ST. VINCENT’S ACADEMY, INC.

Kauswagan, Lanao del Norte

Tel. No. (063) 227-1007
Email: [email protected]
Website: svapeace.webs.com
SY 2024-2025

Learning Plan in Music and Arts 7

EXPLORE

1st Quarter This unit is about: Contemporary and Emerging Music and Arts of the
Philippines and the Southeast Asia and their Cultural Influences

Consider this question: How can new forms of music and art help us understand
the culture of the Philippines and our Southeast Asian neighbors?

Hook Activity (Motivation)

The teacher will play two short video clips about traditional and modern versions.
Then, the teacher will ask questions like: “Can you hear or see the culture in
both?”, “Do you think young artists should keep using cultural elements? Why or
why not?”.
Traditional: Rondalla and Kumparsa - Traditional Filipino Music
Remix: Ethniku - Siklab (Modern Filipino Ethnic Music)

Map of Conceptual Change: Before and Now

Instructions: Fill in the first box by completing the phrase “Before, I thought…”
prior to the discussion. The second box (“Now, I realized…”) will be filled in
after the discussion of the topic.

Before, I thought…

Now, I realized…

LEARNING FIRM-UP
COMPETENCY
(ACQUISITION)
LC 1: Identify the Activity 1: Culture Match-Up
cultural influences in
Instructions: Students will work in small groups to explore a set of
selected creative
contemporary visual and performing artworks from the Philippines and
works from the
various Southeast Asian countries. Each group will receive images, video clips,
Philippines and
or short descriptions of artworks. Their task is to match each piece with a list of
Southeast Asian
cultural influences provided—such as religious traditions, folk practices,
countries based on
colonial history, or indigenous beliefs. After discussing and matching, the group
their subjects,
will briefly share one artwork and explain how they identified its cultural roots
themes, concepts,
through the subject, medium, or technique used. This activity encourages
mediums, processes,
techniques, and/or teamwork, cultural awareness, and observation skills.
practices.

Learning Targets:
Activity 2: Culture in Motion
I can identify the
Instructions: In this activity, students will watch short clips of contemporary
cultural influences in
Southeast Asian dances or performances. In groups, they will identify
selected creative
movements, costumes, instruments, or gestures that reflect cultural influences.
works from the
After discussion, each group will create a short freeze-frame pose or tableau
Philippines and
that symbolizes the culture shown in their assigned performance, then present
Southeast Asian
it to the class with a brief explanation of their observations.
countries based on
their subjects,
themes, concepts,
mediums, processes,
techniques, and/or
practices.

Success Criteria:

I am able to:
1. Identify
cultural
influences in
the subjects,
themes, and
concepts of
creative
works from
the
Philippines
and Southeast
Asia,
connecting
them to local
traditions and
beliefs.
2. Analyze the
mediums,
processes,
and
techniques
used in
creative
works,
understandin
g their
cultural and
historical
significance.
3. Compare
 cultural
influences in
creative
works from
different
Southeast
Asian
countries,
recognizing
both
similarities
and
differences.

LC 2: Distinguish Activity 3: Art Connect: Southeast Asia and Beyond

subjects, themes,
Instructions: Students will form groups of 4–5 members. Each group will
concepts, mediums,
randomly pick an art form from the Philippines or Southeast Asia. Using a short
processes,
poster or a quick demonstration, the group will describe the subject, theme,
techniques, and/or
concept, medium, techniques, and cultural background of the chosen art.
practices applied in
the contemporary After group discussion, each team will present their work to the class in 3–5
and emerging minutes. The teacher will guide and clarify as needed after each presentation.
performing and
visual arts of the Criteria for Group Performance (Rubric Style):
Philippines and
selected Southeast
Asian countries
Criteria Points

Correctness of Information 10
Learning Targets:
Creativity and Presentation 10
I can distinguish
subjects, themes, Team Collaboration 10
concepts, mediums,
processes, Clarity of Explanation 10
techniques, and/or Total 40
practices applied in
the contemporary
and emerging
performing and
visual arts of the
Philippines and
selected Southeast
Asian countries

Success Criteria:

I am able to:
1. distinguish
subjects,
 themes, and
concepts in
contemporary
Southeast
Asian and
Philippine
arts.
2. identify the
mediums,
processes,
and
techniques
used in
emerging art
forms.
3. compare
traditional
influences
with modern
practices in
current visual
and
performing
arts.

LEARNING DEEPEN
COMPETENCY
(MAKE MEANING)
LC 3: Discuss how Activity 4: Southeast Asia Art Detectives
representative
Instructions: In this activity, students will work in small groups as “Art
contemporary and
Detectives.” Each group will receive a set of images, video clips, or short
emerging performing
descriptions of contemporary and emerging visual or performing arts from the
and visual arts of the
Philippines and selected Southeast Asian countries. Together, they will examine
Philippines and
each piece and identify key elements such as the subject, theme, concept,
selected Southeast
medium, technique, and any traditional or modern influences. Group members
Asian countries
will collaborate to discuss their observations and record their findings on a
influence their
worksheet or chart. After the group work, students will present their insights in
cultural identity and
a short sharing session, allowing the class to compare and contrast cultural
diversity
expressions across the region.

Learning Targets:
I can discuss how
representative
contemporary and Activity 5: Create and Compare
emerging performing
Instructions: Students will be grouped and asked to explore one artwork from
and visual arts of the
the Philippines and one from another Southeast Asian country. After analyzing
Philippines and
both using a guide (identifying subject, theme, medium, and technique), each
selected Southeast
group creates a collaborative visual output—a poster or digital collage that
Asian countries
compares the two artworks side by side. The output will highlight similarities
influence their
and differences in artistic approach, cultural expression, and creative
cultural identity and
techniques. Groups will briefly present their comparisons to the class,
diversity
promoting cultural understanding and art appreciation.
Success Criteria:

I am able to:
1. explain how
contemporary
arts reflect
cultural
identity.
2. discuss how
emerging art
forms promote
cultural
diversity.
3. describe the
cultural impact
of Philippine
and Southeast
Asian arts.

LC 4: Describe the Activity 6: Behind the Art

concepts, processes,
Instructions: Students will work in groups and be assigned a contemporary
techniques, and/or
visual or performing artwork from the Philippines or a Southeast Asian
practices used in
country. Each group will examine the artwork—through an image, video, or
selected Philippine
description—and discuss what they observe about the concept or idea behind
and Southeast Asian
the piece, the process of how it might have been created, and the techniques or
contemporary and
practices used. They will then prepare a short group report or mini-
emerging performing
presentation to describe these elements in their own words, as if they are
and visual arts.
introducing the artwork to a museum audience. This activity encourages
teamwork, observation, and deeper understanding of how modern art reflects
both creative process and cultural influence.

Learning Targets:
I can describe the
concepts, processes,
techniques, and/or
practices used in
selected Philippine
and Southeast Asian
contemporary and
emerging performing
and visual arts.

Success Criteria:

I am able to:
1. describe key
concepts in
contemporary
and emerging
arts.
2. explain the
 processes and
techniques
used in
selected
artworks.
3. identify
common
practices in
Philippine
and Southeast
Asian art
forms.
LEARNING
COMPETENCY TRANSFER
LC 7: produce Transfer Goal:
creative works about The students in the long run will be able to independently apply their
contemporary and understanding of the cultural influences, concepts, techniques, and practices
emerging popular found in contemporary and emerging music and arts of the Philippines and
performing and Southeast Asia by creating meaningful and culturally inspired works that
visual arts of the reflect both personal expression and regional identity in real-world contexts.
Philippines and
Performance Task:
selected Southeast Performance Standard: The learners create works based on relevant
Asian countries using concepts, processes, techniques, and/or practices used in selected
relevant concepts, representative contemporary and emerging works of the Philippines and
processes, selected Southeast Asian countries in the production of their creative works.
techniques, and/or
practices GOAL: Your goal is to create a meaningful original artwork or performance
piece that reflects a real-life issue or cultural theme using concepts,
processes, techniques, and/or practices from contemporary or emerging arts
Learning Targets: of the Philippines or Southeast Asia. This work should raise awareness,
inspire action, or celebrate cultural identity.
I can produce
creative works about ROLE: You are a young artist or performer tasked to create a piece that
contemporary and shows how art can connect people to important ideas and cultural roots in
emerging popular modern times.
performing and AUDIENCE: Teachers and Classmates
visual arts of the SITUATION: St. Vincent’s Academy, Inc. is organizing a cultural showcase
Philippines and that highlights how today’s youth can express cultural identity or social
selected Southeast issues through modern Filipino and Southeast Asian art. You’ve been selected
Asian countries using to submit an original creation that draws from real artistic techniques,
relevant concepts, themes, and cultural influences. Your challenge is to create something
processes, original that also respects and reflects traditional or emerging practices in
techniques, and/or the region.
practices
PRODUCT: You will produce a creative work of your choice—this can be a
painting, digital art, short dance, music piece, performance, or mixed media
artwork. You will also write or record a short artist’s explanation (oral or
written) describing the concept, process, techniques, and cultural influences
Success Criteria: behind your work.
STANDARDS: The performance will be evaluated according to the following
I am able to: criteria:

1. produce Relevance of Concept, Application of Techniques/Practices, Creativity and

creative Originality, Clarity of Artist’s Explanation, Presentation and Effort
works using GRASPS NARRATIVE: The students will create an original artwork or
 relevant performance piece for a school cultural showcase. Their goal is to express a
concepts and real-life issue or cultural theme using concepts, techniques, or practices from
themes. contemporary Filipino or Southeast Asian art. They will present their work to
classmates and the school community, along with a brief explanation of their
2. apply
idea, process, and cultural inspiration. Their output will be evaluated based
appropriate
on message clarity, application of techniques, creativity, and explanation.
processes,
techniques,
and practices
Analytic Rubric
in my
artwork.
3. showcase
Criteria Excellent Very Good Good Fair Total
influences
(4) (3) (2) (1) Score
from
contemporary Relevance of The idea is The idea is The idea is The idea is
Philippine Concept very clear, clear and somewhat unclear or
and Southeast relevant, shows good clear but not related
Asian arts. and deeply understandi needs to the
meaningful ng of a stronger theme
theme connectio
n to the
theme
PERFORMANCE
STANDARD: Application of Technique Techniques Some Technique
The learners create Techniques/ s are highly are relevant s used are
works based on Practices appropriat appropriate technique unclear,
e and and mostly s used minimal or
relevant concepts,
skillfully accurate with inappropri
processes,
applied limited ate
techniques, and/or accuracy
practices used in
selected Creativity and Very Creative and Some Lacks
representative Originality creative, shows creativity originality
contemporary and unique, originality is evident, or shows
emerging works of and shows but the little
the Philippines and original idea or creative
selected Southeast thinking design is effort.
and effort. common.
Asian countries in
the production of Clarity of Clear, Explanation Basic Vague or
their creative works. Artist’s detailed is clear with explanatio missing
Explanation explanatio some n with explanatio
n with cultural minimal n.
strong connection. connectio
connection n to the
to cultural influence.
influence.

Presentation Presentati Output is Output is Output is

and Effort on is neat and somewhat incomplete
polished, shows good messy or or rushed.
complete, effort. incomplet
and shows e.
excellent
effort.

TOTAL:

Values Integration:
 1. Faith
2. Academic Excellence

Prepared by: Submitted to: Approved by:

CHACA JANICE D. GARCIA, LPT KAYE B. ALCISTO, LPT JOSEPHINE N. AYUNO, LPT
Subject Teacher Academic Coordinator School Principal
 ST. VINCENT’S ACADEMY, INC.
Kauswagan, Lanao del Norte
Tel. No. (063) 227-1007
Email: [email protected]
Website: svapeace.webs.com
SY 2023-2024

Learning Plan in Music and Arts 7

EXPLORE

2nd Quarter This unit is about: Conventional Traditional or Local Folk Music and Arts (Pre-
war) Common to the Philippines and Southeast Asia

Consider this question: How do the traditional music and art forms of the
Philippines and Southeast Asia reflect the everyday lives, beliefs, and values of
the people before the war?

Hook Activity (Motivation)Guess the Sound, Guess the Story!

The teacher plays short clips of traditional music and shows images of local folk art
from the Philippines and Southeast Asia. Students are asked to observe carefully and
guess what these sounds and visuals have in common. After sharing their thoughts,
the teacher reveals that they will explore traditional and local folk music and arts
from pre-war times, highlighting how these reflect the culture and daily lives of the
people.

Audio Clips (Traditional Music)

1. Kulintang Ensemble (Philippines – Mindanao)
https://www.youtube.com/watch?v=4bh8PpLBi8g
2. Gamelan Music (Indonesia)
Sound Tracker - Gamelan (Indonesia)

Images (Traditional Arts)

1. Okir Wood Carving – Maranao (Philippines)

2. T’nalak Weaving – T’boli (Philippines)

Map of Conceptual Change: Before and Now

Instructions: Fill in the first box by completing the phrase “Before, I thought…”
prior to the discussion. The second box (“Now, I realized…”) will be filled in
after the discussion of the topic.
 Before, I thought…

Now, I realized…

LEARNING FIRM-UP
COMPETENCY (ACQUISITION)
LC 1: Identify Activity 1: Culture Match-Up!
similarities in local Instructions: Students are grouped into teams and given a set of picture cards
subjects, themes, featuring traditional art forms from the Philippines and Southeast Asia (e.g.,
and mediums used batik, okir, wayang kulit, t’nalak). Each team works together to sort the cards
in traditional arts into pairs or groups that show similar subjects, themes, or mediums (e.g.,
from the Philippine weaving, nature, religious symbols). After sorting, each group shares their
regions and selected reasoning with the class.
Southeast Asian
countries.
Activity 2: Art Talks: Then and There
Learning Targets: Instructions: Each group selects one Philippine art form and one Southeast
I can identify Asian counterpart. They research or are given brief descriptions, then create a
similarities in local mini-presentation or skit where two “artworks” talk to each other (as if
subjects, themes, personified) and discover what they have in common — in subjects (e.g.,
and mediums used nature, daily life), themes (e.g., spirituality, heroism), or mediums (e.g., textiles,
in traditional arts carvings).
from the Philippine
regions and selected
Southeast Asian
countries.

Success Criteria:

I am able to:
1. identify
common
subjects in
traditional
arts from the
Philippines
and Southeast
Asia.
2. recognize
similar
themes
across
regional art
forms.
3. compare
traditional
mediums
used in both
Philippine
and Southeast
Asian arts.
LC 2: Recognize Activity 3: Cultural Puzzle Relay
similarities in local Instructions: The class is divided into small teams. Each team receives mixed
subjects, themes, puzzle pieces—each piece contains either an image or a short description of
and mediums used traditional arts from the Philippines and Southeast Asia (e.g., weaving,
in traditional arts puppetry, carvings). Teams must race to match related pieces based on shared
from the Philippine themes, subjects, or materials (e.g., both use nature, are textile-based, or depict
regions and selected folk stories). Once completed, teams briefly explain their matched pairs to the
Southeast Asian class.
countries.
Activity 4: Gallery Walk: Art Connections
Learning Targets: Instructions: The teacher sets up an “art gallery” around the classroom with
I can recognize printed images or posters of Philippine and Southeast Asian traditional art.
similarities in local Students walk around in pairs or trios, viewing the artworks. Each group is
subjects, themes, given a simple comparison sheet where they note down artworks that share
and mediums used similar themes (e.g., family life, rituals), mediums (e.g., fabric, wood), or
in traditional arts subjects (e.g., mythology, farming). After the walk, groups share their favorite
from the Philippine art pair and describe the similarity they found.
regions and selected
Southeast Asian
countries.

Success Criteria:

I am able to:
1. recognize
shared
subjects in
traditional
Philippine and
Southeast
Asian arts.
2. identify similar
themes across
regional art
forms.
3. point out
common
mediums used
in traditional
artworks.
LEARNING DEEPEN
COMPETENCY (MAKE MEANING)
LC 3: Explain the Activity 5: Cultural Connect: Art Across Borders
similarities in terms Instructions: The class is divided into small groups. Each group is assigned a
of contexts across traditional or contemporary art form from the Philippines and one from a
the regions and the Southeast Asian country (e.g., T’nalak and Batik, Singkil and Khon). They
Philippines with research or are provided with short descriptions of each. The group then
selected Asian discusses and creates a comparison chart or visual presentation explaining how
countries through both artworks reflect similar cultural contexts—such as beliefs, way of life, or
their use of subjects, historical influences—through their themes, techniques, and materials. Each
themes, concepts, group shares their findings with the class.
mediums, processes,
techniques, and/or Activity 6: Context Clues: Story Behind the Art
practices; Instructions: In groups, students are shown images of traditional or emerging
artworks from different Asian countries, including the Philippines. For each
Learning Targets: image, they are asked to discuss and answer guiding questions like:
I can explain the
similarities in terms ● What might this art be used for?
of contexts across ● What does it represent in the culture?
the regions and the ● What theme or subject is shown here?
Philippines with ● Can you find a Philippine artwork with a similar purpose or message?
selected Asian
countries through
their use of subjects, They then write a short explanation comparing a chosen pair of artworks,
themes, concepts, highlighting the shared cultural context behind their elements (such as
mediums, processes, community, religion, or nature).
techniques, and/or
practices;

Success Criteria:

I am able to:
1. explain shared
cultural
contexts in
traditional and
regional arts.
2. describe
similarities in
themes,
subjects, and
concepts
across
countries.
3. identify
common
techniques and
practices in
Asian and
Philippine art.
LC 4: Analyze how Activity 6: Then Meets Now: Art Evolution Collage
the concepts,
processes, and/or Instruction: Students are grouped and given sets of images or short video clips
practices in showcasing both traditional and contemporary artworks from the Philippines
contemporary and and Southeast Asia (e.g., traditional weaving vs. fashion design using traditional
emerging creative patterns). Each group selects one traditional and one modern artwork that
works are influenced show a clear connection. They then create a visual collage or side-by-side
by or reinterpret comparison (digital or paper-based) and write a brief analysis explaining how
traditional folk the modern work was influenced by the traditional one—focusing on concept,
performing and technique, or cultural meaning. Groups present their findings to the class.
visual arts from the
Philippines and
selected Southeast
Asian countries.

Learning Targets:
I can analyze how
the concepts,
processes, and/or
practices in
contemporary and
emerging creative
works are influenced
by or reinterpret
traditional folk
performing and
visual arts from the
Philippines and
selected Southeast
Asian countries.

Success Criteria:

I am able to:
1. analyze how
traditional
arts influence
modern
creative
works.
2. explain how
contemporar
y artists
reinterpret
folk practices.
3. identify
connections
between
traditional
and emerging
art forms.
LEARNING
COMPETENCY TRANSFER
LC 6: Produce Transfer Goal: The students in the long run will be able to thoughtfully apply
creative works their understanding of traditional and folk music and arts from the Philippines
inspired by the and selected Southeast Asian countries by creating meaningful and original
Philippines and works that incorporate conventional, contemporary, and emerging concepts,
selected Southeast processes, techniques, and practices across various artistic forms.
Asian local folk
performing and Performance Task:
visual arts using Performance Standard: The learners incorporate characteristics of selected
relevant Philippine and Southeast Asian traditional or folk music and art in their
conventional, creative work, using conventional, contemporary, and emerging concepts,
contemporary, and processes, techniques, and/or practices in Music and Arts.
emerging concepts, GOAL: You will create a unique performance that showcases the rich
processes, and/or traditions of Philippine and Southeast Asian music and art. This performance
practices. will celebrate cultural diversity and promote awareness of these traditions in
your community.
ROLE: You will act as a cultural ambassador, drawing inspiration from
traditional folk music and art to create a performance that reflects both your
Learning Targets:
understanding of these traditions and your personal creativity.
I can produce AUDIENCE: Your classmates and Teachers
creative works SITUATION: Imagine you are tasked with representing the beauty and
inspired by the richness of Philippine and Southeast Asian cultures at a cultural showcase.
Philippines and Your goal is to highlight the importance of these traditions and foster
appreciation among your peers. You need to select specific elements from
selected Southeast
traditional music and art forms, incorporate them into your performance,
Asian local folk
and share their significance with your audience.
performing and PRODUCT: You will produce an original song, a dance, or a spoken word
visual arts using piece that incorporates melodies, rhythms, or instruments from traditional
relevant Philippine or Southeast Asian music.
conventional, STANDARDS: The performance task will be evaluated based on Cultural
contemporary, and Relevance, Creativity and Originality, Artistic Execution , and Engagement
emerging concepts, and Presentation.
processes, and/or GRASPS NARRATIVE: You are tasked with creating a captivating
practices. performance for your school’s cultural showcase to highlight the rich
traditions of Philippine and Southeast Asian music and art. As a cultural
ambassador, your role is to blend traditional elements with your creativity to
engage your audience of classmates, teachers, and family. The performance
will feature an original song that combines traditional melodies with
Success Criteria: contemporary rhythms, using instruments like guitar and bamboo flutes.
Accompanying this will be a vibrant backdrop and costumes reflecting
traditional designs. Your work will be evaluated based on cultural relevance,
I am able to: creativity, artistic execution, and audience engagement, guiding you in
crafting a meaningful presentation that celebrates cultural heritage and
1. create develops your collaborative skills.
artworks
inspired by Analytic Rubric
local folk arts.
2. use Criteria Excellent Very Good Good Fair Total
(25) (20) (15) (10) Score
conventional,
contemporar Cultural Performanc Performanc Some Limited
y, or Relevance e fully e mostly elements of relevance
emerging art reflects reflects tradition to
techniques. Philippine traditions are present traditions;
and with minor but may many
3. show cultural Southeast inaccuracie lack depth inaccuracie
influences Asian s. or s.
from the traditions accuracy.
Philippines with rich,
and Southeast accurate
Asia in my details.
work.
Creativity Highly Work Some Limited
and innovative shows creativity is creativity;
Originality work that creativity evident, but mostly
adds a and some lacks a derivative.
unique unique distinct
perspective perspective, perspective
while mostly .
honoring adhering to
PERFORMANCE traditions. traditions.
STANDARD:
The learners Artistic Excellent Very good Good Fair
incorporate Execution execution of execution execution execution;
characteristics of music and with minor with some many
selected Philippine art; rhythm, issues in flaws in issues that
and Southeast Asian melody, and rhythm or music or detract
traditional or folk visuals are visuals; visuals; from
music and art in captivating. generally presentatio engagemen
their creative work, engaging. n lacks t.
using conventional, polish.
contemporary, and Engagement Highly Very good Good Fair
emerging concepts, and engaging engagement engagemen engagemen
processes, Presentatio presentatio ; t, but lacks t; fails to
techniques, and/or n n; communica clear convey
practices in Music effectively tes cultural communica cultural
and Arts. communicat significance tion of relevance.
es the with minor significance
significance lapses. .
of cultural
elements.
 TOTAL: 100

Values Integration:
1. Faith
2. Academic Excellence
3. Peace
4. Humble Service

Prepared by: Submitted to: Approved by:

CHACA JANICE D. GARCIA, LPT KAYE B. ALCISTO, LPT JOSEPHINE N. AYUNO, LPT
Subject Teacher Academic Coordinator School Principal
 ST. VINCENT’S ACADEMY, INC.
Kauswagan, Lanao del Norte
Tel. No. (063) 227-1007
Email: [email protected]
Website: svapeace.webs.com
SY 2023-2024

Learning Plan in Music and Arts 7

EXPLORE

3rd Quarter This unit is about: Nationalistic Music and Arts in the Post-war Philippines
and Southeast Asia

Consider this question: How did nationalistic music and arts in post-war
Philippines and Southeast Asia reflect cultural identity and political aspirations, and
how did these expressions shape national consciousness?

Hook Activity (Motivation)Guess the Culture!

Instructions: The teachers play short audio clips of nationalistic songs from the
Philippines and Southeast Asia, asking students to guess the country and the
emotions conveyed. Record their guesses on the board.

Next, show images of notable artworks or cultural symbols and prompt

students to identify them and discuss the ideas they evoke. After this guessing
game, lead a discussion on how music and art express national identity.

Finally, reveal that the class will explore "Nationalistic Music and Arts in the
Post-war Philippines and Southeast Asia," building on their insights. This
activity fosters curiosity and engagement with the topic.

Images:
1. "The Spoliarium" by Juan Luna

2. Wayang Kulit (Indonesia)

 3. Lacquer Art (Vietnam)

Map of Conceptual Change: Before and Now

Instructions: Fill in the first box by completing the phrase “Before, I thought…”
prior to the discussion. The second box (“Now, I realized…”) will be filled in
after the discussion of the topic.

Before, I thought…

Now, I realized…

LEARNING FIRM-UP
COMPETENCY
(ACQUISITION)
LC 1: Distinguish the Activity 1: Creative Collaboration: Art & Stories
characteristics of
Instructions: The teacher will divide students into small groups and assign each
nationalistic creative
a theme, such as identity or resilience. Groups will create original artworks
works of the
reflecting their theme, using techniques inspired by their studies. Alongside
Philippines and
their artwork, they should develop a narrative explaining its cultural
selected Southeast
significance. After completing their creations, each group will present their
Asian countries
artwork and narrative to the class, followed by a potential display of their work
based on subjects,
around the classroom or school to celebrate their interpretations of
themes, concepts,
nationalistic themes.
mediums, processes,
techniques, and/or
practices

Learning Targets:
I can distinguish the
characteristics of
nationalistic creative
works of the
Philippines and
selected Southeast
Asian countries
based on subjects,
themes, concepts,
mediums, processes,
techniques, and/or
practices

Success Criteria:

I am able to:
1. distinguish
nationalistic
subjects and
themes in
creative
works.
2. identify the
concepts,
mediums, and
techniques
used in
nationalistic
arts.
3. analyze how
nationalistic
practices
influence the
creative
works of the
Philippines
and Southeast
Asia.
LEARNING DEEPEN
COMPETENCY
(MAKE MEANING)
LC 2: Explain how Activity 3: Cultural Showcase – Art as a Voice of Nationalism
their nationalism,
Instruction: In this group activity, students will explore how nationalism is
including the issues
reflected in the visual and performing arts of the Philippines and selected
surrounding this
Southeast Asian countries. Each group will be assigned a country—such as the
concept, influences
Philippines, Indonesia, Thailand, Vietnam, or Malaysia—and will research key
the performing and
artworks or performances that highlight nationalist themes and historical
visual arts of the
contexts.
Philippines and
selected Southeast Based on their research, each group will create a mini-exhibit, either as a
Asian countries poster, digital collage, or mock gallery, showcasing how art has been used to
express national identity. They will also prepare a short creative performance,
such as a reenactment, dance, spoken word, or a recorded piece inspired by one
Learning Targets: of the works studied. During a gallery walk, groups will present their exhibit
and performance, while classmates rotate, engage, and provide feedback using
I can explain how
their nationalism,
including the issues guided questions.
surrounding this
Activity 4: Talk Show Debate – Nationalism Through the Lens
concept, influences
the performing and Instructions: In this role-playing activity, students will participate in a mock
visual arts of the talk show, portraying artists, historians, or cultural figures from the Philippines
Philippines and and other Southeast Asian countries. Each student will be assigned a character
selected Southeast —such as a Filipino painter, Indonesian dancer, Vietnamese poet, or Southeast
Asian countries. Asian art critic—and will research how nationalism has shaped the art form
associated with their role.

Students will prepare talking points on how their character’s work has been
influenced by nationalism, and address issues such as censorship,
Success Criteria: representation, or identity. During the talk show, the moderator will guide a
discussion where panelists share their views and respond to each other’s
perspectives. After the panel, the audience will join in with questions and
I am able to: comments.
1. explain how
nationalism
influences the
subjects and
themes in
Philippine and
Southeast
Asian arts.
2. identify issues
surrounding
nationalism
reflected in
performing and
visual arts.
3. analyze how
nationalism
shapes artistic
expression in
the Philippines
and Southeast
Asia.

LEARNING
COMPETENCY TRANSFER
LC 3: Evaluate Activity 5: Nationalism Remix: Recreate & Reflect
representative pieces
Instruction: In groups, students will choose one representative nationalistic
and their creative
artwork or music piece from the Philippines or a Southeast Asian country.
works based on the
Their task is to reimagine this work using a different medium or style while
subjects, themes,
preserving the core message or theme.
concepts, mediums,
processes, For example, a traditional folk song can be transformed into a modern spoken
techniques, and/or word piece or acoustic remix; a historical painting might be recreated as a
practices used in the digital collage or performance art. Groups must be intentional with the
nationalistic music materials, techniques, and processes used, and be ready to explain their
and arts of the creative choices.
Philippines and
selected Southeast After completing their reinterpretation, groups will present both the original
Asian countries and the remixed version to the class, followed by a reflection explaining how
they honored the nationalistic themes and what artistic choices they made.
Learning Targets:
I can evaluate Activity 6: Art & Sound Critique Circle
representative pieces
Instructions: Students will be divided into small groups, each assigned a pair of
and their creative
representative pieces—one from the Philippines and one from another
works based on the
Southeast Asian country. These could be songs, paintings, dances, or
subjects, themes,
performance clips that showcase nationalistic themes.
concepts, mediums,
processes, Each group will analyze the works using a guided evaluation rubric that covers
techniques, and/or subjects, themes, concepts, mediums, processes, and techniques. They will
practices used in the discuss how each element contributes to the expression of nationalism in the
nationalistic music piece.
and arts of the
Philippines and Once the analysis is complete, each group will present their evaluations to the
selected Southeast class. As other groups listen, they will give constructive feedback and ask
Asian countries questions, forming a rotating "critique circle." This will allow students to learn
from various perspectives while sharpening their critical and collaborative
skills.

Success Criteria:

I am able to:
1. evaluate the
subjects and
themes used
in
nationalistic
music and
arts.
2. assess the
concepts,
mediums, and
techniques in
representativ
e creative
works.
3. analyze how
the processes
and practices
reflect
nationalistic
ideas in the
arts.
LC 4: Produce Transfer Goal: The students in the long run will be able to independently
creative work using apply their understanding of nationalistic music and arts from the Philippines
techniques and and selected Southeast Asian countries by creating meaningful, original works
processes employed that integrate conventional, contemporary, and emerging concepts, processes,
in the production of techniques, and practices. They will use their knowledge to express identity,
nationalistic cultural values, and social relevance, demonstrating the lasting impact of
performing and nationalism in shaping artistic expression across different contexts.
visual arts inspired
by nationalistic
themes. Performance Task:
 Performance Standard: The learners produce an integrative creative work
using conventional, contemporary, and/or emerging concepts, processes,
techniques, and/or practices in the Philippines and selected Southeast Asian
Learning Targets: Nationalistic (Post-war) Music and Arts.
I can produce GOAL: Your goal is to create an original integrative artwork or musical piece
creative work using that honors the nationalistic spirit of a Southeast Asian country—including
techniques and the Philippines—by using a mix of conventional, contemporary, or emerging
processes employed techniques. Your creation should express themes of national identity, pride,
in the production of unity, or freedom, inspired by post-war nationalistic arts and music.
nationalistic
ROLE: You are an artist or composer representing your school in a virtual
performing and
cultural youth showcase that celebrates Southeast Asian heritage and
visual arts inspired
nationalism through the arts.
by nationalistic
themes. AUDIENCE: Students and Teachers
SITUATION: After studying various nationalistic art and music forms from
Success Criteria: the Philippines and Southeast Asia, your task is to respond to the question:
"How can we keep the spirit of nationalism alive in today's generation through
creative expression?" You will reflect on this question and create a
I am able to: performance or visual piece that connects the past with the present using
techniques and styles that show your understanding of traditional and
1. use
modern practices.
techniques
and processes PRODUCT: A musical piece (e.g., composition, instrumental performance, or
from multimedia fusion) Your work must integrate at least one conventional and
nationalistic one contemporary or emerging technique/process and be accompanied by a
performing short artist statement or reflection (1-2 paragraphs) explaining your concept,
and visual choices, and inspiration.
arts in my
work. STANDARDS: The performance task will be evaluated based on the Concept
& Theme, Integration of Techniques, Creativity & Originality,
2. incorporate Craftsmanship/Execution, and Artist Statement/Reflection.
nationalistic
themes into GRASPS NARRATIVE: You are a young artist or composer invited to
my creative represent your school in a virtual cultural youth showcase. Your goal is to
projects. create an original artwork or musical piece that reflects the spirit of
nationalism in the Philippines or a Southeast Asian country.
3. demonstrate
the influence
of Analytic Rubric
nationalistic
ideas through
my artistic
choices. Criteria Excellent Very Good Good Fair Total
(20) (15) (10) (5) Score

Concept & Strong and Clear Basic Theme is

Theme meaningful representati theme unclear or
representati on with present but not evident
PERFORMANCE
on of some depth lacks clarity
STANDARD:
nationalistic or depth
The learners produce themes
an integrative
Integration Seamless Clear use of Some No clear
creative work using of blend of two attempt to combinatio
conventional, Techniques conventiona techniques, combine n of
contemporary, l and mostly techniques techniques
and/or emerging modern/em integrated used
concepts, processes, erging
 techniques, and/or techniques
practices in the
Philippines and Creativity & Highly Creative Somewhat Lacks
selected Southeast Originality creative, and creative; originality
Asian Nationalistic original, somewhat partly or
(Post-war) Music and and original derived creativity
Arts. engaging from
existing
works

Craftsmansh Excellent Good Average Minimal

ip/ quality and quality with effort and effort or
Execution attention to minor flaws craftsmans poor
detail hip execution

Artist Insightful, Clear Basic Lacks

Statement/ well- explanation explanation reflection
Reflection written, and of choices provided or unclear
clearly and reasoning
connects to meaning
the work

TOTAL: 100

Values Integration:
1. Faith
2. Academic Excellence
3. Peace

Prepared by: Submitted to: Approved by:

CHACA JANICE D. GARCIA, LPT KAYE B. ALCISTO, LPT JOSEPHINE N. AYUNO, LPT
Subject Teacher Academic Coordinator School Principal
 ST. VINCENT’S ACADEMY, INC.
Kauswagan, Lanao del Norte
Tel. No. (063) 227-1007
Email: [email protected]
Website: svapeace.webs.com
SY 2024-2025

LEARNING PLAN IN Music and Arts 7

EXPLORE

4th Quarter This unit is about: Integrative Creative Works of Selected Philippine/
Southeast Asian Music and Arts

Consider this question: How can combining traditional and modern elements in
music and arts help preserve and promote the national identity of the Philippines and
Southeast Asian countries today?

Hook Activity (Motivation)

Mash-Up Mystery: The teacher plays a short audio mash-up or shows a visual that
combines a traditional Filipino or Southeast Asian element (like gong music or
ethnic patterns) with a modern component (like EDM beats or digital art).

The teacher then asks the class:

● "What two artistic styles are being combined?"

● "Why might artists want to mix traditional and modern elements?"

● "Can you guess what today’s topic is about?"

After some responses, the teacher reveals the topic:

Integrative Creative Works — blending traditional and modern forms in music
and art to express national identity.

Map of Conceptual Change: Before and Now

Instructions: Fill in the first box by completing the phrase “Before, I thought…”
prior to the discussion. The second box (“Now, I realized…”) will be filled in
after the discussion of the topic.

Before, I thought…

Now, I realized…

LEARNING FIRM-UP
COMPETENCY
(ACQUISITION)
LC 1: Select Activity 1: Create & Label: Art with Intention
appropriate subjects,
Instructions: In groups of 3–4, students will plan and create a simple visual
themes, concepts,
artwork (e.g., a poster, collage, or mini mural) that reflects a chosen theme (e.g.,
mediums, processes, unity, nature, hope, or culture). They will select appropriate subjects, concepts,
techniques, and/or and materials based on their group’s creative intention.
practices in making a
creative work; After completing the work, each group will label key parts of their artwork—
identifying the theme, medium, process, technique, and artistic concept used.
They will briefly present their output and explain their choices to the class.
Learning Targets:
I can select
appropriate subjects,
themes, concepts, Activity 2: Art Match-Up & Plan It Out
mediums, processes, Instructions: Students are grouped into pairs. First, they complete a matching
techniques, and/or activity where they pair different art themes (Column A) with suitable mediums
practices in making a or techniques (Column B). After matching, each pair will enumerate the steps
creative work; they would take to create an artwork using one of the theme-medium
combinations.

Success Criteria: They must agree on:

1. The subject
I am able to: 2. The theme or message
3. The chosen medium
1. choose 4. Basic steps or processes to create the piece
relevant
subjects and Each group will share their plan with the class in a short, informal presentation.
themes for my
creative work.
Matching Type Worksheet:
2. apply
appropriate
concepts,
mediums, and COLUMN A (THEMES/CONCEPTS) COLUMN B
techniques in (MEDIUMS/TECHNIQUES)
my project.
1. Environmental awareness a. Digital collage using photo editing
3. select tools
effective
2. Cultural identity b. Recycled art using found objects
processes and
practices to 3. Inner emotions or mental health c. Symbolic abstract painting with
enhance my acrylic
artwork.
4. History and nationalism d. Traditional textile weaving or
printmaking

5. Modern social issues (e.g., e. Mixed media combining drawing

technology use) and newspaper cutouts

LEARNING DEEPEN
COMPETENCY
(MAKE MEANING)
LC 2: explain how Activity 3: Traditions Through Art: Map and Critique
relevant customs,
Instructions: Students are grouped into 3–4 members. Each group will first
principles, beliefs,
create a concept map connecting specific Southeast Asian customs, beliefs, or
traditions, and/or
traditions to particular art forms or techniques (e.g., Thai silk weaving,
ideas from the
Indonesian batik, Balinese shadow puppetry).
different countries in
Southeast Asia
influenced the Afterward, each group selects one cultural tradition and writes a short critique
concepts, processes, explaining how that tradition shaped the chosen art practice—focusing on its
techniques, and/or process, technique, or concept. Groups present their map and critique to the
class.
practices used in the
integrative arts of
Southeast Asian
countries
Activity 4: Cultural Journeys Through Art

Learning Targets: Instructions: In pairs, students will imagine traveling to a Southeast Asian country
and discovering a local art form influenced by customs or traditions. Each pair writes
I can explain how a journal entry describing their "visit," the art form they discovered, and the tradition
relevant customs, behind it. After writing, each pair summarizes their experience in a short paragraph
principles, beliefs, to share with the class.
traditions, and/or
ideas from the
different countries in
Southeast Asia
influenced the
concepts, processes,
techniques, and/or
practices used in the
integrative arts of
Southeast Asian
countries

Success Criteria:

I am able to:
1. explain how
customs and
beliefs
influence the
concepts used
in Southeast
Asian arts.
2. describe how
traditions
shape the
processes and
techniques in
Southeast
Asian creative
works.
3. analyze how
cultural ideas
impact the
artistic
practices in
Southeast
Asian
countries.
LC 3: Discuss the Activity 5: Roots in Modern Art
influence of
Instructions: Students are grouped into teams of 3–4. Each group first creates a
traditional concepts,
concept map showing traditional ideas, beliefs, and customs and how these
principles, beliefs,
have shaped modern visual or performing arts. Then, each group writes a short
traditions, and/or
collaborative essay explaining one clear example of how a traditional
ideas on
influence is seen in a contemporary art form today. Groups will present both
contemporary
their map and essay briefly.
performing and
visual art forms

Activity 5: Traditions That Live On

Learning Targets: Instructions: Students will form pairs. Each pair will choose a traditional belief,
custom, or principle and find a contemporary artwork (painting, dance, theater,
I can discuss the
or song) that shows its influence. They will write a journal entry imagining
influence of
themselves as artists explaining how tradition inspired their work. Afterward,
traditional concepts,
they summarize their insights into a short paragraph to present to the class.
principles, beliefs,
traditions, and/or
ideas on
contemporary
performing and
visual art forms

Success Criteria:

I am able to:
1. discuss how
traditional
concepts
influence
contemporary
art forms.
2. explain the
impact of
cultural
beliefs on
modern visual
and
performing
arts.
3. examine how
traditional
ideas are
integrated
into
contemporary
artworks.

LEARNING TRANSFER
 COMPETENCY
LC 4: Evaluate Activity 6: Traditions Through Time: Exploring the Influence of
representative Traditional Concepts on Contemporary Art
pieces or their
Instructions: The class will be divided into small groups, and each group will
creative work based
select a traditional Filipino or Southeast Asian performing art form (e.g.,
on the
Filipino folk dance, Indonesian wayang kulit). They will reinterpret the chosen
conventions/criteria
traditional art form by adding contemporary elements, such as modern music,
of the integrative
choreography, or technology, while still preserving key traditional techniques
creative works of
or themes.
Philippine and
selected Southeast The group’s task is to perform their reimagined version for the class. Before
Asian performing performing, they will discuss the traditional concepts, principles, or beliefs they
and visual arts; want to highlight and explore how they can blend modern influences with these
traditions. The performance should be 3-5 minutes long, with a brief
explanation of how traditional elements have influenced their contemporary
adaptation.

Learning Targets:
I can evaluate
representative
pieces or their
creative work based
on the
conventions/criteria
of the integrative
creative works of
Philippine and
selected Southeast
Asian performing
and visual arts;

Success Criteria:

I am able to:
1. evaluate
creative
works based
on the
conventions
of Philippine
and Southeast
Asian arts.
2. assess how
well a piece
follows the
criteria of
integrative
creative
works.
3. analyze the
effectiveness
 of techniques
used in
representativ
e performing
and visual
arts.
LC 3: produce an Transfer Goal: The students in the long run will be able to integrate their
integrative creative understanding of the customs, traditions, and cultural practices of the
work showing their Philippines and selected Southeast Asian countries into the creation of original
informed musical and artistic works. They will apply conventional, contemporary, and
understanding of the emerging concepts, processes, and practices in music and arts, demonstrating a
customs and deep appreciation for the interrelationships among these diverse artistic
traditions of the traditions. This will enable them to creatively express cultural narratives while
Philippines and preserving and innovating on traditional forms.
selected Southeast
Asian countries,
using appropriate Performance Task:
relevant concepts,
Performance Standard: The learners integrate their informed understanding of the
processes,
customs and traditions of the Philippines and selected Southeast Asian countries using
techniques, and/or
relevant conventional, contemporary, and/or emerging concepts, processes, and/or
practices in
practices in Music and Arts.
performing and
visual arts. GOAL: You are tasked with creating an original piece of art (visual or
musical) that reflects the customs and traditions of the Philippines and
selected Southeast Asian countries, blending traditional elements with
Learning Targets: contemporary or emerging art forms. Your goal is to showcase the
interconnectedness of cultural heritage and modern artistic expression.
I can produce an
integrative creative ROLE: You are an artist inspired by the rich cultural heritage of Southeast
work showing their Asia. As an artist, you will research the customs, traditions, and beliefs of the
informed Philippines and a selected Southeast Asian country, then create a work of art
understanding of the that integrates these elements using relevant conventional, contemporary, or
customs and emerging practices. You will decide whether your piece is visual art (such as
traditions of the a painting, sculpture, or textile) or a musical performance (such as a fusion of
Philippines and traditional and modern instruments or styles).
selected Southeast
AUDIENCE: Your performance will be presented to your Teacher and
Asian countries,
classmates
using appropriate
relevant concepts, SITUATION: Your task is to contribute to the Cultural Arts Festival by
processes, creating a meaningful piece that not only showcases your understanding of
techniques, and/or the customs and traditions but also reflects the evolving nature of art in
practices in today’s world. The challenge is to balance traditional influences with the
performing and innovation and relevance of contemporary artistic practices. This will allow
visual arts. you to express the dynamic relationship between the past and present in
Southeast Asian culture.
PRODUCT: Visual Art: A painting, sculpture, textile, or multimedia artwork
that combines traditional and contemporary elements, such as mixing batik
Success Criteria: design with digital art or weaving indigenous patterns with modern
materials.
Your final product must include an artist’s statement explaining:
I am able to:
1. The traditional influences behind your piece
1. produce a 2. How you incorporated contemporary or emerging concepts,
creative work processes, or practices
that reflects 3. The cultural significance of your work
my
 understandin 4. How your piece reflects the interconnectedness of music and arts
g of Philippine across Southeast Asia.
and Southeast
Asian STANDARDS: The performance task will be evaluated based on the Cultural
traditions. Relevance, Creativity and Innovation, Technical Execution, Presentation, and
Reflection and Artist’s Statement.
2. use
appropriate GRASPS NARRATIVE: You will create an original visual piece that blends
concepts, traditional customs and modern concepts from the Philippines and Southeast
processes, Asia. Your artwork will be presented at the Cultural Arts Festival and
and evaluated by peers and a panel of local artists. The piece must include an
techniques in artist’s statement explaining its cultural influences, modern adaptations, and
my creative significance. You will be assessed on cultural relevance, creativity, technical
work. skill, presentation, and the depth of your reflection. This task explores the
fusion of tradition and innovation in the arts.
3. demonstrate
cultural
awareness by Analytic Rubric
integrating
appropriate
customs and
practices into Criteria Excellent Proficient Basic Needs Total
my creative (20%) (15%) (10%) Improvem Score
work. ent (5%)

Cultural The The The The

PERFORMANCE Relevance artwork artwork artwork artwork
STANDARD: fully integrates includes lacks clear
integrates some few traditional
The learners
traditional traditional traditional influences
integrate their
customs, elements, elements, or cultural
informed
beliefs, but some with relevance.
understanding of the
and cultural limited
customs and
practices aspects cultural
traditions of the
from the may be significanc
Philippines and
Philippine underrepr e.
selected Southeast
s and esented or
Asian countries
Southeast not fully
using relevant
Asia, explored.
conventional,
accurately
contemporary,
representi
and/or emerging
ng cultural
concepts, processes,
significanc
and/or practices in
e.
Music and Arts.

Creativity The piece The piece The piece The piece

and demonstra demonstra shows shows
Innovation tes a tes minimal minimal
highly creativity, creativity, creativity,
creative blending with only with only
blend of traditional basic basic
traditional and integratio integratio
and contempor n of n of
contempor ary traditional traditional
ary elements, and and
elements, though modern modern
pushing with some
 boundarie conventio elements. elements.
s while nal
staying approache
culturally s.
respectful.

Technical The The The The

Execution artwork is artwork is artwork artwork
executed well- shows lacks
with executed basic technical
outstandin with technical skill or has
g technical competent skills, but significant
skill, technical some flaws in
showcasin skill, areas need execution.
g mastery showing improvem
of the good ent in
chosen command execution.
medium of the
(visual or chosen
musical). medium.

Presentatio The piece The piece The The

n is clearly is presentati presentati
and presented on is on is
profession clearly understan unclear or
ally with good dable, but lacks
presented, visual or lacks clear visual or
with auditory visual or auditory
strong impact, auditory impact.
visual or but may impact,
auditory lack polish and may
impact in some appear
that areas. unfinished
engages .
the
audience.

Artist’s The The The The

Statement statement statement statement statement
deeply explains provides a is vague,
reflects on the basic unclear, or
the integratio explanatio does not
blending n of n of the adequately
of traditional work, but explain the
tradition and lacks deep cultural
and modern reflection influences
modernity, elements, on the of the
clearly with clear cultural work.
explaining reflection influences.
the on the
cultural cultural
influences significanc
and e.
significanc
e of the
 work.

TOTAL:

Values Integration:
1. Excellence

Prepared by: Submitted to: Approved by:

CHACA JANICE D. GARCIA, LPT KAYE B. ALCISTO, LPT JOSEPHINE N. AYUNO, LPT
Subject Teacher Academic Coordinator School Principal