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Music curriculum guide 2013

Republic of the Philippines Department of Education DepEd Complex Meralco Avenue Pasig City K to Curriculum Guide MUSIC C Grade to Grade December CK to BASIC EDUCATION CURRICULUM CONCEPTUAL FRAMEWORK Both the Music and the Arts curricula focus on the learner as recipient of the knowledge skills and values necessary for ar tistic expression and cultural literacy The design of the curricula is student-centered based on spiral progression of processes concepts and skills and grounded in performance- based learning Thus the learner is empowered through active involvement and participation to e ?ectively 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 e ?ective 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 di ?erent art materials techniques and processes responding composing and creating See Figure and Figure 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 N ational Research Council of the Philippines Cultural Dictionary for Filipinos by Thelma Kintanar and Associates Creative and Mental Growth by Viktor Lowenfeld and W Lambert Brittain Discipline- Based Art Education by Elliot Eisner Encyclopedia of Philippine Arts and Tuklas Sining both produced by the Cultural Center of the Philippines K to Music Curriculum Guide December Page of CK to BASIC EDUCATION CURRICULUM PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION Music is both an aural and a temporal art All its elements when interwoven in the highest artistic order are likened into a -- tapestry moving in time The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range of purposes functions and identities from the utilitarian to aesthetic However the basic nature of music does not change In his book A Structure for Music Education Ronald Thomas articulates that the nature of music is expressive ongoing and creative Through a language and medium of its own music conveys ideas and feelings in a way that addresses the human spirit and has great value in its communicative process Music being responsive in interpreting contemporary times is a continuing art Aaron Copland describes this characteristic as a continuous state of becoming Like the other arts music is a creative avenue for man ? s individual quest for self- expression and ful ?llment On these basic characteristics are founded the rationale of music study A keen sensitivity to environmental and musical sounds needs to be developed The student must learn to ? hear ? speak and ? think in