Arts CG

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
K to 12 BASIC EDUCATION CURRICULUM
ART
(Grade 1 to Grade 10)
May 2016
CONCEPTUAL FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient of the 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 performancebased
learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own
cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2)
K to 12 Arts Curriculum Guide May 2016 Page 2of 119
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based
Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald Thomas,
Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines, Cultural
Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based Art
Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, bothproduced by the Cultural Center of the Philippines.
PHILOSOPHY AND RATIONALE FOR ARTS
The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to
enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations, celebrations,
and events. Arts records, reflects, and rearranges man’s life and existence.
The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their
distinct way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner,
an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the
Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and increases a person’s ability to apply
creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student through the arts. The K12
Arts Curriculum seeks to address these needs of our students for the 21 st 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 Art to
students is one way for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner.
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and
indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide
educators and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from
Kindergarten to Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual
expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the
Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in
various art-related fields so the student can discover and consider the different career opportunities in the arts.

Figure 1. The Curriculum Framework of Music and Art

Grade 12Mastery of Proficiency in the chosen form or genre
Grade 11Mastery of Proficiency in the chosen form or genre
Grade 10Application of Contemporary Music and Arts
Grade 9 Application – Western Music and Arts
Grade 8 Application – Asian Music and Arts
Grade 7 Application – Philippine Folk Music and Arts
Grade 6Application for Appropriate Mastery and Acquisition

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

Skills
Grade 2Enhanced Understanding of Fundamental Processes
Grade 1Introduction to the Fundamental Processes
KindergartenExposure to the Different Music & Art Processes

(Experiential Learning)
Figure 2. Content of Music and Art per Grade Level
Table 1. Basic Reference for Music and Art Content

Music Elements Arts Elements and Principles Music Processes Art Processes
Shape/Form
Reading
Form -creating) * Contrast -creating)
Balance
Applying (transference)
*No formal instruction in harmony

from K to 3 Emphasis
LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.
KEY STAGE STANDARDS:
K-3 4–6 7 – 10
The learner demonstrates The learner demonstrates The learner demonstrates

understanding of fundamental understanding of basic elements and understanding of salient features of
processes through performing, concepts through performing, creating, music and art of the Philippines and the
creating, and responding, aimed and responding, aimed towards the world, through appreciation, analysis,
towards the development of development of appreciation of music and performance, for self-development,
appreciation of music and art, and and art, and acquisition of basic the celebration of Filipino cultural
acquisition of basic knowledge and knowledge and skills. identity and diversity, and the
skills. expansion of one’s world vision.

GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing,
Grade 1
and responding.
Grade 2 The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding.
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the
Grade 3 development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the
Grade 4 celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the
Grade 5 celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the
Grade 6 celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and
observing,
Grade 7 and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-
Grade 8 development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation,
analysis,
Grade 9 and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for
self-
Grade 10 development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

GRADE 1
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
GRADE 1- FIRST QUARTER
I. Elements: The learner… The learner… The learner *Musika at Sining
1. Lines 3.
2. Shapes demonstrates creates a portrait of himself 1. tells that ART is all around A1EL-Ia Sunico, Raul M. et
3. Color understanding of lines, and his family which shows and is created by different al, 2000. pp.143

4. Texture shapes, colors and the elements and principles of people *Tunog, Tinig,
texture, and principles art by drawing Tugtog at likhang
II. Principles: of balance, proportion sining 3. Nera, Fe
5. Balance and variety through Capile et al, 2000.
drawing pp.102
6. Proportion
7. variety
2. distinguishes and identifies
III. Process: the different kinds of
8. DRAWING drawings:
8.1 Portraits 2.1 portraits
8.2 family portraits 2.2 family portraits
8.3 persons 2.3 school ground A1EL-Ib-1
8.4 school, furniture 2.4 on-the-spot
8.5 animals/ plants 2.5 drawings of
home/school
surroundings
3. observes and sees the A1EL-Ib-2 Music, Art,

details in a person’s Physical
face/body, in a view, to be Education and
able to show its shape and Health 2. Ramilo,
texture Ronaldo V. et al,
2013. pp.169
4. identifies different lines, MISOSA4-module7
shapes, texture used by
artists in drawing *Musika at Sining
3.
Sunico, Raul M. et
al, 2000.
I. Elements: demonstrates creates a portrait of himself A1EL-Ic pp.144145
1. Lines understanding of lines, and his family which shows
2. Shapes shapes, colors and the elements and principles of *Tunog, Tinig,
3. Color texture, and principles art by drawing Tugtog at likhang
4. Texture of balance, proportion sining 3. Nera, Fe
and variety through Capile et al, 2000.
II. Principles: drawing pp.105-106

5. Balance 5. uses different drawing tools *Musika at Sining 3.
6. Proportion or materials - pencil, Sunico, Raul M. et
7. variety crayons, piece of charcoal, a al, 2000. pp.184185
stick on different papers, A1EL-Id
III. Process: sinamay, leaves, tree bark,

8. DRAWING and other local materials to
8.1 Portraits create his drawing
8.2 family portraits 6. creates a drawing to express *Umawit at
8.3 persons one’s ideas about Gumuhit 3.
A1PR-Ie-1
8.4 school, furniture oneself, one’s family , home Valdecantos,
8.5 animals/ plants and school Emelita C. 1997.
pp.86
7. shares stories related to *Musika at Sining 3.
their drawing A1PR-Ie-2 Sunico, Raul M. et
al, 2000. pp.153
8. draws different animals Music, Art, Physical

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

plants showing a variety of Gumuhit 3.
shapes, lines and color A1PR-Ih Valdecantos,
Emelita C. 1997.
pp.111
GRADE 1- SECOND QUARTER

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
I. Elements: The learner… The learner The learner *Musika at Sining 3.
1. Colors 1. identifies colors, both in Sunico, Raul M. et
1.1 natural colors demonstrates creates a harmonious design of natural and man-made al, 2000. pp.155156
A1EL-IIa
1.2 primary colors understanding of colors natural and man-made objects objects, seen in the
and shapes, and the to express ideas using surrounding
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
1.3 secondary colors principles of harmony, colors and shapes, and 2. expresses that colors have MISOSA4-module3
rhythm and balance harmony names, can be grouped as
2. Shapes through painting primary, secondary and *Tunog, Tinig,
2.1 geometric shapes tertiary A1EL-IIb Tugtog at likhang
sining 3. Nera, Fe
2.2 organic shapes
Capile et al, 2000.
pp.128-130
II. Principles:
3. experiments on painting
3. Harmony using different painting tools A1EL-IIc
4. rhythm and paints
5. balance
4. paints a design based on the
III. Process: Philippine jeepney or
3. PAINTING fiesta décor and shapes A1PL-IId-1
Creating colors from natural using primary colors
arranged in balanced pattern
5. relates personal
observations on jeepney
A1PL-IId-2
designs and fiesta
decorations
6. draws a design out of A1PL-IIe
repeated abstract and
geometric shapes like in a
parol and paints it in
primary and secondary
colors

schools.
7. uses his creativity to create *Musika at Sining 3.
paints from nature and Sunico, Raul M. et
found materials, and brushes al, 2000. pp.186188
from twigs, cloth and other
creates a harmonious design of materials *Umawit at Gumuhit
I. Elements: demonstrates natural and man-made objects 3.
A1PL-IIf
1. Colors understanding of colors to express ideas using colors Valdecantos,
1.1 natural colors and shapes, and the and shapes, and harmony Emelita C. 1997.
1.2 primary colors principles of harmony, pp.114-117, 125-
rhythm and balance
1.3 secondary colors
through painting

2. Shapes 126, 153
2.1 geometric shapes 8. creates a design inspired by
2.2 organic shapes Philippine flowers or objects A1PR-IIg
found in school
II. Principles: 9. paints a home/school *Umawit at
3. Harmony landscape or design Gumuhit 3.
4. rhythm choosing specific colors to A1PR-IIh-1 Valdecantos,
5. balance create a certain feeling or Emelita C. 1997.
mood pp.152-153
III. Process: 10. appreciates and talks about
6. PAINTING the landscape he painted
Creating colors from natural A1PR-IIh-2
and the landscapes of
others
GRADE 1- THIRD QUARTER
I. Elements: The learner… The learner The learner A1EL-IIIa MISOSA4-module8
1. Shape
2. Texture demonstrates creates prints that show 1. distinguishes between a
understanding of shapes repetition, alternation and print and a drawing or
II. Principles: and texture and prints emphasis using objects from painting
schools.
3. Prints can be that can be repeated, nature and found objects at 2. identifies the shape and MISOSA4-module7
3.1 Repeated alternated and home and in school texture of prints made from
3.2 Alternated emphasized objects found in nature and A1EL-IIIb *Musika at Sining 3.
3.3 emphasized through printmaking man-made objects Sunico, Raul M. et
al, 2000. pp.151153
III. Process: demonstrates creates prints that show 3. identifies artistically MISOSA4-module8
4. PRINTMAKING understanding of shapes repetition, alternation and designed prints in his
and texture and prints emphasis using objects from
4.1 This process allows the artworks and in the *Musika at Sining 3.
that can be repeated, nature and found objects at A1EL-IIIc
pupil to copy the image artworks of others
alternated and home and in school Sunico, Raul M. et
from nature and
emphasized al, 2000. pp.178181
environment
through printmaking 4. creates a print by applying MISOSA4-module8
5. Kinds of prints: dyes on his finger or palm
5.1 Nature print or any part of the body and A1EL-IIId *Tunog, Tinig,
5.2 Object prints pressing it to the paper, Tugtog at likhang
5.3 Stencil prints
STANDARDS MATERIALS
cloth, wall, etc. to create sining 3. Nera, Fe
impression Capile et al, 2000.
pp.151-153
Music, Art, Physical

Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.253-255
*Umawit at Gumuhit
3.
Valdecantos,
Emelita C. 1997.
pp.112-113

schools.
5. creates a print by rubbing MISOSA4-module8
pencil or crayon on paper
placed on top of a textured *Musika at Sining 3.
objects from nature and Sunico, Raul M. et al,
found objects 2000. pp.196198
*Tunog, Tinig,
I. Elements: demonstrates creates prints that show Tugtog at likhang
1. Shape understanding of shapes repetition, alternation and A1PL-IIIe sining 3. Nera, Fe
2. Texture and texture and prints emphasis using objects from Capile et al, 2000.
that can be repeated, nature and found objects at pp. 168-171
alternated and
II. Principles: home and in school
emphasized *Umawit at Gumuhit
3. Prints can be
through printmaking 3.
3.1 Repeated
Valdecantos,
3.2 Alternated
Emelita C. 1997.
3.3 emphasized
pp.122-124
6. repeats a design by the use
III. Process:
of stencil (recycled paper,
4. PRINTMAKING
plastic, cardboard, leaves, A1PR-IIIf
4.1 This process allows the
and other materials) and
pupil to copy the image
from nature and
STANDARDS MATERIALS
environment prints on paper, cloth,
sinamay, bark, or a wall
5. Kinds of prints:
7. shares experiences in *Umawit at Gumuhit
5.1 Nature print
experimenting different art 3.
5.2 Object prints
materials A1PR-IIIg Valdecantos,
5.3 Stencil prints
Emelita C. 1997.
pp.125-126
8. school/district exhibit and
culminating activity in
schools.
celebration of the National A1PR-IIIh
Arts Month (February)
GRADE 1- FOURTH QUARTER

I. Elements: The learner… The learner The learner MISOSA4-module9
1. shape (3-dimension it has
height, depth and width) demonstrates creates a useful 3-Dimensional 1. distinguishes between
2. texture - feel of the surface understanding of texture object/sculpture using found 2dimensional and A1EL-IVa
and 3-D shapes, objects and recycled materials 3dimensional artwork and
II. Principles: and principle of states the difference
1. Proportion - parts are of the proportion and emphasis 2. identifies the different MISOSA4-module9
proper size and weight so through 3-D materials that can be used in
that the sculpture is works and sculpture creating a 3-dimensional Music, Art, Physical
balanced. object: Education and
2. Emphasis is created by using 2.1 clay or wood (human or Health 2. Ramilo,
unusual decorative materials animal figure)
Ronaldo V. et al,
that are big, or colorful, or 2.2 bamboo (furniture,
unusual. 2013. pp.258
bahay kubo) A1EL-IVb
2.3 softwood (trumpo)
III. Process: 2.4 paper, cardboard,
1. 3 - Dimension works and (masks)
sculpture 2.5 found material (parol,
sarangola)
STANDARDS MATERIALS
3. selects 3D objects that are Music, Art, Physical
well proportioned, balanced Education and
and show emphasis in A1PL-IVc
Health 2. Ramilo,
design Ronaldo V. et al,
2013. pp.259
4. appreciates the creativity of A1PL-IVd
local and indigenous

schools.
craftsmen and women who
created artistic and useful
things out of recycled
materials like the parol,
maskara, local toys, masks
5. creates a useful 3D object: a
A1PR-IVe
pencil holder, bowl,
container, using recycled
materials like plastic bottles
6. constructs a mask out of
cardboard, glue, found
materials, bilao, paper plate,
A1PR-IVf-1
string, seeds and other
found materials for a
celebration like the
I. Elements: demonstrates creates a useful 3-Dimensional
understanding of texture object/sculpture using found Maskara Festival of Bacolod
1. shape (3-dimension it has
height, depth and width) and 3-D shapes, 7. utilizes masks in simple role
objects and recycled materials
play or skit A1PR-IVf-2
2. texture - feel of the surface and principle of
proportion and emphasis
through 3-D 8. creates mobiles out of
II. Principles:
recyclable materials such as
1. Proportion - parts are of the works and sculpture A1PR-IVg
cardboards, papers, baskets,
proper size and weight so
that the sculpture is leaves, strings and other
balanced. found materials
2. Emphasis is created by using 9. creates human figures out of MISOSA4-module9
unusual decorative materials clay, flour-salt mixture, or
that are big, or colorful, or paper-mache using different
A1PR-IVh
unusual. techniques
STANDARDS MATERIALS
III. Process:
5. 3 - Dimension works and
schools.
sculpture
GRADE 2
LEARNING
CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE
MATERIALS
I. Elements: 1. LINES different The learner… The learner The learner Music, Art, Physical
lines Education and
2. SHAPES demonstrates creates a composition/design 1. identifies and appreciates the Health 2. Ramilo,
natural shapes understanding on lines, by translating one’s imagination different styles of Filipino Ronaldo V. et al,
3. COLORS contrasting shapes and colors as or ideas that others can see and artists when they create 2013. pp. 190-193
elements of art, and appreciates portraits and still life
variety, proportion and (different lines and colors) A2EL-Ia
II. Principles: *Umawit at Gumuhit
contrast as principles of
4. variety of lines, shapes 3.
art through drawing
5. proportion of body parts, Valdecantos,
fruits Emelita C. 1997.
6. contrast of shapes pp.144-145
2. points out the contrast Music, Art, Physical
III. Process: between shapes and colors of Education and
7. DRAWING different fruits or plants and Health 2. Ramilo,
A2EL-Ib
7.1 portrait of two or more flowers in one’s work and in Ronaldo V. et al,
people in a compo-sition the work of others 2013. pp.174-176,
7.2 body in motion 178-179, 181-182,
still life (fruits/ plants) 222-223
and drawing of 3. composes the different fruits Music, Art, Physical
imaginary landscape or plants to show overlapping Education and
of shapes and the contrast of A2EL-Ic Health 2. Ramilo,
colors and shapes in his Ronaldo V. et al,
colored drawing 2013. pp.174-176,
181-182
schools.
LEARNING
MATERIALS
4. draws from an actual still life Music, Art, Physical
arrangement Education and
A2EL-Id Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.183-184
5. portraits of persons to Music, Art, Physical
capture their likeness and Education and
A2EL-Ie
I. Elements: character Health 2. Ramilo,
1. LINES different lines demonstrates creates a composition/design Ronaldo V. et al,
2. SHAPES understanding on lines, by translating one’s imagination 2013. pp. 194-197
natural shapes shapes and colors as or ideas that others can see and 6. draws a portrait of two or Music, Art, Physical
3. COLORS contrasting elements of art, and appreciates more persons - his friends, Education and
variety, proportion and
his family, showing the Health 2. Ramilo,
contrast as principles of A2EL-If
II. Principles: differences in the shape of Ronaldo V. et al,
art through drawing
4. variety of lines, shapes their facial features (shape of 2013. pp.194-197
5. proportion of body parts, eyes, nose, lips, head, and
fruits texture of the hair
6. contrast of shapes 7. shows motion or action in the Music, Art, Physical
drawing of human Education and
A2EL-Ih-1
III. Process: bodies Health 2. Ramilo,
7. DRAWING Ronaldo V. et al,
7.1 portrait of two or more 2013. pp.172-173
people in a composition 8. creates an imaginary A2EL-Ih-2 Music, Art, Physical
7.2 body in motion landscape or world from a Education and
still life (fruits/ plants) dream or a story Health 2. Ramilo,
and drawing of Ronaldo V. et al,
imaginary landscape 2013. pp. 186-189
*Musika at Sining 3.
Sunico, Raul M. et al,
2000. pp.171172
schools.
9. shares stories related to
the output A2EL-Ih-3
LEARNING
MATERIALS
Grade 2- SECOND QUARTER
I. Elements: The learner… The learner… The learner… MISOSA4-module7
1. Colors
1.1 Primary demonstrates creates a composition or design 1. describes the lines, shapes A2EL-IIa Music, Art, Physical
1.2 Secondary understanding of using of a tricycle or jeepney that and textures seen in skin Education and
2. Shapes two or more kinds of shows unity and variety coverings of animals in the Health 2. Ramilo,
2.1 organic lines, colors and shapes of lines, shapes and colors community using visual art Ronaldo V. et al,
through repetition and
2.2 geometric words and actions 2013. pp. 205-207
contrast to create
3. Textures
rhythm
3.1 spotted *Umawit at Gumuhit
3.2 furry 3.
3.3 shiny, slimy Valdecantos,
Emelita C. 1997.
II. Principles: pp.100
4. Contrast 2. describes the unique shapes, MISOSA4-module7
5. Rhythm colors, texture and design of A2EL-IIb
the skin coverings of different Music, Art, Physical
III. Process: fishes and sea creatures or of Education and
6. PAINTING wild forest animals from Health 2. Ramilo,
6.1 fishes and sea creatures or images Ronaldo V. et al,
wild forest animals designs: 2013. pp. 208-213
lines, shapes,
tricycles, jeepneys
3. points out the contrasts in A2EL-IIc MISOSA4-module7
the colors, shapes, textures
between two or more Music, Art, Physical
animals Education and
Health 2. Ramilo,
schools.
Ronaldo V. et al,
2013. pp.214-215

I. Elements: 4. draws, with the use of Music, Art, Physical
1 . Colors demonstrates creates a composition or pencil or crayon, the sea or Education and
1.1 Primary understanding of using design of a tricycle or jeepney forest animals in their Health 2. Ramilo,
1.2 Secondary Shapes two or more kinds of that shows unity and variety habitat showing their Ronaldo V. et al,
2. 2.1 organic lines, colors and shapes of lines, shapes and colors A2EL-IId
unique shapes and features 2013. pp.199-203
through repetition and
2.2 geometric extures
contrast to create
3.1 spotted *Musika at Sining 3.
3. T rhythm
3.2 furry Sunico, Raul M. et
3.3 shiny, slimy al, 2000. pp.174175
5. paints the illustration of Music, Art, Physical
II. Principles: animals to show variety of Education and
Contrast A2EL-IIe
4. colors and textures in their Health 2. Ramilo,
5. Rhythm skin Ronaldo V. et al,
2013. pp.208-209
Process:
III. 6. creates designs by using two Music, Art, Physical
6. PAINTING or more kinds of lines, Education and
fishes and sea creatures or
colors and shapes by A2PL-IIf Health 2. Ramilo,
wild forest animals
repeating or contrasting Ronaldo V. et al,
designs: lines, shapes,
them, to show rhythm 2013. pp.216-224

schools.
6.1 tricycles, jeepneys 7. uses control of the painting MISOSA4-module6
tools and materials to paint
the different lines, shapes Music, Art, Physical
and colors in his work or in Education and
a group work Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.225-228
A2PR-IIg-1 *Umawit at
Gumuhit 3.
Valdecantos,
Emelita C. 1997.
pp.103-106
*Umawit at
Gumuhit 4.
LEARNING
MATERIALS
Valdecantos,
Emelita C. 1999.
I. Elements: demonstrates creates a composition or design pp.83-84
1. Colors understanding of using of a tricycle or jeepney that
1.1 Primary two or more kinds of shows unity and variety
lines, colors and shapes

schools.
1.2 Secondary through repetition and of lines, shapes and colors 8. draws the outline of a tricycle Music, Art, Physical
2. Shapes contrast to create or jeepney on a big paper, Education and
2.1 Organic rhythm and paints the design with Health 2. Ramilo,
2.2 geometric lines and shapes that show A2PR-IIg-2 Ronaldo V. et al,
repetition, contrast and
3. Textures 2013. pp.222-223
rhythm
3.1 spotted
3.2 furry
3.3 shiny, slimy
II. Principles:
4. Contrast
5. Rhythm
III.Process:
6. PAINTING
6.1 fishes and sea creatures or
wild forest animals designs:
lines, shapes,
tricycles, jeepneys

1. shapes
2. colors demonstrates creates prints from natural and 1. identify natural and
3. textures understanding of shapes, man-made objects that can be manmade objects with
textures, colors and repeated or alternated in shape repeated or alternated
or color. shapes and colors and A2EL-IIIa
II. Principles: repetition of motif,
materials that can be used
1. repetition of motif contrast of motif and
creates prints with repeating, in print making
2. contrast of motif & color color from nature and
found objects alternating or contrasting
LEARNING
MATERIALS

schools.
III. Process: demonstrates color or size or texture 2. creates a consistent pattern MISOSA4-module8
6. PRINTMAKING understanding of shapes, by making two or three A2PL-IIIb
3.1 banana trunk prints textures, colors and shows skills in making a clear prints that are repeated or
3.2 fern prints repetition of motif, print from natural and manmade alternated in shape or color
contrast of motif and objects
3.3 eraser prints
color from nature and 3. create a print on paper or Music, Art, Physical
3.4 found object prints cloth showing repeated motif
found objects Education and
3.5 cut out designs using man-made A2PL-IIIc
Health 2. Ramilo,
6.6 card making objects with flat surface Ronaldo V. et al,
2013. pp.235-236
4. experiments with natural Music, Art, Physical
objects (leaves, twig, bark of Education and
trees, etc.) by dabbing dyes Health 2. Ramilo,
or paints on the surface and A2PR-IIId Ronaldo V. et al,
presses this on paper or
2013. pp. 238-239
cloth, sinamay and any other
material to
create a prints
5. experiments with natural Music, Art, Physical
objects (banana stalks, gabi Education and
stalks, etc.) by dabbing dyes Health 2. Ramilo,
A2PR-IIIe
or paints on the surface and Ronaldo V. et al,
presses this on paper or 2013. pp.231-232,
cloth, sinamay and any other 246-249
material to create prints
6. carves a shape or letter on an MISOSA4-module9
eraser or kamote which can
be painted and printed Music, Art, Physical
several times A2PR-IIIf
Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.246-249
7. create a print on paper or A2PR-IIIg *Umawit at Gumuhit
cloth using cut-out designs 4.
Valdecantos,
schools.
Emelita C. 1999.
LEARNING
MATERIALS
I. Elements: demonstrates creates prints from natural and pp.120-121
1. shapes understanding of shapes, man-made objects that can be
2. colors textures, colors and repeated or alternated in shape
3. textures repetition of motif, or color. 8. creates prints for a card and Music, Art, Physical
contrast of motif and makes several copies or Education and
color from nature and creates prints with repeating,
II. Principles: editions of the print so that A2PR-IIIh-1 Health 2. Ramilo,
found objects alternating or contrasting
4. repetition of motif cards can be exchanged with Ronaldo V. et al,
color or size or texture other persons 2013. pp.241-243
5. contrast of motif & color
9. share your card with your Music, Art, Physical
shows skills in making a clear
III. Process: love ones Education and
print from natural and
6. PRINTMAKING Health 2. Ramilo,
manmade objects A2PR-IIIh-2
6.1 banana trunk prints Ronaldo V. et al,
6.2 fern prints 2013. pp.241-243
6.3 eraser prints
6.4 found object prints 10. school/district exhibit and A2PR-IIIh-3
6.5 cut out designs culminating activity in
6.6 card making celebration of the National
Grade 2- FOURTH QUARTER

I. Elements: The learner… The learner The learner… Music, Art, Physical
1. natural shapes Education and
2. geometric shapes demonstrates creates a 3-dimensional 1. identifies the artistry of A2EL-IVa-1 Health 2. Ramilo,
3. texture understanding of shapes, freestanding, balanced figure different local craftsmen in Ronaldo V. et al,
texture, proportion and using different materials (found creating: 2013. pp.264
II. Principles: balance through materials, recycled, 1.1 taka of different animals
sculpture and local or manufactured) and figures in Paete,
1. proportion
3-dimensional crafts Laguna
schools.
2. balance 1.2 sarangola, or kites
1.3 banca, native boats from
Cavite, and coastal
towns
LEARNING
MATERIALS
III. Process: demonstrates creates a 3-dimensional 2. gives value and importance to *Umawit at Gumuhit
6. SCULPTURE and 3-D CRAFTS understanding of shapes, freestanding, balanced figure the craftsmanship of the 4.
texture, proportion and using different materials (found A2EL-IVa-2
6.1 box figure sculpture local artists Valdecantos,
6.2 kites and boats balance through sculpture materials, recycled, Emelita C. 1999.
and local or manufactured)
6.3 paper mache animals pp.140
3-dimensional crafts
6.4 clay figures 3. sites examples of *Umawit at Gumuhit
3dimensional crafts found in 4.
A2EL-IVb
the locality giving emphasis Valdecantos,
on their shapes, textures, Emelita C. 1999.
proportion and balance pp.141-142
4. constructs a native kite from Music, Art, Physical
bamboo sticks, papel Education and
de japon glue, string, and A2EL-IVc
Health 2. Ramilo,
fly the kite to tests its design Ronaldo V. et al,
(proportion and balance) 2013. pp.267-269
5. learns the steps in making a Music, Art, Physical
paper mache with focus Education and
A2PR-IVd
on proportion and balance Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.274-279
6. shows the beginning skill in MISOSA4-module9
the method of creating
3dimensional free standing A2PR-IVe Music, Art, Physical
figures out of different Education and
materials clay, wood, found Health 2. Ramilo,
materials, recycled objects, Ronaldo V. et al,
schools.
wire, metal, bamboo 2013. pp.280-282
7. creates an imaginary robot or Music, Art, Physical
creature using different sizes Education and
of boxes, coils, wires, bottle Health 2. Ramilo,
A2PR-IVf
caps and other found Ronaldo V. et al,
I. Elements: demonstrates creates a 3-dimensional material 2013. pp.262
1. natural shapes understanding of shapes, freestanding, balanced figure
2. geometric shapes texture, using different materials
LEARNING
MATERIALS
3. texture proportion and balance (found materials, recycled, 8. molds an animal shape on Music, Art, Physical
through sculpture and local or manufactured) wire or bamboo armature or Education and
framework, showing the A2PR-IVg
II. Principles: 3-dimensional crafts Health 2. Ramilo,
4. proportion animal in action Ronaldo V. et al,
5. balance 2013. pp.274-279
9. creates a clay human figure Music, Art, Physical
III. Process: that is balanced and Education and
6. SCULPTURE and 3-D CRAFTS can stand on its own Health 2. Ramilo,
6.1 box figure sculpture Ronaldo V. et al,
6.2 kites and boats 2013. pp.283-287
6.3 paper mache animals
6.4 clay figures
A2PR-IVh
GRADE 3
schools.
I. Elements: The learner... The learner… The learner… PILOT SCHOOL –
1. Lines MTB MLE Lesson 1
1.1 lines can show movement demonstrates creates an artwork of people in 1. distinguishes the size of A3EL-Ia
2. texture is created by using understanding of lines, the province/region. On-the- persons in the drawing, to
different lines texture, shapes and spot sketching of plants trees, indicate its distance from
depth, contrast (size, or buildings and the viewer
3. shape of natural objects texture) through geometric line designs shows a 2. shows the illusion of space PILOT SCHOOL –
drawing work of art based on close in drawing the objects and A3EL-Ib MTB MLE Lesson 2
II. Principles: observation of natural objects persons in different sizes
4. Depth in his/her surrounding noting
its size, shape and texture 3. appreciates that artist create A3PL-Ic PILOT SCHOOL –
4.1 balance of size visual textures by using a MTB MLE Lesson 6
5. Contrast
variety of lines and colors
5.1 contrast of picture
4. tells that in a landscape, the PILOT SCHOOL –
III. Process: nearest object drawn is the MTB MLE Lesson 4
6. DRAWING foreground; the objects
A3PL –Id
6.1 people in the behind the foreground are
province/region the middle ground, while
on-the-spot sketching of the objects farthest away
plants, trees or building are the background, and by
geometric line designs. doing this there is balance
5. describes the way of life of A3PL-Ie PILOT SCHOOL –
people in the cultural MTB MLE Lesson 3
community
*Musika at Sining 3.
Sunico, Raul M. et

schools.
al, 2000. pp.224227
6. create a geometric design by A3PR-If PILOT SCHOOL –
contrasting two kind of lines MTB MLE Lesson 6
in terms of type or
creates an artwork of people in size
the province/region. On-the- 7. sketches on-the-spot outside PILOT SCHOOL –
I. Elements: demonstrates spot sketching of plants trees,
or near the school to draw a MTB MLE Lesson 5
1. Lines understanding of lines, or buildings and geometric line
designs shows a work of art plant, flowers or a tree A3PR-Ig
1.1 lines can show movement texture, shapes and
based on close observation of showing the different
2. texture is created by using depth, contrast (size,
natural objects in his/her textures and shape of each
different lines texture) through
surrounding noting its size, part, using only a pencil or
3. shape of natural objects drawing
shape and texture black crayon or ballpen
8. creates a pencil or pen A3PR-Ih PILOT SCHOOL –
II. Principles:
drawing of scene in daily MTB MLE Lesson 3
4. Depth
4.1 balance of size
5. Contrast life, where people in the
5.1 contrast of picture province/region show their
occupation by the action
III. Process: they are doing
6. DRAWING 9. sketches and colors and view A3PR-Ii PILOT SCHOOL –
6.1 people in the of the province/region with MTB MLE Lesson 3,4
province/region houses and buildings
on-the-spot sketching of indicating the foreground
plants, trees or building
middle ground and
geometric line designs.
background by the size of
the objects
I. Elements: The learner... The learner... The learner... PILOT SCHOOL –
1. Color 1. sees that there is harmony MTB MLE Lesson 8
schools.
1.1 mix colors to create tints, demonstrates creates an artwork of people in in nature as seen in the A3EL-IIa
shades and neutral color understanding of lines, the province/region on-thespot color of landscapes at Music, Art, Physical
2. Shape textures, shapes and sketching of plants, trees and different times of the day Education and
2.1 animals have shapes balance of size, contrast building and geometric Ex: Health 2. Ramilo,
2.2 adapted to their needs of texture through line designs 1.1 landscapes of Felix Ronaldo V. et al,
drawing Hidalgo, Fernando
3. Texture 2013. pp.190-192
3.1 is created by variety of Amorsolo, Jonahmar
lines applies knowledge of planes in Salvosa
a landscape (foreground, 1.2 Still’s life of Araceli
II. Principles: middle ground and Dans, Jorge Pineda,
background) in painting a Agustin Goy
4. Harmony
landscape
4.1 colors, shapes and lines 2. appreciates that nature is so A3EL-IIb Music, Art, Physical
that complement each rich for no two animals have Education and
other create harmony and the same shape, skin Health 2. Ramilo,
a mood of the painting covering and color Ronaldo V. et al,
2013. pp.214-215
III. Process:
3. perceives how harmony is A3PL-IIc PILOT SCHOOL –
5. PAINTING created in an artwork MTB MLE Lesson 8
fruits and plants (still life) because of complementary
scene at the a time of day wild colors and shapes
animal (close-up)

4. paints a still life by observing A3PR-IId PILOT SCHOOL –
the different shapes, color MTB MLE Lesson 7
and texture of fruits,
drawing them overlapping
and choosing the right
colors for each fruit

schools.
5. creates new tints and shades A3PR-IIe PILOT SCHOOL –
of colors by mixing two or MTB MLE Lesson 7
more colors
I. Elements: creates an artwork of people in
the province/region on-thespot 6. paints a landscape at a A3PR-IIf PILOT SCHOOL –
1. Color
sketching of plants, trees and particular time of the day MTB MLE Lesson 8
1.1 mix colors to create tints, demonstrates and selects colors that
building and geometric
shades and neutral color understanding of lines, complement each other to
line designs
2. Shape textures, shapes and create a mood
2.1 animals have shapes balance of size, contrast
2.2 adapted to their needs of texture through
drawing applies knowledge of planes in 7. observes the characteristics A3PR-IIg PILOT SCHOOL –
3. Texture
a landscape (foreground, of a wild animal by making MTB MLE Lesson 9
3.1 is created by variety of
middle ground and several pencil sketches and
lines
background) in painting a painting it later, adding
landscape texture of its skin covering
II. Principles:
4. Harmony 8. appreciates the Filipino A3PR-IIh Music, Art, Physical
4.1 Colors, shapes and artists painted landscapes in Education and
linesthat complement their own particular style Health 2. Ramilo,
each other create and can identify what makes Ronaldo V. et al,
harmony and a mood each artist unique in
2013. pp.190-192
of the his use of colors to create
painting harmony
III. Process:
5. PAINTING
fruits and plants (still life)
scene at the a time of day wild
animal (close-up)

Grade 3- THIRD QUARTER

schools.
I. Elements: The learner... The learner... The learner… A3EL-IIIa PILOT SCHOOL –
1. Shape MTB MLE Lesson 10
1.1 letter stencils demonstrates exhibits basic skills in making a 1. tells that a print made from
understanding of shapes, design for a print and
1.2 logo designs objects found in nature can
colors and principle producing several clean copies
1.3 abstract shapes be realistic or abstract
repetition and emphasis of the prints
2. Color through printmaking 2. appreciates the importance A3PL-IIIb PILOT SCHOOL –
2.1 Complementary colors (stencils) manipulates a stencil with an and variety of materials MTB MLE Lesson 10
adequate skill to produce a used for printing
II. Principles: clean print for a message,
3. observes that a print design A3PL-IIIc PILOT SCHOOL –
3. Repetition slogan or logo for a T-shirt,
poster bag may use repetition of MTB MLE Lesson 12
3.1 of letters and logos and
shapes or lines and
shapes
produces at least 3 good copies emphasis on contrast of
4. Emphasis
of print using complementary shapes and lines
4.1 of shapes by contrast
colors and contrasting shapes
4. realizes that a print design A3PL-IIId PILOT SCHOOL –
III.Process: can be duplicated many MTB MLE Lesson 12
5. PRINTMAKING (stencils) times by hand or by
5.1 T-shirt/cloth pin machine and can be shared
5.2 poster prints with others
5.3 duffel bag print 5. explain the meaning of the A3PR-IIIe PILOT SCHOOL –
design created MTB MLE Lesson 12
6. designs an attractive logo A3PR-IIIf PILOT SCHOOL –
with slogan about the MTB MLE Lesson 12
environment to be used for
printing
7. creates and cuts a stencil A3PR-IIIg PILOT SCHOOL –
from paper or plastic sheets MTB MLE Lesson 12
to be used for multiple
prints on cloth or hard
paper


schools.
I. Elements: 8. creates a print for a shirt, A3PR-IIIh PILOT SCHOOL –
1. Shape bag or a poster using MTB MLE Lesson 12
1.1 letter stencils stencils with abstract
1.2 logo designs designs that conveys a
message and can be
1.3 abstract shapes
replicated
2. Color demonstrates exhibits basic skills in making a
2.1 Complementary colors understanding of design for a print and 9. writes a slogan about the A3PR-IIIg PILOT SCHOOL –
shapes, colors and producing several clean copies environment that correlates MTB MLE Lesson 11
II. Principles: principle repetition and of the prints messages to be printed on
3. Repetition emphasis through T-shirts, posters, banners
printmaking (stencils) manipulates a stencil with an or bags
3.1 of letters and logos and
adequate skill to produce a
shapes 10. school/district exhibit and A3PR-IIIh
clean print for a message,
4. Emphasis culminating activity in
slogan or logo for a T-shirt,
4.1 of shapes by contrast celebration of the National
poster bag
III. Process: produces at least 3 good
5. PRINTMAKING (stencils) copies of print using
5.1 T-shirt/cloth pin complementary colors and
5.2 poster prints contrasting shapes
5.3 duffel bag print

I. Elements: The learner... The learner... The learner… PILOT SCHOOL –
1. SHAPES MTB MLE Lesson 13
1.1 human and animals demonstrates creates a single puppet based 1. identifies different styles of A3EL-IVa
2. COLORS understanding of on character in legends, myths puppets made in the
2.1 primary shapes, colors, textures, or stories using recycled and Philippines (form Teatro
2.2 secondary and emphasis by hard material creates a mask Mulat and Anino Theater
2.3 tertiary variation of shapes and or headdress that is imaginary Group)
3. TEXTURES texture and contrast of in design using found and 2. appreciates variations of A3PL-IVb PILOT SCHOOL –
3.1 visual and actual colors through sculpture recycled materials puppets in terms of MTB MLE Lesson 13
and crafts demonstrates basic skills in material, structure, shapes,
II. Principles: constructing a puppet made colors and intricacy of
schools.
4. Emphasis textural details

4.1 by Variation of shapes from a hard and stick, which 3. creates a puppet designs A3PR-IVc PILOT SCHOOL –
and textures can be manipulated that would give a specific MTB MLE Lesson 13
5. CONTRASTof colors and unique character
4. applies designs of varied A3PR-IVd PILOT SCHOOL –
III. Process: shapes and colors on MTB MLE Lesson 13
6. SCULPTURE and CRAFTS puppets to show the unique
6.1 puppets on a stick
character of the puppet
6.2 hand puppet
imaginary masks 5. constructs a simple puppet A3PR-IVe PILOT SCHOOL –
based on a character in a MTB MLE Lesson 13
legend, myth or story using
recyclable materials and
bamboo sticks or twigs
6. manipulates a puppet to act A3PR-IVf PILOT SCHOOL –
out a character in a story MTB MLE Lesson 13
together with the puppets
7. performs as puppeteer A3PR-IVg PILOT SCHOOL –

together with others, in a MTB MLE Lesson 13
puppet show to tell a story
using the puppet he/she
created

schools.
I. Elements:
1. SHAPES
1.1 human and animals demonstrates creates a single puppet based
on character in legends,
2. COLORS understanding of shapes, myths or stories using 8. designs and creates mask or A3PR-IVh PILOT SCHOOL –
2.1 primary colors, textures, and recycled and hard material headdress with the use of MTB MLE Lesson 14
2.2 secondary emphasis by variation of creates a mask or headdress recycled or natural objects
2.3 tertiary shapes and texture and that is imaginary in design inspired by best festivals
contrast of colors using found and recycled
3. TEXTURES
through sculpture and materials demonstrates basic 9. creates a mask or headdress A3PR-IVi PILOT SCHOOL –
3.1 visual and actual skills in constructing a puppet that is imaginary in design
crafts MTB MLE Lesson 14
made from a hard and stick, using found and recycled
II. Principles: which can be manipulated material, inspired by local
4. Emphasis Festivals
4.1 by Variation of shapes
and textures
5. CONTRASTof colors
III. Process:
6. SCULPTURE and CRAFTS
6.1 puppets on a stick
6.2 hand puppet
6.3 imaginary masks
GRADE 4
STANDARDS MATERIALS

schools.
I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining 4.
1.1 organic and inorganic demonstrates practices variety of culture in 1. appreciates the rich variety A4EL-Ia Valdecantos,
2. COLORS understanding of lines, the community by way of attire, of cultural communities in Emelita C. 1999.
2.1 primary and secondary texture, and shapes; and body accessories, religious the Philippines and their pp.113-114
3. SHAPES balance of size and practices and lifestyle. uniqueness
3.1 stylized based on nature repetition of 1.1 LUZON- Ivatan, *Manwal ng Guro
creates a unique design of Ifugao, Kalkminga,
motifs/patterns through Musika at Sining 3.
houses, and other household Bontok, Gaddang,
II. Principles: drawing Valdecantos,
4. REPETITION Emelita C. 1997.
STANDARDS MATERIALS
4.1 motifs objects used by the cultural Agta pp.123-126
groups. 1.2 VISAYAS – Ati
III. Process: 1.3 MINDANAO-Badjao, *Musika at Sining 5.
5. DRAWING writes a comparative Mangyan,Samal, Sunico, Raul M. et
5.1 drawing of figures of description of houses and Yakan, Ubanon, al, 2000. pp.136138
different cultural utensils used by selected Manobo, Higaonon,
communities cultural groups from different Talaandig,
5.2 crayon etching of ethnic provinces.
Matigsalog, Bilaan,
designs crayon resist of T’boli, Tiruray,
scenes from different Mansaka, Tausug

schools.
cultural 2. distinguishes distinctive A4EL-Ib *Musika at Sining 5.
groups in the Philippines characteristics of several Sunico, Raul M. et
cultural communities in al, 2000. pp.130131
terms of attire, body
accessories, religious *Umawit at Gumuhit
practices, and lifestyles. 3.
Valdecantos,
Emelita C. 1997.
pp.134-136
I. Elements: demonstrates
1. LINES understanding of lines, practices variety of culture in
1.1 organic and inorganic texture, and shapes; and the community by way of
2. COLORS balance of size and attire, body accessories,
repetition of religious practices and lifestyle.
2.1 primary and secondary
3. SHAPES motifs/patterns through
drawing creates a unique design of
3.1 stylized based on nature
houses, and other household
objects used by the cultural
II. Principles: groups.
4. REPETITION
4.1 motifs writes a comparative
STANDARDS MATERIALS
III. Process: description of houses and 3. adapts an indigenous A4EL-Ic *Manwal ng Guro
5. DRAWING utensils used by selected cultural motif into a Musika at Sining 3.
5.1 drawing of figures of cultural groups from different contemporary design Valdecantos,
different cultural provinces. through crayon etching Emelita C. 1997.
communities technique.
pp.117-118
5.2 crayon etching of ethnic
designs crayon resist of 4. identifies specific clothing, A4PL-Id *Manwal ng Guro
schools.
scenes from different objects, and designs of the Musika at Sining 3.
cultural groups in the cultural communities and Valdecantos,
Philippines applies it to a drawing of Emelita C. 1997.
the attire and accessories pp.128-129
of one of these cultural
groups.
5. shares ideas about the A4PR-Ie

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

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

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

any of the topics: the
unique design of the *Musika at Sining 5.
houses, household objects, Sunico, Raul M. et
practices, or rituals of one
al, 2000. pp.114115
of the cultural groups.
STANDARDS MATERIALS
9. uses crayon resist technique A4PR-Ii *Musika at Sining 5.
in showing different ethnic Sunico, Raul M. et
designs or patterns. al, 2000. pp.114115

schools.
I. Elements: The learner… The learner… The learner…
1. SHAPES
demonstrates sketches and paints a 1. discusses pictures of A4EL-IIa
1.1 overlapping of shapes
2. COLOR understanding of lines, landscape or mural using localities where different
2.1 to show mood and color, shapes, space, and shapes and colors appropriate cultural communities live
atmosphere proportion through to the way of life of the cultural and understands that each
drawing. community.
3. SPACE group has distinct houses
3.1 showing foreground, and practices.
middle ground and realizes that the choice of
colors to use in a landscape 2. distinguishes the attire and A4EL-IIb *Musika at Sining 5.
background accessories of selected Sunico, Raul M. et
gives the mood or feeling of a
painting. cultural communities in the al, 2000. pp.130131
II. Principles: country in terms of colors
4. PROPORTION of houses, and shapes.
buildings, fields, mountains,
3. appreciates the importance
sky in a landscape
of communities and their
A4EL-IIc
III. Process: culture.
5. PAINTING
4. compares the geographical A4EL-IId
5.1 important
landscape/famous location, practices, and
landmark in a province festivals of the different
5.2 (indigenous houses) cultural groups in the
5.3 mural painting country.
5. sketches a landscape of a
cultural community based on A4EL-IIe
researches and observations
made.
6. paints the sketched
landscape using colors A4EL-IIf
appropriate to the cultural
community’s ways of life.

schools.
STANDARDS MATERIALS
I. Elements: demonstrates sketches and paints a 7. exhibits painted landscapes A4EL-IIg
1. SHAPES understanding of lines, landscape or mural using to create a mural for the
1.1 overlapping of shapes color, shapes, space, and shapes and colors appropriate class and the school to
2. COLOR proportion through to the way of life of the cultural appreciate.
drawing. community.
2.1 to show mood and 8. tells a story or relates A4EL-IIh
atmosphere experiences about cultural
realizes that the choice of
3. SPACE communities seen in the
colors to use in a landscape
3.1 showing foreground, landscape.
gives the mood or feeling of a
middle ground and
painting.
background
II. Principles:
4. PROPORTION of houses,
buildings, fields, mountains,
sky in a landscape
III. Process:
5. PAINTING
3.2 important
landscape/famous
landmark in a province
3.3 (indigenous houses)
3.4 mural painting

I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining 4.
1.1 organic, inorganic demonstrates creates relief and found objects 1. explores the texture of each A4EL-IIIa Valdecantos,
(mechanical) understanding of shapes prints using ethnic designs. material and describes its Emelita C. 1999.
2. COLORS and colors and the characteristic. pp.77-80

schools.
2.1 earth or natural colors principles of repetition, presents research on relief
3. TEXTURE contrast, and emphasis prints created by other cultural 2. analyzes how existing ethnic
3.2 from a variety of materials through printmaking communities in the country. motif designs are repeated A4PL-IIIb
4. SHAPES (stencils) and alternated.
STANDARDS MATERIALS
4.1 geometric/2-dimensional 3. discovers the process of
Shapes produces multiple copies of a creating relief prints and
relief print using industrial appreciates how relief prints
II. Principles: paint/natural dyes to create makes the work more A4PL-IIIc
5. CONTRAST decorative borders for boards, interesting and harmonious
panels etc.
5.1 smooth vs. rough in terms of the elements
5.2 curves vs. straight lines involved.
5.3 small shapes vs. big shapes 4. draws ethnic motifs and A4PR-IIId
6. HARMONY create a design by
repeating, alternating, or by
III. Process: radial arrangement.
7. PRINTMAKING 5. creates a relief master or A4PR-IIIe
7.1 relief print mold using additive and
7.2 glue print subtractive processes.
7.3 cardboard print found 6. creates simple, A4PR-IIIf
objects print interesting, and
harmoniously arranged
relief prints from a clay
design.

schools.
demonstrates

I. Elements: understanding of shapes creates relief and found 7. prints reliefs with adequate
1. LINES and colors and the objects prints using ethnic skill to produce clean prints
1.1 organic, inorganic principles of repetition, designs. with a particular design A4PR-IIIg
(mechanical) contrast, and emphasis motif (repeated or
through printmaking presents research on relief
2. COLORS alternated).
(stencils) prints created by other cultural
2.1 earth or natural colors 8. prints reliefs using found A4PR-IIIh
communities in the country. materials and discusses the
3. TEXTURE
3.1 from a variety of finished artwork.
materials produces multiple copies of a
relief print using industrial
4. SHAPES 9. creates the relief mold using A4PR-IIIi
paint/natural dyes to create
4.1 geometric/2-dimensional found material: hard foam;
decorative borders for cardboard shapes glued on
Shapes
boards, panels etc. wood; strings and buttons,
old screws, and metal parts
II. Principles:
glued on wood or
5. CONTRAST cardboard.
5.1 smooth vs. rough
5.2 curves vs. straight lines
10. displays the finished artwork A4PR-IIIj-1
5.3 small shapes vs. big for others to critique and
shapes discuss.
6. HARMONY
11. participates in a
III. Process: school/district exhibit and
7. PRINTMAKING culminating activity in A4PR-IIIj-2
7.1 relief print celebration of the National
7.2 glue print Arts Month (February).
7.3 cardboard print found

schools.
objects print
STANDARDS MATERIALS
1. COLOR
1.1 dyes can be combined to demonstrates applies individually the intricate 1. researches and A4EL-Iva
create new colors understanding on color procedures in tiedyeing in differentiates textile traditions,
2. VALUE/TONE (dyes), values, and clothes or t-shirts and e.g. tie-dye done in other
light and dark repetition of motifs compares them with one countries like China, India,
through sculpture and another. Japan, and Indonesia in the
II. Principles: 3-D crafts olden times and presently,as
replicates traditional skills in well as in the Philippines, e.g.
3. REPETITION
mat weaving from indigenous theTinalak made by the T’bolis.
3.1 motifs, colors
material like abaca tapestries.
2. presents pictures or actual MISOSA5-module13
III. Process: samples of different kinds of
researches on tie-dyed crafts of
4. SCULPTURE and mat weaving traditions in the A4EL-Ivb
the T’boli and presents designs
3dimensional crafts Philippines.
made by them;presents

schools.
5. Textile craft: research on tie-dyed products 3. discusses the intricate A4EL-IVc MISOSA5-module13
5.1 tie-dye (one color; 2 of other cultural communities to designs of mats woven in the
colors) compare their designs and Philippines:
5.2 Mat weaving (buri) colors. 3.1 Basey, Samar buri mats
3.2 Iloilo bamban mats
3.3 Badjao&Samal mats
3.4 Tawi-tawilaminusa
mats
3.5 Romblon buri mats
STANDARDS MATERIALS
4. emphasizes textile crafts like
tie-dyeing which demands
applies individually the intricate careful practices and
A4PL-Ivd
procedures in tiedyeing in faithful repetition of the
I. Elements: demonstrates clothes or t-shirts and steps to produce good
1. COLOR understanding on color compares them with one designs.
(dyes), values, and another.
1.1 dyes can be combined to 5. gives meaning to the A4PL-Ive
create new colors repetition of motifs replicates traditional skills in
designs, colors, patterns
through sculpture and mat weaving from indigenous
2. VALUE/TONE used in the artworks.
3-D crafts material like abaca tapestries.
light and dark
6. creates a small mat using A4PR-IVf MISOSA5-module13
researches on tie-dyed crafts of colored buri strips or any
II. Principles:
the T’boli and presents designs material that can be
3. REPETITION
made by them;presents woven, showing different
3.2 motifs, colors
research on tie-dyed products designs: squares, checks
schools.
of other cultural communities to zigzags, and stripes.
III. Process: compare their designs and 7. weaves own design similar A4PR-IVg MISOSA5-module13
4. SCULPTURE and colors. to the style made by a
3dimensional crafts 5. local ethnic group.
Textile craft: 8. creates original tie-dyed A4PR-IVh
5.1 tie-dye (one color; 2 textile design by following
colors)
the traditional steps in
5.2 Mat weaving (buri)
tiedyeing using one or two
colors.
GRADE 5

Grade 5- FIRST QUARTER
1. LINES
1.1 crosshatching technique to demonstrates creates different artifacts and 1. identifies events, A5EL-Ia
simulate 3-dimensional understanding of lines, architectural buildings in the practices, and culture
effect and visual texture shapes, and space; and Philippines and in the locality influenced by colonizers
the principles of rhythm using crosshatching who have come to our
and balance through technique, geometric country by way of trading.
2. SHAPES/FORMS drawing of archeological shapes,and space, with rhythm
2.1 geometric 3-dimensional artifacts, houses, and balance as principles of
forms buildings, and churches design. 2. gives the illusion of A5EL-Ib MISOSA6-module6
from historical periods depth/distance to simulate
3. SPACE
using crosshatching puts up an exhibit on a3-dimensional effectby *Musika at Sining 6.
3.1 distance or area
technique to simulate Philippine artifacts and houses usingcrosshatching and Sunico, Raul M. et
3dimensional and from different historical periods
II. Principles: geometric effects of an shading techniques in al, 2000. pp.137138
(miniature or replica).
4. RHYTHM artwork. drawings (old pottery,

schools.
4.1 repeated motifs boats, jars, musical
5. BALANCE instruments).
5.1 symmetrical and 3. shows, describes, and *Musika at Sining 6.
asymmetrical names significant parts of Sunico, Raul M. et
the different architectural al, 2000. pp.139140
III. Process: designs and artifacts found
in the locality. A5EL-Ic
6. DRAWING *Umawit at
6.1 drawing of archeological e.g.bahaykubo, torogan, Gumuhit 3.
artifacts bahaynabato, simbahan, Valdecantos,
6.2 drawing of Philippine carcel, etc. Emelita C. 1997.
houses, buildings, and pp.138-140
churches from different 4. realizes that our A5PL-Id MISOSA5-module4
historical periods (on- archipelago is strategically
thespot) located and made us part
of a vibrant trading tradition
(Chinese merchants, Galleon
Trade, silk traders)
demonstrates
I. Elements: understanding of lines, creates different artifacts and
shapes, and space; and architectural buildings in the 5. appreciates the importance *Musika at Sining 6.
1. LINES of artifacts, houses, clothes, Sunico, Raul M. et
the principles of rhythm Philippines and in the locality
1.1 crosshatching technique language, lifestyle - al, 2000. pp.139140
and balance through using crosshatching
to simulate 3-dimensional A5PL-Ie
drawing of archeological technique, geometric utensils, food, pottery,
effect and visual texture *Manwal ng Guro
artifacts, houses, shapes,and space, with furniture - influenced by
2. SHAPES/FORMS Umawit at Gumuhit
buildings, and churches rhythm and balance as colonizers who have come
2.1 geometric 3-dimensional 6. Valdecantos,
from historical periods principles of design. puts to our country (Manunggul
forms
using crosshatching up an exhibit on jar, balanghai,
3. SPACE
3.1 distance or area technique to simulate 3-

dimensional and Philippine artifacts and houses bahaynabato, kundiman, Emelita C. 1999.
II. Principles: geometric effects of an from different historical periods Gabaldon schools, pp.113-117
4. RHYTHM artwork. (miniature or replica). vaudeville, Spanish-inspired
4.1 repeated motifs churches).
schools.
5. BALANCE 6. creates illusion of space in A5PR-If *Musika at Sining 6.
5.1 symmetrical and 3-dimensional drawings of Sunico, Raul M. et
asymmetrical important archeological al, 2000. pp.139140
artifacts seen in books,
museums (National
III. Process:
Museum and its branches in
6. DRAWING
the Philippines, and in old
6.1 drawing of archeological buildings or churches in the
artifacts community.
6.2 drawing of Philippine
houses, buildings, and
7. creates mural and drawings *Musika at Sining 6.
churches from different
of the old houses, churches Sunico, Raul M. et
historical periods (on-
or buildings of his/her al, 2000. pp.139140
thespot)
community.
*Manwal ng Guro
A5PR-Ig
Umawit at Gumuhit
6. Valdecantos,
Emelita C. 1999.
pp.113-117
8. participates in putting up a *Musika at Sining 6.

mini-exhibit with labels of Sunico, Raul M. et
Philippine artifacts and al, 2000. pp.139140
A5PR-Ih
demonstrates houses after the whole class
I. Elements: completes drawings.
understanding of lines, creates different artifacts and
1. LINES
shapes, and space; and architectural buildings in the
1.1 crosshatching technique 9. tells something about A5PR-Ij *Musika at Sining 6.
the principles of rhythm Philippines and in the locality
to simulate 3-dimensional his/her community as
and balance through using crosshatching Sunico, Raul M. et
effect and visual texture reflected on his/her al, 2000. pp.139140
drawing of archeological technique, geometric
2. SHAPES/FORMS artwork.
artifacts, houses, shapes,and space, with
2.1 geometric 3-dimensional
buildings, and churches rhythm and balance as
forms
from historical periods principles of design. puts
3. SPACE
using crosshatching up an exhibit on
3.1 distance or area
technique to simulate 3-

schools.
dimensional and Philippine artifacts and houses
II. Principles: geometric effects of an from different historical periods
4. RHYTHM artwork. (miniature or replica).
4.1 repeated motifs
5. BALANCE
5.1 symmetrical and
asymmetrical
III. Process:
6. DRAWING
6.1 drawing of archeological
artifacts
6.2 drawing of Philippine
houses, buildings, and
churches from different
historical periods (on-
thespot)
I. Elements: The learner… The learner… The learner… *Umawit at Gumuhit
1. LINE 6.
1.1 straight and curved demonstrates sketches natural or man-made 1. identifies the importance of A5EL-IIa Valdecantos,
2. COLOR understanding of lines, places in the community with natural and historical places Emelita C. 1999.
2.1 complementary colors, space, and the use of complementary in the community that have pp.176-180
3. SPACE harmony through colors. been designated as World
Heritage Site (e.g., rice
3.1 one-point perspective In painting and
draws/paints significant or terraces in
landscape drawing explains/illustrates important historical places. Banawe, Batad; Paoay
landscapes of important
Church; Miag-ao Church;
II. Principles: historical places in the landscape of Batanes, Callao
4. HARMONY community (natural or Caves in Cagayan; old
4.1 created through the right man-made)using houses inVigan, Ilocos
proportions of parts onepoint perspective in Norte; and the torogan in
schools.
landscape drawing, Marawi)
III. Process: complementary colors,
and the right
5. PAINTING proportions of parts. 2. identifies and describes the A5EL-IIb *Umawit at
5.1 landscapes of important architectural or natural Gumuhit 6.
places in the features of the places visited Valdecantos,
community (natural or or seen on pictures. Emelita C. 1999.
man-made) pp.150-156
3. realizes that artists have A5EL-IIc MISOSA5-module5
different art styles in
painting landscapes or
significant places in their
respective provinces (e.g.,
Fabian dela Rosa,
Fernando Amorsolo, Carlos
Francisco, Vicente
Manansala, Jose Blanco,
VictorioEdades, Juan
Arellano,
PrudencioLamarroza, and
Manuel Baldemor)
4. appreciates the artistry of MISOSA5-module5
I. Elements: famous Filipino artists in
demonstrates sketches natural or man-made
1. LINE understanding of lines, places in the community with painting different A5PL-IId
1.1 straight and curved colors, space, and the use of complementary landscapes and is able to
2. COLOR harmony through colors. describe what makes each
2.1 complementary painting and artist’s masterpiece unique
3. SPACE explains/illustrates draws/paints significant or from others.
landscapes of important important historical places. 5. sketches and uses A5PL-IIe
3.1 one-point perspective In
historical places in the complementary colors in
landscape drawing
community (natural or
painting a landscape.

schools.
II. Principles: man-made)using 6. utilizes skills and knowledge
4. HARMONY onepoint perspective in about foreground, middle
4.1 created through the right landscape drawing, ground, and background to
A5PR-IIf
proportions of parts complementary colors, emphasize depth in painting
and the right proportions a landscape.
III. Process: of parts.
5. PAINTING 7. identifies and discusses A5PR-IIg
5.1 landscapes of important details of the landscape
places in the community significant to the history of
(natural or man-made) the country.
1. LINE
1.1 thick and thin demonstrates creates a variety of prints 1. discusses the richness of A5EL-IIIa
1.2 straight, curved, and understanding of new using lines (thick, thin, jagged, Philippine myths and
jagged printmaking techniques ribbed, fluted, woven) to legends (MariangMakiling,
2.TEXTURE with the use of lines, produce visual texture. Bernardo Carpio, dwende,
2.1 ribbed, fluted, woven, texture through stories
capre, sirena, Darna,
carved II. Principles: and myths.
diwata, DalagangMagayon,
3. CONTRAST etc.) from the local
3.1 carved, textured areas community and other parts
and solid areas of the country.
3.2 thick, textured lines and demonstrates creates a variety of prints 2. explores new printmaking
fine lines understanding of new using lines (thick, thin, jagged,
printmaking techniques technique using a sheet of
ribbed, fluted, woven) to A5EL-IIIb
with the use of lines, thin rubber (used for soles
III. Process: produce visual texture.
texture through stories of shoes),linoleum, or any
4. PRINTMAKING and myths. soft wood that can be
4.1 linoleum or rubber print
carved or gouged to create
or wood print of a
different lines and textures.
Philippine mythological

schools.
creature 3. identifies possible uses of A5EL-IIIc
the printed artwork
4. shows skills in creating a A5PL-IIId

linoleum, rubber or wood
cut print with the proper
use of carving tools.
5. creates variations of the
same print by using A5PR-IIIe

different colors of ink in
printing the master plate.
6. follows the step-by-step A5PR-IIIf
process of creating a print :
6.1 sketching the areas to
be carved out and
areas that will remain
6.2 carving the image on
the rubber or wood
using sharp cutting
tools
6.3 preliminary rubbing
6.4 final inking of the plate
with printing ink
6.5 placing paper over the
plate, rubbing the back
of the paper
6.6 impressing the print
6.7 repeating the process
to get several editions
of the print
I. Elements: demonstrates creates a variety of prints 7. works with the class to A5PR-IIIg
schools.
1. LINE understanding of new using lines (thick, thin, jagged, produce a compilation of
1.2 thick and thin printmaking techniques ribbed, fluted, woven) to their prints and create a
1.2 straight, curved, and with the use of lines, produce visual texture. book or calendar which
jagged texture through stories they can give as gifts, sell,
2.TEXTURE and myths.
or display on the walls of
2.1 ribbed, fluted, woven, their school.
carved II. Principles: 8. utilizes contrast in a carved A5PR-IIIh-1
3. CONTRAST carved, or textured area in an
textured areas and solid artwork.
areas
9. produces several editions
3.1thick, textured lines and
of the same print that are
fine lines A5PR-IIIh-2
well-inked and evenly
printed.
III. Process:
10. participates in a
4. PRINTMAKING
school/district exhibit and
4.1 linoleum or rubber print
culminating activity in
or wood print of a

Philippine mythological celebration of the National A5PR-IIIh-3
creature Arts Month (February)
1. COLOR
1.1 primary demonstrates demonstrates fundamental 1. identifies the materials used A5EL-IVa
1.2 secondary understanding of colors, construction skills in making a in making3dimensional
2. SHAPE shapes, space, 3-dimensional craft that crafts which express
2.1 geometric repetition, and balance expresses balance, artistic balance and repeated
through sculpture and 3- design, and repeated variation variation of shapes and
2.2 organic
dimensional crafts. of decorations and colors colors
3. SPACE
1.1 mobile
3.1 distance 1. papier-mâché jars with 1.2 papier-mâché jar
3.2 area patterns
schools.
1.3 paper beads
II. Principles: 2. paper beads
4. REPETITION 2. identifies the different A5EL-IVb
4.1 colors, shapes constructs 3-D craft using techniques in making
5. BALANCE primary and secondary colors, 3dimensional crafts
geometric shapes, space, and 2.1 mobile
5.1 structure and shape
repetition of colors to show 2.2 papier-mâché jar
balance of the structure and
III. Process: 2.3 paper beads
shape
6. SCULPTURE AND 3-D
CRAFTS 3. mobile 3. explores possibilities on the A5EL-IVc
6.1 mobile use of created 3-D crafts.
6.2 papier-mâché or clay
jar with geometric 4. applies knowledge of colors, A5PL-IVd
patterns shapes, and balance in
6.3 paper beads (bracelet, creating mobiles,
necklace, earring, ID papiermâché jars, and paper
lanyard, etc. beads.
5. displays artistry in making
mobiles with varied colors A5PL-IVe
and shapes.
6. creates designs for making A5PR-IVf
3-dimensional crafts
6.1 mobile
6.2 papier-mâché jar
6.3 paper beads
7. shows skills in making a A5PR-IVg
papier-mâché jar
8. creates paper beads with

artistic designs and varied
colors out of old magazines A5PR-IVh

schools.
and colored papers for
necklace, bracelet, ID
lanyard.
GRADE 6
STANDARDS MATERIALS
GRADE 6 - FIRST QUARTER
I. Elements: The learner… The learner… LOGO DESIGN
1. LINE Software: Inkscape (Open
2. SHAPE demonstrates creates concepts through art Source) for Laptop/Desktop PC
3. COLOR understanding of the use processes, elements, and
4. TEXTURE of lines, shapes, colors, principles using new The learner…
5. producing these using texture, and the technologies (hardware and
technology principles of emphasis software) to create personal or
1. realizes that art processes, A6EL-Ia
and contrast in drawing a class logo.
elements and principles still
logo and own cartoon designs cartoon character
II. Principles: apply even with the use of
character using new onthe spot using new
6. CONTRAST new technologies.
technologies in drawing. technologies.
7. EMPHASIS
2. appreciates the elements and A6PL-Ia
III. Process: principles applied in
8. DRAWING – NEW commercial art.
TECHNOLOGIES 3. applies concepts on the use
of the software A6PR-Ib
8.1 logo
8.2 cartoon character (commands, menu, etc.).

4. utilizes art skills in using new A6PR-Ic
technologies
(hardware and software).

schools.
5. creates personal or class A6PR-Id
logo as visual
representation that can be
used as a product, brand,
ortrademark
6. explains ideas about the
A6PR-Id
logo
CARTOON CHARACTER
Making
Software: Inkscape (Open
Source) for Laptop/Desktop PC
Software: Sketch n’ Draw
(Open Source) for Tablet PC
I. Elements: demonstrates creates concepts through art
1. LINE understanding of the processes, elements, and The learner…
2. SHAPE use of lines, shapes, principles using new
3. COLOR colors, texture, and the technologies (hardware and 1. realizes that art processes, A6EL-Ie
principles of emphasis software) to create personal elements, and principles still
4. TEXTURE
and contrast in drawing or class logo.
5. producing these using apply even with the use of
a logo and own cartoon
technology character using new technologies.
designs cartoon character
technologies in drawing. 2. appreciates the elements
onthe spot using new
II. Principles: and principles applied in A6PL-Ie
technologies.
6. CONTRAST comic art.
7. EMPHASIS 3. applies concepts on the
steps/procedures in A6PR-If
III. Process: cartoon character making.
8. DRAWING – NEW 4. utilizes art skills in using
TECHNOLOGIES new technologies
A6PR-Ig
8.1 logo (hardware and software) in
8.2 cartoon character cartoon character making.
5. creates own cartoon
character to entertain, A6PR-Ih

express opinions, ideas,etc
schools.
STANDARDS MATERIALS
6. explains ideas about the A6PR-Ih
cartoon character
I. Elements: The learner… The learner… DIGITAL PAINTING
1. SHAPES Software: Gimp (Open Source)
2. SPACE demonstrates applies concepts on the use of for Laptop/Desktop PC
3. COLOR understanding of shapes, software in creating digital Software: Paint (Windows) for
4. primary, secondary, and space, colors, and the paintings and graphic designs. Laptop/Desktop PC
intermediate principles of Software: Photo Editor (Open
emphasis, harmony and Source) for Tablet PC
contrast in digital
II. Principles:
painting and poster
5. EMPHASIS 6.
design using new
HARMONY technologies. The learner…
7. CONTRAST
8. lines, shapes 1. realizes that art processes,
elements and principles still
III. Process: apply even with the use of A6EL-IIa
9. PAINTING – NEW technologies.
TECHNOLOGIES 2. appreciates the elements and
9.1 digital painting graphic principles applied in digital A6PL-IIa
design (poster) art.
3. applies concepts on the use
A6PR-IIb
of the software
(commands, menu, etc.)
4. utilizes art skills using new
technologies (hardware and A6PR-IId

software) in digital painting.
5. creates a digital painting

similar with the Masters’ A6PR-IIc
schools.
(e.g., Van Gogh,
Amorsolo, etc.) in terms of
style, theme, etc.
STANDARDS MATERIALS
GRAPHIC DESIGN (Poster
Layout)
Software: Gimp (Open Source)
I. Elements: for Laptop/Desktop PC
1. SHAPES demonstrates applies concepts on the use of Software: MS Publisher
2. SPACE understanding of shapes, software in creating digital (Windows) for Laptop/Desktop
3. COLOR space, colors, and the paintings and graphic designs. PC
4. primary, secondary, and principles of The learner…
intermediate emphasis, harmony and
contrast in digital 6. realizes that art processes,
painting and poster
II. Principles: elements and principles still A6EL-IIe
design using new
5. EMPHASIS 6. apply even with the use of
technologies
HARMONY technologies.
7. CONTRAST 7. appreciates the elements and
8. lines, shapes principles applied in
A6PL-IIf
layouting.
III. Process:
9. PAINTING – NEW 8. applies skills in layouting and
TECHNOLOGIES photo editing using new
technologies
9.1 digital painting graphic A6PR-IIg
design (poster) (hardware and software) in
making a poster.
9. creates an A6PR-IIh
advertisement/commercial
or announcement poster.

schools.
I. Elements: The learner… The learner… PRINTMAKING (Silkscreen
1. COLORS Printing)
1.1 primary blended with demonstrates creates simple printmaking
secondary and understanding of shapes, (silkscreen) designs on t-shirts The learner…
intermediate colors colors, values, and the and posters.
2. SHAPES A6EL-IIIa
principles of emphasis, 1. knows that design principles
2.1 letters and geometric describes the basic concepts
contrast, and harmony in still apply for any new
shapes and principles of basic
printmaking and design (contrast of colors,
3. VALUES/TONES photography.
photography using shapes, and lines
STANDARDS MATERIALS
3.1 lightness and darkness new technologies. produces harmony) whether
done by hand or machine
(computer).
II. Principles: demonstrates creates simple printmaking 2. understands that digital A6PL-IIIb
4. EMPHASIS understanding of shapes, (silkscreen) designs on t-shirts technology has speeded up
5. CONTRAST colors, values, and the and posters. the printing of original
5.1 shapes and colors principles of emphasis, designs and made it
contrast, and harmony in describes the basic concepts
6. HARMONY accessible to many, as
printmaking and and principles of basic
6.1 letters, shapes, colors photography. emphasized in t-shirts and
photography using new
technologies. poster designs.
III. Process: 3. applies concepts on the
7. PRINTMAKING steps/procedure in silkscreen A6PR-IIIc
(silkscreen printing) printing.
4. produces own prints from
8. BASIC PHOTOGRAPHY original design to silkscreen
A6PR-IIId
printing to convey a
message or statement.
BASIC PHOTOGRAPHY A.
Phone Camera
B. Point and Shoot Digital

schools.
Camera
A6EL-IIIe
STANDARDS MATERIALS
I. Elements: demonstrates creates simple printmaking
1. COLORS understanding of shapes, (silkscreen) designs on t-shirts The learner…
1.1 primary blended with colors, values, and the and posters.
secondary and principles of emphasis, 5. realizes that art processes,
intermediate colors contrast, and harmony in describes the basic concepts
elements, and principles still
2. SHAPES printmaking and and principles of basic
apply even with the use of
photography using new photography.
2.1 letters and geometric technologies.
technologies.
shapes 6. understands concepts and A6PL-IIIf
3. VALUES/TONES lightness and principles of photography.
darkness II. Principles:
4. EMPHASIS 7. identifies the parts and
5. CONTRAST functions of the camera
A6PR-IIIg
5.1 shapes and colors (point and shoot or phone
6. HARMONY camera).
6.1 letters, shapes, colors 8. applies composition skills to A6PR-IIIh

schools.
produce a printed
III. Process: photograph for a simple
7. PRINTMAKING photo essay.
(silkscreen printing) 9. participates in school/district
8. BASIC PHOTOGRAPHY exhibit and culminating
activity in celebration of the
National
I. Elements: The learner… The learner… SCULPTURE –
1. SHAPES PACKAGE/PRODUCT
1.1 letters and geometric demonstrates creates an actual 3-D DESIGN (Paper Bag)
shapes understanding of shapes, digitallyenhanced paper bag for
2. COLORS colors, and the principles a product or brand. The learner…
of contrast and harmony A6EL-IVa
2.1 primary blended with
secondary and through the use of new applies concepts on the use of
1. knows that design principles
media in creating audio- new technologies (hardware
intermediate colors and elements relates to
video art and product or and software) in creating an
package design. audio-video art/animation. everyday objects.
II. Principles: 2. appreciates the elements and
3. CONTRAST principles applied in product A6PL-IVa
3.1 of shapes and colors design.
STANDARDS MATERIALS
4. HARMONY demonstrates creates an actual 3-D 3. manifests understanding of
4.1 of letters, shapes, colors understanding of shapes, digitallyenhanced paper bag for concepts on the use of
colors, and the a product or brand. A6PR-IVb
software (commands, menu,
III. Process: principles of contrast and etc.)
harmony through the use applies concepts on the use of
5. SCULPTURE – 4. utilizes art skills in using new
of new media in creating new technologies (hardware
PACKAGE/PRODUCT DESIGN technologies
audio-video art and and software) in creating an A6PR-IVc
(paper bag) audio-video art/animation. (hardware and software) in
product or package
6. NEW MEDIA – AUDIO-VIDEO design. package design.
ART or ANIMATION 5. creates an actual 3-D
A6PR-IVd
(electronic collage) digitally-enhanced product
schools.
design for a paper bag.
NEW MEDIA – AUDIOVIDEO
ART or ANIMATION
(Electronic Collage)
Software: Synfic Studio for 2D

Animation (Open Source) for
Laptop/Desktop PC
Software: Blender for 3D
Animation (Open Source) for
Laptop/Desktop PC
Software: MS Movie Maker
(Windows) for Laptop/Desktop
PC
A6EL-IVe
STANDARDS MATERIALS
I. Elements: demonstrates creates an actual 3-D The learner…
1. SHAPES understanding of shapes, digitallyenhanced paper bag for
1.1 letters and geometric colors, and the a product or brand. 6. realizes that art processes,
shapes principles of contrast and elements and principles still
schools.
2 .COLORS harmony through the use applies concepts on the use of apply even with the use of
2. 1 primary blended with of new media in creating new technologies (hardware technologies.
secondary and audio-video art and and software) in creating an 7. appreciates the elements A6PL-IVe
intermediate colors product or package audio-video art/animation. and principles applied in
design.
audio-video art.
II. Principles: 8. applies concepts on the use A6PR-IVf
3. CONTRAST of the software
3.1 of shapes and colors (commands, menu, etc.)
4. HARMONY 9. utilizes art skills in using new A6PR-IVg
4.1 of letters, shapes, colors technologies (hardware and
software)
III. Process: 10. creates an audio-video A6PR-IVh
5. SCULPTURE – art /animation promoting a
PACKAGE/PRODUCT product.
DESIGN (paper bag)
6. NEW MEDIA – AUDIO-VIDEO
ART or ANIMATION
(electronic collage)
GRADE 7
LEARNING
MATERIALS
Arts and Crafts of Luzon The learner... The learner… The learner... OHSP Arts Module
(Highlands and Lowlands) Q1 – Lesson 3,4
1. Attire, Fabrics, and Tapestries 1. art elements and 1. create artworks showing the 1. analyze elements and A7EL-Ib-1
2. Crafts and Accessories, and processes by characteristic elements of the principles of art in the
Body Ornamentation synthesizing and arts of Luzon (highlands and production of one’s arts and
3. Architectures applying prior lowlands) crafts inspired by the

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

4. Sculptures (gods/rituals) (highlands and 11. mount an exhibit using A7PR-Ig-5
5. Everyday objects lowlands) by showing 2. exhibit completed completed Luzon
the relationship of the artworks for (highlands and lowlands)-
II. Elements of Art elements of art and appreciation and inspired arts and crafts in
processes among critiquing an organized manner
6. Line
culturally diverse
7. Shape and Form
communities in the
8. Value country
9. Color
10.Texture 3. the Philippines as
11.Space having a rich artistic
II. Principles of Art from precolonial to
12.Rhythm, Movement present times
13.Balance
14.Emphasis
15.Harmony, Unity, Variety
16.Proportion
III. Process
17. Drawing and Painting
18. Sculpture and Assemblage
19.1 Concept
19.2 Content / labels
19.3 Physical layout

schools.

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

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

schools.
7. Shape and Form culturally diverse 11. mount an exhibit using
8. Value communities in the completed MIMAROPA-
9. Color country Visayan-inspired arts and A7PR-IIg-5
10. Texture crafts in an organized
11. Space 3. the Philippines as manner
having a rich artistic
and cultural
II. Principles of Art
tradition from
precolonial to
12. Rhythm, Movement present times
13. Balance
14. Emphasis
15. Harmony, Unity, Variety
Proportion
III. Process
18.1 Concept

Arts and Crafts of Mindanao The learner… The learner… The learner…
1. Attire, Fabrics and Tapestries
2. Crafts and Accessories, and Body 1. art elements and 1. create artworks showing the 1. analyze elements and A7EL-IIIb-1
Ornamentation processes by characteristic elements of principles of art in the
3. Architectures synthesizing and the arts of Mindanao production one’s arts and
4. Sculptures (gods/rituals) applying prior crafts inspired by the arts
5. Everyday objects knowledge and skills 2. exhibit completed artworks of Mindanao

schools.
LEARNING
MATERIALS
for appreciation and
I. Elements of Art 2. the salient features of critiquing
6. Line the arts of Mindanao by
showing the 2. identify characteristics of arts A7EL-IIIa-2 OHSP Arts Module
7. Shape and Form
relationship of the and crafts in specific areas Q1
8. Value
elements of art and in Mindanao (e.g., maritime
9. Color vessel
processes among
10. Texture culturally diverse [balanghay] from Butuan,
11. Space communities in the vinta from Zamboanga;
country Maranao’s malong,
II. Principles of Art brasswares, okir, panolong,
12. Rhythm, Movement 3. the Philippines as torogan, and sarimanok;
having a rich artistic Yakan’s fabric and face
13. Balance
and cultural tradition makeup and body
14. Emphasis
from precolonial to ornamentation; T’boli’s
15. Harmony, Unity, Variety tinalak and accessories;
present times
16. Proportion Tawi-tawi’s Pangalaydance,
etc.
III. Process
17. Drawing and Painting 3. reflect on and derive the
18. Sculpture and Assemblage mood, idea, or message
19. Mounting an exhibit: emanating from selected A7PL-IIIh-1
19.1 Concept artifacts and art objects
19.3 Physical layout 4. appreciate the artifacts and
art objects in terms of its
utilization and their distinct
use of art A7PL-IIIh-2
elements and principles
1. art elements and
Arts and Crafts of Mindanao processes by 1. create artworks showing
1. Attire, Fabrics and Tapestries synthesizing and the characteristic 5. incorporate the design, form, A7PL-IIIh-3
2. Crafts and Accessories, and Body applying prior and spirit of artifacts
elements of the arts of
schools.
Ornamentation knowledge and skills Mindanao and objects from Mindanao
3. Architectures to one’s
4. Sculptures (gods/rituals) 2. the salient features of 2. exhibit completed artworks creation
5. Everyday objects the arts of for appreciation and
critiquing
I. Elements of Art Mindanao by showing create artworks showing 6. trace the external A7PL-IIIh-4 OHSP Arts Module
6. Line the relationship of the characteristic (foreign) and internal Q1
7. Shape and Form the elements of art elements of the arts of (indigenous) influences
and processes among Mindanao that are reflected in the
8. Value
culturally diverse design of an artwork and
9. Color
communities in the exhibit completed in the making of a craft or
10. Texture country artworks for appreciation artifact
11. Space and critiquing
3. the Philippines as
7. create crafts that can be
II. Principles of Art having a rich artistic
locally assembled with
12. Rhythm, Movement and cultural tradition local materials, guided by
13. Balance from precolonial to A7PR-IIIc-e-1
local traditional techniques
14. Emphasis present times (e.g., habi, lilip, etc).
16. Proportion 8. derive elements from A7PR-IIIf-2
traditions/history of a
III. Process community for one’s
17. Drawing and Painting artwork

schools.
18. Sculpture and Assemblage 9. show the relationship of the A7PR-IIIf-3 OHSP Arts Module
19. Mounting an exhibit: development of crafts in Q1
19.1 Concept specific areas of the
19.2 Content / labels country, according to
functionality, traditional
specialized expertise, and
(e.g., pottery, weaving,
jewelry, and basketry)
10. show the relationship of A7PR-IIIh-4

1. art elements and Mindanao’s arts and crafts
Arts and Crafts of Mindanao processes by to Philippine culture,
1. Attire, Fabrics and Tapestries synthesizing and 1. traditions, and history,
2. Crafts and Accessories, and applying prior particularly with Islamic
Body Ornamentation knowledge and skills influences and indigenous
3. Architectures (Lumad) practices
4. Sculptures (gods/rituals) 2. the salient features 2.
5. Everyday objects
LEARNING
MATERIALS

schools.
of the arts of 11. mount exhibit using A7PR-IIIg-5
I. Elements of Art Mindanao by showing completed Mindanao-
6. Line the relationship of the inspired arts and crafts in
elements of art and an organized manner
7. Shape and Form
processes among
8. Value
culturally diverse
9. Color communities in the
10. Texture country
11. Space
II. Principles of Art 3. the Philippines as

12. Rhythm, Movement having a rich artistic
13. Balance
from precolonial to
14. Emphasis
present times
16. Proportion
III. Process
19.1 Concept

Festivals and Theatrical Forms The learner… The learner… The learners: OHSP Arts Module
Religious: Q1
1. Lucban, Quezon – Pahiyas 1. how theatrical 1. create appropriate festival 1. identify the festivals and A7EL-IVa-1

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

5. design the visual elements A7PR-IVd-1 OHSP Arts Module
Philippine Theater and
Festivals: and components of the Q1
17. Sound and Music selected festival or
18. Gesture, Movement and Dance theatrical form through
costumes, props, etc.

schools.
19. Costume, Mask, Makeup and 6. analyze the uniqueness of A7PR-IVh-2
Accessories each group’s performance
20. Spectacle of their selected festival or
theatrical form
1. how theatrical 1. create appropriate festival
II.Principles of Arts elements (sound, attire with accessories based
17. Rhythm, Movement music, gesture, on authentic festival
18. Balance movement ,and costumes
19. Emphasis costume) affect the
LEARNING
MATERIALS
25. Proportion creation and 2. create/improvise appropriate 7. choreograph the movements A7PR-IVe-f-3
communication of sound, music, gesture, and gestures reflecting the
meaning in Philippine movements, and costume mood of the selected
III. Process Festivals and for a chosen Philippine festival/theatrical
Theatrical Forms as theatrical composition
26. Designing for stage, costume, form
and props for a theatrical play
and culture 3.take part in a chosen festival 8. improvise accompanying A7PR-IVe-f-4
or festival
or in a performance in a sound and rhythm of the
27. Choreographing movement
patterns and figures 2. theater and theatrical play Philippine festival/theatrical
performance as a form
28. Recreating a Philippine festival
synthesis of arts and a

schools.
or staging a theatrical form significant expression 9. perform in a group showcase
of the celebration of of the selected
life in various Philippine festival/theatrical
Philippine form
communities A7PR-IVg-5
GRADE 8



schools.
ARTS OF SOUTHEAST ASIA The learner… The learners… The learners: OHSP Arts Module
Indonesia, Malaysia, Thailand, Q2 pp.14-16
Cambodia, Myanmar, Vietnam, 1. art elements and 1. create artworks showing 1. analyze elements and A8EL-Ib-1
Lao PDR, Brunei , and Singapore processes by the characteristic elements principles of art in the
1. Attire, Fabrics and Tapestries synthesizing and of production of arts and
2. Crafts and Accessories, and applying prior the arts of Southeast Asia crafts inspired by the
Body Ornamentation knowledge and skills cultures of Southeast Asia
3. Architectures 2. exhibit completed artworks
4. Sculptures (gods/rituals) 2. the salient features for appreciation and 2. identify characteristics of A8EL-Ia-2 OHSP Arts Module
5. Everyday objects of the arts of critiquing arts and crafts in specific Q2 – Lesson 5
Southeast Asia by countries in Southeast
showing the Asia: Indonesia (batik,
I. Elements of Art relationship of the Wayang puppetry);
6. Line elements of art and Malaysia (modern batik,
7. Shape and Form processes among wau, and objects made
8. Value culturally diverse
from pewter); Thailand
9. Color communities in the
(silk fabrics and Loi
region
10. Texture Kratong Lantern Festival);
11. Space Cambodia (AngkorWat and
3. Southeast Asian
ancient temples);
countries as having a
II. Principles of Art Singapore (Merlion), etc.
rich artistic and
12. Rhythm, Movement cultural tradition
13. Balance from prehistoric to 3. reflect on and derive the A8PL-Ih-1
14. Emphasis present times mood, idea, or message
15. Harmony, Unity, and Variety from selected artifacts and
16. Proportion art objects
III. Process 4. appreciate the artifacts and A8PL-Ih-2 OHSP Arts Module
art objects in terms of their Q2 pp.14-16
use of art
19. Batik processes
20.1 Concept 1. art elements and
20.2 Content / labels processes by 5. incorporate the design, A8PL-Ih-3
schools.
21. Physical layout 1. create artworks showing
the characteristic elements
of
synthesizing and the arts of Southeast Asia form, and spirit of
applying prior Southeast Asian artifacts
knowledge and skills 2. exhibit completed artworks and objects in one’s
for appreciation and creation
2. the salient features critiquing
of the arts of 6. trace the external OHSP Arts Module
Southeast Asia by (foreign) and internal Q2
showing the (indigenous) influences
relationship of the that are reflected in the A8PL-Ih-4
elements of art and design of an artwork and in
processes among the making of a craft or
culturally diverse artifact
communities in the
region 7. create crafts that can be OHSP Arts Module
locally assembled with local Q2 pp.17-23
3. Southeast Asian materials, guided by local A8PR-Ic-e-1
countries as having
traditional techniques
a rich artistic and
cultural tradition (e.g.,batik, silk weaving,
from prehistoric to etc.)
present times 8. derive elements from
A8PR-If-2
community for one’s
artwork
9. show the relationship of the A8PR-If-3 OHSP Arts Module
development of crafts in Q2
specific countries in
Southeast Asia, according
to functionality, traditional
specialized expertise and

schools.
jewelry, and basketry)

ARTS OF SOUTHEAST ASIA 1. art elements and 1. create artworks showing 10. show the commonalities A8PR-Ih-4
Indonesia, Malaysia, Thailand, processes by the characteristic elements and differences of the
Cambodia, Myanmar, Vietnam, synthesizing and of culture of the Southeast
Lao PDR, Brunei , and Singapore applying prior the arts of Southeast Asia Asian countries in relation
1. Attire, Fabrics and Tapestries knowledge and skills to Philippine culture
2. exhibit completed artworks

schools.
2. Crafts and Accessories, and 2. the salient features for appreciation and 11. mount an exhibit using A8PR-Ig-5
Body of the arts of critiquing completed Southeast
Ornamentation Southeast Asia by Asian-inspired arts and
3. Architectures showing the crafts in an organized
4. Sculptures (gods/rituals) relationship of the manner
elements of art and
5. Everyday objects
processes among
culturally diverse
I. Elements of Art communities in the
6. Line region
7. Shape and Form
8. Value 3. Southeast Asian
9. Color countries as having a
10. Texture rich artistic and
cultural tradition
11. Space
from prehistoric to
present times
12. Rhythm, Movement
13. Balance
14. Emphasis
15. Harmony, Unity, and Variety
16. Proportion
III. Process
19. Batik processes
20.1 Concept
21. Physical layout

schools.
ARTS OF EAST ASIA The learner… The learner… The learner… OHSP Arts Module
Q2 pp.8-12
China, Japan, and Korea 1. art elements and 1. create artworks showing 1. analyze elements and A8EL-IIb-1
1. Attire, Fabrics, and Tapestries processes by the characteristic elements principles of art in the
2. Crafts and Accessories, and Body synthesizing and of the arts of East Asia production of arts and
Ornamentation applying prior crafts inspired by the
3. Architectures knowledge and skills 2. exhibit completed artworks cultures of East Asia
4. Sculptures (gods/rituals) for appreciation and
5. Everyday objects 2. the salient features critiquing 2. identify characteristics of A8EL-IIa-2 OHSP Arts Module
of the arts of East arts and crafts in specific Q2 pp.8-12
Asia by showing the countries in East Asia:
I. Elements of Art
relationship of the China (Chinese painting
6. Line elements of art and and calligraphy); Japan
7. Shape and Form
processes among (origami, woodblock
8. Value culturally diverse printing, theater masks,
9. Color communities in the face painting, and anime
10. Texture region and manga); and Korea
11. Space (theater masks, drums,
3. East Asian countries and K-pop)
II. Principles of Art as having a rich
12. Rhythm, Movement artistic and cultural 3. reflect on and derive the A8PL-IIh-1 OHSP Arts Module
13. Balance tradition from mood, idea or message Q2 pp.8-12
14. Emphasis prehistoric to from selected artifacts and
15. Harmony, Unity, Variety present times art objects
16. Proportion
4. appreciate the artifacts and A8PL-IIh-2
art objects in terms of their
Process
use of art
19. Printing

schools.
20. Mounting an exhibit: 5. incorporate the design, form, A8PL-IIh-3
20.1 Concept and spirit of East Asian
20.2 Content / Labels artifacts and objects to
20.3 Physical layout one’s creation

ARTS OF EAST ASIA 1. art elements and 1. create artworks showing 6. trace the external OHSP Arts Module
processes by the characteristic elements (foreign) and internal Q2
China, Japan, and Korea synthesizing and of the arts of East Asia (indigenous) influences
applying prior A8PL-IIh-4
1. Attire, Fabrics, and Tapestries that are reflected in the
2. Crafts and Accessories, and Body knowledge and skills 2. exhibit completed artworks design of an artwork and
Ornamentation for appreciation and in the making of a craft
3. Architectures 2. the salient features critiquing
4. Sculptures (gods/rituals) of the arts of East 7. create crafts that can be OHSP Arts Module
Asia by showing the locally assembled with local Q2 pp.8
5. Everyday objects
relationship of the materials, guided by local A8PR-IIc-e-1
elements of art and traditional techniques
I. Elements of Art processes among (e.g., Gong-bi, Ikat, etc.)
6. Line culturally diverse
7. Shape and Form communities in the
8. derive elements from A8PR-IIf-2
8. Value region
9. Color community for one’s
10. Texture 3. East Asian countries artwork
11. Space as having a rich
artistic and cultural
9. show the relationship of the A8PR-IIf-3 OHSP Arts Module
II. Principles of Art tradition from
prehistoric to development of crafts in Q2
12. Rhythm, Movement specific countries in East
present times
13. Balance Asia according to
14. Emphasis functionality, traditional
15. Harmony, Unity, Variety specialized expertise, and
16. Proportion availability of resources
schools.
III. Process jewelry, and basketry)
17. Drawing and Painting 10. show the commonalities A8PR-IIh-4
18. Sculpture and Assemblage and differences of the
19. Printing cultures of the East Asian
20. Mounting an exhibit: countries in relation to
a. Concept Philippine culture
b. Content / Labels 11. mount an exhibit using
c. Physical layout
completed East A8PR-IIg-5
Asianinspired crafts in an
organized manner

ARTS OF SOUTH, WEST The learner… The learner… The learner… OHSP Arts Module
AND CENTRAL ASIA Q2 pp.13
Examples: 1. art elements and 1. create artworks showing 1. analyze elements and A8EL-IIIb-1
South Asia– India processes by the characteristic elements principles of art in the
West Asia – Iran, Saudi Arabia, synthesizing and of the arts of South, West, production of arts and
and Turkey applying prior and Central Asia crafts inspired by the
Central Asia – Pakistan, Tibet knowledge and skills cultures of South Asia,
1. Attire, Fabrics and Tapestries 2. exhibits completed West Asia, and Central Asia
2. Crafts and Accessories, and 2. the salient features artworks for appreciation
Body Ornamentation of the arts of South, and
2. identify characteristics of A8EL-IIIa-2 OHSP Arts Module
3. Architectures West, and Central critiquing arts and crafts in specific Q2 pp.13
4. Sculptures (gods/rituals) Asia by showing the
countries in South, West,
5. Everyday objects relationship of the
and Central Asia: India
elements of art and
(rangoli, katak, mendhi,
processes among
I. Elements of Art diwali); Saudi Arabia
culturally diverse
6. Line (carpet design); Pakistan
communities in the
7. Shape and Form (truck art); and Tibet
region
8. Value (mandala), etc

schools.
9. Color 3. that the South, West, 3. reflect on and derive the A8PL-IIIh-1
10. Texture and Central Asian mood, idea or message
11. Space countries have a rich, from selected artifacts and
artistic and cultural art objects
tradition from
prehistoric to 4. appreciate the artifacts and A8PL-IIIh-2
present times art objects in terms of
13. Balance
14. Emphasis their utilization and their
15. Harmony, Unity, Variety distinct use of art elements
16. Proportion and principles
5. incorporate the design, A8PL-IIIh-3

III. Process
form, and spirit of South,
West, and Central Asian
artifacts and objects to
19. Printing
20.1 Concept

20.2 Content / Labels 1. art elements and 1. create artworks showing one’s creation
20.3 Physical layout processes by the characteristic elements
synthesizing and of the arts of South, West,
applying prior and Central Asia 6. trace the external OHSP Arts Module
knowledge and skills (foreign) and internal Q2
(indigenous) influences
2. exhibits completed A8PL-IIIh-4
that are reflected in the
2. the salient features of artworks for appreciation
design of an artwork and
the arts of South, and
West, and Central in the making of a craft
critiquing
Asia by showing the
relationship of the 7. create arts and crafts that A8PR-IIIc-e-1
elements of art and can be locally assembled
processes among with local materials, guided
culturally diverse by local traditional

schools.
communities in the techniques (e.g.,
region Ghonghdis, Marbling
Technique, etc.)
3. that the South, West, 8. derive elements from A8PR-IIIf-2
and Central Asian traditions/history of a
countries have a rich, community for one’s
artistic and cultural artwork
tradition from 9. show the relationship of the
prehistoric to present development of crafts in
times specific countries in
South Asia, West Asia, and A8PR-IIIf-3
Central Asia, according to
functionality, traditional
specialized expertise, and
10. show the commonalities
and differences of the
cultures of the South A8PR-IIIh-4
Asian, West Asian, and
Central Asian countries in
relation to Philippine
culture
11. mount an exhibit using
completed South-West-
Central Asian-inspired A8PR-IIIg-5
crafts in an organized
manner
Festivals and Theatrical Forms of The learner… The learner… The learner…
Asia
1. how theatrical 1. create appropriate festival 1. identify selected festivals A8EL-IVa-1
schools.
1. Thailand – Lantern Festival elements (sound, attire with accessories and theatrical forms
2. Japan – Kodo Taiko Drum music, gesture, based on authentic festival celebrated all over the
Festival movement, and costumes Asian region
Representative Asian Theatrical costume) affect the
Forms creation and 2. create/improvise 2. research on the history of A8EL-IVb-2
communication of appropriate sound, music, the festival and theatrical
3. Kabuki
meaning in Asian gesture, movements, and forms and its evolution,
4. Noh
Festivals and costume for a chosen and describe how the
5. Wayang Kulit Theatrical Forms as
theatrical composition community participates and
6. Peking Opera influenced by history
contributes to the event
and culture
I. Elements of Art as Applied to 3. take part in a chosen
Asian Theater and Festivals: festival or in a performance 3. identify the elements and A8PL-IVc-1
2. theater and
in a theatrical play principles of arts as
7. Sound & Music performance as a
manifested in Asian
8. Gesture, Movement, and Dance synthesis of arts and
festivals and theatrical
9. Costume, Mask, Makeup, and a significant
expression of the forms
Accessories
10. Spectacle celebration of life in
various Asian 4. define what make each of A8PL-IVh-2
communities the Asian Festivals and
Theatrical forms unique
through a visual
12. Balance
presentation
13. Emphasis
5. design the visual elements A8PR-IVd-1
and components of the
15. Proportion
selected festival or
theatrical form through
III. Process
costumes, props, etc.
16. Designing for stage, costume,
props for a theatrical play or 1. how theatrical 1. create appropriate festival 6. analyze the uniqueness of A8PR-IVh-2
festival elements (sound, attire with accessories each group’s performance
17. Choreographing movement music, gesture, based on authentic festival of their selected festival or
patterns and figures movement, and costumes theatrical form

schools.
Recreating an Asian festival or costume) affect the 7. show the relationship of the A8PR-IVh-3
staging a theatrical form creation and 2. create/improvise selected Asian festival and
communication of appropriate sound, music, the festival in the
meaning in Asian gesture, movements, and Philippines in terms of form
Festivals and costume for a chosen and reason for holding the
Theatrical Forms as theatrical composition celebration
and culture 8. choreograph the A8PR-IVe-f-4
3. take part in a chosen movements and gestures
festival or in a performance reflecting the mood of the
2. theater and in a theatrical play selected festival/theatrical
performance as a
synthesis of arts and form of Asia
a significant
expression of the 9. mprovise accompanying A8PR-IVe-f-5
celebration of life in sound and rhythm of the
various Asian selected festival/ theatrical
communities form of Asia
10. perform in a group A8PR-IVg-6

showcase of the selected
festival/theatrical form
GRADE 9

schools.
STANDARDS MATERIALS
WESTERN AND CLASSICAL ART The learner… The learner.. The learner…
TRADITIONS
I. Ancient Art 1. art elements and 1. perform / participate 1. analyze art elements and A9EL-Ib-1
1. Prehistoric Art processes by competently in a principles in the
synthesizing and presentation of a creative production of work
II. Classical Art applying prior impression following the style of a
2. Egyptian Art knowledge and skills (verbal/nonverbal) of a western and classical art
4. Greek Art particular artistic period
5. Roman Art 2. the arts as integral to 2. identify distinct A9EL-Ia-2
the development of 2. recognize the difference characteristics of arts
organizations, and uniqueness of the art during the different art
III. Medieval Art
spiritual belief, styles of the different periods
4. Byzantine historical events, periods (techniques,
5. Romanesque scientific discoveries, process, elements, and 3. identify representative A9EL-Ia-3
6. Gothic natural disasters/ principles of art) artists from various art
occurrences, and periods
IV. Principles of Art other external
4. Rhythm, Movement phenomena
4. reflect on and derives the A9PL-Ih-1
5. Balance mood, idea, or message
6. Emphasis from selected artworks
8. Proportion 5. determine the use or A9PL-Ih-2
function of artworks by
V. Process: evaluating their utilization
4. Painting and/ or Drawing 15. and combination of art
Sculpture and Assemblage
6. use artworks to derive the A9PL-Ih-3
17. Concept traditions/history of an art
18. Content / Labels period
19. Physical layout
7. compare the

schools.
characteristics of artworks A9PL-Ih-4
produced in the different
art periods
STANDARDS MATERIALS
WESTERN AND CLASSICAL ART 1. art elements and 1. perform / participate 8. create artworks guided by
TRADITIONS processes by competently in a techniques and styles of
A9PR-Ic-e-1
I. Ancient Art synthesizing and presentation of a creative Western Classical art
1. Prehistoric Art applying prior impression traditions
knowledge and (verbal/nonverbal) of a
II. Classical Art skills particular artistic period 9. describe the influence of A9PR-Ic-e-2
2. Egyptian Art iconic artists belonging to
2. the arts as integral 2. recognize the difference Western Classical art on
20. Greek Art
to the development and uniqueness of the art the evolution of art forms
21. Roman Art
of organizations, styles of the different
spiritual belief, periods (techniques, 10. apply different media A9PR-Ic-e-3
III. Medieval Art historical events, process, elements, and techniques and processes
20. Byzantine scientific discoveries, principles of art) to communicate ideas,
21. Romanesque natural disasters/ experiences, and stories
22. Gothic occurrences, and showing the characteristics
other external of Western
IV. Principles of Art phenomena Classical art traditions
21. Balance 11. evaluate works of art in A9PR-If-4
22. Emphasis terms of artistic concepts
23. Harmony, Unity, and Variety and ideas using criteria
24. Proportion from the Western Classical
art traditions
V. Process:
20. Painting and/ or Drawing 31. 12. show the influences of the A9PR-1f-5
Sculpture and Assemblage Western Classical art
32. Mounting an exhibit: traditions to Philippine art
33. Concept form
34. Content / Labels Physical layout

schools.
completed Western
Classical art tradition A9PR-Ig-6
STANDARDS MATERIALS
GRADE 9- SECONDQUARTER
ARTS OF THE RENAISSANCE The learner… The learner… The learner…
AND BAROQUE PERIOD
1. art elements and 1. performs/ participate 1. analyze art elements
I. Renaissance Art processes by competently in a and
1. Michelangelo synthesizing and presentation of a creative principles in the
2. Leonardo Da Vinci applying prior impression production of work A9EL-IIb-1
3. Raphael knowledge and skills (verbal/nonverbal) of a following a specific art
particular artistic period style
4. Donatello
2. the arts as integral to
the development of 2. recognizes the difference 2. identify distinct
II. Baroque Artists
organizations, spiritual and uniqueness of the art characteristics of arts
5. Carravaggio
belief, historical styles of the different during the Renaissance A9EL-IIa-2
6. Rubens events, scientific periods (techniques, and Baroque periods
7. Velasquez discoveries, natural process, elements, and
8. Rembrandt disasters/ principles of art) 3. identify representative
9. Bernini occurrences, and
artists from Renaissance
other external A9EL-IIa-3
and Baroque periods
III. Principles of Art phenomena
4. reflect on and derive the A9PL-IIh-1
11. Balance mood, idea or message
12. Emphasis from selected artworks

schools.
14. Proportion 5. determine the use or
IV. Process: evaluating their utilization
and combination of art A9PL-IIh-2
15. Painting and/ or Drawing 16.
Sculpture and Assemblage elements and principles
17.1 Concept 6. use artworks to derive the
17.2 Content / Labels traditions/history of an art
A9PL-IIh-3
period
7. compare the
characteristics of artworks A9PL-IIh-4
produced in the different
art periods
STANDARDS MATERIALS
ARTS OF THE RENAISSANCE 1. art elements and 1. performs/ participate 8. create artworks guided by
AND BAROQUE PERIOD processes by competently in a techniques and styles of the
A9PR-IIc-e-1
synthesizing and presentation of a creative Renaissance and the
I. Renaissance Art applying prior impression Baroque periods
1. Michelangelo knowledge and (verbal/nonverbal) of a
2. Leonardo Da Vinci skills particular artistic period 9. describe the influence of
iconic artists belonging to
3. Raphael A9PR-IIc-e-2
2. the arts as integral to 2. recognizes the difference the Renaissance and the
4. Donatello
the development of and uniqueness of the art Baroque periods
organizations, styles of the different
II. Baroque Artists
spiritual belief, periods (techniques, 10. apply different media A9PR-IIc-e-3
5. Carravaggio historical events, process, elements, and techniques and processes
6. Rubens scientific discoveries, principles of art) to communicate ideas,
7. Velasquez natural disasters/ experiences, and stories
8. Rembrandt occurrences, and showing the
9. Bernini other external characteristics of the
phenomena Renaissance and the
III. Principles of Art Baroque periods
schools.
10. Rhythm, Movement (e.g.,Fresco, Sfumato,
11. Balance etc.)
12. Emphasis
13. Harmony, Unity, and Variety 11. evaluate works of art in
14. Proportion terms of artistic concepts
and ideas using criteria
from the Renaissance and A9PR-IIf-4
IV. Process:
15. Painting and/ or Drawing 16. the Baroque periods
Sculpture and Assemblage
17. Mounting an exhibit: 12. show the influences of the
17.2 Concept Renaissance and Baroque
17.2 Content / Labels periods on the Philippine art A9PR-IIf-5
form
completed Renaissance A9PR-IIg-6

and the Baroque periods
STANDARDS MATERIALS
ARTS OF THE NEOCLASSIC AND The learner… The learner… The learner…
ROMANTIC PERIOD
1. art elements and 1. perform/participate 1. analyze art elements and
I. Neoclassic processes by competently in a principles in the production
1. David synthesizing and presentation of a creative of work following a specific
2. Ingres applying prior impression art style from the A9EL-IIIb-1
knowledge and (verbal/nonverbal) from the Neoclassic
3. Goya
skills Neoclassic and Romantic and Romantic periods
periods
II. Romantic
2. the arts as integral to 2. identify distinct
4. Goya
the development of 2. recognize the difference characteristics of arts A9EL-IIIa-2
5. Delacroix
schools.
6. Gericault organizations, and uniqueness of the art during the Neoclassic and
spiritual belief, styles of the different Romantic periods
III. Principles of Art historical events, periods (techniques,
7. Rhythm, Movement scientific discoveries, process, elements, and 3. identify representative artists
natural disasters/ principles of art) from the Neoclassic
8. Balance
occurrences, and A9EL-IIIa-3
9. Emphasis and Romantic periods
other external
phenomena
11. Proportion 4. reflect on and derive the
mood, idea, or message A9PL-IIIh-1
IV. Process: from selected artworks
12. Painting and/ or Drawing 5. determine the use or function

13. Sculpture of artworks by evaluating
14. Mounting an exhibit: their utilization and A9PL-IIIh-2
14.1 Concept combination of art elements
14.2 Content / Labels and principles
15. Physical layout 6. use artworks to derive the
traditions/history of the
Neoclassic and Romantic A9PL-IIIh-3
periods
7. compare the
characteristics of artworks A9PL-IIIh-4
produced in the Neoclassic
STANDARDS MATERIALS
ARTS OF THE NEOCLASSIC AND 1. art elements and 1. perform/participate and Romantic periods
ROMANTIC PERIOD processes by competently in a 8. create artworks guided by A9PR-IIIc-e-1
synthesizing and presentation of a creative techniques and styles of the
I. Neoclassic applying prior impression Neoclassic and Romantic
1. David knowledge and skills (verbal/nonverbal) from the periods (e.g., linear style
Neoclassic and Romantic and painterly
2. Ingres
2. the arts as integral to periods style)

schools.
3. Goya the development of 9. describe the influence of
organizations, 2. recognize the difference iconic artists belonging to A9PR-IIIc-e-2
II. Romantic spiritual belief, and uniqueness of the art the Neoclassic and
4. Goya historical events, styles of the different Romantic periods
scientific periods (techniques,
5. Delacroix
discoveries, natural process, elements, and 10. apply different media
6. Gericault
disasters/ principles of art) techniques and processes
occurrences, and to communicate ideas,
III. Principles of Art
other external experiences, and stories A9PR-IIIc-e-3
7. Rhythm, Movement showing the
phenomena
8. Balance characteristics of the
9. Emphasis Neoclassic and Romantic
10. Harmony, Unity, and Variety periods
11. Proportion 11. evaluate works of art in
terms of artistic concepts
IV. Process: and ideas using criteria
A9PR-IIIf-4
from the Neoclassic and
12. Painting and/ or Drawing Romantic periods
13. Sculpture
14. Mounting an exhibit: 12. show the influences of
14.1 Concept Neoclassic and Romantic
14.2 Content / Labels
periods on Philippine art A9PR-IIIf-4
forms
13. mount exhibit using

completed artworks with
Neoclassic and Romantic A9PR-III-g -7
periods characteristics


schools.
Greek: WESTERN CLASSICAL The learner… The learner… The learner…
Oedi PLAYS
AND OPERAS 1. how theatrical 1. create appropriate theater 1. identify selected theatrical
elements (sound, play/opera costume and forms from different art
pus Rex, Medea music, gesture, accessories and improvise periods A9EL-IVa-1
Carme Renaissance: movement, and appropriate sound, music,
n Shakespeare Plays costume) affect the gesture, movements, and
Romantic: creation and costume for a chosen 2. research on the history of
I. communication of theatrical composition the theatrical forms and
meaning in Western A9EL-IVb-2
their evolution
Elements of Art as Applied Classical plays and 2. take part in a performance
1. 2. to Western Classical opera as influenced of a selected piece from
by history and 3. identify the elements and
3. Theater and Opera: Western Classical plays principles of arts as
Sound & Music culture
and opera manifested in Western A9EL-IVc-3
Gesture, Movement and Dance Classical plays and opera
II. Costume, Mask, Make-up, and 2. theater and
performance as a
AccessoriesSpectacle 4. define what makes selected
synthesis of arts
western classical plays and
4. 5. Elements of Art as Applied
operas unique through A9PL-IVc-1
6. to Western Classical
visual representation
Theater and Opera:
7.
Sound & Music 5. design the visual elements
Gesture, Movement and Dance and components of the
III.
Costume, Mask, Make-up, and selected Western classical
8.
Accessories A9PR-IVd-1
9. theater play and opera
Spectacle through costumes, props, etc.
10. 11.
12.
Principles of Art
6. analyze the uniqueness of A9PR-IVh-2
Rhythm, Movement each group’s performance
IV. Balance of its selected Western
Emphasis classical theater play and
Harmony, Unity, and Variety opera
Proportion

schools.
7. show the influences of the A9PR-IVh-6
Process
STANDARDS MATERIALS
13. Designing for stage, costume, and 1. how theatrical 1.create appropriate theater selected Western Classical
props of a selected elements (sound, play/opera costume and play or opera on Philippine
theatrical play or opera music, gesture, accessories and improvise theatrical performance in
14. Choreographing movement movement, and appropriate sound, music, terms of form and content
patterns and figures costume) affect gesture, movements, and of story
15. Recreating a Western classical the creation and costume for a chosen
theater play and opera communication of theatrical composition 8. choreograph the movements
meaning in
and gestures needed in the
Western Classical 2.take part in a performance effective delivery of a
plays and opera as A9PR-IVe-f-3
of a selected piece from selected piece from
influenced by
Western Classical plays and Western Classical plays and
history and culture
opera opera
2. theater and
9. improvise accompanying
performance as a sound and rhythm needed
synthesis of arts in the effective delivery of a
A9PR-IVe-f-3
selected piece from
Western Classical plays and
operas
10. perform in a group

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

schools.
GRADE 10

MODERN ART The learner… The learner… The learner…
a. Impressionism 1. art elements and 1. performs/ participate 1. analyze art elements and
b. Expressionism processes by competently in a principles in the
c. Cubism synthesizing and presentation of a creative production of work
d. Dadaism applying prior impression following a specific art A10EL-Ib-1
e. Surrealism knowledge and skills (verbal/nonverbal) from style from the various art
the various art movements movements
f. Abstract Realism
g. Pop Art 2. the arts as integral to
the development of 2. recognize the difference 2. identify distinct
h. Op Art
organizations, and uniqueness of the art characteristics of arts from
i. Performance Art A10EL-Ia-2
spiritual belief, styles of the various art the various art movements
j. Happenings and Mob historical events, movements (techniques,
scientific discoveries, process, elements, and 3. identify representative
natural disasters/ principles of art) artists and Filipino
I. Principles of Art occurrences and
counterparts from the A10EL-Ia-3
1. Rhythm, Movement other external
phenomenon various art movements
2. Balance
3. Emphasis
4. reflect on and derive the A10PL-Ih-1
mood, idea, or message
5. Proportion
from selected artworks

schools.
II. Process: 5. determine the role or
6. Painting and/ or Drawing function of artworks by
7. Sculpture and Assemblage evaluating their utilization
and combination of art A10PL-Ih-2
8.1 Concept elements and principles
8.2 Content / Labels
8.3 Physical layout 6. use artworks to derive the A10PL-Ih-3
traditions/history of the
various art movements
7. compare the
characteristics of artworks A10PL-Ih-4

MODERN ART 1. art elements and 1. performs/ participate produced in the various
processes by competently in a art movements
a. Impressionism synthesizing and presentation of a creative
b. Expressionism applying prior impression 8. create artworks guided by
c. Cubism knowledge and skills (verbal/nonverbal) from techniques and styles of
d. Dadaism the various art movements the various art movements A10PR-Ic-e-1
e. Surrealism 2. the arts as integral to (e.g., Impasto, Encaustic,
the development of 2. recognize the difference etc.)
f. Abstract Realism
g. Pop Art organizations, and uniqueness of the art
h. Op Art spiritual belief, styles of the various art 9. describe the influence of
historical events, movements (techniques, iconic artists belonging to A10PR-Ic-e-2
i. Performance Art
scientific discoveries, process, elements, and the various art movements
j. Happenings and Mob
natural disasters/ principles of art)
occurrences and 10. apply different media A10PR-Ic-e-3
other external techniques and processes
I. Principles of Art
to communicate ideas,
1. Rhythm, Movement phenomenon
experiences, and stories
2. Balance showing the
3. Emphasis characteristics of the
4. Harmony, Unity, and Variety various art movements

schools.
5. Proportion (e.g., the use of industrial
materials or found objects,
II. Process: Silkscreen Printing, etc.)
6. Painting and/ or Drawing
7. Sculpture and Assemblage 11. evaluate works of art in
8. Mounting an exhibit: terms of artistic concepts
A10PR-If-4
8.1 Concept and ideas using criteria
8.2 Content / Labels from the various art
8.3 Physical layout movements
12. show the influences of
Modern Art movements on A10PR-I-f-5
Philippine art forms
13. mount exhibit using

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

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

evaluating their utilization
and combination of art A10PL-IIh-2
6. use artworks to derive the

new technologies that traditions/history of a A10PL-IIh-3
TECHNOLOGY-BASED ART create a tech-based artwork
allow new expressions (video clips and printed media community (e.g.,
I. Computer/Digital Arts in arts using art such as posters, menus, landscapes, images of
1. Cellular Phones (photos and elements and processes brochures etc.) relating to a people at work and play,
videos) selected topic from the portrait studies, etc.)
2. Computer-generated Images different learning areas using
available technologies, e.g., 7. compare the A10PL-IIh-4
3. Digital Photography (DLSR and
Point-and-Shoot) food and fashion characteristics of artworks
4. Video Games in the21st century
5. Digital Painting and Imaging

schools.
Videos – TV & Film 8. create artworks that can be
locally assembled with local
materials, guided by A10PR-IIc-e-1
II. Principles of Art 21st-centurytechniques
6. Rhythm, Movement
7. Balance 9. describe the influence of
8. Emphasis technology in the 21st
A10PR-IIc-e-2
centuryon the evolution of
various forms of art
Proportion
10. apply different media

III. Process:
techniques and processes
10. computer manipulation to communicate ideas,
11. light setting experiences, and stories
12. digital enhancements showing the characteristics
13. printing of 21stcenturyart (e.g., A10PR-IIb-e-3
14. digital circulation the use of graphic
software like
Photoshop, InDesign, etc.)
11. evaluate works of art in

terms of artistic concepts
and ideas using criteria A10PR-IIf-4
appropriate for the style or
form
12. mount an exhibit of

A10PR-II-g-5
completed technology-
based artworks
MEDIA-BASED ARTS AND The learner… The learner… The learner...
DESIGN IN THE PHILIPPINES A10EL-IIIb-1

schools.
1. art elements and create artworks using 1. identify art elements in the
I. Photography processes by available media and natural various media-based
1. George Tapan synthesizing and resources on local topics, arts in the Philippines
2. John Chua applying prior issues, and concerns such as
knowledge and skills environmental advocacies 2. identify representative
ecotourism, and economic
II. Film artists as well as distinct
2. new technologies and livelihood projects
1. Brillante Mendoza characteristics of A10EL-IIIa-2
that allow new mediabased arts and
2. Maryo J. de los Reyes
expressions in the
3. Laurice Guillen design in the Philippines
arts
3. realize that Filipino ingenuity
is distinct, exceptional, and
III. Animation on a par A10PL-IIIh-1
1. Animation Council of the with global standards
Philippines
2. Philippine Animation Studio 4. determine the role or
Inc. function of artworks by
evaluating their utilization
and combination of art A10PL-IIIh-2
IV. Print Media
1. Advertisements elements and principles
2. Comic books
5. use artworks to derive the
traditions/history of a A10PL-IIIh-3
V. Digital Media
community
8. Webpage Design
9. Game Development
6. create artworks that can be
assembled with local A10PR-IIIc-e-1
materials
7. describe the characteristics

of mediabased arts and A10PR-IIIc-e-2
design in the Philippines
1. art elements and create artworks using

schools.
VI. Innovations in Product & processes by available media and natural
Industrial Design synthesizing and resources on local topics,
applying prior issues, and concerns such as 8. apply different media
10. Kenneth Cobonpue, Monique
knowledge and skills environmental advocacies techniques and processes
Lhuillier, Josie Natori, Lulu ecotourism, and economic to communicate ideas,
Tan Gan, Ditas Sandico-Ong, and livelihood projects
2. new technologies experiences, and stories
Rajo Laurel, Aze Ong A10PR-IIIc-e-3
that allow new (the use of software to
expressions in the enhance/animate images
arts like Flash, Movie Maker,
VII. Principles of Art Dreamweaver, etc.)
12. Balance 9. evaluate works of art in
13. Emphasis terms of artistic concepts
14. Harmony, Unity, and and ideas using criteria
VarietyProportion appropriate for the style or A10PR-IIIf-4
form of media-based arts
VIII. Process: and design
11. painting
12. drawing 10. mount a media-based
13. constructing exhibit of completed
14. assembling artworks A10PR-IIIg-5
15. printing
16. carving
GRADE 10- FOURTHQUARTER
ORIGINAL PERFORMANCE WITH The learner… The learner… The learner…
THE USE OF MEDIA
1. how theatrical 1. create appropriate 1. explains how an idea or
I. Philippine Theater elements (sound, costumes, props, set theme is communicated in
Groups music, gesture, accessories, costumes a selected performance A10EL-IVb-4
1. PETA movement, and improvised lighting and through the integration of
2. Repertory Philippines other décor for Philippine
costume) affect the musical sounds, songs,

schools.
3. Trumpets creation and plays dialogue and dance
4. Tanghalang Pilipino communication of 2. analyzes examples of plays
5. New Voice Company meaning in a theater 2. create/improvise based on theatrical forms,
A10EL-IVa-2
6. Atlantis Productions play/performance appropriate sound, music, and elements of art as
incorporated with gesture, and movements applied to performance
II. Local Performing media for a chosen theatrical 3. illustrate how the different A10EL-IVc-3
Groups III. Roles in a
production
7. director composition elements are used to
8. actor 2. theater and communicate the meaning
9. choreographer performance as a 3. participate in an original 4. define the uniqueness of
A10PL-IVh-1
10. stage manager synthesis of arts performance inspired by each original performance
11. light designer local Philippine stories, 5. design with a group the
12. set designer myths, and events relevant visual components of a
A10PR-IVe-1
to current issues school play (stage design,
IV. Elements of Art as Applied to costume, props, etc.)
an Original Performance: 13. 6. assume the role of a
Sound & Music character as an
14. Gesture, Movement, and actor/performance, or
Dance A10PR-IVh-2
production staff (director,
15. Costume, Mask, Makeup,
choreography, light
and Accessories
designer, stage manager)
16. Spectacle
7. analyze the uniqueness of
the group that was given
V. Principles of Art recognition for its
14. Rhythm, Movement A10PR-IVh-3
performance and explain
15. Balance what component
16. Emphasis contributed to its selection
17. Harmony, Unity, and 8. contribute to the A10PR-IVd-4
Variety conceptualization of an
18. Proportion original performance

schools.
9. choreograph the
VI. Process movements and gestures
14. Designing for stage, needed in the effective
A10PR-IVf-g-5
costume, and props of a delivery of an original
selected theatrical play performance with the
15. Choreographing use of media
movement patterns and 10. improvise accompanying
figures
sound and rhythm needed
in the effective delivery of A10PR-IVf-g-6

an original performance
with the use of different
media
GLOSSARY
Abstract art that exaggerates, is simplified or distorted
Uses a visual language of form, color and line to create a composition, which may exist with a degree of independence from visual
Abstract art
references in the world.
Actual Texture The existing surface quality of an object as communicated primarily the sense of touch
Aesthetics The branch of philosophy that deals with the nature and value of art
Analogous Colors next to each other on the color wheel that have a common hue
Anime Japanese movie and television animation
Art Appreciation the understanding and enjoyment or work concerned with the individual’s solution of emotional reaction.
Art Criticism Process organized approach to the observation and evaluation of a work of art using description, analysis, interpretation and judgment
Asymmetrical Balance two sides of a composition are different, but have the same visual weight. Also called Informal Balance

schools.
Background the part of a work of art that appears to be in the back, farthest away from the viewer and closest to the horizon line
principle of design that deals with arranging visual elements so that a composition has equal visual weight on each side of an imaginary
Balance
middle line
Balanghay A maritime vessel of the early Filipinos
Batik a fabric printed by an Indonesian method of hand-printing textiles by coating with wax the parts not to be dyed
Center of Interest the focal point or area of emphasis
Ceramics sculpture or pottery made from clay
Cityscape a picture of the outside, with the city or buildings being the most important part
GLOSSARY
Color element of art derived from reflected light. Color has three properties: hue, value and intensity
purposely selected group of colors chosen for their unique relationship to one another. Types of color schemes include: monochromatic,
Color Schemes
analogous,complementary, triad, split- complementary
Color Wheel a predetermined arrangement of the primary, secondary and intermediate colors on a circular wheel used to define color relationships
Complementary Colors any two colors opposite each other on the color wheel. Ex. Red-green, blue-orange, yellow-violet
Composition the arrangement of the elements and/or objects in an artwork. The way principles of art are used to organize elements
Contrast a principle of design that refers to a difference between elements in an artwork
Cool Colors colors around blue on the color wheel: green, blue, violet
a wax crayon technique in making a design or art composition made by applying dark water colors especially black over a wax crayon
Crayon resist
sketch or drawing.

schools.
creative means making something new. Creative means the power to create. Creatively means one’s power to produce a work of
Creative
thought or imagination.
Creative Drawing is an expression of essential form character, mainly objective in a more tangible and practical process.
Creative Expression a visual interpretation of an idea or imagination, emotionally, intellectually, and aesthetically expressed.
is a painting with or without a subject, done through the spirit of adventure, a subjective process in free emotional freedom and power
Creative Painting
to express color and its harmonic relationship.
Crosshatching shading technique which uses layering of repeated, parallel lines indifferent directions to create the appearance of volume.
Curved line is the result of the gradual change in the direction of line
Depth distance between foreground, middleground and background
GLOSSARY
a visual plan, organization or arrangements of elements in a work of art. This is an orderly arrangement, a plan or a layout, or the
Design
organization of the elements of art, or producing a new form as an expression of man.
Diagonal Lines that slant
Diorama This is a three-dimensional picture of a scene done with miniature objects and with background with actual perspective.
Discarded Materials are throw-away materials that can still be made useful
Diwali Hindu “Festival of Lights”
Dots and Dashes a painting wherein the primary colors are used in the dots and dashes, the harmonious color effects or contrast taking place in the eyes.
it is the art of expressing or representing one’s emotion, feeling, or idea into a concrete visual shape by the use of lines, values, or
Drawing color. It is means of describing a pictured concept, imagination or representation by means of the use of lines as expressed by a pencil,
charcoal, wax crayon, or other mediums.

schools.
a drawing is a sketch to conceive an idea into a composition and then finally painted with a medium most suited to give the finished
Drawing and Painting
product of art a distinct personality.
Elements of Art the language of art of the basic elements used when producing works ofart: Line, Shape, Form, Texture, Color, Value, Space
Emphasis the principle of design that stresses one element or area of a work of art tomake it attract the viewer’s attention
Emphasis drawing of attention to important areas or objects in a work of art
Etching
intaglio technique in which acid is used to incise lines in a metal plate. Includesaquatint, soft grounds and hard ground
Ethnic design art designs by indigenous people or ethnic groups
Expression an art in which the emphasis is on the inner emotions, sensations, or idea rather than an actual appearances.
Festival an annual celebration or festivity
GLOSSARY
Finger Puppets puppets that are worn on the fingers.
Folktale a story made up of stories about life, adventure, love and humor where one canderive lessons about life.
Foreground The part of an artwork in the front, nearest or closest to the viewer andusually positioned at the bottom of the artwork
an Element of art that has three dimensions (height, width and depth) and enclosesspace This denotes shapes like lines, may convey
Form
several ideas or emotionaleffects on the viewer
Formal Balance two sides of a composition are identical. Also called SymmetricalBalance
shapes or forms with mathematical names that can be defined usingmathematical formulas: circle, triangle, square, sphere, cube, prism,
Geometric
pyramid
Gong-bi Realist technique in Chinese painting

schools.
Habi An act of weaving
Hanunuo One of the Mangyan groups who inhabit the islands of Mindoro
Harmony is one element of art that shows the combination of colors.
Hatching shading technique that uses layering of repeated, parallel lines to create theappearance of volume
Headdress a covering, accessory or band for the head
Horizon a line where the sky and ground appear to meet
Hue Another name for color. Hue is related to the wavelength of the reflected light
Ikat fabric made using an Indonesian decorative technique in which warp or weft threads, or both, are tie-dyed before weaving
Illusion of Depth feeling or appearance of distance created by color, value, line,placement and size on a flat surface
GLOSSARY
is the effect of using different lines with different characteristics thatgives meaning or feeling the artist wanted to show in his artwork.
Illusion of Space
two sides of a composition have the same visual weight, but the lines,shapes and colors are not the same. Also called Asymmetrical
Informal Balance
Balance
the brightness or dullness of a color. It is the strength or the weakness of a color to make it about or be lost in the presence of other
Intensity
colors.
colors created by the combination of a primary and a secondary color that are next to each other on the color wheel: yellow-orange,
Intermediate Colors
red-orange, red-violet, blue-violet, blue-green, yellow-green. Also called tertiary colors
Katak eighth month of the Nanakshahi calendar

schools.
Landscape a painting or drawing showing a view of natural scene, such as mountain, fields or forests.
Lightness of colors when white is added to a color
Lilip Filipino term for hemstitch
is a geometrical figure which is made by the movement of a point. It has length only no width,nor thickness. Point indicates position and
Line has neither thickness nor width.Like any other geometrical figure, line and point are imaginary. Visually or in art, a line has thickness and
length. A line may have different qualities. It may be light or fine, heavy or thick, and uniform or varied.
a system of drawing or painting to give the illusion of depth on a flatsurface. All parallel lines receding into the distance are drawn to
Linear Perspective
one or more imaginary vanishing points on the horizon in such a work
is a kind of art that uses either universal symbol ,icons to represent the idea of acertain company or group in a minimal representation
Logo
in a canvass
Lumad a group of indigenous people of the southern Philippines
Malong a traditional "tube skirt" made of handwoven or machine-made multi-colored cotton cloth
GLOSSARY
Mandala Hindu or Buddhist graphic symbol of the universe
Manga Japanese genre of cartoons, comic books, and animated films
Mangyan A generic name for eight indigenous groups found in the islands of Mindoro
Manunggul A secondary burial jar excavated from a Neolithic burial site
Marbling process of making marble like especially in coloration
Mask a covering of all parts of the face, in particular

schools.
material, such as pencil, pen, waercolors, oil paint, pastel, acrylic paint, clay,wood, stone, found objects, etc., used to create art. Plural is
Medium
Media
Mendhi Hindu practice of painting hands and feet
Middleground an area in an artwork between the foreground and background
Mobiles a three-dimensional sculptural form of art made of hanging units. It is enjoyed more when it moves in the wind.
an excellent means of self-expression as well as well as of representation in three-dimensional media. The art object is built up little by
Modeling
little by adding on particles or lumps of mud or clay.
Moriones Annual festival held on Holy Week in Marinduque.
Mosaic a surface decoration made by inlaying in patterns small pieces of variously colored papers, glass, stone, or other materials.
Neutral Colors color category that encompasses whites, grays, blacks and browns
Okir Geometric, flowing designs and folk motifs usually found in Maranao and Muslim-influenced artwork
Origami Japanese art of paper folding
GLOSSARY
Overlap occupy the same area in part
Overlapping placing one object in front of another to show depth
Paint pigment mixed with oil or water
Painting to make an artwork using wet media such as tempera or watercolor paints
Pangalay traditional “fingernail” dance of the Tausūg people

schools.
Paper Mache a combination of paper pulp, paste, and a little glue to form a shape or form.
a three-dimensional art expressed in modeling, carving, sculpturing and architecture in which form is the sense of this type of art
Paper Sculpture
expression.
Pattern a choice of lines, colors and/or shapes repeated over and over in a planned way
Perspective a way of creating the illusion of depth on a two-dimensional surface
silver-gray alloys of tin with various amounts of antimony, copper, and sometimes lead, used widely for fine kitchen utensils and
Pewter
tableware
Pigment any coloring matter mixed with a liquid or binder to make paint, ink,crayons, etc.
Pointillism applying small stroke or dots of color to a surface.
Point of View angle from which the viewer sees an object
Portrait an artwork that shows a specific person or animal. Often shows only the face
Primary Colors the first colors from which all other spectrum are mixed: red, yellow,blue
Principles of Design
the rules by which an artist organizes the Elements of Art to createa work of art: Balance, Emphasis, Contrast/Variety,
GLOSSARY
Rhythm/Repetition, Unity,Proportion
Print the artwork made by printing ; transfer of a design or to stamp a design on a Material
Printing an art process by which a certain design is on a tool used for stamping . Thedesign is then stamped on paper or other surfaces.
Print design is the process of creating and formatting projects using layout softwarethat is ready to be printed

schools.
Proportion the pleasing relationship among the various elements of arts, the size relationships of parts to a whole and to each other
puppets are moved by people. They use their hands to pretend that the puppetsare talking and moving. Puppets are either in string,
Puppet
finger and stick and madeto move by a puppeteer.
Puppeteer a person who manipulates the puppet.
Puppet Show a show or entertainment in which the performers are puppets
Radial Balance type of balance in which lines, shapes or elements branch out from acentral point in a circular pattern
Rangoli Hindu tradition of floor painting
Realistic art that shows life as it is. Art that aims to reproduce things as they appear
technique in which the image is printed form a raised surface,usually by cutting away non-image area. Includes linocut, woodcut,
Relief Printmaking
collagraphand etching.
defined as organized movement. In the visual arts, organized movement means that our eye should travel from one unit to another with
Rhythm
ease and pleasure.
Recycling the process of to extracting useful materials from trash and using in an artwork.
Sarimanok Legendary bird of the Maranao people
Scale the relative size of an object as compared to other objects, to the environment orthe human figure
GLOSSARY
Scribbling a painting technique, the design caused by pulling the drawing paper placed on top of a wet water color painting over a glass.
Sculpture three-dimensional artwork (width, height and depth)
Seascape a picture of the outside, with the body of water being the most important part

schools.
Secondary Colors color made by mixing two primary colors: orange, violet, green
Shade the dark value of a color made by mixing black with a color. The opposite of tint
Shading the use of a range of values to define form
Shape an element of art. Shape is enclosed space having only two dimensions(height x width)
Simulated stained glass a simulation of stained glass figures or objects are made of cut-ups from transparent paper as oil paper and arranged as in mosaic.
Sketching is an incomplete work of art which may lack details and color. It is a guide used byan artist to produce his final work of art.
Slogan is a phrase used in a repetitive expression of an idea or purpose.
an element of art that refers to the emptiness between, around, above, below, orwithin objects. The distance around and between
Space
things. An area that can be filledwith an art element
an impenetrable material (as a sheet of paper) perforated with design throughwhich a substance (as ink, paint or wax) is forced onto a
Stencil
surface to be printed.
Stick Puppet is a type of puppet made of cardboard and sticks.
Still Life An arrangement of inanimate objects
Stippling A shading technique which uses layering of repeated dots to create theappearance of volume
String puppet is known as marionette and is operated by using the hands.
GLOSSARY
Subject the image that viewers can easily recognize in a work of art
Symbol an image that stands for an idea or has a meaning other than its outwardappearance

schools.
Symmetrical Balance two sides of a composition are identical. Also called FormalBalance
T’boli one of the indigenous peoples of South Cotabato
Texture element of art that refers to how things feel or how they might look on thesurface
Theme the most important idea or subject in a composition; the subject of a work of art,sometimes with a number of phrases or variations
Three-Dimensional artwork that has height, width and depth
Tinalak Fabric made from a fruit-bearing abaca plan
Tint light value of a color made by mixing white with a color
Torogan Palace of the Maranao Sultan
Transfer to print or to copy from one surface to another
Two-Dimensional artwork that is flat or measured in only two ways (height and width)
Value tells about the lightness and darkness of a color.
Variation of colors different kinds of colors like primary, secondary.
Variation of shapes different kinds of shapes like square, circle, triangle, etc.
Warm colors colors like red, orange and yellow that can make us feel warm and happy
Unity principle of design that relates to the sense of wholeness in an artwork. A coherent relationship among the elements in a work of art

schools.
GLOSSARY
Value element of art that refers to lightness or darkness of gray or a color
Vanishing Point point on the horizon where receding parallel lines seem to meet
Variety principle of design concerned with difference or contrast
Vinta A traditional sailboat found in Mindanao
Warm Colors colors around orange on the color wheel: red, orange, yellow
Wayang Shadow puppets from Indonesia
Wau A Malaysian kite
Weaving interlacing two sets of parallel threads. Decorative art made by interlocking one material into other materials
Yakan Muslim group in Basilan

schools.
CODE BOOK LEGEND
Sample: A10PR-If-4
LEGEN D SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and

Strand/ Subject or Art Elements EL
Specialization
First Entry A10
Grade Level Grade 10
Principles PL
Domain/Content/
Uppercase Letter/s Process PR
Component/ Topic
Processes PR
-
Roman Numeral REFERENCES

Quarter First Quarter I Bureau of Elementary Education, 2002 Basic Education
*Zero if no specific quarter
Curriculum. (Pasig City: Department of Education, 2002)
Lowercase Letter/s Bureau of Elementary Education, 2002 Philippine Elementary
*Put a hyphen (-) in between Week Week six f Learning Competencies. (Pasig City: Department of
letters to indicate more than a Education, 2002)
specific week Bureau of Public Schools, Art Education Section, Art Education
- in the Elementary. (Manila: Department of Education, 1969)
Bureau of Secondary Education, Department of Education
Evaluate works of art in Culture and Sports. Desired Learning Competencies New
terms of artistic concepts Secondary Education Curriculum. Pasig City, 1991.
Arabic Number Competency and ideas using criteria 4
from the various art
movements
schools.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1998.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
Howard Gardner, Multiple Intelligences. (New York: Basic Books Inc., 1991)
Lowenfield, Victor, Creative and Mental Growth. (New York: McMillan Co., 1956)
Pambansang Komisyon para sa Kultura at mga Sining, Gawad ng Manlilikha ng Bayan. (Republika ng Pilipinas: National Commission for the Culture and Arts, 2004)
Pañares, Alice and Valenzuela, Rosel. Exploring Art and Appreciating Art, (Quezon City: Phoenix Publishing House, Inc., 2012) pp. 1-35

schools.

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Republic of the Philippines

PHILOSOPHY AND RATIONALE FOR ARTS

K to 12 Arts Curriculum Guide May 2016 Page 4of 119

Figure 1. The Curriculum Framework of Music and Art

K to 12 Arts Curriculum Guide May 2016 Page 5of 119

Grade 12Mastery of Proficiency in the chosen form or genre

Grade 11Mastery of Proficiency in the chosen form or genre

Grade 10Application of Contemporary Music and Arts

Grade 9 Application – Western Music and Arts

Grade 8 Application – Asian Music and Arts

Grade 7 Application – Philippine Folk Music and Arts

Grade 6Application for Appropriate Mastery and Acquisition

Grade 4Formal Introduction to Elements / Processes

Grade 3Preliminary Acquisition of Basic Knowledge and

Grade 1Introduction to the Fundamental Processes

KindergartenExposure to the Different Music & Art Processes

Figure 2. Content of Music and Art per Grade Level

Table 1. Basic Reference for Music and Art Content

Form -creating) * Contrast -creating)

*No formal instruction in harmony

K to 12 Arts Curriculum Guide May 2016 Page 7of 119

KEY STAGE STANDARDS:

The learner demonstrates The learner demonstrates The learner demonstrates

K to 12 Arts Curriculum Guide May 2016 Page 8of 119

Grade Level Grade Level Standards

K to 12 Arts Curriculum Guide May 2016 Page 9of 119

CONTENT PERFORMANCE LEARNING

CONTENT PERFORMANCE LEARNING

3. observes and sees the A1EL-Ib-2 Music, Art,

K to 12 Arts Curriculum Guide May 2016 Page 10of 119

K to 12 Arts Curriculum Guide May 2016 Page 11of 119

III. Process: sinamay, leaves, tree bark,

8. draws different animals Music, Art, Physical

10. draws different kinds of *Umawit at

K to 12 Arts Curriculum Guide May 2016 Page 12of 119

K to 12 Arts Curriculum Guide May 2016 Page 13of 119

CONTENT PERFORMANCE LEARNING

Music, Art, Physical

K to 12 Arts Curriculum Guide May 2016 Page 15of 119

GRADE 1- FOURTH QUARTER

K to 12 Arts Curriculum Guide May 2016 Page 17of 119

CONTENT PERFORMANCE LEARNING

K to 12 Arts Curriculum Guide May 2016 Page 22of 119

K to 12 Arts Curriculum Guide May 2016 Page 23of 119

GRADE 2- THIRD QUARTER

K to 12 Arts Curriculum Guide May 2016 Page 24of 119

Grade 2- FOURTH QUARTER

K to 12 Arts Curriculum Guide May 2016 Page 29of 119

CONTENT PERFORMANCE LEARNING

K to 12 Arts Curriculum Guide May 2016 Page 31of 119

CONTENT PERFORMANCE LEARNING

K to 12 Arts Curriculum Guide May 2016 Page 32of 119

CONTENT PERFORMANCE LEARNING

K to 12 Arts Curriculum Guide May 2016 Page 33of 119

GRADE 3- FOURTH QUARTER

CONTENT PERFORMANCE LEARNING

7. performs as puppeteer A3PR-IVg PILOT SCHOOL –

K to 12 Arts Curriculum Guide May 2016 Page 35of 119