instrumental music Make a plucked- Composing
string instrument S – Having observed
(shoe box guitar). the instruments of
the Rondalla, your
Demonstrate the task is to make a
basic techniques in guitar made from
playing a guitar. shoe box.
P – Shoe box guitar

demonstration
S – The
demonstration of
your group will be
assessed based on a
checklist and
holistic rubric.


4th Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
V. DYNAMICS Demonstrates Applies dynamics to Sing a song, using Conversatio PT: Song Number Individual/Group Silver-Burdett
understanding of musical selections expressive qualities. with Vocal Melody Performances: Making Music:
Variations of concepts pertaining Community Ostinato Teacher’s Edition
Volume in Musical to volume in music. Play a percussion Accompaniment Singing Part One Grade 5
Sound accompaniment for Humility
a blues progression G – The goal is to Moving 50 Filipino Songs for
Recognizes the Applies in a rock style. sing a song and play Children and Singing
VI. TEMPO musical symbols and appropriately, a rhythm and vocal Reading Communities by E.
demonstrates various tempo to Create ostinato melody ostinato Belgica-Ribaya
Variations of Speed understanding of vocal and movement patterns. accompaniment on Playing
in Musical Sound concepts pertaining instrumental classroom
to speed in music. performances. Add ostinatos to percussion Listening/
create harmony. instruments using Analyzing/
Demonstrates Recognizes the basic concepts of Describing
VII. TEXTURE understanding of examples of tempo, texture, and
concepts pertaining horizontal 3-part harmony. Composing
Densities of Musical to texture in music. vocal or
Sound instrumental texture, R – Singers and
aurally and visually. instrumentalists
Recognizes the Performs a vocal or A – Assistant

VIII. HARMONY musical symbols and instrumental Prefect of Student
demonstrates ensemble using the Activities and music
Introduction to understanding of following major teacher
Major Triad harmonic intervals. triads( I, IV, V )
S – The Office for
Student Affairs
(OPSA) of the
Grade School
through the
Student Activities
needs a group of
Grade 5 pupils who
will render an
intermission number
for the upcoming
Recognition Day.
And instead of
conducting an
the OPSA thought of
discovering new
talents by watching
groups of pupils
perform a song
number.
P – Song number
with accompaniment
S – The
demonstration of
your group w The
group must find

enjoyment and
confidence in
performing alone
performance will be
assessed based on a
checklist and
holistic rubric.


1st Quarter
Christian
Dimension Instructional
Performance Learning Learning
Content Content Standards Benedictine Assessment Materials and
Standards Competency Strategies
Hallmarks/ School’s Resources
Vision Mission
I. RHYTHM The students … The students … The students … Community – TITLE OF P.T: Creative Listening to music The Understanding
Musical acceptance of interpretation of original of Music by
Symbols and demonstrates responds to beats 1. Identifies the MU6RH-Ib-e-3
individual MISOSA5-module6
rhythmic patterns Analysis of the Charles R. Hoffer
Concepts: understanding of the in music heard in notes / rests differences among values of notes / pp. 35-40
MISOSA6-module7
concept of rhythm by appropriate used in a particular people in a The Filipino area organized rests based on
Ritmo2-2, module 8
1. Notes and applying notes and conducting song; community. a (S) school-wide activity given time Smart 6 by Dolores
Rests Ritmo 2-4, 3-4, 4-4 signatures Andres et al. pp. 7-
rests, rhythmic patterns of during Buwan ng Wika to
2. Meters patterns, and time 2 3 4 6 2. Differentiates Obedience – promote
*Musika and
at showcase
Sining 6. your 14
3. Rhythmic signatures 4, 4, 4, 8 among and Each person has a (G) familiarity
Sunico, Raul of
M. et Singing
Patterns 6 role to play in a Philippine’s unique culture Music appreciation
al, 2000. pp.8-10
4. Time 8 time signatures; society and is Conducting time by Roger Kamien
and language. (R) You are
Signatures expected to obey the signature patterns pp. 37-39
all*Umawit
acclaimedat artists
Gumuhit and
5. Conducting leader. Together, 6. Valdecantos,
3. demonstrates the your group is tasked (P) to
they create harmony Emelita C. 1999. Creating original https://www.musict
conducting write an original rhythmic rhythmic patterns heory.net/lessons/1
gestures of pp.5-20
pattern that will be 5
performed to enhance your Planning, Selecting
2 3 4 piece in Sabayang & Comparing http://openmusicthe
4, 4, 4 Pagbigkas. Well – known music to perform ory.com/meter.html
and 6 time
Signatures; alumni, administrators and Presentation of
teachers were invited to output
4. identifies through watch your presentation.
conducting the Your performance will be
relationship of the (A) rated by the Filipino
first and last and Music teachers
measure in an according to a rubric with
incomplete 100 points
measure;
5. Creates rhythmic
pattern in
2 3 4 and 6
4 4 4 8
Time signature
MU6RH-If-4
MISOSA5-module3
F Mayor, module4 G
Mayor, module5
tonong La
*Umawit at Gumuhit
6. Valdecantos,
Emelita C. 1999.
pp.5-20
NIÑA JENESIS C. ESAGA CELESTE L. CALIWARA REMEDIOS I. PAMO TERESITA T. BATTAD

JOHN V. CRISOSTOMO Subject Area Coordinator, Music Area Vice Principal/Prefect of Academic Affairs Principal, Integrated Basic Education Dept.
Subject Teachers

2nd Quarter
Christian
Dimension Instructional
Performance Learning
Content Content Standards Benedictine Assessment Learning Strategies Materials and
Standards Competency
Hallmarks/ School’s Resources
Vision Mission
II. MELODY The students… The students… The students… Community – TITLE OF P.T: Creative Listening to music The
1. Intervals acceptance of interpretation of original Understanding
2. Major Scales demonstrates the applies learned 1. demonstrates the individual rhythmic patterns of Music by
3. Minor Scales concept of melody concepts of ability to sing, read,differences
and among Analysis of the of Charles R.
by using intervals melody and write simple people in a The Filipino area notes / rests based Hoffer pp. 35-
in major scales and other elements musical notations community. organized a (S) school-
on given key 40
in the minor scales to composition in the key of: wide activity during
signatures
and a. C major Obedience – Buwan ng Wika to
performance b. G major Each person has a promote and showcase
c. F major role to play in a your (G) familiarity of
society and is Philippine’s unique Singing
expected to obey culture and language. (R)
the leader. You are all acclaimed Smart 6 by
Together, they artists and your group is Identifying patterns Dolores Andres
2.Analyzes the melodic
tasked (P) to write an of Major and minor et al. pp. 7-14
patterns of songs create harmony original rhythmic pattern scales
in C, G and F major that will be performed to
enhance your piece in
Sabayang Pagbigkas. Planning, Selecting Music
3.sings and plays solo or
Well – known alumni, & Comparing appreciation by
with group,
administrators and music to perform Roger Kamien
melodies / songs in
teachers were invited to pp. 37-39
C, G and F major
watch your presentation.
Your performance will Presentation of
4.creates simple melodies
be (A) rated by the output https://www.mu
in: Filipino and Music
a. C major sictheory.net/le
teachers according to a ssons/15
b. G major (S) rubric with 100
c. F major points.
5. sings self-composed
Melodies in C, G, and http://openmusi
F major. ctheory.com/me
ter.html

Subject Teachers

3rd Quarter
Christian
Dimension
Instructional
Content Performance Learning Benedictine Learning
Content Assessment Materials and
Standards Standards Competency Hallmarks/ Strategies
Resources
School’s Vision
Mission
III. FORM The The students… The students… Community – TITLE OF P.T: Creative Listening to The
1. Structure of students… acceptance of song interpretation of the music Understanding of
Musical Forms performs 1. identifies simple individual song “Kalesa” Music by Charles
1.1 binary (AB) demonstrates accurately the musical forms differences among
1.1 binary R. Hoffer
1.2 ternary (ABA) understanding design or people in a The Commission on
(AB) -has 2 Analysis of the
1.3 rondo (ABACA) of the concept structure of a community. Culture and Arts together
contrasting concepts of
2. Repeat Marks of musical given musical with San Beda College
sections (AB) musical forms
2.1 Da Capo forms and piece. Obedience – Rizal organized a (S)
(D.C.) Each person has a school-wide program to and symbols
musical
2.2 Dal Segno 1.2 ternary role to play in a showcase your (G)
symbols
(D.S.) (ABA)-has 3 familiarity of the Smart 6 by
(repeat society and is
2.3 Al Fine (up to sections, the expressive elements of Singing Dolores Andres et
marks) third section expected to obey
the end) the leader. music and to promote al
indicated similar to the
2.4 D.C. al Fine Together, they eco-friendly mass
(repeat from the first; (ABC) – transportation in the Music
has 3 sections create harmony Panning,
beginning until Philippines. (R) You are appreciation by
1.3 rondo Selecting &
the word Fine) all acclaimed artists and
2.5║: :║ (ABACA) - your group is tasked to Comparing music Roger Kamien
2.6 has perform a (P) creative to perform
┌───┐┌───┐ contrasting interpretation of the song
1 2 sections in Kalesa. Well-known https://prezi.com/i
(ending 1, ending 2) between politicians, personalities Presentation of 85ftfx_hp4m/expr
repetitions of and musicians were
output essive-elements-
invited to watch your
the A section of-music/
presentation. Your
(ABACA)
performance will be rated
by some (A) invited
2. analyzes the musicians according to a
musical forms of (S) rubric with 100
the following points.
songs:
2.1
Leron,Leron,Sinta;
Sitsiritsit
2.2 Silent Night
2.3 Happy
Birthday
2.4 Joy to the
World
2.5Bahay Kubo
2.6Ili-ili
TulogAnay
2.7Paruparong
Bukid
2.8Ang Bayan Ko
2.9Pamulinawen
2.10Tinikling
2.11Lupang
Hinirang
3. uses the different

repeat marks that
are related to form:
3.1 Da Capo
(D.C.)
3.2 Dal Segno
(D.S.)
3.3 Al Fine (up to
the end)
3.4 D.C. al Fine
(repeat from
the beginning
until the word
Fine)
3.5║: :║
3.6
┌───┐┌───┐
1 2
(ending 1, ending 2)
IV. TIMBRE 4.identifies visually

and aurally the
demonstrates aurally instrumental
Introduction of
sections of the
Musical Instruments understanding determines the
Western
of the concept sound of a orchestra
of timbre single
through instrument in 5.distinguishes
recognizing any section of aurally the sound
musical the orchestra of each section of
instruments the Western
aurally and orchestra
visually
6.identifies the
characteristics of
each instrument in
each section of
the orchestra
7.describes the
distinct sound
quality of the
different
instruments of the
orchestra
demonstrates
understanding Distinguishes varied
V. DYNAMICS applies the dynamic levels in
of the concept
Variations in appropriate music heard
of dynamics
Dynamics dynamic levels -piano (p)
through a
in vocal and -Mezzo piano (mp)
wide variety
instrumental -Pianissimo (pp)
of dynamic
music -Forte (f)
levels
-Mezzo forte (mf)
8. distinguishes -Fortissimo (ff)
varied dynamic -Crescendo ( )
levels in a -Decrescendo ( )
music heard
8.1 piano (p) -Use varied
8.2 mezzo piano dynamic levels in
(mp) a song
8.3 pianissimo
(pp)
8.4 forte (f)
8.5 mezzo forte
(mf)
8.6 fortissimo
(ff)
8.7 crescendo
8.8 decrescendo
9. uses varied
dynamic levels
in a song

Subject Teachers

4th Quarter
Christian Dimension
Instructional
Content Performance Learning Benedictine Learning
Content Assessment Materials and
Standards Standards Competency Hallmarks/ School’s Strategies
Resources
Vision Mission
VI. TEMPO demonstrates performs a 1. identifies the Community – TITLE OF P.T: Creative Listening to SMART 6 – PP.
Variations of understanding of given song, different tempo in Acceptance of song interpretation of the music 65-66
Tempo the various tempo using tempo a given song or individual musical piece “Lovely
marks music: (Partner Song and
differences among Evening”
appropriately Round Song)
people in a Analysis of the
-allegro community. concept of
-andante
Openness to the The Office of Social
-ritardando
unique character of Action Program of San
-accelerando
-largo each individual will Beda College Rizal MAPE 6 by Dr.
-presto lead to peace and together with partner Sunico
-vivace unity for the good of community of the school
all. will organize a year-end pp.112-118
culminating activity for (Kinds of
2. distinguishes textures)
the scholars of Hapay na
demonstrates the between
Obedience – each Mangga. You are all
VII. TEXTURE concept of texture performs ritardando and
accelerando as person has a role to acclaimed artists and
Variations in as: accurately a
Texture 1. monophonic given song with used in a song play in a society and your group is tasked to
1. Monophony (one voice) monophonic, 4. identifies is expected to obey perform a creative
2. Homophony 2. homophonic homophonic, aurally the texture MAPE 6 by Dr.
the leader. interpretation of the song
3. Polyphony (voice and and polyphonic of musical pieces Sunico
Together, they Lovely Evening. Well-
accompaniment) textures create harmony known politicians, pp.119-126
3. polyphonic 4.1 monophonic personalities and (Basic Chords
(many voices) 4.2 homophonic
musicians were invited to and Inversions)
4.3 polyphonic
watch your presentation.
Your performance will
5. Identifies be rated according to a
different textures rubric with 100 points.
https://prezi.com/i
5.1 Vocal 85ftfx_hp4m/text
5.1.1 solo voice ure-of-music/
5.1.2 solo voice
with
accompaniment
5.1.3 duet, partner
songs, round
songs
5.2 Instrumental
5.2.1 solo
5.2.2 ensemble
6. distinguishes
monophonic,
homophonic, and
polyphonic
textures
VIII. HARMONY
7. applies primary
demonstrates
1. Primary Chords chords (I, IV, V)
harmony in
2. Harmony in demonstrates group as accompaniment
Group understanding of performances to simple songs
Performances the concepts of 1. choir
harmony through 2. rondalla
the intervals that 3. lyre band
constitute the
primary chords of 8. identifies the
major and minor intervals of the
scales in music following major
triads:
a. Tonic (I) C
b. Sub-dominant
(IV) C
c. Dominant (V)
C
9. identifies the
primary chords of
its relative minor
scales
9.1 A minor (Am)
9.2 D minor (Dm)
9.3 E minor (Em)
NIÑA JENESIS C. ESAGA CELESTE L. CALIWARA EDUARDO O. CASILLA TERESITA T. BATTAD

Subject Teacher

1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
Music of Luzon The learner . . . . The learner . . . . The learner. . . . Vision: Truly PT – Compare and Cabataña
(Lowlands) Filipino contrast Chrismarilence
demonstrates performs music of -Improvise rhythmic G – To make short Resontoc et. al.
Geographical and understanding of the lowlands with or melodic One of the production number Discussion (2015), Quezon City,
Cultural Musical appropriate pitch accompaniments, presenting the The 21st Century
Background characteristics of rhythm, expression -Obedience different folk songs Tell Me, Show Me MAPEH in Action,
representative music and style. -Sing examples of and folk music in method REX Book Store, Inc
1. Vocal Music from the lowlands of folk songs -Stewardship the Philippines
a. Performance Luzon. Group Singing Anido, Belinda R.
practice; -Create appropriate R – You are a et.al. (2014),
b. Folksong movements or steps singer, Valenzuela City,
c. Sacred Music in a specific music instrumentalist and Honing your Skills
director Through MAPEH 7
2. Instrumental - Demonstrating A – Music teacher Jo-Es Publishing
Music originality and and classmates House Inc.
a. Rondalla inventiveness in S – February is the
b. Brass Band work of interpreting National arts month Copiaco, Hazel P et.
c. Musikong the folksong. and each grade level al. Quezon City, Our
Bumbong were assigned to world of MAPEH,
- Adapting to varied make a production Vibal Publishing
d. Bamboo organ roles and of their music and House Inc.
e. Angklung responsibilities in the dances with the
ensemble, Himig performing the theme
Pangkat Kawayan activities “TugSayaWit” in
Asia.
- Explore ways of The Grde 7 students
producing sounds on were assigned to
a variety of sources present folk music
that would emulate from the Philippines.
instruments being P – Some of the
studied. students will sing
folk songs, dance
and play improvised
musical instruments.
You must convey
the theme and must
be creative.
S – Use the Rubric

for Product/
Performance
Mini Task 1-
Improvised
Instruments
Mini Task 2 –
Practice for
Performance task
Summative Test –
20 items of Multiple
Choice



2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
Music of Cordillera, demonstrates performs selected 1. Identifies the G – Perform simple Individual/Group Cabataña
Mindoro, Palawan, understanding of the vocal and musical folk song Performances: Chrismarilence
and the Visayas musical instrumental music characteristics of -Obedience accompanied by Resontoc et. al.
characteristics of of Cordillera, representative Cordillera bamboo Singing (2015), Quezon City,
A. Cordillera representative music Mindoro, Palawan selections of -Stability instruments The 21st Century
Geographical, from the highlands and the Visayas in Cordillera, Mindoro, Moving MAPEH in Action,
cultural, and of Luzon, Mindoro, appropriate style Palawan and of the -Stewardship R – You are a REX Book Store, Inc
historical Palawan, and the Visayas after singer, a director Reading
background Visaya listening; and an Anido, Belinda R.
1. Vocal Music; a) instrumentalist Listening/ et.al. (2014),

Performance 2. analyzes the Analyzing/ Valenzuela City,
practice; b) musical elements of A – Music teacher Describing Honing your Skills
Representative some vocal and and your classmates Through MAPEH 7
songs/genre ( instrumental Jo-Es Publishing
salidummay , selections from S – The Philippines House Inc.
oggayam , ba - diw Cordillera, Mindoro, will be the host for
). Palawan and of the the ASEAN meeting Copiaco, Hazel P et.
2. Instrumental Visayas after and you are invited al. Quezon City, Our
Music a) Gangsa listening; by the President of world of MAPEH,
ensemble; b) the Philippines as Vibal Publishing
Bamboo 3. Explains the one of the House Inc.
solo/ensemble. distinguishing performers for the
B. Mindoro and characteristics of ASEAN leaders
Palawan representative music during their dinner
1. Vocal Music; a) from Cordillera, with a theme “Our
Performance Mindoro, Palawan Cultural Heritage” at
practice; b) and of the Visayasin Sofitel. You were
Representative relation to its culture asked to perform
songs/genre (Vocal and geography Cordillera music.
chants Ambahan , P – Some of the
Igway ). 4. Explore ways of students will sing
2. Instrumental producing sounds on folk songs, dance
Music a) a variety of sources and play improvised
Instrumental similar to musical instruments.
ensembles: Bamboo instruments being You must convey
/ Gong ensemble ; b) studied; the theme and must
Solo instruments. be creative.
C. Visaya S- Your
performance will be
assessed based on
the given Rubric
Mini Task- Writing
of Ambahan
(chanter poetry of
Mangyan
Mini Task 2

Practice for the
Performance Task
Summative test – 20
items of multiple
choice


3rdQuarter
Christian Dimension Instructional
Content Content Standards Benedictine Hallmarks/ Assessment Materials and
School’s Vision Mission Resources

Music of The learner The learner - Improvise Benedictine Hallmarks: G – To perform simple Compare and Cabataña,
Mindanao demonstrates performs music rhythmic performance using Contrast Chrismarilene
understanding of of Mindanao accompanimen - Obedience kulintang and improvised Resontoc et. al.
a. Vocal music the musical with appropriate t in the music - Community instruments of Mindanao. Discussion (2015), Quezon
b. Instrumental characteristics of expression and of Mindanao. - Stewardship City, The 21st
music style. R Tell Me, Show Century MAPEH
representative
- Create - You as a Me method in ACTION, Rex
music from gestures to instrument player Book Store, Inc.
Mindanao. accompany the - You as a director Group Singing
music of - You as a singer. Anido, Belinda R.
Mindanao. Analysis et. al. (2014) ,
A- Music Teacher/s and Valenzuela City,
- Sing your classmates Honing your
examples of Skills through
folk song of S- It is world Indigenous MAPEH 7.Jo-Es
Mindanao. month. Each grade level Publishing House
will represent one Inc.
Demonstrating indigenous group in the
integrity ad celebration. The grade 7 Copiaco, Hazel
ethical will perform the music of P.et.al. (2012)
behavior in Maranao. Quezon City, Our
performing World of
given task. MAPEH, Vibal
- Publishing House,
Demonstrating P – Students will Inc.
ability to work improvise instruments of
with diverse Mindanao.
teams in - Some students will
singing create a notation for their
folksongs from instruments.
Mindanao. - Some students will play
the instruments.
S- Use the rubric for

Product/Performance.
Mini Task 1 –
improvised instruments.
Mini Task 2 – Practice
for Performance Task
(PeTa)
Summative Test – 20
items of Multiple


4th Quarter

The Philippine The learner The learner - Create Benedictine Hallmarks: G – To perform a street Compare and Cabataña,
Festival and demonstrates performs song movements of dance with chants of a Contrast Chrismarilene
Theatrical understanding and and dances a particular - Obedience particular festival. Resontoc et. al.
Forms application of related to Philippine - Community Discussion (2015), Quezon
musical skill selected Festival. - Stewardship R City, The 21st
A. Philippine festival. - You as a dancer Tell Me, Show Century MAPEH
related to selected
Festivals: - Sing an - You as a Me method in ACTION, Rex
1. Ati-atihan, Philippine The learner example of choreographer Book Store, Inc.
Sinulog, etc. Festival. performs excerpts from Group Singing
excerpts/ the chosen A- Music Teacher/s and Anido, Belinda R.
B. Theatrical The learner selections from Philippine your classmates et. al. (2014) ,
Form: demonstrates Philippine musical Valenzuela City,
1. Komedya, understanding and musical theater. theater. S- Its ALIWAN fiesta of Honing your
Moro moro, application of NCCA and they Skills through
Sarsuwela, etc. musical skill - Make organized a interschool MAPEH 7.Jo-Es
related to theater rhythmic competition of the Publishing House
accompanimen Philippine Festivals. San Inc.
t to specific Beda is invited to join the
Philippine said competition Copiaco, Hazel
Festival. P.et.al. (2012)
P – Students will create Quezon City, Our
their props or head dress World of
for their chosen Festival MAPEH, Vibal
Publishing House,
- - Students will perform a Inc.
Demonstrating street dance with chats of
originality and their chosen Philippine
inventiveness Festival.
in work
creating S- Use the rubric for
movements to Product/Performance.
music of
different Mini Task 1 – Props and
festivals. Head dress

(PeTa)
items of Multiple
NIÑA JENSESIS C. ESAGA CELESTE L. CALIWARA REMEDIOS I. PAMO TERESITA T. BATTAD

Music Teacher Subject Area Coordinator, Music Area Vice Principal/Prefect of Academic Affairs Principal, Integrated Basic Education Dept.

1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
MUSIC OF Demonstrates Performs Southeast 1. Explains how the Stewardship – A Title of PT: Listening to music Youtube:
SOUTHEAST ASIA understanding of Asian songs with music of a Southeast Christian attitude or Creative
Geographical, common musical appropriate pitch, Asian country spirituality that we Interpretation of Song analysis Promotional Video of
historical and characteristics of the rhythm, expression relates to its offer whatever we Naik Naik/ Burung
cultural background region as well as and style. geography and have or do to God, Kaka Tua Singing 1. Thailand
unique culture; by being sincere and 2. Indonesian
1. Indonesia- characteristics of a honest. A group of students Moving to music http://thailandmusic
Gamelan particular Southeast 2. Listens from SBC’s partner project:weebly.com
a. Javanese; Asian country. perceptively to Obedience – each school in Indonesia Classifying of
b. Balinese. music of Southeast person has a role to will come over and instruments http://aejic.blogspot.c
Asia; play in a society and the Office of Student om/2012/03/angk
2. Thailand Piphat is expected to obey Affairs (OPSA) Film Viewing lung-angklung-is-
3. Cambodia Pinpeat 3. Sings songs of the leader. organized a school- music
4. Myanmar Saung Southeast Asia; Together, they wide activity- S to Presentation of
Gauk create harmony showcase your output Non-Western Music
4. Analysis musical familiarity of for the Westerm
elements of selected Indonesian culture Listener (LRC)
songs and and arts. R- You are
instrumental pieces all performers and World Music by
heard and your group is tasked Miller and Shahari by
performed; “The earth will not (P) to sing Naik Alan Blackwood
continue to offer its Naik and Burung
5. Explores ways of harvest, except with Kaka Tua. The Asian Music for
producing sounds on faithful stewardship. school Beginner b Allan
a variety of sources We cannot say we administrators, Bellhouse
that would simulate love the land and faculty and students
instruments being then take steps to will be present to
studied; destroy it for use for berated (S) by the
6. Improvises simple future generations.” Indonesian students
accompaniment to according to the
selected Southeast -Pope John Paul II standards of a rubric
Asian music with 100 points.
7. Performs on
available
instruments from
Southeast Asia
.
8. Evaluates music
and music
performances
applying knowledge
of musical elements
and style.
JOHN V. CRISOSTOMO CELESTE L. CALIWARA REMEDIOS I. PAMO TERESITA T. BATTAD


2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
The learner…. The learner…. The learner…. Community and Title of PT: Youtube:
Music of East Asia Love (for country Creative Listening to music Promotional Video
demonstrates performs East Asian 1. explains how East and fellow men) can interpretation of of:
1. China understanding of music with Asian music relates bring a nation to Arirang/ KPop Song analysis
2. Japan common and distinct appropriate pitch, to its geography and progress. Music 1. Japan
3. Korea musical rhythm, expression culture; Singing Japanese, 2. Korea
characteristics of and style Stewardship Korean and http://web-
a) Geographical, East Asian countries 2. Listens To celebrate the Chinese folk songs japan.org/kidsweb
historical and perceptively to He who could be Philippine –Korean
cultural background music of East Asia; trusted with little Friendship Day and Moving to music http://english.visitk
things could also be to showcase the or.kr/
b) Traditional 3. Sing songs of East trusted with as concept of Korean Classifying musical
instruments Asia; much” music of the Grade 8 instruments http://www.britannio
(idiophones, students, (S) the m/art
aerophones, 3. Analyzes musical Care for little things (OPSA) and the Film Viewing
membranophones, elements of selected may lead to big Students Council Korean-music
and chordophones) songs and results (Luke 16:10) organized a school Presentation of
instrumental pieces wide activity. output Non-Western Music
c) Instrumental heard and (G)You are all for the Western
pieces (solo and performed; tasked to perform Listener (LRC)
ensemble) the song “Arirang”
4. explores ways of and a chosen KPop World Music by
d) Folksongs and producing sounds on music creatively. Miller & Shahari
ritual music e) K- a variety of sources
Pop and J-Pop that would simulate (R) – You are all Music of the World
instruments being performers and by Alan Blackwood
studied entertainer of
foreign visitors. Asian Music for
improvises simple Beginner by Alan
accompaniment to (A)-The Korean Ballhouse
selected East Asian Ambassador to the
music; Philippines, school Teacher’s made test
administrators,
performs on faculty and students
available will watch the show.
instruments from
East Asia; (S) The performance
will be assessed
based to the
standards in the
rubrics.


3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
The learner ….. The learner….. The learner…. Community and Title of PT: Youtube: Promotional
Music of South Asia Love (for country The Araling Listening to music Video of:
and Middle East demonstrates an Performs South Asia 1. explains how and fellow men) can Panlipunan Area 1.) India
1. India understanding of and the Middle East music of a South bring a nation to will conduct their Song analysis 2.) Israel
common and distinct music with Asian and the progress. culminating
2. Israel musical appropriate pitch, Middle East country activity(S) Linggo Singing Japanese,
characteristics of rhythm, expression relate to its Stewardship ng Araling Korean and www.en.wikipedia.or
a) Geographical, South Asia and the and style. geography and Panlipunan to Chinese folk songs g/wiki/Israel
historical and Middle East culture He who could be showcase the
cultural background; trusted with little familiarity of the Moving to music
2. listens things could also be Bedans to the
b) Traditional perceptively to trusted with as different Asian Classifying musical
instruments music of South Asia much” cultures. One of the instruments http://www.ouraweso
(idiophones, and the Middle East; highlights is the meplanet.com/aweso
aerophones, Care for little things creative Film Viewing me/2015/02/israel-
membranophones, 3. sings songs of may lead to big interpretation of the thank-you-
and chordophones) ; South Asia and the results (Luke 16:10) Grade 8 students. Presentation of philippines.
Middle East; You are all (R) output
c) Instrumental performers, and are
pieces (solo and 4. analyzes musical tasked to
ensemble); elements of selected demonstrate (G) (P) Non-Western Music
songs and the music of Israel for theWestern
d) Folksongs and instrumental pieces creatively. Listener (LRC)
ritual music heard and (A) Well- known
performed; friends, alumni and
benefactors of the World Music by
5. explores ways of school, together with Miller & Shahari
producing sounds on the faculty and
a variety of sources students will be
Music of the World
that would simulate present to watch
instruments being you. You will be by Alan Blackwood
studied; evaluated by guest
music teachers from Asian Music for
6. improvises simple other campuses Beginner
accompaniment to according to a (S) by Alan Bellhouse
selected South Asia rubric with 100
and the Middle East points Teacher Made Tests
music
7. performs on
available
instruments from
South Asia and
Middle East;
8. evaluates music
and music
performances
applying knowledge
of musical elements
and style.


4th Quarter
Traditional Asian The Learner… The Learner... The Learner... Hospitality - to share Title of PT: Creative Listening to music Youtube :
Music Theater anything that is good will interpretation of original 1.) Peking Opera
1. Wayang Kulit; demonstrates performs excerpts 1. identifies lead to unity. Tagalog Musical Play Analysis of songs 2.) Kabuki
2. Kabuki; understanding and from traditional musical 3.) Wayang Kulit
3. Peking Opera application of Asian theater characteristics Obedience – openness to The Office of the Social Singing
4. Zarzuela musical skills related with appropriate of selected follow set of standards Action Program together
to selected traditional pitch, rhythm, Asian musical will bring progress and with the Office of the Moving to music www.en.wikipedia.
Asian theater expression, and theater through peace. Prefect of Student Affairs org/wiki/Peking
will conduct a (S) year-end Organize an
style video films or
Love (for country) – to culminating activity for the original Tagalog
live
welcome cultural Musical Play wikipedia.org/wiki/
performances; partner communities of our
diversity Kabuki
school. One of the
2. sing Film Viewing
highlights is the creative http://www.Philippi
selection/s from interpretation of the Grade Presentation of ne Zarzuela
chosen Asian 8 students. You are all (R) output
musical theater; performers, and are tasked
to (G) demonstrate your
original Tagalog Musical

3. describe how Play, singing the songs (P) World Music by
the musical Balut,Antipolo and Kalesa Miller & Shahari
elements creatively. All (A) Grade 8
contribute to the students and Faculty Music of the World
performance of members will be present to by Alan
the musical watch you. You will be Blackwood
production; evaluated by your teachers
Asian Music for
and some representatives
4. identifies the Beginner
from the community where by Alan Bellhouse
instruments that
you will be assigned to
accompany
perform according to a (S) Teacher Made
Kabuki, Wayang
rubric with 100 points. Tests
Kulit, Peking
Opera;
5. explains the
distinguishing
characteristics
of representative
Asian musical
theater;
6. describe how
a specific idea
or story is
communicated
through music in
a particular
Asian musical
theater;
7. creates /
improvises
appropriate

sound, music,
gesture,
movements,
props and
costume for
performance of
a chosen Asian
traditional
musical and
theatrical form;
8. evaluates
music and music
performances
applying
knowledge of
musical
elements and
style.


1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
I. MUSIC OF THE The learner….. The learner….. The learner Stewardship- PT: Automatic Listening to music Youtube: The
MEDIEVAL Slide Presentation Renaissance
PERIOD (700- demonstrates performs selected 1. listens “Our lives are God’s of the Renaissance Song analysis
1400) understanding of songs from perceptively to gift to us, whatever Culture and Arts http://www.britannica
characteristic Medieval, selected vocal and we do to our lives is Singing .com/event/Renaissan
a) Historical and features of the renaissance and instrumental music our gift to God.” Interdisciplinary: ce
cultural background; Medieval, baroque periods of Medieval, Moving to music
Renaissance and a) Chants; b) Renaissance and “No matter what G – To showcase http://www.history,co
b) Gregorian chants; Baroque period Madrigals; c) Baroque music; seed has given us, be the European culture Designing of audio- m
music excerpts from MU9MRB it small or big, He and arts in the Video presentation
c) Troubadour oratorio; d) chorales; expects a good Renaissance Period topics/renaissance-art
music; e) troubadour . 2. explains the return from us. We through a lecture Select and compare
d) Composer - performance must endeavour to presentation. appropriate music Music Appreciation
Adam de la Halle. practice (setting, be good stewards to the slide by Roger Kamien
composition, role of and managers of our presentation.
2. RENAISSANCE composers/performe abilities and S – The student 700 Years of
PERIOD (1400- rs, and audience) capabilities Council will Film Viewing Classical
1600) during Medieval, regardless of where organize a school
a) Historical and Renaissance and we live and the wide activity during Presentation of Treasures (Audio
cultural background; Baroque periods; challenges we face.” the Social Science output CD, LRC)
b) Mass; c) Week
Madrigal; d) 3. relates Medieval, Ut Queant Laxis by
Composers - Renaissance and Guido d’ Arezzo
Giovanni da Baroque music to R – As an invited
Palestrina and its historical and Music lecturer, you The Understanding of
Thomas Morley. cultural background are tasked to share Music by Charles
through about European Hoffer
3. MUSIC OF THE dramatization; culture and arts of
BAROQUE MU9MRB the Renaissance Teacher’s made test
PERIOD (1685- period to
1750) 4. sings Medieval complement and
a) Historical and chant, troubadour enhance the images
cultural background; song, madrigal, in the presentation.
b) Concerto Grosso chorale and
Fugue selections from P – You have to
oratorio with come up with a
correct pitch, comprehensive
rhythm, expression presentation
and style; regarding the
European culture
5. describes musical and arts of the
elements of given Renaissance Period.
Medieval,
Renaissance and A -The Alumni
Baroque music professionals with
the school
6. explores other administrators,
arts and media that faculty and students
portray Medieval, will watch the
Renaissance and presentation
Baroque elements;
7. improvises
appropriate
accompaniment to

given Medieval and
Renaissance songs;
8. create and or
perform songs in
Gregorian and
troubadour styles;
MU9MRB
9. plays simple
melodies of a
chorale and provide
accompaniment.


2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
I. Music of the The learner…. The learner…. The learner….. “The disappearance PT: Slide Listening to music Youtube: The
Classical Period of a sense of Presentation of the Classical Period
(1750-1820) demonstrates sings and performs 1. narrates the life responsibility is the Culture and Arts of Song analysis
understanding of themes of and works of most far-reaching the Classical Period. http:www.classicfm.c
characteristic symphonies and classical composers consequence of Moving to music om./discover/periods
a)Historical and features of Classical other instrumental after video and submission to
cultural background; period music forms movie showing; authority.” The Office of the Designing of audio- http://www.britannica
demonstrates sings and performs -Stanley Milgram Prefect of Student Video presentation .com/art/Classical-
b) Sonata, sonata understanding of themes of 2. relates Classical Affairs will organize period
allegro form, characteristic symphonies and music to its Humility a school-wide Select and compare
concerto, symphony; features of Classical other instrumental historical and activity during the appropriate music http://www.history,co
c) Composers: period music forms cultural background “It is nice to be United Nations to the slide m
Franz Josef Haydn, important but it is Week (S) to promote presentation.
Wolfgang Amadeus 3. explains the also important to be and showcase the Music Appreciation
Mozart, and Ludwig performance nice” a behaviour European culture Film Viewing by Roger Kamien
van Beethoven. practice (setting, that can earn us the and arts in the
composition, role of respect and love of Classical Period.(G) Presentation of 700 Years of
composers/performe people around us You are a musical output Classical
rs, and audience) director and well-
during Classical Obedience – known speaker (R) Treasures (Audio
period To adopt to the and you are tasked CD, LRC)
requirement to to give a lecture
4. listens succeed that leads to presentation with “Joyful, Joyful We
perceptively to unity and harmony emphasis on Adore..”
selected Classical in a given European culture
period music; community and arts in the The Understanding of
Classical Period.(P) Music by Charles
5. describes musical Well-known school Hoffer
elements of given alumni professionals
Classical period with the school Teacher’s made test
pieces; administrators,
faculty and students
6. analyzes sonata will watch the
allegro form; presentation. (A)
Your presentation
7. sings themes or will be assessed
melodic fragments based on the
of given Classical standards of the
period pieces; given rubrics. (S)
8. explores other
arts and media that
portrays Classical
elements;
9. improvises
appropriate
accompaniment to
given short and
simple Classical
pieces.


3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
Instrumental Music The Learner… The Learner... The Learner... “The disappearance Title of PT: Listening to music Youtube:
of the Romantic of a sense of Automatic slide The Romantic Period
Period (1820-1900) demonstrates sings and performs 1. narrates the life responsibility is the presentation of the Analysis of songs
understanding of themes of selected and works of most far-reaching culture and arts of http://www.romanticf
a) Historical and characteristic instrumental pieces romantic composers consequence of Romantic Period Singing m.com/discover/perio
cultural features of after video and submission to with background ds
background; instrumental movie showing; authority.” music. Moving to music
b) Program music; Romantic music -Stanley Milgram http://www.britannica
c) Piano music; 2. relates Romantic The Office of the Designing of .com/art/Romantic-
d) Composers: period music to its Humility Prefect of Student Automatic Audio- period
Frederic Chopin, historical and Affairs will organize Video Presentation
Peter Illych cultural background; “It is nice to be a (S) school-wide Music Appreciation
important but it is activity during the Select & Compare by Roger Kamien
Tchaikovsky, 3. explains the also important to be Linggo ng Araling background music
Franz Liszt, and performance nice” a behaviour Panlipunan to Music Appreciation
Camille Saint- practice (setting, that can earn us the promote and (G) Presentation of by Robert Hickock
Saens composition, role of respect and love of showcase the output
composers/performe people around us European culture
rs, and audience) and arts in the Film Viewing 700 years of Classical
Obedience – Romantic period. Treasures (Audio
during the Romantic
To adopt to the You are a musical CD, LRC)
period;
requirement to director and your
4. listens succeed that leads to group is tasked to
perceptively to unity and harmony give a (R) lecture- The Understanding
selected Romantic in a given presentation with of Music
community emphasis on music by Charles Hoffner
period music ;
to complement and
5. describes musical enhance the images Teacher Made Tests
elements of given in the (P) actual
Romantic period presentation. Well-
known alumni
pieces;
professionals
6. sings themes or together with the
melodic fragments school (A)
of given Romantic administrators,
period pieces; faculty and students
will be present to
7. explores other arts watch your
and media that presentation. Your
portray Romantic presentation will be
period elements; (S) rated according
to a rubric with 100
8. improvises points.
appropriate
accompaniment to
given short and
simple Romantic
period pieces.



4th Quarter

Content Performance Learning Learning
Content Benedictine Hallmarks/ Assessment Materials and
Standards Standards Competency Strategies
Vocal Music of the The Learner… The Learner... The Learner... Community – acceptance Title of PT: Creative Listening to music Youtube:
Romantic Period of individual differences interpretation of an Opera La Traviata
demonstrates sings and 1. narrates the among people in a excerpt. Analysis of songs Aida
a) Art song understanding of performs themes plot, musical community. Openness to Nessun Dorma
b) Opera characteristic of selected songs and theatrical the unique character of The Office of the Social Singing
c) Composers: features of vocal elements of an each individual will lead Action Program together
Franz Schubert, music of the opera after video to peace and unity for the with the Office of the Moving to music http://www.opera.c
Guiseppe Verdi, Romantic period and movie good of all. Prefect of Student Affairs om
Giacomo Puccini, showing; will conduct a year-end (S) Planning of
and Humility - “He who is the culminating activity for the Presentation
Richard Wagner first will be the last, and http://www.britanni
2. listens partner communities of our
the last will be the first” school to showcase your
Select & Compare ca.com/art/Broadw
perceptively to music to perform aymusical
(Matt 20:16) an attitude (G) familiarity of musical
selected art
songs and that is needed to serve theatre. One of the
excerpts of others highlights is the creative Presentation of Music Appreciation
opera ; interpretation of the Grade output by Roger Kamien
9 students. You are all (R)
3. sings themes
performers, and are tasked
or melodic Music Appreciation
to demonstrate (P) your
fragments of by Robert Hickock
song number from a
given selected
Romantic Opera. Grade 9
songs; 700 years of
students and Faculty Classical
4. explores other members will be present to Treasures (Audio
arts and media watch you. You will be CD, LRC)
that portray evaluated by your (A)
Romantic period teachers and some
elements; representatives from the The Understanding
community where you will of Music
5. creates / be assigned to perform. by Charles Hoffner
improvises You will be rated according
appropriate to a rubric with 100 points. Teacher Made
sounds, music, Tests
gestures,
movements, and
costumes for a
chosen opera;


1st Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
The learner….. The learner…. The learner…. PT: Music -Compare and Cabataña,
A. Impressionism Obedience - ‘We Composition contrast musical Chrismarelene
a) Historical and demonstrates creates musical 1. listens need to obey the pieces resontoc et.al. (2015),
cultural background understanding of pieces using perceptively to rules and regulations Quezon City, the 21st
b) Composers: 20th century music particular style/s of selected 20th at home and in The League of -Interactive Century MAPEH in
Claude Debussy, styles and the 20th Century century music; school to be Composers in the discussion Action, Rex Book
and Maurice Ravel characteristic successful in life. Philippines is Store
features. 2. describes looking for a new -Tell me, Show me
B. Expressionism distinctive musical Community – We and unique method Anido,Belinda R.
a) Historical and elements of given need to show instrumental et.al. (2014)
cultural background pieces in 20th concern in our composition. (S)You -Listening and Valenzuela City,
b) Composer: century styles; community where are an amateur analyzing musical Honing Your Skills
Schoenberg we belong. composer (R) and pieces through MAPEH 7,
3.relates 20th you are tasked to JOES Publishing
C. Others century music to its Stewardship – “Let join the contest and House Inc.
a) Electronic music historical and us be happy with the come up with the

b) Chance music cultural background; success of others. composition relevant -Music composition Copiaco, Hazel P.
to the topic using et.al. (2012) Quezon
4. explains the chance and/or City, Our World of
performance minimalism music MAPEH, Vibal
practice (setting, as inspiration of Publishing House,
composition, role of your composition. Inc.
composers/performe (P) The League of
rs, and audience) of Composers will
20th century music; listen to the entry
MU10TC pieces. (A) The
output will be
5. sings melodic assessed based to the
fragments of given given rubrics. (S)
Impressionism
period pieces;
6. explores other
arts and media that
portray 20th century
elements through
video films or live
performances;
7. creates short
electronic and
chance music pieces
using knowledge of
20th century styles.
MU10TC


2nd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
AFRO-LATIN AND The learner…. The learner The learner…. Obedience – PT: “We Love -Motivational Cabataña,
POPULAR MUSIC Obedience is the OPM” introduction of the Chrismarelene
demonstrates performs vocal and 1. observes dance mother of all success lesson resontoc et.al. (2015),
1. Historical and understanding of dance forms of styles, instruments, G – To perform Quezon City, the 21st
(cultural background characteristic Afro-Latin and rhythms of Afro Community –We simple folk songs in Listening to Century MAPEH in
of African and Latin features of Afro- American music and Latin American and can create big any type of popular selected music Action, Rex Book
American music Latin American selections of Popular popular music product if we have music. Store
2. Background of music and Popular music through video, small ideas in a -Compare and
Popular music music movies and live group R – You as a singer, contrast musical Anido,Belinda R.
3. African music a. performances; director, an pieces et.al. (2014)
Rhythms: Maracatu Stewardship- We instrumentalist Valenzuela City,
b. 2. describes the can be a good -Interactive Honing Your Skills
Vocal forms: blues, historical and steward by taking A – your music discussion through MAPEH 7,
soul, spiritual, cultural background care of the gifts or teacher and your JOES Publishing
calland response of Afro Latin skills given to us by classmates -Tell me, Show me House Inc.
4. Latin American American and God. method
music popular music; S – The ABS- Copiaco, Hazel P.
a. Instruments CBN’s “I Love -Listening and et.al. (2012) Quezon
b. Vocal and Dance 3. listens OPM game show” is analyzing musical City, Our World of
form: Cumbia, perceptively to inviting you to pieces MAPEH, Vibal
tango, cha-cha. AfroLatin American perform any folk Publishing House,
Rumba, bossanova, and popular music ; song in your own Inc.
reggae, foxtrot, pasa style. You are free
doble 4. dances to to choose any type -Music composition
5. Jazz a. different selected of popular music.
Instrumental forms: styles of Afro-Latin
ragtime, big band, American and P – Some of the
bebop, jazz rock popular music; students will sing
6. Popular music a. folk songs, dance,
Ballad, standard, 5.characteristics of and play in their
rock and roll, Afro-Latin own style. You
alternative music, American and must convey the
disco popular music; theme and must be
creative.
6. sings selections of
Afro-Latin S – Use the rubric
American and for Performance
popular music in Task
appropriate pitch,
rhythm, style, and Mini Task 1
expression
Brainstorming for
7. explores ways of PT (step 1 )
creating sounds on a
variety of sources Mini Task 2
suitable to chosen Practice for PT
vocal and finalizing the
instrumental presentation
selections;
8. improvises simple
vocal/instrumental
accompaniments to
selected songs;
9. choreographs a
chosen dance music;
10. evaluates music

and music
performances using
knowledge of
musical elements
and style.


3rd Quarter
Christian
Dimension
Instructional
Resources
School’s Vision
Mission
The 20TH and 21st The learner The learner -Sing selection of Title of PT: Compare and Cipriano, Eduardo
Century demonstrates performs contemporary Obedience - By ‘Musical Play” Contrast V. et. al. (2015),
Multimedia Forms understanding if selections from music with being obedient we Quezon City, The
characteristic musical plays, appropriate pitch, can show our Discussion 21st Century
features of 20th ballet, and opera in rhythm, style and humility. G – To perform a MAPEH in
satisfactory level expression. musical play of Tell Me, Show ACTION, Rex
and 21st century
of performance. Noli Me Tangere. Me method Book Store, Inc.
opera musical - Create a musical Community – By
play and other The learner creates play. sharing our talents R Observation Anido, Belinda R.
multimedia a musical work and skills we can - You as a et. al. (2014) ,
forms. using media and -Demonstrate show our concern singer Hand signals Valenzuela City,
technology. originality and to our community - You as a Honing your Skills
The learner inventiveness I where do we director Oral questioning through MAPEH
demonstrates work. belong. - You as an 7.Jo-Es Publishing
understanding of instrument House Inc.
the relationship - Adopt to varied Stewardship – We alist

among music, roles and can be a good - You as an
technology and responsibilities in steward of God’s actor.
media. school and in creation by taking
community. care of our A- San Beda Copiaco, Hazel
personal things as community. P.et.al. (2012)
well as school Quezon City, Our
equipment. S- The San Beda World of MAPEH,
College will hold Vibal Publishing
its annual House, Inc.
founding
anniversary. The
OPSA assigned
each grade level a
particular
presentation.
Theatrical
presentation was
assigned to grade
10.
P - Documented
video of the
theatrical play Noli
Me Tangere.
Some students will

act and sing the
Noli Me Tangere
Some students will

play instruments.
Some student/s
will be the director
of the play.
S- Use the rubric

for
Product/Performan
ce.
Mini Task 1 –
Brainstorming for
Performance task
Mini Task 2 –
Practice for
Performance Task
(PeTa)
Summative Test –
20 items of
Multiple


4th Quarter

Contemporary The learner The learner - Describe Benedictine Hallmarks: Title of the PT: Song Compare and Cabataña,
Philippine Music demonstrates sings features of Composition Contrast Chrismarilene
(Traditional to understanding if contemporary traditional and Obedience – Obedience Resontoc et. al.
New Music) characteristics songs. contemporary shows humility. G – To compose a song Discussion (2015), Quezon
features of music. about friendship. City, The 21st
Community – “Let us Tell Me, Show Century MAPEH
contemporary
- Give the do our best to be a R Me method in ACTION, Rex
music. profile of worthy member of - You as a Book Store, Inc.
selected God’s community by composer Observation
contemporary being a good - You as a Anido, Belinda R.
Philippine Christian.” interpreter Hand signals et. al. (2014) ,
composers Valenzuela City,
A- Music Teacher/s and Oral questioning Honing your
- Listen Stewardship – We can your classmates Skills through
perceptively to be a good steward by Group work MAPEH 7.Jo-Es
major being good to others. S- The Himig Handog Publishing House
contemporary Song Writing Inc.
works. Competition invites you
to send an entry for the
song writing competition.
- Compose a Copiaco, Hazel
contemporary P – Students will write P.et.al. (2012)
Philippine their own lyrics and Quezon City, Our
music. create melody of their World of
composition. MAPEH, Vibal
- Develop, Publishing House,
implement, and S- Use the rubric for Inc.
communicate Product/Performance.
new ideas to
others. Mini Task 1 –
Brainstorming for
Performance task

(PeTa)
items of Multiple


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Grade 1: Music Education

Music | Academic Curriculum Guide | Updated 2018 | Page | 1

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OCTWEN JADE S. CABILAN CELESTE L. CALIWARA EDUARDO O. CASILLA TERESITA T. BATTAD

Music | Academic Curriculum Guide | Updated 2018 | Page | 2

S – The action song

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OCTWEN JADE S. CABILAN CELESTE L. CALIWARA EDUARDO O. CASILLA TERESITA T. BATTAD

Music | Academic Curriculum Guide | Updated 2018 | Page | 4

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