1

` UNIT Suggested time allotment: 4 Hours

1 K-12 MUSIC CURRICULUM FRAMEWORK AND LEGAL BASIS OF

THE TEACHING OF MUSIC

TARGET GOAL:
 Understand the nature, structure, and content of the K to 12 Music Curriculum.

DESIRED VALUES: Openness

LESSON 1.1. THE K-12 MUSIC EDUCATION CURRICULUM

I. LEARNING OUTCOMES

• Analyze the nature, structure, and content of the K to 12 Music Curriculum

• Discuss the theoretical and philosophical foundations of K to 12 Music Education
Curriculum, its goals and objectives.
• Identify the contents of Music in each grade level.

II. INPUT

• Why study Physical Education in

college?
• Before we discuss PE 104 Fitness
Exercises, we first need to understand
why college students,
• after finishing PE courses in the
Elementary, Junior High School, and
Senior High School, are still
• required to take PE courses in
college.
 2

• The very basis of the inclusion of PE

from Elementary to the College level
is Article XIV Section
• 19 of the Philippine Constitution.
• Why study Physical Education in
college?
• Before we discuss PE 104 Fitness
Exercises, we first need to understand
why college students,
• after finishing PE courses in the
Elementary, Junior High School, and
Senior High School, are still
• required to take PE courses in
college.
• The very basis of the inclusion of PE
from Elementary to the College level
is Article XIV Section
• 19 of the Philippine Constitution.
 3

• Why study Physical Education in

college?
• Before we discuss PE 104 Fitness
Exercises, we first need to understand
why college students,
• after finishing PE courses in the
Elementary, Junior High School, and
Senior High School, are still
• required to take PE courses in
college.
• The very basis of the inclusion of PE
from Elementary to the College level
is Article XIV Section
• 19 of the Philippine Constitution.
A. Philosophy and Rationale for Music Education

Music is both an aural and a temporal art. All its elements, when interwoven in the
highest artistic order, are likened into a tapestry moving in time. The global weavings
of this tapestry in historical and cultural contexts are diverse – having spurred a
continued metamorphosis to include a full range of purposed, functions, and identities,
from the utilitarian to aesthetic.

However, the basic nature of music does not change. In his book, A Structure for
Music Education, Ronald Thomas articulates that the nature of music is expressive,
ongoing, and creative. Through a language and medium of its own, music conveys
ideas and feelings in a way that addresses the human spirit and has great value in its
communicative process. Music, being responsive in interpreting contemporary times,
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is a continuing art. Aaron Copland describes this characteristic as a continuous state

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

On these basic characteristics are founded the rationale of music study. A keen
sensitivity to environmental and musical sounds needs to be developed. The student
must learn to hear, speak, and think in the medium of music. Simultaneously, growth
and development in the skills that enable the application of the learner’s knowledge
should be encouraged through active involvement in the various musical processes.

Drawing from the development of music pedagogy through the years, the K-10
Music Curriculum embodies the best practices advocated by the spiral, multi-cultural,
and integrative approaches in music education, as well as the current philosophical
though about contemporary general education.

QUESTIONS:

1. According to Ronald Thomas, the basic nature of music is expressive, ongoing, and
creative. Considering this, cite an example of how music should be taught in the
elementary grades.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Research and briefly explain the concept of the following approaches in Music
Education.
a. Spiral
b. Multi-cultural
c. Integrative

B. Figure 1. Conceptual Framework of Music and Arts Education

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ACTIVITY 1

To better understand the conceptual framework of music education as presented in

figure 1, open the K-12 Music Curriculum Guide uploaded in Silid and read the conceptual
framework of music education on page 2. Then, answer the following:

A.

1. Based on what is shown on figure 1 and what you have read, give the two things that
are expected to be acquired by the learners after learning knowledge, skills, and
values in music education.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. What are the 3 characteristics of the curriculum design for music teaching?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Given that music is a performance-based discipline, explain how music should be
taught to elementary pupils. What are the activities that you may give to your pupils fro
them to learn lessons in music?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

B. From the given K-12 grade level standards of Music, specify the concepts, skills, and
values to be developed by the learner. Use the table below.

Grade level Concepts Skills Values

category
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K to 3

4–6

C. Read and analyze the content of music per grade level on page 5 of the K to 12 Music
Curriculum Guide. Explain how the spiral progression approach is applied on the
contents to be learned by pupils from kindergarten to Grade 6.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

LESSON 1.2. LEGAL BASIS OF THE TEACHING OF MUSIC

I. LEARNING OUTCOMES

• Identify the legal basis of the teaching of Music

• Recognize the importance of teaching music in the elementary grades

II. INPUT

It is declared policy of the state to “give priority to education, science and technology,
arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and
promote total human liberation and development (Article II, Section 17)”.

Likewise, Article XIV on education, science and technology, arts, culture and sports of
the Philippines states, to wit:

The state shall foster the preservation, enrichment, and dynamic evolution of a Filipino
national culture based on the principle of unity in diversity in a climate of free artistic and
intellect expression. (Sec.14)

Arts ad letters shall enjoy the patronage of the state. The state shall conserve,
promote and popularize the nation’s historical and cultural heritage and resources, as well as
artistic creations… (Sec. 15)

The state shall recognize, respect, and protect the rights of indigenous cultural
communities, to preserve and develop their cultures, traditions and institutions. It shall
consider these rights in the formulation of national plans and policies… (Sec. 17)

(2) The state shall encourage and support researches ad studies on the arts and
culture… (Sec. 18)

ACTIVITY 2: Essay
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Answer the following:

1. Explain how the teaching of music in the basic education can be an avenue for cultural
literacy and building among Filipino students our cultural identity.
____________________________________________________________________
____________________________________________________________________
2. As a future elementary music teacher, what can you do to fulfill what is stated in the
Article XIV, Section 15 and Section 17 of the Philippine Constitution? State concrete
examples.
____________________________________________________________________
____________________________________________________________________
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UNIT Suggested time allotment: 4 hours

2 ELEMENTS OF MUSIC

TARGET GOALS:

 Demonstrate understanding of the basic elements of music such as Rhythm, Melody,

Form, Timbre, Dynamics, Tempo, Texture, and Harmony.

DESIRED VALUES: Courage, Willingness

LESSON 2.1. CONCEPTS OF MUSICAL ELEMENTS

I. LEARNING OUTCOMES

• Demonstrate understanding of the concepts of elements of music

• Identify the different musical symbols under each element

II. INPUT

I. Rhythm is the element of “TIME” in music. When you tap your foot to the music, you
are keeping the beat or following the structural rhythmic pulse of the music. There are
several important aspects of rhythm:
 DURATION – how long a sound or silence lasts.
 METER – Beats organized into recognizable/recurring accent patterns. Meter can be
felt through the standard patterns used by conductors.

II. Tempo is the speed of the BEAT.

(Note: Tempo indications are often designated by Italian terms)
Largo = Very slow
Adagio = Slow
Andante = Steady walking tempo
Moderato = moderate speed
Allegro = fast and lively
Presto Very fast
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III. Melody is one of the most basic elements in music. A note is a sound with a
particular pitch and duration. String a series of notes together, one after the other,
and you have a melody. But the melody of a piece of music isn’t just any string of
notes. It is the note that catch your ear as you listen; the line that sounds most
important is the melody.

 Notation (The staff) is written as five horizontal parallel lines. Most of the notes of
the music are placed on one of these lines or in a space in between lines. Extra
ledger lines may be added to show a note that is too high or too low to be on the
staff. Vertical bar lines divide the staff into short sections called measures or bars.
A double bar line, either heavy or light, is used to mark the ends of larger sections
of music, including the very end piece, which is marked by a heavy double bar line.

 Clef (Treble Clef and Bass Clef) is the symbol that appears at the beginning of
every musical staff. It is very important because it tells you which note is found on
each line or space.

Read more about the elements of music at https://kaitlinbove.com/elements-of-music

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ACTIVITY 3: Essay

1. How important it is to develop the elements of music to the elementary grades?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Suggest activities best suit each element of music.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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UNIT Suggested time allotment: 4 hours

3 TEACHING METHODS

TARGET GOAL:

• Demonstrate the different methods and strategies in teaching music

DESIRED VALUES: Commitment, Perseverance, Openness

LESSON 3.1. FEATURES OF EACH TEACHING METHOD

I. LEARNING OUTCOMES

• Identify the different methods and strategies in teaching music

• Discuss different features of each method which can be used effectively in
teaching music
• Demonstrate understanding of concepts and processes of each method

II. INPUT

THE KODALY METHOD

It is a teaching strategy in music which was introduced by a Hungarian

composer, Zoltan Kodaly. This method was adopted by music teachers from grades
one to six. Its foundation is based on the rhythm and the use of a pentatonic or five-
tone scale.

The Kodaly Method has the following components:

A. System of rhythmic duration symbols such as using syllables “ta” for quarter note,
“ti” for the eighth note, and “ti-di” for the sixteenth note to indicate one-beat and
half-beat tones.
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B. Kodaly Scale – a scale using hand signs or gestures which indicate the notes of
the scale, from lower do to higher do or vice versa. Each hand position signifies
specific characteristics and mood – acting or moving and passive or resting.

The tonic (high and low do) in clenched fist manifest rest, repose or finality or
passiveness. The supertonic (re), mediant (mi) and dominant (so) are in open palm
positions. Subdominant (fa) with thumbs down and leading tone (ti) with second finger
pointing up signify activity or movement.

THE ORFF-SCHULWERK METHOD

The Orff-Schulwerk Method is a unique way of teaching music which was

developed by a German composer, Carl Orff, who was also a music educator. It
utilizes the natural meter of words and the child’s instinctive desire to incorporate
speech, rhythm, and movement as the basis for creating rhythms.

 Orff devised simple rhythm chants to serve as the basis for sequential
development activities. Speech patterns were taken from chants, games, and vocal
sounds in the child’s vocabulary. The patterns were chanted, clapped, danced, and
sung.
 Emphasis on rhythm led Orff to the use of percussion instruments in music
education. He developed an ensemble of percussion and string instruments
designed to create the proper timber for the music. The instruments can be played
even without proper training.
 The children do much imitation and improvisation and are led to create their own
music from their inner feelings and imitation of sounds heard from the
surroundings. Thus, they become sensitive to sound and develop other sounds
from these.
 Orff involved creative activities using singing, playing, and natural movements.

Read more about the music teaching methods at https://dynamicmusicroom.com/methods-

of-teaching-music/
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ACTIVITY 4: Teaching Methods

Using your Curriculum Guide in Music, identify topics (learning competencies) which
you can apply the different methods discussed in this module. List down one learning
competency in each method.

METHOD LEARNING COMPETENCY ACTIVITY

(WITH CODE)

Kodaly Method

Orff-Schulwerk Method

Dalcroze Eurhythmics
Approach

Carabo-Cone Method

Justine-Ward Method
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UNIT Suggested time allotment: 4 hours

4 ASSESSMENT TECHNIQUES IN TEACHING MUSIC

TARGET GOAL:

 Create a tool needed in assessing performances in music education

DESIRED VALUES: Commitment

LESSON 4.1. ASSESSMENT TOOLS AND METHODS IN MUSIC EDUCATION

I. LEARNING OUTCOMES

• Define assessment
• Differentiate the two types of assessment
• Identify assessment tools appropriate for music education
• Discuss balanced assessment
• Define a music portfolio, its purposes and process
• Illustrate the kinds of performance tasks
• Differentiate the two types of rubrics: holistic and analytic

II. INPUT

CLASSROOM ASSESSMENT

Is a process that is used to keep track of learner’s progress in relation to learning

standards in the development of 21 st century skills; to promote self-reflection and personal
accountability among students about their own learning and to provide bases for the profiling
of student performance on the learning competencies and standards of the curriculum.

An on-going process of identifying, gathering, organizing, and interpreting quantitative

and qualitative information about what learners know and can do.

Teachers should employ classroom assessment methods that are consistent with
curriculum standards. It is important for teacher to inform learners about the objectives of the
lesson so that the latter will aim to meet or even exceed the standard. The teacher provides
immediate feedback to students about their learning progress. CA also measures
achievement of competencies by the learners. (DepEd Order No. 8, 2015)

WHY DO WE ASSESS?

To find out if the learners are performing at par with the expectation for the grade
level; are equipped with the expected skills; need the necessary instructional assistance.
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TYPES OF ASSESSMENT

 FORMATIVE – this type of assessment monitors progress towards goals within a

course of study; it can be used as “assessment for learning” so teachers can make
adjustment in their instruction, also a way wherein students reflect. It is not used a basis
for grading.
 SUMMATIVE – measures the different ways learners used and apply all relevant
knowledge, understanding and skills. Helps teachers determine how well learners can
demonstrate content knowledge and competencies articulated in the learning
standards. Learners synthesize their knowledge, understanding, and skills during
summative assessment. And results are used as bases for computing grades.

Read more about the types of assessment at

https://poorvucenter.yale.edu/Formative-Summative-Assessments

RUBRICS

 A scoring guide that seeks to evaluate a student’s performance based on the sum of a
full range of criteria rather than a single numerical score.
 A working guide for students and teachers, usually handed out before the assignment
begins in order to get students to think about the criteria on which their work with be
judged.
 Rubrics have criteria and a description of performance for each criterion.

Know the steps in writing rubrics at https://www.thoughtco.com/how-to-create-a-rubric-

4061367

Read the types of rubrics at

https://wisc.pb.unizin.org/teachonlinerubrics/chapter/types-of-rubrics/

ACTIVITY 5: Creating Rubrics

Using your curriculum guide in music, look for a lesson with a performance task
(singing, playing instruments, performing a rhythmic pattern). Design or create your own
holistic and analytic rubrics

Learning competency:

Performance Task:

Rubrics:
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UNIT Suggested time allotment: 4 hours

5 LESSON PLANNING

TARGET GOAL:

 Construct a lesson plan of a particular learning competencies in music

DESIRED VALUES: Commitment, Perseverance

LESSON 4.1. ESSENTIAL PARTS AND COMPONENTS OF A LESSON PLAN

I. LEARNING OUTCOMES

• Identify the essential parts and components of a lesson plan

• Demonstrate skills in good lesson planning
• Design a lesson plan in music
• Identify and create innovative instructional materials that can be effectively be used in
the teaching and learning process

II. INPUT
After becoming familiar with the music curriculum, its contents, different teaching
methods and assessment techniques, you are now ready to learn how to plan a lesson in
music and prepare your own sample of instructional plan.

COMPONENTS OF A LESSON PLAN

1. Objectives – are obviously observable and measurable and clearly stated application of
subject matter knowledge and skills. These include the three domains: cognitive,
affective, and psychomotor. Objectives are formulated based on the content standards,
performance standards and learning competencies of K to 12 Music Curriculum.
2. Anticipatory Set – lesson is creatively opened by tapping interest and prior knowledge.
This may include preliminary activities such as review, drill, and motivation.
3. Procedures – detailed all content and resources required for instruction; includes a variety
of teaching strategies using multiple intelligences theory; used multiple methods or inquiry
for student learning incorporating Bloom’s Taxonomy; effective use of technology.
4. Closure – Provides summary to reinforce learning and link to future learning.
5. Assessment – Appropriate and connected to all objectives. Specific description of both
formative and summative assessments; details at least two different ways to represent
learning e.g. concept map, quiz, reflective responses.
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SELECTING APPROPRIATE INSTRUCTIONAL MATERIALS FOR MUSIC

Instructional materials are used to aide teachers in teaching a lesson. It facilitates

quality delivery of instructions and helps in achieving the desired learning outcomes. Just like
any other subject area, selection of appropriate instructional materials for music lesson
makes no difference.

According to Pinseau (2012), the following are the importance of instructional

materials:

- Serve as motivational factor

- Provide direct experience
- Help the teacher clarify the subject matter
- Make discussion lively
- Avoid dullness

In music, recorded songs/music are commonly used as instructional materials

especially when teaching songs to students. Specific musical instrument could also be
considered in teaching the elements of music.

Sample lesson plan at https://www.scribd.com/doc/130490807/semi-detailed-lesson-plan-

in-music

ACTIVITY 6: LESSON PLANNING

Using your K to 12 Curriculum Guide in Music and a reference book/material in

MAPEH, choose a topic and make a semi-detailed lesson plan of a learning competency of
your choice using the suggested format.

Get the format here

https://drive.google.com/file/d/1HGOMSSxupX7DgYPW0mhmz7xPfYdkxqIz/view?
usp=sharing

ACTIVITY 7: DEMONSTRATION (Final Examination)

With the lesson plan you have created, you have to apply what you have learned in
this course. The demonstration will be just online. Prepare all the materials needed for your
demo.

You will be assessed using this classroom observation evaluation:

https://drive.google.com/file/d/19L8nTO2hOoGB_JWKHKcnShkF_cYSNc0x/view?
usp=sharing
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REFERENCES:

Serrano, E.D., et. al. (2016) Principles of teaching 2. Manila, Philippines: Adriana Publishing
Co., Inc.

Corpuz, B. B., and Salandanan G. (2015) Principles of teaching (with TLE). Manila,
Philippines: Lorimar Publishing Inc.

DepEd K to 12 curriculum guide in music. Retrieved at

https://www.academia.edu/38078710/K_to_12_Curriculum_Guide_MUSIC_Grade_1_to
_Grade_10

Understanding basic music theory. (n.d.). Retrieved from http://cnx.org/content/col10363/1/3/.

Types of muscle fibers. (n.d.). Retrieved from

http://pressbooks-dev.oer.hawaii.edu/anatomyandphysiology/chapter/types-of-muscle-
fibers/