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Republic of the Philippines, Department of Education, DepEd Complex, Meralco Avenue, Pasig City, , K to 12 Curriculum Guide, , ART, (Grade 1 to Grade 10), , May 2016

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K to 12 BASIC EDUCATION CURRICULUM, , CONCEPTUAL FRAMEWORK, , Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and, cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performancebased 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, and performance, creative, expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,, (singing, using musical instruments, movement, acting, and playing, 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 by Jerome Bruner, Performance-Based, Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald, Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines,, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based, Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, bothproduced by the Cultural Center of the Philippines., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 2of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, , 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 aspirations,, celebrations, and events. Arts records, reflects, and rearranges man’s life and existence., , The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct, way of thinking, communicating, reasoning, and 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 INTELLIGENCES” for the Arts, develop a distinct way of seeing, thinking, communicating, 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 through the arts. The K12 Arts Curriculum seeks to address these needs of our students for the 21st 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, 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 the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to students is, one way for them to 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, appreciating the diversity of our local artists, our arts, crafts, and, indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide educators, and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten to, Grade 12., , The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual, expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the, Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in, various art-related fields so the student can discover and consider the different career opportunities in the arts., K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 3of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, , Figure 1. The Curriculum Framework of Music and Art, Education, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 4of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, , Grade 12Mastery of Proficiency in the chosen form or genre, Grade 11Mastery of Proficiency in the chosen form or genre, Grade 10Application of Contemporary Music and Arts, Grade 9Application – Western Music and Arts, Grade 8Application – Asian Music and Arts, Grade 7Application – Philippine Folk Music and Arts, Grade 6Application for Appropriate Mastery and Acquisition, of Skills, Grade 5Exploration – Elements / Processes, Grade 4Formal Introduction to Elements / Processes, Grade 3Preliminary Acquisition of Basic Knowledge and, Skills, Grade 2Enhanced Understanding of Fundamental Processes, Grade 1Introduction to the Fundamental Processes, KindergartenExposure to the Different Music & Art Processes, (Experiential Learning), , Figure 2. Content of Music and Art per Grade Level, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 5of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, Table 1. Basic Reference for Music and Art Content, Music Elements, , Arts Elements and Principles, , Music Processes, , Art Processes, , Shape/Form, Form, , -creating), , -creating), , Reading, , Balance, *, , Contrast, , Applying (transference), *No formal instruction in harmony, from K to 3, , Emphasis, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 6of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, , LEARNING AREA STANDARD:, , The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and, expansion of his/her world vision., , KEY STAGE STANDARDS:, , K-3, , The learner demonstrates, understanding of fundamental, processes through, performing, creating, and responding,, aimed towards the development of, appreciation of music and art, and, acquisition of basic knowledge and, skills., , 4–6, , 7 – 10, , The learner demonstrates understanding, of basic elements and concepts through, performing, creating, and responding,, aimed towards the development of, appreciation of music and art, and, acquisition of basic knowledge and skills., , The learner demonstrates understanding, of salient features of music and art of, the Philippines and the world, through, appreciation, analysis, and performance,, for self-development, the celebration of, Filipino cultural identity and diversity,, and the expansion of one’s world vision., , GRADE LEVEL STANDARDS:, , Grade Level, Grade 1, , Grade Level Standards, The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and, responding., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 7of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, Grade 2, , The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding., , Grade 3, , The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the, development of appreciation of music and art, and the acquisition of basic knowledge and skills., , Grade 4, , Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the, celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision., , Grade 5, , Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the, celebration of Filipino cultural identity and diversity, and expansion of one’s world vision., , Grade 6, , Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the, celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision., , Grade 7, , The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing,, and responding towards appreciation of the cultural richness of the different provinces in the Philippines., , Grade 8, , The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for selfdevelopment, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision., , Grade 9, , The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision., , Grade 10, , The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for selfdevelopment, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision., , GRADE 1, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 1- FIRST QUARTER, I. Elements:, 1. Lines, 2. Shapes, 3. Color, , The learner…, , The learner…, , The learner, , demonstrates, understanding of lines,, , creates a portrait of himself, and his family which shows, , 1. tells that ART is all around, and is created by different, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A1EL-Ia, , *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.143, Page 8of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 4., , Texture, , II. Principles:, 5., Balance, 6., Proportion, 7., variety, , CONTENT, STANDARDS, shapes, colors and, texture, and principles, of balance, proportion, and variety through, drawing, , PERFORMANCE, STANDARDS, the elements and principles of, art by drawing, , LEARNING COMPETENCY, people, , 3. observes and sees the, details in a person’s, face/body, in a view, to be, able to show its shape and, texture, , A1EL-Ib-1, , A1EL-Ib-2, , 4. identifies different lines,, shapes, texture used by, artists in drawing, , I. Elements:, 1. Lines, 2. Shapes, 3., Color, 4., Texture, II., , Principles:, , demonstrates, understanding of lines,, shapes, colors and, texture, and principles, of balance, proportion, and variety through, drawing, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates a portrait of himself, and his family which shows, the elements and principles of, art by drawing, , LEARNING, MATERIALS, *Tunog, Tinig,, Tugtog at likhang, sining 3. Nera, Fe, Capile et al, 2000., pp.102, , 2. distinguishes and identifies, the different kinds of, drawings:, 2.1 portraits, 2.2 family portraits, 2.3 school ground, 2.4 on-the-spot, 2.5 drawings of, home/school, surroundings, , III. Process:, 8. DRAWING, 8.1 Portraits, 8.2 family portraits, 8.3 persons, 8.4 school, furniture, 8.5 animals/ plants, , CODE, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.169, MISOSA4-module7, , A1EL-Ic, , *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.144145, *Tunog, Tinig,, Tugtog at likhang, sining 3. Nera, Fe, Capile et al, 2000., pp.105-106, , Page 9of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 5., 6., 7., , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , Balance, Proportion, variety, , LEARNING COMPETENCY, 5. uses different drawing tools, or materials - pencil,, crayons, piece of charcoal,, a stick on different papers,, sinamay, leaves, tree bark,, and other local materials to, create his drawing, 6. creates a drawing to, express one’s ideas about, oneself, one’s family ,, home and school, , III. Process:, 8. DRAWING, 8.1 Portraits, 8.2 family portraits, 8.3 persons, 8.4 school, furniture, 8.5 animals/ plants, , 7. shares stories related to, their drawing, 8. draws different animals, (pets) showing different, shapes and textures, 9. creates a view-finder to, help him/her select a, particular view to draw, 10. draws different kinds of, plants showing a variety of, shapes, lines and color, , CODE, , A1EL-Id, , A1PR-Ie-1, , A1PR-Ie-2, , A1PR-If, , LEARNING, MATERIALS, *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.184185, , *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.86, *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.153, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.214-215, , A1PR-Ig, , A1PR-Ih, , *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.111, , GRADE 1- SECOND QUARTER, I. Elements:, 1. Colors, 1.1 natural colors, 1.2 primary colors, , The learner…, , The learner, , demonstrates, understanding of colors, and shapes, and the, , creates a harmonious design, of natural and man-made, objects to express ideas using, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , The learner, 1. identifies colors, both in, natural and man-made, objects, seen in the, surrounding, , A1EL-IIa, , *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.155156, Page 10of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 1.3 secondary colors, 2. Shapes, 2.1 geometric shapes, 2.2 organic shapes, , CONTENT, STANDARDS, principles of harmony,, rhythm and balance, through painting, , PERFORMANCE, STANDARDS, colors and shapes, and, harmony, , II. Principles:, 3. Harmony, 4. rhythm, 5. balance, , 2. expresses that colors have, names, can be grouped as, primary, secondary and, tertiary, , 3. experiments on painting, using different painting, tools and paints, , III. Process:, 6. PAINTING, Creating colors from natural, , I. Elements:, 1. Colors, 1.1 natural colors, 1.2 primary colors, 1.3 secondary colors, , LEARNING COMPETENCY, , demonstrates, understanding of colors, and shapes, and the, principles of harmony,, rhythm and balance, through painting, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates a harmonious design, of natural and man-made, objects to express ideas using, colors and shapes, and, harmony, , 4. paints a design based on, the Philippine jeepney or, fiesta décor and shapes, using primary colors, arranged in balanced, pattern, 5. relates personal, observations on jeepney, designs and fiesta, decorations, 6. draws a design out of, repeated abstract and, geometric shapes like in a, parol and paints it in, primary and secondary, colors, 7. uses his creativity to create, paints from nature and, found materials, and, brushes from twigs, cloth, and other materials, , CODE, , LEARNING, MATERIALS, MISOSA4-module3, , A1EL-IIb, , *Tunog, Tinig,, Tugtog at likhang, sining 3. Nera, Fe, Capile et al, 2000., pp.128-130, , A1EL-IIc, , A1PL-IId-1, , A1PL-IId-2, , A1PL-IIe, , *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.186188, A1PL-IIf, , *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.114-117, 125Page 11of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 2. Shapes, 2.1 geometric shapes, 2.2 organic shapes, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, 126, 153, , 8. creates a design inspired by, Philippine flowers or objects, found in school, 9. paints a home/school, landscape or design, choosing specific colors to, create a certain feeling or, mood, , II. Principles:, 3. Harmony, 4. rhythm, 5. balance, III. Process:, 6. PAINTING, Creating colors from natural, , 10. appreciates and talks about, the landscape he painted, and the landscapes of, others, , A1PR-IIg, , A1PR-IIh-1, , *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.152-153, , A1PR-IIh-2, , GRADE 1- THIRD QUARTER, I. Elements:, 1. Shape, 2. Texture, II. Principles:, 3. Prints can be, 3.1 Repeated, 3.2 Alternated, 3.3 emphasized, III. Process:, 4. PRINTMAKING, 4.1 This process allows the, pupil to copy the image, from nature and, environment, , The learner…, , The learner, , The learner, , demonstrates, understanding of, shapes and texture and, prints that can be, repeated, alternated, and emphasized, through printmaking, , creates prints that show, repetition, alternation and, emphasis using objects from, nature and found objects at, home and in school, , 1. distinguishes between a, print and a drawing or, painting, 2. identifies the shape and, texture of prints made from, objects found in nature and, man-made objects, , demonstrates, understanding of, shapes and texture and, prints that can be, repeated, alternated, and emphasized, through printmaking, , creates prints that show, repetition, alternation and, emphasis using objects from, nature and found objects at, home and in school, , 5. Kinds of prints:, 5.1 Nature print, 5.2 Object prints, 5.3 Stencil prints, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 3. identifies artistically, designed prints in his, artworks and in the, artworks of others, 4. creates a print by applying, dyes on his finger or palm, or any part of the body and, pressing it to the paper,, , MISOSA4-module8, A1EL-IIIa, , MISOSA4-module7, A1EL-IIIb, , A1EL-IIIc, , A1EL-IIId, , *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.151153, MISOSA4-module8, *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.178181, MISOSA4-module8, *Tunog, Tinig,, Tugtog at likhang, Page 12of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , cloth, wall, etc. to create, impression, , LEARNING, MATERIALS, sining 3. Nera, Fe, Capile et al, 2000., pp.151-153, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.253-255, *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.112-113, MISOSA4-module8, , 5. creates a print by rubbing, pencil or crayon on paper, placed on top of a textured, objects from nature and, found objects, I. Elements:, 1. Shape, 2. Texture, II. Principles:, 3. Prints can be, 3.1 Repeated, 3.2 Alternated, 3.3 emphasized, , demonstrates, understanding of, shapes and texture and, prints that can be, repeated, alternated, and emphasized, through printmaking, , III. Process:, 4. PRINTMAKING, 4.1 This process allows the, pupil to copy the image, from nature and, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates prints that show, repetition, alternation and, emphasis using objects from, nature and found objects at, home and in school, , *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.196198, , A1PL-IIIe, , *Tunog, Tinig,, Tugtog at likhang, sining 3. Nera, Fe, Capile et al, 2000., pp. 168-171, *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.122-124, , 6. repeats a design by the use, of stencil (recycled paper,, plastic, cardboard, leaves,, and other materials) and, , A1PR-IIIf, Page 13of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , environment, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , A1PR-IIIg, , *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.125-126, , prints on paper, cloth,, sinamay, bark, or a wall, , 5. Kinds of prints:, 5.1 Nature print, 5.2 Object prints, 5.3 Stencil prints, , 7. shares experiences in, experimenting different art, materials, 8. school/district exhibit and, culminating activity in, celebration of the National, Arts Month (February), , A1PR-IIIh, , GRADE 1- FOURTH QUARTER, I. Elements:, 1. shape (3-dimension it has, height, depth and width), 2. texture - feel of the surface, II. Principles:, 3. Proportion - parts are of, the proper size and weight, so that the sculpture is, balanced., 4. Emphasis is created by, using unusual decorative, materials that are big, or, colorful, or unusual., , The learner…, , The learner, , The learner, , demonstrates, understanding of, texture and 3-D shapes,, and principle of, proportion and, emphasis through 3-D, works and sculpture, , creates a useful 3-Dimensional, object/sculpture using found, objects and recycled materials, , 1. distinguishes between 2dimensional and 3dimensional artwork and, states the difference, 2. identifies the different, materials that can be used, in creating a 3-dimensional, object:, 2.1 clay or wood (human or, animal figure), 2.2 bamboo (furniture,, bahay kubo), 2.3 softwood (trumpo), 2.4 paper, cardboard,, (masks), 2.5 found material (parol,, , III. Process:, 5. 3 - Dimension works and, sculpture, , MISOSA4-module9, A1EL-IVa, MISOSA4-module9, , A1EL-IVb, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.258, , sarangola), , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 14of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 3. selects 3D objects that are, well proportioned, balanced, and show emphasis in, design, , I. Elements:, 1. shape (3-dimension it has, height, depth and width), 2. texture - feel of the surface, II. Principles:, 3. Proportion - parts are of, the proper size and weight, so that the sculpture is, balanced., 4. Emphasis is created by, using unusual decorative, materials that are big, or, colorful, or unusual., , demonstrates, understanding of, texture and 3-D shapes,, and principle of, proportion and, emphasis through 3-D, works and sculpture, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates a useful 3-Dimensional, object/sculpture using found, objects and recycled materials, , 4. appreciates the creativity of, local and indigenous, craftsmen and women who, created artistic and useful, things out of recycled, materials like the parol,, maskara, local toys, masks, 5. creates a useful 3D object:, a pencil holder, bowl,, container, using recycled, materials like plastic bottles, 6. constructs a mask out of, cardboard, glue, found, materials, bilao, paper, plate, string, seeds and, other found materials for a, celebration like the, Maskara Festival of Bacolod, 7. utilizes masks in simple role, play or skit, 8. creates mobiles out of, recyclable materials such, as cardboards, papers,, baskets, leaves, strings and, other found materials, 9. creates human figures out, of clay, flour-salt mixture,, or paper-mache using, different techniques, , CODE, , A1PL-IVc, , LEARNING, MATERIALS, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.259, , A1PL-IVd, , A1PR-IVe, , A1PR-IVf-1, , A1PR-IVf-2, , A1PR-IVg, , MISOSA4-module9, A1PR-IVh, , Page 15of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , III. Process:, 5. 3 - Dimension works and, sculpture, , GRADE 2, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 2- FIRST QUARTER, I. Elements:, 1. LINES, different lines, 2. SHAPES, natural shapes, 3. COLORS contrasting, II. Principles:, 4. variety of lines, shapes, 5. proportion of body parts,, fruits, 6. contrast of shapes, , The learner…, , The learner, , The learner, , demonstrates, understanding on lines,, shapes and colors as, elements of art, and, variety, proportion and, contrast as principles of, art through drawing, , creates a composition/design, by translating one’s, imagination or ideas that, others can see and, appreciates, , 1. identifies and appreciates, the different styles of, Filipino artists when they, create portraits and still life, (different lines and colors), , III. Process:, 7. DRAWING, 7.1 portrait of two or more, people in a compo-sition, 7.2 body in motion, still life (fruits/ plants), and drawing of, imaginary landscape, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. points out the contrast, between shapes and colors, of different fruits or plants, and flowers in one’s work, and in the work of others, 3. composes the different, fruits or plants to show, overlapping of shapes and, the contrast of colors and, shapes in his colored, drawing, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp. 190-193, A2EL-Ia, , A2EL-Ib, , A2EL-Ic, , *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.144-145, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.174-176,, 178-179, 181-182,, 222-223, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.174-176,, 181-182, Page 16of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 4. draws from an actual still, life arrangement, , I., , II., , Elements:, 1. LINES, different lines, 2. SHAPES, natural shapes, 3. COLORS contrasting, , demonstrates, understanding on lines,, shapes and colors as, elements of art, and, variety, proportion and, contrast as principles of, art through drawing, , Principles:, variety of lines, shapes, proportion of body parts,, fruits, 6. contrast of shapes, 4., 5., , III., , Process:, 7., DRAWING, 7.1 portrait of two or more, people in a composition, 7.2 body in motion, still life (fruits/ plants), and drawing of, imaginary landscape, , creates a composition/design, by translating one’s, imagination or ideas that, others can see and, appreciates, , 5. portraits of persons to, capture their likeness and, character, 6. draws a portrait of two or, more persons - his friends,, his family, showing the, differences in the shape of, their facial features (shape, of eyes, nose, lips, head,, and texture of the hair, 7. shows motion or action in, the drawing of human, bodies, , A2EL-Id, , A2EL-Ie, , A2EL-If, , A2EL-Ih-1, , 8. creates an imaginary, landscape or world from a, dream or a story, A2EL-Ih-2, , LEARNING, MATERIALS, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.183-184, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp. 194-197, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.194-197, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.172-173, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp. 186-189, *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.171172, , 9. shares stories related to, the output, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , A2EL-Ih-3, , Page 17of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , Grade 2- SECOND QUARTER, I. Elements:, 1. Colors, 1.1 Primary, 1.2 Secondary, 2. Shapes, 2.1 organic, 2.2 geometric, 3. Textures, 3.1 spotted, 3.2 furry, 3.3 shiny, slimy, , The learner…, , The learner…, , The learner…, , demonstrates, understanding of using, two or more kinds of, lines, colors and shapes, through repetition and, contrast to create, rhythm, , creates a composition or, design of a tricycle or jeepney, that shows unity and variety, of lines, shapes and colors, , 1. describes the lines, shapes, and textures seen in skin, coverings of animals in the, community using visual art, words and actions, , II. Principles:, 4. Contrast, 5. Rhythm, III. Process:, 6. PAINTING, 6.1 fishes and sea creatures, or wild forest animals, designs: lines, shapes,, tricycles, jeepneys, , 2. describes the unique, shapes, colors, texture and, design of the skin coverings, of different fishes and sea, creatures or of wild forest, animals from images, , 3. points out the contrasts in, the colors, shapes,, textures between two or, more animals, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , MISOSA4-module7, A2EL-IIa, , A2EL-IIb, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp. 205-207, *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.100, MISOSA4-module7, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp. 208-213, , MISOSA4-module7, A2EL-IIc, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.214-215, , Page 18of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Elements:, 1. Colors, 1.1 Primary, 1.2 Secondary, 2. Shapes, 2.1 organic, 2.2 geometric, 3. Textures, 3.1 spotted, 3.2 furry, 3.3 shiny, slimy, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , demonstrates, understanding of using, two or more kinds of, lines, colors and shapes, through repetition and, contrast to create, rhythm, , creates a composition or, design of a tricycle or jeepney, that shows unity and variety, of lines, shapes and colors, , II. Principles:, 4. Contrast, 5. Rhythm, III. Process:, 6. PAINTING, 6.1 fishes and sea creatures, or wild forest animals, designs: lines, shapes,, tricycles, jeepneys, , LEARNING COMPETENCY, 4. draws, with the use of, pencil or crayon, the sea or, forest animals in their, habitat showing their, unique shapes and features, , 5. paints the illustration of, animals to show variety of, colors and textures in their, skin, 6. creates designs by using, two or more kinds of lines,, colors and shapes by, repeating or contrasting, them, to show rhythm, , CODE, , A2EL-IId, , A2EL-IIe, , A2PL-IIf, , 7. uses control of the painting, tools and materials to paint, the different lines, shapes, and colors in his work or in, a group work, , LEARNING, MATERIALS, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.199-203, *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.174175, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.208-209, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.216-224, MISOSA4-module6, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.225-228, , A2PR-IIg-1, , *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.103-106, *Umawit at, Gumuhit 4., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 19of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , I. Elements:, 1. Colors, 1.1 Primary, 1.2 Secondary, 2. Shapes, 2.1 Organic, 2.2 geometric, 3. Textures, 3.1 spotted, 3.2 furry, 3.3 shiny, slimy, , CONTENT, STANDARDS, , demonstrates, understanding of using, two or more kinds of, lines, colors and shapes, through repetition and, contrast to create, rhythm, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, Valdecantos,, Emelita C. 1999., pp.83-84, , creates a composition or, design of a tricycle or jeepney, that shows unity and variety, of lines, shapes and colors, 8. draws the outline of a, tricycle or jeepney on a big, paper, and paints the, design with lines and, shapes that show, repetition, contrast and, rhythm, , A2PR-IIg-2, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.222-223, , II. Principles:, 4. Contrast, 5. Rhythm, III. Process:, 6. PAINTING, 6.1 fishes and sea creatures, or wild forest animals, designs: lines, shapes,, tricycles, jeepneys, , GRADE 2- THIRD QUARTER, I. Elements:, 1. shapes, 2. colors, 3. textures, II. Principles:, 4. repetition of motif, 5. contrast of motif & color, , The learner…, , The learner…, , The learner…, , demonstrates, understanding of, shapes, textures, colors, and repetition of motif,, contrast of motif and, color from nature and, found objects, , creates prints from natural, and man-made objects that, can be repeated or alternated, in shape or color., , 1. identify natural and manmade objects with, repeated or alternated, shapes and colors and, materials that can be used, in print making, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates prints with repeating,, alternating or contrasting, , MISOSA4-module8, , A2EL-IIIa, , Page 20of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, III. Process:, 6. PRINTMAKING, 3.1 banana trunk prints, 3.2 fern prints, 3.3 eraser prints, 3.4 found object prints, 3.5 cut out designs, 6.6 card making, , CONTENT, STANDARDS, demonstrates, understanding of, shapes, textures, colors, and repetition of motif,, contrast of motif and, color from nature and, found objects, , PERFORMANCE, STANDARDS, color or size or texture, shows skills in making a clear, print from natural and manmade objects, , LEARNING COMPETENCY, 2. creates a consistent, pattern by making two or, three prints that are, repeated or alternated in, shape or color, 3. create a print on paper or, cloth showing repeated, motif using man-made, objects with flat surface, 4. experiments with natural, objects (leaves, twig, bark, of trees, etc.) by dabbing, dyes or paints on the, surface and presses this on, paper or cloth, sinamay, and any other material to, create a prints, 5. experiments with natural, objects (banana stalks,, gabi stalks, etc.) by, dabbing dyes or paints on, the surface and presses, this on paper or cloth,, sinamay and any other, material to create prints, 6. carves a shape or letter on, an eraser or kamote which, can be painted and printed, several times, , 7. create a print on paper or, cloth using cut-out designs, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , LEARNING, MATERIALS, MISOSA4-module8, , A2PL-IIIb, , A2PL-IIIc, , A2PR-IIId, , A2PR-IIIe, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.235-236, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp. 238-239, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.231-232,, 246-249, MISOSA4-module9, , A2PR-IIIf, , A2PR-IIIg, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.246-249, *Umawit at, Gumuhit 4., Valdecantos,, Emelita C. 1999., Page 21of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Elements:, 1. shapes, 2. colors, 3. textures, II. Principles:, 4. repetition of motif, 5. contrast of motif & color, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , demonstrates, understanding of, shapes, textures, colors, and repetition of motif,, contrast of motif and, color from nature and, found objects, , creates prints from natural, and man-made objects that, can be repeated or alternated, in shape or color., , III. Process:, 6. PRINTMAKING, 6.1 banana trunk prints, 6.2 fern prints, 6.3 eraser prints, 6.4 found object prints, 6.5 cut out designs, 6.6 card making, , creates prints with repeating,, alternating or contrasting, color or size or texture, shows skills in making a clear, print from natural and manmade objects, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, pp.120-121, , 8. creates prints for a card, and makes several copies, or editions of the print so, that cards can be, exchanged with other, persons, 9. share your card with your, love ones, , A2PR-IIIh-1, , A2PR-IIIh-2, , 10. school/district exhibit and, culminating activity in, celebration of the National, Arts Month (February), , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.241-243, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.241-243, , A2PR-IIIh-3, , Grade 2- FOURTH QUARTER, I. Elements:, 1. natural shapes, 2. geometric shapes, 3. texture, II. Principles:, 4. proportion, 5. balance, , The learner…, , The learner, , demonstrates, understanding of, shapes, texture,, proportion and balance, through sculpture and, 3-dimensional crafts, , creates a 3-dimensional freestanding, balanced figure, using different materials, (found materials, recycled,, local or manufactured), , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , The learner…, 1. identifies the artistry of, different local craftsmen in, creating:, 1.1 taka of different, animals and figures in, Paete, Laguna, 1.2 sarangola, or kites, 1.3 banca, native boats, from Cavite, and, coastal towns, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.264, A2EL-IVa-1, , Page 22of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, III. Process:, 6. SCULPTURE and 3-D CRAFTS, 6.1 box figure sculpture, 6.2 kites and boats, 6.3 paper mache animals, 6.4 clay figures, , I. Elements:, 1. natural shapes, 2. geometric shapes, , CONTENT, STANDARDS, demonstrates, understanding of, shapes, texture,, proportion and balance, through sculpture and, 3-dimensional crafts, , demonstrates, understanding of, shapes, texture,, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, creates a 3-dimensional freestanding, balanced figure, using different materials, (found materials, recycled,, local or manufactured), , LEARNING COMPETENCY, 2. gives value and importance, to the craftsmanship of the, local artists, 3. sites examples of 3dimensional crafts found in, the locality giving emphasis, on their shapes, textures,, proportion and balance, 4. constructs a native kite, from bamboo sticks, papel, de japon glue, string, and, fly the kite to tests its, design (proportion and, balance), 5. learns the steps in making, a paper mache with focus, on proportion and balance, , creates a 3-dimensional freestanding, balanced figure, using different materials, , 6. shows the beginning skill in, the method of creating 3dimensional free standing, figures out of different, materials clay, wood, found, materials, recycled objects,, wire, metal, bamboo, 7. creates an imaginary robot, or creature using different, sizes of boxes, coils, wires,, bottle caps and other found, material, , CODE, , A2EL-IVa-2, , A2EL-IVb, , A2EL-IVc, , A2PR-IVd, , A2PR-IVe, , A2PR-IVf, , LEARNING, MATERIALS, *Umawit at, Gumuhit 4., Valdecantos,, Emelita C. 1999., pp.140, *Umawit at, Gumuhit 4., Valdecantos,, Emelita C. 1999., pp.141-142, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.267-269, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.274-279, MISOSA4-module9, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.280-282, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.262, , Page 23of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 3. texture, II. Principles:, 4. proportion, 5. balance, , CONTENT, STANDARDS, proportion and balance, through sculpture and, 3-dimensional crafts, , PERFORMANCE, STANDARDS, (found materials, recycled,, local or manufactured), , LEARNING COMPETENCY, 8. molds an animal shape on, wire or bamboo armature, or framework, showing the, animal in action, , CODE, , A2PR-IVg, , 9. creates a clay human, figure that is balanced and, can stand on its own, , III. Process:, 6. SCULPTURE and 3-D CRAFTS, 6.1 box figure sculpture, 6.2 kites and boats, 6.3 paper mache animals, 6.4 clay figures, , LEARNING, MATERIALS, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.274-279, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.283-287, , A2PR-IVh, , GRADE 3, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 3- FIRST QUARTER, I. Elements:, 1. Lines, 1.1 lines can show, movement, 2. texture is created by using, different lines, , The learner..., , The learner…, , The learner…, , demonstrates, understanding of lines,, texture, shapes and, depth, contrast (size,, , creates an artwork of people, in the province/region., On-the-spot sketching of, plants trees, or buildings and, , 1. distinguishes the size of, persons in the drawing, to, indicate its distance from, the viewer, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A3EL-Ia, , PILOT SCHOOL –, MTB MLE Lesson 1, , Page 24of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 3. shape of natural objects, II. Principles:, 4. Depth, 4.1 balance of size, 5. Contrast, 5.1 contrast of picture, , CONTENT, STANDARDS, texture) through, drawing, , PERFORMANCE, STANDARDS, geometric line designs, shows a work of art based on, close observation of natural, objects in his/her surrounding, noting its size, shape and, texture, , III. Process:, 6. DRAWING, 6.1 people in the, province/region, on-the-spot sketching of, plants, trees or building, geometric line designs., , I., , II., , Elements:, 1. Lines, 1.1 lines can show, movement, 2. texture is created by using, different lines, 3. shape of natural objects, , demonstrates, understanding of lines,, texture, shapes and, depth, contrast (size,, texture) through, drawing, , Principles:, 4. Depth, 4.1 balance of size, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates an artwork of people, in the province/region., On-the-spot sketching of, plants trees, or buildings and, geometric line designs, shows a work of art based on, close observation of natural, objects in his/her surrounding, noting its size, shape and, texture, , LEARNING COMPETENCY, 2. shows the illusion of space, in drawing the objects and, persons in different sizes, 3. appreciates that artist, create visual textures by, using a variety of lines and, colors, 4. tells that in a landscape,, the nearest object drawn is, the foreground; the objects, behind the foreground are, the middle ground, while, the objects farthest away, are the background, and, by doing this there is, balance, 5. describes the way of life of, people in the cultural, community, , 6. create a geometric design, by contrasting two kind of, lines in terms of type or, size, 7. sketches on-the-spot, outside or near the school, to draw a plant, flowers or, a tree showing the, different textures and, shape of each part, using, only a pencil or black, crayon or ballpen, 8. creates a pencil or pen, drawing of scene in daily, , CODE, , LEARNING, MATERIALS, , A3EL-Ib, , PILOT SCHOOL –, MTB MLE Lesson 2, , A3PL-Ic, , PILOT SCHOOL –, MTB MLE Lesson 6, PILOT SCHOOL –, MTB MLE Lesson 4, , A3PL –Id, , PILOT SCHOOL –, MTB MLE Lesson 3, A3PL-Ie, , A3PR-If, , *Musika at Sining 3., Sunico, Raul M. et, al, 2000. pp.224227, PILOT SCHOOL –, MTB MLE Lesson 6, PILOT SCHOOL –, MTB MLE Lesson 5, , A3PR-Ig, , A3PR-Ih, , PILOT SCHOOL –, MTB MLE Lesson 3, Page 25of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 5. Contrast, 5.1 contrast of picture, , LEARNING COMPETENCY, life, where people in the, province/region show their, occupation by the action, they are doing, 9. sketches and colors and, view of the province/region, with houses and buildings, indicating the foreground, middle ground and, background by the size of, the objects, , III. Process:, 6. DRAWING, 6.1 people in the, province/region, on-the-spot sketching of, plants, trees or building, geometric line designs., , CODE, , A3PR-Ii, , LEARNING, MATERIALS, , PILOT SCHOOL –, MTB MLE Lesson, 3,4, , Grade 3- SECOND QUARTER, I. Elements:, 1. Color, 1.1 mix colors to create, tints, shades and neutral, color, 2. Shape, 2.1 animals have shapes, 2.2 adapted to their needs, 3. Texture, 3.1 is created by variety of, lines, , The learner..., , The learner..., , demonstrates, understanding of lines,, textures, shapes and, balance of size, contrast, of texture through, drawing, , creates an artwork of people, in the province/region on-thespot sketching of plants, trees, and building and geometric, line designs, , II. Principles:, 4. Harmony, 4.1 colors, shapes and lines, that complement each, other create harmony and, a mood of the painting, III. Process:, 5. PAINTING, fruits and plants (still life), scene at the a time of day, wild animal (close-up), K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , applies knowledge of planes, in a landscape (foreground,, middle ground and, background) in painting a, landscape, , The learner..., 1. sees that there is harmony, in nature as seen in the, color of landscapes at, different times of the day, Ex:, 1.1 landscapes of Felix, Hidalgo, Fernando, Amorsolo, Jonahmar, Salvosa, 1.2 Still’s life of Araceli, Dans, Jorge Pineda,, Agustin Goy, 2. appreciates that nature is, so rich for no two animals, have the same shape, skin, covering and color, 3. perceives how harmony is, created in an artwork, because of complementary, colors and shapes, , A3EL-IIa, , PILOT SCHOOL –, MTB MLE Lesson 8, Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.190-192, , A3EL-IIb, , A3PL-IIc, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.214-215, PILOT SCHOOL –, MTB MLE Lesson 8, , Page 26of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 4. paints a still life by, observing the different, shapes, color and texture, of fruits, drawing them, overlapping and choosing, the right colors for each, fruit, , I. Elements:, 1. Color, 1.1 mix colors to create, tints, shades and neutral, color, 2. Shape, 2.1 animals have shapes, 2.2 adapted to their needs, 3. Texture, 3.1 is created by variety of, lines, , demonstrates, understanding of lines,, textures, shapes and, balance of size, contrast, of texture through, drawing, , II. Principles:, 4. Harmony, 4.1 Colors, shapes and, linesthat complement, each, other create harmony, and a mood of the, painting, III. Process:, 5. PAINTING, fruits and plants (still life), scene at the a time of day, wild animal (close-up), , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates an artwork of people, in the province/region on-thespot sketching of plants, trees, and building and geometric, line designs, applies knowledge of planes, in a landscape (foreground,, middle ground and, background) in painting a, landscape, , 5. creates new tints and, shades of colors by mixing, two or more colors, 6. paints a landscape at a, particular time of the day, and selects colors that, complement each other to, create a mood, 7. observes the characteristics, of a wild animal by making, several pencil sketches and, painting it later, adding, texture of its skin covering, 8. appreciates the Filipino, artists painted landscapes, in their own particular style, and can identify what, makes each artist unique in, his use of colors to create, harmony, , CODE, , LEARNING, MATERIALS, PILOT SCHOOL –, MTB MLE Lesson 7, , A3PR-IId, , A3PR-IIe, , PILOT SCHOOL –, MTB MLE Lesson 7, , A3PR-IIf, , PILOT SCHOOL –, MTB MLE Lesson 8, , A3PR-IIg, , A3PR-IIh, , PILOT SCHOOL –, MTB MLE Lesson 9, , Music, Art, Physical, Education and, Health 2. Ramilo,, Ronaldo V. et al,, 2013. pp.190-192, , Page 27of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , Grade 3- THIRD QUARTER, I., , Elements:, 1. Shape, 1.1 letter stencils, 1.2 logo designs, 1.3 abstract shapes, 2. Color, 2.1 Complementary colors, , The learner..., , The learner..., , The learner…, , demonstrates, understanding of, shapes, colors and, principle repetition and, emphasis through, printmaking (stencils), , exhibits basic skills in making, a design for a print and, producing several clean copies, of the prints, , 1. tells that a print made, from objects found in, nature can be realistic or, abstract, 2. appreciates the importance, and variety of materials, used for printing, , II. Principles:, 3. Repetition, 3.1 of letters and logos and, shapes, 4. Emphasis, 4.1 of shapes by contrast, III. Process:, 5. PRINTMAKING (stencils), 5.1 T-shirt/cloth pin, 5.2 poster prints, 5.3 duffel bag print, , manipulates a stencil with an, adequate skill to produce a, clean print for a message,, slogan or logo for a T-shirt,, poster bag, produces at least 3 good, copies of print using, complementary colors and, contrasting shapes, , 3. observes that a print, design may use repetition, of shapes or lines and, emphasis on contrast of, shapes and lines, 4. realizes that a print design, can be duplicated many, times by hand or by, machine and can be, shared with others, 5. explain the meaning of the, design created, 6. designs an attractive logo, with slogan about the, environment to be used for, printing, 7. creates and cuts a stencil, from paper or plastic, sheets to be used for, multiple prints on cloth or, hard paper, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PILOT SCHOOL –, MTB MLE Lesson 10, A3EL-IIIa, , A3PL-IIIb, , A3PL-IIIc, , A3PL-IIId, , A3PR-IIIe, , A3PR-IIIf, , A3PR-IIIg, , PILOT SCHOOL –, MTB MLE Lesson 10, PILOT SCHOOL –, MTB MLE Lesson 12, , PILOT SCHOOL –, MTB MLE Lesson 12, , PILOT SCHOOL –, MTB MLE Lesson 12, PILOT SCHOOL –, MTB MLE Lesson 12, , PILOT SCHOOL –, MTB MLE Lesson 12, , Page 28of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Elements:, 1. Shape, 1.1 letter stencils, 1.2 logo designs, 1.3 abstract shapes, 2. Color, 2.1 Complementary colors, II. Principles:, 3. Repetition, 3.1 of letters and logos and, shapes, 4. Emphasis, 4.1 of shapes by contrast, , CONTENT, STANDARDS, , demonstrates, understanding of, shapes, colors and, principle repetition and, emphasis through, printmaking (stencils), , III. Process:, 5. PRINTMAKING (stencils), 5.1 T-shirt/cloth pin, 5.2 poster prints, 5.3 duffel bag print, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , 8. creates a print for a shirt,, bag or a poster using, stencils with abstract, designs that conveys a, message and can be, replicated, exhibits basic skills in making, 9. writes a slogan about the, a design for a print and, environment that correlates, producing several clean copies, messages to be printed on, of the prints, T-shirts, posters, banners, or bags, manipulates a stencil with an, 10., school/district exhibit and, adequate skill to produce a, culminating activity in, clean print for a message,, celebration of the National, slogan or logo for a T-shirt,, Arts Month (February), poster bag, , CODE, , LEARNING, MATERIALS, PILOT SCHOOL –, MTB MLE Lesson 12, , A3PR-IIIh, , A3PR-IIIg, , PILOT SCHOOL –, MTB MLE Lesson 11, , A3PR-IIIh, , produces at least 3 good, copies of print using, complementary colors and, contrasting shapes, , GRADE 3- FOURTH QUARTER, I. Elements:, 1. SHAPES, 1.1 human and animals, 2. COLORS, 2.1 primary, 2.2 secondary, 2.3 tertiary, 3. TEXTURES, 3.1 visual and actual, , The learner..., , The learner..., , The learner…, , demonstrates, understanding of, shapes, colors, textures,, and emphasis by, variation of shapes and, texture and contrast of, colors through sculpture, and crafts, , creates a single puppet based, on character in legends,, myths or stories using, recycled and hard material, creates a mask or headdress, that is imaginary in design, using found and recycled, materials, demonstrates basic skills in, constructing a puppet made, , 1. identifies different styles of, puppets made in the, Philippines (form Teatro, Mulat and Anino Theater, Group), 2. appreciates variations of, puppets in terms of, material, structure, shapes,, colors and intricacy of, textural details, , II. Principles:, 4. Emphasis, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PILOT SCHOOL –, MTB MLE Lesson 13, A3EL-IVa, , A3PL-IVb, , PILOT SCHOOL –, MTB MLE Lesson 13, , Page 29of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , 4.1 by Variation of shapes, and textures, 5. CONTRASTof colors, , PERFORMANCE, STANDARDS, from a hard and stick, which, can be manipulated, , III. Process:, 6. SCULPTURE and CRAFTS, 6.1 puppets on a stick, 6.2 hand puppet, imaginary masks, , LEARNING COMPETENCY, 3. creates a puppet designs, that would give a specific, and unique character, 4. applies designs of varied, shapes and colors on, puppets to show the, unique character of the, puppet, 5. constructs a simple puppet, based on a character in a, legend, myth or story, using recyclable materials, and bamboo sticks or twigs, 6. manipulates a puppet to, act out a character in a, story together with the, puppets, 7. performs as puppeteer, together with others, in a, puppet show to tell a story, using the puppet he/she, created, , CODE, , LEARNING, MATERIALS, , A3PR-IVc, , PILOT SCHOOL –, MTB MLE Lesson 13, , A3PR-IVd, , A3PR-IVe, , A3PR-IVf, , PILOT SCHOOL –, MTB MLE Lesson 13, , PILOT SCHOOL –, MTB MLE Lesson 13, , PILOT SCHOOL –, MTB MLE Lesson 13, PILOT SCHOOL –, MTB MLE Lesson 13, , A3PR-IVg, , I., , Elements:, 1. SHAPES, 1.1 human and animals, , demonstrates, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates a single puppet based, on character in legends,, , Page 30of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 2. COLORS, 2.1 primary, 2.2 secondary, 2.3 tertiary, 3. TEXTURES, 3.1 visual and actual, , CONTENT, STANDARDS, understanding of, shapes, colors, textures,, and emphasis by, variation of shapes and, texture and contrast of, colors through sculpture, and crafts, , II. Principles:, 4. Emphasis, 4.1 by Variation of shapes, and textures, 5. CONTRASTof colors, , PERFORMANCE, STANDARDS, myths or stories using, recycled and hard material, creates a mask or headdress, that is imaginary in design, using found and recycled, materials, demonstrates basic skills in, constructing a puppet made, from a hard and stick, which, can be manipulated, , LEARNING COMPETENCY, 8. designs and creates mask, or headdress with the use, of recycled or natural, objects inspired by best, festivals, 9. creates a mask or, headdress that is, imaginary in design using, found and recycled, material, inspired by local, Festivals, , CODE, , LEARNING, MATERIALS, , A3PR-IVh, , PILOT SCHOOL –, MTB MLE Lesson 14, , A3PR-IVi, , PILOT SCHOOL –, MTB MLE Lesson 14, , III. Process:, 6. SCULPTURE and CRAFTS, 6.1 puppets on a stick, 6.2 hand puppet, 6.3 imaginary masks, GRADE 4, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 4- FIRST QUARTER, I. Elements:, 1. LINES, 1.1 organic and inorganic, 2. COLORS, 2.1 primary and secondary, 3. SHAPES, 3.1 stylized based on nature, II. Principles:, 4. REPETITION, , The learner…, , The learner…, , The learner…, , demonstrates, understanding of lines,, texture, and shapes;, and balance of size and, repetition of, motifs/patterns through, drawing, , practices variety of culture in, the community by way of, attire, body accessories,, religious practices and, lifestyle., , 1. appreciates the rich, variety of cultural, communities in the, Philippines and their, uniqueness, 1.1 LUZON- Ivatan,, Ifugao, Kalkminga,, Bontok, Gaddang,, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates a unique design of, houses, and other household, , *Manwal ng Guro, Musika at Sining 4., Valdecantos,, Emelita C. 1999., pp.113-114, A4EL-Ia, , *Manwal ng Guro, Musika at Sining 3., Valdecantos,, Emelita C. 1997., Page 31of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , 4.1 motifs, , PERFORMANCE, STANDARDS, objects used by the cultural, groups., , III. Process:, 5. DRAWING, 5.1 drawing of figures of, different cultural, communities, 5.2 crayon etching of ethnic, designs, crayon resist of scenes, from different cultural, groups in the Philippines, , writes a comparative, description of houses and, utensils used by selected, cultural groups from different, provinces., , LEARNING COMPETENCY, , CODE, , Agta, VISAYAS – Ati, MINDANAO-Badjao,, Mangyan,Samal,, Yakan, Ubanon,, Manobo, Higaonon,, Talaandig,, Matigsalog, Bilaan,, T’boli, Tiruray,, Mansaka, Tausug, 2. distinguishes distinctive, characteristics of several, cultural communities in, terms of attire, body, accessories, religious, practices, and lifestyles., , LEARNING, MATERIALS, pp.123-126, , 1.2, 1.3, , *Musika at Sining 5., Sunico, Raul M. et, al, 2000. pp.136138, , *Musika at Sining 5., Sunico, Raul M. et, al, 2000. pp.130131, *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.134-136, A4EL-Ib, , I. Elements:, 1. LINES, 1.1 organic and inorganic, 2. COLORS, 2.1 primary and secondary, 3. SHAPES, 3.1 stylized based on nature, , demonstrates, understanding of lines,, texture, and shapes;, and balance of size and, repetition of, motifs/patterns through, drawing, , II. Principles:, 4. REPETITION, 4.1 motifs, , practices variety of culture in, the community by way of, attire, body accessories,, religious practices and, lifestyle., creates a unique design of, houses, and other household, objects used by the cultural, groups., writes a comparative, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 32of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , III. Process:, 5. DRAWING, 5.1 drawing of figures of, different cultural, communities, 5.2 crayon etching of ethnic, designs, crayon resist of scenes, from different cultural, groups in the Philippines, , PERFORMANCE, STANDARDS, description of houses and, utensils used by selected, cultural groups from different, provinces., , LEARNING COMPETENCY, 3. adapts an indigenous, cultural motif into a, contemporary design, through crayon etching, technique., 4., , identifies specific clothing,, objects, and designs of, the cultural communities, and applies it to a drawing, of the attire and, accessories of one of, these cultural groups., , 5. shares ideas about the, practices of the different, cultural communities., 6. translates research of the, artistic designs of the, cultural communities into a, contemporary design., 7. creates a drawing after, close study and, observation of one of the, cultural communities’ way, of dressing and, accessories., 8. produces a crayon resist, on any of the topics: the, unique design of the, houses, household objects,, practices, or rituals of one, of the cultural groups., K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , LEARNING, MATERIALS, , A4EL-Ic, , *Manwal ng Guro, Musika at Sining 3., Valdecantos,, Emelita C. 1997., pp.117-118, , A4PL-Id, , *Manwal ng Guro, Musika at Sining 3., Valdecantos,, Emelita C. 1997., pp.128-129, , A4PR-Ie, , A4PR-If, , A4PR-Ig, , MISOSA5-module7, A4PR-Ih, , *Musika at Sining 5., Sunico, Raul M. et, al, 2000. pp.114115, Page 33of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 9. uses crayon resist, technique in showing, different ethnic designs or, patterns., , CODE, A4PR-Ii, , LEARNING, MATERIALS, *Musika at Sining 5., Sunico, Raul M. et, al, 2000. pp.114115, , GRADE 4- SECOND QUARTER, I. Elements:, 1. SHAPES, 1.1 overlapping of shapes, 2. COLOR, 2.1 to show mood and, atmosphere, 3. SPACE, 3.1 showing foreground,, middle ground and, background, , The learner…, , The learner…, , The learner…, , demonstrates, understanding of lines,, color, shapes, space,, and proportion through, drawing., , sketches and paints a, landscape or mural using, shapes and colors appropriate, to the way of life of the, cultural community., , 1. discusses pictures of, localities where different, cultural communities live, and understands that each, group has distinct houses, and practices., 2. distinguishes the attire and, accessories of selected, cultural communities in the, country in terms of colors, and shapes., 3. appreciates the importance, of communities and their, culture., , II. Principles:, 4. PROPORTION of houses,, buildings, fields, mountains,, sky in a landscape, III. Process:, 5. PAINTING, 5.1 important, landscape/famous, landmark in a province, 5.2 (indigenous houses), 5.3 mural painting, , realizes that the choice of, colors to use in a landscape, gives the mood or feeling of a, painting., , 4. compares the geographical, location, practices, and, festivals of the different, cultural groups in the, country., 5. sketches a landscape of a, cultural community based, on researches and, observations made., 6. paints the sketched, landscape using colors, appropriate to the cultural, community’s ways of life., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A4EL-IIa, , A4EL-IIb, , *Musika at Sining 5., Sunico, Raul M. et, al, 2000. pp.130131, , A4EL-IIc, , A4EL-IId, , A4EL-IIe, , A4EL-IIf, , Page 34of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I., , Elements:, 1. SHAPES, 1.1 overlapping of shapes, 2. COLOR, 2.1 to show mood and, atmosphere, 3. SPACE, 3.1 showing foreground,, middle ground and, background, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , demonstrates, understanding of lines,, color, shapes, space,, and proportion through, drawing., , sketches and paints a, landscape or mural using, shapes and colors appropriate, to the way of life of the, cultural community., realizes that the choice of, colors to use in a landscape, gives the mood or feeling of a, painting., , LEARNING COMPETENCY, 7. exhibits painted landscapes, to create a mural for the, class and the school to, appreciate., , CODE, , LEARNING, MATERIALS, , A4EL-IIg, , 8. tells a story or relates, experiences about cultural, communities seen in the, landscape., , II. Principles:, 4. PROPORTION of houses,, buildings, fields, mountains,, sky in a landscape, , A4EL-IIh, , III. Process:, 5. PAINTING, 3.2 important, landscape/famous, landmark in a province, 3.3 (indigenous houses), 3.4 mural painting, , GRADE 4- THIRD QUARTER, I. Elements:, 1. LINES, 1.1 organic, inorganic, (mechanical), 2. COLORS, 2.1 earth or natural colors, 3. TEXTURE, 3.2 from a variety of, materials, 4. SHAPES, , The learner…, , The learner…, , The learner…, , demonstrates, understanding of, shapes and colors and, the principles of, repetition, contrast, and, emphasis through, printmaking (stencils), , creates relief and found, objects prints using ethnic, designs., , 1. explores the texture of, each material and, describes its characteristic., , presents research on relief, prints created by other, cultural communities in the, country., , 2. analyzes how existing, ethnic motif designs are, repeated and alternated., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A4EL-IIIa, , *Manwal ng Guro, Musika at Sining 4., Valdecantos,, Emelita C. 1999., pp.77-80, , A4PL-IIIb, Page 35of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , 4.1 geometric/2-dimensional, Shapes, , PERFORMANCE, STANDARDS, produces multiple copies of a, relief print using industrial, paint/natural dyes to create, decorative borders for, boards, panels etc., , II. Principles:, 5. CONTRAST, 5.1 smooth vs. rough, 5.2 curves vs. straight lines, 5.3 small shapes vs. big, shapes, 6. HARMONY, III. Process:, 7. PRINTMAKING, 7.1 relief print, 7.2 glue print, 7.3 cardboard print, found objects print, , LEARNING COMPETENCY, 3. discovers the process of, creating relief prints and, appreciates how relief, prints makes the work, more interesting and, harmonious in terms of the, elements involved., 4. draws ethnic motifs and, create a design by, repeating, alternating, or, by radial arrangement., 5., , creates a relief master or, mold using additive and, subtractive processes., , 6., , creates simple,, interesting, and, harmoniously arranged, relief prints from a clay, design., , CODE, , LEARNING, MATERIALS, , A4PL-IIIc, , A4PR-IIId, , A4PR-IIIe, , A4PR-IIIf, , demonstrates, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 36of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I., , Elements:, 1. LINES, 1.1 organic, inorganic, (mechanical), 2. COLORS, 2.1 earth or natural colors, 3. TEXTURE, 3.1 from a variety of, materials, 4. SHAPES, 4.1 geometric/2-dimensional, Shapes, , CONTENT, STANDARDS, understanding of, shapes and colors and, the principles of, repetition, contrast, and, emphasis through, printmaking (stencils), , II. Principles:, 5. CONTRAST, 5.1 smooth vs. rough, 5.2 curves vs. straight lines, 5.3 small shapes vs. big, shapes, 6. HARMONY, III. Process:, 7. PRINTMAKING, 7.1 relief print, 7.2 glue print, 7.3 cardboard print, found objects print, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, creates relief and found, objects prints using ethnic, designs., presents research on relief, prints created by other, cultural communities in the, country., produces multiple copies of a, relief print using industrial, paint/natural dyes to create, decorative borders for, boards, panels etc., , LEARNING COMPETENCY, , CODE, , 7. prints reliefs with adequate, skill to produce clean prints, with a particular design, motif (repeated or, alternated)., , A4PR-IIIg, , 8. prints reliefs using found, materials and discusses the, finished artwork., 9. creates the relief mold, using found material: hard, foam; cardboard shapes, glued on wood; strings and, buttons, old screws, and, metal parts glued on wood, or cardboard., , LEARNING, MATERIALS, , A4PR-IIIh, , A4PR-IIIi, , 10. displays the finished, artwork for others to, critique and discuss., , A4PR-IIIj-1, , 11. participates in a, school/district exhibit and, culminating activity in, celebration of the National, Arts Month (February)., , A4PR-IIIj-2, , Page 37of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 4- FOURTH QUARTER, I. Elements:, 1. COLOR, 1.1 dyes can be combined to, create new colors, 2. VALUE/TONE, light and dark, II. Principles:, 3. REPETITION, 3.1 motifs, colors, , The learner…, , The learner…, , The learner…, , demonstrates, understanding on color, (dyes), values, and, repetition of motifs, through sculpture and, 3-D crafts, , applies individually the, intricate procedures in tiedyeing in clothes or t-shirts, and compares them with one, another., , 1. researches and, differentiates textile traditions,, e.g. tie-dye done in other, countries like China, India,, Japan, and Indonesia in the, olden times and presently,as, well as in the Philippines, e.g., theTinalak made by the, T’bolis., , III. Process:, 4. SCULPTURE and 3dimensional crafts, 5. Textile craft:, 5.1 tie-dye (one color; 2, colors), 5.2 Mat weaving (buri), , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , replicates traditional skills in, mat weaving from indigenous, material like abaca tapestries., researches on tie-dyed crafts, of the T’boli and presents, designs made by, them;presents research on, tie-dyed products of other, cultural communities to, compare their designs and, colors., , 2. presents pictures or actual, samples of different kinds of, mat weaving traditions in the, Philippines., 3. discusses the intricate, designs of mats woven in the, Philippines:, 3.1 Basey, Samar buri, mats, 3.2 Iloilo bamban mats, 3.3 Badjao&Samal mats, 3.4 Tawi-tawilaminusa, mats, 3.5 Romblon buri mats, , A4EL-Iva, , MISOSA5-module13, A4EL-Ivb, A4EL-IVc, , MISOSA5-module13, , Page 38of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 4., , I., , Elements:, 1. COLOR, 1.1 dyes can be combined to, create new colors, 2. VALUE/TONE, light and dark, , demonstrates, understanding on color, (dyes), values, and, repetition of motifs, through sculpture and, 3-D crafts, , II. Principles:, 3. REPETITION, 3.2 motifs, colors, , applies individually the, intricate procedures in tiedyeing in clothes or t-shirts, and compares them with one, another., , 5., , replicates traditional skills in, mat weaving from indigenous, material like abaca tapestries., , gives meaning to the, designs, colors, patterns, used in the artworks., , 6., , creates a small mat using, colored buri strips or any, material that can be, woven, showing different, designs: squares, checks, zigzags, and stripes., weaves own design, similar to the style made, by a local ethnic group., creates original tie-dyed, textile design by following, the traditional steps in tiedyeing using one or two, colors., , researches on tie-dyed crafts, of the T’boli and presents, designs made by, them;presents research on, tie-dyed products of other, cultural communities to, compare their designs and, colors., , III. Process:, 4. SCULPTURE and 3dimensional crafts, 5. Textile craft:, 5.1 tie-dye (one color; 2, colors), 5.2 Mat weaving (buri), , emphasizes textile crafts, like tie-dyeing which, demands careful practices, and faithful repetition of, the steps to produce good, designs., , 7., , 8., , CODE, , LEARNING, MATERIALS, , A4PL-Ivd, , A4PL-Ive, , MISOSA5-module13, A4PR-IVf, , A4PR-IVg, , MISOSA5-module13, , A4PR-IVh, , GRADE 5, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , Grade 5- FIRST QUARTER, I. Elements:, 1. LINES, 1.1 crosshatching technique, to simulate 3-dimensional, effect and visual texture, , The learner…, , demonstrates, understanding of lines,, shapes, and space; and, the principles of rhythm, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , The learner…, , The learner…, , creates different artifacts and, architectural buildings in the, Philippines and in the locality, using crosshatching, , 1. identifies events,, practices, and culture, influenced by colonizers, who have come to our, , MISOSA5-module4, A5EL-Ia, , Page 39of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 2. SHAPES/FORMS, 2.1 geometric 3-dimensional, forms, 3. SPACE, 3.1 distance or area, II. Principles:, 4. RHYTHM, 4.1 repeated motifs, 5. BALANCE, 5.1 symmetrical and, asymmetrical, , CONTENT, STANDARDS, and balance through, drawing of archeological, artifacts, houses,, buildings, and churches, from historical periods, using crosshatching, technique to simulate 3dimensional and, geometric effects of an, artwork., , PERFORMANCE, STANDARDS, technique, geometric, shapes,and space, with, rhythm and balance as, principles of design., puts up an exhibit on, Philippine artifacts and houses, from different historical, periods (miniature or replica)., , III. Process:, 6. DRAWING, 6.1 drawing of archeological, artifacts, 6.2 drawing of Philippine, houses, buildings, and, churches from different, historical periods (on-thespot), , I., , Elements:, 1. LINES, 1.1 crosshatching technique, to simulate 3-dimensional, effect and visual texture, 2. SHAPES/FORMS, 2.1 geometric 3-dimensional, forms, 3. SPACE, 3.1 distance or area, , demonstrates, understanding of lines,, shapes, and space; and, the principles of rhythm, and balance through, drawing of archeological, artifacts, houses,, buildings, and churches, from historical periods, using crosshatching, technique to simulate 3-, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates different artifacts and, architectural buildings in the, Philippines and in the locality, using crosshatching, technique, geometric, shapes,and space, with, rhythm and balance as, principles of design., puts up an exhibit on, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , country by way of trading., , 2. gives the illusion of, depth/distance to simulate, a3-dimensional effectby, usingcrosshatching and, shading techniques in, drawings (old pottery,, boats, jars, musical, instruments)., 3. shows, describes, and, names significant parts of, the different architectural, designs and artifacts found, in the locality., e.g.bahaykubo, torogan,, bahaynabato, simbahan,, carcel, etc., 4. realizes that our, archipelago is strategically, located and made us part, of a vibrant trading, tradition (Chinese, merchants, Galleon Trade,, silk traders), 5. appreciates the importance, of artifacts, houses,, clothes, language, lifestyle, - utensils, food, pottery,, furniture - influenced by, colonizers who have come, to our country (Manunggul, jar, balanghai,, , MISOSA6-module6, , A5EL-Ib, , *Musika at Sining 6., Sunico, Raul M. et, al, 2000. pp.137138, *Musika at Sining 6., Sunico, Raul M. et, al, 2000. pp.139140, , A5EL-Ic, *Umawit at, Gumuhit 3., Valdecantos,, Emelita C. 1997., pp.138-140, MISOSA5-module4, A5PL-Id, , A5PL-Ie, , *Musika at Sining 6., Sunico, Raul M. et, al, 2000. pp.139140, *Manwal ng Guro, Umawit at Gumuhit, 6. Valdecantos,, Page 40of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, II., , Principles:, 4. RHYTHM, 4.1 repeated motifs, 5. BALANCE, 5.1 symmetrical and, asymmetrical, , CONTENT, STANDARDS, dimensional and, geometric effects of an, artwork., , PERFORMANCE, STANDARDS, Philippine artifacts and houses, from different historical, periods (miniature or replica)., , III. Process:, 6. DRAWING, 6.1 drawing of archeological, artifacts, 6.2 drawing of Philippine, houses, buildings, and, churches from different, historical periods (on-thespot), , LEARNING COMPETENCY, bahaynabato, kundiman,, Gabaldon schools,, vaudeville, Spanish-inspired, churches)., 6. creates illusion of space in, 3-dimensional drawings of, important archeological, artifacts seen in books,, museums (National, Museum and its branches, in the Philippines, and in, old buildings or churches in, the community., , CODE, , Emelita C. 1999., pp.113-117, , A5PR-If, , 7. creates mural and drawings, of the old houses, churches, or buildings of his/her, community., , I. Elements:, 1. LINES, 1.1 crosshatching technique, to simulate 3-dimensional, effect and visual texture, 2. SHAPES/FORMS, 2.1 geometric 3-dimensional, forms, 3. SPACE, 3.1 distance or area, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , creates different artifacts and, architectural buildings in the, Philippines and in the locality, using crosshatching, technique, geometric, shapes,and space, with, rhythm and balance as, principles of design., , 8. participates in putting up a, mini-exhibit with labels of, Philippine artifacts and, houses after the whole, class completes drawings., 9. tells something about, his/her community as, reflected on his/her, artwork., , *Musika at Sining 6., Sunico, Raul M. et, al, 2000. pp.139140, , *Musika at Sining 6., Sunico, Raul M. et, al, 2000. pp.139140, A5PR-Ig, , demonstrates, understanding of lines,, shapes, and space; and, the principles of rhythm, and balance through, drawing of archeological, artifacts, houses,, buildings, and churches, from historical periods, using crosshatching, technique to simulate 3-, , LEARNING, MATERIALS, , A5PR-Ih, , A5PR-Ij, , *Manwal ng Guro, Umawit at Gumuhit, 6. Valdecantos,, Emelita C. 1999., pp.113-117, *Musika at Sining 6., Sunico, Raul M. et, al, 2000. pp.139140, *Musika at Sining 6., Sunico, Raul M. et, al, 2000. pp.139140, , puts up an exhibit on, Page 41of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, II., , Principles:, 4. RHYTHM, 4.1 repeated motifs, 5. BALANCE, 5.1 symmetrical and, asymmetrical, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , dimensional and, geometric effects of an, artwork., , Philippine artifacts and houses, from different historical, periods (miniature or replica)., , The learner…, , The learner…, , The learner…, , demonstrates, understanding of lines,, colors, space, and, harmony through, painting and, explains/illustrates, landscapes of important, historical places in the, community (natural or, man-made)using onepoint perspective in, landscape drawing,, complementary colors,, and the right, , sketches natural or man-made, places in the community with, the use of complementary, colors., , 1. identifies 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), , CODE, , LEARNING, MATERIALS, , III. Process:, 6. DRAWING, 6.1 drawing of archeological, artifacts, 6.2 drawing of Philippine, houses, buildings, and, churches from different, historical periods (on-thespot), Grade 5- SECOND QUARTER, I. Elements:, 1. LINE, 1.1 straight and curved, 2. COLOR, 2.1 complementary, 3. SPACE, 3.1 one-point perspective In, landscape drawing, II. Principles:, 4. HARMONY, 4.1 created through the, right proportions of, parts, III. Process:, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , draws/paints significant or, important historical places., , *Umawit at, Gumuhit 6., Valdecantos,, Emelita C. 1999., pp.176-180, , A5EL-IIa, , Page 42of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 5. PAINTING, 5.1 landscapes of, important places in the, community (natural or, man-made), , I. Elements:, 1. LINE, 1.1 straight and curved, 2. COLOR, 2.1 complementary, 3. SPACE, 3.1 one-point perspective In, landscape drawing, II. Principles:, 4. HARMONY, 4.1 created through the right, proportions of parts, III. Process:, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , proportions of parts., , demonstrates, understanding of lines,, colors, space, and, harmony through, painting and, explains/illustrates, landscapes of important, historical places in the, community (natural or, man-made)using onepoint perspective in, landscape drawing,, complementary colors,, and the right, proportions of parts., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , LEARNING COMPETENCY, 2. identifies and describes the, architectural or natural, features of the places, visited or seen on pictures., , sketches natural or man-made, places in the community with, the use of complementary, colors., draws/paints significant or, important historical places., , 3. realizes 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), 4. appreciates the artistry of, famous Filipino artists in, painting different, landscapes and is able to, describe what makes each, artist’s masterpiece unique, from others., 5. sketches and uses, complementary colors in, painting a landscape., 6. utilizes skills and, knowledge about, foreground, middle ground,, and background to, emphasize depth in, painting a landscape., , CODE, , A5EL-IIb, , LEARNING, MATERIALS, *Umawit at, Gumuhit 6., Valdecantos,, Emelita C. 1999., pp.150-156, MISOSA5-module5, , A5EL-IIc, , MISOSA5-module5, A5PL-IId, , A5PL-IIe, , A5PR-IIf, , Page 43of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 5. PAINTING, 5.1 landscapes of important, places in the community, (natural or man-made), , LEARNING COMPETENCY, 7. identifies and discusses, details of the landscape, significant to the history of, the country., , CODE, , LEARNING, MATERIALS, , A5PR-IIg, , Grade 5- THIRD QUARTER, I. Elements:, 1. LINE, 1.1 thick and thin, 1.2 straight, curved, and, jagged, 2.TEXTURE, 2.1 ribbed, fluted, woven,, carved, II. Principles:, 3. CONTRAST, 3.1 carved, textured areas, and solid areas, 3.2 thick, textured lines and, fine lines, III. Process:, 4. PRINTMAKING, 4.1 linoleum or rubber print, or wood print of a, Philippine mythological, creature, , The learner…, , The learner…, , The learner…, , demonstrates, understanding of new, printmaking techniques, with the use of lines,, texture through stories, and myths., , creates a variety of prints, using lines (thick, thin,, jagged, ribbed, fluted, woven), to produce visual texture., , demonstrates, understanding of new, printmaking techniques, with the use of lines,, texture through stories, and myths., , creates a variety of prints, using lines (thick, thin,, jagged, ribbed, fluted, woven), to produce visual texture., , 1. discusses the richness of, Philippine myths and, legends (MariangMakiling,, Bernardo Carpio, dwende,, capre, sirena, Darna,, diwata, DalagangMagayon,, etc.) from the local, community and other parts, of the country., 2. explores new printmaking, technique using a sheet of, thin rubber (used for soles, of shoes),linoleum, or any, soft wood that can be, carved or gouged to create, different lines and textures., 3. identifies possible uses of, the printed artwork, 4. shows skills in creating a, linoleum, rubber or wood, cut print with the proper, use of carving tools., 5. creates variations of the, same print by using, different colors of ink in, printing the master plate., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A5EL-IIIa, , A5EL-IIIb, , A5EL-IIIc, , A5PL-IIId, , A5PR-IIIe, , Page 44of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , I. Elements:, 1. LINE, 1.2 thick and thin, 1.2 straight, curved, and, jagged, 2.TEXTURE, 2.1 ribbed, fluted, woven,, carved, II. Principles:, 3. CONTRAST, carved, textured areas and, solid areas, 3.1thick, textured lines and, fine lines, , CONTENT, STANDARDS, , demonstrates, understanding of new, printmaking techniques, with the use of lines,, texture through stories, and myths., , III. Process:, 4. PRINTMAKING, 4.1 linoleum or rubber print, or wood print of a, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, , creates a variety of prints, using lines (thick, thin,, jagged, ribbed, fluted, woven), to produce visual texture., , LEARNING COMPETENCY, 6. follows the step-by-step, process of creating a print :, 6.1 sketching the areas to, be carved out and, areas that will remain, 6.2 carving the image on, the rubber or wood, using sharp cutting, tools, 6.3 preliminary rubbing, 6.4 final inking of the plate, with printing ink, 6.5 placing paper over the, plate, rubbing the, back of the paper, 6.6 impressing the print, 6.7 repeating the process, to get several editions, of the print, 7. works with the class to, produce a compilation of, their prints and create a, book or calendar which, they can give as gifts, sell,, or display on the walls of, their school., 8. utilizes contrast in a carved, or textured area in an, artwork., 9. produces several editions, of the same print that are, well-inked and evenly, printed., 10. participates in a, school/district exhibit and, culminating activity in, , CODE, , LEARNING, MATERIALS, , A5PR-IIIf, , A5PR-IIIg, , A5PR-IIIh-1, , A5PR-IIIh-2, , Page 45of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , Philippine mythological, creature, , LEARNING COMPETENCY, celebration of the National, Arts Month (February), , CODE, , LEARNING, MATERIALS, , A5PR-IIIh-3, , GRADE 5- FOURTH QUARTER, I. Elements:, 1. COLOR, 1.1 primary, 1.2 secondary, 2. SHAPE, 2.1 geometric, 2.2 organic, 3. SPACE, 3.1 distance, 3.2 area, , The learner…, , The learner…, , The learner…, , demonstrates, understanding of colors,, shapes, space,, repetition, and balance, through sculpture and, 3-dimensional crafts., , demonstrates fundamental, construction skills in making a, 3-dimensional craft that, expresses balance, artistic, design, and repeated variation, of decorations and colors, , 1. identifies the materials, used in making3dimensional crafts which, express balance and, repeated variation of, shapes and colors, 1.1, mobile, 1.2, papier-mâché jar, 1.3, paper beads, , II. Principles:, 4. REPETITION, 4.1 colors, shapes, 5. BALANCE, 5.1 structure and shape, III. Process:, 6. SCULPTURE AND 3-D, CRAFTS, 6.1 mobile, 6.2 papier-mâché or clay, jar with geometric, patterns, 6.3 paper beads (bracelet,, necklace, earring, ID, lanyard, etc., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 1. papier-mâché jars, with patterns, 2. paper beads, constructs 3-D craft using, primary and secondary colors,, geometric shapes, space, and, repetition of colors to show, balance of the structure and, shape, 3. mobile, , A5EL-IVa, , 2. identifies the different, techniques in making 3dimensional crafts, 2.1 mobile, 2.2 papier-mâché jar, 2.3 paper beads, , A5EL-IVb, , 3. explores possibilities on, the use of created 3-D, crafts., 4. applies knowledge of, colors, shapes, and balance, in creating mobiles, papiermâché jars, and paper, beads., 5. displays artistry in making, mobiles with varied colors, and shapes., 6. creates designs for making, 3-dimensional crafts, 6.1 mobile, , A5EL-IVc, , A5PL-IVd, , A5PL-IVe, A5PR-IVf, , Page 46of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 6.2 papier-mâché jar, 6.3 paper beads, 7. shows skills in making a, papier-mâché jar, 8. creates paper beads with, artistic designs and varied, colors out of old magazines, and colored papers for, necklace, bracelet, ID, lanyard., , CODE, , LEARNING, MATERIALS, , A5PR-IVg, , A5PR-IVh, , GRADE 6, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 6 - FIRST QUARTER, I. Elements:, 1. LINE, 2. SHAPE, 3. COLOR, 4. TEXTURE, 5. producing these using, technology, II. Principles:, 6. CONTRAST, 7. EMPHASIS, , The learner…, , The learner…, , demonstrates, understanding of the, use of lines, shapes,, colors, texture, and the, principles of emphasis, and contrast in drawing, a logo and own cartoon, character using new, technologies in drawing., , creates concepts through art, processes, elements, and, principles using new, technologies (hardware and, software) to create personal, or class logo., designs cartoon character onthe spot using new, technologies., , III. Process:, 8. DRAWING – NEW, TECHNOLOGIES, 8.1 logo, 8.2 cartoon character, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , LOGO DESIGN, Software: Inkscape (Open, Source) for Laptop/Desktop PC, The learner…, 1. realizes that art processes,, elements and principles still, apply even with the use of, new technologies., 2. appreciates the elements, and principles applied in, commercial art., 3. applies concepts on the use, of the software, (commands, menu, etc.)., , A6EL-Ia, , A6PL-Ia, A6PR-Ib, , Page 47of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , I., , Elements:, 1. LINE, 2. SHAPE, 3. COLOR, 4. TEXTURE, 5. producing these using, technology, , II. Principles:, 6. CONTRAST, 7. EMPHASIS, , CONTENT, STANDARDS, , demonstrates, understanding of the, use of lines, shapes,, colors, texture, and the, principles of emphasis, and contrast in drawing, a logo and own cartoon, character using new, technologies in drawing., , III. Process:, 8. DRAWING – NEW, TECHNOLOGIES, 8.1 logo, 8.2 cartoon character, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, , creates concepts through art, processes, elements, and, principles using new, technologies (hardware and, software) to create personal, or class logo., designs cartoon character onthe spot using new, technologies., , LEARNING COMPETENCY, , CODE, , 4. utilizes art skills in using, new technologies, (hardware and software)., 5. creates personal or class, logo as visual, representation that can be, used as a product, brand,, ortrademark, 6. explains ideas about the, logo, , A6PR-Ic, , LEARNING, MATERIALS, , A6PR-Id, , A6PR-Id, , CARTOON CHARACTER, Making, Software: Inkscape (Open, Source) for Laptop/Desktop PC, Software: Sketch n’ Draw, (Open Source) for Tablet PC, The learner…, 1. realizes that art processes,, elements, and principles, still apply even with the, use of technologies., 2. appreciates the elements, and principles applied in, comic art., 3. applies concepts on the, steps/procedures in, cartoon character making., 4. utilizes art skills in using, new technologies, (hardware and software) in, cartoon character making., 5. creates own cartoon, character to entertain,, express opinions, ideas,etc, , A6EL-Ie, , A6PL-Ie, A6PR-If, , A6PR-Ig, , A6PR-Ih, Page 48of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 6. explains ideas about the, cartoon character, , CODE, , LEARNING, MATERIALS, , A6PR-Ih, , GRADE 6- SECOND QUARTER, I. Elements:, 1. SHAPES, 2. SPACE, 3. COLOR, 4. primary, secondary, and, intermediate, II. Principles:, 5. EMPHASIS, 6. HARMONY, 7. CONTRAST, 8. lines, shapes, , The learner…, , The learner…, , demonstrates, understanding of, shapes, space, colors,, and the principles of, emphasis, harmony and, contrast in digital, painting and poster, design using new, technologies., , applies concepts on the use of, software in creating digital, paintings and graphic designs., , III. Process:, 9. PAINTING – NEW, TECHNOLOGIES, 9.1 digital painting, graphic design (poster), , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , DIGITAL PAINTING, Software: Gimp (Open Source), for Laptop/Desktop PC, Software: Paint (Windows) for, Laptop/Desktop PC, Software: Photo Editor (Open, Source) for Tablet PC, The learner…, 1. realizes that art processes,, elements and principles still, apply even with the use of, technologies., 2. appreciates the elements, and principles applied in, digital art., 3. applies concepts on the use, of the software, (commands, menu, etc.), 4. utilizes art skills using new, technologies (hardware, and software) in digital, painting., 5. creates a digital painting, similar with the Masters’, (e.g., Van Gogh,, Amorsolo, etc.) in terms of, style, theme, etc., , A6EL-IIa, , A6PL-IIa, A6PR-IIb, , A6PR-IId, , A6PR-IIc, , Page 49of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , I., , Elements:, 1. SHAPES, 2. SPACE, 3. COLOR, 4. primary, secondary, and, intermediate, , II. Principles:, 5. EMPHASIS, 6. HARMONY, 7. CONTRAST, 8. lines, shapes, , CONTENT, STANDARDS, , demonstrates, understanding of, shapes, space, colors,, and the principles of, emphasis, harmony and, contrast in digital, painting and poster, design using new, technologies, , PERFORMANCE, STANDARDS, , applies concepts on the use of, software in creating digital, paintings and graphic designs., , LEARNING COMPETENCY, , LEARNING, MATERIALS, , GRAPHIC DESIGN (Poster, Layout), Software: Gimp (Open Source), for Laptop/Desktop PC, Software: MS Publisher, (Windows) for Laptop/Desktop, PC, The learner…, 6. realizes that art processes,, elements and principles still, apply even with the use of, technologies., 7. appreciates the elements, and principles applied in, layouting., , III. Process:, 9. PAINTING – NEW, TECHNOLOGIES, 9.1 digital painting, graphic design (poster), , CODE, , 8. applies skills in layouting, and photo editing using, new technologies, (hardware and software) in, making a poster., 9. creates an, advertisement/commercial, or announcement poster., , A6EL-IIe, , A6PL-IIf, , A6PR-IIg, , A6PR-IIh, , Grade 6- THIRD QUARTER, I. Elements:, 1. COLORS, 1.1 primary blended with, secondary and, intermediate colors, 2. SHAPES, 2.1 letters and geometric, shapes, 3. VALUES/TONES, , The learner…, , The learner…, , demonstrates, understanding of, shapes, colors, values,, and the principles of, emphasis, contrast, and, harmony in printmaking, and photography using, , creates simple printmaking, (silkscreen) designs on t-shirts, and posters., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , describes the basic concepts, and principles of basic, photography., , PRINTMAKING (Silkscreen Printing), The learner…, 1. knows that design, principles still apply for any, new design (contrast of, colors, shapes, and lines, , A6EL-IIIa, , Page 50of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 3.1 lightness and darkness, II. Principles:, 4. EMPHASIS, 5. CONTRAST, 5.1 shapes and colors, 6. HARMONY, 6.1 letters, shapes, colors, III. Process:, 7. PRINTMAKING, (silkscreen printing), , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , new technologies., demonstrates, understanding of, shapes, colors, values,, and the principles of, emphasis, contrast, and, harmony in printmaking, and photography using, new technologies., , 8. BASIC PHOTOGRAPHY, , creates simple printmaking, (silkscreen) designs on t-shirts, and posters., describes the basic concepts, and principles of basic, photography., , LEARNING COMPETENCY, produces harmony), whether done by hand or, machine (computer)., 2. understands that digital, technology has speeded up, the printing of original, designs and made it, accessible to many, as, emphasized in t-shirts and, poster designs., 3. applies concepts on the, steps/procedure in, silkscreen printing., 4. produces own prints from, original design to silkscreen, printing to convey a, message or statement., , CODE, , LEARNING, MATERIALS, , A6PL-IIIb, , A6PR-IIIc, , A6PR-IIId, , BASIC PHOTOGRAPHY, A. Phone Camera, B. Point and Shoot Digital, Camera, , A6EL-IIIe, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 51of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I., , Elements:, 1. COLORS, 1.1 primary blended with, secondary and, intermediate colors, 2. SHAPES, 2.1 letters and geometric, shapes, 3. VALUES/TONES, lightness and darkness, II. Principles:, 4. EMPHASIS, 5. CONTRAST, 5.1 shapes and colors, 6. HARMONY, 6.1 letters, shapes, colors, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , demonstrates, understanding of, shapes, colors, values,, and the principles of, emphasis, contrast, and, harmony in printmaking, and photography using, new technologies., , creates simple printmaking, (silkscreen) designs on t-shirts, and posters., describes the basic concepts, and principles of basic, photography., , LEARNING COMPETENCY, , LEARNING, MATERIALS, , The learner…, 5. realizes that art processes,, elements, and principles, still apply even with the, use of technologies., 6. understands concepts and, principles of photography., 7. identifies the parts and, functions of the camera, (point and shoot or phone, camera)., 8. applies composition skills to, produce a printed, photograph for a simple, photo essay., 9. participates in, school/district exhibit and, culminating activity in, celebration of the National, Arts Month (February), , III. Process:, 7. PRINTMAKING, (silkscreen printing), 8. BASIC PHOTOGRAPHY, , CODE, , A6PL-IIIf, , A6PR-IIIg, , A6PR-IIIh, , GRADE 6- FOURTH QUARTER, I. Elements:, 1. SHAPES, 1.1 letters and geometric, shapes, 2. COLORS, 2.1 primary blended with, secondary and, intermediate colors, II. Principles:, 3. CONTRAST, 3.1 of shapes and colors, , The learner…, , The learner…, , demonstrates, understanding of, shapes, colors, and the, principles of contrast, and harmony through, the use of new media in, creating audio-video art, and product or package, design., , creates an actual 3-D digitallyenhanced paper bag for a, product or brand., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , applies concepts on the use of, new technologies (hardware, and software) in creating an, audio-video art/animation., , SCULPTURE –, PACKAGE/PRODUCT, DESIGN (Paper Bag), The learner…, 1. knows that design, principles and elements, relates to everyday objects., 2. appreciates the elements, and principles applied in, product design., , A6EL-IVa, , A6PL-IVa, Page 52of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 4. HARMONY, 4.1 of letters, shapes, colors, III. Process:, 5. SCULPTURE –, PACKAGE/PRODUCT DESIGN, (paper bag), 6. NEW MEDIA – AUDIO-VIDEO, ART or ANIMATION, (electronic collage), , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , demonstrates, understanding of, shapes, colors, and the, principles of contrast, and harmony through, the use of new media in, creating audio-video art, and product or package, design., , creates an actual 3-D digitallyenhanced paper bag for a, product or brand., applies concepts on the use of, new technologies (hardware, and software) in creating an, audio-video art/animation., , LEARNING COMPETENCY, 3. manifests understanding of, concepts on the use of, software (commands,, menu, etc.), 4. utilizes art skills in using, new technologies, (hardware and software) in, package design., 5. creates an actual 3-D, digitally-enhanced product, design for a paper bag., NEW MEDIA – AUDIOVIDEO ART or ANIMATION, (Electronic Collage), , CODE, , LEARNING, MATERIALS, , A6PR-IVb, , A6PR-IVc, , A6PR-IVd, , Software: Synfic Studio for 2D, Animation (Open Source) for, Laptop/Desktop PC, Software: Blender for 3D, Animation (Open Source) for, Laptop/Desktop PC, Software: MS Movie Maker, (Windows) for Laptop/Desktop, PC, , A6EL-IVe, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 53of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I., , II., , Elements:, 1. SHAPES, 1.1 letters and geometric, shapes, 2 .COLORS, 2. 1 primary blended with, secondary and, intermediate colors, Principles:, 3. CONTRAST, 3.1 of shapes and colors, 4. HARMONY, 4.1 of letters, shapes, colors, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , demonstrates, understanding of, shapes, colors, and the, principles of contrast, and harmony through, the use of new media in, creating audio-video art, and product or package, design., , creates an actual 3-D digitallyenhanced paper bag for a, product or brand., applies concepts on the use of, new technologies (hardware, and software) in creating an, audio-video art/animation., , LEARNING COMPETENCY, , LEARNING, MATERIALS, , The learner…, 6. realizes that art processes,, elements and principles still, apply even with the use of, technologies., 7. appreciates the elements, and principles applied in, audio-video art., 8. applies concepts on the use, of the software, (commands, menu, etc.), 9. utilizes art skills in using, new technologies, (hardware and software), , III. Process:, 5. SCULPTURE –, PACKAGE/PRODUCT, DESIGN (paper bag), 6. NEW MEDIA – AUDIO-VIDEO, ART or ANIMATION, (electronic collage), , CODE, , 10. creates an audio-video art, /animation promoting a, product., , A6PL-IVe, , A6PR-IVf, A6PR-IVg, , A6PR-IVh, , GRADE 7, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 7- FIRST QUARTER, Arts and Crafts of Luzon, (Highlands and Lowlands), 1. Attire, Fabrics, and Tapestries, 2. Crafts and Accessories, and, Body Ornamentation, 3. Architectures, , The learner..., , The learner…, , The learner..., , 1. art elements and, processes by, synthesizing and, applying prior, , 1. create artworks showing the, characteristic elements of, the arts of Luzon (highlands, and lowlands), , 1. analyze elements and, principles of art in the, production of one’s arts, and crafts inspired by the, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , OHSP Arts Module, Q1 – Lesson 3,4, A7EL-Ib-1, , Page 54of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 4. Sculptures (gods/rituals), 5. Everyday objects, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity,, Variety, 16. Proportion, III. Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Mounting an exhibit:, 19.1 Concept, 19.2 Content / labels, 19.3 Physical layout, Arts and Crafts of Luzon, (Highlands and Lowlands), 1. Attire, Fabrics, and Tapestries, 2. Crafts and Accessories, and, Body Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , knowledge and skills, 2. the salient features, of the arts of Luzon, (highlands and, lowlands) by showing, the relationship of, the elements of art, and processes among, culturally diverse, communities in the, country, , 2. exhibit completed artworks, for appreciation and, critiquing, , 2. the salient features, of the arts of Luzon, (highlands and, lowlands) by showing, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , arts of Luzon (highlands, and lowlands), 2. identify characteristics of, arts and crafts in specific, areas in Luzon (e.g., papier, mâché [taka] from Paete,, Ifugao wood sculptures, [bul’ul], Cordillera jewelry, and pottery, tattoo, and, Ilocos weaving and pottery, [burnay], etc.), 3. reflect on and derive the, mood, idea, or message, emanating from selected, artifacts and art objects, , 3. the Philippines as, having a rich artistic, and cultural tradition, from precolonial to, present times, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , LEARNING COMPETENCY, , 1. create artworks, showing the, characteristic elements, of the arts of Luzon, (highlands and, lowlands), 2. exhibit completed, , 4. appreciate the artifacts and, art objects in terms of their, uses and their distinct use, of art elements and, principles, 5. incorporate the design,, form, and spirit of the, highland/lowland artifact, and object in one’s creation, 6. trace the external (foreign), and internal (indigenous), influences reflected in the, design of an artwork and in, the making of a craft or, artifact, , CODE, , LEARNING, MATERIALS, , MISOSA5-module4, OHSP Arts Module, Q1- Lesson 2, A7EL-Ia-2, , A7PL-Ih-1, , A7PL-Ih-2, , OHSP Arts Module, Q1, , A7PL-Ih-3, , OHSP Arts Module, Q1, A7PL-Ih-4, , Page 55of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity,, Variety, 16. Proportion, III. Process, 17.Drawing and Painting, 18.Sculpture and Assemblage, 19.Mounting an exhibit:, 19.1 Concept, 19.2 Content / labels, 19.3 Physical layout, , Arts and Crafts of Luzon, (Highlands and Lowlands), 1. Attire, Fabrics, and Tapestries, 2. Crafts and Accessories, and, Body Ornamentation, 3. Architectures, , CONTENT, STANDARDS, the relationship of, the elements of art, and processes among, culturally diverse, communities in the, country, 3. the Philippines as, having a rich artistic, and cultural tradition, from precolonial to, present times, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, 2. the salient features, of the arts of Luzon, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, artworks for, appreciation and, critiquing, , LEARNING COMPETENCY, 7. create crafts that can be, locally assembled with local, materials, guided by local, traditional techniques, (e.g., habi, lilip, etc)., 8. derive elements from, traditions/history of a, community for one’s, artwork, , 9. shows the relationship of, the development of crafts, in specific areas of the, country, according to, functionality, traditional, specialized expertise, and, availability of resources, (e.g. pottery, weaving,, jewelry, baskets), 10. show the relationship of, Luzon (highlands and, lowlands) arts and crafts to, Philippine culture,, traditions, and history, (Islamic influences,, Spanish heritage, and, American legacies in, education, business,, 1. create artworks, modernization, and, showing the, entertainment, as well as in, characteristic elements, indigenous practices,, of the arts of Luzon, fiestas, and religious and, (highlands and, social practices), lowlands), , CODE, , LEARNING, MATERIALS, OHSP Arts Module, Q1, , A7PR-Ic-e-1, , A7PR-If-2, OHSP Arts Module, Q1, A7PR-If-3, , A7PR-Ih-4, , Page 56of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 4. Sculptures (gods/rituals), 5. Everyday objects, II. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity,, Variety, 16. Proportion, III. Process, 17.Drawing and Painting, 18.Sculpture and Assemblage, 19.Mounting an exhibit:, 19.1 Concept, 19.2 Content / labels, 19.3 Physical layout, , CONTENT, STANDARDS, (highlands and, lowlands) by showing, the relationship of, the elements of art, and processes among, culturally diverse, communities in the, country, , PERFORMANCE, STANDARDS, 2. exhibit completed, artworks for, appreciation and, critiquing, , LEARNING COMPETENCY, 11. mount an exhibit using, completed Luzon, (highlands and lowlands)inspired arts and crafts in, an organized manner, , CODE, , LEARNING, MATERIALS, , A7PR-Ig-5, , 3. the Philippines as, having a rich artistic, and cultural tradition, from precolonial to, present times, , GRADE 7- SECOND QUARTER, Arts and Crafts of MIMAROPA, (Mindoro, Marinduque, Romblon,, and Palawan) and the Visayas, 1. Attire, Fabrics, and Tapestries, , The learner…, , The learner…, , The learner…, , 1. art elements and, processes by, synthesizing and, , create artwork showing the, characteristic elements of the, arts of MIMAROPA and the, , 1., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , analyze elements and, principles of art in the, production one’s arts and, , OHSP Arts Module, Q1, A7EL-IIb-1, , Page 57of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 2. Crafts and Accessories, and, Body Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12., 13., 14., 15., , Rhythm, Movement, Balance, Emphasis, Harmony, Unity, Variety, Proportion, , III. Process, 16. Drawing and Painting, 17. Sculpture and Assemblage, 18. Mounting an exhibit:, 18.1 Concept, 18.2 Content / labels, 18.3 Physical layout, Arts and Crafts of MIMAROPA, (Mindoro, Marinduque, Romblon,, and Palawan) and the Visayas, 1. Attire, Fabrics, and Tapestries, , CONTENT, STANDARDS, applying prior, knowledge and skills, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , Visayas, , 2. the salient features of, the arts of, MIMAROPA and the, Visayan Islands by, showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, country, , 3., , 4., , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and, skills, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , create artwork showing the, characteristic elements of the, arts of MIMAROPA and the, Visayas, , LEARNING, MATERIALS, , crafts inspired by the arts, of MIMAROPA and the, Visayas, 2., , 3. the Philippines as, having a rich artistic, and cultural tradition, from precolonial to, present times, , CODE, , 5., , identify characteristics of, arts and crafts in specific, areas in MIMAROPA and, the Visayas, Marinduque, (Moriones masks),, Palawan (Manunggul Jar),, Mindoro (HanunuoMangyan writing,, basketry, and weaving),, Bohol (churches), Cebu, (furniture), Iloilo (culinary, arts and old houses),, Samar (Basey mats), etc., reflect on and derive the, mood, idea or message, emanating from selected, artifacts and art objects, appreciate the artifacts, and art objects in terms of, its utilization and its, distinct use of art, elements and principles, incorporate the design,, form and spirit of artifacts, and art objects from, MIMAROPA and the, Visayas, , A7EL-IIa-2, , A7PL-IIh-1, , A7PL-IIh-2, , A7PL-IIh-3, , Page 58of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, STANDARDS, , CONTENT, 2.Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9.Color, 10. Texture, 11. Space, II. Principles of Art, 12., 13., 14., 15., , Rhythm, Movement, Balance, Emphasis, Harmony, Unity, Variety, Proportion, III. Process, 16. Drawing and Painting, 17.Sculpture and Assemblage, 18. Mounting an exhibit:, 18.1 Concept, 18.2 Content / labels, 18.3 Physical layout, Arts and Crafts of MIMAROPA, (Mindoro, Marinduque, Romblon,, and Palawan) and the Visayas, 1. Attire, Fabrics, and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 6., , 2. the salient features, of the arts of, MIMAROPA and, the Visayan Islands, by showing the, relationship of the, elements of art, and processes, among culturally, diverse, communities in the, country, , 7., , 8., , 3. the Philippines as, having a rich, artistic and cultural, tradition from, precolonial to, present times, , 1., , 2., , art elements and, processes by, synthesizing and, applying prior, knowledge and, skills, the salient features, of the arts of, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 9., , create artwork showing the, characteristic elements of the, arts of MIMAROPA and the, Visayas, , trace the external, (foreign) and internal, (indigenous) influences, that are reflected in the, design of an artwork or in, the making of a craft or, artifact, create crafts that can be, locally assembled with, local materials, guided by, local traditional techniques, (e.g., habi, lilip, etc)., derive elements from, traditions/history of a, community for one’s, artwork, correlate the development, of crafts in specific areas, of the country, according, to functionality, traditional, specialized expertise, and, availability of resources, (e.g., architecture,, weaving, pottery,, accessories, masks, and, culinary arts), , 10. show the relationship of, MIMAROPA and Visayas, arts and crafts to, Philippine culture,, traditions, and history, (Islamic influences,, Spanish heritage, and, American legacies in, education, business,, , CODE, , LEARNING, MATERIALS, OHSP Arts Module, Q1, , A7PL-IIh-4, , A7PR-IIc-e-1, , A7PR-IIf-2, OHSP Arts Module, Q1, , A7PR-IIf-3, , OHSP Arts Module, Q1, A7PR-IIh-4, , Page 59of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, STANDARDS, , CONTENT, 4. Sculptures (gods/rituals), 5. Everyday objects, , MIMAROPA and, the Visayan, Islands by showing, the relationship of, the elements of art, and processes, among culturally, diverse, communities in the, country, , I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12., 13., 14., 15., , Rhythm, Movement, Balance, Emphasis, Harmony, Unity, Variety, Proportion, , PERFORMANCE, STANDARDS, , 3., , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , modernization, and, entertainment, as well as, in indigenous practices,, fiestas, and religious and, social practices), 11. mount an exhibit using, completed MIMAROPAVisayan-inspired arts and, crafts in an organized, manner, , the Philippines as, having a rich, artistic and cultural, tradition from, precolonial to, present times, , A7PR-IIg-5, , III. Process, 16. Drawing and Painting, 17.Sculpture and Assemblage, 18. Mounting an exhibit:, 18.1 Concept, 18.2 Content / labels, 18.3 Physical layout, , GRADE 7- THIRD QUARTER, Arts and Crafts of Mindanao, 1. Attire, Fabrics and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, , The learner…, , The learner…, , The learner…, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. create artworks showing the, characteristic elements of, the arts of Mindanao, , 1. analyze elements and, principles of art in the, production one’s arts and, crafts inspired by the arts, of Mindanao, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. exhibit completed artworks, , A7EL-IIIb-1, , Page 60of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, Variety, 16. Proportion, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 2. identify characteristics of, arts and crafts in specific, areas in Mindanao (e.g.,, maritime vessel, [balanghay] from Butuan,, vinta from Zamboanga;, Maranao’s malong,, brasswares, okir,, panolong, torogan, and, sarimanok; Yakan’s fabric, and face makeup and, body ornamentation;, T’boli’s tinalak and, accessories; Tawi-tawi’s, Pangalaydance, etc., , 3. the Philippines as, having a rich artistic, and cultural tradition, from precolonial to, present times, , 3. reflect on and derive the, mood, idea, or message, emanating from selected, artifacts and art objects, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, 2. the salient features, of the arts of, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , LEARNING, MATERIALS, , for appreciation and, critiquing, , 2. the salient features of, the arts of Mindanao, by showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, country, , III. Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Mounting an exhibit:, 19.1 Concept, 19.2 Content / labels, 19.3 Physical layout, , Arts and Crafts of Mindanao, 1. Attire, Fabrics and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, , LEARNING COMPETENCY, , 1., , 2., , create artworks showing, the characteristic, elements of the arts of, Mindanao, exhibit completed, artworks for appreciation, and critiquing, , 4. appreciate the artifacts, and art objects in terms of, its utilization and their, distinct use of art, elements and principles, 5. incorporate the design,, form, and spirit of artifacts, and objects from, Mindanao to one’s, creation, , OHSP Arts Module, Q1, , A7EL-IIIa-2, , A7PL-IIIh-1, , A7PL-IIIh-2, , A7PL-IIIh-3, , Page 61of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, Variety, 16. Proportion, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , Mindanao by, showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, country, , 6. trace the external, (foreign) and internal, (indigenous) influences, that are reflected in the, design of an artwork and, in the making of a craft or, artifact, 7. create crafts that can be, locally assembled with, local materials, guided by, local traditional techniques, (e.g., habi, lilip, etc)., , 3. the Philippines as, having a rich artistic, and cultural tradition, from precolonial to, present times, , 8. derive elements from, traditions/history of a, community for one’s, artwork, 9. show the relationship of, the development of crafts, in specific areas of the, country, according to, functionality, traditional, specialized expertise, and, availability of resources, (e.g., pottery, weaving,, jewelry, and basketry), , III. Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Mounting an exhibit:, 19.1 Concept, 19.2 Content / labels, 19.3 Physical layout, , Arts and Crafts of Mindanao, 1. Attire, Fabrics and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, , LEARNING COMPETENCY, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, 2. the salient features, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 1., , 2., , create artworks showing, the characteristic elements, of the arts of Mindanao, exhibit completed, artworks for appreciation, and critiquing, , 10. show the relationship of, Mindanao’s arts and crafts, to Philippine culture,, traditions, and history,, particularly with Islamic, influences and indigenous, (Lumad) practices, , CODE, , LEARNING, MATERIALS, OHSP Arts Module, Q1, , A7PL-IIIh-4, , A7PR-IIIc-e-1, , A7PR-IIIf-2, , OHSP Arts Module, Q1, , A7PR-IIIf-3, , A7PR-IIIh-4, , Page 62of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, Variety, 16. Proportion, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , of the arts of, Mindanao by, showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, country, , LEARNING COMPETENCY, 11. mount exhibit using, completed Mindanaoinspired arts and crafts in, an organized manner, , CODE, , LEARNING, MATERIALS, , A7PR-IIIg-5, , 3. the Philippines as, having a rich artistic, and cultural tradition, from precolonial to, present times, , III. Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Mounting an exhibit:, 19.1 Concept, 19.2 Content / labels, 19.3 Physical layout, , GRADE 7- FOURTH QUARTER, Festivals and Theatrical Forms, The learner…, The learner…, Religious:, 1. Lucban, Quezon – Pahiyas, 1. how theatrical, 1. create appropriate festival, 2. Obando, Bulacan – Fertility, elements (sound,, attire with accessories, Dance, music, gesture,, based on authentic festival, 3. Marinduque- Moriones, movement ,and, costumes, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , The learners:, 1. identify the festivals and, theatrical forms celebrated, all over the country, throughout the year, , OHSP Arts Module, Q1, A7EL-IVa-1, , Page 63of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 4., 5., 6., 7., , Aklan – Ati-atihan, Cebu – Sinulog, Iloilo – Dinagyang, Santacruzan, , Nonreligious / Regional Festivals, 8. Baguio- Panagbenga, 9. Bacolod – Maskara, 10. Bukidnon – Kaamulan, 11. Davao – Kadayawan, Representative Philippine, Theatrical Forms, 12. Shadow Puppet Play, 13. Dance Drama, 14. Moro-moro, 15. Sarswela, 16. Senakulo, , CONTENT, STANDARDS, costume) affect the, creation and, communication of, meaning in Philippine, Festivals and, Theatrical Forms as, influenced by history, and culture, 2. theater and, performance as a, synthesis of arts and, a significant, expression of the, celebration of life in, various Philippine, communities, , PERFORMANCE, STANDARDS, 2. create/improvise, appropriate sound, music,, gesture, movements, and, costume for a chosen, theatrical composition, 3. take part in a chosen, festival or in a performance, in a theatrical play, , 1. how theatrical, elements (sound,, music, gesture,, movement ,and, costume) affect the, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. research on the history of, the festival and theatrical, composition and its, evolution, and describe, how the townspeople, participate and contribute, to the event, 3., , identify the elements and, principles of arts as seen in, Philippine Festivals, , 4. defines what makes each, of the Philippine festivals, unique through a visual, presentation, , I. Elements of Art as Applied to, Philippine Theater and, Festivals:, 17. Sound and Music, 18. Gesture, Movement and Dance, 19. Costume, Mask, Makeup and, Accessories, 20. Spectacle, II. Principles of Arts, 21. Rhythm, Movement, 22. Balance, 23. Emphasis, 24. Harmony, Unity, Variety, , LEARNING COMPETENCY, , 1. create appropriate festival, attire with accessories, based on authentic festival, costumes, , CODE, , LEARNING, MATERIALS, OHSP Arts Module, Q1, , A7EL-IVb-2, , A7EL-IVc-3, , OHSP Arts Module, Q1, , OHSP Arts Module, Q1, A7PL-IVh-1, , 5. design the visual elements, and components of the, selected festival or, theatrical form through, costumes, props, etc., , A7PR-IVd-1, , 6. analyze the uniqueness of, each group’s performance, of their selected festival or, theatrical form, , A7PR-IVh-2, , OHSP Arts Module, Q1, , Page 64of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 25. Proportion, III. Process, 26. Designing for stage, costume,, and props for a theatrical play, or festival, 27. Choreographing movement, patterns and figures, 28. Recreating a Philippine festival, or staging a theatrical form, , CONTENT, STANDARDS, creation and, communication of, meaning in Philippine, Festivals and, Theatrical Forms as, influenced by history, and culture, 2. theater and, performance as a, synthesis of arts and, a significant, expression of the, celebration of life in, various Philippine, communities, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , 2. create/improvise, appropriate sound, music,, gesture, movements, and, costume for a chosen, theatrical composition, , 7. choreograph the, movements and gestures, reflecting the mood of the, selected Philippine, festival/theatrical form, , 3.take part in a chosen festival, or in a performance in a, theatrical play, , 8., , improvise accompanying, sound and rhythm of the, Philippine festival/theatrical, form, , 9. perform in a group, showcase of the selected, Philippine festival/theatrical, form, , CODE, , LEARNING, MATERIALS, , A7PR-IVe-f-3, , A7PR-IVe-f-4, , A7PR-IVg-5, , GRADE 8, CONTENT, , CONTENT, STANDARDS, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, Page 65of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 8- FIRST QUARTER, ARTS OF SOUTHEAST ASIA, Indonesia, Malaysia, Thailand,, Cambodia, Myanmar, Vietnam,, Lao PDR, Brunei , and Singapore, 1. Attire, Fabrics and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, , The learner…, , The learners…, , The learners:, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. create artworks showing the, characteristic elements of, the arts of Southeast Asia, , 1. analyze elements and, principles of art in the, production of arts and, crafts inspired by the, cultures of Southeast Asia, , I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, , 2. the salient features, of the arts of, Southeast Asia by, showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, region, , II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, and Variety, 16. Proportion, , 3. Southeast Asian, countries as having, a rich artistic and, cultural tradition, from prehistoric to, present times, , III. Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Batik processes, 20. Mounting an exhibit:, 20.1 Concept, 20.2Content / labels, 21. Physical layout, , 1. art elements and, processes by, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. exhibit completed artworks, for appreciation and, critiquing, , 2. identify characteristics of, arts and crafts in specific, countries in Southeast, Asia: Indonesia (batik,, Wayang puppetry);, Malaysia (modern batik,, wau, and objects made, from pewter); Thailand, (silk fabrics and Loi, Kratong Lantern Festival);, Cambodia (AngkorWat and, ancient temples);, Singapore (Merlion), etc., 3. reflect on and derive the, mood, idea, or message, from selected artifacts and, art objects, , 1. create artworks showing the, characteristic elements of, , OHSP Arts Module, Q2 pp.14-16, A8EL-Ib-1, , OHSP Arts Module, Q2 – Lesson 5, , A8EL-Ia-2, , A8PL-Ih-1, , 4. appreciate the artifacts, and art objects in terms of, their utilization and their, distinct use of art, elements and principles, , OHSP Arts Module, Q2 pp.14-16, A8PL-Ih-2, , 5. incorporate the design,, , A8PL-Ih-3, Page 66of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, synthesizing and, applying prior, knowledge and skills, 2. the salient features, of the arts of, Southeast Asia by, showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, region, 3. Southeast Asian, countries as having, a rich artistic and, cultural tradition, from prehistoric to, present times, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , the arts of Southeast Asia, , CODE, , LEARNING, MATERIALS, , form, and spirit of, Southeast Asian artifacts, and objects in one’s, creation, , 2. exhibit completed artworks, for appreciation and, critiquing, , 6. trace the external, (foreign) and internal, (indigenous) influences, that are reflected in the, design of an artwork and, in the making of a craft or, artifact, create crafts that can be, locally assembled with, local materials, guided by, local traditional techniques, (e.g.,batik, silk weaving,, etc.), 8. derive elements from, traditions/history of a, community for one’s, artwork, 9. show the relationship of, the development of crafts, in specific countries in, Southeast Asia, according, to functionality, traditional, specialized expertise and, availability of resources, (e.g., pottery, weaving,, jewelry, and basketry), , OHSP Arts Module, Q2, A8PL-Ih-4, , 7., , A8PR-Ic-e-1, , OHSP Arts Module, Q2 pp.17-23, , A8PR-If-2, OHSP Arts Module, Q2, , A8PR-If-3, , Page 67of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, ARTS OF SOUTHEAST ASIA, Indonesia, Malaysia, Thailand,, Cambodia, Myanmar, Vietnam,, Lao PDR, Brunei , and Singapore, 1. Attire, Fabrics and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, and Variety, 16. Proportion, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. create artworks showing the, characteristic elements of, the arts of Southeast Asia, , 2. the salient features, of the arts of, Southeast Asia by, showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, region, , 2. exhibit completed artworks, for appreciation and, critiquing, , LEARNING COMPETENCY, , CODE, , 10. show the commonalities, and differences of the, culture of the Southeast, Asian countries in relation, to Philippine culture, , A8PR-Ih-4, , 11. mount an exhibit using, completed Southeast, Asian-inspired arts and, crafts in an organized, manner, , LEARNING, MATERIALS, , A8PR-Ig-5, , 3. Southeast Asian, countries as having, a rich artistic and, cultural tradition, from prehistoric to, present times, , III. Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Batik processes, 20. Mounting an exhibit:, 20.1 Concept, 20.3Content / labels, 21. Physical layout, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 68of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 8- SECOND QUARTER, ARTS OF EAST ASIA, , The learner…, , The learner…, , The learner…, , China, Japan, and Korea, 1. Attire, Fabrics, and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. create artworks showing, the characteristic elements, of the arts of East Asia, , 1. analyze elements and, principles of art in the, production of arts and, crafts inspired by the, cultures of East Asia, , I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, , 2. the salient features, of the arts of East, Asia by showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, region, , II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, Variety, 16. Proportion, , 3. East Asian countries, as having a rich, artistic and cultural, tradition from, prehistoric to, present times, , Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Printing, 20. Mounting an exhibit:, 20.1 Concept, 20.2 Content / Labels, 20.3 Physical layout, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. exhibit completed artworks, for appreciation and, critiquing, , 2. identify characteristics of, arts and crafts in specific, countries in East Asia:, China (Chinese painting, and calligraphy); Japan, (origami, woodblock, printing, theater masks,, face painting, and anime, and manga); and Korea, (theater masks, drums,, and K-pop), , OHSP Arts Module, Q2 pp.8-12, A8EL-IIb-1, , OHSP Arts Module, Q2 pp.8-12, , A8EL-IIa-2, , 3. reflect on and derive the, mood, idea or message, from selected artifacts and, art objects, , A8PL-IIh-1, , 4. appreciate the artifacts, and art objects in terms of, their utilization and their, distinct use of art, elements and principles, , A8PL-IIh-2, , 5. incorporate the design,, form, and spirit of East, Asian artifacts and objects, to one’s creation, , OHSP Arts Module, Q2 pp.8-12, , A8PL-IIh-3, , Page 69of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, ARTS OF EAST ASIA, China, Japan, and Korea, 1. Attire, Fabrics, and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, I., 6., 7., 8., 9., 10., 11., , Elements of Art, Line, Shape and Form, Value, Color, Texture, Space, , II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, Variety, 16. Proportion, , CONTENT, STANDARDS, 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, 2. the salient features, of the arts of East, Asia by showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, region, 3. East Asian countries, as having a rich, artistic and cultural, tradition from, prehistoric to, present times, , III. Process, 17. Drawing and Painting, 18. Sculpture and Assemblage, 19. Printing, 20. Mounting an exhibit:, a. Concept, b. Content / Labels, c. Physical layout, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , PERFORMANCE, STANDARDS, 1. create artworks showing, the characteristic elements, of the arts of East Asia, 2. exhibit completed artworks, for appreciation and critiquing, , LEARNING COMPETENCY, 6. trace the external, (foreign) and internal, (indigenous) influences, that are reflected in the, design of an artwork and, in the making of a craft, 7. create crafts that can be, locally assembled with, local materials, guided by, local traditional techniques, (e.g., Gong-bi, Ikat, etc.), 8. derive elements from, traditions/history of a, community for one’s, artwork, 9. show the relationship of, the development of crafts, in specific countries in, East Asia according to, functionality, traditional, specialized expertise, and, availability of resources, (e.g., pottery, weaving,, jewelry, and basketry), 10. show the commonalities, and differences of the, cultures of the East Asian, countries in relation to, Philippine culture, 11. mount an exhibit using, completed East Asianinspired crafts in an, organized manner, , CODE, , LEARNING, MATERIALS, OHSP Arts Module, Q2, , A8PL-IIh-4, , OHSP Arts Module, Q2 pp.8, A8PR-IIc-e-1, , A8PR-IIf-2, , OHSP Arts Module, Q2, A8PR-IIf-3, , A8PR-IIh-4, , A8PR-IIg-5, , Page 70of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, GRADE 8- THIRD QUARTER, ARTS OF SOUTH, WEST AND, CENTRAL ASIA, Examples:, South Asia– India, West Asia – Iran, Saudi Arabia,, and Turkey, Central Asia – Pakistan, Tibet, 1. Attire, Fabrics and Tapestries, 2. Crafts and Accessories, and Body, Ornamentation, 3. Architectures, 4. Sculptures (gods/rituals), 5. Everyday objects, I. Elements of Art, 6. Line, 7. Shape and Form, 8. Value, 9. Color, 10. Texture, 11. Space, II. Principles of Art, 12. Rhythm, Movement, 13. Balance, 14. Emphasis, 15. Harmony, Unity, Variety, 16. Proportion, III., 17., 18., 19., 20., , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , The learner…, , The learner…, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. create artworks showing, the characteristic elements, of the arts of South, West,, and Central Asia, , 2. the salient features, of the arts of South,, West, and Central, Asia by showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, region, 3. that the South,, West, and Central, Asian countries have, a rich, artistic and, cultural tradition, from prehistoric to, present times, , Process, Drawing and Painting, Sculpture and Assemblage, Printing, Mounting an exhibit:, 20.1 Concept, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. exhibits completed artworks, for appreciation and, critiquing, , LEARNING COMPETENCY, , CODE, , The learner…, 1. analyze elements and, principles of art in the, production of arts and, crafts inspired by the, cultures of South Asia,, West Asia, and Central Asia, , OHSP Arts Module, Q2 pp.13, , A8EL-IIIb-1, , 2. identify characteristics of, arts and crafts in specific, countries in South, West,, and Central Asia: India, (rangoli, katak, mendhi,, diwali); Saudi Arabia, (carpet design); Pakistan, (truck art); and Tibet, (mandala), etc, , A8EL-IIIa-2, , 3. reflect on and derive the, mood, idea or message, from selected artifacts and, art objects, , A8PL-IIIh-1, , 4. appreciate the artifacts, and art objects in terms of, their utilization and their, distinct use of art, elements and principles, , A8PL-IIIh-2, , 5. incorporate the design,, form, and spirit of South,, West, and Central Asian, artifacts and objects to, , LEARNING, MATERIALS, , OHSP Arts Module, Q2 pp.13, , A8PL-IIIh-3, , Page 71of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 20.2 Content / Labels, 20.3 Physical layout, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. create artworks showing, the characteristic elements, of the arts of South, West,, and Central Asia, , 2. the salient features, of the arts of South,, West, and Central, Asia by showing the, relationship of the, elements of art and, processes among, culturally diverse, communities in the, region, 3. that the South,, West, and Central, Asian countries have, a rich, artistic and, cultural tradition, from prehistoric to, present times, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. exhibits completed artworks, for appreciation and, critiquing, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , one’s creation, 6. trace the external, (foreign) and internal, (indigenous) influences, that are reflected in the, design of an artwork and, in the making of a craft, 7. create arts and crafts that, can be locally assembled, with local materials,, guided by local traditional, techniques (e.g.,, Ghonghdis, Marbling, Technique, etc.), 8. derive elements from, traditions/history of a, community for one’s, artwork, 9. show the relationship of, the development of crafts, in specific countries in, South Asia, West Asia, and, Central Asia, according to, functionality, traditional, specialized expertise, and, availability of resources, 10. show the commonalities, and differences of the, cultures of the South, Asian, West Asian, and, Central Asian countries in, relation to Philippine, culture, , OHSP Arts Module, Q2, A8PL-IIIh-4, , A8PR-IIIc-e-1, , A8PR-IIIf-2, , A8PR-IIIf-3, , A8PR-IIIh-4, , Page 72of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, 11. mount an exhibit using, completed South-WestCentral Asian-inspired, crafts in an organized, manner, , CODE, , LEARNING, MATERIALS, , A8PR-IIIg-5, , GRADE 8- FOURTH QUARTER, Festivals and Theatrical Forms of, Asia, 1. Thailand – Lantern Festival, 2. Japan – Kodo Taiko Drum, Festival, Representative Asian Theatrical, Forms, 3. Kabuki, 4. Noh, 5. Wayang Kulit, 6. Peking Opera, I. Elements of Art as Applied to, Asian Theater and Festivals:, 7. Sound & Music, 8. Gesture, Movement, and Dance, 9. Costume, Mask, Makeup, and, Accessories, 10. Spectacle, II. Principles of Art, 11. Rhythm, Movement, 12. Balance, 13. Emphasis, 14. Harmony, Unity, and Variety, 15. Proportion, , The learner…, , The learner…, , The learner…, , 1. how theatrical, elements (sound,, music, gesture,, movement, and, costume) affect the, creation and, communication of, meaning in Asian, Festivals and, Theatrical Forms as, influenced by history, and culture, , 1. create appropriate festival, attire with accessories, based on authentic festival, costumes, , 1., , 2. create/improvise, appropriate sound, music,, gesture, movements, and, costume for a chosen, theatrical composition, , 2., , 2. theater and, performance as a, synthesis of arts and, a significant, expression of the, celebration of life in, various Asian, communities, , III. Process, 16. Designing for stage, costume,, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 3. take part in a chosen, festival or in a, performance in a theatrical, play, , 3., , identify selected festivals, and theatrical forms, celebrated all over the, Asian region, , A8EL-IVa-1, , research on the history of, the festival and theatrical, forms and its evolution,, and describe how the, community participates and, contributes to the event, , A8EL-IVb-2, , identify the elements and, principles of arts as, manifested in Asian, festivals and theatrical, forms, , A8PL-IVc-1, , 4. define what make each of, the Asian Festivals and, Theatrical forms unique, through a visual, presentation, 5. design the visual elements, and components of the, selected festival or, theatrical form through, costumes, props, etc., , A8PL-IVh-2, , A8PR-IVd-1, , Page 73of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, props for a theatrical play or, festival, 17. Choreographing movement, patterns and figures, Recreating an Asian festival or, staging a theatrical form, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 1. how theatrical, elements (sound,, music, gesture,, movement, and, costume) affect the, creation and, communication of, meaning in Asian, Festivals and, Theatrical Forms as, influenced by history, and culture, , 1. create appropriate festival, attire with accessories, based on authentic festival, costumes, , 2. theater and, performance as a, synthesis of arts and, a significant, expression of the, celebration of life in, various Asian, communities, , 2. create/improvise, appropriate sound, music,, gesture, movements, and, costume for a chosen, theatrical composition, 3. take part in a chosen, festival or in a, performance in a theatrical, play, , LEARNING COMPETENCY, 6., , 7., , 8., , 9., , analyze the uniqueness of, each group’s performance, of their selected festival or, theatrical form, show the relationship of, the selected Asian festival, and the festival in the, Philippines in terms of form, and reason for holding the, celebration, choreograph the, movements and gestures, reflecting the mood of the, selected festival/theatrical, form of Asia, mprovise accompanying, sound and rhythm of the, selected festival/ theatrical, form of Asia, , 10. perform in a group, showcase of the selected, festival/theatrical form, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , LEARNING, MATERIALS, , A8PR-IVh-2, , A8PR-IVh-3, , A8PR-IVe-f-4, , A8PR-IVe-f-5, , A8PR-IVg-6, , Page 74of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GRADE 9, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 9- FIRST QUARTER, WESTERN AND CLASSICAL ART, TRADITIONS, I. Ancient Art, 1. Prehistoric Art, II. Classical Art, 2. Egyptian Art, 4. Greek Art, 5. Roman Art, III. Medieval Art, 6. Byzantine, 7. Romanesque, 8. Gothic, IV. Principles of Art, 9. Rhythm, Movement, 10.Balance, 11. Emphasis, 12. Harmony, Unity, and Variety, 13. Proportion, , The learner…, , The learner.., , The learner…, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. perform / participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) of a, particular artistic period, , 1. analyze art elements and, principles in the, production of work, following the style of a, western and classical art, , A9EL-Ib-1, , 2. identify distinct, characteristics of arts, during the different art, periods, , A9EL-Ia-2, , 3. identify representative, artists from various art, periods, , A9EL-Ia-3, , 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific discoveries,, natural disasters/, occurrences, and, other external, phenomena, , V. Process:, 14. Painting and/ or Drawing, 15. Sculpture and Assemblage, 16. Mounting an exhibit:, 17. Concept, 18. Content / Labels, 19. Physical layout, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. recognize the difference, and uniqueness of the art, styles of the different, periods (techniques,, process, elements, and, principles of art), , 4. reflect on and derives the, mood, idea, or message, from selected artworks, 5. determine the use or, function of artworks by, evaluating their utilization, and combination of art, elements and principles, 6. use artworks to derive the, traditions/history of an art, period, 7. compare the, characteristics of artworks, produced in the different, art periods, , A9PL-Ih-1, , A9PL-Ih-2, , A9PL-Ih-3, , A9PL-Ih-4, , Page 75of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, WESTERN AND CLASSICAL ART, TRADITIONS, I. Ancient Art, 1. Prehistoric Art, II. Classical Art, 2. Egyptian Art, 20. Greek Art, 21. Roman Art, III. Medieval Art, 22. Byzantine, 23. Romanesque, 24. Gothic, IV. Principles of Art, 25.Rhythm, Movement, 26.Balance, 27. Emphasis, 28. Harmony, Unity, and Variety, 29. Proportion, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and, skills, , 1. perform / participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) of a, particular artistic period, , 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific discoveries,, natural disasters/, occurrences, and, other external, phenomena, , 2. recognize the difference, and uniqueness of the art, styles of the different, periods (techniques,, process, elements, and, principles of art), , V. Process:, 30. Painting and/ or Drawing, 31. Sculpture and Assemblage, 32. Mounting an exhibit:, 33. Concept, 34. Content / Labels, Physical layout, , LEARNING COMPETENCY, , CODE, , 8. create artworks guided by, techniques and styles of, Western Classical art, traditions, , A9PR-Ic-e-1, , 9. describe the influence of, iconic artists belonging to, Western Classical art on, the evolution of art forms, 10. apply different media, techniques and processes, to communicate ideas,, experiences, and stories, showing the, characteristics of Western, Classical art traditions, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A9PR-Ic-e-2, , A9PR-Ic-e-3, , 11. evaluate works of art in, terms of artistic concepts, and ideas using criteria, from the Western Classical, art traditions, , A9PR-If-4, , 12. show the influences of the, Western Classical art, traditions to Philippine art, form, , A9PR-1f-5, , 13. mount an exhibit using, completed Western, Classical art tradition, , LEARNING, MATERIALS, , A9PR-Ig-6, , Page 76of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 9- SECONDQUARTER, ARTS OF THE RENAISSANCE, AND BAROQUE PERIOD, I. Renaissance Art, 1. Michelangelo, 2. Leonardo Da Vinci, 3. Raphael, 4. Donatello, II. Baroque Artists, 5. Carravaggio, 6. Rubens, 7. Velasquez, 8. Rembrandt, 9. Bernini, III. Principles of Art, 10. Rhythm, Movement, 11. Balance, 12. Emphasis, 13. Harmony, Unity, and Variety, 14. Proportion, , The learner…, , The learner…, , The learner…, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. performs/ participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) of a, particular artistic period, , 1., , 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific discoveries,, natural disasters/, occurrences, and, other external, phenomena, , IV. Process:, 15. Painting and/ or Drawing, 16. Sculpture and Assemblage, 17. Mounting an exhibit:, 17.1 Concept, 17.2 Content / Labels, 17.3 Physical layout, , 2. recognizes the difference, and uniqueness of the art, styles of the different, periods (techniques,, process, elements, and, principles of art), , 2., , 3., , 4., , 5., , 6., , 7., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , analyze art elements and, principles in the, production of work, following a specific art, style, identify distinct, characteristics of arts, during the Renaissance, and Baroque periods, identify representative, artists from Renaissance, and Baroque periods, reflect on and derive the, mood, idea or message, from selected artworks, determine the use or, function of artworks by, evaluating their utilization, and combination of art, elements and principles, use artworks to derive, the traditions/history of, an art period, compare the, characteristics of, artworks produced in the, different art periods, , A9EL-IIb-1, , A9EL-IIa-2, , A9EL-IIa-3, , A9PL-IIh-1, , A9PL-IIh-2, , A9PL-IIh-3, , A9PL-IIh-4, , Page 77of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, ARTS OF THE RENAISSANCE, AND BAROQUE PERIOD, I. Renaissance Art, 1. Michelangelo, 2. Leonardo Da Vinci, 3. Raphael, 4. Donatello, II. Baroque Artists, 5. Carravaggio, 6. Rubens, 7. Velasquez, 8. Rembrandt, 9. Bernini, III., 10., 11., 12., 13., 14., , Principles of Art, Rhythm, Movement, Balance, Emphasis, Harmony, Unity, and Variety, Proportion, , CONTENT, STANDARDS, 1. art elements and, processes by, synthesizing and, applying prior, knowledge and, skills, 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific discoveries,, natural disasters/, occurrences, and, other external, phenomena, , IV. Process:, 15. Painting and/ or Drawing, 16. Sculpture and Assemblage, 17. Mounting an exhibit:, 17.2 Concept, 17.2 Content / Labels, 17.3 Physical layout, , PERFORMANCE, STANDARDS, 1. performs/ participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) of a, particular artistic period, 2. recognizes the difference, and uniqueness of the art, styles of the different, periods (techniques,, process, elements, and, principles of art), , LEARNING COMPETENCY, , CODE, , 8. create artworks guided by, techniques and styles of, the Renaissance and the, Baroque periods, , A9PR-IIc-e-1, , 9. describe the influence of, iconic artists belonging to, the Renaissance and the, Baroque periods, , A9PR-IIc-e-2, , 10. apply different media, techniques and processes, to communicate ideas,, experiences, and stories, showing the, characteristics of the, Renaissance and the, Baroque periods, (e.g.,Fresco, Sfumato,, etc.), , A9PR-IIc-e-3, , 11. evaluate works of art in, terms of artistic concepts, and ideas using criteria, from the Renaissance and, the Baroque periods, 12. show the influences of the, Renaissance and Baroque, periods on the Philippine, art form, 13. mount an exhibit using, completed Renaissance, and the Baroque periods, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , LEARNING, MATERIALS, , A9PR-IIf-4, , A9PR-IIf-5, , A9PR-IIg-6, , Page 78of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 9- THIRD QUARTER, ARTS OF THE NEOCLASSIC AND, ROMANTIC PERIOD, I. Neoclassic, 1. David, 2. Ingres, 3. Goya, II. Romantic, 4. Goya, 5. Delacroix, 6. Gericault, III.Principles of Art, 7. Rhythm, Movement, 8. Balance, 9. Emphasis, 10. Harmony, Unity, and Variety, 11. Proportion, , The learner…, , The learner…, , The learner…, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and, skills, , 1. perform/participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) from, the Neoclassic and, Romantic periods, , 1. analyze art elements and, principles in the, production of work, following a specific art, style from the Neoclassic, and Romantic periods, , 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific, discoveries, natural, disasters/, occurrences, and, other external, phenomena, , IV. Process:, 12. Painting and/ or Drawing, 13. Sculpture, 14. Mounting an exhibit:, 14.1 Concept, 14.2 Content / Labels, 15. Physical layout, , 2. recognize the difference, and uniqueness of the art, styles of the different, periods (techniques,, process, elements, and, principles of art), , 2. identify distinct, characteristics of arts, during the Neoclassic and, Romantic periods, 3. identify representative, artists from the Neoclassic, and Romantic periods, 4. reflect on and derive the, mood, idea, or message, from selected artworks, 5. determine the use or, function of artworks by, evaluating their utilization, and combination of art, elements and principles, 6. use artworks to derive the, traditions/history of the, Neoclassic and Romantic, periods, 7. compare the, characteristics of artworks, produced in the Neoclassic, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A9EL-IIIb-1, , A9EL-IIIa-2, , A9EL-IIIa-3, , A9PL-IIIh-1, , A9PL-IIIh-2, , A9PL-IIIh-3, , A9PL-IIIh-4, Page 79of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, ARTS OF THE NEOCLASSIC AND, ROMANTIC PERIOD, I., , Neoclassic, 1. David, 2. Ingres, 3. Goya, , II. Romantic, 4. Goya, 5. Delacroix, 6. Gericault, III.Principles of Art, 7. Rhythm, Movement, 8. Balance, 9. Emphasis, 10. Harmony, Unity, and Variety, 11. Proportion, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. perform/participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) from the, Neoclassic and Romantic, periods, , 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific, discoveries, natural, disasters/, occurrences, and, other external, phenomena, , IV. Process:, 12. Painting and/ or Drawing, 13. Sculpture, 14. Mounting an exhibit:, 14.1 Concept, 14.2 Content / Labels, 14.3 Physical layout, , 2. recognize the difference, and uniqueness of the art, styles of the different, periods (techniques,, process, elements, and, principles of art), , LEARNING COMPETENCY, and Romantic periods, 8. create artworks guided by, techniques and styles of, the Neoclassic and, Romantic periods (e.g.,, linear style and painterly, style), 9. describe the influence of, iconic artists belonging to, the Neoclassic and, Romantic periods, 10. apply different media, techniques and processes, to communicate ideas,, experiences, and stories, showing the, characteristics of the, Neoclassic and Romantic, periods, 11. evaluate works of art in, terms of artistic concepts, and ideas using criteria, from the Neoclassic and, Romantic periods, 12. show the influences of, Neoclassic and Romantic, periods on Philippine art, forms, 13. mount exhibit using, completed artworks with, Neoclassic and Romantic, periods characteristics, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , LEARNING, MATERIALS, , A9PR-IIIc-e-1, , A9PR-IIIc-e-2, , A9PR-IIIc-e-3, , A9PR-IIIf-4, , A9PR-IIIf-4, , A9PR-III-g -7, , Page 80of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 9- FOURTH QUARTER, WESTERN CLASSICAL PLAYS, AND OPERAS, Greek:, , Oedipus Rex, Medea, Renaissance:, , Shakespeare Plays, Romantic:, , Carmen, , I. Elements of Art as Applied to, Western Classical Theater, and Opera:, 1. Sound & Music, 2. Gesture, Movement and Dance, 3. Costume, Mask, Make-up, and, AccessoriesSpectacle, II. Elements of Art as Applied to, Western Classical Theater, and Opera:, 4. Sound & Music, 5. Gesture, Movement and Dance, 6. Costume, Mask, Make-up, and, Accessories, 7. Spectacle, III., 8., 9., 10., 11., 12., , The learner…, , The learner…, , The learner…, , 1. how theatrical, elements (sound,, music, gesture,, movement, and, costume) affect the, creation and, communication of, meaning in Western, Classical plays and, opera as influenced, by history and, culture, , 1. create appropriate theater, play/opera costume and, accessories and improvise, appropriate sound, music,, gesture, movements, and, costume for a chosen, theatrical composition, , 1. identify selected theatrical, forms from different art, periods, , 2. theater and, performance as a, synthesis of arts, , Principles of Art, Rhythm, Movement, Balance, Emphasis, Harmony, Unity, and Variety, Proportion, , IV. Process, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. take part in a performance, of a selected piece from, Western Classical plays, and opera, , 2. research on the history of, the theatrical forms and, their evolution, 3. identify the elements and, principles of arts as, manifested in Western, Classical plays and opera, 4. define what makes selected, western classical plays and, operas unique through, visual representation, 5. design the visual elements, and components of the, selected Western classical, theater play and opera, through costumes, props,, etc., , A9EL-IVa-1, , A9EL-IVb-2, , A9EL-IVc-3, , A9PL-IVc-1, , A9PR-IVd-1, , 6. analyze the uniqueness of, each group’s performance, of its selected Western, classical theater play and, opera, , A9PR-IVh-2, , 7. show the influences of the, , A9PR-IVh-6, Page 81of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 13. Designing for stage, costume,, and props of a selected, theatrical play or opera, 14. Choreographing movement, patterns and figures, 15. Recreating a Western classical, theater play and opera, , CONTENT, STANDARDS, 1. how theatrical, elements (sound,, music, gesture,, movement, and, costume) affect the, creation and, communication of, meaning in Western, Classical plays and, opera as influenced, by history and, culture, 2. theater and, performance as a, synthesis of arts, , PERFORMANCE, STANDARDS, 1. create appropriate theater, play/opera costume and, accessories and improvise, appropriate sound, music,, gesture, movements, and, costume for a chosen, theatrical composition, 2. take part in a performance, of a selected piece from, Western Classical plays and, opera, , LEARNING COMPETENCY, , LEARNING, MATERIALS, , selected Western Classical, play or opera on Philippine, theatrical performance in, terms of form and content, of story, 8. choreograph the, movements and gestures, needed in the effective, delivery of a selected piece, from Western Classical, plays and opera, , A9PR-IVe-f-3, , 9. improvise accompanying, sound and rhythm needed, in the effective delivery of a, selected piece from, Western Classical plays and, operas, , A9PR-IVe-f-3, , 10. perform in a group, showcase of the selected, piece from Western, Classical plays and operas, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , A9PR-IVg-5, , Page 82of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GRADE 10, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 10- FIRST QUARTER, MODERN ART, a., b., c., d., e., f., g., h., i., j., , Impressionism, Expressionism, Cubism, Dadaism, Surrealism, Abstract Realism, Pop Art, Op Art, Performance Art, Happenings and Mob, , I. Principles of Art, 1. Rhythm, Movement, 2. Balance, 3. Emphasis, 4. Harmony, Unity, and Variety, 5. Proportion, , The learner…, , The learner…, , The learner…, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. performs/ participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) from, the various art movements, , 1. analyze art elements and, principles in the, production of work, following a specific art, style from the various art, movements, , 2. recognize the difference, and uniqueness of the art, styles of the various art, movements (techniques,, process, elements, and, principles of art), , 2. identify distinct, characteristics of arts from, the various art movements, , 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific discoveries,, natural disasters/, occurrences and, other external, phenomenon, , II. Process:, 6. Painting and/ or Drawing, 7. Sculpture and Assemblage, 8. Mounting an exhibit:, 8.1 Concept, 8.2 Content / Labels, 8.3 Physical layout, , 3. identify representative, artists and Filipino, counterparts from the, various art movements, 4. reflect on and derive the, mood, idea, or message, from selected artworks, 5. determine the role or, function of artworks by, evaluating their utilization, and combination of art, elements and principles, 6., , use artworks to derive the, traditions/history of the, various art movements, 7. compare the, characteristics of artworks, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , A10EL-Ib-1, , A10EL-Ia-2, , A10EL-Ia-3, , A10PL-Ih-1, , A10PL-Ih-2, , A10PL-Ih-3, , A10PL-Ih-4, Page 83of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, MODERN ART, a. Impressionism, b. Expressionism, c. Cubism, d. Dadaism, e. Surrealism, f. Abstract Realism, g. Pop Art, h. Op Art, i. Performance Art, j. Happenings and Mob, I. Principles of Art, 1. Rhythm, Movement, 2. Balance, 3. Emphasis, 4. Harmony, Unity, and Variety, 5. Proportion, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , 1. performs/ participate, competently in a, presentation of a creative, impression, (verbal/nonverbal) from, the various art movements, , 2. the arts as integral, to the development, of organizations,, spiritual belief,, historical events,, scientific discoveries,, natural disasters/, occurrences and, other external, phenomenon, , II. Process:, 6. Painting and/ or Drawing, 7. Sculpture and Assemblage, 8. Mounting an exhibit:, 8.1 Concept, 8.2 Content / Labels, 8.3 Physical layout, , 2. recognize the difference, and uniqueness of the art, styles of the various art, movements (techniques,, process, elements, and, principles of art), , LEARNING COMPETENCY, , LEARNING, MATERIALS, , produced in the various, art movements, 8. create artworks guided by, techniques and styles of, the various art movements, (e.g., Impasto, Encaustic,, etc.), , A10PR-Ic-e-1, , 9. describe the influence of, iconic artists belonging to, the various art movements, , A10PR-Ic-e-2, , 10. apply different media, techniques and processes, to communicate ideas,, experiences, and stories, showing the, characteristics of the, various art movements, (e.g., the use of industrial, materials or found objects,, Silkscreen Printing, etc.), , A10PR-Ic-e-3, , 11. evaluate works of art in, terms of artistic concepts, and ideas using criteria, from the various art, movements, 12. show the influences of, Modern Art movements on, Philippine art forms, 13. mount exhibit using, completed artworks, influenced by Modern Art, movements, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , A10PR-If-4, , A10PR-I-f-5, , A10PR-I-g-6, Page 84of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , GRADE 10- SECOND QUARTER, TECHNOLOGY-BASED ART, , The learner…, , The learner…, , 1. The learner…, , I. Computer/Digital Arts, 1. Cellular Phones (photos and, videos), 2. Computer-generated Images, 3. Digital Photography (DLSR and, Point-and-Shoot), 4. Video Games, 5. Digital Painting and Imaging, Videos – TV & Film, , new technologies that, allow new expressions, in arts using art, elements and processes, , create a tech-based artwork, (video clips and printed media, such as posters, menus,, brochures etc.) relating to a, selected topic from the, different learning areas using, available technologies, e.g.,, food and fashion, , 1. identify art elements in, the technology-based, production arts, , II. Principles of Art, 6. Rhythm, Movement, 7. Balance, 8. Emphasis, 9. Harmony, Unity, and Variety, Proportion, , 2. identify distinct, characteristics of arts, during in the 21st century, in terms of:, 2.1 production, 2.2 functionalityrange of, audience reach, 3. identify artworks produced, by technology from other, countries and their, adaptation by Philippine, artists, 4. realize that technology is, an effective and vibrant, tool for empowering a, person to express his/her, ideas, goals, and, advocacies, which elicits, immediate action, , III. Process:, 10. computer manipulation, 11. light setting, 12. digital enhancements, 13. printing, 14. digital circulation, , 5. determine the role or, function of artworks by, evaluating their utilization, and combination of art, elements and principles, TECHNOLOGY-BASED ART, , new technologies that, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , create a tech-based artwork, , 6. use artworks to derive the, traditions/history of a, , A10EL-IIb-1, , A10EL-IIa-2, , A10EL-IIa-3, , A10PL-IIh-1, , A10PL-IIh-2, , A10PL-IIh-3, Page 85of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, I. Computer/Digital Arts, 1. Cellular Phones (photos and, videos), 2. Computer-generated Images, 3. Digital Photography (DLSR and, Point-and-Shoot), 4. Video Games, 5. Digital Painting and Imaging, Videos – TV & Film, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , allow new expressions, in arts using art, elements and processes, , (video clips and printed media, such as posters, menus,, brochures etc.) relating to a, selected topic from the, different learning areas using, available technologies, e.g.,, food and fashion, , II. Principles of Art, 6. Rhythm, Movement, 7. Balance, 8. Emphasis, 9. Harmony, Unity, and Variety, Proportion, III., 10., 11., 12., 13., 14., , Process:, computer manipulation, light setting, digital enhancements, printing, digital circulation, , LEARNING COMPETENCY, , LEARNING, MATERIALS, , community (e.g.,, landscapes, images of, people at work and play,, portrait studies, etc.), 7. compare the, characteristics of artworks, in the21st century, 8. create artworks that can, be locally assembled with, local materials, guided by, 21st-centurytechniques, 9. describe the influence of, technology in the 21st, centuryon the evolution of, various forms of art, 10. apply different media, techniques and processes, to communicate ideas,, experiences, and stories, showing the, characteristics of 21stcenturyart (e.g., the use, of graphic software like, Photoshop, InDesign, etc.), 11. evaluate works of art in, terms of artistic concepts, and ideas using criteria, appropriate for the style, or form, 12. mount an exhibit of, completed technology-, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , CODE, , A10PL-IIh-4, , A10PR-IIc-e-1, , A10PR-IIc-e-2, , A10PR-IIb-e-3, , A10PR-IIf-4, , A10PR-II-g-5, Page 86of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, , LEARNING COMPETENCY, , CODE, , LEARNING, MATERIALS, , based artworks, GRADE 10- THIRD QUARTER, MEDIA-BASED ARTS AND, DESIGN IN THE PHILIPPINES, I. Photography, 1. George Tapan, 2. John Chua, II. Film, 1. Brillante Mendoza, 2. Maryo J. de los Reyes, 3. Laurice Guillen, , The learner…, , The learner…, , The learner..., , 1. art elements and, processes by, synthesizing and, applying prior, knowledge and skills, , create artworks using, available media and natural, resources on local topics,, issues, and concerns such as, environmental advocacies, ecotourism, and economic, and livelihood projects, , 1. identify art elements in, the various media-based, arts in the Philippines, , 2. new technologies, that allow new, expressions in the, arts, , III. Animation, 4. Animation Council of the, Philippines, 5. Philippine Animation Studio, Inc., , 2. identify representative, artists as well as distinct, characteristics of mediabased arts and design in, the Philippines, 3. realize that Filipino, ingenuity is distinct,, exceptional, and on a par, with global standards, 4. determine the role or, function of artworks by, evaluating their utilization, and combination of art, elements and principles, , IV. Print Media, 6. Advertisements, 7. Comic books, , 5. use artworks to derive the, traditions/history of a, community, , V. Digital Media, 8. Webpage Design, 9. Game Development, , 6. create artworks that can, be assembled with local, materials, , 1. art elements and, K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , create artworks using, , 7. describe the, characteristics of mediabased arts and design in, the Philippines, , A10EL-IIIb-1, , A10EL-IIIa-2, , A10PL-IIIh-1, , A10PL-IIIh-2, , A10PL-IIIh-3, , A10PR-IIIc-e-1, , A10PR-IIIc-e-2, , Page 87of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, VI. Innovations in Product &, Industrial Design, 10. Kenneth Cobonpue, Monique, Lhuillier, Josie Natori, Lulu, Tan Gan, Ditas Sandico-Ong,, Rajo Laurel, Aze Ong, VII. Principles of Art, 11. Rhythm, Movement, 12. Balance, 13. Emphasis, 14. Harmony, Unity, and, VarietyProportion, , CONTENT, STANDARDS, processes by, synthesizing and, applying prior, knowledge and skills, 2. new technologies, that allow new, expressions in the, arts, , PERFORMANCE, STANDARDS, available media and natural, resources on local topics,, issues, and concerns such as, environmental advocacies, ecotourism, and economic, and livelihood projects, , LEARNING COMPETENCY, , CODE, , 8. apply different media, techniques and processes, to communicate ideas,, experiences, and stories, (the use of software to, enhance/animate images, like Flash, Movie Maker,, Dreamweaver, etc.), , A10PR-IIIc-e-3, , 9. evaluate works of art in, terms of artistic concepts, and ideas using criteria, appropriate for the style, or form of media-based, arts and design, , VIII. Process:, 15. painting, 16. drawing, 17. constructing, 18. assembling, 19. printing, 20. carving, , 10. mount a media-based, exhibit of completed, artworks, , LEARNING, MATERIALS, , A10PR-IIIf-4, , A10PR-IIIg-5, , GRADE 10- FOURTHQUARTER, ORIGINAL PERFORMANCE WITH, THE USE OF MEDIA, I. Philippine Theater Groups, 1. PETA, 2. Repertory Philippines, 3. Trumpets, 4. Tanghalang Pilipino, 5. New Voice Company, 6. Atlantis Productions, II. Local Performing Groups, III. Roles in a production, , The learner…, , The learner…, , The learner…, , 1. how theatrical, elements (sound,, music, gesture,, movement, and, costume) affect the, creation and, communication of, meaning in a theater, play/performance, incorporated with, media, , 1. create appropriate, costumes, props, set, accessories, costumes, improvised lighting and, other décor for Philippine, plays, , 1. explains how an idea or, theme is communicated in, a selected performance, through the integration of, musical sounds, songs,, dialogue and dance, 2. analyzes examples of, plays based on theatrical, forms, and elements of art, as applied to performance, 3. illustrate how the different, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 2. create/improvise, appropriate sound, music,, gesture, and movements, for a chosen theatrical, , A10EL-IVb-4, , A10EL-IVa-2, A10EL-IVc-3, Page 88of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CONTENT, 7., 8., 9., 10., 11., 12., , director, actor, choreographer, stage manager, light designer, set designer, , CONTENT, STANDARDS, , PERFORMANCE, STANDARDS, composition, , 2. theater and, performance as a, synthesis of arts, , IV. Elements of Art as Applied to, an Original Performance:, 13. Sound & Music, 14. Gesture, Movement, and, Dance, 15. Costume, Mask, Makeup, and, Accessories, 16., Spectacle, V. Principles of Art, 17. Rhythm, Movement, 18. Balance, 19. Emphasis, 20. Harmony, Unity, and Variety, 21. Proportion, VI. Process, 22. Designing for stage, costume,, and props of a selected, theatrical play, 23. Choreographing movement, patterns and figures, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 3. participate in an original, performance inspired by, local Philippine stories,, myths, and events relevant, to current issues, , LEARNING COMPETENCY, elements are used to, communicate the meaning, 4. define the uniqueness of, each original performance, 5. design with a group the, visual components of a, school play (stage design,, costume, props, etc.), 6. assume the role of a, character as an, actor/performance, or, production staff (director,, choreography, light, designer, stage manager), 7. analyze the uniqueness of, the group that was given, recognition for its, performance and explain, what component, contributed to its selection, 8. contribute to the, conceptualization of an, original performance, 9. choreograph the, movements and gestures, needed in the effective, delivery of an original, performance with the use, of media, 10. improvise accompanying, sound and rhythm needed, in the effective delivery of, an original performance, with the use of different, media, , CODE, , LEARNING, MATERIALS, , A10PL-IVh-1, A10PR-IVe-1, , A10PR-IVh-2, , A10PR-IVh-3, , A10PR-IVd-4, , A10PR-IVf-g-5, , A10PR-IVf-g-6, , Page 89of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Abstract, , art that exaggerates, is simplified or distorted, , Abstract art, , Uses a visual language of form, color and line to create a composition, which may exist with a degree of independence from visual, references in the world., , Actual Texture, , The existing surface quality of an object as communicated primarily the sense of touch, , Aesthetics, , The branch of philosophy that deals with the nature and value of art, , Analogous, , Colors next to each other on the color wheel that have a common hue, , Anime, , Japanese movie and television animation, , Art Appreciation, , the understanding and enjoyment or work concerned with the individual’s solution of emotional reaction., , Art Criticism Process, , organized approach to the observation and evaluation of a work of art using description, analysis, interpretation and judgment, , Asymmetrical Balance, , two sides of a composition are different, but have the same visual weight. Also called Informal Balance, , Background, , the part of a work of art that appears to be in the back, farthest away from the viewer and closest to the horizon line, , Balance, , principle of design that deals with arranging visual elements so that a composition has equal visual weight on each side of an imaginary, middle line, , Balanghay, , A maritime vessel of the early Filipinos, , Batik, , a fabric printed by an Indonesian method of hand-printing textiles by coating with wax the parts not to be dyed, , Center of Interest, , the focal point or area of emphasis, , Ceramics, , sculpture or pottery made from clay, , Cityscape, , a picture of the outside, with the city or buildings being the most important part, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 90of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Color, , element of art derived from reflected light. Color has three properties: hue, value and intensity, , Color Schemes, , purposely selected group of colors chosen for their unique relationship to one another. Types of color schemes include: monochromatic,, analogous,complementary, triad, split- complementary, , Color Wheel, , a predetermined arrangement of the primary, secondary and intermediate colors on a circular wheel used to define color relationships, , Complementary Colors, , any two colors opposite each other on the color wheel. Ex. Red-green, blue-orange, yellow-violet, , Composition, , the arrangement of the elements and/or objects in an artwork. The way principles of art are used to organize elements, , Contrast, , a principle of design that refers to a difference between elements in an artwork, , Cool Colors, , colors around blue on the color wheel: green, blue, violet, , Crayon resist, , a wax crayon technique in making a design or art composition made by applying dark water colors especially black over a wax crayon, sketch or drawing., , Creative, , creative means making something new. Creative means the power to create. Creatively means one’s power to produce a work of, thought or imagination., , Creative Drawing, , is an expression of essential form character, mainly objective in a more tangible and practical process., , Creative Expression, , a visual interpretation of an idea or imagination, emotionally, intellectually, and aesthetically expressed., , Creative Painting, , is a painting with or without a subject, done through the spirit of adventure, a subjective process in free emotional freedom and power, to express color and its harmonic relationship., , Crosshatching, , shading technique which uses layering of repeated, parallel lines indifferent directions to create the appearance of volume., , Curved line, , is the result of the gradual change in the direction of line, , Depth, , distance between foreground, middleground and background, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 91of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Design, , a visual plan, organization or arrangements of elements in a work of art. This is an orderly arrangement, a plan or a layout, or the, organization of the elements of art, or producing a new form as an expression of man., , Diagonal, , Lines that slant, , Diorama, , This is a three-dimensional picture of a scene done with miniature objects and with background with actual perspective., , Discarded Materials, , are throw-away materials that can still be made useful, , Diwali, , Hindu “Festival of Lights”, , Dots and Dashes, , a painting wherein the primary colors are used in the dots and dashes, the harmonious color effects or contrast taking place in the eyes., , Drawing, , it is the art of expressing or representing one’s emotion, feeling, or idea into a concrete visual shape by the use of lines, values, or, color. It is means of describing a pictured concept, imagination or representation by means of the use of lines as expressed by a pencil,, charcoal, wax crayon, or other mediums., , Drawing and Painting, , a drawing is a sketch to conceive an idea into a composition and then finally painted with a medium most suited to give the finished, product of art a distinct personality., , Elements of Art, , the language of art of the basic elements used when producing works ofart: Line, Shape, Form, Texture, Color, Value, Space, , Emphasis, , the principle of design that stresses one element or area of a work of art tomake it attract the viewer’s attention, , Emphasis, , drawing of attention to important areas or objects in a work of art, , Etching, , intaglio technique in which acid is used to incise lines in a metal plate. Includesaquatint, soft grounds and hard ground, , Ethnic design, , art designs by indigenous people or ethnic groups, , Expression, , an art in which the emphasis is on the inner emotions, sensations, or idea rather than an actual appearances., , Festival, , an annual celebration or festivity, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 92of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Finger Puppets, , puppets that are worn on the fingers., , Folktale, , a story made up of stories about life, adventure, love and humor where one canderive lessons about life., , Foreground, , The part of an artwork in the front, nearest or closest to the viewer andusually positioned at the bottom of the artwork, , Form, , an Element of art that has three dimensions (height, width and depth) and enclosesspace This denotes shapes like lines, may convey, several ideas or emotionaleffects on the viewer, , Formal Balance, , two sides of a composition are identical. Also called SymmetricalBalance, , Geometric, , shapes or forms with mathematical names that can be defined usingmathematical formulas: circle, triangle, square, sphere, cube,, prism, pyramid, , Gong-bi, , Realist technique in Chinese painting, , Habi, , An act of weaving, , Hanunuo, , One of the Mangyan groups who inhabit the islands of Mindoro, , Harmony, , is one element of art that shows the combination of colors., , Hatching, , shading technique that uses layering of repeated, parallel lines to create theappearance of volume, , Headdress, , a covering, accessory or band for the head, , Horizon, , a line where the sky and ground appear to meet, , Hue, , Another name for color. Hue is related to the wavelength of the reflected light, , Ikat, , fabric made using an Indonesian decorative technique in which warp or weft threads, or both, are tie-dyed before weaving, , Illusion of Depth, , feeling or appearance of distance created by color, value, line,placement and size on a flat surface, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 93of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Illusion of Space, , Informal Balance, , is the effect of using different lines with different characteristics thatgives meaning or feeling the artist wanted to show in his artwork., , two sides of a composition have the same visual weight, but the lines,shapes and colors are not the same. Also called Asymmetrical, , Balance, , Intensity, , the brightness or dullness of a color. It is the strength or the weakness of a color to make it about or be lost in the presence of other, colors., , Intermediate Colors, , colors created by the combination of a primary and a secondary color that are next to each other on the color wheel: yellow-orange,, red-orange, red-violet, blue-violet, blue-green, yellow-green. Also called tertiary colors, , Katak, , eighth month of the Nanakshahi calendar, , Landscape, , a painting or drawing showing a view of natural scene, such as mountain, fields or forests., , Lightness of colors, , when white is added to a color, , Lilip, , Filipino term for hemstitch, , Line, , is a geometrical figure which is made by the movement of a point. It has length only no width,nor thickness. Point indicates position, and has neither thickness nor width.Like any other geometrical figure, line and point are imaginary. Visually or in art, a line has, thickness and length. A line may have different qualities. It may be light or fine, heavy or thick, and uniform or varied., , Linear Perspective, , a system of drawing or painting to give the illusion of depth on a flatsurface. All parallel lines receding into the distance are drawn to, one or more imaginary vanishing points on the horizon in such a work, , Logo, , is a kind of art that uses either universal symbol ,icons to represent the idea of acertain company or group in a minimal representation, in a canvass, , Lumad, , a group of indigenous people of the southern Philippines, , Malong, , a traditional "tube skirt" made of handwoven or machine-made multi-colored cotton cloth, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 94of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, , Mandala, , Hindu or Buddhist graphic symbol of the universe, , Manga, , Japanese genre of cartoons, comic books, and animated films, , Mangyan, , A generic name for eight indigenous groups found in the islands of Mindoro, , Manunggul, , A secondary burial jar excavated from a Neolithic burial site, , Marbling, , process of making marble like especially in coloration, , Mask, , a covering of all parts of the face, in particular, , Medium, , material, such as pencil, pen, waercolors, oil paint, pastel, acrylic paint, clay,wood, stone, found objects, etc., used to create art. Plural, is Media, , Mendhi, , Hindu practice of painting hands and feet, , Middleground, , an area in an artwork between the foreground and background, , Mobiles, , a three-dimensional sculptural form of art made of hanging units. It is enjoyed more when it moves in the wind., , Modeling, , an excellent means of self-expression as well as well as of representation in three-dimensional media. The art object is built up little by, little by adding on particles or lumps of mud or clay., , Moriones, , Annual festival held on Holy Week in Marinduque., , Mosaic, , a surface decoration made by inlaying in patterns small pieces of variously colored papers, glass, stone, or other materials., , Neutral Colors, , color category that encompasses whites, grays, blacks and browns, , Okir, , Geometric, flowing designs and folk motifs usually found in Maranao and Muslim-influenced artwork, , Origami, , Japanese art of paper folding, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 95of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Overlap, , occupy the same area in part, , Overlapping, , placing one object in front of another to show depth, , Paint, , pigment mixed with oil or water, , Painting, , to make an artwork using wet media such as tempera or watercolor paints, , Pangalay, , traditional “fingernail” dance of the Tausūg people, , Paper Mache, , a combination of paper pulp, paste, and a little glue to form a shape or form., , Paper Sculpture, , a three-dimensional art expressed in modeling, carving, sculpturing and architecture in which form is the sense of this type of art, expression., , Pattern, , a choice of lines, colors and/or shapes repeated over and over in a planned way, , Perspective, , a way of creating the illusion of depth on a two-dimensional surface, , Pewter, , silver-gray alloys of tin with various amounts of antimony, copper, and sometimes lead, used widely for fine kitchen utensils and, tableware, , Pigment, , any coloring matter mixed with a liquid or binder to make paint, ink,crayons, etc., , Pointillism, , applying small stroke or dots of color to a surface., , Point of View, , angle from which the viewer sees an object, , Portrait, , an artwork that shows a specific person or animal. Often shows only the face, , Primary Colors, , the first colors from which all other spectrum are mixed: red, yellow,blue, , Principles of Design, , the rules by which an artist organizes the Elements of Art to createa work of art: Balance, Emphasis, Contrast/Variety,, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 96of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Rhythm/Repetition, Unity,Proportion, Print, , the artwork made by printing ; transfer of a design or to stamp a design on a Material, , Printing, , an art process by which a certain design is on a tool used for stamping . Thedesign is then stamped on paper or other surfaces., , Print design, , is the process of creating and formatting projects using layout softwarethat is ready to be printed, , Proportion, , the pleasing relationship among the various elements of arts, the size relationships of parts to a whole and to each other, , Puppet, , puppets are moved by people. They use their hands to pretend that the puppetsare talking and moving. Puppets are either in string,, finger and stick and madeto move by a puppeteer., , Puppeteer, , a person who manipulates the puppet., , Puppet Show, , a show or entertainment in which the performers are puppets, , Radial Balance, , type of balance in which lines, shapes or elements branch out from acentral point in a circular pattern, , Rangoli, , Hindu tradition of floor painting, , Realistic, , art that shows life as it is. Art that aims to reproduce things as they appear, , Relief Printmaking, , technique in which the image is printed form a raised surface,usually by cutting away non-image area. Includes linocut, woodcut,, collagraphand etching., , Rhythm, , defined as organized movement. In the visual arts, organized movement means that our eye should travel from one unit to another with, ease and pleasure., , Recycling, , the process of to extracting useful materials from trash and using in an artwork., , Sarimanok, , Legendary bird of the Maranao people, , Scale, , the relative size of an object as compared to other objects, to the environment orthe human figure, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 97of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Scribbling, , a painting technique, the design caused by pulling the drawing paper placed on top of a wet water color painting over a glass., , Sculpture, , three-dimensional artwork (width, height and depth), , Seascape, , a picture of the outside, with the body of water being the most important part, , Secondary Colors, , color made by mixing two primary colors: orange, violet, green, , Shade, , the dark value of a color made by mixing black with a color. The opposite of tint, , Shading, , the use of a range of values to define form, , Shape, , an element of art. Shape is enclosed space having only two dimensions(height x width), , Simulated stained glass, , a simulation of stained glass figures or objects are made of cut-ups from transparent paper as oil paper and arranged as in mosaic., , Sketching, , is an incomplete work of art which may lack details and color. It is a guide used byan artist to produce his final work of art., , Slogan, , is a phrase used in a repetitive expression of an idea or purpose., , Space, , an element of art that refers to the emptiness between, around, above, below, orwithin objects. The distance around and between, things. An area that can be filledwith an art element, , Stencil, , an impenetrable material (as a sheet of paper) perforated with design throughwhich a substance (as ink, paint or wax) is forced onto a, surface to be printed., , Stick Puppet, , is a type of puppet made of cardboard and sticks., , Still Life, , An arrangement of inanimate objects, , Stippling, , A shading technique which uses layering of repeated dots to create theappearance of volume, , String puppet, , is known as marionette and is operated by using the hands., , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 98of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Subject, , the image that viewers can easily recognize in a work of art, , Symbol, , an image that stands for an idea or has a meaning other than its outwardappearance, , Symmetrical Balance, , two sides of a composition are identical. Also called FormalBalance, , T’boli, , one of the indigenous peoples of South Cotabato, , Texture, , element of art that refers to how things feel or how they might look on thesurface, , Theme, , the most important idea or subject in a composition; the subject of a work of art,sometimes with a number of phrases or variations, , Three-Dimensional, , artwork that has height, width and depth, , Tinalak, , Fabric made from a fruit-bearing abaca plan, , Tint, , light value of a color made by mixing white with a color, , Torogan, , Palace of the Maranao Sultan, , Transfer, , to print or to copy from one surface to another, , Two-Dimensional, , artwork that is flat or measured in only two ways (height and width), , Value, , tells about the lightness and darkness of a color., , Variation of colors, , different kinds of colors like primary, secondary., , Variation of shapes, , different kinds of shapes like square, circle, triangle, etc., , Warm colors, , colors like red, orange and yellow that can make us feel warm and happy, , Unity, , principle of design that relates to the sense of wholeness in an artwork. A coherent relationship among the elements in a work of art, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 99of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, GLOSSARY, Value, , element of art that refers to lightness or darkness of gray or a color, , Vanishing Point, , point on the horizon where receding parallel lines seem to meet, , Variety, , principle of design concerned with difference or contrast, , Vinta, , A traditional sailboat found in Mindanao, , Warm Colors, , colors around orange on the color wheel: red, orange, yellow, , Wayang, , Shadow puppets from Indonesia, , Wau, , A Malaysian kite, , Weaving, , interlacing two sets of parallel threads. Decorative art made by interlocking one material into other materials, , Yakan, , Muslim group in Basilan, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 100of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, CODE BOOK LEGEND, Sample: A10PR-If-4, LEGEND, Learning Area and, Strand/ Subject or, Specialization, , Art, , First Entry, , Uppercase Letter/s, , DOMAIN/ COMPONENT, , SAMPLE, , CODE, , Elements, , EL, , Principles, , PL, , Processes, , PR, , A10, Grade Level, , Grade 10, , Domain/Content/, Component/ Topic, , Process, , PR, -, , Roman Numeral, , *Zero if no specific quarter, , Quarter, , First Quarter, , I, , Week, , Week six, , f, , Lowercase Letter/s, , *Put a hyphen (-) in between, letters to indicate more than a, specific week, , -, , Arabic Number, , Competency, , Evaluate works of art in, terms of artistic concepts, and ideas using criteria, from the various art, movements, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , 4, , Page 101of 102, , *These materials are in textbooks that have been delivered to schools.

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K to 12 BASIC EDUCATION CURRICULUM, REFERENCES, Bureau of Elementary Education, 2002 Basic Education Curriculum. (Pasig City: Department of Education, 2002), Bureau of Elementary Education, 2002 Philippine Elementary Learning Competencies. (Pasig City: Department of Education, 2002), Bureau of Public Schools, Art Education Section, Art Education in the Elementary. (Manila: Department of Education, 1969), Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1991., Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1998., Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 2002., Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010., Howard Gardner, Multiple Intelligences. (New York: Basic Books Inc., 1991), Lowenfield, Victor, Creative and Mental Growth. (New York: McMillan Co., 1956), Pambansang Komisyon para sa Kultura at mga Sining, Gawad ng Manlilikha ng Bayan. (Republika ng Pilipinas: National Commission for the Culture and Arts, 2004), Pañares, Alice and Valenzuela, Rosel. Exploring Art and Appreciating Art, (Quezon City: Phoenix Publishing House, Inc., 2012) pp. 1-35, , K to 12 Arts Curriculum Guide May 2016, Learning Materials are uploaded at http://lrmds.deped.gov.ph/., , Page 102of 102, , *These materials are in textbooks that have been delivered to schools.