DEPED K-12 ART

CURRICULUM
Grade 4 -6
Topic Content
Grade 6
Grade 5
Grade 4

Most Essential
Content Performance
Content Learning
Standards Standards
Competencies
 Art Curriculum – Grade 4 FIRST
CONTENT Performance Standards
QUARTER
Most Essential Learning Competencies
AT THE END OF THE FIRST QUARTER
I. Elements: The learner… Week 1 The learner...
1. LINES The learnervariety
• practices are expected
of culture to:
in the 1. discusses the rich variety of cultural communities in the Philippines and
1.1 organic and community by way of attire, body their uniqueness
inorganic accessories, religious practices and (1.1 LUZON- Ivatan, Ifugao, Kalkminga, Bontok, Gaddang, Agta
2. COLORS lifestyle. 1.2 VISAYAS – Ati
2.1 primary and • creates a unique design of houses, 1.3 MINDANAO-Badjao, Mangyan,Samal, Yakan, Ubanon, Manobo,
secondary and other household objects used Higaonon, Talaandig, Matigsalog, Bilaan, T’boli, Tiruray, Mansaka,
3. SHAPES by the cultural groups. Tausug) and the distinctive characteristics of these cultural communities in
3.1 stylized based on • writes a comparative description of terms of attire, body accessories, religious practices, and lifestyles.
ROLE PRODUC
nature DISCUSS
houses and utensils DRAW used by
PLAY CREATE USE
II. Principles: selected cultural groups from Week 2-4 E of at least one the cultural
2. Draws specific clothing, objects, and designs
communities by applying an indigenous cultural motif into a
4. REPETITION different provinces.
contemporary design through crayon etching technique.
4.1 motifs
III. Process: Week 4 3. role plays ideas about the practices of the different cultural communities.
5. DRAWING
5.1 drawing of figures
of different cultural Week 6 4. creates a drawing after close study and observation of one of the cultural
communities CONTENT STANDARDS communities’ way of dressing and accessories.
5.2 crayon etching of
ethnic designs The learner…
demonstrates understanding of lines, Week 7 5. produces a crayon resist on any of the topics: the unique design of the houses,
crayon resist of scenes household objects, practices, or rituals of one of the cultural groups
from different cultural texture, and shapes; and balance of
groups in the size and repetition of motifs/patterns Week 8 6. uses crayon resist technique in showing different ethnic designs or patterns.
Philippines through drawing
 Art Curriculum – Grade 4 SECOND
QUARTER
CONTENT Performance Standards Most Essential Learning Competencies
AT THE END OF THE SECOND QUARTER
I. Elements: The learner…
The learner are expected to: Week 1 The learner...
1. SPACE • sketches and paints a 1. discusses pictures of localities where different cultural
2. COLORS landscape or mural using communities live where each group has distinct houses and
3. SHAPES shapes and colors practices.
II. Principles: appropriate to the way of
4. PRPORTION life of the cultural Week 2 2. explains the attire and accessories of selected cultural
III. Process: communities in the country in terms of colors and shapes..
community. APPRECIAT
5. PAINTING DISCUSS EXPLAIN COMPARE PAINT TELL
5.1 drawing of • realizes that the choice of Week
E 3 3. appreciates the importance of communities and their
figures of different colors to use in a culture.
cultural communities landscape gives the mood Week 4 4. compares the geographical location, practices, and
5.2 crayon etching of or feeling of a painting.
festivals of the different cultural groups in the country.
ethnic designs
crayon resist of Week 5 5. paints the sketched landscape using colors appropriate to
scenes from different the cultural community’s ways of life.
cultural groups in the CONTENT STANDARDS
Philippines Week 6 6. tells a story or relates experiences about cultural
The learner…
demonstrates understanding of communities seen in the landscape.
lines, texture, and shapes; and
balance of size and repetition of
motifs/patterns through drawing
 Art Curriculum – Grade 4 THIRD
QUARTER
CONTENT CONTENT STANDARDS Most Essential Learning Competencies
AT THE END OF THE THIRD QUARTER
I. Elements: Thelearner
The learner…
are expected to: Week1 1. discusses the texture and characteristics of each material.
demonstrates understanding of Week 1 2. analyzes how existing ethnic motif designs are repeated and alternated.
I. Elements: shapes and colors and the
principles of repetition, contrast, Week 2 3. demonstrates the process of creating relief prints and how these relief
1. LINES prints makes the work more interesting and harmonious in terms of the
and emphasis through
2. COLORS printmaking (stencils)
elements involved.
3. TEXTURE Week 2 4. designs ethnic motifs by repeating, alternating, or by radials arrangement.
4. SHAPES ANALYZ DEMONSTRAT Week 3 5. createsCREAT CREAT
a relief master or mold PARTICIPA
using additive and subtractive processes.
DISCUSS
II. Principles: EPerformance Standards
E DESIGN E interesting, and harmoniously PRINT E
Week 4 6. creates simple, E arranged relief prints from a
5. CONTRAST clay design
The learner…
III. Process: • creates relief and found objects WEEK5 7. prints reliefs with adequate skill to produce clean prints with a particular
7. PRINTMAKING prints using ethnic designs. design motif (repeated or alternated).
• presents research on relief prints WEEK 8. creates the relief mold using found material: hard foam; cardboard
created by other cultural 6-7 shapes glued on wood; strings and buttons, old screws, and metal parts glued
communities in the country. on wood or cardboard.
• produces multiple copies of a
relief print using industrial WEEK8 9. participates in a school/district exhibit and culminating activity in
paint/natural dyes to create celebration of the National Arts Month (February).
decorative borders for boards,
panels etc.
 Art Curriculum – Grade 4 FORTH
CONTENT
QUARTER
Most Essential Learning Competencies
ATCONTENT
THE ENDSTANDARDS
OF THE FIRST QUARTER
Week 1 1. differentiates textile traditions in other Asian Countries like China, India,
Thelearner…
The learner are expected to: Japan, Indonesia, and in the Philippines in the olden times and presently.
I. Elements: demonstrates understanding on
color (dyes), values, and Week 1 2. discusses pictures or actual samples of different kinds of mat weaving
1. COLOR traditions in the Philippines.
repetition of motifs through
2. VALUE/TONE Week 2 3. discusses the intricate designs of mats woven in the Philippines:
sculpture and 3-D crafts
II. Principles: 3.1 Basey, Samar buri mats
3. REPETITION 3.2 Iloilo bamban mats
DIFFERENTIATE
III. Process: Performance
DISCUSS
Standards
DISCUSS
3.3 Badjao&Samal
EXPLAINS
mats
EXPLAINS CREATS WEAVE CREA
S 3.4 Tawi-tawilaminusa mats
4. SCULPTURE The learner…
3.5 Romblon buri mats
• applies individually the intricate
procedures in tie-dyeing in clothes Week 3 4. explains the steps to produce good tie-dye designs.
or t-shirts and compares them with
one another. Week 4 5. explains the meaning of designs, colors, and patterns used in the artworks.
• replicates traditional skills in mat 6. creates a small mat using colored buri strips or any material that can be
weaving from indigenous material woven, showing different designs: squares, checks zigzags, and stripes.
like abaca tapestries. Week 5 7. weaves own design similar to the style made by a local ethnic group.
• researches on tie-dyed crafts of the
T’boli and presents designs made Week 6 8. creates original tie-dyed textile design by following the traditional steps in
by them; presents research on tie- tie-dyeing using one or two colors.
dyed products of other cultural
communities to compare their
designs and colors.
 Art Curriculum – Grade 5 FIRST
CONTENT STANDARDS MOST ESSENTIALQUARTER
LEARNING COMPETENCIES
TOPICS: W1 1. discusses events, practices, and culture influenced by colonizers who have come
demonstrates understanding of lines,
• LINES shapes, and space; and the principles of
to our country by way of trading.

• SHAPES/FO rhythm and balance through drawing of

archeological artifacts, houses,
W1 2. designs an illusion of depth/distance to simulate a3-dimensional effect by using
crosshatching and shading techniques in drawings (old pottery, boats, jars, musical
RMS buildings, and churches from historical
periods using crosshatching technique
instruments).

• SPACE to simulate 3-dimensional and W2 3. presents via powerpoint the significant parts of the different
architectural designs and artifacts found in the locality. e.g. bahay kubo, torogan,
geometric effects of an artwork.
• RHYTHM bahay na bato, simbahan, carcel, etc.

• REPEATED W2 4. explains the importance of artifacts, houses, clothes, language, lifestyle - utensils,
food, pottery, furniture - influenced by colonizers who have come to our country
PERFORMANCE
MOTIFS STANDARDS (Manunggul jar, balanghai, bahay na bato, kundiman, Gabaldon schools, vaudeville,
Spanish-inspired churches).
• BALANCE • creates different artifacts and
W 5. creates illusion of space in 3-dimensional drawings of important
architectural buildings in the
3-4 archeological artifacts seen in books, museums (National Museum and its branches
Philippines and in the locality using
in the Philippines, and in old buildings or churches in the community.
PROCESS: crosshatching technique, geometric
shapes, and space, with rhythm and W 6. creates mural and drawings of the old houses, churches or buildings of his/her
• DRAWING •
balance as principles of design.
puts up an exhibit on Philippine
5-6 community.
artifacts and houses from different W 7- 7. participates in putting up a mini-exhibit with labels of Philippine artifacts and
historical periods (miniature or 8 houses after the whole class completes drawings.
replica).
W8 8. tells something about his/her community as reflected on his/her
artwork.
 Art Curriculum – Grade 5
TOPICS: CONTENT STANDARDS
• demonstrates understanding of
lines, colors, space, and harmony
I. Elements: through painting and
• LINE explains/illustrates landscapes of
• COLOR important historical places in the
• SPACE community (natural or man-
made)using one-point perspective
in landscape drawing,
II. Principles: complementary colors, and the
• HARMONY right proportions of parts.
III. PROCESS:
• PAINTING
PERFORMANCE
STANDARDS
• sketches natural or man-made
places in the community with
the use of complementary
colors.
• draws/paints significant or
important historical places.
SECOND
QUARTER
MOST ESSENTIAL LEARNING COMPETENCIES
W1 1. explains the importance of natural and historical places in the
community that have been designated as World Heritage Site (e.g., rice
terraces in Banawe, Batad; Paoay Church; Miag-ao Church; landscape of
Batanes, Callao Caves in Cagayan; old houses inVigan, Ilocos Norte; and
the torogan in Marawi)
W2 2. explains that artists have different art styles in painting landscapes or
significant places in their respective provinces (e.g., Fabian dela Rosa,
Fernando Amorsolo, Carlos Francisco, Vicente Manansala, Jose Blanco,
VictorioEdades, Juan Arellano, PrudencioLamarroza, and Manuel
Baldemor)
W3 3. presents via powerpoint the artistry of famous Filipino artists in
painting different landscapes and is able to describe what makes each
artist’s masterpiece unique from others.
W4 4. sketches using complementary colors in painting landscape.
W 5. demonstrates skills and knowledge about foreground, middle ground,
3-4 and background to emphasize depth in painting a landscape.
W 6. discusses details of the landscape significant to the history of the
5-6 country.
Art Curriculum – Grade 5 THIRD
QUARTER
MOST ESSENTIAL LEARNING COMPETENCIES
W1 1. discusses new printmaking technique using a sheet of thin rubber (used for soles of shoes),
CONTENT
TOPICS: STANDARDS
linoleum, or any soft wood that can be carved or gouged to create different lines and textures.

The learner… W2 2. discusses possible uses of the printed artwork

I. Elements:
• LINE demonstrates W2 3. shows skills in creating a linoleum, rubber or wood cut print with the proper use of carving tools.

• TEXTURE understanding of
new printmaking W3 4. creates variations of the same print by using different colors of ink in printing the master plate.
techniques with the
II. Principles: use of lines, texture W 5. follows the step-by-step process of creating a print:
• CONTRAST 4-5 6.1 sketching the areas to be carved out and areas that will remain
through stories and 6.2 carving the image on the rubber or wood using sharp cutting tools
myths. 6.3 preliminary rubbing
III. PROCESS: 6.4 final inking of the plate with printing ink
• PRINTMAKIN 6.5 placing paper over the plate, rubbing the back of the paper
G
PERFORMANCE 6.1 impressing the print
STANDARDS 6.2 repeating the process to get several editions of the print

• creates a variety W6 6. works with the class to produce a compilation of their prints and create
of prints using a book or calendar which they can give as gifts, sell, or display on the
walls of their school.
lines (thick, thin,
jagged, ribbed, W6 7. demonstrates contrast in a carved or textured area in an artwork.
fluted, woven) to W7 8. produces several editions of the same print that are well-inked and evenly printed.
produce visual
W8 9. participates in a school/district exhibit and culminating activity in celebration of the National
texture. Arts Month (February)
Art Curriculum – Grade 5 FORTH
QUARTER
MOST ESSENTIAL LEARNING COMPETENCIES
TOPICS: CONTENT
STANDARDS W1 1. identifies the materials used in making3-dimensional crafts which
1. COLOR express balance and repeated variation of shapes and colors
2. SHAPE The learner…
demonstrates 1.1 mobile
3. SPACE understanding of colors, 1.2 papier-mâché jar
shapes, space, repetition, 1.3 paper beads
and balance through
II. Principles: sculpture and 3- W1 2. identifies the different techniques in making 3-dimensional crafts
4. REPETITION dimensional crafts. 2.1 mobile
2.2 papier-mâché jar
5. BALANCE PERFORMANCE 2.3 paper beads
STANDARDS

III. Process: • demonstrates fundamental W2 3. discusses possibilities on the use of created 3-D crafts.
construction skills in making
6. SCULPTURE a 3-dimensional craft that W3 4. applies knowledge of colors, shapes, and balance in creating mobiles, papier-mâché jars,
AND 3-D expresses balance, artistic and paper beads.
design, and repeated
CRAFTS variation of decorations and W4 5. demonstrates artistry in making mobiles with varied colors and shapes.
colors
1. papier-mâché jars with W 6. creates designs for making 3-dimensional crafts
patterns 5&7 6.1 mobile
2. paper beads 6.2 papier-mâché jar
constructs 3-D craft using
primary and secondary colors,
6.3 paper beads
geometric shapes, space, and 7. shows skills in making a papier-mâché jar.
repetition of colors to show
balance of the structure and W6 8. creates paper beads with artistic designs and varied colors out of old magazines and
shape colored papers for necklace, bracelet, ID lanyard.
3. mobile
 Art Curriculum – Grade 6 FIRST
CONTENT QUARTER
I. Elements:
1. LINE
2. SHAPE
3. COLOR
4. TEXTURE
5. producing these using
technology

II. Principles:
6. CONTRAST
7. EMPHASIS

III. Process:
8. DRAWING – NEW
TECHNOLOGIES
8.1 logo
8.2 cartoon character