Arts CG

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
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 performance-based
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 Page 2of 102
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
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 K-12 Arts
st
Curriculum seeks to address these needs of our students for the 21 Century.
st
The 21 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.
Figure 1. The Curriculum Framework of Music and Art

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
Grade 5Exploration – Elements / Processes
Grade 4Formal Introduction to Elements / Processes
Grade 3Preliminary Acquisition of Basic Knowledge and
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

Table 1. Basic Reference for Music and Art Content
Music Elements Arts Elements and Principles Music Processes Art Processes
Shape/Form
Form -creating) Reading -creating)
Balance
* Contrast
Applying (transference)
*No formal instruction in harmony

Emphasis
from K to 3
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 4–6 7 – 10
The learner demonstrates The learner demonstrates understanding The learner demonstrates understanding
understanding of fundamental of basic elements and concepts through of salient features of music and art of
processes through performing, creating, and responding, the Philippines and the world, through
performing, creating, and responding, aimed towards the development of appreciation, analysis, and performance,
aimed towards the development of appreciation of music and art, and for self-development, the celebration of
appreciation of music and art, and acquisition of basic knowledge and skills. Filipino cultural identity and diversity,
acquisition of basic knowledge and and the expansion of one’s world vision.
skills.
GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
Grade 1 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and
responding.
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
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 self-
development, 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 self-
development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
GRADE 1
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING

STANDARDS STANDARDS MATERIALS
GRADE 1- FIRST QUARTER
I. Elements: The learner… The learner… The learner *Musika at Sining 3.
1. Lines Sunico, Raul M. et
2. Shapes demonstrates creates a portrait of himself 1. tells that ART is all around A1EL-Ia al, 2000. pp.143
3. Color understanding of lines, and his family which shows and is created by different
4. Texture shapes, colors and the elements and principles of people *Tunog, Tinig,
texture, and principles art by drawing Tugtog at likhang
II. Principles: of balance, proportion sining 3. Nera, Fe
5. Balance and variety through Capile et al, 2000.
6. Proportion drawing pp.102
7. variety
III. Process: 2. distinguishes and identifies
the different kinds of
8. DRAWING drawings:
8.1 Portraits 2.1 portraits
8.2 family portraits 2.2 family portraits
8.3 persons 2.3 school ground A1EL-Ib-1
8.4 school, furniture 2.4 on-the-spot
8.5 animals/ plants 2.5 drawings of
home/school
surroundings
3. observes and sees the Music, Art, Physical

details in a person’s Education and
face/body, in a view, to be A1EL-Ib-2 Health 2. Ramilo,
able to show its shape and Ronaldo V. et al,
texture 2013. pp.169
4. identifies different lines, MISOSA4-module7

shapes, texture used by
artists in drawing *Musika at Sining 3.
Sunico, Raul M. et
al, 2000. pp.144-
I. Elements: demonstrates creates a portrait of himself A1EL-Ic 145
1. Lines understanding of lines, and his family which shows *Tunog, Tinig,
2. Shapes shapes, colors and the elements and principles of Tugtog at likhang
3. Color texture, and principles art by drawing sining 3. Nera, Fe
4. Texture of balance, proportion Capile et al, 2000.
and variety through pp.105-106
II. Principles: drawing
5. Balance 5. uses different drawing tools *Musika at Sining 3.
6. Proportion or materials - pencil, Sunico, Raul M. et
7. variety crayons, piece of charcoal, A1EL-Id al, 2000. pp.184-
a stick on different papers, 185
III. Process: sinamay, leaves, tree bark,
8. DRAWING and other local materials to
8.1 Portraits create his drawing
8.2 family portraits 6. creates a drawing to *Umawit at
8.3 persons express one’s ideas about A1PR-Ie-1 Gumuhit 3.
8.4 school, furniture oneself, one’s family , Valdecantos,
8.5 animals/ plants home and school Emelita C. 1997.
pp.86
7. shares stories related to *Musika at Sining 3.
their drawing A1PR-Ie-2 Sunico, Raul M. et
al, 2000. pp.153
8. draws different animals Music, Art, Physical

(pets) showing different A1PR-If Education and
shapes and textures Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.214-215
9. creates a view-finder to
help him/her select a A1PR-Ig
particular view to draw
10. draws different kinds of *Umawit at

plants showing a variety of Gumuhit 3.
shapes, lines and color A1PR-Ih Valdecantos,
Emelita C. 1997.
pp.111
GRADE 1- SECOND QUARTER
I. Elements: The learner… The learner The learner *Musika at Sining 3.
1. Colors 1. identifies colors, both in Sunico, Raul M. et
1.1 natural colors demonstrates creates a harmonious design natural and man-made A1EL-IIa al, 2000. pp.155-
1.2 primary colors understanding of colors of natural and man-made objects, seen in the 156
and shapes, and the objects to express ideas using surrounding
1.3 secondary colors principles of harmony, colors and shapes, and 2. expresses that colors have MISOSA4-module3
rhythm and balance harmony names, can be grouped as
2. Shapes through painting primary, secondary and *Tunog, Tinig,
2.1 geometric shapes tertiary A1EL-IIb Tugtog at likhang
2.2 organic shapes sining 3. Nera, Fe
Capile et al, 2000.
II. Principles: pp.128-130
3. Harmony 3. experiments on painting
using different painting A1EL-IIc
4. rhythm
tools and paints
5. balance
III. Process: 4. paints a design based on
the Philippine jeepney or
6. PAINTING
fiesta décor and shapes
Creating colors from natural A1PL-IId-1
using primary colors
arranged in balanced
pattern
5. relates personal
observations on jeepney A1PL-IId-2
designs and fiesta
decorations
6. draws a design out of
repeated abstract and
geometric shapes like in a A1PL-IIe
parol and paints it in
primary and secondary
colors
7. uses his creativity to create *Musika at Sining 3.
paints from nature and Sunico, Raul M. et
demonstrates creates a harmonious design found materials, and al, 2000. pp.186-
I. Elements: brushes from twigs, cloth 188
understanding of colors of natural and man-made and other materials
1.Colors A1PL-IIf
and shapes, and the objects to express ideas using *Umawit at
1.1 natural colors
principles of harmony, colors and shapes, and Gumuhit 3.
1.2 primary colors
rhythm and balance harmony Valdecantos,
1.3 secondary colors
through painting Emelita C. 1997.
pp.114-117, 125-
2. Shapes 126, 153
2.1 geometric shapes 8. creates a design inspired by
2.2 organic shapes Philippine flowers or objects A1PR-IIg
II. Principles: found in school
9. paints a home/school *Umawit at
3. Harmony landscape or design Gumuhit 3.
4. rhythm choosing specific colors to A1PR-IIh-1 Valdecantos,
5. balance create a certain feeling or Emelita C. 1997.
III. Process: mood pp.152-153
6. PAINTING 10. appreciates and talks about

Creating colors from natural the landscape he painted A1PR-IIh-2
and the landscapes of
others
GRADE 1- THIRD QUARTER
I. Elements: The learner… The learner The learner MISOSA4-module8
1. Shape A1EL-IIIa
2. Texture demonstrates creates prints that show 1. distinguishes between a
understanding of repetition, alternation and print and a drawing or
II. Principles: shapes and texture and emphasis using objects from painting
3. Prints can be prints that can be nature and found objects at 2. identifies the shape and MISOSA4-module7
3.1 Repeated repeated, alternated home and in school texture of prints made from
3.2 Alternated and emphasized objects found in nature and A1EL-IIIb *Musika at Sining 3.
3.3 emphasized through printmaking man-made objects Sunico, Raul M. et
III. Process: demonstrates creates prints that show al, 2000. pp.151-
153
4. PRINTMAKING understanding of repetition, alternation and 3. identifies artistically MISOSA4-module8
4.1 This process allows the shapes and texture and emphasis using objects from designed prints in his
pupil to copy the image prints that can be nature and found objects at artworks and in the A1EL-IIIc *Musika at Sining 3.
from nature and repeated, alternated home and in school artworks of others Sunico, Raul M. et
environment and emphasized al, 2000. pp.178-
5. Kinds of prints: through printmaking 181
4. creates a print by applying MISOSA4-module8
5.1 Nature print dyes on his finger or palm A1EL-IIId
5.2 Object prints or any part of the body and *Tunog, Tinig,
5.3 Stencil prints pressing it to the paper, Tugtog at likhang
cloth, wall, etc. to create sining 3. Nera, Fe
impression 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
5. creates a print by rubbing MISOSA4-module8
pencil or crayon on paper
placed on top of a textured *Musika at Sining 3.
objects from nature and Sunico, Raul M. et
found objects al, 2000. pp.196-
198
I. Elements: demonstrates creates prints that show *Tunog, Tinig,
1. Shape understanding of repetition, alternation and A1PL-IIIe Tugtog at likhang

2. Texture shapes and texture and emphasis using objects from sining 3. Nera, Fe
prints that can be nature and found objects at Capile et al, 2000.
II. Principles: repeated, alternated home and in school pp. 168-171
3. Prints can be and emphasized
3.1 Repeated through printmaking *Umawit at
3.2 Alternated Gumuhit 3.
3.3 emphasized Valdecantos,
III. Process: Emelita C. 1997.
pp.122-124
4. PRINTMAKING 6. repeats a design by the use
4.1 This process allows the of stencil (recycled paper, A1PR-IIIf
pupil to copy the image plastic, cardboard, leaves,
from nature and and other materials) and
environment prints on paper, cloth,
sinamay, bark, or a wall
5. Kinds of prints:
5.1 Nature print 7. shares experiences in *Umawit at
5.2 Object prints experimenting different art Gumuhit 3.
5.3 Stencil prints materials A1PR-IIIg Valdecantos,
Emelita C. 1997.
pp.125-126
8. school/district exhibit and
culminating activity in A1PR-IIIh
celebration of the National
Arts Month (February)
GRADE 1- FOURTH QUARTER

I. Elements: The learner… The learner The learner MISOSA4-module9
1. shape (3-dimension it has
height, depth and width) demonstrates creates a useful 3-Dimensional 1. distinguishes between 2-
2. texture - feel of the surface understanding of object/sculpture using found dimensional and 3- A1EL-IVa
texture and 3-D shapes, objects and recycled materials dimensional artwork and
II. Principles: and principle of states the difference
3. Proportion - parts are of proportion and 2. identifies the different MISOSA4-module9
the proper size and weight emphasis through 3-D materials that can be used
so that the sculpture is works and sculpture in creating a 3-dimensional Music, Art, Physical
balanced. object: Education and
4. Emphasis is created by 2.1 clay or wood (human or Health 2. Ramilo,
using unusual decorative animal figure) Ronaldo V. et al,
materials that are big, or 2.2 bamboo (furniture, A1EL-IVb 2013. pp.258
colorful, or unusual. bahay kubo)
III. Process: 2.3 softwood (trumpo)
2.4 paper, cardboard,
5. 3 - Dimension works and (masks)
sculpture 2.5 found material (parol,
sarangola)
3. selects 3D objects that are Music, Art, Physical
well proportioned, balanced A1PL-IVc Education and
and show emphasis in Health 2. Ramilo,
design Ronaldo V. et al,
2013. pp.259
4. appreciates the creativity of
local and indigenous
craftsmen and women who A1PL-IVd
created artistic and useful
things out of recycled
materials like the parol,
maskara, local toys, masks
5. creates a useful 3D object: A1PR-IVe
a pencil holder, bowl,
container, using recycled
materials like plastic bottles
6. constructs a mask out of
cardboard, glue, found
materials, bilao, paper A1PR-IVf-1
plate, string, seeds and
I. Elements: demonstrates creates a useful 3-Dimensional other found materials for a
celebration like the
1. shape (3-dimension it has understanding of object/sculpture using found Maskara Festival of Bacolod
height, depth and width) texture and 3-D shapes, objects and recycled materials 7. utilizes masks in simple role
2. texture - feel of the surface and principle of play or skit A1PR-IVf-2
proportion and
II. Principles: emphasis through 3-D
8. creates mobiles out of
3. Proportion - parts are of works and sculpture
recyclable materials such A1PR-IVg
the proper size and weight
as cardboards, papers,
so that the sculpture is
baskets, leaves, strings and
balanced.
other found materials
4. Emphasis is created by
9. creates human figures out MISOSA4-module9
using unusual decorative
of clay, flour-salt mixture,
materials that are big, or
or paper-mache using A1PR-IVh
colorful, or unusual.
different techniques
III. Process:
5. 3 - Dimension works
and sculpture
GRADE 2

I. Elements: The learner… The learner The learner Music, Art, Physical
1. LINES Education and
different lines demonstrates creates a composition/design 1. identifies and appreciates Health 2. Ramilo,
2. SHAPES understanding on lines, by translating one’s the different styles of Ronaldo V. et al,
natural shapes shapes and colors as imagination or ideas that Filipino artists when they 2013. pp. 190-193
3. COLORS contrasting elements of art, and others can see and create portraits and still life A2EL-Ia
variety, proportion and appreciates (different lines and colors) *Umawit at
II. Principles: contrast as principles of Gumuhit 3.
4. variety of lines, shapes art through drawing Valdecantos,
5. proportion of body parts, Emelita C. 1997.
fruits pp.144-145
6. contrast of shapes 2. points out the contrast Music, Art, Physical
III. Process: between shapes and colors Education and
of different fruits or plants A2EL-Ib Health 2. Ramilo,
7. DRAWING and flowers in one’s work Ronaldo V. et al,
7.1 portrait of two or more and in the work of others 2013. pp.174-176,
people in a compo-sition 178-179, 181-182,
7.2 body in motion 222-223
still life (fruits/ plants) 3. composes the different Music, Art, Physical
and drawing of fruits or plants to show Education and
imaginary landscape overlapping of shapes and A2EL-Ic Health 2. Ramilo,
the contrast of colors and Ronaldo V. et al,
shapes in his colored 2013. pp.174-176,
drawing 181-182
4. draws from an actual still Music, Art, Physical
life arrangement Education and
A2EL-Id Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.183-184
5. portraits of persons to Music, Art, Physical
capture their likeness and A2EL-Ie Education and
character Health 2. Ramilo,
I. Elements: demonstrates creates a composition/design
Ronaldo V. et al,
1. LINES understanding on lines, by translating one’s 2013. pp. 194-197
different lines shapes and colors as imagination or ideas that 6. draws a portrait of two or Music, Art, Physical
2. SHAPES elements of art, and others can see and more persons - his friends, Education and
natural shapes variety, proportion and appreciates his family, showing the A2EL-If Health 2. Ramilo,
3. COLORS contrasting contrast as principles of differences in the shape of Ronaldo V. et al,
II. Principles: art through drawing their facial features (shape 2013. pp.194-197
of eyes, nose, lips, head,
4. variety of lines, shapes and texture of the hair
5. proportion of body parts, 7. shows motion or action in Music, Art, Physical
fruits the drawing of human A2EL-Ih-1 Education and
6. contrast of shapes bodies Health 2. Ramilo,
III. Process: Ronaldo V. et al,
2013. pp.172-173
7. DRAWING 8. creates an imaginary Music, Art, Physical
7.1 portrait of two or more landscape or world from a Education and
people in a compo- dream or a story Health 2. Ramilo,
sition Ronaldo V. et al,
7.2 body in motion A2EL-Ih-2 2013. pp. 186-189
still life (fruits/ plants)
and drawing of *Musika at Sining 3.
imaginary landscape Sunico, Raul M. et
al, 2000. pp.171-
172
9. shares stories related to
the output A2EL-Ih-3
Grade 2- SECOND QUARTER
I. Elements: The learner… The learner… The learner… MISOSA4-module7
1. Colors
1.1 Primary demonstrates creates a composition or 1. describes the lines, shapes A2EL-IIa Music, Art, Physical
1.2 Secondary understanding of using design of a tricycle or jeepney and textures seen in skin Education and
2. Shapes two or more kinds of that shows unity and variety coverings of animals in the Health 2. Ramilo,
2.1 organic lines, colors and shapes of lines, shapes and colors community using visual art Ronaldo V. et al,
2.2 geometric through repetition and words and actions 2013. pp. 205-207
3. Textures contrast to create
3.1 spotted rhythm *Umawit at
3.2 furry Gumuhit 3.
3.3 shiny, slimy Valdecantos,
Emelita C. 1997.
II. Principles: pp.100
4. Contrast 2. describes the unique MISOSA4-module7
5. Rhythm shapes, colors, texture and A2EL-IIb
III. Process: design of the skin coverings Music, Art, Physical
of different fishes and sea Education and
6. PAINTING creatures or of wild forest Health 2. Ramilo,
6.1 fishes and sea creatures animals from images Ronaldo V. et al,
or wild forest animals 2013. pp. 208-213
designs: lines, shapes,
tricycles, jeepneys
3. points out the contrasts in MISOSA4-module7

the colors, shapes,
textures between two or A2EL-IIc Music, Art, Physical
more animals Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.214-215
4. draws, with the use of Music, Art, Physical
I. Elements: demonstrates creates a composition or pencil or crayon, the sea or Education and
1. Colors understanding of using design of a tricycle or jeepney forest animals in their Health 2. Ramilo,
1.1 Primary two or more kinds of that shows unity and variety habitat showing their Ronaldo V. et al,
1.2 Secondary lines, colors and shapes of lines, shapes and colors unique shapes and features A2EL-IId 2013. pp.199-203
2. Shapes through repetition and
2.1 organic contrast to create *Musika at Sining 3.
2.2 geometric rhythm Sunico, Raul M. et
3. Textures al, 2000. pp.174-
3.1 spotted 175
3.2 furry 5. paints the illustration of Music, Art, Physical
3.3 shiny, slimy animals to show variety of A2EL-IIe Education and
colors and textures in their Health 2. Ramilo,
II. Principles:
skin Ronaldo V. et al,
4. Contrast 2013. pp.208-209
5. Rhythm 6. creates designs by using Music, Art, Physical
III. Process: two or more kinds of lines, Education and
colors and shapes by A2PL-IIf Health 2. Ramilo,
6. PAINTING repeating or contrasting Ronaldo V. et al,
6.1 fishes and sea creatures them, to show rhythm 2013. pp.216-224
or wild forest animals
designs: lines, shapes, 7. uses control of the painting MISOSA4-module6
tricycles, jeepneys tools and materials to paint
the different lines, shapes Music, Art, Physical
and colors in his work or in Education and
a group work 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.
Valdecantos,
Emelita C. 1999.
I. Elements: demonstrates creates a composition or pp.83-84
1. Colors understanding of using design of a tricycle or jeepney
1.1 Primary two or more kinds of that shows unity and variety
1.2 Secondary lines, colors and shapes of lines, shapes and colors
2. Shapes through repetition and
2.1 Organic contrast to create 8. draws the outline of a Music, Art, Physical
tricycle or jeepney on a big Education and
2.2 geometric rhythm
3. Textures paper, and paints the Health 2. Ramilo,
3.1 spotted design with lines and A2PR-IIg-2 Ronaldo V. et al,
shapes that show 2013. pp.222-223
3.2 furry
3.3 shiny, slimy repetition, contrast and
rhythm
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

1. shapes
2. colors demonstrates creates prints from natural 1. identify natural and man-
3. textures understanding of and man-made objects that made objects with
shapes, textures, colors can be repeated or alternated repeated or alternated A2EL-IIIa
II. Principles: and repetition of motif, in shape or color. shapes and colors and
4. repetition of motif contrast of motif and materials that can be used
5. contrast of motif & color color from nature and creates prints with repeating, in print making
found objects alternating or contrasting
III. Process: demonstrates color or size or texture 2. creates a consistent MISOSA4-module8
6. PRINTMAKING understanding of pattern by making two or A2PL-IIIb
3.1 banana trunk prints shapes, textures, colors shows skills in making a clear three prints that are
3.2 fern prints and repetition of motif, print from natural and man- repeated or alternated in
3.3 eraser prints contrast of motif and made objects shape or color
3.4 found object prints color from nature and 3. create a print on paper or Music, Art, Physical
3.5 cut out designs found objects cloth showing repeated A2PL-IIIc Education and
6.6 card making motif using man-made Health 2. Ramilo,
objects with flat surface Ronaldo V. et al,
2013. pp.235-236
4. experiments with natural Music, Art, Physical
objects (leaves, twig, bark Education and
of trees, etc.) by dabbing Health 2. Ramilo,
dyes or paints on the A2PR-IIId Ronaldo V. et al,
surface and presses this on 2013. pp. 238-239
paper or cloth, sinamay
and any other material to
create a prints
5. experiments with natural Music, Art, Physical
objects (banana stalks, Education and
gabi stalks, etc.) by Health 2. Ramilo,
dabbing dyes or paints on A2PR-IIIe Ronaldo V. et al,
the surface and presses 2013. pp.231-232,
this on paper or cloth, 246-249
sinamay and any other
material to create prints
6. carves a shape or letter on MISOSA4-module9
an eraser or kamote which
can be painted and printed A2PR-IIIf Music, Art, Physical
several times Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.246-249
7. create a print on paper or *Umawit at
cloth using cut-out designs A2PR-IIIg Gumuhit 4.
Valdecantos,
Emelita C. 1999.
I. Elements: demonstrates creates prints from natural pp.120-121
1. shapes understanding of and man-made objects that
2. colors shapes, textures, colors can be repeated or alternated
3. textures and repetition of motif, in shape or color. 8. creates prints for a card Music, Art, Physical
contrast of motif and and makes several copies Education and
II. Principles: color from nature and creates prints with repeating, or editions of the print so A2PR-IIIh-1 Health 2. Ramilo,
4. repetition of motif found objects alternating or contrasting that cards can be Ronaldo V. et al,
5. contrast of motif & color color or size or texture exchanged with other 2013. pp.241-243
III. Process: shows skills in making a clear persons
9. share your card with your Music, Art, Physical
6. PRINTMAKING print from natural and man-
love ones Education and
6.1 banana trunk prints made objects Health 2. Ramilo,
6.2 fern prints A2PR-IIIh-2 Ronaldo V. et al,
6.3 eraser prints 2013. pp.241-243
6.4 found object prints
6.5 cut out designs
6.6 card making 10. school/district exhibit and A2PR-IIIh-3
culminating activity in
Grade 2- FOURTH QUARTER
I. Elements: The learner… The learner The learner… Music, Art, Physical
1. natural shapes Education and
2. geometric shapes demonstrates creates a 3-dimensional free- 1. identifies the artistry of Health 2. Ramilo,
3. texture understanding of standing, balanced figure different local craftsmen in Ronaldo V. et al,
shapes, texture, using different materials creating: 2013. pp.264
II. Principles: proportion and balance (found materials, recycled, 1.1 taka of different
4. proportion through sculpture and local or manufactured) animals and figures in A2EL-IVa-1
5. balance 3-dimensional crafts Paete, Laguna
1.2 sarangola, or kites
1.3 banca, native boats
from Cavite, and
coastal towns
III. Process: demonstrates creates a 3-dimensional free- 2. gives value and importance *Umawit at
6. SCULPTURE and 3-D CRAFTS understanding of standing, balanced figure to the craftsmanship of the A2EL-IVa-2 Gumuhit 4.
6.1 box figure sculpture shapes, texture, using different materials local artists Valdecantos,
6.2 kites and boats proportion and balance (found materials, recycled, Emelita C. 1999.
6.3 paper mache animals through sculpture and local or manufactured) pp.140
6.4 clay figures 3-dimensional crafts 3. sites examples of 3- *Umawit at
dimensional crafts found in A2EL-IVb Gumuhit 4.
the locality giving emphasis Valdecantos,
on their shapes, textures, Emelita C. 1999.
proportion and balance pp.141-142
4. constructs a native kite Music, Art, Physical
from bamboo sticks, papel Education and
de japon glue, string, and A2EL-IVc Health 2. Ramilo,
fly the kite to tests its Ronaldo V. et al,
design (proportion and 2013. pp.267-269
balance)
5. learns the steps in making Music, Art, Physical
a paper mache with focus A2PR-IVd Education and
on proportion and balance Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.274-279
6. shows the beginning skill in MISOSA4-module9
the method of creating 3-
dimensional free standing A2PR-IVe Music, Art, Physical
figures out of different Education and
materials clay, wood, found Health 2. Ramilo,
materials, recycled objects, Ronaldo V. et al,
wire, metal, bamboo 2013. pp.280-282
7. creates an imaginary robot Music, Art, Physical
or creature using different Education and
I. Elements: demonstrates creates a 3-dimensional free- sizes of boxes, coils, wires, A2PR-IVf Health 2. Ramilo,
bottle caps and other found Ronaldo V. et al,
1. natural shapes understanding of standing, balanced figure material 2013. pp.262
2. geometric shapes shapes, texture, using different materials
3. texture proportion and balance (found materials, recycled, 8.molds an animal shape on Music, Art, Physical
through sculpture and local or manufactured) wire or bamboo armature A2PR-IVg Education and
II. Principles: 3-dimensional crafts or framework, showing the Health 2. Ramilo,
4. proportion animal in action Ronaldo V. et al,
5. balance 2013. pp.274-279
III. Process: 9.creates a clay human Music, Art, Physical
figure that is balanced and Education and
6. SCULPTURE and 3-D CRAFTS can stand on its own Health 2. Ramilo,
6.1 box figure sculpture Ronaldo V. et al,
6.2 kites and boats 2013. pp.283-287
6.3 paper mache animals
6.4 clay figures A2PR-IVh
GRADE 3

I. Elements: The learner... The learner… The learner… PILOT SCHOOL –
1. Lines demonstrates creates an artwork of people A3EL-Ia MTB MLE Lesson 1
1.1 lines can show 1. distinguishes the size of
movement understanding of lines, in the province/region. persons in the drawing, to
2. texture is created by using texture, shapes and On-the-spot sketching of indicate its distance from
different lines depth, contrast (size, plants trees, or buildings and the viewer
3. shape of natural objects texture) through geometric line designs 2. shows the illusion of space PILOT SCHOOL –
drawing shows a work of art based on in drawing the objects and A3EL-Ib MTB MLE Lesson 2
II. Principles: close observation of natural persons in different sizes
4. Depth objects in his/her surrounding 3. appreciates that artist PILOT SCHOOL –
4.1 balance of size noting its size, shape and create visual textures by A3PL-Ic MTB MLE Lesson 6
5. Contrast texture using a variety of lines and
5.1 contrast of picture colors
III. Process: 4. tells that in a landscape, PILOT SCHOOL –
the nearest object drawn is MTB MLE Lesson 4
6. DRAWING the foreground; the objects
6.1 people in the behind the foreground are A3PL –Id
province/region the middle ground, while
on-the-spot sketching of the objects farthest away
plants, trees or building are the background, and
geometric line designs. by doing this there is
balance
5. describes the way of life of PILOT SCHOOL –
people in the cultural MTB MLE Lesson 3
community A3PL-Ie
*Musika at Sining 3.
Sunico, Raul M. et
al, 2000. pp.224-
227
6. create a geometric design PILOT SCHOOL –
creates an artwork of people by contrasting two kind of A3PR-If MTB MLE Lesson 6
lines in terms of type or
I. Elements: demonstrates in the province/region. size
1. Lines understanding of lines, On-the-spot sketching of 7. sketches on-the-spot PILOT SCHOOL –
1.1 lines can show texture, shapes and plants trees, or buildings and outside or near the school MTB MLE Lesson 5
movement depth, contrast (size, geometric line designs to draw a plant, flowers or A3PR-Ig
2. texture is created by using texture) through shows a work of art based on a tree showing the
different lines drawing close observation of natural different textures and
3. shape of natural objects objects in his/her surrounding shape of each part, using
noting its size, shape and only a pencil or black
II. Principles: texture crayon or ballpen
4. Depth 8. creates a pencil or pen A3PR-Ih PILOT SCHOOL –
4.1 balance of size drawing of scene in daily MTB MLE Lesson 3
5. Contrast life, where people in the
5.1 contrast of picture province/region show their
occupation by the action
III. Process: they are doing
6. DRAWING 9. sketches and colors and PILOT SCHOOL –
6.1 people in the view of the province/region MTB MLE Lesson
province/region with houses and buildings A3PR-Ii 3,4
on-the-spot sketching of indicating the foreground
plants, trees or building middle ground and
geometric line designs. background by the size of
the objects
I. Elements: The learner... The learner... The learner... PILOT SCHOOL –
1. Color demonstrates creates an artwork of people 1. sees that there is harmony A3EL-IIa MTB MLE Lesson 8
1.1 mix colors to create in nature as seen in the
tints, shades and neutral understanding of lines, in the province/region on-the- color of landscapes at Music, Art, Physical
color textures, shapes and spot sketching of plants, trees different times of the day Education and
2. Shape balance of size, contrast and building and geometric Ex: Health 2. Ramilo,
2.1 animals have shapes of texture through line designs 1.1 landscapes of Felix Ronaldo V. et al,
2.2 adapted to their needs drawing Hidalgo, Fernando 2013. pp.190-192
3. Texture applies knowledge of planes Amorsolo, Jonahmar
3.1 is created by variety of Salvosa
lines in a landscape (foreground, 1.2 Still’s life of Araceli
middle ground and Dans, Jorge Pineda,
II. Principles: background) in painting a Agustin Goy
4. Harmony landscape 2. appreciates that nature is A3EL-IIb Music, Art, Physical
4.1 colors, shapes and lines so rich for no two animals Education and
that complement each have the same shape, skin Health 2. Ramilo,
other create harmony and covering and color Ronaldo V. et al,
a mood of the painting 2013. pp.214-215
III. Process: 3. perceives how harmony is PILOT SCHOOL –
created in an artwork A3PL-IIc MTB MLE Lesson 8
5. PAINTING
because of complementary
fruits and plants (still life)
colors and shapes
scene at the a time of day
wild animal (close-up)
4. paints a still life by PILOT SCHOOL –
observing the different MTB MLE Lesson 7
shapes, color and texture A3PR-IId
of fruits, drawing them
overlapping and choosing
the right colors for each
fruit
I. Elements: 5. creates new tints and PILOT SCHOOL –

creates an artwork of people shades of colors by mixing A3PR-IIe MTB MLE Lesson 7
1. Color demonstrates in the province/region on-the- two or more colors
1.1 mix colors to create spot sketching of plants, trees
tints, shades and neutral understanding of lines, and building and geometric 6. paints a landscape at a PILOT SCHOOL –
color textures, shapes and line designs particular time of the day A3PR-IIf MTB MLE Lesson 8
2. Shape balance of size, contrast and selects colors that
2.1 animals have shapes of texture through complement each other to
3. 2.2 adapted to their needs drawing applies knowledge of planes create a mood
Texture in a landscape (foreground,
3.1 is created by variety of middle ground and 7. observes the characteristics PILOT SCHOOL –
lines background) in painting a of a wild animal by making A3PR-IIg MTB MLE Lesson 9
landscape several pencil sketches and
II. Principles: painting it later, adding
4. Harmony texture of its skin covering
4.1 Colors, shapes and
8. appreciates the Filipino A3PR-IIh Music, Art, Physical
linesthat complement
artists painted landscapes Education and
each
in their own particular style Health 2. Ramilo,
other create harmony
and can identify what Ronaldo V. et al,
and a mood of the
makes each artist unique in 2013. pp.190-192
painting
his use of colors to create
III. Process: harmony
5. PAINTING
fruits and plants (still life)
scene at the a time of day
wild animal (close-up)
Grade 3- THIRD QUARTER
I. Elements: The learner... The learner... The learner… PILOT SCHOOL –
1. Shape demonstrates exhibits basic skills in making MTB MLE Lesson 10
1.1 letter stencils 1. tells that a print made A3EL-IIIa
1.2 logo designs understanding of a design for a print and from objects found in
1.3 abstract shapes shapes, colors and producing several clean copies nature can be realistic or
2. Color principle repetition and of the prints abstract
2.1 Complementary colors emphasis through manipulates a stencil with an 2. appreciates the importance PILOT SCHOOL –
printmaking (stencils) and variety of materials A3PL-IIIb MTB MLE Lesson 10
II. Principles: adequate skill to produce a used for printing
clean print for a message,
3. Repetition
3.1 of letters and logos and slogan or logo for a T-shirt, 3. observes that a print PILOT SCHOOL –
poster bag design may use repetition MTB MLE Lesson 12
shapes A3PL-IIIc
of shapes or lines and
4. Emphasis produces at least 3 good
emphasis on contrast of
4.1 of shapes by contrast
copies of print using shapes and lines
III. Process: complementary colors and 4. realizes that a print design PILOT SCHOOL –
contrasting shapes can be duplicated many MTB MLE Lesson 12
5. PRINTMAKING (stencils) A3PL-IIId
5.1 T-shirt/cloth pin times by hand or by
5.2 poster prints machine and can be
5.3 duffel bag print shared with others
5. explain the meaning of the A3PR-IIIe PILOT SCHOOL –
design created MTB MLE Lesson 12
6. designs an attractive logo PILOT SCHOOL –
with slogan about the A3PR-IIIf MTB MLE Lesson 12
environment to be used for
printing
7. creates and cuts a stencil PILOT SCHOOL –
from paper or plastic A3PR-IIIg MTB MLE Lesson 12
sheets to be used for
multiple prints on cloth or
hard paper
I. Elements: 8. creates a print for a shirt, PILOT SCHOOL –
1. Shape bag or a poster using MTB MLE Lesson 12
1.1 letter stencils stencils with abstract A3PR-IIIh
1.2 logo designs designs that conveys a
1.3 abstract shapes message and can be
2. Color demonstrates exhibits basic skills in making replicated
2.1 Complementary colors 9. writes a slogan about the PILOT SCHOOL –
understanding of a design for a print and
environment that correlates MTB MLE Lesson 11
II. Principles: shapes, colors and producing several clean copies A3PR-IIIg
messages to be printed on
principle repetition and of the prints
3. Repetition T-shirts, posters, banners
emphasis through
3.1 of letters and logos and printmaking (stencils) manipulates a stencil with an or bags
shapes adequate skill to produce a 10. school/district exhibit and
4. Emphasis clean print for a message, culminating activity in
4.1 of shapes by contrast slogan or logo for a T-shirt, celebration of the National
III. Process: poster bag Arts Month (February) A3PR-IIIh
5. PRINTMAKING (stencils) produces at least 3 good

5.1 T-shirt/cloth pin copies of print using
5.2 poster prints complementary colors and
5.3 duffel bag print contrasting shapes

I. Elements: The learner... The learner... The learner… PILOT SCHOOL –
1. SHAPES demonstrates creates a single puppet based MTB MLE Lesson 13
1.1 human and animals 1. identifies different styles of A3EL-IVa
2. COLORS understanding of on character in legends, puppets made in the
2.1 primary shapes, colors, textures, myths or stories using Philippines (form Teatro
2.2 secondary and emphasis by recycled and hard material Mulat and Anino Theater
2.3 tertiary variation of shapes and creates a mask or headdress Group)
3. TEXTURES texture and contrast of that is imaginary in design 2. appreciates variations of PILOT SCHOOL –
3.1 visual and actual colors through sculpture using found and recycled puppets in terms of A3PL-IVb MTB MLE Lesson 13
and crafts materials material, structure, shapes,
II. Principles: demonstrates basic skills in colors and intricacy of
4. Emphasis constructing a puppet made textural details
4.1 by Variation of shapes from a hard and stick, which 3. creates a puppet designs A3PR-IVc PILOT SCHOOL –
and textures can be manipulated that would give a specific MTB MLE Lesson 13
5. CONTRASTof colors and unique character
III. Process: 4. applies designs of varied PILOT SCHOOL –
shapes and colors on A3PR-IVd MTB MLE Lesson 13
6. SCULPTURE and CRAFTS puppets to show the
6.1 puppets on a stick unique character of the
6.2 hand puppet puppet
imaginary masks 5. constructs a simple puppet PILOT SCHOOL –
based on a character in a A3PR-IVe MTB MLE Lesson 13
legend, myth or story
using recyclable materials
and bamboo sticks or twigs
6. manipulates a puppet to PILOT SCHOOL –
act out a character in a A3PR-IVf MTB MLE Lesson 13
story together with the
puppets
7. performs as puppeteer PILOT SCHOOL –
together with others, in a MTB MLE Lesson 13
puppet show to tell a story
using the puppet he/she
created
A3PR-IVg
I. Elements:
1. SHAPES demonstrates creates a single puppet based
1.1 human and animals on character in legends,
2. COLORS understanding of myths or stories using 8. designs and creates mask A3PR-IVh PILOT SCHOOL –
2.1 primary shapes, colors, textures, recycled and hard material or headdress with the use MTB MLE Lesson 14
2.2 secondary and emphasis by creates a mask or headdress of recycled or natural
2.3 tertiary variation of shapes and that is imaginary in design objects inspired by best
3. TEXTURES texture and contrast of using found and recycled festivals
3.1 visual and actual colors through sculpture materials 9. creates a mask or A3PR-IVi PILOT SCHOOL –
and crafts demonstrates basic skills in headdress that is MTB MLE Lesson 14
II. Principles: constructing a puppet made imaginary in design using
4. Emphasis from a hard and stick, which found and recycled
4.1 by Variation of shapes can be manipulated material, inspired by local
and textures Festivals
5. CONTRASTof colors
III. Process:
6. SCULPTURE and CRAFTS

6.1 puppets on a stick
6.2 hand puppet
6.3 imaginary masks
GRADE 4

I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining 4.
1.1 organic and inorganic demonstrates practices variety of culture in 1. appreciates the rich Valdecantos,
2. COLORS understanding of lines, the community by way of variety of cultural Emelita C. 1999.
2.1 primary and secondary texture, and shapes; attire, body accessories, communities in the pp.113-114
3. SHAPES and balance of size and religious practices and Philippines and their A4EL-Ia
3.1 stylized based on nature repetition of lifestyle. uniqueness *Manwal ng Guro
motifs/patterns through 1.1 LUZON- Ivatan, Musika at Sining 3.
II. Principles: drawing creates a unique design of Ifugao, Kalkminga, Valdecantos,
4. REPETITION houses, and other household Bontok, Gaddang, Emelita C. 1997.
4.1 motifs objects used by the cultural Agta pp.123-126
groups. 1.2 VISAYAS – Ati
III. Process: 1.3 MINDANAO-Badjao, *Musika at Sining 5.
5. DRAWING writes a comparative Mangyan,Samal, Sunico, Raul M. et
5.1 drawing of figures of description of houses and Yakan, Ubanon, al, 2000. pp.136-
different cultural utensils used by selected Manobo, Higaonon, 138
communities cultural groups from different Talaandig,
5.2 crayon etching of ethnic provinces. Matigsalog, Bilaan,
designs T’boli, Tiruray,
crayon resist of scenes Mansaka, Tausug
from different cultural 2. distinguishes distinctive *Musika at Sining 5.
groups in the Philippines characteristics of several Sunico, Raul M. et
cultural communities in al, 2000. pp.130-
terms of attire, body 131
accessories, religious
practices, and lifestyles. *Umawit at
Gumuhit 3.
Valdecantos,
Emelita C. 1997.
pp.134-136
A4EL-Ib
I. Elements: demonstrates practices variety of culture in
1. LINES the community by way of

1.1 organic and inorganic understanding of lines, attire, body accessories,
2. COLORS texture, and shapes; religious practices and
2.1 primary and secondary and balance of size and lifestyle.
3. SHAPES repetition of
3.1 stylized based on nature motifs/patterns through creates a unique design of
drawing houses, and other household
II. Principles: objects used by the cultural
4. REPETITION groups.
4.1 motifs
writes a comparative
III. Process: description of houses and 3. adapts an indigenous *Manwal ng Guro
5. DRAWING utensils used by selected cultural motif into a Musika at Sining 3.
5.1 drawing of figures of cultural groups from different contemporary design A4EL-Ic Valdecantos,
different cultural provinces. through crayon etching Emelita C. 1997.
communities technique. pp.117-118
5.2 crayon etching of ethnic
designs 4. identifies specific clothing, *Manwal ng Guro
crayon resist of scenes objects, and designs of Musika at Sining 3.
from different cultural the cultural communities A4PL-Id Valdecantos,
groups in the Philippines and applies it to a drawing Emelita C. 1997.
of the attire and pp.128-129
accessories of one of
these cultural groups.
5. shares ideas about the A4PR-Ie

practices of the different
cultural communities.
6. translates research of the

artistic designs of the A4PR-If
cultural communities into a
contemporary design.
7. creates a drawing after

close study and
observation of one of the A4PR-Ig
cultural communities’ way
of dressing and
accessories.
8. produces a crayon resist MISOSA5-module7

on any of the topics: the
unique design of the A4PR-Ih *Musika at Sining 5.
houses, household objects, Sunico, Raul M. et
practices, or rituals of one al, 2000. pp.114-
of the cultural groups. 115
9. uses crayon resist A4PR-Ii *Musika at Sining 5.
technique in showing Sunico, Raul M. et
different ethnic designs or al, 2000. pp.114-
patterns. 115
I. Elements: The learner… The learner… The learner…
1. SHAPES
1.1 overlapping of shapes demonstrates sketches and paints a 1. discusses pictures of
2. COLOR understanding of lines, landscape or mural using localities where different
2.1 to show mood and color, shapes, space, shapes and colors appropriate cultural communities live A4EL-IIa
atmosphere and proportion through to the way of life of the and understands that each
3. SPACE drawing. cultural community. group has distinct houses
3.1 showing foreground, and practices.
middle ground and realizes that the choice of 2. distinguishes the attire and *Musika at Sining 5.
background colors to use in a landscape accessories of selected A4EL-IIb Sunico, Raul M. et
gives the mood or feeling of a cultural communities in the al, 2000. pp.130-
II. Principles: painting. country in terms of colors 131
4. PROPORTION of houses, and shapes.
buildings, fields, mountains, 3. appreciates the importance
sky in a landscape of communities and their A4EL-IIc
III. Process: culture.
5. PAINTING
5.1 important 4. compares the geographical
landscape/famous location, practices, and A4EL-IId
landmark in a province festivals of the different
5.2 (indigenous houses) cultural groups in the
5.3 mural painting country.
5. sketches a landscape of a A4EL-IIe
cultural community based
on researches and
observations made.
6. paints the sketched A4EL-IIf
landscape using colors
appropriate to the cultural
community’s ways of life.
I. Elements: demonstrates sketches and paints a 7. exhibits painted landscapes A4EL-IIg
1. SHAPES understanding of lines, landscape or mural using to create a mural for the
1.1 overlapping of shapes color, shapes, space, shapes and colors appropriate class and the school to
2. COLOR and proportion through to the way of life of the appreciate.
2.1 to show mood and drawing. cultural community. 8. tells a story or relates
atmosphere experiences about cultural
3. SPACE realizes that the choice of communities seen in the
3.1 showing foreground, colors to use in a landscape landscape.
middle ground and gives the mood or feeling of a
background painting.
II. Principles:
4. PROPORTION of houses,
buildings, fields, mountains, A4EL-IIh
sky in a landscape
III. Process:
5. PAINTING
3.2 important
landscape/famous
landmark in a province
3.3 (indigenous houses)
3.4 mural painting

I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining 4.
1.1 organic, inorganic demonstrates creates relief and found 1. explores the texture of A4EL-IIIa Valdecantos,
(mechanical) understanding of objects prints using ethnic each material and Emelita C. 1999.
2. COLORS shapes and colors and designs. describes its characteristic. pp.77-80
2.1 earth or natural colors the principles of
3. TEXTURE repetition, contrast, and presents research on relief
3.2 from a variety of emphasis through prints created by other 2. analyzes how existing
materials printmaking (stencils) cultural communities in the ethnic motif designs are A4PL-IIIb
4. SHAPES country. repeated and alternated.
4.1 geometric/2-dimensional 3. discovers the process of
Shapes produces multiple copies of a creating relief prints and
relief print using industrial appreciates how relief
II. Principles: paint/natural dyes to create prints makes the work A4PL-IIIc
5. CONTRAST decorative borders for more interesting and
5.1 smooth vs. rough boards, panels etc. harmonious in terms of the
5.2 curves vs. straight lines elements involved.
5.3 small shapes vs. big 4. draws ethnic motifs and A4PR-IIId
shapes create a design by
6. HARMONY repeating, alternating, or
III. Process: by radial arrangement.
5. creates a relief master or A4PR-IIIe
7. PRINTMAKING
mold using additive and
7.1 relief print
7.2 glue print subtractive processes.
7.3 cardboard print 6. creates simple,
found objects print interesting, and
harmoniously arranged
relief prints from a clay
design.
A4PR-IIIf
demonstrates
I. Elements: understanding of creates relief and found 7. prints reliefs with adequate
1. LINES shapes and colors and objects prints using ethnic skill to produce clean prints
1.1 organic, inorganic the principles of designs. with a particular design A4PR-IIIg
(mechanical) repetition, contrast, and motif (repeated or
2. COLORS emphasis through presents research on relief alternated).
2.1 earth or natural colors printmaking (stencils) prints created by other
8. prints reliefs using found
3. TEXTURE cultural communities in the A4PR-IIIh
materials and discusses the
3.1 from a variety of country.
finished artwork.
materials
4. SHAPES produces multiple copies of a
9. creates the relief mold
4.1 geometric/2-dimensional relief print using industrial
using found material: hard
Shapes paint/natural dyes to create
foam; cardboard shapes
decorative borders for A4PR-IIIi
glued on wood; strings and
II. Principles: boards, panels etc.
buttons, old screws, and
5. CONTRAST
metal parts glued on wood
5.1 smooth vs. rough
or cardboard.
5.2 curves vs. straight lines
5.3 small shapes vs. big
shapes 10. displays the finished
6. HARMONY artwork for others to A4PR-IIIj-1
III. Process: critique and discuss.
7. PRINTMAKING 11. participates in a

7.1 relief print school/district exhibit and A4PR-IIIj-2
7.2 glue print culminating activity in
7.3 cardboard print celebration of the National
found objects print Arts Month (February).
1. COLOR
1.1 dyes can be combined to demonstrates applies individually the 1. researches and
create new colors understanding on color intricate procedures in tie- differentiates textile traditions,
2. VALUE/TONE (dyes), values, and dyeing in clothes or t-shirts e.g. tie-dye done in other
light and dark repetition of motifs and compares them with one countries like China, India, A4EL-Iva
through sculpture and another. Japan, and Indonesia in the
II. Principles: 3-D crafts olden times and presently,as
3. REPETITION replicates traditional skills in well as in the Philippines, e.g.
3.1 motifs, colors mat weaving from indigenous theTinalak made by the
material like abaca tapestries. T’bolis.
III. Process:
2. presents pictures or actual MISOSA5-module13
4. SCULPTURE and 3- researches on tie-dyed crafts
samples of different kinds of
dimensional crafts of the T’boli and presents
mat weaving traditions in the A4EL-Ivb
5. Textile craft: designs made by
Philippines.
5.1 tie-dye (one color; 2 them;presents research on
colors) tie-dyed products of other
3. discusses the intricate A4EL-IVc MISOSA5-module13
5.2 Mat weaving (buri) cultural communities to
designs of mats woven in the
compare their designs and
Philippines:
colors.
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
4. emphasizes textile crafts
like tie-dyeing which
applies individually the demands careful practices A4PL-Ivd
intricate procedures in tie- and faithful repetition of
I. Elements: demonstrates dyeing in clothes or t-shirts the steps to produce good
1. COLOR understanding on color and compares them with one designs.
1.1 dyes can be combined to (dyes), values, and another. 5. gives meaning to the A4PL-Ive
create new colors repetition of motifs designs, colors, patterns
2. VALUE/TONE through sculpture and replicates traditional skills in used in the artworks.
light and dark 3-D crafts mat weaving from indigenous
II. Principles: material like abaca tapestries. 6. creates a small mat using MISOSA5-module13
colored buri strips or any A4PR-IVf
3. REPETITION researches on tie-dyed crafts material that can be
3.2 motifs, colors of the T’boli and presents woven, showing different
designs made by designs: squares, checks
III. Process: them;presents research on zigzags, and stripes.
4. SCULPTURE and 3- tie-dyed products of other 7. weaves own design A4PR-IVg MISOSA5-module13
dimensional crafts cultural communities to similar to the style made
5. Textile craft: compare their designs and by a local ethnic group.
5.1 tie-dye (one color; 2 colors. 8. creates original tie-dyed
colors) textile design by following
5.2 Mat weaving (buri) the traditional steps in tie- A4PR-IVh
dyeing using one or two
colors.
GRADE 5
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
Grade 5- FIRST QUARTER
1. LINES
1.1 crosshatching technique demonstrates creates different artifacts and 1. identifies events, A5EL-Ia
to simulate 3-dimensional understanding of lines, architectural buildings in the practices, and culture
effect and visual texture shapes, and space; and Philippines and in the locality influenced by colonizers
the principles of rhythm using crosshatching who have come to our
and balance through technique, geometric country by way of trading.
2. SHAPES/FORMS drawing of archeological shapes,and space, with
2.1 geometric 3-dimensional artifacts, houses, rhythm and balance as
forms buildings, and churches principles of design. 2. gives the illusion of MISOSA6-module6
3. SPACE from historical periods puts up an exhibit on depth/distance to simulate
3.1 distance or area using crosshatching a3-dimensional effectby *Musika at Sining 6.
technique to simulate 3- Philippine artifacts and houses usingcrosshatching and A5EL-Ib Sunico, Raul M. et
II. Principles: dimensional and from different historical shading techniques in al, 2000. pp.137-
4. RHYTHM geometric effects of an periods (miniature or replica). drawings (old pottery, 138
4.1 repeated motifs artwork. boats, jars, musical
5. BALANCE instruments).
5.1 symmetrical and 3. shows, describes, and *Musika at Sining 6.
asymmetrical names significant parts of Sunico, Raul M. et
III. Process: the different architectural al, 2000. pp.139-
designs and artifacts found 140
6. DRAWING in the locality. A5EL-Ic
6.1 drawing of archeological e.g.bahaykubo, torogan, *Umawit at
artifacts bahaynabato, simbahan, Gumuhit 3.
6.2 drawing of Philippine carcel, etc. Valdecantos,
houses, buildings, and Emelita C. 1997.
churches from different pp.138-140
historical periods (on-the- 4. realizes that our MISOSA5-module4
spot) archipelago is strategically
located and made us part A5PL-Id
of a vibrant trading
demonstrates tradition (Chinese
creates different artifacts and merchants, Galleon Trade,
I. Elements: understanding of lines, silk traders)
1. LINES shapes, and space; and architectural buildings in the
1.1 crosshatching technique the principles of rhythm Philippines and in the locality 5. appreciates the importance *Musika at Sining 6.
to simulate 3-dimensional and balance through using crosshatching of artifacts, houses, Sunico, Raul M. et
effect and visual texture drawing of archeological technique, geometric clothes, language, lifestyle A5PL-Ie al, 2000. pp.139-
2. SHAPES/FORMS artifacts, houses, shapes,and space, with - utensils, food, pottery, 140
2.1 geometric 3-dimensional buildings, and churches rhythm and balance as furniture - influenced by
forms from historical periods principles of design. colonizers who have come *Manwal ng Guro
3. SPACE using crosshatching puts up an exhibit on to our country (Manunggul Umawit at Gumuhit
3.1 distance or area technique to simulate 3- jar, balanghai, 6. Valdecantos,
dimensional and Philippine artifacts and houses bahaynabato, kundiman, Emelita C. 1999.
II. Principles: geometric effects of an from different historical Gabaldon schools, pp.113-117
4. RHYTHM artwork. periods (miniature or replica). vaudeville, Spanish-inspired
4.1 repeated motifs churches).
5. BALANCE 6. creates illusion of space in *Musika at Sining 6.
5.1 symmetrical and 3-dimensional drawings of Sunico, Raul M. et
asymmetrical important archeological al, 2000. pp.139-
III. Process: artifacts seen in books, A5PR-If 140
museums (National
6. DRAWING Museum and its branches
6.1 drawing of archeological in the Philippines, and in
artifacts old buildings or churches in
6.2 drawing of Philippine the community.
houses, buildings, and
churches from different 7. creates mural and drawings *Musika at Sining 6.
historical periods (on-the- of the old houses, churches Sunico, Raul M. et
spot) or buildings of his/her al, 2000. pp.139-
community. 140
A5PR-Ig *Manwal ng Guro
Umawit at Gumuhit
6. Valdecantos,
Emelita C. 1999.
pp.113-117
demonstrates 8. participates in putting up a *Musika at Sining 6.

mini-exhibit with labels of Sunico, Raul M. et
I. Elements: understanding of lines, creates different artifacts and Philippine artifacts and A5PR-Ih al, 2000. pp.139-
1. LINES shapes, and space; and architectural buildings in the houses after the whole 140
1.1 crosshatching technique the principles of rhythm Philippines and in the locality class completes drawings.
to simulate 3-dimensional and balance through using crosshatching
effect and visual texture drawing of archeological technique, geometric 9. tells something about A5PR-Ij *Musika at Sining 6.
2. SHAPES/FORMS artifacts, houses, shapes,and space, with his/her community as Sunico, Raul M. et
2.1 geometric 3-dimensional buildings, and churches rhythm and balance as reflected on his/her al, 2000. pp.139-
forms from historical periods principles of design. artwork. 140
3. SPACE using crosshatching puts up an exhibit on
3.1 distance or area technique to simulate 3-
dimensional and Philippine artifacts and houses
II. Principles: geometric effects of an from different historical
4. RHYTHM artwork. periods (miniature or replica).
4.1 repeated motifs
5. BALANCE
5.1 symmetrical and
asymmetrical
III. Process:
6. DRAWING
6.1 drawing of archeological
artifacts
6.2 drawing of Philippine
houses, buildings, and
churches from different
historical periods (on-the-
spot)
I. Elements: The learner… The learner… The learner… *Umawit at
1. LINE Gumuhit 6.
1.1 straight and curved demonstrates sketches natural or man-made 1. identifies the importance of Valdecantos,
2. COLOR understanding of lines, places in the community with natural and historical Emelita C. 1999.
2.1 complementary colors, space, and the use of complementary places in the community pp.176-180
3. SPACE harmony through colors. that have been designated
3.1 one-point perspective In painting and draws/paints significant or as World Heritage Site
landscape drawing explains/illustrates (e.g., rice terraces in A5EL-IIa
landscapes of important important historical places. Banawe, Batad; Paoay
II. Principles: historical places in the Church; Miag-ao Church;
4. HARMONY community (natural or landscape of Batanes,
4.1 created through the man-made)using one- Callao Caves in Cagayan;
right proportions of point perspective in old houses inVigan, Ilocos
parts landscape drawing, Norte; and the torogan in
complementary colors, Marawi)
III. Process: and the right
5. PAINTING proportions of parts. 2. identifies and describes the *Umawit at
5.1 landscapes of architectural or natural A5EL-IIb Gumuhit 6.
important places in the features of the places Valdecantos,
community (natural or visited or seen on pictures. Emelita C. 1999.
man-made) pp.150-156
3. realizes that artists have MISOSA5-module5
different art styles in
painting landscapes or
significant places in their
respective provinces (e.g.,
Fabian dela Rosa, A5EL-IIc
Fernando Amorsolo, Carlos
Francisco, Vicente
Manansala, Jose Blanco,
VictorioEdades, Juan
Arellano,
PrudencioLamarroza, and
Manuel Baldemor)
I. Elements: demonstrates sketches natural or man-made 4. appreciates the artistry of MISOSA5-module5
famous Filipino artists in
1. LINE understanding of lines, places in the community with painting different A5PL-IId
1.1 straight and curved colors, space, and the use of complementary landscapes and is able to
2. COLOR harmony through colors. describe what makes each
2.1 complementary painting and draws/paints significant or artist’s masterpiece unique
3. SPACE explains/illustrates from others.
3.1 one-point perspective In landscapes of important important historical places. 5. sketches and uses A5PL-IIe
landscape drawing historical places in the complementary colors in
community (natural or painting a landscape.
II. Principles: man-made)using one- 6. utilizes skills and
4. HARMONY point perspective in knowledge about
4.1 created through the right landscape drawing, foreground, middle ground, A5PR-IIf
proportions of parts complementary colors, and background to
and the right emphasize depth in
III. Process: proportions of parts. painting a landscape.
5. PAINTING 7. identifies and discusses A5PR-IIg
5.1 landscapes of important details of the landscape
places in the community significant to the history of
(natural or man-made) the country.
1. LINE
1.1 thick and thin demonstrates creates a variety of prints 1. discusses the richness of
1.2 straight, curved, and understanding of new using lines (thick, thin, Philippine myths and
jagged printmaking techniques jagged, ribbed, fluted, woven) legends (MariangMakiling,
2.TEXTURE with the use of lines, to produce visual texture. Bernardo Carpio, dwende, A5EL-IIIa
2.1 ribbed, fluted, woven, texture through stories capre, sirena, Darna,
carved and myths. diwata, DalagangMagayon,
II. Principles: etc.) from the local
3. CONTRAST community and other parts
3.1 carved, textured areas of the country.
and solid areas demonstrates creates a variety of prints 2. explores new printmaking
3.2 thick, textured lines and understanding of new using lines (thick, thin, technique using a sheet of
fine lines printmaking techniques jagged, ribbed, fluted, woven) thin rubber (used for soles A5EL-IIIb
with the use of lines, to produce visual texture. of shoes),linoleum, or any
III. Process: texture through stories soft wood that can be
4. PRINTMAKING and myths. carved or gouged to create
4.1 linoleum or rubber print different lines and textures.
or wood print of a
Philippine mythological
3. identifies possible uses of A5EL-IIIc
creature
the printed artwork
4. shows skills in creating a A5PL-IIId

linoleum, rubber or wood
cut print with the proper
use of carving tools.
5. creates variations of the
same print by using A5PR-IIIe
different colors of ink in
printing the master plate.
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 A5PR-IIIf
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
I. Elements: demonstrates creates a variety of prints of the print
1. LINE understanding of new using lines (thick, thin, 7. works with the class to A5PR-IIIg
1.2 thick and thin printmaking techniques jagged, ribbed, fluted, woven) produce a compilation of
1.2 straight, curved, and with the use of lines, to produce visual texture. their prints and create a
jagged texture through stories book or calendar which
2.TEXTURE and myths. they can give as gifts, sell,
2.1 ribbed, fluted, woven, or display on the walls of
carved their school.
II. Principles:
3. CONTRAST 8. utilizes contrast in a carved A5PR-IIIh-1
carved, textured areas and or textured area in an
solid areas artwork.
3.1thick, textured lines and 9. produces several editions
fine lines of the same print that are A5PR-IIIh-2
well-inked and evenly
III. Process: printed.
4. PRINTMAKING 10. participates in a
4.1 linoleum or rubber print school/district exhibit and
or wood print of a culminating activity in
Philippine mythological celebration of the National A5PR-IIIh-3
creature Arts Month (February)
1. COLOR
1.1 primary demonstrates demonstrates fundamental 1. identifies the materials
1.2 secondary understanding of colors, construction skills in making a used in making3-
2. SHAPE shapes, space, 3-dimensional craft that dimensional crafts which
2.1 geometric repetition, and balance expresses balance, artistic express balance and
2.2 organic through sculpture and design, and repeated variation repeated variation of A5EL-IVa
3. SPACE 3-dimensional crafts. of decorations and colors shapes and colors
3.1 distance 1. papier-mâché jars 1.1 mobile
3.2 area 1.2 papier-mâché jar
with patterns 1.3 paper beads
II. Principles: 2. paper beads
4. REPETITION constructs 3-D craft using 2. identifies the different A5EL-IVb
4.1 colors, shapes techniques in making 3-
5. BALANCE primary and secondary colors, dimensional crafts
5.1 structure and shape geometric shapes, space, and 2.1 mobile
repetition of colors to show 2.2 papier-mâché jar
III. Process: balance of the structure and 2.3 paper beads
6. SCULPTURE AND 3-D shape
CRAFTS 3. mobile 3. explores possibilities on A5EL-IVc
6.1 mobile the use of created 3-D
6.2 papier-mâché or clay crafts.
jar with geometric 4. applies knowledge of
patterns colors, shapes, and balance A5PL-IVd
6.3 paper beads (bracelet, in creating mobiles, papier-
necklace, earring, ID mâché jars, and paper
lanyard, etc. beads.
5. displays artistry in making
mobiles with varied colors A5PL-IVe
and shapes.
6. creates designs for making A5PR-IVf
3-dimensional crafts
6.1 mobile
6.2 papier-mâché jar
6.3 paper beads
7. shows skills in making a A5PR-IVg
papier-mâché jar
8. creates paper beads with

artistic designs and varied
colors out of old magazines A5PR-IVh
and colored papers for
necklace, bracelet, ID
lanyard.
GRADE 6

GRADE 6 - FIRST QUARTER
I. Elements: The learner… The learner… LOGO DESIGN
1. LINE Software: Inkscape (Open
2. SHAPE demonstrates creates concepts through art Source) for Laptop/Desktop PC
3. COLOR understanding of the processes, elements, and
4. TEXTURE use of lines, shapes, principles using new The learner…
5. producing these using colors, texture, and the technologies (hardware and
technology principles of emphasis software) to create personal 1. realizes that art processes,
and contrast in drawing or class logo. elements and principles still A6EL-Ia
II. Principles: a logo and own cartoon designs cartoon character on- apply even with the use of
6. CONTRAST character using new the spot using new new technologies.
7. EMPHASIS technologies in drawing. technologies.
III. Process: 2. appreciates the elements A6PL-Ia
and principles applied in
8. DRAWING – NEW commercial art.
TECHNOLOGIES 3. applies concepts on the use A6PR-Ib
8.1 logo of the software
8.2 cartoon character (commands, menu, etc.).
4. utilizes art skills in using A6PR-Ic
new technologies
(hardware and software).
5. creates personal or class
logo as visual A6PR-Id
representation that can be
used as a product, brand,
ortrademark
6. explains ideas about the A6PR-Id
logo
CARTOON CHARACTER
Making
Software: Inkscape (Open
Source) for Laptop/Desktop PC
Software: Sketch n’ Draw
I. Elements: demonstrates creates concepts through art (Open Source) for Tablet PC
1. LINE understanding of the processes, elements, and The learner…
2. SHAPE use of lines, shapes, principles using new
3. COLOR colors, texture, and the technologies (hardware and 1. realizes that art processes, A6EL-Ie
4. TEXTURE principles of emphasis software) to create personal elements, and principles
5. producing these using and contrast in drawing or class logo.
still apply even with the
technology a logo and own cartoon use of technologies.
character using new designs cartoon character on- 2. appreciates the elements
II. Principles: technologies in drawing. the spot using new
and principles applied in A6PL-Ie
6. CONTRAST technologies. comic art.
7. EMPHASIS
3. applies concepts on the
III. Process: steps/procedures in A6PR-If
cartoon character making.
8. DRAWING – NEW
4. utilizes art skills in using
TECHNOLOGIES
new technologies
8.1 logo A6PR-Ig
(hardware and software) in
8.2 cartoon character
cartoon character making.
5. creates own cartoon
character to entertain, A6PR-Ih
express opinions, ideas,etc
6. explains ideas about the A6PR-Ih
cartoon character
I. Elements: The learner… The learner… DIGITAL PAINTING
1. SHAPES Software: Gimp (Open Source)
2. SPACE demonstrates applies concepts on the use of for Laptop/Desktop PC
3. COLOR understanding of software in creating digital Software: Paint (Windows) for
4. primary, secondary, and shapes, space, colors, paintings and graphic designs. Laptop/Desktop PC
intermediate and the principles of Software: Photo Editor (Open
emphasis, harmony and Source) for Tablet PC
II. Principles: contrast in digital
5. EMPHASIS painting and poster
6. HARMONY design using new The learner…
7. CONTRAST technologies.
8. lines, shapes 1. realizes that art processes,
elements and principles still
III. Process: apply even with the use of A6EL-IIa
9. PAINTING – NEW technologies.
TECHNOLOGIES
9.1 digital painting 2. appreciates the elements
graphic design (poster) and principles applied in A6PL-IIa
digital art.
3. applies concepts on the use A6PR-IIb
of the software
(commands, menu, etc.)
4. utilizes art skills using new
technologies (hardware A6PR-IId
and software) in digital
painting.
5. creates a digital painting
similar with the Masters’ A6PR-IIc
(e.g., Van Gogh,
Amorsolo, etc.) in terms of
style, theme, etc.
GRAPHIC DESIGN (Poster
Layout)
Software: Gimp (Open Source)
for Laptop/Desktop PC
I. Elements: demonstrates applies concepts on the use of Software: MS Publisher
1. SHAPES understanding of software in creating digital (Windows) for Laptop/Desktop
2. SPACE shapes, space, colors, paintings and graphic designs. PC
3. COLOR and the principles of The learner…
4. primary, secondary, and emphasis, harmony and
intermediate contrast in digital 6. realizes that art processes,
painting and poster elements and principles still A6EL-IIe
II. Principles: design using new apply even with the use of
5. EMPHASIS technologies technologies.
6. HARMONY 7. appreciates the elements
7. CONTRAST and principles applied in A6PL-IIf
8. lines, shapes layouting.
III. Process:
8. applies skills in layouting
9. PAINTING – NEW and photo editing using
TECHNOLOGIES new technologies A6PR-IIg
9.1 digital painting (hardware and software) in
graphic design (poster) making a poster.
9. creates an A6PR-IIh
advertisement/commercial
or announcement poster.
I. Elements: The learner… The learner… PRINTMAKING (Silk-
1. COLORS screen Printing)
1.1 primary blended with demonstrates creates simple printmaking
secondary and understanding of (silkscreen) designs on t-shirts The learner…
intermediate colors shapes, colors, values, and posters. A6EL-IIIa
2. SHAPES and the principles of 1. knows that design
2.1 letters and geometric emphasis, contrast, and describes the basic concepts principles still apply for any
shapes harmony in printmaking and principles of basic new design (contrast of
3. VALUES/TONES and photography using photography. colors, shapes, and lines
3.1 lightness and darkness new technologies. produces harmony)
whether done by hand or
machine (computer).
II. Principles: demonstrates creates simple printmaking 2. understands that digital
4. EMPHASIS understanding of (silkscreen) designs on t-shirts technology has speeded up
5. CONTRAST shapes, colors, values, and posters. the printing of original A6PL-IIIb
5.1 shapes and colors and the principles of designs and made it
6. HARMONY emphasis, contrast, and describes the basic concepts accessible to many, as
6.1 letters, shapes, colors harmony in printmaking and principles of basic emphasized in t-shirts and
and photography using photography. poster designs.
III. Process: new technologies. 3. applies concepts on the
7. PRINTMAKING steps/procedure in A6PR-IIIc
(silkscreen printing) silkscreen printing.
8. BASIC PHOTOGRAPHY 4. produces own prints from
original design to silkscreen A6PR-IIId
printing to convey a
message or statement.
BASIC PHOTOGRAPHY
A. Phone Camera
B. Point and Shoot Digital
Camera
A6EL-IIIe
I. Elements: demonstrates creates simple printmaking
1. COLORS understanding of (silkscreen) designs on t-shirts The learner…
1.1 primary blended with shapes, colors, values, and posters.
secondary and and the principles of describes the basic concepts 5. realizes that art processes,
intermediate colors emphasis, contrast, and elements, and principles
2. SHAPES harmony in printmaking and principles of basic still apply even with the
2.1 letters and geometric and photography using photography. use of technologies.
shapes new technologies. 6. understands concepts and A6PL-IIIf
3. VALUES/TONES principles of photography.
lightness and darkness
II. Principles: 7. identifies the parts and
4. EMPHASIS functions of the camera A6PR-IIIg
5. CONTRAST (point and shoot or phone
5.1 shapes and colors camera).
6. HARMONY 8. applies composition skills to
6.1 letters, shapes, colors produce a printed A6PR-IIIh
photograph for a simple
III. Process: photo essay.
7. PRINTMAKING 9. participates in
(silkscreen printing) school/district exhibit and
8. BASIC PHOTOGRAPHY culminating activity in
I. Elements: The learner… The learner… SCULPTURE –
1. SHAPES PACKAGE/PRODUCT
1.1 letters and geometric demonstrates creates an actual 3-D digitally- DESIGN (Paper Bag)
shapes understanding of enhanced paper bag for a
2. COLORS shapes, colors, and the product or brand. The learner… A6EL-IVa
2.1 primary blended with principles of contrast
secondary and and harmony through applies concepts on the use of 1. knows that design
intermediate colors the use of new media in new technologies (hardware principles and elements
creating audio-video art and software) in creating an relates to everyday objects.
II. Principles: and product or package audio-video art/animation. 2. appreciates the elements
3. CONTRAST design. and principles applied in A6PL-IVa
3.1 of shapes and colors product design.
4. HARMONY demonstrates creates an actual 3-D digitally- 3. manifests understanding of
4.1 of letters, shapes, colors understanding of enhanced paper bag for a concepts on the use of A6PR-IVb
shapes, colors, and the product or brand. software (commands,
III. Process: principles of contrast applies concepts on the use of menu, etc.)
5. SCULPTURE – and harmony through 4. utilizes art skills in using
PACKAGE/PRODUCT DESIGN the use of new media in new technologies (hardware new technologies A6PR-IVc
(paper bag) creating audio-video art and software) in creating an (hardware and software) in
6. NEW MEDIA – AUDIO-VIDEO and product or package audio-video art/animation. package design.
ART or ANIMATION design. 5. creates an actual 3-D
(electronic collage) digitally-enhanced product A6PR-IVd
design for a paper bag.
NEW MEDIA – AUDIO-
VIDEO ART or ANIMATION
(Electronic Collage)
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
I. Elements: demonstrates creates an actual 3-D digitally- The learner…
1. SHAPES understanding of enhanced paper bag for a
1.1 letters and geometric shapes, colors, and the product or brand. 6. realizes that art processes,
shapes principles of contrast applies concepts on the use of elements and principles still
2 .COLORS and harmony through apply even with the use of
2. 1 primary blended with the use of new media in new technologies (hardware technologies.
secondary and creating audio-video art and software) in creating an 7. appreciates the elements A6PL-IVe
intermediate colors and product or package audio-video art/animation. and principles applied in
II. Principles: design. audio-video art.
8. applies concepts on the use A6PR-IVf
3. CONTRAST of the software
3.1 of shapes and colors (commands, menu, etc.)
4. HARMONY 9. utilizes art skills in using A6PR-IVg
4.1 of letters, shapes, colors new technologies
III. Process: (hardware and software)
5. SCULPTURE – 10. creates an audio-video art A6PR-IVh
PACKAGE/PRODUCT /animation promoting a
product.
DESIGN (paper bag)
6. NEW MEDIA – AUDIO-
VIDEO ART or ANIMATION
(electronic collage)
GRADE 7
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
Arts and Crafts of Luzon The learner... The learner… The learner... OHSP Arts Module
(Highlands and Lowlands) Q1 – Lesson 3,4
1. Attire, Fabrics, and Tapestries 1. art elements and 1. create artworks showing the 1. analyze elements and
2. Crafts and Accessories, and processes by characteristic elements of principles of art in the A7EL-Ib-1
Body Ornamentation synthesizing and the arts of Luzon (highlands production of one’s arts
3. Architectures applying prior and lowlands) and crafts inspired by the
4. Sculptures (gods/rituals) knowledge and skills arts of Luzon (highlands
5. Everyday objects 2. exhibit completed artworks and lowlands)
2. the salient features for appreciation and 2. identify characteristics of MISOSA5-module4
I. Elements of Art of the arts of Luzon critiquing arts and crafts in specific
6. Line (highlands and areas in Luzon (e.g., papier OHSP Arts Module
7. Shape and Form lowlands) by showing mâché [taka] from Paete, Q1- Lesson 2
8. Value the relationship of Ifugao wood sculptures A7EL-Ia-2
9. Color the elements of art [bul’ul], Cordillera jewelry
10. Texture and processes among and pottery, tattoo, and
11. Space culturally diverse Ilocos weaving and pottery
communities in the [burnay], etc.)
II. Principles of Art country
12. Rhythm, Movement 3. reflect on and derive the
13. Balance 3. the Philippines as mood, idea, or message A7PL-Ih-1
14. Emphasis having a rich artistic emanating from selected
15. Harmony, Unity, and cultural tradition artifacts and art objects
Variety from precolonial to 4. appreciate the artifacts and OHSP Arts Module
16. Proportion present times art objects in terms of their A7PL-Ih-2 Q1
III. Process uses and their distinct use
17. Drawing and Painting of art elements and
18. Sculpture and Assemblage principles
19. Mounting an exhibit:
5. incorporate the design,
19.1 Concept form, and spirit of the
19.2 Content / labels 1. art elements and A7PL-Ih-3
highland/lowland artifact
19.3 Physical layout processes by
and object in one’s creation
Arts and Crafts of Luzon synthesizing and 1. create artworks
(Highlands and Lowlands) applying prior showing the
6. trace the external (foreign) OHSP Arts Module
1. Attire, Fabrics, and Tapestries knowledge and skills characteristic elements
and internal (indigenous) Q1
2. Crafts and Accessories, and of the arts of Luzon
influences reflected in the
Body Ornamentation 2. the salient features (highlands and A7PL-Ih-4
design of an artwork and in
3. Architectures of the arts of Luzon lowlands)
the making of a craft or
4. Sculptures (gods/rituals) (highlands and
artifact
5. Everyday objects lowlands) by showing 2. exhibit completed
the relationship of artworks for 7. create crafts that can be OHSP Arts Module
I. Elements of Art the elements of art appreciation and locally assembled with local Q1
6. Line and processes among critiquing materials, guided by local A7PR-Ic-e-1
7. Shape and Form culturally diverse traditional techniques
8. Value communities in the (e.g., habi, lilip, etc).
9. Color country
10. Texture 8. derive elements from
11. Space 3. the Philippines as traditions/history of a A7PR-If-2
having a rich artistic community for one’s
II. Principles of Art and cultural tradition artwork
12. Rhythm, Movement from precolonial to 9. shows the relationship of OHSP Arts Module
13. Balance present times the development of crafts Q1
14. Emphasis in specific areas of the
15. Harmony, Unity, country, according to A7PR-If-3
Variety functionality, traditional
16. Proportion specialized expertise, and
III. Process availability of resources
17. Drawing and Painting (e.g. pottery, weaving,
18. Sculpture and Assemblage jewelry, baskets)
10. show the relationship of
19.1 Concept Luzon (highlands and
19.2 Content / labels
lowlands) arts and crafts to
19.3 Physical layout Philippine culture,
traditions, and history
(Islamic influences,
1. art elements and Spanish heritage, and
American legacies in A7PR-Ih-4
processes by education, business,
Arts and Crafts of Luzon synthesizing and 1. create artworks modernization, and
(Highlands and Lowlands) applying prior showing the entertainment, as well as in
1. Attire, Fabrics, and Tapestries knowledge and skills characteristic elements
indigenous practices,
2. Crafts and Accessories, and of the arts of Luzon
fiestas, and religious and
Body Ornamentation 2. the salient features (highlands and social practices)
3. Architectures of the arts of Luzon lowlands)
4. Sculptures (gods/rituals) (highlands and 11. mount an exhibit using A7PR-Ig-5
5. Everyday objects lowlands) by showing 2. exhibit completed completed Luzon
the relationship of artworks for (highlands and lowlands)-
II. Elements of Art the elements of art appreciation and inspired arts and crafts in
6. Line and processes among critiquing an organized manner
7. Shape and Form culturally diverse
8. Value communities in the
9. Color country
10. Texture
11. Space 3. the Philippines as
having a rich artistic
II. Principles of Art and cultural tradition
12. Rhythm, Movement from precolonial to
13. Balance present times
14. Emphasis
15. Harmony, Unity,
Variety
16. Proportion
III. Process
17. Drawing and Painting
18. Sculpture and Assemblage
19.1 Concept
19.3 Physical layout

Arts and Crafts of MIMAROPA The learner… The learner… The learner… OHSP Arts Module
(Mindoro, Marinduque, Romblon, 1. art elements and create artwork showing the 1. analyze elements and A7EL-IIb-1 Q1
and Palawan) and the Visayas
1. Attire, Fabrics, and Tapestries processes by characteristic elements of the principles of art in the
synthesizing and arts of MIMAROPA and the production one’s arts and
2. Crafts and Accessories, and applying prior Visayas crafts inspired by the arts
Body Ornamentation knowledge and skills of MIMAROPA and the
3. Architectures Visayas
4. Sculptures (gods/rituals) 2. the salient features of
5. Everyday objects the arts of 2. identify characteristics of
MIMAROPA and the arts and crafts in specific
I. Elements of Art Visayan Islands by areas in MIMAROPA and
6. Line showing the the Visayas, Marinduque
7. Shape and Form relationship of the (Moriones masks),
8. Value elements of art and Palawan (Manunggul Jar),
9. Color processes among Mindoro (Hanunuo- A7EL-IIa-2
10. Texture culturally diverse Mangyan writing,
11. Space communities in the basketry, and weaving),
II. Principles of Art country Bohol (churches), Cebu
3. the Philippines as (furniture), Iloilo (culinary
arts and old houses),
12. Rhythm, Movement having a rich artistic Samar (Basey mats), etc.
13. Balance and cultural tradition
14. Emphasis from precolonial to 3. reflect on and derive the
15. Harmony, Unity, Variety present times mood, idea or message A7PL-IIh-1
Proportion emanating from selected
III. Process artifacts and art objects
16. Drawing and Painting 4. appreciate the artifacts

17. Sculpture and Assemblage and art objects in terms of A7PL-IIh-2
18. Mounting an exhibit: its utilization and its
18.1 Concept distinct use of art
18.2 Content / labels elements and principles
Arts and Crafts of MIMAROPA 1. art elements and create artwork showing the 5. incorporate the design, A7PL-IIh-3
(Mindoro, Marinduque, Romblon, processes by characteristic elements of the form and spirit of artifacts
and Palawan) and the Visayas synthesizing and arts of MIMAROPA and the and art objects from
applying prior Visayas MIMAROPA and the
1. Attire, Fabrics, and Tapestries knowledge and Visayas
skills
2.Crafts and Accessories, and Body 6. trace the external OHSP Arts Module
Ornamentation 2. the salient features (foreign) and internal Q1
3. Architectures of the arts of (indigenous) influences
4. Sculptures (gods/rituals) MIMAROPA and that are reflected in the A7PL-IIh-4
5. Everyday objects the Visayan Islands design of an artwork or in
by showing the the making of a craft or
I. Elements of Art relationship of the artifact
6. Line elements of art
7. Shape and Form and processes 7. create crafts that can be
8. Value among culturally locally assembled with A7PR-IIc-e-1
9.Color diverse local materials, guided by
10. Texture communities in the local traditional techniques
11. Space country (e.g., habi, lilip, etc).
II. Principles of Art 3. the Philippines as 8. derive elements from
traditions/history of a A7PR-IIf-2
having a rich community for one’s
12. Rhythm, Movement artistic and cultural artwork
13. Balance tradition from 9. correlate the development OHSP Arts Module
14. Emphasis precolonial to of crafts in specific areas Q1
15. Harmony, Unity, Variety present times of the country, according
Proportion to functionality, traditional
III. Process specialized expertise, and A7PR-IIf-3
16. Drawing and Painting availability of resources
17.Sculpture and Assemblage (e.g., architecture,
18. Mounting an exhibit: weaving, pottery,
18.1 Concept accessories, masks, and
18.2 Content / labels culinary arts)
Arts and Crafts of MIMAROPA 1. art elements and create artwork showing the 10. show the relationship of OHSP Arts Module
(Mindoro, Marinduque, Romblon, processes by characteristic elements of the MIMAROPA and Visayas Q1
and Palawan) and the Visayas synthesizing and arts of MIMAROPA and the arts and crafts to
applying prior Visayas Philippine culture, A7PR-IIh-4
1. Attire, Fabrics, and Tapestries knowledge and traditions, and history
2. Crafts and Accessories, and Body skills (Islamic influences,
Ornamentation 2. the salient features Spanish heritage, and
3. Architectures American legacies in
of the arts of education, business,
4. Sculptures (gods/rituals) MIMAROPA and modernization, and
5. Everyday objects the Visayan entertainment, as well as
Islands by showing in indigenous practices,
I. Elements of Art the relationship of fiestas, and religious and
6. Line the elements of art social practices)
7. Shape and Form and processes
8. Value among culturally 11. mount an exhibit using
9. Color diverse completed MIMAROPA- A7PR-IIg-5
10. Texture communities in the Visayan-inspired arts and
11. Space country crafts in an organized
II. Principles of Art 3. the Philippines as manner
having a rich
12. Rhythm, Movement artistic and cultural
13. Balance tradition from
14. Emphasis precolonial to
15. Harmony, Unity, Variety present times
Proportion
III. Process
17.Sculpture and Assemblage
18.1 Concept

Arts and Crafts of Mindanao The learner… The learner… The learner…
1. Attire, Fabrics and Tapestries
2. Crafts and Accessories, and Body 1. art elements and 1. create artworks showing the 1. analyze elements and
Ornamentation processes by characteristic elements of principles of art in the A7EL-IIIb-1
3. Architectures synthesizing and the arts of Mindanao production one’s arts and
4. Sculptures (gods/rituals) applying prior crafts inspired by the arts
5. Everyday objects knowledge and skills 2. exhibit completed artworks of Mindanao
for appreciation and
I. Elements of Art 2. the salient features of critiquing
6. Line the arts of Mindanao
7. Shape and Form by showing the 2. identify characteristics of OHSP Arts Module
8. Value relationship of the arts and crafts in specific Q1
9. Color elements of art and areas in Mindanao (e.g.,
10. Texture processes among maritime vessel
11. Space culturally diverse [balanghay] from Butuan,
communities in the vinta from Zamboanga;
II. Principles of Art country Maranao’s malong,
12. Rhythm, Movement 3. the Philippines as brasswares, okir, A7EL-IIIa-2
13. Balance panolong, torogan, and
having a rich artistic sarimanok; Yakan’s fabric
14. Emphasis
and cultural tradition and face makeup and
15. Harmony, Unity, Variety
from precolonial to body ornamentation;
16. Proportion
present times T’boli’s tinalak and
III. Process accessories; Tawi-tawi’s
17. Drawing and Painting Pangalaydance, etc.
19. Mounting an exhibit: 3. reflect on and derive the
19.1 Concept mood, idea, or message
19.2 Content / labels emanating from selected A7PL-IIIh-1
19.3 Physical layout artifacts and art objects
4. appreciate the artifacts

and art objects in terms of
its utilization and their A7PL-IIIh-2
distinct use of art
Arts and Crafts of Mindanao 1. art elements and 1. create artworks showing elements and principles
1. Attire, Fabrics and Tapestries processes by the characteristic
2. Crafts and Accessories, and Body synthesizing and elements of the arts of 5. incorporate the design,
Ornamentation applying prior Mindanao form, and spirit of artifacts A7PL-IIIh-3
3. Architectures knowledge and skills 2. exhibit completed and objects from
4. Sculptures (gods/rituals) Mindanao to one’s
5. Everyday objects 2. the salient features artworks for appreciation creation
of the arts of and critiquing
I. Elements of Art Mindanao by 6. trace the external OHSP Arts Module
6. Line showing the (foreign) and internal Q1
7. Shape and Form relationship of the (indigenous) influences A7PL-IIIh-4
8. Value elements of art and that are reflected in the
9. Color processes among design of an artwork and
10. Texture culturally diverse in the making of a craft or
11. Space communities in the artifact
country
II. Principles of Art 3. the Philippines as 7. create crafts that can be
locally assembled with
12. Rhythm, Movement
having a rich artistic local materials, guided by
13. Balance A7PR-IIIc-e-1
and cultural tradition local traditional techniques
14. Emphasis
from precolonial to (e.g., habi, lilip, etc).
present times
16. Proportion
8. derive elements from A7PR-IIIf-2
III. Process traditions/history of a
community for one’s
artwork
9. show the relationship of OHSP Arts Module
the development of crafts Q1
19.1 Concept
in specific areas of the
country, according to
functionality, traditional A7PR-IIIf-3
specialized expertise, and
availability of resources
(e.g., pottery, weaving,
jewelry, and basketry)
Arts and Crafts of Mindanao 1. art elements and 1. create artworks showing 10. show the relationship of
Mindanao’s arts and crafts
1. Attire, Fabrics and Tapestries
processes by the characteristic elements to Philippine culture,
2. Crafts and Accessories, and Body synthesizing and of the arts of Mindanao traditions, and history, A7PR-IIIh-4
Ornamentation
applying prior particularly with Islamic
3. Architectures
knowledge and skills 2. exhibit completed influences and indigenous
4. Sculptures (gods/rituals) artworks for appreciation (Lumad) practices
5. Everyday objects
2. the salient features and critiquing
of the arts of 11. mount exhibit using A7PR-IIIg-5
I. Elements of Art Mindanao by completed Mindanao-
6. Line showing the inspired arts and crafts in
7. Shape and Form relationship of the an organized manner
8. Value elements of art and
9. Color processes among
10. Texture culturally diverse
11. Space communities in the
country
II. Principles of Art
12. Rhythm, Movement 3. the Philippines as
13. Balance
having a rich artistic
14. Emphasis
and cultural tradition
from precolonial to
16. Proportion
present times
III. Process
19.1 Concept

Festivals and Theatrical Forms The learner… The learner… The learners: OHSP Arts Module
Religious: Q1
1. Lucban, Quezon – Pahiyas 1. how theatrical 1. create appropriate festival 1. identify the festivals and A7EL-IVa-1
2. Obando, Bulacan – Fertility elements (sound, attire with accessories theatrical forms celebrated
Dance music, gesture, based on authentic festival all over the country
3. Marinduque- Moriones movement ,and costumes throughout the year
4. Aklan – Ati-atihan costume) affect the 2. research on the history of OHSP Arts Module
5. Cebu – Sinulog creation and 2. create/improvise the festival and theatrical Q1
6. Iloilo – Dinagyang communication of appropriate sound, music, composition and its A7EL-IVb-2
7. Santacruzan meaning in Philippine gesture, movements, and evolution, and describe
Festivals and costume for a chosen how the townspeople
Nonreligious / Regional Festivals Theatrical Forms as theatrical composition participate and contribute
8. Baguio- Panagbenga influenced by history to the event
9. Bacolod – Maskara and culture OHSP Arts Module
10. Bukidnon – Kaamulan 3. take part in a chosen 3. identify the elements and A7EL-IVc-3 Q1
11. Davao – Kadayawan 2. theater and festival or in a performance principles of arts as seen in
performance as a in a theatrical play Philippine Festivals
Representative Philippine synthesis of arts and
Theatrical Forms a significant
12. Shadow Puppet Play expression of the
13. Dance Drama celebration of life in 4. defines what makes each OHSP Arts Module
14. Moro-moro various Philippine of the Philippine festivals Q1
15. Sarswela communities unique through a visual A7PL-IVh-1
16. Senakulo presentation
I. Elements of Art as Applied to
Philippine Theater and

Festivals:
17. Sound and Music 5. design the visual elements OHSP Arts Module
18. Gesture, Movement and Dance and components of the Q1
19. Costume, Mask, Makeup and selected festival or A7PR-IVd-1
Accessories theatrical form through
20. Spectacle costumes, props, etc.
II. Principles of Arts 1. how theatrical 1. create appropriate festival
6. analyze the uniqueness of

21. Rhythm, Movement elements (sound, attire with accessories each group’s performance A7PR-IVh-2
22. Balance music, gesture, based on authentic festival of their selected festival or
23. Emphasis movement ,and costumes theatrical form
24. Harmony, Unity, Variety costume) affect the
25. Proportion creation and 2. create/improvise 7. choreograph the
communication of appropriate sound, music, movements and gestures A7PR-IVe-f-3
meaning in Philippine gesture, movements, and reflecting the mood of the
III. Process Festivals and costume for a chosen selected Philippine
26. Designing for stage, costume, Theatrical Forms as theatrical composition festival/theatrical form
and props for a theatrical play influenced by history
or festival and culture 3.take part in a chosen festival 8. improvise accompanying
27. Choreographing movement or in a performance in a sound and rhythm of the A7PR-IVe-f-4
patterns and figures 2. theater and theatrical play Philippine festival/theatrical
28. Recreating a Philippine festival performance as a form
or staging a theatrical form synthesis of arts and
a significant 9. perform in a group
expression of the showcase of the selected
celebration of life in Philippine festival/theatrical
various Philippine form
communities A7PR-IVg-5
GRADE 8

ARTS OF SOUTHEAST ASIA The learner… The learners… The learners: OHSP Arts Module
Indonesia, Malaysia, Thailand, Q2 pp.14-16
Cambodia, Myanmar, Vietnam, 1. art elements and 1. create artworks showing the 1. analyze elements and
Lao PDR, Brunei , and Singapore processes by characteristic elements of principles of art in the
1. Attire, Fabrics and Tapestries synthesizing and the arts of Southeast Asia production of arts and A8EL-Ib-1
2. Crafts and Accessories, and Body applying prior crafts inspired by the
Ornamentation knowledge and skills 2. exhibit completed artworks cultures of Southeast Asia
3. Architectures for appreciation and
4. Sculptures (gods/rituals) 2. the salient features critiquing 2. identify characteristics of OHSP Arts Module
5. Everyday objects of the arts of arts and crafts in specific Q2 – Lesson 5
Southeast Asia by countries in Southeast
I. Elements of Art showing the Asia: Indonesia (batik,
6. Line relationship of the Wayang puppetry);
7. Shape and Form elements of art and Malaysia (modern batik,
8. Value processes among wau, and objects made A8EL-Ia-2
9. Color culturally diverse from pewter); Thailand
10. Texture communities in the (silk fabrics and Loi
11. Space region Kratong Lantern Festival);
3. Southeast Asian Cambodia (AngkorWat and
II. Principles of Art ancient temples);
12. Rhythm, Movement countries as having Singapore (Merlion), etc.
13. Balance a rich artistic and
14. Emphasis cultural tradition 3. reflect on and derive the
15. Harmony, Unity, and Variety from prehistoric to mood, idea, or message A8PL-Ih-1
16. Proportion present times from selected artifacts and
art objects
III. Process
17. Drawing and Painting 4. appreciate the artifacts OHSP Arts Module
18. Sculpture and Assemblage and art objects in terms of Q2 pp.14-16
19. Batik processes their utilization and their A8PL-Ih-2
20. Mounting an exhibit: distinct use of art
20.1 Concept elements and principles
20.2Content / labels 1. art elements and 1. create artworks showing the
21. Physical layout
processes by characteristic elements of 5. incorporate the design, A8PL-Ih-3
synthesizing and the arts of Southeast Asia form, and spirit of
applying prior Southeast Asian artifacts
knowledge and skills 2. exhibit completed artworks and objects in one’s
for appreciation and creation
2. the salient features critiquing
of the arts of 6. trace the external OHSP Arts Module
Southeast Asia by (foreign) and internal Q2
showing the (indigenous) influences
relationship of the that are reflected in the A8PL-Ih-4
elements of art and design of an artwork and
processes among in the making of a craft or
culturally diverse artifact
communities in the
region 7. create crafts that can be OHSP Arts Module
3. Southeast Asian locally assembled with Q2 pp.17-23
local materials, guided by A8PR-Ic-e-1
countries as having local traditional techniques
a rich artistic and (e.g.,batik, silk weaving,
cultural tradition etc.)
from prehistoric to 8. derive elements from
present times traditions/history of a A8PR-If-2
community for one’s
artwork
9. show the relationship of OHSP Arts Module
the development of crafts Q2
in specific countries in
Southeast Asia, according
to functionality, traditional A8PR-If-3
specialized expertise and
jewelry, and basketry)
ARTS OF SOUTHEAST ASIA 1. art elements and 1. create artworks showing the 10. show the commonalities
Indonesia, Malaysia, Thailand, processes by characteristic elements of and differences of the A8PR-Ih-4
Cambodia, Myanmar, Vietnam, synthesizing and the arts of Southeast Asia culture of the Southeast
Lao PDR, Brunei , and Singapore applying prior Asian countries in relation
1.Attire, Fabrics and Tapestries knowledge and skills 2. exhibit completed artworks to Philippine culture
2.Crafts and Accessories, and Body for appreciation and
Ornamentation 2. the salient features critiquing 11. mount an exhibit using A8PR-Ig-5
3. Architectures of the arts of completed Southeast
4. Sculptures (gods/rituals) Southeast Asia by Asian-inspired arts and
5. Everyday objects showing the crafts in an organized
relationship of the manner
I. Elements of Art elements of art and
6. Line processes among
8. Value communities in the
9. Color region
10. Texture 3. Southeast Asian
11. Space
countries as having
II. Principles of Art a rich artistic and
12. Rhythm, Movement cultural tradition
13. Balance from prehistoric to
14. Emphasis present times
15. Harmony, Unity, and Variety
16. Proportion
III. Process
19. Batik processes
20.1 Concept
20.3Content / labels
21. Physical layout
ARTS OF EAST ASIA The learner… The learner… The learner… OHSP Arts Module
Q2 pp.8-12
China, Japan, and Korea 1. art elements and 1. create artworks showing 1. analyze elements and
1. Attire, Fabrics, and Tapestries processes by the characteristic elements principles of art in the
2. Crafts and Accessories, and Body synthesizing and of the arts of East Asia production of arts and A8EL-IIb-1
Ornamentation applying prior crafts inspired by the
3. Architectures knowledge and skills 2. exhibit completed artworks cultures of East Asia
4. Sculptures (gods/rituals) for appreciation and
5. Everyday objects 2. the salient features critiquing 2. identify characteristics of OHSP Arts Module
of the arts of East arts and crafts in specific Q2 pp.8-12
I. Elements of Art Asia by showing the countries in East Asia:
6. Line relationship of the China (Chinese painting
7. Shape and Form elements of art and and calligraphy); Japan
8. Value processes among (origami, woodblock A8EL-IIa-2
9. Color culturally diverse printing, theater masks,
10. Texture communities in the face painting, and anime
11. Space region and manga); and Korea
II. Principles of Art 3. East Asian countries (theater masks, drums,
and K-pop)
12. Rhythm, Movement as having a rich
13. Balance artistic and cultural 3. reflect on and derive the OHSP Arts Module
14. Emphasis tradition from mood, idea or message A8PL-IIh-1 Q2 pp.8-12
15. Harmony, Unity, Variety prehistoric to from selected artifacts and
16. Proportion present times art objects
Process
17. Drawing and Painting and art objects in terms of A8PL-IIh-2
18. Sculpture and Assemblage their utilization and their
19. Printing distinct use of art
20. Mounting an exhibit: elements and principles
20.1 Concept
20.2 Content / Labels 5. incorporate the design, A8PL-IIh-3
20.3 Physical layout form, and spirit of East
Asian artifacts and objects
to one’s creation
ARTS OF EAST ASIA 1. art elements and 1. create artworks showing 6. trace the external OHSP Arts Module
processes by the characteristic elements (foreign) and internal Q2
China, Japan, and Korea synthesizing and of the arts of East Asia (indigenous) influences A8PL-IIh-4
1. Attire, Fabrics, and Tapestries applying prior that are reflected in the
2. Crafts and Accessories, and Body knowledge and skills 2. exhibit completed artworks design of an artwork and
Ornamentation for appreciation and critiquing in the making of a craft
3. Architectures 2. the salient features
4. Sculptures (gods/rituals) of the arts of East 7. create crafts that can be OHSP Arts Module
5. Everyday objects Asia by showing the locally assembled with Q2 pp.8
relationship of the local materials, guided by A8PR-IIc-e-1
I. Elements of Art elements of art and local traditional techniques
6. Line processes among (e.g., Gong-bi, Ikat, etc.)
8. Value communities in the 8. derive elements from
9. Color region traditions/history of a A8PR-IIf-2
10. Texture community for one’s
11. Space 3. East Asian countries artwork
as having a rich
II. Principles of Art artistic and cultural 9. show the relationship of OHSP Arts Module
12. Rhythm, Movement tradition from the development of crafts Q2
13. Balance prehistoric to in specific countries in
14. Emphasis present times East Asia according to A8PR-IIf-3
15. Harmony, Unity, Variety functionality, traditional
16. Proportion specialized expertise, and
III. Process availability of resources
17. Drawing and Painting jewelry, and basketry)
18. Sculpture and Assemblage 10. show the commonalities
19. Printing and differences of the A8PR-IIh-4
20. Mounting an exhibit: cultures of the East Asian
a. Concept countries in relation to
b. Content / Labels Philippine culture
c. Physical layout 11. mount an exhibit using
completed East Asian- A8PR-IIg-5
inspired crafts in an
organized manner
ARTS OF SOUTH, WEST AND The learner… The learner… The learner… OHSP Arts Module
CENTRAL ASIA Q2 pp.13
Examples: 1. art elements and 1. create artworks showing 1. analyze elements and
South Asia– India processes by the characteristic elements principles of art in the
West Asia – Iran, Saudi Arabia, synthesizing and of the arts of South, West, production of arts and A8EL-IIIb-1
and Turkey applying prior and Central Asia crafts inspired by the
Central Asia – Pakistan, Tibet knowledge and skills cultures of South Asia,
1. Attire, Fabrics and Tapestries 2. exhibits completed artworks West Asia, and Central Asia
2. Crafts and Accessories, and Body 2. the salient features for appreciation and
Ornamentation of the arts of South, critiquing
3. Architectures West, and Central 2. identify characteristics of OHSP Arts Module
4. Sculptures (gods/rituals) Asia by showing the arts and crafts in specific Q2 pp.13
5. Everyday objects relationship of the countries in South, West,
elements of art and and Central Asia: India
I. Elements of Art processes among (rangoli, katak, mendhi, A8EL-IIIa-2
6. Line culturally diverse diwali); Saudi Arabia
7. Shape and Form communities in the (carpet design); Pakistan
8. Value region (truck art); and Tibet
9. Color (mandala), etc
10. Texture 3. that the South,
11. Space West, and Central 3. reflect on and derive the
Asian countries have
mood, idea or message A8PL-IIIh-1
II. Principles of Art a rich, artistic and from selected artifacts and
12. Rhythm, Movement cultural tradition
art objects
13. Balance from prehistoric to
14. Emphasis present times
and art objects in terms of
16. Proportion A8PL-IIIh-2
their utilization and their
III. Process distinct use of art
elements and principles
19. Printing 5. incorporate the design, A8PL-IIIh-3
20. Mounting an exhibit: form, and spirit of South,
20.1 Concept West, and Central Asian
artifacts and objects to
20.2 Content / Labels 1. art elements and 1. create artworks showing one’s creation
20.3 Physical layout processes by the characteristic elements
synthesizing and of the arts of South, West,
applying prior and Central Asia 6. trace the external OHSP Arts Module
knowledge and skills (foreign) and internal Q2
2. exhibits completed artworks (indigenous) influences A8PL-IIIh-4
2. the salient features for appreciation and that are reflected in the
of the arts of South, critiquing design of an artwork and
West, and Central in the making of a craft
Asia by showing the
relationship of the 7. create arts and crafts that
elements of art and can be locally assembled
processes among with local materials, A8PR-IIIc-e-1
culturally diverse guided by local traditional
communities in the techniques (e.g.,
region Ghonghdis, Marbling
Technique, etc.)
3. that the South, 8. derive elements from A8PR-IIIf-2
West, and Central traditions/history of a
Asian countries have community for one’s
a rich, artistic and artwork
cultural tradition 9. show the relationship of
from prehistoric to the development of crafts
present times in specific countries in
South Asia, West Asia, and A8PR-IIIf-3
Central Asia, according to
functionality, traditional
specialized expertise, and
10. show the commonalities
and differences of the
cultures of the South A8PR-IIIh-4
Asian, West Asian, and
Central Asian countries in
relation to Philippine
culture
11. mount an exhibit using
completed South-West- A8PR-IIIg-5
Central Asian-inspired
crafts in an organized
manner
Festivals and Theatrical Forms of The learner… The learner… The learner…
Asia
1. how theatrical 1. create appropriate festival 1. identify selected festivals
1.Thailand – Lantern Festival elements (sound, attire with accessories and theatrical forms A8EL-IVa-1
2.Japan – Kodo Taiko Drum music, gesture, based on authentic festival celebrated all over the
Festival movement, and costumes Asian region
Representative Asian Theatrical costume) affect the
Forms creation and 2. create/improvise 2. research on the history of
3.Kabuki communication of appropriate sound, music, the festival and theatrical
4.Noh meaning in Asian gesture, movements, and forms and its evolution, A8EL-IVb-2
5.Wayang Kulit Festivals and costume for a chosen and describe how the
6.Peking Opera Theatrical Forms as theatrical composition community participates and
influenced by history contributes to the event
I. Elements of Art as Applied to and culture 3. take part in a chosen
Asian Theater and Festivals: festival or in a 3. identify the elements and
7.Sound & Music 2. theater and performance in a theatrical principles of arts as A8PL-IVc-1
8.Gesture, Movement, and Dance performance as a play manifested in Asian
9.Costume, Mask, Makeup, and synthesis of arts and festivals and theatrical
Accessories a significant forms
10.Spectacle expression of the
celebration of life in 4. define what make each of
II. Principles of Art various Asian the Asian Festivals and A8PL-IVh-2
11.Rhythm, Movement communities Theatrical forms unique
12.Balance through a visual
13.Emphasis presentation
14.Harmony, Unity, and Variety 5. design the visual elements
15.Proportion and components of the A8PR-IVd-1
III. Process selected festival or
theatrical form through
16.Designing for stage, costume, costumes, props, etc.
props for a theatrical play or 1. how theatrical 1. create appropriate festival 6. analyze the uniqueness of A8PR-IVh-2
festival elements (sound, attire with accessories each group’s performance
17. Choreographing movement music, gesture, based on authentic festival of their selected festival or
patterns and figures movement, and costumes theatrical form
Recreating an Asian festival or costume) affect the 7. show the relationship of
staging a theatrical form creation and 2. create/improvise the selected Asian festival
communication of appropriate sound, music, and the festival in the A8PR-IVh-3
meaning in Asian gesture, movements, and Philippines in terms of form
Festivals and costume for a chosen and reason for holding the
Theatrical Forms as theatrical composition celebration
influenced by history 8. choreograph the
and culture 3. take part in a chosen movements and gestures A8PR-IVe-f-4
festival or in a reflecting the mood of the
2. theater and performance in a theatrical selected festival/theatrical
performance as a play form of Asia
synthesis of arts and
a significant 9. mprovise accompanying
expression of the sound and rhythm of the A8PR-IVe-f-5
celebration of life in selected festival/ theatrical
various Asian form of Asia
communities
10. perform in a group A8PR-IVg-6
showcase of the selected
festival/theatrical form
GRADE 9

WESTERN AND CLASSICAL ART The learner… The learner.. The learner…
TRADITIONS
I. Ancient Art 1. art elements and 1. perform / participate 1. analyze art elements and
1. Prehistoric Art processes by competently in a principles in the A9EL-Ib-1
synthesizing and presentation of a creative production of work
II. Classical Art applying prior impression following the style of a
2. Egyptian Art knowledge and skills (verbal/nonverbal) of a western and classical art
4. Greek Art particular artistic period
5. Roman Art 2. the arts as integral 2. identify distinct
to the development 2. recognize the difference characteristics of arts A9EL-Ia-2
III. Medieval Art of organizations, and uniqueness of the art during the different art
6. Byzantine spiritual belief, styles of the different periods
7. Romanesque historical events, periods (techniques,
8. Gothic scientific discoveries, process, elements, and 3. identify representative
natural disasters/ principles of art) artists from various art A9EL-Ia-3
IV. Principles of Art occurrences, and periods
9. Rhythm, Movement other external
10.Balance phenomena 4. reflect on and derives the A9PL-Ih-1
11. Emphasis mood, idea, or message
12. Harmony, Unity, and Variety from selected artworks
13. Proportion
V. Process: 5. determine the use or
function of artworks by A9PL-Ih-2
14. Painting and/ or Drawing evaluating their utilization
15. Sculpture and Assemblage and combination of art
16. Mounting an exhibit: elements and principles
17. Concept 6. use artworks to derive the A9PL-Ih-3
18. Content / Labels traditions/history of an art
19. Physical layout period
7. compare the
characteristics of artworks A9PL-Ih-4
produced in the different
art periods
WESTERN AND CLASSICAL ART 1. art elements and 1. perform / participate 8. create artworks guided by
TRADITIONS processes by competently in a techniques and styles of A9PR-Ic-e-1
I. Ancient Art synthesizing and presentation of a creative Western Classical art
1. Prehistoric Art applying prior impression traditions
knowledge and (verbal/nonverbal) of a
II. Classical Art skills particular artistic period 9. describe the influence of
2. Egyptian Art iconic artists belonging to A9PR-Ic-e-2
20. Greek Art 2. the arts as integral 2. recognize the difference Western Classical art on
21. Roman Art to the development and uniqueness of the art the evolution of art forms
of organizations, styles of the different
III. Medieval Art spiritual belief, periods (techniques, 10. apply different media
22. Byzantine historical events, process, elements, and techniques and processes
23. Romanesque scientific discoveries, principles of art) to communicate ideas, A9PR-Ic-e-3
24. Gothic natural disasters/ experiences, and stories
occurrences, and showing the
IV. Principles of Art other external characteristics of Western
25.Rhythm, Movement phenomena Classical art traditions
26.Balance
27. Emphasis 11. evaluate works of art in
28. Harmony, Unity, and Variety terms of artistic concepts
29. Proportion and ideas using criteria A9PR-If-4
V. Process: from the Western Classical
art traditions
30. Painting and/ or Drawing
31. Sculpture and Assemblage 12. show the influences of the
32. Mounting an exhibit: Western Classical art A9PR-1f-5
33. Concept traditions to Philippine art
34. Content / Labels form
Physical layout
completed Western
Classical art tradition A9PR-Ig-6
GRADE 9- SECONDQUARTER
ARTS OF THE RENAISSANCE The learner… The learner… The learner…
AND BAROQUE PERIOD
1. art elements and 1. performs/ participate 1. analyze art elements and
I. Renaissance Art processes by competently in a principles in the
1. Michelangelo synthesizing and presentation of a creative production of work A9EL-IIb-1
2. Leonardo Da Vinci applying prior impression following a specific art
3. Raphael knowledge and skills (verbal/nonverbal) of a style
4. Donatello particular artistic period
2. the arts as integral 2. identify distinct
II. Baroque Artists to the development 2. recognizes the difference characteristics of arts
5. Carravaggio of organizations, and uniqueness of the art during the Renaissance A9EL-IIa-2
6. Rubens spiritual belief, styles of the different and Baroque periods
7. Velasquez historical events, periods (techniques,
8. Rembrandt scientific discoveries, process, elements, and 3. identify representative
9. Bernini natural disasters/ principles of art) artists from Renaissance A9EL-IIa-3
occurrences, and and Baroque periods
III. Principles of Art other external
10. Rhythm, Movement phenomena 4. reflect on and derive the
11. Balance mood, idea or message A9PL-IIh-1
12. Emphasis from selected artworks
14. Proportion 5. determine the use or
IV. Process: function of artworks by
evaluating their utilization A9PL-IIh-2
15. Painting and/ or Drawing and combination of art
16. Sculpture and Assemblage elements and principles
17.1 Concept 6. use artworks to derive
17.2 Content / Labels the traditions/history of A9PL-IIh-3
17.3 Physical layout an art period
7. compare the
characteristics of A9PL-IIh-4
artworks produced in the
different art periods
ARTS OF THE RENAISSANCE 1. art elements and 1. performs/ participate 8. create artworks guided by
AND BAROQUE PERIOD processes by competently in a techniques and styles of A9PR-IIc-e-1
synthesizing and presentation of a creative the Renaissance and the
I. Renaissance Art applying prior impression Baroque periods
1. Michelangelo knowledge and (verbal/nonverbal) of a
2. Leonardo Da Vinci skills particular artistic period 9. describe the influence of
3. Raphael iconic artists belonging to A9PR-IIc-e-2
4. Donatello 2.the arts as integral 2. recognizes the difference the Renaissance and the
to the development and uniqueness of the art Baroque periods
II. Baroque Artists of organizations, styles of the different
5. Carravaggio spiritual belief, periods (techniques, 10. apply different media
6. Rubens historical events, process, elements, and techniques and processes
7. Velasquez scientific discoveries, principles of art) to communicate ideas,
8. Rembrandt natural disasters/ experiences, and stories
9. Bernini occurrences, and showing the A9PR-IIc-e-3
other external characteristics of the
III. Principles of Art phenomena Renaissance and the
10. Rhythm, Movement Baroque periods
11. Balance (e.g.,Fresco, Sfumato,
12. Emphasis etc.)
14. Proportion 11. evaluate works of art in
IV. Process: terms of artistic concepts
and ideas using criteria A9PR-IIf-4
15. Painting and/ or Drawing from the Renaissance and
16. Sculpture and Assemblage the Baroque periods
17.2 Concept 12. show the influences of the
17.2 Content / Labels Renaissance and Baroque
17.3 Physical layout periods on the Philippine A9PR-IIf-5
art form

completed Renaissance A9PR-IIg-6
and the Baroque periods
ARTS OF THE NEOCLASSIC AND The learner… The learner… The learner…
ROMANTIC PERIOD
1. art elements and 1. perform/participate 1. analyze art elements and
I. Neoclassic processes by competently in a principles in the
1. David synthesizing and presentation of a creative production of work
2. Ingres applying prior impression following a specific art A9EL-IIIb-1
3. Goya knowledge and (verbal/nonverbal) from style from the Neoclassic
skills the Neoclassic and and Romantic periods
II. Romantic Romantic periods
4. Goya 2. the arts as integral 2. identify distinct
5. Delacroix to the development 2. recognize the difference characteristics of arts
6. Gericault of organizations, and uniqueness of the art during the Neoclassic and A9EL-IIIa-2
spiritual belief, styles of the different Romantic periods
III. Principles of Art historical events, periods (techniques,
7. Rhythm, Movement scientific process, elements, and 3. identify representative
8. Balance discoveries, natural principles of art) artists from the Neoclassic A9EL-IIIa-3
9. Emphasis disasters/ and Romantic periods
10. Harmony, Unity, and Variety occurrences, and
11. Proportion other external 4. reflect on and derive the
IV. Process: phenomena mood, idea, or message A9PL-IIIh-1
from selected artworks
12. Painting and/ or Drawing
5. determine the use or
13. Sculpture function of artworks by
14. Mounting an exhibit: evaluating their utilization A9PL-IIIh-2
14.1 Concept and combination of art
14.2 Content / Labels elements and principles
15. Physical layout 6. use artworks to derive the
traditions/history of the
Neoclassic and Romantic A9PL-IIIh-3
periods
7. compare the
characteristics of artworks A9PL-IIIh-4
produced in the Neoclassic
ARTS OF THE NEOCLASSIC AND 1. art elements and 1. perform/participate and Romantic periods
ROMANTIC PERIOD processes by competently in a 8. create artworks guided by
synthesizing and presentation of a creative techniques and styles of
I. Neoclassic applying prior impression the Neoclassic and A9PR-IIIc-e-1
1. David knowledge and skills (verbal/nonverbal) from the Romantic periods (e.g.,
2. Ingres Neoclassic and Romantic linear style and painterly
3. Goya 2. the arts as integral periods style)
to the development 9. describe the influence of
II. Romantic of organizations, 2. recognize the difference iconic artists belonging to A9PR-IIIc-e-2
4. Goya spiritual belief, and uniqueness of the art the Neoclassic and
5. Delacroix historical events, styles of the different Romantic periods
6. Gericault scientific periods (techniques,
discoveries, natural process, elements, and 10. apply different media
III. Principles of Art disasters/ principles of art) techniques and processes
7. Rhythm, Movement occurrences, and to communicate ideas,
8. Balance other external experiences, and stories A9PR-IIIc-e-3
9. Emphasis phenomena showing the
10. Harmony, Unity, and Variety characteristics of the
11. Proportion Neoclassic and Romantic
IV. Process: periods
11. evaluate works of art in
12. Painting and/ or Drawing terms of artistic concepts
and ideas using criteria A9PR-IIIf-4
13. Sculpture from the Neoclassic and
14. Mounting an exhibit: Romantic periods
14.1 Concept
14.2 Content / Labels 12. show the influences of
14.3 Physical layout Neoclassic and Romantic
periods on Philippine art A9PR-IIIf-4
forms
13. mount exhibit using

completed artworks with
Neoclassic and Romantic A9PR-III-g -7
periods characteristics
WESTERN CLASSICAL PLAYS The learner… The learner… The learner…
AND OPERAS
Greek: 1. how theatrical 1. create appropriate theater 1. identify selected theatrical
Oedipus Rex, Medea elements (sound, play/opera costume and forms from different art
Renaissance: music, gesture, accessories and improvise periods A9EL-IVa-1
Shakespeare Plays movement, and appropriate sound, music,
Romantic: costume) affect the gesture, movements, and
Carmen creation and costume for a chosen 2. research on the history of
communication of theatrical composition the theatrical forms and A9EL-IVb-2
I. Elements of Art as Applied to meaning in Western their evolution
Western Classical Theater Classical plays and 2. take part in a performance
and Opera: opera as influenced of a selected piece from 3. identify the elements and
1. Sound & Music by history and Western Classical plays principles of arts as
2. Gesture, Movement and Dance culture and opera manifested in Western A9EL-IVc-3
3. Costume, Mask, Make-up, and Classical plays and opera
AccessoriesSpectacle 2. theater and
performance as a 4. define what makes selected
II. Elements of Art as Applied to synthesis of arts western classical plays and
Western Classical Theater operas unique through A9PL-IVc-1
and Opera: visual representation
4. Sound & Music
5. Gesture, Movement and Dance 5. design the visual elements
6. Costume, Mask, Make-up, and and components of the
Accessories selected Western classical
7. Spectacle theater play and opera A9PR-IVd-1
III. Principles of Art through costumes, props,
etc.
8. Rhythm, Movement
9. Balance 6. analyze the uniqueness of
10. Emphasis each group’s performance
11. Harmony, Unity, and Variety of its selected Western A9PR-IVh-2
12. Proportion classical theater play and
opera
IV. Process
7. show the influences of the A9PR-IVh-6
13. Designing for stage, costume, 1. how theatrical 1. create appropriate theater selected Western Classical
and props of a selected elements (sound, play/opera costume and play or opera on Philippine
theatrical play or opera music, gesture, accessories and improvise theatrical performance in
14. Choreographing movement movement, and appropriate sound, music, terms of form and content
patterns and figures costume) affect the gesture, movements, and of story
15. Recreating a Western classical creation and costume for a chosen
theater play and opera communication of theatrical composition 8. choreograph the
meaning in Western movements and gestures
Classical plays and 2. take part in a performance needed in the effective A9PR-IVe-f-3
opera as influenced of a selected piece from delivery of a selected piece
by history and Western Classical plays and from Western Classical
culture opera plays and opera
2. theater and
9. improvise accompanying
performance as a sound and rhythm needed
synthesis of arts in the effective delivery of a A9PR-IVe-f-3
selected piece from
Western Classical plays and
operas
10. perform in a group

showcase of the selected A9PR-IVg-5
piece from Western
Classical plays and operas
GRADE 10

MODERN ART The learner… The learner… The learner…
a. Impressionism 1. art elements and 1. performs/ participate 1. analyze art elements and
b. Expressionism processes by competently in a principles in the

c. Cubism synthesizing and presentation of a creative production of work
d. Dadaism applying prior impression following a specific art A10EL-Ib-1
e. Surrealism knowledge and skills (verbal/nonverbal) from style from the various art
f. Abstract Realism the various art movements movements
g. Pop Art 2. the arts as integral
h. Op Art to the development 2. recognize the difference 2. identify distinct
i. Performance Art of organizations, and uniqueness of the art characteristics of arts from A10EL-Ia-2
j. Happenings and Mob spiritual belief, styles of the various art the various art movements
historical events, movements (techniques,
scientific discoveries, process, elements, and 3. identify representative
I. Principles of Art natural disasters/ principles of art) artists and Filipino
1. Rhythm, Movement occurrences and counterparts from the A10EL-Ia-3
2. Balance other external various art movements
3. Emphasis phenomenon
4. Harmony, Unity, and Variety 4. reflect on and derive the
5. Proportion mood, idea, or message A10PL-Ih-1
from selected artworks
II. Process:
6. Painting and/ or Drawing 5. determine the role or
7. Sculpture and Assemblage function of artworks by
8. Mounting an exhibit: evaluating their utilization A10PL-Ih-2
8.1 Concept and combination of art
8.2 Content / Labels elements and principles
8.3 Physical layout
6. use artworks to derive the A10PL-Ih-3
traditions/history of the
various art movements
7. compare the A10PL-Ih-4
characteristics of artworks
MODERN ART 1. art elements and 1. performs/ participate produced in the various
processes by competently in a art movements
a. Impressionism synthesizing and presentation of a creative
b. Expressionism applying prior impression 8. create artworks guided by
c. Cubism knowledge and skills (verbal/nonverbal) from techniques and styles of
d. Dadaism the various art movements the various art movements A10PR-Ic-e-1
e. Surrealism 2. the arts as integral (e.g., Impasto, Encaustic,
f. Abstract Realism to the development 2. recognize the difference etc.)
g. Pop Art of organizations, and uniqueness of the art
h. Op Art spiritual belief, styles of the various art 9. describe the influence of
i. Performance Art historical events, movements (techniques, iconic artists belonging to A10PR-Ic-e-2
j. Happenings and Mob scientific discoveries, process, elements, and the various art movements
natural disasters/ principles of art)
occurrences and 10. apply different media
I. Principles of Art other external techniques and processes
1. Rhythm, Movement phenomenon to communicate ideas,
2. Balance experiences, and stories
3. Emphasis showing the A10PR-Ic-e-3
4. Harmony, Unity, and Variety characteristics of the
5. Proportion various art movements
II. Process: (e.g., the use of industrial
materials or found objects,
6. Painting and/ or Drawing Silkscreen Printing, etc.)
8. Mounting an exhibit: 11. evaluate works of art in
8.1 Concept terms of artistic concepts A10PR-If-4
8.2 Content / Labels and ideas using criteria
8.3 Physical layout from the various art
movements
12. show the influences of
Modern Art movements on A10PR-I-f-5
Philippine art forms
13. mount exhibit using

completed artworks A10PR-I-g-6
influenced by Modern Art
movements
TECHNOLOGY-BASED ART The learner… The learner… 1. The learner…
I. Computer/Digital Arts new technologies that create a tech-based artwork 1. identify art elements in A10EL-IIb-1
1.Cellular Phones (photos and allow new expressions (video clips and printed media the technology-based
videos) in arts using art such as posters, menus, production arts
2.Computer-generated Images elements and processes brochures etc.) relating to a
3. Digital Photography (DLSR and selected topic from the 2. identify distinct
Point-and-Shoot) different learning areas using characteristics of arts
4. Video Games available technologies, e.g., during in the 21st century
5. Digital Painting and Imaging food and fashion in terms of: A10EL-IIa-2
Videos – TV & Film 2.1 production
2.2 functionalityrange of
II. Principles of Art audience reach
6. Rhythm, Movement 3. identify artworks produced

7. Balance by technology from other
8. Emphasis countries and their A10EL-IIa-3
9. Harmony, Unity, and Variety adaptation by Philippine
Proportion artists
III. Process: 4. realize that technology is
an effective and vibrant
10. computer manipulation tool for empowering a
11. light setting person to express his/her A10PL-IIh-1
12. digital enhancements ideas, goals, and
13. printing advocacies, which elicits
14. digital circulation immediate action
5. determine the role or

function of artworks by
evaluating their utilization A10PL-IIh-2
and combination of art
elements and principles
TECHNOLOGY-BASED ART new technologies that create a tech-based artwork 6. use artworks to derive the A10PL-IIh-3
traditions/history of a
allow new expressions (video clips and printed media community (e.g.,
I. Computer/Digital Arts in arts using art such as posters, menus, landscapes, images of
1.Cellular Phones (photos and elements and processes brochures etc.) relating to a people at work and play,
videos) selected topic from the portrait studies, etc.)
2.Computer-generated Images different learning areas using
3. Digital Photography (DLSR and available technologies, e.g., 7. compare the
Point-and-Shoot) food and fashion characteristics of artworks A10PL-IIh-4
4. Video Games in the21st century
5. Digital Painting and Imaging
Videos – TV & Film 8. create artworks that can
be locally assembled with
II. Principles of Art local materials, guided by A10PR-IIc-e-1
21st-centurytechniques
6. Rhythm, Movement
7. Balance 9. describe the influence of
8. Emphasis technology in the 21st A10PR-IIc-e-2
9. Harmony, Unity, and Variety centuryon the evolution of
Proportion various forms of art
III. Process:
10. apply different media
10. computer manipulation techniques and processes
11. light setting to communicate ideas,
12. digital enhancements experiences, and stories
13. printing showing the A10PR-IIb-e-3
14. digital circulation characteristics of 21st-
centuryart (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 A10PR-IIf-4
appropriate for the style
or form
12. mount an exhibit of A10PR-II-g-5

completed technology-
based artworks
MEDIA-BASED ARTS AND The learner… The learner… The learner...
DESIGN IN THE PHILIPPINES
1. art elements and create artworks using 1. identify art elements in A10EL-IIIb-1
I. Photography processes by available media and natural the various media-based
1. George Tapan synthesizing and resources on local topics, arts in the Philippines
2. John Chua applying prior issues, and concerns such as
knowledge and skills environmental advocacies 2. identify representative
II. Film ecotourism, and economic artists as well as distinct
1. Brillante Mendoza 2. new technologies and livelihood projects characteristics of media- A10EL-IIIa-2
2. Maryo J. de los Reyes that allow new based arts and design in
3. Laurice Guillen expressions in the the Philippines
arts 3. realize that Filipino
III. Animation ingenuity is distinct,
exceptional, and on a par A10PL-IIIh-1
4. Animation Council of the with global standards
Philippines
5. Philippine Animation Studio 4. determine the role or
Inc. function of artworks by
IV. Print Media evaluating their utilization A10PL-IIIh-2
and combination of art
6. Advertisements elements and principles
7. Comic books
V. Digital Media 5. use artworks to derive the
traditions/history of a A10PL-IIIh-3
8. Webpage Design community
9. Game Development
6. create artworks that can
be assembled with local A10PR-IIIc-e-1
materials
7. describe the
characteristics of media- A10PR-IIIc-e-2
1. art elements and create artworks using based arts and design in
the Philippines
VI. Innovations in Product & processes by available media and natural
Industrial Design synthesizing and resources on local topics,
10. Kenneth Cobonpue, Monique applying prior issues, and concerns such as 8. apply different media
Lhuillier, Josie Natori, Lulu knowledge and skills environmental advocacies techniques and processes
Tan Gan, Ditas Sandico-Ong, ecotourism, and economic to communicate ideas,
Rajo Laurel, Aze Ong 2. new technologies and livelihood projects experiences, and stories A10PR-IIIc-e-3
that allow new (the use of software to
expressions in the enhance/animate images
VII. Principles of Art arts like Flash, Movie Maker,
11. Rhythm, Movement Dreamweaver, etc.)
12. Balance
13. Emphasis 9. evaluate works of art in
14. Harmony, Unity, and terms of artistic concepts
VarietyProportion and ideas using criteria A10PR-IIIf-4
appropriate for the style
VIII. Process: or form of media-based
15. painting arts and design
16. drawing
17. constructing 10. mount a media-based
18. assembling exhibit of completed A10PR-IIIg-5
19. printing artworks
20. carving
GRADE 10- FOURTHQUARTER
ORIGINAL PERFORMANCE WITH The learner… The learner… The learner…
THE USE OF MEDIA
1. how theatrical 1. create appropriate 1. explains how an idea or
I. Philippine Theater Groups elements (sound, costumes, props, set theme is communicated in
1. PETA music, gesture, accessories, costumes a selected performance A10EL-IVb-4
2. Repertory Philippines movement, and improvised lighting and through the integration of
3. Trumpets costume) affect the other décor for Philippine musical sounds, songs,
4. Tanghalang Pilipino creation and plays dialogue and dance
5. New Voice Company communication of 2. analyzes examples of
6. Atlantis Productions meaning in a theater 2. create/improvise plays based on theatrical A10EL-IVa-2
play/performance appropriate sound, music, forms, and elements of art
II. Local Performing Groups incorporated with gesture, and movements as applied to performance
III. Roles in a production media for a chosen theatrical 3. illustrate how the different A10EL-IVc-3
7. director composition elements are used to
8. actor 2. theater and communicate the meaning
9. choreographer performance as a 3. participate in an original 4. define the uniqueness of A10PL-IVh-1
10. stage manager synthesis of arts performance inspired by each original performance
11. light designer local Philippine stories, 5. design with a group the
12. set designer myths, and events relevant visual components of a A10PR-IVe-1
to current issues school play (stage design,
IV. Elements of Art as Applied to costume, props, etc.)
an Original Performance: 6. assume the role of a
13. Sound & Music character as an
14. Gesture, Movement, and actor/performance, or A10PR-IVh-2
Dance production staff (director,
15. Costume, Mask, Makeup, and choreography, light
Accessories designer, stage manager)
16. Spectacle 7. analyze the uniqueness of
V. Principles of Art the group that was given
recognition for its A10PR-IVh-3
17. Rhythm, Movement performance and explain
18. Balance what component
19. Emphasis contributed to its selection
20. Harmony, Unity, and Variety 8. contribute to the
21. Proportion conceptualization of an A10PR-IVd-4
VI. Process original performance
9. choreograph the
22. Designing for stage, costume, movements and gestures
and props of a selected needed in the effective A10PR-IVf-g-5
theatrical play delivery of an original
23. Choreographing movement performance with the use
patterns and figures of media
10. improvise accompanying
sound and rhythm needed
in the effective delivery of A10PR-IVf-g-6
an original performance
with the use of different
media
schools.
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
schools.
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

schools.
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.
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
Drawing 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

schools.
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
GLOSSARY
Illusion of Space is the effect of using different lines with different characteristics thatgives meaning or feeling the artist wanted to show in his artwork.
Informal Balance 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
is a geometrical figure which is made by the movement of a point. It has length only no width,nor thickness. Point indicates position
Line 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
schools.
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

schools.
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,
schools.
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
schools.
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.

schools.
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
schools.
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

CODE BOOK LEGEND
Sample: A10PR-If-4
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Elements EL

Strand/ Subject or Art
Specialization
First Entry A10
Grade Level Grade 10
Principles PL
Uppercase Letter/s Domain/Content/ Process PR

Processes PR
Component/ Topic
-
Roman Numeral Quarter First Quarter I

*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between Week Week six f
letters to indicate more than a
specific week
-
Evaluate works of art in
terms of artistic concepts
Arabic Number Competency and ideas using criteria 4
from the various art
movements
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. 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

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Republic of the Philippines

PHILOSOPHY AND RATIONALE FOR ARTS

Figure 1. The Curriculum Framework of Music and Art

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

Grade 5Exploration – Elements / Processes

Grade 4Formal Introduction to Elements / Processes

Grade 3Preliminary Acquisition of Basic Knowledge and

Grade 2Enhanced Understanding of Fundamental Processes

Grade 1Introduction to the Fundamental Processes

KindergartenExposure to the Different Music & Art Processes

Figure 2. Content of Music and Art per Grade Level

Table 1. Basic Reference for Music and Art Content

Form -creating) Reading -creating)

*No formal instruction in harmony

KEY STAGE STANDARDS:

GRADE LEVEL STANDARDS:

Grade Level Grade Level Standards

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING

3. observes and sees the Music, Art, Physical

4. identifies different lines, MISOSA4-module7

8. draws different animals Music, Art, Physical

10. draws different kinds of *Umawit at

6. PAINTING 10. appreciates and talks about

1. Shape understanding of repetition, alternation and A1PL-IIIe Tugtog at likhang

GRADE 1- FOURTH QUARTER

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING

3. points out the contrasts in MISOSA4-module7

GRADE 2- THIRD QUARTER

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING

I. Elements: 5. creates new tints and PILOT SCHOOL –

5. PRINTMAKING (stencils) produces at least 3 good

GRADE 3- FOURTH QUARTER

6. SCULPTURE and CRAFTS

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING

1. LINES the community by way of

5. shares ideas about the A4PR-Ie

6. translates research of the

7. creates a drawing after

8. produces a crayon resist MISOSA5-module7

GRADE 4- THIRD QUARTER

7. PRINTMAKING 11. participates in a

CONTENT PERFORMANCE LEARNING

demonstrates 8. participates in putting up a *Musika at Sining 6.

4. shows skills in creating a A5PL-IIId

8. creates paper beads with

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING

Animation (Open Source) for

CONTENT PERFORMANCE LEARNING

GRADE 7- SECOND QUARTER

16. Drawing and Painting 4. appreciate the artifacts

GRADE 7- THIRD QUARTER

4. appreciate the artifacts

GRADE 7- FOURTH QUARTER

Philippine Theater and