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8/13/2019 Arts CG (Gr 1-6)
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Republic of the PhilippinesDepartment of Education
DepEd Complex, Meralco Avenue Pasig City
K TO 12 CURRICULUM GUIDE
ARTS
(Grade 1 to 6)
July 27, 2012
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CONCEPTUAL FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient of knowledge, skills, and values necessary for artistic expression and
cultural literacy. The design of the curricula is student-centered , based on spiral progression of processes, concepts and skills and grounded in
performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and arts to the
development of his/her own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-
Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by
Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the
Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain,
Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
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K TO 12 MUSIC AND ART
PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION
Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a ―tapestry moving in time. The
global weavings of this ―tapestry in historical and cultural contexts are diverse—having spurred a continued metamorphosis to include a full range of purposes,
functions, and identities, from the utilitarian to aesthetic.
However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music
is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit,
and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes
this characteristic as a ―continuous state of becoming. Like the other arts, music is a creative avenue for man’s individual quest for self- expression and
fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be
developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in the skills that enable the
application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the
SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general
education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate
his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.
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K TO 12 MUSIC AND ARTS
PHILOSOPHY AND RATIONALE FOR ARTS
The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to
enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations,
celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.
Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct
way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner,
an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC
INTELLIGENCES”. The Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Arts develops and increases
a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a
student through the arts. The K-12 Arts Curriculum seeks to address these needs of our students for the 21st Century.
The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and
posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads,
iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and
designs. These are readily available and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Arts to students
is one way for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner.
The focus of the K-12 Arts curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and
indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the arts of other countries. The modules guide educators
and provide our students with arts experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from
Kindergarten to Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual
expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the
Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to
professionals in various art-related fields so the student can discover and consider the different career opportunities in arts.
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K TO 12 MUSIC AND ART
Figure 2. Content of Music and Art per Grade Level
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K TO 12 MUSIC AND ART
Figure 1. The Curriculum Framework of Music and Art Education
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K TO 12 MUSIC AND ART
Table 1. Basic Reference for Music and Art Content
Music Elements Arts Elements and Principles Music Processes Art Processes Rhythm
Melody
Form
Timbre
Dynamics
Tempo
Texture
Harmony*
* No formal instruction in harmonyfrom K to 3
Color
Line
Shape/Form
Texture
Rhythm
Balance
Repetition
* Contrast
Emphasis
Proportion
Harmony/Unity
Listening
Reading
Imitating (re-creating)
Responding
Creating
Performing (includingMovement)
Evaluating
Analyzing critically
Applying (transference)
Seeing/Observing
Reading
Imitating (re-creating)
Responding
Creating (original words)
Performing (different artprocesses)
Evaluating
Analyzing critically
Applying (transference)
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LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art
through
appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural
identity and diversity, and expansion of his/her world vision
KEY STAGE STANDARDS:
K - 3 4 - 6 7 – 10
The learner demonstrates understanding of
fundamental processes through
performing, creating, and responding,
aimed towards the development of
appreciation of music and art, and
acquisition of basic knowledge and skills.
The learner demonstrates understanding of
basic elements and concepts through
performing, creating, and responding, aimed
towards the development of appreciation of
music and art, and acquisition of basic
knowledge and skills.
The learner demonstrates understanding of
salient features of music and art of the
Philippines and the world, through
appreciation, analysis, and performance, for
self-development, the celebration of Filipino
cultural identity and diversity, and the
expansion of one’s world vision.
K TO 12 MUSIC AND ART
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Grade Level Grade Level Standards
Grade 1 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating,listening and observing, and responding.
Grade 2 The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening andobserving, and responding.
Grade 3 The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, andresponding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Grade 4 Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towardsself-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art,
towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision. Grade 6 Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art,towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 7 The learner demonstrates basic understanding of the fundamental processes in music and art through performing, creating,listening and observing, and responding towards appreciation of the cultural richness of the different provinces in thePhilippines
Grade 8 The learner demonstrates understanding of salient features of Asian music and art, through appreciation, analysis, andperformance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s worldvision.
Grade 9 The learner demonstrates understanding of salient features of Western music and art from different historical periods, throughappreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and theexpansion of one’s world vision.
Grade 10 The learner demonstrates understanding of salient features of contemporary music and art, through appreciation, analysis,
and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’sworld vision.
K TO 12 MUSIC AND ART
GRADE LEVEL STANDARDS:
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A. Creative Expression or Art Production :B. Artistic Perception or Art Appreciation:
C. Historical, Cultural Context or Art History:
D. Artistic and Critical Analysis or Art Criticism:
through Drawing, Painting, Printmaking, Sculpture, Crafts, and New Mediaof the elements of Art (line, color, shape and texture)of the principles of Art (repetition, contrast, rhythm, balance, emphasis, harmony,proportion and unity)Of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle East, and Africa.Of one’s work and peers, Philippine artists, and art masterpieces from the world.
K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
GRADE 1
Grade 1 - FIRST QUARTER
I. Process:
DRAWING− portraits− family portraits− persons− school, furniture
II. Elements:shapes
lines
texture
III. Principles:
The learner…
demonstrates understandingof lines, shapes and texture,and principles of balance,proportion and variety throughdrawing
demonstrate understandingthat ART is all around us andis created by different people
understands that a drawingcan be realistic, imaginary,
The learner…
creates a portrait of himselfand his family which showsthe elements and principlesof art
The learner…
identifies different lines,shapes, texture used by artistsin drawing
distinguishes and identifies
the different kinds of drawings:− portraits− family portraits− school ground− on-the-spot drawings of
home/school surroundings
There are four main domains or disciplines in teaching art to insure that Art is CHILD-CENTERED, that it develops thestudent’sHIGHER ORDER THINKING SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines aretaught from K to 12 In a SPIRAL PROGRESSION APPROACH, beginning with very simple concepts, activities and valueswhich gradually become more complicated and multi-faceted through each grade level.
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
balance
proportion
variety
useful or decorative uses different drawing toolsmaterials - pencil, crayons,piece of charcoal, a stick ondifferent papers, sinamay ,
leaves, tree bark, and otherlocal materials to create hisdrawing
observes and sees the detailsin a person’s face/body, in aview, to be able to show itsshape and texture
creates a drawing to expressones ideas about oneself, one’sfamily , home and school
draws different animals (pets)showing different shapes andtextures
draws different kinds of plantsshowing a variety of shapes,lines and color
creates a view-finder to helphim/her select a particular viewto draw
Grade 1 - SECOND QUARTERI. Process:
PAINTING− Creating colors from natural
material and from man-madematerials
The Learner
demonstrates understandingof colors and shapes, and theprinciples of harmony, rhythmand balance through painting
creates a harmonious designnatural and man-made objectsto express ideas using colorsand shapes, and harmony
identifies colors seen in thesurroundings - in both naturaland man-made objects
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
II. Elements:
Colors
− natural colors− primary colors
− secondary colors
Shapes
− geometric shapes
− organic shapes
III. Principles:
harmony
rhythm
balance
understands that Filipinoslove bright colors as seen inthe fiestas; their creativity is
seen in their artistic designsfor parols.
expresses that colors havenames, and have groups andcan be produced by mixing twoor more colors
paints a design based on thePhilippine jeepney or fiesta décor and shapes using primarycolors arranged in balancedpattern
experiments on paintingusing different painting tools andpaints and produce differentcolors
draws a design out of repeated
abstract and geometricshapes like in a parol and paintsit in primary and secondarycolors
uses his creativity to createpaints from nature and foundmaterials, and brushes fromtwigs, cloth and other materials
creates a design inspired byPhilippine flowers or objects
found in school
paints a home/schoollandscape or design choosingspecific colors to create acertain feeling or mood
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
appreciates and talks aboutthe landscape he painted andthe landscapes of others
Grade 1 - THIRD QUARTER
I. Process:
PRINTMAKING− This process allows the− artist to copy the image− he creates several times
Kinds of prints:− Nature print− Object prints− Stencil prints
II. Elements:
Texture
Shape
III. Principles:
Prints can be− repeated− alternated− emphasized
demonstrates understandingof texture and shapes and printsthat can be repeated, alternatedand emphasized throughprintmaking
understands that printmakingis an old art form as seen in thecave drawings.
Understands that prints makeit possible for many people tohave a copy of an artist’sartwork.
creates a print using objectsfrom nature and foundobjects at home and inschool that show repetition,alternation and emphasis
identifies a print from natureand one made from a man-made object
distinguishes between a printand a drawing or painting
identifies different kinds oftextures and shapes in nature,in the surroundings and in art(home and school)
creates a print by rubbingpencil or crayon on paperplaced on top of a texturedobjects from nature and foundobjects
creates a print by using hisfinger or palm or any part of hisbody and applying dyes or paintand pressing it to create animpression
replicates repeated patternsin nature, in the environmentand in works of art at home andin school
identifies artistically designed
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
prints in the works displayedand in his own work
repeats a design by the use
of stencil (recycled paper,plastic, cardboard, leaves, andother materials) and prints onpaper, cloth, sinamay, bark, or awall
Grade 1 - FOURTH QUARTER
I. Process:3-Dimension works and
SCULPTURE
II. Elements:
shape (3-dimension it hasheight, depth and width)
texture - feel of the surface
III. Principles:
Proportion - parts are of the
proper size and weight so thatthe sculpture is balanced.
Emphasis is created by usingunusual decorative materials thatare big, or colorful, or unusual.
demonstrates understanding oftexture and 3-D shapes, andprinciple of proportion andemphasis through 3-D works andsculpture
understands that pottery hasbeen practiced by Filipinos evenbefore the Spanish came; theyused it for their use – as jars forwater, rice, meat and fish.
creates a useful 3-Dimensional object/sculptureusing found objects and recycledmaterials
observes the characteristics ofanimals in terms of their shapeand texture of their skills, andtranslates this into a 3-Dsculpture using differentmaterials and tools.
distinguishes between a 2-dimensional and 3-dimensionalartwork and states thedifference
creates human figures out ofclay, flour-salt mixture, or paper-mache using differenttechniques
creates mobiles out ofrecycled cardboard and paper,baskets, leaves, string anddecorates it with found objects
constructs a mask out ofcardboard, glue, foundmaterials, bilao, paper plate,string, seeds and other found
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
materials like the Ati-atihanmasks of Aklan
identifies different materials
can be used in creating a 3-dimensional object:− clay or wood (human or
animal figure)− bamboo (furniture, bahay
kubo) softwood (trumpo) paper, cardboard, (masks)
− found material - parol,sarangola
− marble – religious statue
uses his/her creativity in
recycling discarded materialsand uses it to create a maskand a useful object
creates a useful 3D object:pendants− a pencil holder, bowl,
container, using recycledmaterials like plastic bottles
appreciates the creativity oflocal and indigenous craftsmenand women who create artisticand useful things out of recycledmaterials like the parol,maskara, local toys, masks
can select 3D objects that arewell proportioned, balanced and
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
show emphasis in design
GRADE 2
Grade 2 - FIRST QUARTER
I. Process:DRAWING− portrait of two or more people
in one work− body in motion− still life of f ruits/plants (drawing
from life) imaginary landscape
II. Elements:
different lines
natural shapes
colors - contrasting
III. Principles:
variety of lines, shapes
proportion of body parts, fruits
contrast of shapes
The learner...
demonstrates understandingon lines, shapes and colors aselements of art, and variety,proportion and contrast asprinciples of art through drawing
The learner...
creates a drawing based oncareful observation of a person;a plant, fruits and objects fromnature.
Creates a drawing from adrawing from one’s imagination
The learner...
draws a portrait of two ormore persons - his friends, hisfamily, showing the differencesin the shape of their facialfeatures (shape of eyes, nose,lips, head, and texture of thehair
shows motion or action in thedrawing of human bodies
points out the contrastbetween shapes and colors ofdifferent fruits or plants andflowers in one’s work and in thework of others
composes the different fruitsor plants to show overlapping ofshapes and the contrast ofcolors and shapes in his coloreddrawing,
draws from an actual still lifearrangement
creates an imaginarylandscape or world from adream or a story
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
appreciates the differentstyles of Filipino artists whenthey create portraits to capturetheir likeness and character
Philippines artists: DamianDomingo, Simon Flores, JuanLuna, Amorsolo, etc.
plants portraits of persons tocapture their likeness andcharacter
Grade 2 - SECOND QUARTER
I. Process:
PAINTING− fishes and sea creatures or
wild forest animals
− designs: lines, shapes,tricycles, jeepneys
II. Elements:
colors− primary− secondary
shapes− organic− geometric
textures− spotted− furry− shiny, slimy
III. Principles:
repetition
The learner...
demonstrates understandingof using two or more kinds of
lines, colors and shapes, andrepeating or contrasting so thatthere is rhythm
The learner...
creates harmoniously with agroup a composition or design
for a tricycle or jeepney thatshows unity while using avariety of lines, shapes andcolors to achieve contrast,repetition and rhythm and Unity.
The learner...
points out the unique shapes,colors, texture and design of
the skin covering of differentfishes and sea creatures or ofwild forest animals from picturesor memory, and draws withpencil or crayon these sea orforest animals in their habitatshowing their unique shapesand features
describes the lines, shapes andtextures seen in animals in thecommunity using visual artwords
paints the drawing of animalsto show the variety of colors andtextures found in the skincovering of these animals
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
contrast
rhythm
points out the contrasts in thecolors, shapes, texturesbetween two or more animals
creates a design by using two ormore kinds of lines, colors andshapes and repeating orcontrasting them, so that thereis rhythm
with a group, draws theoutline of a tricycle or jeepneyon a big paper, and paints thedesign of lines and shapes thatshow repetition, contrast andrhythm, with a groupharmoniously
uses with control the use ofpainting tools and materials topaint the different line, shapesand colors in his work or in awork done with others
Grade 2 - THIRD QUARTER
I. Process:
PRINTMAKING− banana trunk prints− fern prints− eraser prints− found object prints− cut out designs− card making
II. Elements:
shapes
The learner...
demonstrates understandingof shapes, textures, colors andrepetition of motif, contrast ofmotif and color
The learner...
creates a print from naturaland man-made objects that canbe repeated or alternated inshape or color
creates a print by repeating,alternating or contrasting thecolor or size or texture of theprints
The learner...
experiments with natural objects(leaves, twig, sliced vegetables,banana stalks, bark of trees,etc.) by dabbing dyes or paintson the surface and presses thison paper or cloth, sinamay andany other material to create aprint
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
textures
colors
III. Principles:
repetition of motifcontrast of motif & color
shows facility in making aclear print from natural andmanmade objects
collects man-made objects witha flat surface and dab dyes orpaint before pressing it on paperor any cloth to create a print
creates a consistent patternby making two or three printsthat are repeated or alternatedin shape or color
creates prints for a card andmakes several copies oreditions of the print so the cardscan be exchanged with otherpeople
carves a shape or letter on an
eraser or kamote which can bepainted and printed severaltimes
Grade 2 - FOURTH QUARTER
I. Process:
SCULPTURE and 3-DCRAFTS− box figure sculpture− kites and boats− paper mache animals− clay figures
Elements:− animal shapes− geometric shapes− texture
II. Principles:
The learner...
demonstrates understanding ofshapes, texture, and proportionand balance through sculptureand 3-dimensional crafts
The learner...
creates a 3-dimensional freestanding balance figure usingdifferent materials (foundmaterials, recycled, local ormanufactured)
The learner...
creates a free-standingbalanced figure made of boxesand found material
creates an imaginary robot orcreature using different sizes ofboxes, coils, wires, bottle capsand other found material
identify the artistry of differentlocal craftsmen in creating:− taka, paper mache horses
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
proportion
balance
and other animals in Paete,Laguna
− sarangola, or kites made byartists
− banca, native boats fromCavite, and coastal towns
constructs a native kite fromthin bamboo sticks, papel de japon glue and string and testsits design (proportion andbalance)
learns the steps in making apaper mache animal figureusing an armature
molds an animal shape usingpaper mache on wire orbamboo armature or framework,showing the animal in action
show the beginning skill in themethod of creating 3-dimensional free standingfigures out of different materials− clay, wood, found materials,
recycled objects, wire, metal,bamboo
creates a clay human figurethat is balanced and can standon its own
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
GRADE 3
Grade 3 - FIRST QUARTER
I. Process:DRAWING
− people in the province/regionon-the-spot sketching ofplants, trees or buildinggeometric line designs
II. Elements:
Lines− lines can show movement
texture is created by usingdifferent lines
shape of natural objects are
free in form or organic
III. Principles:
Balance− balance of size
Contrast− contrast of texture
The learner…
demonstrates understandingof lines, texture, shapes andbalance of size, contrast oftexture through drawing
The learner…
creates an artwork of peoplein the province/region on-the-spot sketching of plants, treesor buildings and geometric linedesigns
shows a work of art based onclose observation of naturalobjects in his/ her surroundingnoting its size, shape andtexture
The learner…
distinguishes the size ofpersons in the drawing, toindicate its distance from theviewer
shows the illusion of space indrawing by drawing the objectsand persons in different sizes
creates a pencil or pendrawing of a scene in daily life,
where people in theprovince/region show theiroccupation by the action theyare doing
tells that in a landscape, thenearest object drawn is theforeground; the objects behindthe foreground are the middleground, while objects farthestaway are the background, andby doing this there is balance
sketches and colors a view ofthe province/region with housesand buildings indicating theforeground, middleground andthe background by the size ofthe objects
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
sketches on-the-spot outsideor near the school to draw aplant, flowers or a tree showing
the different textures and shapeof each part, using only a pencilor black crayon or ballpen
creates a geometric designby contrasting two kinds of linesin terms of type or size
appreciates that artists createvisual textures by using avariety of lines and colors
Grade 3 - SECOND QUARTER
I. Process:PAINTING
− fruits and plants (still life)scene at a time of day wildanimal (close-up)
II. Elements:
Color− mix colors to create tints,
shades and neutral colors
Shape− animals have shapes− adapted to their needs
Texture− is created by variety of lines
III. Principles:
The learner...
demonstrates understandingof lines, texture, shapes andbalance of size, contrast oftexture through drawing
The learner...
creates an artwork of peoplein the province/region on-the-spot sketching of plants, treesand buildings and geometricline designs
applies knowledge of planesin a landscape (foreground,middle ground and background)in painting a landscape
The learner...
perceives how harmony iscreated in an artwork becauseof complementary colors andshapes
paints a still life by observingthe different shapes, color andtexture of fruits, drawing themoverlapping and choosing theright colors for each fruit
creates new tints and shadesof colors by mixing two or morecolors
paints a landscape at aparticular time of the day and
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Harmony− colors, shapes and lines that
complement each other createharmony and a mood of the
painting
selects colors that complementeach other to create a mood
appreciates that nature is so
rich for no two animals have thesame shape, skin covering andcolor
observes the characteristicsof a wild animal by makingseveral pencil sketches, andpainting it later, adding thetexture of its skin covering
sees that there is harmony innature as seen in the color oflandscapes at different times of
the dayEx:− landscapes of Felix Hidalgo,
Fernando Amorsolo,Jonahmar Salvosa
− Still life’s of Araceli Dans,Jorge Pineda, Agustin Goy
appreciates the Filipino artists
painted landscapes in their ownparticular style and can identifywhat makes each artist unique
in his use of colors to createharmony
Grade 3 - THIRD QUARTER
I. Process:
PRINTMAKING (stencils)
The learner... The learner... The learner...
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− T-shirt /cloth print− poster prints− duffel bag print
II. Elements:Shape
− letter stencils− logo designs− abstract shapes
Color− Complementary colors
III. Principles:
Repetition− of letters and logos and
shapes
Emphasis− of shapes by contrast
demonstrates understandingof shapes, colors and principlerepetition and emphasis throughprintmaking (stencils)
exhibits basic skills in makinga design for a print andproducing several clean copiesof the print
manipulates a stencil withadequate skill to produce aclean print for a message,slogan or logo for a T-shirt,poster or bag
produces at least 3 goodcopies of print usingcomplementary colors andcontrasting shapes
tells that a print can be madefrom objects from nature thatprints made by artists can berealistic or abstract
writes a slogan or logo of afew words about theenvironment correlatedmessages to be printed on T-shirts, posters or banners orbags
designs an attractive logo ormessage about the environmentwith letters and abstract shapesto be used for a print
creates and cuts a stencilfrom paper or plastic sheets tobe used for multiple prints oncloth or hard paper
realizes that a print designcan be duplicated many timesby hand or by machine and canbe shared with others
observes that a good printdesign uses repetition of shapesor lines and emphasis throughcontrast of shapes and lines
creates a print for a shirt, bagor a poster using letter stencilsor abstract designs usinghis/her selected message and
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prints several copies
Grade 3 - FOURTH QUARTER
I. Process:
SCULPTURE and CRAFTS− puppets on a stick− imaginary masks
II. Elements:
SHAPES− human and animals
COLORS− primary− secondary− tertiary
TEXTURES− visual and actual
III. Principles:
Emphasis− by Variation of shapes and
texture
CONTRAST− of colors
The learner...
demonstrates understandingof shapes, colors, textures, andemphasis by variation of shapesand texture and contrast ofcolors through sculpture andcrafts
The learner...
creates a single puppetbased on character in legend,myth or story using recycledhard material
creates a mask or headdressthat is imaginary in design usingfound and recycled materials
demonstrates basic skill inconstructing a puppet madefrom a hard material and stick,
which can be manipulated
The learner...
identifies different styles ofpuppets made In the Philippines(from Teatro Mulat and AninoTheater)
constructs a simple puppetbased on a character in alegend, myth or story usingrecycled cardboard, bark of atree or any hard material andbamboo stick or twig
decorates a puppet usingdesigns that would give it aspecific and unique character
applies designs of variedshapes and colors on puppetsto show the unique character ofthe puppet
manipulates a puppet to actout a character in a storytogether with other puppets
appreciates variations ofpuppets in terms of material,structure, shapes, colors andintricacy of textural details
acts as puppeteer together
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with others, in a performance ofthe story, using the puppethe/she created
designs a mask that usesrecycled materials and naturalobjects
creates a mask or headdressthat is imaginary in design usingfound and recycled material,inspired by local festivals
GRADE 4
Grade 4 - FIRST QUARTER
I. Process:
DRAWING
− drawing of figures fromcultural communities
− crayon etching of ethnicdesigns
− crayon resist of scenes fromcultural communities
II. Elements:
LINES− organic and geometric
COLORS− primary
SHAPES− stylized based on nature
III. Principles:
REPETITION− of motifs
RHYTHM
The learner...
demonstrates understandingof basic elements and conceptsin drawing : lines, colors,shapes, repetition, rhythmthrough drawing ethnics drawingfigures and designs.
Demonstrates appreciation ofthe rich culture of our Philippinescommunities in Luzon andMindanao.
The learner...
Appreciates the variety ofculture in a community by wayof attire, body accessories,religious practices and lifestyle
creates unique design ofhouses, and other householdobjects used by the culturalgroups
writes a comparativedescription of houses andutensils used by select culturalgroups from different provinces
The learner...
distinguishes distinctivecharacteristics of severalcultural communities in terms ofattire, body accessories,religious practices and lifestyle
appreciates the rich variety ofcultural communities in thePhilippines and theiruniqueness− LUZON- Ivatan, Ifugao,
Kalinga, Bontok, Gaddang, Agta
− VISAYAS - Ati− MINDANAO- Badjao,
Mangyan,Samal, Yakan,ubanon,Manobo, Higaonon,Talaandig, Matigsalog,Bilaan, T’boli, Tiruray,
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Mansaka, Tausug
creates a drawing after closestudy and observation of one of
the cultural communities’ way ofdressing and accessories
identifies specific clothing,objects and designs of thecultural communities andapplies it to a drawing of theattire and accessories of one ofthese cultural groups
translates research of theartistic designs of the culturalcommunities into a
contemporary design
adapts an indigenous culturalmotif into a contemporarydesign in a crayon etching
produces a crayon resist onany of the topics: the uniquedesign of the houses,household objects, practices orrituals of one of the culturalgroups
Grade 4 - SECOND QUARTER
I. Process: The learner... The learner... The learner...
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PAINTING- landscape in a province
− (indigenous houses)− mural painting
II. Elements:
SHAPES− showing foreground, middle
ground and background
COLOR− to show mood and
atmosphere
III. Principles:
PROPORTIONof houses, buildings, fields,mountains, sky in a landscape
demonstrates understandingof shapes, colors and theproportion of houses, building,
fields, mountains, sky in alandscape through painting
creates a sketch and paints alandscape and mural usingshapes and colors appropriate
to the cultural community wayof life
realizes that the choice ofcolors to use in a landscapegives the mood or feeling of thepainting
views pictures of localitieswhere different culturalcommunities live and
understands that each grouphas distinct houses andpractices
distinguishes the attire,accessories, life ways ofselected cultural communitiesfrom different parts of thecountry
compares the geographicallocation, practices, festivals,and cultural practices of the
different cultural groups
creates a preliminary sketchof the landscape of one of thecultural communities based onresearch and observation
paints the sketchedlandscape using colorsappropriate to the reality of thecultural community’s life ways
combines his/her individual
landscapes with the landscapesof others within the class tocreate a mural which they willput up for their class and theirschool to appreciate
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creates mural or story aboutcultural communities
honors the cultural
communities and their cultureby knowing about theirpractices, houses, and culture.
Grade 4 - THIRD QUARTER
I. Process:
PRINTMAKING− relief prints- glue print
cardboard print found objectsprint
II. Element:
TEXTURE
− from a variety of materialsLINES
− Organic, geometric
COLORS− earth or natural colors
III. Principles:
CONTRAST− smooth vs. rough− curves vs. straight lines− small shapes vs. Big
The learner...
demonstrates understandingof texture, lines, colors, andcontrast and other printmakingtechniques through printmaking
understands that relief prints
created by craftsmen of othercountries use differenttechniques and materials
understands the principle ofrelief prints: the embossedtextured shapes will be printedwhile the depresses parts willserve as empty spacesproviding contrast.
The learner...
creates relief prints and printfound objects using ethnicdesigns
produces multiple copies of
relief print using industrialpaint or natural dyes to createdecorative borders on an a wallin class or the school or for aplay or for a decorative panel
The learner...
discovers the principle ofcontrasts and appreciates thatrelief prints are more interestingand harmonious
creates a relief master using
additive and subtractiveprocesses
prints reliefs with adequateskill to produce clean prints witha particular design motif(repeated or alternating) on awall or a big space
creates the relief mold usingfound material: hard foam;cardboard shapes glued onwood; string and buttons, oldscrews, metal parts glued onwood or cardboard
sketches or studies theethnic motifs and creates adesign by repeating, alternating
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or radiating the motif
appreciates that relief printsare more interesting if there is a
balance of textured areas andsmooth areas; big shapes andsmall shapes.
Grade 4 - FOURTH QUARTER
I. Process:
SCULPTURE and 3-D crafts− Textile craft: tie-dye (one color; 2 colors) Mat weaving (buri)
II. Elements:
COLOR− dyes can be combined to
create new colors
III. Principles:
REPETITION− of motifs, colors
The learner...
demonstrates understandingon color (dyes) and repetition ofmotifs, colors through thecreation of sculpture and 3-Dcrafts
The learner...
applies individually theintricate procedures in tie-dyeing in clothes or T-shirts
practices traditional skills in
mat weaving from indigenousmaterial like abaca tapestries
replicates traditional skills liketie-dye and mat weaving that isstill being practiced by localcraftsmen from indigenouscommunities
researches on tie-dyed craftsof the T’boli and presentsdesigns made by them ;presents research on tie-dyed
products of other countries tocompare their designs andcolors
The learner...
researches on textiletraditions like tie-dye -done inChina, India, Japan, Indonesiain the olden times andpresently, in other countries and
also in the Philippines - like theT’bolis who create their Tinalakmats by tie-dyeing abacastrands
appreciates the intricate stepsinvolved in tie-dyeing for clothand weaving as seen in theabaca tapestries (T’nalak) doneby the T’bolis and the intricatelydesigned mats done in otherprovinces
observes the intricatedesigns of mats woven in:− Basey, Samar buri mats− Iloilo bamban mats− Badjao & Samal mats− Laminusa mats of Tawi-tawi
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− Romblon buri mats andnotes the uniquecharacteristic of each
emphasizes textile crafts liketie-dye demands practice andfaithful repetition of the steps toproduce good designs
creates original tie-dyedesigns by following traditionalsteps in dyeing textiles usingone color and two colors asapplied to T-shirts or any cottoncloth
presents pictures or actual
samples of different kinds ofmat weaving traditions in thePhilippines
creates a small mat usingcolored buri strips or anymaterial that can be woven,showing different designs:square, checkered, zigzag, andstripes
GRADE 5
Grade 5 - FIRST QUARTER
I. Process:DRAWING
− drawing from archeologicalartifact drawing Philippinehouses and buildings,churches from different
The learner...
demonstrates understandingof lines, shapes and principles ofrhythm and balance throughdrawing from archeological
The learner...
creates different artifact andarchitectural buildings found inthe locality and on differentparts of the Philippine using
The learner...
identifies events, practices,and culture influenced byforeigners who have come toour country by way of trade
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historical periods (on-the-spot)
II. Elements:
LINES
− crosshatching to simulate 3-dimensional effect
SHAPES− geometric 3 dimension
III. Principles:
RHYTHM− repeated motifs
BALANCE− symmetrical and asymmetrical
artifacts− drawing of Philippine houses,
buildings and churches fromother historical periods using
cross hatching lines tosimulate 3-dimensional effect,geometric 3-dimensionshapes with principles onrhythm and balance
cross-hatching lines andgeometric dimensions withrhythm and balance
put up an exhibit onPhilippine Articrafts andPhilippine houses from differenthistorical periods, the miniatureor replica
realizes that our being anarchipelago and beingstrategically located has made
us part of a vibrant tradingtradition (Chinese merchants,Galleon Trade, Silk traders)
sees from archeologicalartifacts that the form of ourhouses, our clothes, language,lifestyle - utensils, food, pottery,furniture, etcetera areinfluenced by foreigners whohave come to ourshores.(manunggul jar,balanghai, bahay na bato,
kundiman, Gabaldon schools,vaudeville, Spanish - inspiredchurches
gives the illusion of depthand 3-dimensionality by the useof cross-hatching and shadingin drawings (old pottery, boats, jars, musical instruments)
shows details of architecturalfeatures of a bahay kubo, atorogan, a bahay na bato,
simbahan, carcel, etc) and isable to name the significantparts
talks and describes thedifferent artifacts and
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architectural buildings found intheir locality and in differentparts of the Philippines
creates 3-dimensionaldrawings from importantarcheological artifacts seen inbooks and the museums(National Museum and itsbranches in the Phil) and in oldbuildings or churches in thecommunity
draws old houses, churchesor buildings on the spot, andcreates a mural with thedrawings of the others of their
community
creates a mini-exhibit withlabels on Philippine artifacts andhouses after completingdrawings with the whole class
Grade 5 - SECOND QUARTER
I. Process:
PAINTING− landscapes of important
places in the community
(natural or man-made)
II. Elements:
LINE− (one-point perspective In
landscape drawing)
COLOR
The learner...
demonstrates understandingoflines, colors and harmonythrough painting and
explains/illustrates landscapesof important historical plans inthe community, (natural or man-made) using one-pointperspective in landscapedrawing in complimentary colors
The learner...
creates sketches of thesignificant natural or man-madeplace in the community using
complimentary colors
draws/paints best-likedimportant historical places
The learner...
identifies important naturaland historical places in theircommunity that tourists usually
go to or that has beendesignated World Heritage Site,or sites that local peoplevalue(ex: rice terraces inBanawe, Batad; Paoay Churchand Miag-ao Church landscape
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− Complementary
III. Principles:
HARMONY
− created through the rightproportion of parts
create through the rightproportion of part
of Batanes, Callao Caves inCagayan; old houses of Taal,Batangas; the torogan inMarawi)
names and points out thearchitectural features or naturalfeatures of the place afterobservation from pictures or anactual visit to the place
realizes that artists in allperiods, have paintedlandscapes of beautiful orsignificant places in theirprovince or country and theyhave their own styles in
painting(ex: Fabian dela Rosa;Fernando Amorsolo, CarlosFrancisco, VicenteManansala,Jose Blanco, VictorEdades,Juan Arellano,Prudencio Lamarroza, MannyBaldemor)
uses visual perception bynoting and naming thesignificant details in the place orlandscape to be able to sketch itfaithfully by
appreciates the skill andartistry of Philippine paintersand artists in painting differentlandscapes of the Philippinesand is able to describe what
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makes each artist unique
draws on the spot sketches ofthe significant natural or man-
made places in their community
− selects one of the sketchesand creates a preliminarydrawing for a painting of thatparticular landscape, usingcomplementary colors
− utilizes one-point perspectiveto paint the landscape,designating objects in theforeground, middle groundand background area to give
depth to the landscape
− selects complementary colorin painting to create aharmonious landscape
Grade 5 - THIRD QUARTER
I. Process:
PRINTMAKING− linoleum or rubber print or
wood print of a Philippinemythological creature
II. Elements:LINE
− Thick, thin, jagged lines
TEXTURE− ribbed, fluted, woven, carved
The learner...
explores new printmakingtechniques, reading stories,traditional Philippine mythsusing line, texture and contrast
The learner...
creates variety of prints usingthick, thin, jagged lines, ribbed,fluted, woven, carved textureand contrast of solid areas of
thick textured and fine lines
The learner...
explores a new printmakingtechnique, using a sheet of thinrubber (used for soles of shoes)or linoleum or any soft wood
that can be carved or gouged tocreate dif. lines and textures
designs a mythologicalcreature from reading storiesabout them(Mariang Makiling,
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III. Principles:
CONTRAST− of carved textured areas, solid
areas of thick textured lines
and fine lines
Bernardo Carpio, dwende,capre, sirena, Darna, diwata,Dalagang Magayon, etc)
appreciates the richness ofthe traditional Philippine mythsand legends from the localcommunity and from differentparts of the country
shows beginning skill increating a lino, rubber or woodprint by safe use of carving toolsand carving a variety ofindentations to create texturesand lines
produces several goodeditions of the same print thatare well-inked and evenlyprinted
creates variations from thesame print by using differentcolors of ink in printing themaster plate
follows the step by stepprocess of creating a print :− sketching the drawing
indicating areas to be carvedout and areas that will remain
− carving the image on therubber or wood using sharpcutting tools
− doing a preliminary rubbing
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− finally inking the plate withprinting ink
− placing paper over it , rubbingthe back of the paper to getthe
− impression of the print− repeating the process to get
several editions of the print− works with the class, to
produce a compilation of theirprints to create a book orcalendar which they can giveas gifts, sell or display in thewalls of their school
Grade 5 - FOURTH QUARTER
I. Process:
SCULPTURE AND 3-DCRAFTS− Constructing a PAROL
II. Elements:
COLOR− primary colors− secondary colors
SHAPE− Geometric shape− Organic shapes
III. Principles:
REPETITION− colors, Shapes
BALANCE− of the Structure and shape
The learner...
demonstrates understandingof colors, shapes, repetition andbalance through sculpture and3-dimensional crafts
The learner...
demonstrates fundamentalconstruction skills in making a3-D dimensional parol that isbalance, and artistic withrepeated decoration and colors
construct a 3-D craft usingprimary and secondary colors,geometric and organic shapes,repetition of colors and shapesand balance of the structureand shape
The learner...
appreciates the manyvariations in the geometricdesign and materials of thePhilippine parol, particularly theones coming from Pampanga
knows that unknowncraftsmen are behind the artistryand design of the award-winning parols, which showcreativity and imagination intheir use of natural and
geometric shapes and colorsand local materials
understands the historicalconnection to Mexico and thereligious significance of the
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parol to Philippine traditions inthe celebration of the Christmasseason
shows knowledge of designby his/her repetition of colorsand shapes in the making of theparol
traces Philippine historicalroots to Mexico and Spain asseen in our Christmasdecorations like the parol withthe belen
constructs framework of thestar-shaped parol out of thin
pliable bamboo sticks with endstied with string
uses different colors of thetransparent papel de japon tocover the bamboo frameworkwith glue and overlap it withdifferent shapes and colors tocreate new designs
adds decorative tassels andfringes to make the parol movein the wind, making it a colorful
mobile with lights
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GRADE 6
Grade 6 - FIRST QUARTER
I. Process:
DRAWING,
− NEW TECHNOLOGIES animation, digital art,computer art and drawingbig murals, designs forVCDs, posters , websites
II. Elements:
LINE,
SHAPE
TEXTURE− producing these using
technology
III. Principles:CONTRAST
EMPHASIS
The learner...
demonstrates understandingin exploring new technologiesusing line, shape, textureelements and principles ofcontrast and emphasis throughdrawing
The learner...
creates website and originalcharacter that can be put in acartoon or animation usingvarious shapes, lines andtextures
The learner...
explores that with thepresence of new technologies,new instruments can be usedfor drawing− ex: sketching w/computer,
coloring with computer doingfloor plans lay outing amagazine page doing productdesign painting a huge mural
realizes that art processes,elements and principles stillapply even with the use of
technologies
discovers that the visual artscan now be shared, seen andproduced digitally and thatpeople can appreciate, critique,comment on one’s artworks
uses regular drawing skillsapplied to a new medium(technology) and updatesknowledge on the new digitaltools for art that is available
uses the internet and createsa website to disseminate andpromote one’s own drawingsand artworks and share these toa bigger audience than the
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school population
creates an original cartooncharacter on the computerfollowing the steps of animation
designs a website, a logo andan attractive home page topromote one’s province anditsproducts
researches on artists,drawings and artworks that canbe accessed through theinternet from all periods (thepast, through museumwebsites, the present through
blogs, Flickr, Tumblr, etc) andshare these with the class
creates a drawing (portrait,landscape, event) and uploadsit on the internet and reports onhow many people accessed it orreacted to it
creates a website about theprovince , composing a homepage that gives informationabout your province that will
interest others
Grade 6 - SECONDQUARTER
I. Process:
PAINTING− mural on environment product
The learner...
demonstrates understanding
The learner...
chooses and points unusually
The learner...
recognizes that a mural is an
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design ex: attractive trashcans
II. Elements:
COLOR− primary, secondary and neon
colors
CONTRAST− of lines, shapes
of painting a mural onenvironment product designusing primary, secondary, neoncolors and contrast of lines andshapes
shaped container to be a trashcan with environment productdesign using primary,secondary neon colors andcontrast of lines and shapes
effective way to give a messageabout specific ways to save thelocal environment using wordsand visuals to support themessage, and by using brightand contrasting colors andshapes
researches on design ofmurals about the environmentas seen in the internet, or inmagazines, T-shirts, on TV,etcetera and analyze its visualcomposition
appreciates that well-designed and attractive
products attract people to use it,thus, a well designed trash canwould be used by people
works with a groupcooperatively to complete awall-size piece of painting ormural that will attract the viewer
writes a public message thatwill attract and be rememberedby the people, for them to thinkand act for the environment;
discovers that utilitarianproducts like a trash can, needsto be well-designed for peopleto be attracted to use it ―Formfollows function”
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plans the composition anddesign of a mural with amessage about theenvironment, together with agroup
selects site of mural and withthe group, enlarge the design bysketching and later painting it
chooses an unusually shapedcontainer to be a trash can andpaints it with attractive colors sothe public will immediately throwtheir trash there
Grade 6 - THIRD QUARTERI. Process:
PRINTMAKING− Silk-screen printing on cloth
and paper for a commercialquantity
II. Elements:
SHAPES− Letters and geometric shapes
COLORS− primary blended with
secondary and tertiary colors
III. Principles:
CONTRAST− of shapes and colors
HARMONY− of letters, shapes, colors
The learner...
demonstrates understandingof printmaking design usingsilkscreen printing with lettersand geometric shapes, primaryblended with secondary andtertiary colors, contrast ofshapes and colors, harmony ofletters, shapes and color
The learner...
creates an original design fora T-shirt that promotes theculture of one’s province orregion
The learner...
understands that digitaltechnology has speeded up theprinting of original designs andmade it accessible to many, asseen in T-shirts and posterdesigns
realizes the originality andcreativity of the artist needed forthe design of products, although
duplicating machines can copyit easily (discusses concept ofcopyright and intellectualproperty of artists, musicians)
knows that design principles
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still apply for any new design(contrast of colors, shapes andlines produces harmony) doneby hand or by use of machine
replicates a product designer(an entrepreneur or businessman/woman) in real life as aprofession
creates an original designbased on specifications
produces own prints andduplicates them or selects aprinter to produce many T-shirts
promotes and advertises saleof the T-shirts, by leaflets,advertising posters or using theinternet business sites
submits a report of the resultsof the business project
sources silk screen printersand compares their prices andquality of printing and chooseone to silkscreen their selecteddesign (survey) or creates
his/her own silk screen prints(production)
organizes an event with theclass where the T-shirt productscan be sold (promotion,
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
marketing, sales)
Grade 6 – FOURTH QUARTER
I. Process:
SCULPTURE and NEWMEDIA− photography and video of
places and local events
II. Elements:
COLOR− subdued and vibrant− quiet vs. busy
III. Principles:
CONTRAST− of art elements makes the
viewer alert and watchful
The learner...
demonstrates understandingof sculpture and new mediasuch a internet, video cam, cellphone, visual media and othersneeded to live productively
demonstrates skills insculpture and photography andother new media using color andcontrast
The learner...
produces and exhibits artistryin recording a visual event andvisual report that proves thatmore and more the movingimage is the potent means ofcommunication
The learner...
classifies LearningCompetencies that in thepresent world, events happenso quickly that it has to berecorded immediately through acamera, video cam or cellphone with camera /videofunctions, and by any person
identifies visual media such
as television, film and internetthat transmits events, thoughts,oppressions, violence,tragedies, immediately, makingit accessible to everyone, thusupholding the democratic rightof people to know.(discuss the Arab Spring uprisings, theEDSA II, the tsunami of Japan,the earthquake and floods in thePhil. and other events that areimmediately witnessed bypeople around the world via the
internet)
expresses knowledge of newtechnology needed to live andwork productively in the presentworld
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
records an event: a disaster,a celebration, a school function,a performance, a speech of animportant person, throughseveral means: camera,recorder, video, cell phone,etcetera
creates artistry in recording avisual event - the imagescaptured are focused, well-composed, and gives themessage intended in aneffective and memorablemanner
enhances the visual eventrecorded by creative editing andby the use of color, by cropping,by adding sounds, music or anarrative
gives comments to an eventwhile presenting before theclass, to add a personaldimension to the AVpresentation
sends one’s recording of an
event to another person,uploads it on the web, shares itwith the general public
creates a campaign (askingfor help for flood victims; raise
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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
funds for an environmentproject; invites people to ahistorical or cultural site in one’s province) and uploads it on thenet
monitors the results of anevent through internet