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Music and Arts Cmap

The document outlines the curriculum for the Music and Arts program at Moncada Catholic School for Grade 7 during the first quarter of SY 2024-2025. It details the content standards, performance standards, learning competencies, assessments, and activities related to performing and visual arts, emphasizing the cultural influences of the Philippines and Southeast Asia. The curriculum aims to foster appreciation, critical thinking, and creativity among students through various artistic expressions and collaborative projects.
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100% found this document useful (1 vote)
72 views12 pages

Music and Arts Cmap

The document outlines the curriculum for the Music and Arts program at Moncada Catholic School for Grade 7 during the first quarter of SY 2024-2025. It details the content standards, performance standards, learning competencies, assessments, and activities related to performing and visual arts, emphasizing the cultural influences of the Philippines and Southeast Asia. The curriculum aims to foster appreciation, critical thinking, and creativity among students through various artistic expressions and collaborative projects.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MONCADA CATHOLIC SCHOOL, INC.

Poblacion 4, Moncada, Tarlac SY 2024-2025

Contact #: 09278829883/ 09666476780

Email: [email protected]

Subject MUSIC & ARTS Grade Level: Grade 7


Unit Topic: Quarter: First Quarter

I. Unit Curriculum Map Group Members:

TOPIC/QUARTER CONTENT STANDARD PERFORMANCE LEARNING ASSESSMENTS ACTIVITIES RESOURCES INSTITUTIONAL CORE
STANDARD COMPETENCIES VALUES

ACQUISITION

I. Performing Arts The learners demonstrate The learners create works based 1. Discuss how representative Quiz/Discussion on the cultural Group Discussion: Discuss Books and Articles on Truth: Encourages learners to seek
understanding of the on relevant concepts, processes, contemporary and emerging influences in contemporary the influence of Philippine and Southeast knowledge and understanding of
contemporary and emerging techniques, and/or practices used performing and visual arts of the music and arts. contemporary and emerging Asian arts; Internet cultural identities and influences.
popular Music and Arts of in selected representative Philippines and selected performing arts on cultural Resources for case studies of
the Philippines and selected contemporary and emerging Southeast Asian countries identity. local and Southeast Asian
Southeast Asian countries works of the Philippines and influence their cultural identity cultural influence.
and their cultural influences, selected Southeast Asian and diversity.
including the subjects, countries in the production of
themes, concepts, mediums, their creative works.
processes, techniques,
and/or practices.

A. Music: Popular Music (Vocal 2. Distinguish subjects, themes, Worksheet/Quiz identifying Listening Activity: Identify Audio Files of popular music Virtue: Promotes appreciation of
and Instrumental) concepts, mediums, processes, vocal and instrumental music elements of vocal and from the Philippines and diverse cultural expressions and
techniques, and/or practices elements. instrumental music. Southeast Asia; Music Sheets encourages respect for the artistry
applied in the contemporary and or Lyrics of popular songs. of different communities.
emerging performing and visual
arts of the Philippines and
selected Southeast Asian
countries.

B. Theater Arts: Asian Theater 3. Evaluate representative Written Response/Reflection Role Play: Act out scenes Videos or Text on Asian Excellence: Fosters critical
Practices creative works of the Philippines on Asian theater practices. from different Asian theater theater practices (e.g., Noh, thinking and reflection in
and selected Southeast Asian styles. Wayang Kulit, Peking evaluating art forms from a variety
countries based on cultural Opera); Textbooks or Online of cultures.
influences in identified subjects, Articles on Asian theater.
themes, concepts, mediums,
processes, techniques, and/or
practices.

II. Visual Arts 4. Produce creative works about Creative Output Evaluation Drawing/Design Activity: Art Supplies: Pencils, paper, Virtue & Excellence: Promotes
contemporary and emerging (e.g., visual arts project). Create a visual arts piece paints, digital design tools. creativity, fostering learners’
popular performing and visual inspired by contemporary Online Resources for design potential to create meaningful
arts of the Philippines and Southeast Asian art. inspiration. works that reflect personal growth
selected Southeast Asian and skill mastery.
countries using relevant
concepts, processes, techniques,
and/or practices.

A. Visual Art: Comics, Animation, 5. Assess their competency in the Peer Review/Assessment of Project Activity: Create a Art Materials: Paper, Truth: Encourages honest self-
Architecture, Weaving production of creative work classmates' comic, animation, or design markers, digital animation assessment of artistic creations,
based on concepts, processes, comic/animation/architectural piece based on Southeast tools, fabric for weaving; recognizing areas of strength and
techniques, and/or practices used designs. Asian cultural themes. Online Tutorials for areas to improve.
in selected Philippine and animation/comics.
Southeast Asian contemporary
and emerging performing and
visual arts.

B. Film: Feature Film, Short Film, - Film Review on a Southeast Group Project: Create a short Cameras, editing software, Excellence: Encourages high
Historical, Biographical, Asian film. film or documentary about film clips for review; standards in producing creative
Documentary, Animation local or regional cultural Library/Online Resources on work and understanding diverse
practices. Southeast Asian film storytelling techniques.
industry.
MAKE MEANING

I. Performing Arts The learners demonstrate The learners create works based 1. Discuss how representative Written Essay/Presentation on Debate/Group Discussion: Case Studies/Articles on Truth: Promotes honest and
understanding of the on relevant concepts, processes, contemporary and emerging how arts influence cultural How can different forms of cultural identity and thoughtful discussion on the
contemporary and emerging techniques, and/or practices used performing and visual arts of the identity. arts, like music and theater, contemporary art. impact of art on cultural identity
popular Music and Arts of in selected representative Philippines and selected express the diversity and and values.
the Philippines and selected contemporary and emerging Southeast Asian countries cultural identity of the
Southeast Asian countries works of the Philippines and influence their cultural identity Philippines and Southeast
and their cultural influences, selected Southeast Asian and diversity. Asia?
including the subjects, countries in the production of
themes, concepts, mediums, their creative works.
processes, techniques,
and/or practices.

A. Music: Popular Music (Vocal 2. Distinguish subjects, themes, Concept Mapping/Quiz on the Comparative Activity: Audio/Video Examples of Virtue: Encourages learners to
and Instrumental) concepts, mediums, processes, key elements of vocal and Compare traditional vs. music genres, articles on the appreciate diverse musical
techniques, and/or practices instrumental music. contemporary music in the evolution of music. expressions and develop respect
applied in the contemporary and Philippines and Southeast for different forms of artistic
emerging performing and visual Asia. practices.
arts of the Philippines and
selected Southeast Asian
countries.

B. Theater Arts: Asian Theater 3. Evaluate representative Theater Critique of a Theater Workshop: Analyze Scripts of Asian Theater Excellence: Promotes deep
Practices creative works of the Philippines performance or scene. different Asian theater styles (e.g., Noh plays, Wayang engagement with performance art
and selected Southeast Asian and their cultural Kulit); Videos of theater and reflection on how theater can
countries based on cultural significance (e.g., Noh, performances. express cultural values and artistic
influences in identified subjects, Wayang Kulit). excellence.
themes, concepts, mediums,
processes, techniques, and/or
practices.

II. Visual Arts 4. Produce creative works about Project Proposal for a visual Collaborative Art Project: Art Supplies: Digital tools, Virtue & Excellence: Encourages
contemporary and emerging arts piece inspired by Southeast Create a mural or design paint, paper, fabric, weaving learners to take pride in their work
popular performing and visual Asian art. inspired by Southeast Asian materials; Online Platforms and collaborate to produce pieces
arts of the Philippines and visual arts and culture. for digital art creation. that reflect high standards of
selected Southeast Asian creativity and cultural
countries using relevant understanding.
concepts, processes, techniques,
and/or practices.

A. Visual Art: Comics, Animation, 5. Assess their competency in the Portfolio/Reflection Paper on Studio Work: Create a Books/Articles on comic art, Truth: Fosters self-awareness
Architecture, Weaving production of creative work the creative process and final comic, animation, or animation techniques, through reflection on one’s artistic
based on concepts, processes, product. architecture piece that architecture styles, weaving growth and encourages
techniques, and/or practices used reflects the cultural methods; Digital Art Tools authenticity in artistic expression.
in selected Philippine and influences of Southeast Asia. for animation and design.
Southeast Asian contemporary
and emerging performing and
visual arts.

B. Film: Feature Film, Short Film, - Peer Feedback/Film Analysis Film Screening & Films/Documentaries (e.g., Excellence: Promotes critical
Historical, Biographical, on short films or Discussion: Watch and Southeast Asian historical analysis and high standards in both
Documentary, Animation documentaries. analyze Southeast Asian films); Film Analysis Tools the evaluation and creation of
films based on cultural (e.g., storyboard templates). meaningful film and media
themes and historical projects.
significance.

TRANSFER

I. Performing Arts The learners demonstrate The learners create works based 1. Discuss how representative Final Project: Performance or Public Art/Music Performance Virtue & Excellence: Encourages
understanding of the on relevant concepts, processes, contemporary and emerging Presentation that integrates Performance/Exhibition: Venues; Online Platforms for learners to share their work with
contemporary and emerging techniques, and/or practices used performing and visual arts of the different artistic concepts Perform a musical piece or Digital Exhibition. others, valuing their own
popular Music and Arts of in selected representative Philippines and selected learned. visual art that showcases the contributions to the cultural
the Philippines and selected contemporary and emerging Southeast Asian countries cultural identity influenced dialogue.
Southeast Asian countries works of the Philippines and influence their cultural identity by the arts of Southeast Asia.
and their cultural influences, selected Southeast Asian and diversity.
including the subjects, countries in the production of
themes, concepts, mediums, their creative works.
processes, techniques,
and/or practices.

A. Music: Popular Music (Vocal 2. Distinguish subjects, themes, Live Performance showcasing Music Performance: Create Musical Instruments; Excellence: Learners apply the
and Instrumental) concepts, mediums, processes, learned techniques in and perform a piece based on Audio/Video Recording high standards of musical
techniques, and/or practices vocal/instrumental music. Southeast Asian musical Tools; Sheet Music. technique and cultural appreciation
applied in the contemporary and influences. in their final performance.
emerging performing and visual
arts of the Philippines and
selected Southeast Asian
countries.

B. Theater Arts: Asian Theater 3. Evaluate representative Theater Production/Acting Theater Presentation: Theater Props/Costumes; Virtue & Excellence: By engaging
Practices creative works of the Philippines Performance: Final scene Perform a scene or short play Script/Playbooks; Stage. in theater, learners not only
and selected Southeast Asian presentation incorporating reflecting Southeast Asian demonstrate artistic skill but also
countries based on cultural learned Asian theater styles. theater practices. contribute meaningfully to the
influences in identified subjects, cultural narrative.
themes, concepts, mediums,
processes, techniques, and/or
practices.

II. Visual Arts 4. Produce creative works about Exhibition/Portfolio Art Exhibition: Display Gallery Space or Online Virtue & Excellence: Promotes
contemporary and emerging Submission of final art pieces individual or group visual art Exhibition Platform for high standards of craftsmanship,
popular performing and visual reflecting Southeast Asian projects (e.g., comics, displaying work. creativity, and cultural engagement
arts of the Philippines and influences. architecture, animation, in their visual art work.
selected Southeast Asian weaving) inspired by
countries using relevant Southeast Asian arts.
concepts, processes, techniques,
and/or practices.

A. Visual Art: Comics, Animation, 5. Assess their competency in the Self-Assessment/Reflection on Peer Review: Evaluate and Peer Review Rubrics; Art Truth: Learners reflect on their
Architecture, Weaving production of creative work Final Artwork: Reflecting on give feedback on peers' final Supplies; Reflection Journals. work honestly and critically,
based on concepts, processes, the integration of learned projects, highlighting cultural aiming for continual improvement
techniques, and/or practices used techniques and practices. relevance and artistic merit. and excellence in their practice.
in selected Philippine and
Southeast Asian contemporary
and emerging performing and
visual arts.

B. Film: Feature Film, Short Film, - Film Production/Screening: Film Production: Produce a Video Cameras; Editing Excellence: Learners use film to
Historical, Biographical, Submit a short film or short film or documentary Software (e.g., Adobe explore and present cultural
Documentary, Animation animation based on Southeast based on one of the learned Premiere Pro, Final Cut Pro); stories, demonstrating proficiency
Asian cultural themes. Southeast Asian art themes, Scriptwriting Tools. in film production and the artistic
incorporating cultural stories exploration of cultural heritage.
or historical events.

ACTIVITY WORKSHEETS

PRIORITIZING STANDARDS AND LEARNING COMPETENCIES

CONTENT STANDARD: The learners demonstrate understanding of the contemporary and emerging popular Music and Arts of the Philippines and selected Southeast Asian countries, including their cultural influences, subjects, themes, concepts, mediums, processes, techniques, and/or practices.

PERFORMANCE STANDARD: The learners create works based on relevant concepts, processes, techniques, and/or practices used in selected representative contemporary and emerging works of the Philippines and selected Southeast Asian countries in the production of their creative works.

COMPETENCIES R E A L POWER OR SUPPORTING?


(needed for next unit or grade) (needed for real life) (needed for achievement or admissions or job tests) (needed by other subjects)

LC 1: Discuss how representative contemporary and emerging performing and ✔️ ✔️ ✔️ ✔️ Power


visual arts of the Philippines and selected Southeast Asian countries influence
their cultural identity and diversity.
LC 2: Distinguish subjects, themes, concepts, mediums, processes, techniques, ✔️ ✔️ ✔️ ✔️ Power
and/or practices applied in contemporary and emerging performing and visual
arts of the Philippines and selected Southeast Asian countries.

LC 3: Evaluate representative creative works of the Philippines and selected ✔️ ✔️ ✔️ ✔️ Power


Southeast Asian countries based on cultural influences in identified subjects,
themes, concepts, mediums, processes, techniques, and/or practices.

LC 4: Produce creative works about contemporary and emerging popular ✔️ ✔️ ✔️ ✔️ Power


performing and visual arts of the Philippines and selected Southeast Asian
countries using relevant concepts, processes, techniques, and/or practices.

LC 5: Assess competency in the production of creative work based on ✔️ ✔️ ✔️ ✔️ Supporting


concepts, processes, techniques, and/or practices used in selected Philippine
and Southeast Asian contemporary and emerging performing and visual arts.

EXPLORE: MAP OF CONCEPTUAL CHANGE: (TYPE)

Concept Map:
Students will create an initial concept map to illustrate their prior knowledge and understanding of contemporary and emerging arts in the Philippines and Southeast Asia. They can include ideas about cultural influences, artistic mediums, themes, and techniques they already know or assume are relevant.

FIRM UP: CONVERGENT THINKING TECHNIQUES


Students will engage in convergent thinking activities to refine and structure their knowledge. This might include:

 Classification Exercises: Categorizing different art forms, mediums, or themes specific to Philippine and Southeast Asian contemporary arts.
 Comparison and Contrast: Identifying similarities and differences in artistic practices or cultural influences across the Philippines and selected Southeast Asian countries.
 Focused Discussion Questions: Structured Q&A to guide students toward essential aspects of contemporary and emerging arts, such as “What cultural elements are most commonly represented?” or “How do themes differ across regions?”

DEEPEN: SAMPLE CLAIM-EVIDENCE-REASONING COMPLETED WORKSHEET:


Sample C-E-R Worksheet:

Claim: “Contemporary visual arts in the Philippines often reflect socio-political themes.”
Evidence: Provide an example, such as a well-known contemporary Philippine artwork or artist known for addressing political themes.
Reasoning: Explain how and why these themes resonate with cultural and societal issues, such as historical influences or current events in the Philippines, supporting the connection between art and cultural identity.

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:
In recent years, Southeast Asian artists have increasingly incorporated traditional motifs and cultural symbols into their works, blending them with modern techniques and themes to create a unique fusion of old and new. For instance, in the Philippines, artists often
use indigenous patterns, such as those from the T'boli or Ifugao tribes, in contemporary fashion, sculpture, and digital art. Similarly, Indonesian and Thai artists frequently draw inspiration from spiritual and mythical elements, such as depictions of the Garuda or
traditional shadow puppetry, but they present these themes in abstract, modern forms.

This blending of traditional cultural symbols with contemporary techniques reflects a broader trend in Southeast Asia where artists strive to honor their heritage while also addressing current societal issues like identity, globalization, and environmental concerns.
Such works aim to create a dialogue between the past and present, resonating with both local and global audiences.

QUESTION:
What cultural influences can be identified in the contemporary art practices of Southeast Asian countries, and how do these influences shape the themes presented?

CLAIM: My claim or answer to the question is…


My claim or answer to the question is that contemporary Southeast Asian art practices are deeply influenced by traditional cultural symbols, which artists use to address both historical and modern themes, such as identity and social issues.

EVIDENCE: The evidences I can cite in line what the question is looking for are the following:…
The evidences I can cite in line with what the question is looking for are the following:

Filipino artists integrate indigenous patterns from the T'boli and Ifugao tribes into contemporary fashion and digital art, blending traditional designs with modern styles.
Indonesian and Thai artists use cultural and mythical symbols, such as the Garuda and traditional shadow puppetry, presented in abstract, modern forms.
Artists across Southeast Asia often address themes of cultural identity, globalization, and social issues, creating artworks that link traditional motifs to current societal concerns.

REASONING:
The question asks about cultural influences in contemporary art practices.
This means I need to identify specific cultural factors and how they are reflected in art forms within Southeast Asia.
In line with this, my evidences show that Southeast Asian artists are reinterpreting indigenous symbols and cultural narratives, allowing them to create artworks that connect their heritage with modern perspectives.
Therefore, my claim is that these cultural influences allow artists to address both historical identity and current social issues, producing relevant works that resonate with a broad audience.

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS


CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the student to read and analyze.

2. Question(s) related to the Make Meaning competency are provided for students to answer.

3. A structured format for the student’s answer is provided, which includes sections for Claim, Evidence, and

Reasoning. Each part may have prompts to guide answers.

TRANSFER: PERFORMANCE TASK

PERFORMANCE STANDARD:
The learners create works based on relevant concepts, processes, techniques, and/or practices used in selected representative contemporary and emerging works of the Philippines and selected Southeast Asian countries in the production of their creative works.
SITUATION:
You are a cultural arts advocate working to promote Southeast Asian heritage through contemporary and emerging art forms. Your community is organizing an art exhibit that highlights the unique fusion of traditional cultural elements with modern artistic expressions from
the Philippines and neighboring Southeast Asian countries.

GOAL:
To create an original art piece that showcases the blend of traditional Southeast Asian influences and contemporary artistic techniques. This artwork should reflect themes of cultural identity, diversity, and heritage.

ROLE:
You are an artist and cultural ambassador tasked with creating an artwork that will represent both your heritage and contemporary artistic practices.

PRODUCT:
A visual or performing art piece (e.g., a painting, digital art, performance, or multimedia presentation) that illustrates the intersection of traditional cultural themes with modern styles, mediums, or practices. The piece should be accompanied by a brief artist statement
explaining the cultural influences and creative process.

AUDIENCE:
The audience includes community members, cultural heritage enthusiasts, and visitors at the local art exhibit who are interested in learning more about the unique cultural narratives of Southeast Asia through contemporary art.

STANDARDS:
1. The artwork should creatively represent a blend of traditional and modern Southeast Asian elements.
2. The product must demonstrate an understanding of cultural themes and the chosen art techniques.
3. The final piece should be original, thoughtfully composed, and reflect personal or cultural significance.
4. The artist statement should effectively communicate the connection between the chosen themes, cultural influences, and artistic processes.

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.

2. A real life problem SITUATION is presented.

3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the product (it is not the product itself).

4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.

5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The PRODUCT is aligned with the Performance Standard.

6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from the product.

7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric criteria). The STANDARDS are consistent with the Unit Performance Standard.

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PERFORMANCE TASK WITH 21 CENTURY SKILLS

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21 CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS
CRITICAL THINKING AND PROBLEM-SOLVING The teacher presents a scenario where a local art exhibit faces the challenge of integrating traditional Filipino and Southeast Asian cultural elements into
Teacher poses a problem and asks students to solve it or research for answers. contemporary pieces. Students are asked to research various methods of cultural preservation and propose innovative ways to reflect traditional themes
in modern art styles, either through visual examples or a written proposal.

COMMUNICATION The teacher initiates a discussion on the importance of cultural identity in contemporary art. Students then choose a medium—such as a digital
Teacher raises an issue or topic and students express their ideas with varied media. slideshow, a podcast, or a short video—to share their perspectives on how local identity and heritage can be showcased in popular art forms, explaining
the relevance and impact on cultural awareness.

COLLABORATION The teacher assigns a group project where each team must develop a proposal for a culturally themed art event. Students work in teams with assigned
Teacher provides a task and students work in teams where members have different roles and tasks. roles (e.g., researcher, designer, presenter), and each team member contributes based on their role, culminating in a presentation of their collaborative
project idea.

CREATIVITY The teacher presents a challenge where students must design an art piece or concept that addresses a social or cultural issue using a combination of
Teacher presents a challenge and students design a solution or an innovation. traditional and contemporary art techniques. Students brainstorm and create a proposal or prototype that showcases both innovation and respect for
cultural themes.

CROSS-CULTURAL UNDERSTANDING The teacher provides examples of art styles and practices from ASEAN countries. Students then describe, in writing or in a presentation, how they would
Teacher shows examples from several ASEAN countries and asks students to describe how they would interact with people from different cultures in approach collaboration or interaction with artists from these countries, considering differences in cultural practices, symbolism, and themes relevant to
relation to the problem. cross-cultural projects.

COMPUTER/ICT The teacher introduces digital tools (e.g., online design software, animation programs, or research databases) and asks students to use these resources to
Teacher shows digital resources and asks students to use them to solve problems or create a project. develop a digital project, such as an online exhibit or digital art piece, that reflects cultural themes. Students submit a final digital work and explain how
they utilized the tools to enhance their creative output.

CAREER LIFELONG LEARNING The teacher asks students to reflect on their learning experience related to cultural and contemporary art. They write a short reflective piece on how they
Teacher poses a reflection question on how students can personally continue to learn about the issue. can continue to explore and incorporate cultural influences in their future career paths, identifying strategies or resources for ongoing learning in this
area.

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TEACHER’S CHECKLIST FOR PERFORMANCE TASK WITH 21 CENTURY SKILLS:

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21 CENTURY SKILLS TEACHER’S PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • Have I clearly posed a problem or question for students to solve or research?
Teacher poses a problem and asks students to solve it or research for answers. • Did I provide adequate guidance and resources to support students in their critical thinking and problem-solving process?
• Did I encourage students to use evidence and reasoning to support their solutions or answers?

COMMUNICATION • Have I effectively communicated the issue or topic to students?


Teacher raises an issue or topic and students express their ideas with varied media. • Did I solicit from students the use of various forms of media through which they can express their ideas?
• Have I emphasized the importance of proper citation when sharing information?

COLLABORATION • Did I assign roles or multiple tasks to team members, ensuring they have different responsibilities?
Teacher provides a task and students work in teams where members have different roles and tasks. • Have I promoted a collaborative atmosphere in the classroom, encouraging students to work together and communicate effectively?
• Did I monitor and provide guidance during group work to ensure productive collaboration?

CREATIVITY • Have I presented a challenge that encourages students to think creatively and propose innovative solutions?
Teacher presents a challenge and students design a solution or an innovation. • Did I allow room for students to explore and express their unique ideas and approaches to the challenge?
• Have I provided feedback and encouragement to foster creativity among students?

CROSS-CULTURAL UNDERSTANDING • Have I asked for examples from multiple cultures, particularly ASEAN countries, to promote cross-cultural awareness?
Teacher shows examples from several ASEAN countries and asks students to describe how they would interact with people from different cultures in • Did I clearly articulate the expectation for students to describe how they would interact with people from different cultures in relation to the
relation to the problem. problem or issue?
• Have I provided resources or guidance on understanding cultural differences?

COMPUTER/ICT • Did I ask for or suggest digital resources and technology tools that are relevant to the task and aligned with learning objectives?
Teacher shows digital resources and asks students to use them to solve problems or create a project. • Have I ensured that students have the necessary skills and access to technology to effectively use digital resources?
• Did I provide instructions or tutorials on how to use specific software or online platforms?

CAREER LIFELONG LEARNING • Have I included a reflection question that prompts students to consider how they can continue learning about the issue beyond the task?
Teacher poses a reflection question on how students can continue to learn about the issue. • Did I encourage students to identify specific strategies or resources for ongoing learning and personal development?
• Have I emphasized the importance of continuous learning in the context of the task?

STUDENTS’ PERFORMANCE TASK CHECKLIST:

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21 CENTURY SKILLS STUDENTS’ PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • I am able to identify the problem or question posed by the teacher.
Teacher poses a problem and asks students to solve it or research for answers. • I have thoroughly researched and analyzed information to find solutions or answers.
• I have applied critical thinking skills to evaluate the validity and relevance of the information I found.

COMMUNICATION • I am able to express my ideas and findings clearly and effectively using various forms of media such as written reports, oral presentations,
Teacher raises an issue or topic and students express their ideas with varied media. or multimedia presentations.
• I have appropriately cited my sources when sharing information.

COLLABORATION • I am able to work effectively in a team with fellow students, each of us having different roles and responsibilities.
Teacher provides a task and students work in teams where members have different roles and tasks. • In relation to my assigned role or task, I have actively contributed to the group's efforts and maintained open communication with team
members.

CREATIVITY • I am able to demonstrate creativity in designing solutions or innovations to address the challenge presented by the teacher.
Teacher presents a challenge and students design a solution or an innovation. • I have thought "outside the box" and proposed unique and inventive ideas.

CROSS-CULTURAL UNDERSTANDING • I am able to describe how I would interact with people from different cultures in relation to the given problem or issue.
Teacher shows examples from several ASEAN countries and asks students to describe how they would interact with people from different cultures in • I have considered cultural differences and their impact on problem-solving and communication.
relation to the problem.

COMPUTER/ICT • I am able to effectively use digital resources and technology tools provided by the teacher to aid in problem-solving or project creation.
Teacher shows digital resources and asks students to use them to solve problems or create a project. • I have demonstrated proficiency in using relevant software, online platforms, or digital resources.

CAREER LIFELONG LEARNING • I am able to reflect on how I can continue to learn about the issue or topic presented by the teacher.
Teacher poses a reflection question on how students can continue to learn about the issue. • I have identified specific strategies or resources for ongoing learning and personal development related to the subject matter.

PERFORMANCE TASK ANALYTIC RUBRIC:


CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
Creativity and Innovation Demonstrates exceptional originality and depth in creative Shows good creativity, with evident cultural Demonstrates some creativity, with limited cultural Lacks originality and minimal cultural relevance. Project appears unfinished

expression, skillfully incorporating cultural themes. themes, but lacks some depth or originality. references; may lack originality. or rushed.

Critical Thinking and Problem-Solving Skillfully analyzes and solves complex problems, clearly Demonstrates good analytical skills and solves Shows limited problem-solving skills and minimal Lacks problem-solving ability and cultural understanding. Shows little to no

demonstrating deep understanding of cultural concepts. problems with a general understanding of cultural cultural insight; some errors or misunderstandings are connection between task and solution.

themes. present.

Communication and Presentation Effectively communicates ideas with clear, well-organized Communicates ideas clearly, with good Presents ideas somewhat clearly; lacks organization or Poor communication with disorganized content; minimal to no media used.

content, and uses various media engagingly. organization; media is used but lacks some effective use of media to support presentation. Difficult to follow or understand.

engagement or polish.

Collaboration Works exceptionally well in a team, takes initiative, and Works well in a team, fulfilling roles and Works minimally in a team; lacks initiative, and may not Little to no collaboration; does not contribute meaningfully or respect team

respects roles, leading to a cohesive and polished project. contributing positively, though some lack of fully respect or contribute to assigned roles. roles, impacting project outcome.

cohesion may be present.

Use of Digital Tools/ICT Skillfully uses digital tools to enhance the project, Uses digital tools effectively, though some Uses digital tools with some difficulty; lacks creativity or Minimal or ineffective use of digital tools; lacks technological skills,

demonstrating strong technological fluency and creativity. improvement in fluency or creativity may be fluency. May require assistance with basic tasks. impacting the quality of the project.

needed.

Cultural Relevance and Cross-Cultural Demonstrates deep cultural insight and respectful Shows good understanding of cultural relevance Demonstrates limited cultural understanding, with Shows little to no understanding of cultural relevance. Lack of awareness of

Understanding integration of diverse cultural perspectives. with some cross-cultural perspectives. minimal cross-cultural relevance. cross-cultural perspectives.

Prepared by:

ARTHUR ALEXANDER T. ARELLANO

Subject Teacher

Checked by: Reviewed by: Approved by: Noted by:

HEROE D. SEDICO JULIETA N. BAUTISTA CHARITO M. TINGSON SR. BLESILDA A. DAROY, O.P

MAPEH Coordinator JHS Coordinator SHS and Overall Academic Coordinator School Principal

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