k to 12 - Music & Arts Gr 8 Only as of 22 Nov 2012 (Curriculum Guide)

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue, Pasig City

K to 12 Curriculum Guide

MUSIC and ARTS (Grade 8)

November 2012

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K TO 12 MUSIC AND ARTS

CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy. The design of the curricula is student-centered, student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-based learning. learning . Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world.

As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, participation, and performance, performance, creative expression, aesthetic valuation, critical response, and interpretation.

The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical

instruments, movement, actin g, and playing, using different art materials, techniques and processes, responding, composing , and creating. (See Figure 1 and Figure 2)

The philosophical foundations upon which standards and competencies are based include: A Process of Education Education by Jerome Bruner, Performance-








PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into

a ― tapestry moving in time. The global

weavings of this ― tapestry in hi storical and cultural contexts are diverse —having spurred a continued metamorphosis to include a full range of purposes, functions, and identities, from the utilitarian to aesthetic.

However, the basic nature of music does not not change. is expressive, ongoing, and creative.

In his book A Structure Structure for Music Education Education,, Ronald Thomas articulates that the nature of music

Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit,

and has has great value in its communicative process.

Music, being responsive in interpreting contemporary times, is a continuing art.

this characteristic characteristic as a ―continuous ―continuous state of of becoming.

Aaron Copland describes

Like the other other arts, music is a creative avenue avenue for man’s individual quest for self- expression and

fulfillment.

On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical soun ds needs to be developed. The

student must learn to ―hear, ―speak, and ― think in the medium of music. music.

Simultaneously, growth growth and development development in the skills that enable the application application of the learn er’s

knowledge should be encouraged, through active involvement in the various musical processes.








PHILOSOPHY AND RATIONALE FOR ARTS The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspir ations, celebrations, and events. Arts records, reflects, and rearranges man’s life and existence. The Arts is a vis ualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expressi on of their distinct way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner, an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC I NTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, com municating, and creating in a person. Furthermore, Art develops and increases a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student student through the arts. The K-12 Arts Curriculum seeks to address these needs of our students for the 21 st Century. The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads, iPods, DVD players, personal computers, computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and designs. These are readily available and interactive, involving involving the viewer viewer to react, comment comment and utilize utilize these visuals through the Internet. Internet. Teaching Teaching Art to students students is one way for them to process process and interpret the barrage of images and sounds, in a critical and intelligent manner. The focus of the K-12 Art curriculum is PHILIPPINE ART,

CULTURE and HERITAGE, HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and indigenous















Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4

Mastery of Proficiency in the chosen form or genre

Mastery of Proficiency in the chosen form or genre

Application of Contemporary Music and Arts

Application – Western Music and Arts

Application – Asian Music and Arts

Application – Philippine Folk Music and Arts

Application for Appropriate Mastery and Acquisition of Skills

Exploration – Elements / Processes

Formal Introduction to Elements / Processes










Table 1. Basic Reference for Music and Art Content Music Elements Rhythm

Arts Elements and Principles Color

Music Processes Listening

Art Processes Seeing/Observing










LEARNING AREA STANDARD:

The learner demonstrates a n understandi ng of basic co ncepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision.

KEY STAGE STANDARDS:










GRADE LEVEL STANDARDS:

Grade Level

Grade Level Standards



















MUSIC - GRADE 8 Content

Music Gr.8 - UNIT 1

Content Standards

Performance Standards

Learning Competencies




















































Content

Content Standards



– UNIT 3 Art Gr.8 Gr.8 – The Learner... 

reflects on and derives the mood, idea, or message emanating from selected artwork



uses artwork to derive the traditions/history traditions/history of a specific culture (e.g. landscapes, images of people at work and play, portrait studies, etc)



correlates the development of crafts in specific areas of a country, according according to functionality, traditional specialized expertise, and availability of resources








Content

Content Standards



The Learner…

The Learner...

The Learner...

Art Gr.8 Gr.8 – – UNIT 4 Festivals and Theatrical Forms of Asia

  

Lantern FestivalThailand Kodo Taiko Drum Festival- Japan

Representative Theatrical Compositions of Asia   

Kabuki Wayang Kulit Peking Opera

demonstrates understanding of how elements of sound, music, gesture, movements and costume affect the creation and communication of meaning in Asian Festivals and Theatrical Forms as influenced by history and culture,



creates appropriate festival attire with accessories based on authentic festival costumes



identifies the festivals and theatrical forms celebrated all over the country throughout the year



creates / improvises appropriate sound, music, gesture, movements and costume for a chosen theatrical composition



reports on the history of the festival and theatrical composition and its evolution and describes how the townspeople participate and contribute to its festivity and gaiety

 

takes part in a chosen Asian festival

defines what makes each of the Asian festivals unique by a visual presentation and report on selected festivals representing the different Asian countries



designs with a group the visual components of a school drama

k to 12 - Music & Arts Gr 8 Only as of 22 Nov 2012 (Curriculum Guide)

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