CURRICULUM MAP

The Learner demonstrates understanding of basic concepts and processes in music and art through
CORE LEARNING AREA STANDARD 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.
The learner demonstrates understanding of salient features of music and art of the Philippines and
KEY STAGE STANDARD (7-10) 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.
The learner demonstrates understanding of salient features of Asian music and the arts, through
GRADE LEVEL STANDARD (8) appreciation, analysis, and performance for self-development, the celebration of Filipino cultural
identity and diversity, and the expansion of one’s world vision.
QUARTER First
UNIT NUMBER 1
UNIT TITLE Music of Southeast Asia
TIME FRAME 6 meetings
CONTENT STANDARD PERFORMANCE STANDARD
The student demonstrates understanding of common musical The students performs Southeast Asian songs with appropriate
characteristics of the region as well as unique characteristics of a pitch, rhythm, expression, and style.
particular Southeast Asian country.
TOPICS ESSENTIAL
QUESTIONS AND LEARNING ASSESSMENTS ACTIVITIES AND VALUES AND SUBJECT
ENDURING COMPETENCIES STRATEGIES INTEGRATION RESOURCES
UNDERSTANDIN
GS
LESSON 1: Essentials The learners will.. Pre- Discussion Values:
Questions: assessment: Concept Recall Artistic excellence MAPEH 8 (K12
MUSIC OF explains how Eliciting Prior Socratic Group collaboration Curriculum)
INDONESIA The students will the music of a Knowledge Approach and connectedness
explore responses Southeast Asian Quick Check Music Listening Respect for one’s
Content to the following country relates to (How ready are Note Analysis culture and tradition
Standard questions: its geography and you?, Page 3) Kodaly Approach Appreciation to
The student 1. What makes culture; Orff Approach cultural history
demonstrates Indonesian Formative Compare and Care for nature/
understanding musicians unique Listen Assessment: Contrast creativity, originality,
of common from other Asian perceptively to Concept Recall Venn Diagram and resourcefulness
musical countries’ music of (Let’s Recall, Film Viewing on the construction/
characteristics orchestra? Southeast Asia; pages 7 and 8) Picture/Video creation of Indonesian
of the region 2. How do you Venn Diagram Analysis and gamelan musical
as well as describe the sings songs of of Indonesian Interpretation instruments
unique elements of Southeast Asia; Gamelan Note-writing Promote self-
characteristics music of orchestra and Rhythmic esteem, confidence,
of a particular Thailand? analyzes the Philippine Composition leadership, teamwork,
Southeast 3. How unique is musical elements Palabunibunyan Collaborative and discipline
Asian country. Cambodia and of selected songs (Let’s Explain, Approach Elevates
Myanmar music? and instrumental page 8) Innovative performance skills and
Performance 4. What is pieces heard and Identifying Approach reduces stage fright
Standard instrumental performed; similar Instrument
The students ensemble for characteristics Playing Subject Integration:
performs you? explores ways and styles of the Group Practice Religion/Values
Southeast 5. What are the of producing traditional Group Education (one’s
Asian songs traits of an sounds on a music of Presentation culture and tradition;
with instrumental variety of sources Thailand, Data Gathering, gamelan music
appropriate ensemble that would Philippines, and Organizing, and performance)
pitch, rhythm, musician? simulate Indonesia Interpreting Araling Panlipunan
expression, instruments being (Let’s Connect, Integration of (history of Indonesian
and style. Enduring studied; page 8 and 9) concept culture and tradition)
Understandings: areas/Interdisciplin Science (water
The students will improvises Summative ary Approach music- making and
understand that… simple Assessment: Student self- playing of Indonesian
1. The greatest accompaniment Instrumental assessment slendro and pelog
music to selected Improvisation Journaling using bottles of water
performance an Southeast Asian (demonstration in the creation of
artist can give to music; of constructed sounds)
play with all his interlocking Computer
heart. performs on patterns for (instrumental
2. no two available Gamelan improvisation)
performances are instruments from ensemble) Art (gamelan
the same. Southeast Asia; (Let’s Apply, musical instruments’
3. great music pages 9 and 10) designs)
interpretation evaluates music Mathematics (note
depends on how and music intervals of Indonesian
the performances Self- scales- slendro and
listeners/audienc applying assessment: pelog, and folk song)
e receive/assess knowledge of Expressing Ecology (use of
the performance. musical elements insights on bamboo, wood, and
4. instrumental and style. things learned metal materials used
ensemble by completing in the Gamelan
requires given musical instruments)
openness, statements Philippine music
sensitivity, (Reflection: (Palabunibunyan in
discipline, and Looking at my Going Beyond)
cooperation to performance,
achieve group’s page 11)
goals.

Values:
Artistic excellence
Group collaboration
and connectedness
Respect for one’s
culture and tradition
Promote culture and
tourism
Promote self-
esteem, confidence,
leadership, teamwork,
and discipline
Discussion Evaluate
Concept Recall performance skills and
Socratic reduce stage fright
Approach
LESSON 2: Music Listening Subject Integration:
Music of Pre- Music Analysis Araling Panlipunan
Thailand assessment: Note-reading (history of Thais’ vocal
Sharing of Kodaly Approach and instrumental
Content assignments Individual/Group forms; and the Did you
Standard given to the Singing know that part)
The students students about Song Mathematics (use of
demonstrates Thai music Interpretation Thais’ scale and the
understanding (Quick Check: Film viewing time signature in the
of common How ready are Picture/Video folk song)
musical you?, page 12) Analysis and Theatre “The King
characteristics Eliciting Prior Interpretation and I” (Going Beyond)
of the region Knowledge Graphic Culture and Tourism
as well as Organizer (Thailand’s beautiful
unique Formative Instrument places)
characteristic Assessment: Playing Art (musicians’
of a particular Concept Identification costumes,
Southeast Recall (Let’s Group Practice instruments’, designs,
Asian country. Recall, page 19) Group presentations of “Loi
Music Analysis presentation Gratong” festival, and
Performance of the different Integration of Reflection Journal)
Standard Thai ensembles content areas/ Computer
The standard (Let’s explain, Interdisciplinary (presentation of Thai
performs pages 19 and Approach music)
Southeast 20) Data gathering,
Asian songs Comparing organizing, and
with traditional interpreting
appropriate music of Student self-
pitch, rhythm, Thailand to any assessment
expression, Southeast Asian Exit Card
and style. Country (Let’s
Connect page
20)
Summative
Assessment:
Singing of Thai Values:
folk song with Artistic excellence
proper Group collaboration
musicality (Let’s and connectedness
Apply, page 21) Promote self-
esteem, confidence,
Self- leadership, teamwork,
assessment: and Discipline
Assessing of Elevate performance
own skills and reduce stage
performances fright
and
contributions Subject Integration:
Life- Religion/Values
connections of Education (social
musical skills functions of music)
(Reflection: Ecology (Cambodia
Looking at my and Myanmar’s
performance, instrumental forms
page 22) and God’s gift of
nature—materials
used in the
instruments)
Araling-Panlipunan
(history of Cambodia
and Myanmar’s vocal
and instrumental
forms)
Theatre (Cambodian
Khmer’s Nang Sbek
and Myanmar’s
 Marionette in Going
LESSON 3: Pre- Discussion Beyond)
Music of assessment: Concept Recall Art (Cambodian
Cambodia Quick check: Socratic Khmer’s Nang Sbek,
and Myanmar (How ready are Approach Maynmar’s
you?, page 23) Music Listening Marionette,
Content Eliciting Prior Compare and musicians’ costumes,
Standard Knowledge/K- Contrast and instruments’
The students W-L/Venn Film Viewing designs)
demonstrates Diagram Picture/Video
understanding Analysis and
of common Formative Interpretation
musical Assessment: Demonstration
characteristics Identifying Individual/
of the region vocal music of Group Instrument
as well as Cambodia and Singing
unique Myanmar (Let’s Individual/ group
characteristic recall, page 26) singing
of a particular Classifying Song
Southeast respective interpretation
Asian country. musical Group practice
instruments Group
Performance (Let’s explain, presentation
Standard page 27) Song composition
The standard Data Peer Teaching
performs gathering on the Collaboration
Southeast other Innovative
Asian songs characteristics Approach
with of Cambodia Classification/
appropriate and Myanmar Identification of
pitch, rhythm, ensembles instruments
expression, Analysis and Integration of
and style. formulation of content areas/
general idea/s Interdisciplinary
(Let’s Connect, Approach
page 28) Interview/ Data
Gathering,
Summative organizing, and
Assessment: interpreting
Composition student self-
of rhythmic assessment
accompaniment Dyad: Think-Pair-
to Cambodian Share
music (Let’s Journaling/ Exit
Apply, Page 29) Card

Self-
assessment:
Dyad: Think-
Pair-Share
(Reflection:
Looking at my
performance,
page 31)
 CURRICULUM MAP
The Learner demonstrates understanding of basic concepts and processes in music and art through
CORE LEARNING AREA STANDARD 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.
The learner demonstrates understanding of salient features of music and art of the Philippines and
KEY STAGE STANDARD (7-10) 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.
The learner demonstrates understanding of salient features of Asian music and the arts, through
GRADE LEVEL STANDARD (8) appreciation, analysis, and performance for self-development, the celebration of Filipino cultural
identity and diversity, and the expansion of one’s world vision.
QUARTER Second
UNIT NUMBER 2
UNIT TITLE Music of East Asia
TIME FRAME 6 meetings
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of common and distinct musical The learner performs East Asian music with appropriate pitch,
characteristics of East Asian countries. rhythm, expression and style.
TOPICS ESSENTIAL
QUESTIONS AND LEARNING ASSESSMENTS ACTIVITIES AND VALUES AND
ENDURING COMPETENCIES STRATEGIES SUBJECT
UNDERSTANDIN INTEGRATION
GS
LESSON 1: Essentials The learners will.. Pre- Discussion Values:
Questions: assessment: Artistic excellence
Music Of explains how Quick Check Concept Recall
China The students will East Asian music (How ready are Group
explore responses relates to its you?, Page 35) Socratic Approach collaboration and
Content to the following geography and Eliciting Prior connectedness
Standard questions: culture; Knowledge Music Listening
The learner 1. Why do you Respect for one’s
demonstrates think Chinese listens Formative Note Analysis culture and tradition
understanding music has a perceptively to Assessment:
of common broader variety of music of East Concept Recall Kodaly Approach Promote culture
musical vocal and Asia; (Let’s Recall, and tourism
characteristics instrumental pages 42) Individual/Group
of the region timbres? sings songs of Classification Singing Care for nature/
as well as East Asia; of instruments creativity, originality,
unique 2. How did and analysis of Song and resourcefulness
characteristics Chinese Music analyse musical characteristics interpretation on the construction/
of a particular influence the elements of and styles (Let’s creation of Chinese
Southeast music of other selected songs Explain, page 42 Compare and musical instruments
Asian country. Asian countries? and instrumental and 43) Contrast
pieces heard and Picture and Nationalism
Performance 3. What for you is performed; Sound analysis Venn Diagram
Standard Japanese music? (Let’s Connect, Preservation of
The learner explores ways page 43) Film Viewing Chinese festivals
performs 4. Why is of producing Answering of
Southeast Japanese music sounds on a guide questions Picture/Video Promote self-
Asian songs unique? variety of sources given in the Analysis and esteem, confidence,
with that would assignment. Interpretation leadership,
appropriate 5. How is Korean simulate teamwork, and
pitch, rhythm, music influenced instruments being Summative Note-writing discipline
expression, by Western studied; Assessment:
and style. music? Eight-measure Song Composition Elevates
improvises composition of performance skills
Enduring simple Chinese Collaborative and reduces stage
Understandings: accompaniment pentatonic Approach fright
The students will to selected East music using the
understand that… Asian music; five black keys Innovative Subject Integration:
1. It takes a big of the piano Approach
heart and mind to performs on (Let’s Apply, Religion/Values
understand and available pages 44) Instrument Playing Education (one’s
appreciate instruments from culture and tradition;
other’s East Asia; Group Practice gamelan music
work/music. Self- performance)
evaluate music assessment: Group
2. People from and music Expressing Presentation Araling Panlipunan
different performances insights and (history of Chinese
categories unite applying realizations on Organizing, and culture, dynasty and
through music. knowledge of things learned Interpreting tradition)
musical elements by completing
3. Music creation and style. given Integration of Movie (discussion
requires no limits. statements concept of “Kung Fu Hustle”
(Reflection: areas/Interdisciplinar in the Did you know
4. the present Looking at my y Approach that part)
practice shows performance, Festivals (Chinese
great influences. page 46) Student self- celebrations)
assessment Culture and
Tourism (China’s
Journaling/Exit beautiful places)
card Computer
(Instrumental
improvisation)
Art (Chinese
musical instruments
designs and the
creative
presentation of
Reflection Journal)
Mathematics
(performance of folk
songs)
Ecology (use of
bamboo, wood, and
metal materials used
in the Chinese
musical instruments)
Philippine and
Western music
(integration of
classifications of
instruments)
LESSON 2: Pre-
Music of assessment: Discussion Values:
Japan (Quick Check: Artistic excellence
How ready are Concept Recall Group
Content you?, page 47) collaboration and
Standard Eliciting Prior Socratic Approach connectedness
The student Knowledge Respect for one’s
demonstrates Music Listening culture and tradition
understanding Formative Preservation of
of common Assessment: Music Analysis Japanese festivals
musical Matching Promote culture
characteristics Type (Let’s Note-reading and tourism
of the region Recall, page 51) Promote self-
as well as Scales Kodaly Approach esteem, confidence,
unique Notation (Let’s leadership,
characteristics explain, pages Individual/Group teamwork, and
of a particular 52) Singing discipline
Southeast Performance Elevate
Asian country. and Analysis of Song performance skills
Japanese song Interpretation and reduce stage
Performance (Let’s Connect fright
Standard page 53 and 54) Note -Reading Resourcefulness
The students
performs Song composition Subject Integration:
Southeast Summative Religion
Asian songs Assessment: Film Viewing (Integration with
with Composition Chinese and
appropriate of 16-measure Group practice Buddhist music and
pitch, rhythm, Japanese taiko character
expression, pattern Group connections in the
and style. Performance Presentation Refelction)
using any Araling-Panlipunan
recycled Integration of (the Philippine-Japan
percussive content areas/ friendship month in
instruments Interdisciplinary the Did you know
(Let’s apply, Approach that part)
page 54) Culture and
organizing, and Tourism (cherry
Self- interpreting blossoms and
assessment: beautiful places)
Assessing of Student self- Mathematics (use
own assessment of Japanese scale
performances and the performance
and Exit Card of folk song)
contributions Art (musicians’
Life- Picture/Video costumes,
connections of Analysis and instruments’,
musical skills Interpretation designs,
(Reflection: presentations of
Looking at my Instrument Playing “Taiko” festival, and
performance, Reflection Journal)
page 55) Computer
(presentation of
Super Mario in Going
Beyond)
LESSON 3: Pre- Discussion Values:
Music of assessment: Artistic excellence
Korea Quick check: Concept Recall Group
(How ready are collaboration and
Content you?, page 56) Socratic Approach connectedness
Standard Eliciting Prior Promote self-
The students Knowledge/K- Music Listening esteem, confidence,
demonstrates W-L leadership,
understanding Compare and teamwork, and
of common Formative Contrast Discipline
musical Assessment: Elevate
characteristics Concept Film Viewing performance skills
of the region Recall (Let’s and reduce stage
as well as recall, page 26) Picture/Video fright
unique Scales Analysis and
characteristic Notation Interpretation Subject Integration:
of a particular Compare and Religion/Values
Southeast Contrast(Let’s Demonstration Education (social
Asian country. explain, page 61 functions of music)
and 62) Individual/ Ecology (Cambodia
Performance Analysis of Group Instrument and Myanmar’s
Standard music elements Singing instrumental forms
The standard and and God’s gift of
performs performance Individual/ group nature—materials
Southeast practices of singing used in the
Asian songs Chinese, instruments)
with Japanese, and Song Araling-Panlipunan
appropriate Korean folk interpretation (history of Cambodia
pitch, rhythm, songs (Let’s and Myanmar’s vocal
expression, Connect, pages Group practice and instrumental
and style. 62 and 63) forms)
Group Theatre
presentation (Cambodian Khmer’s
Summative Nang Sbek and
Assessment: Song composition Myanmar’s
Performance Marionette in Going
of Korean Peer Teaching Beyond)
Arirang (Let’s Collaboration Art (Cambodian
Apply, Page 63) Khmer’s Nang Sbek,
Innovative Maynmar’s
Self- Approach Marionette,
assessment: musicians’ costumes,
Evaluating Classification/ and instruments’
own Identification of designs)
performance instruments
and
participation in Integration of
the topic content areas/
discussed Interdisciplinary
(Reflection: Approach
Looking at my
performance, Interview/ Data
page 64 and 65) Gathering,
organizing, and
interpreting

student self-
assessment

Dyad: Think-Pair-
Share

Journaling/ Exit
Card
 CURRICULUM MAP

CORE LEARNING AREA STANDARD

KEY STAGE STANDARD (7-10)

GRADE LEVEL STANDARD (8)

QUARTER First
UNIT NUMBER 1
UNIT TITLE Arts and Crafts of Southeast Asia
TIME FRAME 6 meetings
CONTENT STANDARD PERFORMANCE STANDARD
 The learner demonstrates understanding on the art elements and  The learner create artworks showing the characteristic
processes by synthesizing and applying prior knowledge and skills; elements of the arts of Southeast Asia
 The learner demonstrate understanding on the salient features of  The learner exhibit completed artworks for appreciation
the arts of Southeast Asia by showing the relationship of the and critiquing
elements of art and processes among culturally diverse
communities in the region
 The learner demonstrate understanding Southeast Asian countries
as having a rich artistic and cultural tradition from prehistoric to
present times
ESSENTIAL
QUESTIONS AND LEARNING ASSESSMENTS ACTIVITIES AND VALUES AND SUBJECT
TOPICS ENDURING COMPETENCIES STRATEGIES INTEGRATION RESOURCES
UNDERSTANDIN
GS
LESSON 1: Essentials The learners will.. Pre- Discussion Values:
Questions: assessment: Concept Recall Artistic excellence MAPEH 8 (K12
Southeast analyze Eliciting Prior Socratic Group collaboration Curriculum)
Asian Fabrics The students will elements and Knowledge Approach and connectedness
and Attire explore responses principles of art in Quick Check Music Listening Respect for one’s
to the following the production of (How ready are Note Analysis culture and tradition
CONTENT questions: arts and crafts you?, Page 3) Kodaly Approach Appreciation to
STANDARD 1. What defines inspired by the Orff Approach cultural history
 art and culture? cultures of Formative Compare and Care for nature/
The learner Southeast Asia; Assessment: Contrast creativity, originality,
demonstrates 2. What makes Concept Recall Venn Diagram and resourcefulness
understanding Southeast art? identify (Let’s Recall, Film Viewing on the construction/
on the art characteristics of pages 7 and 8) Picture/Video creation of Indonesian
elements and 3. What can arts arts and crafts in Venn Diagram Analysis and gamelan musical
processes by and crafts tell specific countries of Indonesian Interpretation instruments
synthesizing about Filipino in Southeast Asia: Gamelan Note-writing Promote self-
and applying culture and Indonesia (batik , orchestra and Rhythmic esteem, confidence,
prior society? Wayang the Philippine Composition leadership, teamwork,
knowledge puppetry); Palabunibunyan Collaborative and discipline
and skills; Enduring Malaysia (modern (Let’s Explain, Approach Elevates
The learner Understandings: batik, wau , and page 8) Innovative performance skills and
demonstrate The students will objects made Identifying Approach reduces stage fright
understanding understand that… from pewter); similar Instrument
on the salient 1. Southeast Thailand (silk characteristics Playing Subject Integration:
features of Asian virtuosities fabrics and Loi and styles of the Group Practice Religion/Values
the arts of in arts and crafts Kratong Lantern traditional Group Education (one’s
Southeast convey its depth Festival); music of Presentation culture and tradition;
Asia by and receptivity to Cambodia Thailand, Data Gathering, gamelan music
showing the culture, beliefs, (AngkorWat and Philippines, and Organizing, and performance)
relationship of customs, ancient temples); Indonesia Interpreting Araling Panlipunan
the elements traditions, Singapore (Let’s Connect, Integration of (history of Indonesian
of art and environment, and (Merlion), etc. page 8 and 9) concept culture and tradition)
processes values. areas/Interdisciplin Science (water
among reflect on and Summative ary Approach music- making and
culturally 2. Southeast derive the mood, Assessment: Student self- playing of Indonesian
diverse Asian folk arts idea, or message Instrumental assessment slendro and pelog
communities reflect the from selected Improvisation Journaling using bottles of water
in the region people’s sense of artifacts and art (demonstration in the creation of
The learner wisdom and life’s objects of constructed sounds)
demonstrate goals. interlocking Computer
understanding appreciate the patterns for (instrumental
Southeast 3. The arts of artifacts and art Gamelan improvisation)
Asian Southeast Asian objects in terms ensemble) Art (gamelan
countries as abound with of their utilization (Let’s Apply, musical instruments’
having a rich creative and and their distinct pages 9 and 10) designs)
artistic and edifying traditions use of art Mathematics (note
cultural from ancient to elements and intervals of Indonesian
tradition from present times. principles Self- scales- slendro and
prehistoric to assessment: pelog, and folk song)
present times 4. The ingenuity incorporate the Expressing Ecology (use of
of the people design, form, and insights on bamboo, wood, and
PERFORMANC from Southeast spirit of things learned metal materials used
E STANDARD Asia are evident Southeast Asian by completing in the Gamelan
The learner in their cultural artifacts and given musical instruments)
create traditions. objects in one’s statements Philippine music
artworks creation (Reflection: (Palabunibunyan in
showing the Looking at my Going Beyond)
characteristic trace the performance,
elements of external (foreign) page 11)
the arts of and internal
Southeast (indigenous)
Asia. influences that
The learner are reflected in
exhibit the design of an
completed artwork and in
artworks for the making of a
appreciation craft or artifact
and critiquing
create crafts
that can be locally
assembled with
local materials,
guided by local
traditional
techniques
(e.g.,batik, silk
weaving, etc.)

derive
elements from
traditions/history Pre- Discussion Values:
of a community assessment: Concept Recall Artistic excellence
for one’s artwork Sharing of Socratic Group collaboration
assignments Approach and connectedness
show the given to the Music Listening Respect for one’s
relationship of students about Music Analysis culture and tradition
the development Thai music Note-reading Promote culture and
of crafts in (Quick Check: Kodaly Approach tourism
specific countries How ready are Individual/Group Promote self-
in Southeast Asia, you?, page 12) Singing esteem, confidence,
according to Eliciting Prior Song leadership, teamwork,
functionality, Knowledge Interpretation and discipline
traditional Film viewing Evaluate
specialized Formative Picture/Video performance skills and
expertise and Assessment: Analysis and reduce stage fright
availability of Concept Interpretation
resources (e.g., Recall (Let’s Graphic Subject Integration:
pottery, weaving, Recall, page 19) Organizer Araling Panlipunan
jewelry, and Music Analysis Instrument (history of Thais’ vocal
basketry) of the different Playing and instrumental
Thai ensembles Identification forms; and the Did you
show the (Let’s explain, Group Practice know that part)
commonalities pages 19 and Group Mathematics (use of
and differences of 20) presentation Thais’ scale and the
the culture of the Comparing Integration of time signature in the
Southeast Asian traditional content areas/ folk song)
countries in music of Interdisciplinary Theatre “The King
relation to Thailand to any Approach and I” (Going Beyond)
Philippine culture Southeast Asian Data gathering, Culture and Tourism
Country (Let’s organizing, and (Thailand’s beautiful
 Connect page interpreting places)
mount an 20) Student self- Art (musicians’
exhibit using assessment costumes,
LESSON 2: completed Exit Card instruments’, designs,
Music of Southeast Asian- Summative presentations of “Loi
Thailand inspired arts and Assessment: Gratong” festival, and
crafts in an Singing of Thai Reflection Journal)
Content organized folk song with Computer
Standard manner proper (presentation of Thai
The students musicality (Let’s music)
demonstrates Apply, page 21)
understanding
of common Self-
musical assessment:
characteristics Assessing of
of the region own
as well as performances
unique and
characteristic contributions
of a particular Life-
Southeast connections of
Asian country. musical skills
(Reflection:
Performance Looking at my
Standard performance,
The standard page 22)
performs
Southeast
Asian songs
with
appropriate
pitch, rhythm,
expression,
and style.
Pre- Values:
assessment: Artistic excellence
Quick check: Group collaboration
(How ready are and connectedness
you?, page 23) Promote self-
Eliciting Prior Discussion esteem, confidence,
Knowledge/K- Concept Recall leadership, teamwork,
W-L/Venn Socratic and Discipline
Diagram Approach Elevate performance
Music Listening skills and reduce stage
Formative Compare and fright
Assessment: Contrast
Identifying Film Viewing Subject Integration:
vocal music of Picture/Video Religion/Values
Cambodia and Analysis and Education (social
Myanmar (Let’s Interpretation functions of music)
recall, page 26) Demonstration Ecology (Cambodia
Classifying Individual/ and Myanmar’s
respective Group Instrument instrumental forms
musical Singing and God’s gift of
instruments Individual/ group nature—materials
(Let’s explain, singing used in the
page 27) Song instruments)
Data interpretation Araling-Panlipunan
gathering on the Group practice (history of Cambodia
other Group and Myanmar’s vocal
characteristics presentation and instrumental
of Cambodia Song composition forms)
and Myanmar Peer Teaching Theatre (Cambodian
ensembles Collaboration Khmer’s Nang Sbek
 Analysis and Innovative and Myanmar’s
formulation of Approach Marionette in Going
general idea/s Classification/ Beyond)
(Let’s Connect, Identification of Art (Cambodian
LESSON 3: page 28) instruments Khmer’s Nang Sbek,
Music of Integration of Maynmar’s
Cambodia Summative content areas/ Marionette,
and Myanmar Assessment: Interdisciplinary musicians’ costumes,
Composition Approach and instruments’
Content of rhythmic Interview/ Data designs)
Standard accompaniment Gathering,
The students to Cambodian organizing, and
demonstrates music (Let’s interpreting
understanding Apply, Page 29) student self-
of common assessment
musical Self- Dyad: Think-Pair-
characteristics assessment: Share
of the region Dyad: Think- Journaling/ Exit
as well as Pair-Share Card
unique (Reflection:
characteristic Looking at my
of a particular performance,
Southeast page 31)
Asian country.

Performance
Standard
The standard
performs
Southeast
Asian songs
with
appropriate
pitch, rhythm,
expression,
and style.