Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide
ART
(Grade 1 to Grade 10)

May 2016
K to 12 BASIC EDUCATION

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 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)

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.

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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 K- 12 Arts Curriculum seeks to address these needs of our students for the 21st Century.

The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and
posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads,
iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and
designs. These are readily available and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching 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.

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Figure 1. The Curriculum Framework of Music and Art

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Grade 12Mastery of Proficiency in the chosen form or genre

Grade 11Mastery of Proficiency in the chosen form or genre

Gr de 10Application of Contemporary Music and Arts

Grade Application – Western Music and Arts

Grade plication – Asian Music and Arts

Grade ation – Philippine Folk Music and Arts

Grade ion for Appropriate Mastery and Acquisition

Grade n – Elements / Processes

Grade 4Formal Introdu ction to Elements / Processes

G ade 3Preliminary nisition of Basic Knowledge and

KindergartenExposure
Grade totothe
1Introduction
Grade 2Enhanced the ent
ding ofMusic
damental & Art Processes
Processes
Fundamental
Differ Processes Learning)

Figure 2. Content of Music and Art per Grade Level

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Table 1. Basic Reference for Music and Art Content

Music Elements Arts Elements and Principles Music Processes Art Processes

Shape/Form

Form -creating) Reading -creating)

Balance

* Contrast

Applying (transference)

*No formal instruction in harmony

Emphasis
from K to 3

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LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.

KEY STAGE STANDARDS:

K-3 4–6 7 – 10

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

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, and
Grade 1
responding.

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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
Grade 3
the 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
Grade 7
observing, 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,
Grade 9
analysis, 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 3.
1. Lines Sunico, Raul M. et
2. Shapes demonstrates creates a portrait of himself 1. tells that ART is all around A1EL-Ia al, 2000. pp.143
3. Color understanding of lines, and his family which shows and is created by different

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
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.
6. Proportion drawing pp.102
7. variety
2. distinguishes and
III. Process: identifies the different
8. DRAWING kinds of 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 Music, Art, Physical

details in a person’s Education and
face/body, in a view, to be A1EL-Ib-2 Health 2. Ramilo,
able to show its shape and Ronaldo V. et al,
texture 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. pp.144-
145
I. Elements: demonstrates creates a portrait of himself A1EL-Ic
1. Lines understanding of lines, and his family which shows *Tunog, Tinig,
2. Shapes shapes, colors and the elements and principles of Tugtog at likhang
3. Color texture, and principles art by drawing sining 3. Nera, Fe
4. Texture of balance, proportion Capile et al, 2000.
and variety through pp.105-106
II. Principles: drawing

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
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, al, 2000. pp.184-
A1EL-Id 185
a stick on different papers,
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 *Umawit at
8.3 persons express one’s ideas about Gumuhit 3.
A1PR-Ie-1
8.4 school, furniture oneself, one’s family , Valdecantos,
8.5 animals/ plants home 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 Education and
A1PR-If
different shapes and Health 2. Ramilo,
textures 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

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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 natural and man-made al, 2000. pp.155-
A1EL-IIa
1.2 primary colors understanding of colors of natural and man-made objects, seen in the 156
and shapes, and the objects to express ideas using surrounding

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS 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
2.2 organic shapes sining 3. Nera, Fe
Capile et al, 2000.
pp.128-130
II. Principles:
3. experiments on painting
3. Harmony
using different painting A1EL-IIc
4. rhythm tools and paints
5. balance
4. paints a design based on
III. Process:
the Philippine jeepney or
6. PAINTING
fiesta décor and shapes
Creating colors from natural A1PL-IId-1
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
repeated abstract and
geometric shapes like in a
A1PL-IIe
parol and paints it in
primary and secondary
colors
7. uses his creativity to create *Musika at Sining 3.
paints from nature and Sunico, Raul M. et
found materials, and al, 2000. pp.186-
demonstrates creates a harmonious design
I. Elements: brushes from twigs, cloth 188
understanding of colors of natural and man-made
1. Colors and other materials
and shapes, and the objects to express ideas using A1PL-IIf
1.1 natural colors *Umawit at
principles of harmony, colors and shapes, and Gumuhit 3.
1.2 primary colors harmony
rhythm and balance Valdecantos,
1.3 secondary colors
through painting Emelita C.
1997.
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pp.114-117, 125-

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
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 Valdecantos,
A1PR-IIh-1
5. balance create a certain feeling or Emelita C.
mood 1997. pp.152-
III. Process: 153
6. PAINTING 10. appreciates and talks about
Creating colors from natural the landscape he painted
A1PR-IIh-2
and the landscapes of
others
GRADE 1- THIRD QUARTER
I. Elements: The learner… The learner The learner MISOSA4-module8
1. Shape
A1EL-IIIa
2. Texture demonstrates creates prints that show 1. distinguishes between a
understanding of repetition, alternation and print and a drawing or
II. Principles: shapes and texture and emphasis using objects from painting
3. Prints can be prints that can be nature and found objects at 2. identifies the shape and MISOSA4-module7
3.1 Repeated repeated, alternated home and in school texture of prints made from
3.2 Alternated and emphasized objects found in nature and *Musika at Sining 3.
A1EL-IIIb
3.3 emphasized through printmaking man-made objects Sunico, Raul M. et
al, 2000. pp.151-
III. Process: demonstrates creates prints that show 153
4. PRINTMAKING understanding of repetition, alternation and 3. identifies artistically MISOSA4-module8
4.1 This process allows the shapes and texture and emphasis using objects from designed prints in his
pupil to copy the prints that can be nature and found objects at artworks and in the *Musika at Sining 3.
A1EL-IIIc
image from nature and repeated, alternated home and in school artworks of others Sunico, Raul M. et
environment and emphasized al, 2000. pp.178-
through printmaking 181
5. Kinds of prints: 4. creates a print by applying MISOSA4-module8
5.1 Nature print dyes on his finger or palm
A1EL-IIId
5.2 Object prints or any part of the body and *Tunog, Tinig,
5.3 Stencil prints pressing it to the paper, Tugtog at likhang

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS 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
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
found objects al, 2000. pp.196-
198

I. Elements: demonstrates creates prints that show *Tunog, Tinig,

1. Shape understanding of repetition, alternation and Tugtog at likhang
A1PL-IIIe
2. Texture shapes and texture and emphasis using objects from sining 3. Nera, Fe
prints that can be nature and found objects at Capile et al, 2000.
II. Principles: repeated, alternated home and in school pp. 168-171
3. Prints can be and emphasized
3.1 Repeated through printmaking *Umawit at
3.2 Alternated Gumuhit 3.
3.3 emphasized Valdecantos,
Emelita C.
III. Process: 1997.
pp.122-124

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4. PRINTMAKING 6. repeats a design by the use
4.1 This process allows the of stencil (recycled paper,
A1PR-IIIf
pupil to copy the image plastic, cardboard, leaves,
from nature and and other materials) and

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
environment prints on paper, cloth,
sinamay, bark, or a wall
5. Kinds of prints:
5.1 Nature print 7. shares experiences in *Umawit at
5.2 Object prints experimenting different art Gumuhit 3.
5.3 Stencil prints materials A1PR-IIIg Valdecantos,
Emelita C.
1997.
pp.125-126
8. school/district exhibit and
culminating activity in
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-
2. texture - feel of the surface understanding of object/sculpture using found dimensional and 3- A1EL-IVa
texture and 3-D shapes, objects and recycled materials dimensional artwork and
II. Principles: and principle of states the difference
3. Proportion - parts are of proportion and 2. identifies the different MISOSA4-module9
the proper size and emphasis through 3-D materials that can be used
weight so that the works and sculpture in creating a 3-dimensional Music, Art, Physical
sculpture is balanced. object: Education and
4. Emphasis is created by 2.1 clay or wood (human Health 2. Ramilo,
using unusual decorative or animal figure) Ronaldo V. et al,
materials that are big, or 2.2 bamboo (furniture, 2013. pp.258
A1EL-IVb
colorful, or unusual. bahay kubo)
2.3 softwood (trumpo)
III. Process: 2.4 paper, cardboard,
5. 3 - Dimension works and (masks)
sculpture 2.5 found material (parol,
sarangola)

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STANDARDS STANDARDS MATERIALS
3. selects 3D objects that are Music, Art, Physical
well proportioned, balanced Education and
A1PL-IVc
and show emphasis in Health 2. Ramilo,
design Ronaldo V. et al,
2013. pp.259
4. appreciates the creativity of
local and indigenous
craftsmen and women who
A1PL-IVd
created artistic and useful
things out of recycled
materials like the parol,
maskara, local toys, masks
5. creates a useful 3D object:
A1PR-IVe
a pencil holder, bowl,
container, using recycled
materials like plastic bottles
6. constructs a mask out of
cardboard, glue, found
materials, bilao, paper
A1PR-IVf-1
plate, string, seeds and
other found materials for a
I. Elements: demonstrates creates a useful 3-Dimensional celebration like the
1. shape (3-dimension it has understanding of object/sculpture using found Maskara Festival of
height, depth and width) texture and 3-D shapes, objects and recycled materials Bacolod
2. texture - feel of the surface and principle of 7. utilizes masks in simple role
proportion and play or skit A1PR-IVf-2
II. Principles: emphasis through 3-D
3. Proportion - parts are of works and sculpture 8. creates mobiles out of
the proper size and recyclable materials such
weight so that the A1PR-IVg
as cardboards, papers,
sculpture is balanced. baskets, leaves, strings and
4. Emphasis is created by other found materials

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using unusual decorative 9. creates human figures out MISOSA4-module9
materials that are big, or of clay, flour-salt mixture,
colorful, or unusual. or paper-mache using A1PR-IVh
different techniques

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
III. Process:
5. 3 - Dimension works and
sculpture

GRADE 2

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 2- FIRST QUARTER

I. Elements: The learner… The learner The learner Music, Art, Physical
1. LINES Education and
different demonstrates creates a composition/design 1. identifies and appreciates Health 2. Ramilo,
lines understanding on lines, by translating one’s the different styles of Ronaldo V. et al,
2. SHAPES shapes and colors as imagination or ideas that Filipino artists when they 2013. pp. 190-193
natural shapes elements of art, and others can see and create portraits and still life
A2EL-Ia
3. COLORS contrasting variety, proportion and appreciates (different lines and colors) *Umawit at
contrast as principles of Gumuhit 3.
II. Principles: art through drawing Valdecantos,
4. variety of lines, shapes Emelita C.
5. proportion of body 1997.
parts, fruits pp.144-145
6. contrast of shapes 2. points out the contrast Music, Art, Physical
between shapes and colors Education and
III. Process: of different fruits or plants Health 2. Ramilo,
A2EL-Ib
7. DRAWING and flowers in one’s work Ronaldo V. et al,
7.1 portrait of two or more and in the work of others 2013. pp.174-176,
people in a compo-sition 178-179, 181-182,
222-223

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7.2 body in motion 3. composes the different Music, Art, Physical
still life (fruits/ plants) fruits or plants to show Education and
and drawing of overlapping of shapes and A2EL-Ic Health 2. Ramilo,
imaginary landscape the contrast of colors and Ronaldo V. et al,
shapes in his colored 2013. pp.174-176,
drawing 181-182

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
4. draws from an actual still Music, Art, Physical
life 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
character Health 2. Ramilo,
I. Elements: demonstrates creates a composition/design Ronaldo V. et al,
1. LINES understanding on lines, by translating one’s 2013. pp. 194-197
different lines shapes and colors as imagination or ideas that 6. draws a portrait of two or Music, Art, Physical
2. SHAPES elements of art, and others can see and more persons - his friends, Education and
natural shapes variety, proportion and appreciates his family, showing the Health 2. Ramilo,
A2EL-If
3. COLORS contrasting contrast as principles of differences in the shape of Ronaldo V. et al,
art through drawing their facial features (shape 2013. pp.194-197
II. Principles: of eyes, nose, lips, head,
4. variety of lines, shapes and texture of the hair
5. proportion of body 7. shows motion or action in Music, Art, Physical
parts, fruits the drawing of human Education and
6. contrast of shapes A2EL-Ih-1
bodies Health 2. Ramilo,
Ronaldo V. et al,
III. Process: 2013. pp.172-173
7. DRAWING 8. creates an imaginary Music, Art, Physical
7.1 portrait of two or landscape or world from a Education and
more people in a dream or a story Health 2. Ramilo,
compo- sition Ronaldo V. et al,
7.2 body in motion A2EL-Ih-2 2013. pp. 186-189
still life (fruits/ plants)
and drawing of *Musika at Sining 3.
imaginary landscape Sunico, Raul M. et
al, 2000. pp.171-
172
9. shares stories related to
the output A2EL-Ih-3

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS 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 1. describes the lines, shapes A2EL-IIa Music, Art, Physical
1.2 Secondary understanding of using design of a tricycle or jeepney and textures seen in skin Education and
2. Shapes two or more kinds of that 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,
2.2 geometric through repetition and words and actions 2013. pp. 205-207
3. Textures contrast to create
3.1 spotted rhythm *Umawit at
3.2 furry Gumuhit 3.
3.3 shiny, slimy Valdecantos,
Emelita C.
II. Principles: 1997.
4. Contrast pp.100
5. Rhythm 2. describes the unique MISOSA4-module7
shapes, colors, texture and A2EL-IIb
III. Process: design of the skin coverings Music, Art, Physical
6. PAINTING of different fishes and sea Education and
6.1 fishes and sea creatures or of wild forest Health 2. Ramilo,
creatures or wild forest animals from images Ronaldo V. et al,
animals designs: lines, 2013. pp. 208-213
shapes, tricycles,
jeepneys

3. points out the contrasts in MISOSA4-module7

the colors, shapes,
textures between two or Music, Art, Physical
A2EL-IIc
more animals Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.214-215

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STANDARDS STANDARDS MATERIALS
4. draws, with the use of Music, Art, Physical
I. Elements: demonstrates creates a composition or pencil or crayon, the sea or Education and
1. Colors understanding of using design of a tricycle or jeepney forest animals in their Health 2. Ramilo,
1.1 Primary two or more kinds of that shows unity and variety habitat showing their Ronaldo V. et al,
1.2 Secondary lines, colors and shapes of lines, shapes and colors unique shapes and A2EL-IId 2013. pp.199-203
2. Shapes through repetition and features
2.1 organic contrast to create *Musika at Sining 3.
2.2 geometric rhythm Sunico, Raul M. et
3. Textures al, 2000. pp.174-
3.1 spotted 175
3.2 furry 5. paints the illustration of Music, Art, Physical
3.3 shiny, slimy animals to show variety of Education and
A2EL-IIe
colors and textures in their Health 2. Ramilo,
II. Principles: skin Ronaldo V. et al,
4. Contrast 2013. pp.208-209
5. Rhythm 6. creates designs by using Music, Art, Physical
two or more kinds of lines, Education and
III. Process: colors and shapes by Health 2. Ramilo,
A2PL-IIf
6. PAINTING repeating or contrasting Ronaldo V. et al,
6.1 fishes and sea them, to show rhythm 2013. pp.216-224
creatures or wild forest
animals designs: lines, 7. uses control of the painting MISOSA4-module6
shapes, tricycles, tools and materials to paint
jeepneys 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.
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STANDARDS STANDARDS MATERIALS
Valdecantos,
Emelita C.
I. Elements: demonstrates creates a composition or 1999. pp.83-84
1. Colors understanding of using design of a tricycle or jeepney
1.1 Primary two or more kinds of that shows unity and variety
1.2 Secondary lines, colors and shapes of lines, shapes and colors
2. Shapes through repetition and
8. draws the outline of a Music, Art, Physical
2.1 Organic contrast to create
tricycle or jeepney on a big Education and
2.2 geometric rhythm
3. Textures paper, and paints the Health 2. Ramilo,
design with lines and A2PR-IIg-2 Ronaldo V. et al,
3.1 spotted
shapes that show 2013. pp.222-223
3.2 furry
3.3 shiny, slimy repetition, contrast and
rhythm
II. Principles:
4. Contrast
5. Rhythm

[Link]:
6. PAINTING
6.1 fishes and sea creatures
or wild forest animals
designs: lines, shapes,
tricycles, jeepneys

GRADE 2- THIRD QUARTER

I. Elements: The learner… The learner… The learner… MISOSA4-module8
1. shapes
2. colors demonstrates creates prints from natural 1. identify natural and man-
3. textures understanding of and man-made objects that made objects with
shapes, textures, colors can be repeated or alternated repeated or alternated
A2EL-IIIa
II. Principles: and repetition of motif, in shape or color. shapes and colors and
4. repetition of motif contrast of motif and materials that can be used
5. contrast of motif & color color from nature and creates prints with repeating, in print making
found objects alternating or contrasting

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III. Process: demonstrates color or size or texture 2. creates a consistent MISOSA4-module8
6. PRINTMAKING understanding of pattern by making two or
A2PL-IIIb
3.1 banana trunk prints shapes, textures, colors shows skills in making a clear three prints that are
3.2 fern prints and repetition of motif, print from natural and man- repeated or alternated in
3.3 eraser prints contrast of motif and made objects shape or color
3.4 found object prints color from nature and 3. create a print on paper or Music, Art, Physical
3.5 cut out designs found objects cloth showing repeated Education and
A2PL-IIIc
6.6 card making motif using man-made Health 2. Ramilo,
objects with flat surface Ronaldo V. et al,
2013. pp.235-236
4. experiments with natural Music, Art, Physical
objects (leaves, twig, bark Education and
of trees, etc.) by dabbing Health 2. Ramilo,
dyes or paints on the A2PR-IIId Ronaldo V. et al,
surface and presses this on 2013. pp. 238-239
paper or cloth, sinamay
and any other material to
create a prints
5. experiments with natural Music, Art, Physical
objects (banana stalks, Education and
gabi stalks, etc.) by Health 2. Ramilo,
dabbing dyes or paints on A2PR-IIIe Ronaldo V. et al,
the surface and presses 2013. pp.231-232,
this on paper or cloth, 246-249
sinamay and any other
material to create prints
6. carves a shape or letter on MISOSA4-module9
an eraser or kamote
which can be painted and Music, Art, Physical
A2PR-IIIf
printed several times Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.246-249
7. create a print on paper or *Umawit at
cloth using cut-out designs A2PR-IIIg Gumuhit 4.
Valdecantos,
Emelita C.
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1999.

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STANDARDS STANDARDS MATERIALS
I. Elements: demonstrates creates prints from natural pp.120-121
1. shapes understanding of and man-made objects that
2. colors shapes, textures, colors can be repeated or alternated
3. textures and repetition of motif, in shape or color. 8. creates prints for a card Music, Art, Physical
contrast of motif and and makes several copies Education and
II. Principles: color from nature and creates prints with repeating, or editions of the print so Health 2. Ramilo,
4. repetition of motif found objects alternating or contrasting A2PR-IIIh-1
that cards can be Ronaldo V. et al,
5. contrast of motif & color color or size or texture exchanged with other 2013. pp.241-243
persons
III. Process: shows skills in making a clear 9. share your card with your Music, Art, Physical
6. PRINTMAKING print from natural and man- love ones Education and
6.1 banana trunk prints made objects Health 2. Ramilo,
6.2 fern prints A2PR-IIIh-2 Ronaldo V. et al,
6.3 eraser prints 2013. pp.241-243
6.4 found object prints
6.5 cut out designs
6.6 card making 10. school/district exhibit and A2PR-IIIh-3
culminating activity in
celebration of the National
Arts Month (February)
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 free- 1. identifies the artistry of Health 2. Ramilo,
3. texture understanding of standing, balanced figure different local craftsmen in Ronaldo V. et al,
shapes, texture, using different materials creating: 2013. pp.264
II. Principles: proportion and balance (found materials, recycled, 1.1 taka of different
4. proportion through sculpture and local or manufactured) animals and figures in A2EL-IVa-1
5. balance 3-dimensional crafts Paete, Laguna
1.2 sarangola, or kites
1.3 banca, native
boats from Cavite,
and coastal towns

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III. Process: demonstrates creates a 3-dimensional free- 2. gives value and importance *Umawit at
6. SCULPTURE and 3-D CRAFTS understanding of standing, balanced figure to the craftsmanship of the Gumuhit 4.
A2EL-IVa-2
6.1 box figure sculpture shapes, texture, using different materials local artists Valdecantos,
6.2 kites and boats proportion and balance (found materials, recycled, Emelita C. 1999.
6.3 paper mache animals through sculpture and local or manufactured) pp.140
6.4 clay figures 3-dimensional crafts 3. sites examples of 3- *Umawit at
dimensional crafts found in Gumuhit 4.
A2EL-IVb
the locality giving emphasis Valdecantos,
on their shapes, textures, Emelita C.
proportion and balance 1999.
pp.141-142
4. constructs a native kite Music, Art, Physical
from bamboo sticks, papel Education and
de japon glue, string, and A2EL-IVc Health 2. Ramilo,
fly the kite to tests its Ronaldo V. et al,
design (proportion and 2013. pp.267-269
balance)
5. learns the steps in making Music, Art, Physical
a paper mache with focus Education and
A2PR-IVd
on proportion and Health 2. Ramilo,
balance Ronaldo V. et al,
2013. pp.274-279
6. shows the beginning skill in MISOSA4-module9
the method of creating 3-
dimensional free standing Music, Art, Physical
A2PR-IVe
figures out of different Education and
materials clay, wood, found Health 2. Ramilo,
materials, recycled objects, Ronaldo V. et al,
wire, metal, bamboo 2013. pp.280-282
7. creates an imaginary robot Music, Art, Physical
or creature using different Education and
sizes of boxes, coils, wires, A2PR-IVf Health 2. Ramilo,
I. Elements: demonstrates creates a 3-dimensional free- bottle caps and other found Ronaldo V. et al,
1. natural shapes understanding of standing, balanced figure material 2013. pp.262
2. geometric shapes shapes, texture, using different materials

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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 Education and
A2PR-IVg
II. Principles: 3-dimensional crafts or framework, showing the Health 2. Ramilo,
4. proportion animal in action Ronaldo V. et al,
5. balance 2013. pp.274-279
9. creates a clay human Music, Art, Physical
III. Process: figure 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

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 3- FIRST QUARTER

I. Elements: The learner... The learner… The learner… PILOT SCHOOL –
1. Lines MTB MLE Lesson 1
1.1 lines can show demonstrates creates an artwork of people 1. distinguishes the size of A3EL-Ia
movement understanding of lines, in the province/region. persons in the drawing, to
2. texture is created by texture, shapes and On-the-spot sketching of indicate its distance from
using different lines depth, contrast (size, plants trees, or buildings and the viewer

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STANDARDS STANDARDS MATERIALS
3. shape of natural objects texture) through geometric line designs 2. shows the illusion of space PILOT SCHOOL –
drawing shows a work of art based on in drawing the objects and A3EL-Ib MTB MLE Lesson 2
II. Principles: close observation of natural persons in different sizes
4. Depth objects in his/her surrounding 3. appreciates that artist PILOT SCHOOL –
4.1 balance of size noting its size, shape and create visual textures by A3PL-Ic MTB MLE Lesson 6
5. Contrast texture using a variety of lines and
5.1 contrast of picture colors
4. tells that in a landscape, PILOT SCHOOL –
III. Process: the nearest object drawn is MTB MLE Lesson 4
6. DRAWING the foreground; the
6.1 people in the objects behind the A3PL –Id
province/region foreground are the middle
on-the-spot sketching of ground, while the objects
plants, trees or building farthest away are the
geometric line designs. background, and by doing
this there is
balance
5. describes the way of life of PILOT SCHOOL –
people in the cultural MTB MLE Lesson 3
community
A3PL-Ie
*Musika at Sining 3.
Sunico, Raul M. et
al, 2000. pp.224-
227
6. create a geometric design PILOT SCHOOL –
by contrasting two kind A3PR-If MTB MLE Lesson 6
creates an artwork of people of lines in terms of type
I. Elements: demonstrates in the province/region. or
1. Lines understanding of lines, On-the-spot sketching of size
1.1 lines can show texture, shapes and plants trees, or buildings and 7. sketches on-the-spot PILOT SCHOOL –
movement depth, contrast (size, geometric line designs outside or near the school MTB MLE Lesson 5
2. texture is created by texture) through shows a work of art based on to draw a plant, flowers or
using different lines drawing close observation of natural A3PR-Ig
a tree showing the
3. shape of natural objects objects in his/her surrounding different textures and
noting its size, shape and shape of each part, using
II. Principles: texture only a pencil or black
4. Depth crayon or ballpen

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4.1 balance of size 8. creates a pencil or pen A3PR-Ih PILOT SCHOOL –
drawing of scene in daily MTB MLE Lesson 3

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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 PILOT SCHOOL –
6.1 people in the view of the province/region MTB MLE Lesson
province/region with houses and buildings 3,4
on-the-spot sketching of A3PR-Ii
indicating the foreground
plants, trees or building middle ground and
geometric line designs. background by the size of
the objects
Grade 3- SECOND QUARTER
I. Elements: The learner... The learner... The learner... PILOT SCHOOL –
1. Color 1. sees that there is MTB MLE Lesson 8
1.1 mix colors to create demonstrates creates an artwork of people harmony in nature as seen A3EL-IIa
tints, shades and understanding of lines, in the province/region on-the- in the color of landscapes Music, Art, Physical
neutral color textures, shapes and spot sketching of plants, trees at different times of the Education and
2. Shape balance of size, contrast and building and geometric day Ex: Health 2. Ramilo,
2.1 animals have shapes of texture through line designs 1.1 landscapes of Felix Ronaldo V. et al,
2.2 adapted to their needs drawing Hidalgo, Fernando 2013. pp.190-192
3. Texture Amorsolo,
3.1 is created by variety applies knowledge of planes Jonahmar Salvosa
of lines in a landscape (foreground, 1.2 Still’s life of Araceli
middle ground and Dans, Jorge
II. Principles: background) in painting a Pineda,
4. Harmony landscape Agustin Goy
4.1 colors, shapes and lines 2. appreciates that nature is Music, Art, Physical
that complement each so rich for no two animals A3EL-IIb Education and
other create harmony and have the same shape, skin Health 2. Ramilo,
a mood of the painting covering and color Ronaldo V. et al,
2013. pp.214-215
3. perceives how harmony is PILOT SCHOOL –
III. Process:
created in an artwork A3PL-IIc MTB MLE Lesson 8
5. PAINTING
because of complementary
fruits and plants (still life)
colors and shapes
scene at the a time of
day wild animal (close-
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4. paints a still life by PILOT SCHOOL –
observing the different MTB MLE Lesson 7
shapes, color and texture A3PR-IId
of fruits, drawing them
overlapping and choosing
the right colors for each
fruit

5. creates new tints and PILOT SCHOOL –

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

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Grade 3- THIRD QUARTER

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

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

GRADE 3- FOURTH QUARTER

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

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

A3PR-IVg

I. Elements:
1. SHAPES creates a single puppet based
1.1 human and animals demonstrates on character in legends,

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STANDARDS STANDARDS MATERIALS
2. COLORS understanding of myths or stories using 8. designs and creates mask A3PR-IVh PILOT SCHOOL –
2.1 primary shapes, colors, textures, recycled and hard material or headdress with the MTB MLE Lesson 14
2.2 secondary and emphasis by creates a mask or headdress use of recycled or natural
2.3 tertiary variation of shapes and that is imaginary in design objects inspired by best
3. TEXTURES texture and contrast of using found and recycled festivals
3.1 visual and actual colors through sculpture materials 9. creates a mask or A3PR-IVi PILOT SCHOOL –
and crafts demonstrates basic skills in headdress that is MTB MLE Lesson 14
II. Principles: constructing a puppet made imaginary in design using
4. Emphasis from a hard and stick, which found and recycled
4.1 by Variation of shapes can be manipulated material, inspired by local
and textures Festivals
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

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 4- FIRST QUARTER

I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining
1.1 organic and inorganic demonstrates practices variety of culture in 1. appreciates the rich 4.
2. COLORS understanding of lines, the community by way of variety of cultural Valdecantos,
2.1 primary and secondary texture, and shapes; attire, body accessories, communities in the Emelita C.
3. SHAPES and balance of size and religious practices and Philippines and their A4EL-Ia 1999. pp.113-
3.1 stylized based on nature repetition of lifestyle. uniqueness 114
motifs/patterns through 1.1 LUZON- Ivatan,
II. Principles: drawing creates a unique design of Ifugao, Kalkminga, *Manwal ng Guro
4. REPETITION houses, and other household Bontok, Gaddang, Musika at Sining

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3.
Valdecantos,
Emelita C.
1997.

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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.136-
different cultural utensils used by selected Manobo, Higaonon, 138
communities cultural groups from different Talaandig,
5.2 crayon etching of ethnic provinces. Matigsalog, Bilaan,
designs T’boli, Tiruray,
crayon resist of scenes Mansaka, Tausug
from different cultural 2. distinguishes distinctive *Musika at Sining 5.
groups in the Philippines characteristics of several Sunico, Raul M. et
cultural communities in al, 2000. pp.130-
terms of attire, body 131
accessories, religious
practices, and lifestyles. *Umawit at
Gumuhit 3.
Valdecantos,
Emelita C.
1997. pp.134-
136
A4EL-Ib

I. Elements: practices variety of culture in

demonstrates
1. LINES the community by way of
understanding of lines,
1.1 organic and inorganic attire, body accessories,
texture, and shapes;
2. COLORS religious practices and
and balance of size and
2.1 primary and secondary lifestyle.
repetition of
3. SHAPES
motifs/patterns through
3.1 stylized based on nature creates a unique design of
drawing
houses, and other household
II. Principles: objects used by the cultural
4. REPETITION groups.
4.1 motifs
writes a comparative

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III. Process: description of houses and 3. adapts an indigenous *Manwal ng Guro
5. DRAWING utensils used by selected cultural motif into a Musika at Sining
5.1 drawing of figures of cultural groups from different contemporary design A4EL-Ic 3.
different cultural provinces. through crayon etching Valdecantos,
communities technique. Emelita C.
5.2 crayon etching of ethnic 1997. pp.117-
designs 118
crayon resist of scenes 4. identifies specific clothing, *Manwal ng Guro
from different cultural objects, and designs of Musika at Sining
groups in the Philippines the cultural communities 3.
A4PL-Id
and applies it to a drawing Valdecantos,
of the attire and Emelita C.
accessories of one of 1997. pp.128-
these cultural groups. 129

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 MISOSA5-module7

on any of the topics: the
unique design of the A4PR-Ih *Musika at Sining 5.
houses, household Sunico, Raul M. et
objects, practices, or al, 2000. pp.114-
rituals of one of the 115
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cultural groups.

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9. uses crayon resist *Musika at Sining 5.
A4PR-Ii
technique in showing Sunico, Raul M. et
different ethnic designs or al, 2000. pp.114-
patterns. 115
GRADE 4- SECOND QUARTER
I. Elements: The learner… The learner… The learner…
1. SHAPES
1.1 overlapping of shapes demonstrates sketches and paints a 1. discusses pictures of
2. COLOR understanding of lines, landscape or mural using localities where different
2.1 to show mood color, shapes, space, shapes and colors appropriate cultural communities live A4EL-IIa
and atmosphere and proportion through to the way of life of the and understands that each
3. SPACE drawing. cultural community. group has distinct houses
3.1 showing and practices.
foreground, middle realizes that the choice of 2. distinguishes the attire and *Musika at Sining 5.
ground and colors to use in a landscape accessories of selected A4EL-IIb Sunico, Raul M. et
background gives the mood or feeling of a cultural communities in the al, 2000. pp.130-
painting. country in terms of colors 131
II. Principles: and shapes.
4. PROPORTION of houses, 3. appreciates the importance
buildings, fields, mountains, of communities and their
sky in a landscape culture. A4EL-IIc

III. Process:
5. PAINTING 4. compares the geographical
location, practices, and A4EL-IId
5.1 important
festivals of the different
landscape/famous
cultural groups in the
landmark in a
country.
province
5.2 (indigenous houses) 5. sketches a landscape of a
cultural community based A4EL-IIe
5.3 mural painting
on researches and
observations made.
6. paints the sketched
landscape using colors A4EL-IIf
appropriate to the cultural
community’s ways of life.

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I. Elements: demonstrates sketches and paints a 7. exhibits painted landscapes
1. SHAPES understanding of lines, landscape or mural using to create a mural for the A4EL-IIg
1.1 overlapping of shapes color, shapes, space, shapes and colors appropriate class and the school to
2. COLOR and proportion through to the way of life of the appreciate.
2.1 to show mood drawing. cultural community. 8. tells a story or relates
and atmosphere experiences about cultural
3. SPACE realizes that the choice of communities seen in the
3.1 showing colors to use in a landscape landscape.
foreground, middle gives the mood or feeling of a
ground and painting.
background

II. Principles:
4. PROPORTION of houses,
buildings, fields, mountains, A4EL-IIh
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
GRADE 4- THIRD QUARTER
I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining
1.1 organic, inorganic demonstrates creates relief and found 1. explores the texture of A4EL-IIIa 4.
(mechanical) understanding of objects prints using ethnic each material and Valdecantos,
2. COLORS shapes and colors and designs. describes its characteristic. Emelita C.
2.1 earth or natural colors the principles of 1999. pp.77-80
3. TEXTURE repetition, contrast, presents research on relief
3.2 from a variety of and emphasis through prints created by other 2. analyzes how existing
materials printmaking (stencils) cultural communities in the ethnic motif designs are A4PL-IIIb
4. SHAPES country. repeated and alternated.

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STANDARDS 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
II. Principles: paint/natural dyes to create prints makes the work A4PL-IIIc
5. CONTRAST decorative borders for more interesting and
5.1 smooth vs. rough boards, panels etc. harmonious in terms of the
5.2 curves vs. straight lines elements involved.
5.3 small shapes vs. 4. draws ethnic motifs and
big shapes create a design by A4PR-IIId
6. HARMONY repeating, alternating, or
by radial arrangement.
III. Process:
5. creates a relief master or A4PR-IIIe
7. PRINTMAKING
mold using additive and
7.1 relief print
subtractive processes.
7.2 glue print
7.3 cardboard print 6. creates simple,
found objects interesting, and
print harmoniously arranged
relief prints from a clay
design.

A4PR-IIIf

demonstrates

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

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GRADE 4- FOURTH QUARTER

I. Elements: The learner… The learner… The learner…
1. COLOR
1.1 dyes can be combined to demonstrates applies individually the 1. researches and
create new colors understanding on color intricate procedures in tie- differentiates textile traditions,
2. VALUE/TONE (dyes), values, and dyeing in clothes or t-shirts e.g. tie-dye done in other
light and dark repetition of motifs and compares them with one countries like China, India,
through sculpture and another. Japan, and Indonesia in the A4EL-Iva
II. Principles: 3-D crafts olden times and presently,as
3. REPETITION replicates traditional skills in well as in the Philippines, e.g.
3.1 motifs, colors mat weaving from indigenous theTinalak made by the
material like abaca tapestries. T’bolis.
III. Process: MISOSA5-module13
2. presents pictures or actual
4. SCULPTURE and researches on tie-dyed crafts
samples of different kinds of
3- dimensional of the T’boli and presents
mat weaving traditions in the A4EL-Ivb
crafts designs made by
Philippines.
5. Textile craft: them;presents research on
5.1 tie-dye (one color; tie-dyed products of other A4EL-IVc MISOSA5-module13
3. discusses the intricate
2 colors) cultural communities to designs of mats woven in
5.2 Mat weaving (buri) compare their designs and the Philippines:
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

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

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

Grade 5- FIRST QUARTER

I. Elements: The learner… The learner… The learner… MISOSA5-module4

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1. LINES
demonstrates creates different artifacts and 1. identifies events, A5EL-Ia
1.1 crosshatching technique
understanding of lines, architectural buildings in the practices, and culture
to simulate 3-dimensional
shapes, and space; and Philippines and in the locality influenced by colonizers
effect and visual texture the principles of rhythm using crosshatching who have come to our

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and balance through technique, geometric country by way of trading.
2. SHAPES/FORMS drawing of archeological shapes,and space, with
2.1 geometric 3-dimensional artifacts, houses, rhythm and balance as
forms buildings, and churches principles of design. 2. gives the illusion of MISOSA6-module6
3. SPACE from historical periods depth/distance to simulate
3.1 distance or area using crosshatching puts up an exhibit on a3-dimensional effectby *Musika at Sining 6.
technique to simulate 3- Philippine artifacts and houses usingcrosshatching and A5EL-Ib Sunico, Raul M. et
II. Principles: dimensional and from different historical shading techniques in al, 2000. pp.137-
4. RHYTHM geometric effects of an periods (miniature or replica). drawings (old pottery, 138
4.1 repeated motifs artwork. boats, jars, musical
5. BALANCE instruments).
5.1 symmetrical 3. shows, describes, and *Musika at Sining 6.
and names significant parts of Sunico, Raul M. et
asymmetrical the different architectural al, 2000. pp.139-
designs and artifacts found 140
III. Process: in the locality. A5EL-Ic
6. DRAWING [Link], torogan, *Umawit at
6.1 drawing of archeological bahaynabato, simbahan, Gumuhit 3.
artifacts carcel, etc. Valdecantos,
6.2 drawing of Philippine Emelita C.
houses, buildings, and 1997.
churches from different pp.138-140
historical periods (on-the- 4. realizes that our MISOSA5-module4
spot) archipelago is strategically
located and made us part
of a vibrant trading A5PL-Id
demonstrates tradition (Chinese
understanding of lines, creates different artifacts and merchants, Galleon Trade,
I. Elements: shapes, and space; and architectural buildings in the silk traders)
1. LINES the principles of rhythm Philippines and in the locality
1.1 crosshatching and balance through using crosshatching 5. appreciates the importance *Musika at Sining 6.
technique to simulate 3- drawing of archeological technique, geometric of artifacts, houses, Sunico, Raul M. et
dimensional effect and artifacts, houses, shapes,and space, with clothes, language, lifestyle A5PL-Ie al, 2000. pp.139-
visual texture buildings, and churches rhythm and balance as - utensils, food, pottery, 140
2. SHAPES/FORMS from historical periods principles of design. furniture - influenced by
2.1 geometric 3-dimensional using crosshatching colonizers who have come *Manwal ng Guro
forms technique to simulate 3- puts up an exhibit on to our country (Manunggul Umawit at Gumuhit

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3. SPACE jar, balanghai, 6. Valdecantos,
3.1 distance or area

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dimensional and Philippine artifacts and houses bahaynabato, kundiman, Emelita C. 1999.
II. Principles: geometric effects of an from different historical Gabaldon schools, pp.113-117
4. RHYTHM artwork. periods (miniature or replica). vaudeville, Spanish-inspired
4.1 repeated motifs churches).
5. BALANCE 6. creates illusion of space in *Musika at Sining 6.
5.1 symmetrical 3-dimensional drawings of Sunico, Raul M. et
and important archeological al, 2000. pp.139-
asymmetrical artifacts seen in books, 140
A5PR-If
museums (National
III. Process: Museum and its branches
6. DRAWING in the Philippines, and in
6.1 drawing of archeological old buildings or churches
artifacts in the 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-the- or buildings of his/her al, 2000. pp.139-
spot) community. 140

A5PR-Ig *Manwal ng Guro

Umawit at Gumuhit
6. Valdecantos,
Emelita C. 1999.
pp.113-117

8. participates in putting up a *Musika at Sining 6.

demonstrates mini-exhibit with labels of Sunico, Raul M. et
I. Elements: understanding of lines, creates different artifacts and Philippine artifacts and al, 2000. pp.139-
1. LINES shapes, and space; and architectural buildings in the A5PR-Ih
houses after the whole 140
1.1 crosshatching the principles of rhythm Philippines and in the locality class completes drawings.
technique to simulate 3- and balance through using crosshatching
dimensional effect and drawing of archeological technique, geometric 9. tells something about A5PR-Ij *Musika at Sining 6.
visual texture artifacts, houses, shapes,and space, with his/her community as Sunico, Raul M. et
2. SHAPES/FORMS buildings, and churches rhythm and balance as reflected on his/her al, 2000. pp.139-
2.1 geometric 3-dimensional from historical periods principles of design. artwork. 140
forms using crosshatching
3. SPACE technique to simulate 3- puts up an exhibit on

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dimensional and Philippine artifacts and houses
II. Principles: geometric effects of an from different historical
4. RHYTHM artwork. periods (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-the-
spot)
Grade 5- SECOND QUARTER
I. Elements: The learner… The learner… The learner… *Umawit at
1. LINE Gumuhit 6.
1.1 straight and curved demonstrates sketches natural or man-made 1. identifies the importance of Valdecantos,
2. COLOR understanding of lines, places in the community with natural and historical Emelita C.
2.1 complementary colors, space, and the use of complementary places in the community 1999. pp.176-
3. SPACE harmony through colors. that have been designated 180
3.1 one-point perspective painting and as World Heritage Site
In landscape drawing explains/illustrates draws/paints significant or (e.g., rice terraces in
important historical places. A5EL-IIa
landscapes of important Banawe, Batad; Paoay
II. Principles: historical places in the Church; Miag-ao Church;
4. HARMONY community (natural or landscape of Batanes,
4.1 created through the man-made)using one- Callao Caves in Cagayan;
right proportions of point perspective in old houses inVigan, Ilocos
parts landscape drawing, Norte; and the torogan in
complementary colors, Marawi)
III. Process: and the right

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5. PAINTING proportions of parts. 2. identifies and describes the *Umawit at
5.1 landscapes of architectural or natural Gumuhit 6.
A5EL-IIb
important places in the features of the places Valdecantos,
community (natural or visited or seen on pictures. Emelita C. 1999.
man-made) pp.150-156
3. realizes that artists have MISOSA5-module5
different art styles in
painting landscapes or
significant places in their
respective provinces (e.g.,
Fabian dela Rosa, A5EL-IIc
Fernando Amorsolo, Carlos
Francisco, Vicente
Manansala, Jose Blanco,
VictorioEdades, Juan
Arellano,
PrudencioLamarroza, and
Manuel Baldemor)
4. appreciates the artistry of MISOSA5-module5
I. Elements: demonstrates sketches natural or man-made famous Filipino artists in
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.
3.1 one-point perspective landscapes of important important historical places. 5. sketches and uses A5PL-IIe
In landscape drawing historical places in the complementary colors in
community (natural or painting a landscape.
II. Principles: man-made)using one- 6. utilizes skills and
4. HARMONY point perspective in knowledge about
4.1 created through the right landscape drawing, foreground, middle ground,
proportions of parts complementary colors, A5PR-IIf
and background to
and the right emphasize depth in
III. Process: proportions of parts. painting a landscape.

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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.
Grade 5- THIRD QUARTER
I. Elements: The learner… The learner… The learner…
1. LINE
1.1 thick and thin demonstrates creates a variety of prints 1. discusses the richness of
1.2 straight, curved, and understanding of new using lines (thick, thin, Philippine myths and
jagged printmaking techniques jagged, ribbed, fluted, legends (MariangMakiling,
[Link] with the use of lines, woven) to produce visual Bernardo Carpio, dwende,
A5EL-IIIa
2.1 ribbed, fluted, woven, texture through stories texture. capre, sirena, Darna,
carved and myths. diwata, DalagangMagayon,
II. Principles: etc.) from the local
3. CONTRAST community and other parts
3.1 carved, textured of the country.
areas and solid areas demonstrates 2. explores new printmaking
3.2 thick, textured lines and understanding of new creates a variety of prints technique using a sheet of
fine lines printmaking techniques using lines (thick, thin, thin rubber (used for soles A5EL-IIIb
with the use of lines, jagged, ribbed, fluted, of shoes),linoleum, or any
III. Process: texture through stories woven) to produce visual soft wood that can be
4. PRINTMAKING and myths. texture. carved or gouged to create
4.1 linoleum or rubber print different lines and textures.
or wood print of a
Philippine mythological
3. identifies possible uses of A5EL-IIIc
creature
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.

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6. follows the step-by-step
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 A5PR-IIIf
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
I. Elements: demonstrates creates a variety of prints editions
1. LINE understanding of new using lines (thick, thin, of the print
1.2 thick and thin printmaking techniques jagged, ribbed, fluted, 7. works with the class to A5PR-IIIg
1.2 straight, curved, and with the use of lines, woven) to produce visual produce a compilation of
jagged texture through stories texture. their prints and create a
[Link] and myths. book or calendar which
2.1 ribbed, fluted, woven, they can give as gifts, sell,
carved or display on the walls of
II. Principles: their school.
3. CONTRAST
carved, textured areas and 8. utilizes contrast in a carved
A5PR-IIIh-1
solid areas or textured area in an
3.1 thick, textured lines artwork.
and fine lines 9. produces several editions
of the same print that are
III. Process: well-inked and evenly A5PR-IIIh-2
4. PRINTMAKING printed.
3. linoleum or rubber 10. participates in a
print or wood print of a school/district exhibit and

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Philippine mythological celebration of the National A5PR-IIIh-3
creature Arts Month (February)
GRADE 5- FOURTH QUARTER
I. Elements: The learner… The learner… The learner…
1. COLOR
1.1 primary demonstrates demonstrates fundamental 1. identifies the materials
1.2 secondary understanding of colors, construction skills in making a used in making3-
2. SHAPE shapes, space, 3-dimensional craft that dimensional crafts
2.1 geometric repetition, and balance expresses balance, artistic which express balance
2.2 organic through sculpture and design, and repeated variation and repeated variation
A5EL-IVa
3. SPACE 3-dimensional crafts. of decorations and colors of shapes and colors
3.1 distance 1.1 mobile
3.2 area 1. papier-mâché 1.2 papier-mâché jar
jars with patterns 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 3-
5. BALANCE primary and secondary colors, dimensional crafts
5.1 structure and shape geometric shapes, space, and 2.1 mobile
repetition of colors to show 2.2 papier-mâché jar
III. Process: balance of the structure and 2.3 paper beads
6. SCULPTURE AND 3-D shape
CRAFTS 3. explores possibilities on A5EL-IVc
6.1 mobile 3. mobile the use of created 3-D
6.2 papier-mâché or clay crafts.
jar with geometric 4. applies knowledge of
patterns colors, shapes, and A5PL-IVd
6.3 paper beads (bracelet, balance in creating
necklace, earring, ID mobiles, papier- mâché
lanyard, etc. jars, and paper
beads.
5. displays artistry in making
mobiles with varied colors A5PL-IVe
and shapes.

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6. creates designs for making A5PR-IVf
3-dimensional crafts
6.1 mobile

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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
and colored papers for
necklace, bracelet, ID
lanyard.

GRADE 6

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS 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 processes, elements, and
4. TEXTURE use of lines, shapes, principles using new The learner…
5. producing these colors, texture, and the technologies (hardware and
using technology principles of emphasis software) to create personal 1. realizes that art processes,
and contrast in drawing or class logo. elements and principles still A6EL-Ia
II. Principles: a logo and own cartoon designs cartoon character on- apply even with the use of
6. CONTRAST character using new the spot using new new technologies.
7. EMPHASIS technologies in drawing. technologies.
2. appreciates the elements
A6PL-Ia
III. Process: and principles applied in
8. DRAWING – NEW commercial art.
TECHNOLOGIES 3. applies concepts on the use
A6PR-Ib
8.1 logo of the software
8.2 cartoon character (commands, menu, etc.).

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4. utilizes art skills in using A6PR-Ic
new technologies
(hardware and software).
5. creates personal or class
logo as visual A6PR-Id
representation that can be
used as a product, brand,
ortrademark
6. explains ideas about the
logo A6PR-Id
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
4. TEXTURE principles of emphasis software) to create personal elements, and principles
5. producing these and contrast in drawing or class logo. still apply even with the
using technology a logo and own cartoon use of technologies.
character using new designs cartoon character on- 2. appreciates the elements
II. Principles: technologies in drawing. the spot using new and principles applied in A6PL-Ie
6. CONTRAST technologies. 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
8.1 logo A6PR-Ig
(hardware and software) in
8.2 cartoon character cartoon character making.
5. creates own cartoon
character to entertain, A6PR-Ih
express opinions, ideas,etc

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6. explains ideas about the A6PR-Ih
cartoon character
GRADE 6- SECOND QUARTER
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 software in creating digital Software: Paint (Windows) for
4. primary, secondary, and shapes, space, colors, paintings and graphic designs. Laptop/Desktop PC
intermediate and the principles of Software: Photo Editor (Open
emphasis, harmony and Source) for Tablet PC
II. Principles: contrast in digital
5. EMPHASIS painting and poster
6. HARMONY design using new The learner…
7. CONTRAST technologies.
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
9.1 digital painting 2. appreciates the elements
graphic design (poster) and principles applied in A6PL-IIa
digital art.
3. applies concepts on the use
A6PR-IIb
of the software
(commands, menu, etc.)
4. utilizes art skills using new
technologies (hardware A6PR-IId
and software) in digital
painting.
5. creates a digital painting
similar with the Masters’
A6PR-IIc
(e.g., Van Gogh,
Amorsolo, etc.) in terms
of style, theme, etc.

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STANDARDS STANDARDS MATERIALS
GRAPHIC DESIGN (Poster
Layout)
Software: Gimp (Open Source)
for Laptop/Desktop PC
I. Elements: demonstrates applies concepts on the use of Software: MS Publisher
1. SHAPES understanding of software in creating digital (Windows) for Laptop/Desktop
2. SPACE shapes, space, colors, paintings and graphic designs. PC
3. COLOR and the principles of The learner…
4. primary, secondary, and emphasis, harmony and
intermediate contrast in digital 6. realizes that art processes,
painting and poster elements and principles still A6EL-IIe
[Link]: design using new apply even with the use of
5. EMPHASIS technologies technologies.
6. HARMONY 7. appreciates the elements
7. CONTRAST and principles applied in
A6PL-IIf
8. lines, shapes layouting.

III. Process: 8. applies skills in layouting

9. PAINTING – NEW and photo editing using
TECHNOLOGIES new technologies
A6PR-IIg
9.1 digital painting (hardware and software) in
graphic design (poster) making a poster.

9. creates an A6PR-IIh
advertisement/commercial
or announcement poster.
Grade 6- THIRD QUARTER
I. Elements: The learner… The learner… PRINTMAKING (Silk-
1. COLORS screen Printing)
1.1 primary blended demonstrates creates simple printmaking
with secondary and understanding of (silkscreen) designs on t-shirts The learner…
intermediate colors shapes, colors, values, and posters.
2. SHAPES and the principles of 1. knows that design A6EL-IIIa
2.1 letters and emphasis, contrast, and describes the basic concepts principles still apply for any
geometric shapes harmony in printmaking and principles of basic new design (contrast of
3. VALUES/TONES and photography using photography. colors, shapes, and lines

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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
4. EMPHASIS understanding of (silkscreen) designs on t-shirts technology has speeded up
5. CONTRAST shapes, colors, values, and posters. the printing of original
5.1 shapes and colors and the principles of A6PL-IIIb
designs and made it
6. HARMONY emphasis, contrast, and describes the basic concepts accessible to many, as
6.1 letters, shapes, colors harmony in printmaking and principles of basic emphasized in t-shirts and
and photography using photography. poster designs.
III. Process: new technologies. 3. applies concepts on the
7. PRINTMAKING steps/procedure in A6PR-IIIc
(silkscreen printing) silkscreen 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
Camera

A6EL-IIIe

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I. Elements: demonstrates creates simple printmaking
1. COLORS understanding of (silkscreen) designs on t-shirts The learner…
1.1 primary blended shapes, colors, values, and posters.
with secondary and and the principles of 5. realizes that art processes,
intermediate colors emphasis, contrast, and describes the basic concepts elements, and principles
2. SHAPES harmony in printmaking and principles of basic still apply even with the
2.1 letters and geometric and photography using photography. use of technologies.
shapes new technologies. 6. understands concepts and A6PL-IIIf
3. VALUES/TONES principles of photography.
lightness and darkness
II. Principles: 7. identifies the parts and
4. EMPHASIS functions of the camera
A6PR-IIIg
5. CONTRAST (point and shoot or phone
5.1 shapes and colors camera).
6. HARMONY 8. applies composition skills to
6.1 letters, shapes, colors produce a printed A6PR-IIIh
photograph for a simple
III. Process: photo essay.
7. PRINTMAKING 9. participates in
(silkscreen printing) school/district exhibit and
8. BASIC PHOTOGRAPHY culminating activity in
celebration of the National
Arts Month (February)
GRADE 6- FOURTH QUARTER
I. Elements: The learner… The learner… SCULPTURE –
1. SHAPES PACKAGE/PRODUCT
1.1 letters and geometric demonstrates creates an actual 3-D digitally- DESIGN (Paper Bag)
shapes understanding of enhanced paper bag for a
2. COLORS shapes, colors, and the product or brand. The learner…
A6EL-IVa
2.1 primary blended principles of contrast
with secondary and and harmony through applies concepts on the use of 1. knows that design
intermediate colors the use of new media in new technologies (hardware principles and elements
creating audio-video art and software) in creating an relates to everyday objects.
II. Principles: and product or package audio-video art/animation. 2. appreciates the elements
3. CONTRAST design. and principles applied in A6PL-IVa
3.1 of shapes and colors product design.

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STANDARDS STANDARDS MATERIALS
4. HARMONY demonstrates creates an actual 3-D digitally- 3. manifests understanding of
4.1 of letters, shapes, colors understanding of enhanced paper bag for a concepts on the use of
A6PR-IVb
shapes, colors, and the product or brand. software (commands,
III. Process: principles of contrast menu, etc.)
5. SCULPTURE – and harmony through applies concepts on the use of 4. utilizes art skills in using
PACKAGE/PRODUCT the use of new media in new technologies (hardware new technologies
and software) in creating an A6PR-IVc
DESIGN (paper bag) creating audio-video art (hardware and software) in
6. NEW MEDIA – AUDIO-VIDEO and product or package audio-video art/animation. package design.
ART or ANIMATION design. 5. creates an actual 3-D
(electronic collage) digitally-enhanced product A6PR-IVd
design for a paper bag.
NEW MEDIA – AUDIO-
VIDEO 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

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STANDARDS STANDARDS MATERIALS
I. Elements: demonstrates creates an actual 3-D digitally- The learner…
1. SHAPES understanding of enhanced paper bag for a
1.1 letters and geometric shapes, colors, and the product or brand. 6. realizes that art processes,
shapes principles of contrast elements and principles still
2 .COLORS and harmony through applies concepts on the use of apply even with the use of
2. 1 primary blended with the use of new media in new technologies (hardware technologies.
secondary and creating audio-video art and software) in creating an 7. appreciates the elements A6PL-IVe
intermediate colors and 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 A6PR-IVg
4.1 of letters, shapes, colors new technologies
(hardware and software)
III. Process: 10. creates an audio-video art A6PR-IVh
5. SCULPTURE – /animation promoting a
PACKAGE/PRODUCT product.
DESIGN (paper bag)
6. NEW MEDIA – AUDIO-VIDEO
ART or ANIMATION
(electronic collage)

GRADE 7

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 7- FIRST QUARTER

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
2. Crafts and Accessories, processes by characteristic elements of principles of art in the A7EL-Ib-1
and Body Ornamentation synthesizing and the arts of Luzon (highlands production of one’s arts
3. Architectures applying prior and lowlands) and crafts inspired by the

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4. Sculptures (gods/rituals) knowledge and skills arts of Luzon (highlands
5. Everyday objects 2. exhibit completed artworks and lowlands)
2. the salient features for appreciation and 2. identify characteristics of MISOSA5-module4
I. Elements of Art of the arts of Luzon critiquing arts and crafts in specific
6. Line (highlands and areas in Luzon (e.g., papier OHSP Arts Module
7. Shape and Form lowlands) by showing mâché [taka] from Paete, Q1- Lesson 2
8. Value the relationship of Ifugao wood sculptures A7EL-Ia-2
9. Color the elements of art [bul’ul], Cordillera jewelry
10. Texture and processes and pottery, tattoo, and
11. Space among culturally Ilocos weaving and pottery
diverse communities [burnay], etc.)
[Link] of Art in the country
12. Rhythm, Movement 3. reflect on and derive the
13. Balance 3. the Philippines as mood, idea, or message A7PL-Ih-1
14. Emphasis having a rich artistic emanating from selected
15. Harmony, and cultural artifacts and art objects
Unity, Variety tradition from 4. appreciate the artifacts and OHSP Arts Module
16. Proportion precolonial to art objects in terms of their Q1
III. Process present times A7PL-Ih-2
uses and their distinct use
17. Drawing and Painting of art elements and
18. Sculpture and Assemblage principles
19. Mounting an exhibit: 5. incorporate the design,
19.1 Concept form, and spirit of the
19.2 Content / labels A7PL-Ih-3
highland/lowland artifact
19.3 Physical layout 1. art elements and and object in one’s creation
Arts and Crafts of Luzon processes by 1. create artworks
(Highlands and synthesizing and showing the 6. trace the external (foreign) OHSP Arts Module
Lowlands) applying prior characteristic elements and internal (indigenous) Q1
1. Attire, Fabrics, and Tapestries knowledge and of the arts of Luzon influences reflected in the
2. Crafts and Accessories, skills (highlands and A7PL-Ih-4
design of an artwork and in
and Body Ornamentation lowlands) the making of a craft or
3. Architectures 2. the salient features artifact
4. Sculptures (gods/rituals) of the arts of Luzon 2. exhibit completed
5. Everyday objects (highlands and
lowlands) by
showing

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the relationship of artworks for 7. create crafts that can be OHSP Arts Module
I. Elements of Art the elements of art appreciation and locally assembled with Q1
6. Line and processes critiquing local materials, guided by
A7PR-Ic-e-1
[Link] and Form among culturally local traditional techniques
8. Value diverse communities (e.g., habi, lilip, etc).
9. Color in the country
[Link] 8. derive elements from
[Link] 3. the Philippines as traditions/history of a
having a rich artistic community for one’s A7PR-If-2
[Link] of Art and cultural tradition artwork
[Link], Movement from precolonial to 9. shows the relationship of OHSP Arts Module
[Link] present times the development of crafts Q1
[Link] in specific areas of the
[Link], Unity, country, according to
Variety A7PR-If-3
functionality, traditional
[Link] specialized expertise, and
III. Process availability of resources
[Link] and Painting (e.g. pottery, weaving,
[Link] and Assemblage jewelry, baskets)
[Link] an exhibit: 10. show the relationship of
19.1 Concept Luzon (highlands and
19.2 Content / labels lowlands) arts and crafts to
19.3 Physical layout Philippine culture,
traditions, and history
(Islamic influences,
Spanish heritage, and
1. art elements and American legacies in A7PR-Ih-4
processes by education, business,
Arts and Crafts of Luzon synthesizing and 1. create artworks modernization, and
(Highlands and Lowlands) applying prior showing the entertainment, as well as
1. Attire, Fabrics, and Tapestries knowledge and characteristic elements in indigenous practices,
2. Crafts and Accessories, skills of the arts of Luzon fiestas, and religious and
and Body Ornamentation (highlands and social practices)
3. Architectures 2. the salient features lowlands)
of the arts of
Luzon

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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 artworks for (highlands and lowlands)-
II. Elements of Art the elements of art appreciation and inspired arts and crafts in
6. Line and processes critiquing an organized manner
[Link] and Form among culturally
8. Value diverse communities
9. Color in the country
[Link]
[Link] 3. the Philippines as
having a rich artistic
II. Principles of Art and cultural tradition
[Link], Movement from precolonial to
[Link] present times
[Link]
[Link], Unity,
Variety
[Link]
III. Process
[Link] and Painting
[Link] and Assemblage
[Link] an exhibit:
19.1 Concept
19.2 Content / labels
19.3 Physical layout

GRADE 7- SECOND QUARTER

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

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2. Crafts and Accessories, applying prior Visayas crafts inspired by the arts
and Body Ornamentation knowledge and skills of MIMAROPA and the
3. Architectures Visayas
4. Sculptures (gods/rituals) 2. the salient features
5. Everyday objects of the arts of 2. identify characteristics of
MIMAROPA and the arts and crafts in specific
I. Elements of Art Visayan Islands by areas in MIMAROPA and
6. Line showing the the Visayas, Marinduque
7. Shape and Form relationship of the (Moriones masks),
8. Value elements of art and Palawan (Manunggul Jar),
9. Color processes among Mindoro (Hanunuo- A7EL-IIa-2
10. Texture culturally diverse Mangyan writing,
11. Space communities in the basketry, and weaving),
country Bohol (churches), Cebu
II. Principles of Art (furniture), Iloilo (culinary
3. the Philippines as arts and old houses),
12. Rhythm, Movement having a rich artistic Samar (Basey mats), etc.
13. Balance and cultural
14. Emphasis tradition from 3. reflect on and derive the
15. Harmony, Unity, Variety precolonial to mood, idea or message A7PL-IIh-1
Proportion present times emanating from selected
artifacts and art objects
III. Process
16. Drawing and Painting 4. appreciate the artifacts
17. Sculpture and Assemblage and art objects in terms of
A7PL-IIh-2
18. Mounting an exhibit: its utilization and its
18.1 Concept distinct use of art
18.2 Content / labels elements and principles
18.3 Physical layout
Arts and Crafts of MIMAROPA create artwork showing the 5. incorporate the design,
A7PL-IIh-3
(Mindoro, Marinduque, Romblon, 1. art elements characteristic elements of the form and spirit of
and Palawan) and the Visayas and processes arts of MIMAROPA and the artifacts and art objects
by synthesizing Visayas from MIMAROPA and the
and applying Visayas
1. Attire, Fabrics, and Tapestries
prior knowledge
and skills

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

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STANDARDS STANDARDS MATERIALS
4. Sculptures (gods/rituals) MIMAROPA and modernization, and
5. Everyday objects the Visayan entertainment, as well as
Islands by in indigenous practices,
I. Elements of Art showing the fiestas, and religious and
6. Line relationship of the social practices)
7. Shape and Form elements of art
8. Value and processes 11. mount an exhibit using
9. Color among culturally completed MIMAROPA-
10. Texture diverse Visayan-inspired arts and A7PR-IIg-5
11. Space communities in the crafts in an organized
country manner
II. Principles of Art
3. the Philippines as
12. Rhythm, Movement having a rich
13. Balance artistic and
14. Emphasis cultural tradition
15. Harmony, Unity, Variety from precolonial to
Proportion present times

III. Process
16. Drawing and Painting
[Link] and Assemblage
18. Mounting an exhibit:
18.1 Concept
18.2 Content / labels
18.3 Physical layout

GRADE 7- THIRD QUARTER

Arts and Crafts of Mindanao The learner… The learner… The learner…
1. Attire, Fabrics and Tapestries
2. Crafts and Accessories, and 1. art elements and 1. create artworks showing 1. analyze elements and
Body Ornamentation processes by the characteristic elements principles of art in the A7EL-IIIb-1
3. Architectures synthesizing and of 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

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

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STANDARDS STANDARDS MATERIALS
I. Elements of Art Mindanao by 6. trace the external OHSP Arts Module
6. Line showing the (foreign) and internal Q1
7. Shape and Form relationship of the (indigenous) influences A7PL-IIIh-4
8. Value elements of art and that are reflected in the
9. Color processes among design of an artwork and
10. Texture culturally diverse in the making of a craft
11. Space communities in the or artifact
country
II. Principles of Art 7. create crafts that can be
3. the Philippines as locally assembled with
12. Rhythm, Movement
having a rich artistic local materials, guided by
13. Balance A7PR-IIIc-e-1
and cultural tradition local traditional techniques
14. Emphasis
from precolonial to (e.g., habi, lilip, etc).
15. Harmony, Unity, Variety
present times
16. Proportion
8. derive elements from
A7PR-IIIf-2
traditions/history of a
III. Process
community for one’s
17. Drawing and Painting artwork
18. Sculpture and Assemblage
9. show the relationship of OHSP Arts Module
19. Mounting an exhibit:
the development of Q1
19.1 Concept
crafts in specific areas of
19.2 Content / labels
the country, according to
19.3 Physical layout
functionality, traditional A7PR-IIIf-3
specialized expertise, and
availability of resources
(e.g., pottery, weaving,
jewelry, and basketry)

Arts and Crafts of Mindanao 10. show the relationship of

1. art elements and 1. create artworks showing Mindanao’s arts and crafts
1. Attire, Fabrics and Tapestries
processes by the characteristic to Philippine culture,
2. Crafts and Accessories, and A7PR-IIIh-4
synthesizing and elements of the arts of traditions, and history,
Body Ornamentation
applying prior Mindanao particularly with Islamic
3. Architectures
knowledge and influences and indigenous
4. Sculptures (gods/rituals)
skills 2. exhibit completed (Lumad) practices
5. Everyday objects
artworks for appreciation
2. the salient features and critiquing

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STANDARDS STANDARDS MATERIALS
of the arts of 11. mount exhibit using A7PR-IIIg-5
I. Elements of Art Mindanao by completed Mindanao-
6. Line showing the inspired arts and crafts in
7. Shape and Form relationship of the an organized manner
8. Value elements of art and
9. Color processes among
10. Texture culturally diverse
11. Space communities in the
country
II. Principles of Art
12. Rhythm, Movement
13. Balance 3. the Philippines as
14. Emphasis having a rich artistic
15. Harmony, Unity, Variety and cultural tradition
16. Proportion from precolonial to
present times
III. Process
17. Drawing and Painting
18. Sculpture and Assemblage
19. Mounting an exhibit:
19.1 Concept
19.2 Content / labels
19.3 Physical layout

GRADE 7- FOURTH QUARTER

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
2. Obando, Bulacan – elements (sound, attire with accessories theatrical forms celebrated
Fertility Dance music, gesture, based on authentic festival all over the country
3. Marinduque- Moriones movement ,and costumes throughout the year

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

I. Elements of Art as Applied

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

II. Principles of Arts 1. how theatrical 1. create appropriate festival 6. analyze the uniqueness of
21. Rhythm, Movement elements (sound, attire with accessories each group’s performance A7PR-IVh-2
22. Balance music, gesture, based on authentic festival of their selected festival
23. Emphasis movement ,and costumes or theatrical form
24. Harmony, Unity, Variety costume) affect the

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25. Proportion creation and 2. create/improvise 7. choreograph the
communication of appropriate sound, movements and gestures
meaning in Philippine music, gesture, reflecting the mood of the A7PR-IVe-f-3
III. Process Festivals and movements, and costume selected Philippine
26. Designing for stage, costume, Theatrical Forms as for a chosen theatrical festival/theatrical form
and props for a theatrical influenced by history composition
play or festival and culture 8. improvise accompanying
27. Choreographing [Link] part in a chosen sound and rhythm of the A7PR-IVe-f-4
movement patterns and 2. theater and festival or in a performance in Philippine festival/theatrical
figures performance as a a theatrical play form
28. Recreating a Philippine festival synthesis of arts and
or staging a theatrical form a significant 9. perform in a group
expression of the showcase of the selected
celebration of life in Philippine festival/theatrical
various Philippine form
communities A7PR-IVg-5

GRADE 8

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

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STANDARDS STANDARDS MATERIALS

GRADE 8- FIRST QUARTER

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
Lao PDR, Brunei , and Singapore processes by the characteristic elements principles of art in the
1. Attire, Fabrics and Tapestries synthesizing and of the arts of Southeast production of arts and A8EL-Ib-1
2. Crafts and Accessories, and applying prior Asia crafts inspired by the
Body Ornamentation knowledge and cultures of Southeast Asia
3. Architectures skills 2. exhibit completed artworks
4. Sculptures (gods/rituals) for appreciation and 2. identify characteristics of OHSP Arts Module
5. Everyday objects 2. the salient features critiquing arts and crafts in specific Q2 – Lesson 5
of the arts of countries in Southeast
I. Elements of Art Southeast Asia by Asia: Indonesia (batik,
6. Line showing the Wayang puppetry);
7. Shape and Form relationship of the Malaysia (modern batik,
8. Value elements of art wau, and objects made A8EL-Ia-2
9. Color and processes from pewter); Thailand
10. Texture among culturally (silk fabrics and Loi
11. Space diverse Kratong Lantern Festival);
communities in the Cambodia (AngkorWat and
II. Principles of Art region ancient temples);
12. Rhythm, Movement Singapore (Merlion), etc.
13. Balance 3. Southeast Asian
14. Emphasis countries as 3. reflect on and derive the
15. Harmony, Unity, and Variety having a rich mood, idea, or message A8PL-Ih-1
16. Proportion artistic and cultural from selected artifacts and
tradition from art objects
III. Process prehistoric to
17. Drawing and Painting present times 4. appreciate the artifacts OHSP Arts Module
18. Sculpture and Assemblage and art objects in terms Q2 pp.14-16
19. Batik processes of their utilization and A8PL-Ih-2
20. Mounting an exhibit: their distinct use of art
20.1 Concept elements and principles
20.2Content / labels
21. Physical layout 1. create artworks showing the
characteristic elements of 5. incorporate the design, A8PL-Ih-3

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processes by

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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 design of an artwork and
and processes in the making of a craft
among culturally or artifact
diverse
communities in the 7. create crafts that can be OHSP Arts Module
region locally assembled with Q2 pp.17-23
local materials, guided by A8PR-Ic-e-1
3. Southeast Asian local traditional techniques
countries as (e.g.,batik, silk weaving,
having a rich etc.)
artistic and cultural 8. derive elements from
tradition from traditions/history of
A8PR-If-2
prehistoric to a community for
present times one’s
artwork
9. show the relationship of OHSP Arts Module
the development of crafts Q2
in specific countries in
Southeast Asia, according
to functionality, A8PR-If-3
traditional specialized
expertise and availability
of resources (e.g.,
pottery, weaving, jewelry,
and basketry)

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STANDARDS STANDARDS MATERIALS
ARTS OF SOUTHEAST ASIA 1. art elements and 1. create artworks showing 10. show the commonalities
Indonesia, Malaysia, Thailand, processes by the characteristic elements and differences of the
A8PR-Ih-4
Cambodia, Myanmar, Vietnam, synthesizing and of the arts of Southeast culture of the Southeast
Lao PDR, Brunei , and Singapore applying prior Asia Asian countries in relation
1. Attire, Fabrics and Tapestries knowledge and to Philippine culture
2. Crafts and Accessories, and skills 2. exhibit completed artworks
Body Ornamentation for appreciation and 11. mount an exhibit using A8PR-Ig-5
3. Architectures 2. the salient features critiquing completed Southeast
4. Sculptures (gods/rituals) of the arts of Asian-inspired arts and
5. Everyday objects Southeast Asia by crafts in an organized
showing the manner
I. Elements of Art relationship of the
6. Line elements of art
7. Shape and Form and processes
8. Value among culturally
9. Color diverse
10. Texture communities in the
11. Space region

II. Principles of Art 3. Southeast Asian

12. Rhythm, Movement countries as
13. Balance having a rich
14. Emphasis artistic and cultural
15. Harmony, Unity, and Variety tradition from
16. Proportion prehistoric to
present times
III. Process
17. Drawing and Painting
18. Sculpture and Assemblage
19. Batik processes
20. Mounting an exhibit:
20.1 Concept
20.3Content / labels
21. Physical layout

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GRADE 8- SECOND QUARTER

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

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STANDARDS STANDARDS MATERIALS
ARTS OF EAST ASIA 1. art elements and 1. create artworks showing 6. trace the external OHSP Arts Module
processes by the characteristic (foreign) and internal Q2
China, Japan, and Korea synthesizing and elements of the arts of (indigenous) influences
A8PL-IIh-4
1. Attire, Fabrics, and Tapestries applying prior East Asia that are reflected in the
2. Crafts and Accessories, and knowledge and design of an artwork
Body Ornamentation skills 2. exhibit completed artworks and in the making of a
3. Architectures for appreciation and critiquing craft
4. Sculptures (gods/rituals) 2. the salient features 7. create crafts that can be OHSP Arts Module
5. Everyday objects of the arts of East locally assembled with Q2 pp.8
Asia by showing local materials, guided by A8PR-IIc-e-1
I. Elements of Art the relationship of local traditional techniques
6. Line the elements of art (e.g., Gong-bi, Ikat, etc.)
7. Shape and Form and processes
8. Value among culturally 8. derive elements from
9. Color diverse traditions/history of a A8PR-IIf-2
10. Texture communities in the community for one’s
11. Space region artwork

II. Principles of Art 3. East Asian 9. show the relationship of OHSP Arts Module
12. Rhythm, Movement countries as having the development of Q2
13. Balance a rich artistic and crafts in specific
14. Emphasis cultural tradition countries in East Asia
15. Harmony, Unity, Variety A8PR-IIf-3
from prehistoric to according to
16. Proportion present times functionality, traditional
specialized expertise, and
III. Process availability of resources
17. Drawing and Painting (e.g., pottery, weaving,
18. Sculpture and Assemblage jewelry, and basketry)
19. Printing 10. show the commonalities
20. Mounting an exhibit: and differences of the A8PR-IIh-4
a. Concept cultures of the East Asian
b. Content / Labels countries in relation to
Philippine culture

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c. Physical layout 11. mount an exhibit using
completed East Asian-
A8PR-IIg-5
inspired crafts in an
organized manner

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GRADE 8- THIRD QUARTER
ARTS OF SOUTH, WEST AND The learner… The learner… The learner… OHSP Arts Module
CENTRAL ASIA Q2 pp.13
Examples: 1. art elements and 1. create artworks showing 1. analyze elements and
South Asia– India processes by the characteristic principles of art in the
West Asia – Iran, Saudi Arabia, synthesizing and elements of the arts of production of arts and
and Turkey applying prior South, West, and Central crafts inspired by the A8EL-IIIb-1
Central Asia – Pakistan, Tibet knowledge and Asia cultures of South Asia,
1. Attire, Fabrics and Tapestries skills West Asia, and Central Asia
2. Crafts and Accessories, and 2. exhibits completed artworks
Body Ornamentation 2. the salient features for appreciation and
3. Architectures of the arts of critiquing 2. identify characteristics of OHSP Arts Module
4. Sculptures (gods/rituals) South, West, and arts and crafts in specific Q2 pp.13
5. Everyday objects Central Asia by countries in South, West,
showing the and Central Asia: India
I. Elements of Art relationship of the (rangoli, katak, mendhi, A8EL-IIIa-2
6. Line elements of art and diwali); Saudi Arabia
7. Shape and Form processes among (carpet design); Pakistan
8. Value culturally diverse (truck art); and Tibet
9. Color communities in the (mandala), etc
10. Texture region
11. Space 3. reflect on and derive the
3. that the South, mood, idea or message A8PL-IIIh-1
II. Principles of Art West, and Central from selected artifacts and
12. Rhythm, Movement Asian countries art objects
13. Balance have a rich, artistic
14. Emphasis and cultural 4. appreciate the artifacts
15. Harmony, Unity, Variety tradition from and art objects in terms
16. Proportion prehistoric to of their utilization and A8PL-IIIh-2
present times their distinct use of art
III. Process elements and principles
17. Drawing and Painting
18. Sculpture and Assemblage
19. Printing 5. incorporate the design,
A8PL-IIIh-3
20. Mounting an exhibit: form, and spirit of South,
20.1 Concept West, and Central Asian
artifacts and objects to

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STANDARDS STANDARDS MATERIALS
20.2 Content / Labels 1. art elements and 1. create artworks showing one’s creation
20.3 Physical layout processes by the characteristic
synthesizing and elements of the arts of
applying prior South, West, and Central 6. trace the external OHSP Arts Module
knowledge and Asia (foreign) and internal Q2
skills (indigenous) influences
A8PL-IIIh-4
2. exhibits completed artworks that are reflected in the
2. the salient features for appreciation and design of an artwork and
of the arts of critiquing in the making of a craft
South, West, and
Central Asia by 7. create arts and crafts that
showing the can be locally assembled
relationship of the with local materials,
A8PR-IIIc-e-1
elements of art and guided by local traditional
processes among techniques (e.g.,
culturally diverse Ghonghdis, Marbling
communities in the Technique, etc.)
region
3. that the South, 8. derive elements from
A8PR-IIIf-2
West, and Central traditions/history of
Asian countries a community for
have a rich, artistic one’s
and cultural artwork
tradition from 9. show the relationship of
prehistoric to the development of crafts
present times in specific countries in
South Asia, West Asia, and A8PR-IIIf-3
Central Asia, according to
functionality, traditional
specialized expertise, and
availability of resources

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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

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11. mount an exhibit using
completed South-West-
Central Asian-inspired A8PR-IIIg-5
crafts in an organized
manner
GRADE 8- FOURTH QUARTER
Festivals and Theatrical Forms of The learner… The learner… The learner…
Asia
1. how theatrical 1. create appropriate festival 1. identify selected festivals
1. Thailand – Lantern Festival elements (sound, attire with accessories and theatrical forms A8EL-IVa-1
2. Japan – Kodo Taiko music, gesture, based on authentic celebrated all over the
Drum Festival movement, and festival costumes Asian region
Representative Asian Theatrical costume) affect the
Forms creation and 2. create/improvise 2. research on the history of
3. Kabuki communication of appropriate sound, the festival and theatrical
4. Noh meaning in Asian music, gesture, forms and its evolution,
5. Wayang Kulit A8EL-IVb-2
Festivals and movements, and costume and describe how the
6. Peking Opera Theatrical Forms as for a chosen theatrical community participates and
influenced by composition contributes to the event
I. Elements of Art as Applied history and culture
to Asian Theater and 3. take part in a chosen 3. identify the elements
Festivals: 2. theater and festival or in a and principles of arts as
A8PL-IVc-1
7. Sound & Music performance as a performance in a manifested in Asian
8. Gesture, Movement, and Dance synthesis of arts theatrical play festivals and theatrical
9. Costume, Mask, Makeup, and a significant forms
and Accessories expression of the
10. Spectacle celebration of life in 4. define what make each of
various Asian the Asian Festivals and
A8PL-IVh-2
II. Principles of Art communities Theatrical forms unique
11. Rhythm, Movement through a visual
12. Balance presentation
13. Emphasis 5. design the visual elements
14. Harmony, Unity, and Variety and components of the A8PR-IVd-1
15. Proportion selected festival or
theatrical form through
III. Process costumes, props, etc.

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16. Designing for stage, costume,

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CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
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 of their selected festival
patterns and figures movement, and festival costumes or
Recreating an Asian festival or costume) affect the theatrical form
staging a theatrical form creation and 2. create/improvise 7. show the relationship of
communication of appropriate sound, the selected Asian festival
meaning in Asian music, gesture, and the festival in the A8PR-IVh-3
Festivals and movements, and costume Philippines in terms of
Theatrical Forms as for a chosen theatrical form and reason for
influenced by composition holding the
history and culture celebration
3. take part in a chosen 8. choreograph the
2. theater and festival or in a movements and gestures
A8PR-IVe-f-4
performance as a performance in a reflecting the mood of
synthesis of arts theatrical play the selected
and a significant festival/theatrical form of
expression of the Asia
celebration of life in 9. mprovise accompanying
various Asian sound and rhythm of the A8PR-IVe-f-5
communities selected festival/ theatrical
form of Asia

10. perform in a group A8PR-IVg-6

showcase of the selected
festival/theatrical form

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GRADE 9

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 9- FIRST QUARTER

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

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art periods

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CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
WESTERN AND CLASSICAL ART 1. art elements 1. perform / participate 8. create artworks guided by
TRADITIONS and processes competently in a techniques and styles of
A9PR-Ic-e-1
I. Ancient Art by synthesizing presentation of a Western Classical art
1. Prehistoric Art and applying creative impression traditions
prior knowledge (verbal/nonverbal) of a
II. Classical Art and skills particular artistic period 9. describe the influence of
2. Egyptian Art iconic artists belonging to A9PR-Ic-e-2
20. Greek Art 2. the arts as integral 2. recognize the difference Western Classical art on
21. Roman Art to the development and uniqueness of the the evolution of art forms
of organizations, art styles of the different
[Link] Art spiritual belief, periods (techniques, 10. apply different media
22. Byzantine historical events, process, elements, and techniques and processes
23. Romanesque scientific principles of art) to communicate ideas,
24. Gothic A9PR-Ic-e-3
discoveries, natural experiences, and stories
disasters/ showing the
IV. Principles of Art occurrences, and characteristics of Western
[Link], Movement other external Classical art traditions
[Link] phenomena
27. Emphasis 11. evaluate works of art in
28. Harmony, Unity, and Variety terms of artistic concepts
29. Proportion and ideas using criteria A9PR-If-4
from the Western Classical
V. Process: art traditions
30. Painting and/ or Drawing
31. Sculpture and Assemblage 12. show the influences of the
32. Mounting an exhibit: Western Classical art
33. Concept A9PR-1f-5
traditions to Philippine art
34. Content / form
Labels Physical layout
13. mount an exhibit using
completed Western
Classical art tradition
A9PR-Ig-6

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CONTENT LEARNING COMPETENCY CODE
STANDARDS 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 principles in the
1. Michelangelo synthesizing and presentation of a production of work
A9EL-IIb-1
2. Leonardo Da Vinci applying prior creative impression following a specific art
3. Raphael knowledge and (verbal/nonverbal) of a style
4. Donatello skills particular artistic period
2. identify distinct
[Link] Artists 2. the arts as integral 2. recognizes the difference characteristics of arts
5. Carravaggio to the development and uniqueness of the during the A9EL-IIa-2
6. Rubens of organizations, art styles of the different Renaissance and
7. Velasquez spiritual belief, periods (techniques, Baroque periods
8. Rembrandt historical events, process, elements, and 3. identify representative
9. Bernini scientific principles of art) artists from Renaissance
A9EL-IIa-3
discoveries, natural and Baroque periods
III. Principles of Art disasters/
10. Rhythm, Movement occurrences, and 4. reflect on and derive the
11. Balance other external mood, idea or message
A9PL-IIh-1
12. Emphasis phenomena from selected artworks
13. Harmony, Unity, and Variety
14. Proportion 5. determine the use or
function of artworks by
IV. Process: evaluating their
A9PL-IIh-2
15. Painting and/ or Drawing utilization and
16. Sculpture and Assemblage combination of art
17. Mounting an exhibit: elements and principles
17.1 Concept 6. use artworks to derive
17.2 Content / Labels the traditions/history of
A9PL-IIh-3
17.3 Physical layout an art period

7. compare the
characteristics of
A9PL-IIh-4
artworks produced in
the

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different art periods

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

13. mount an exhibit using

completed Renaissance
A9PR-IIg-6
and the Baroque
periods

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CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 9- THIRD QUARTER

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
1. David synthesizing and presentation of a production of work
2. Ingres applying prior creative impression following a specific art A9EL-IIIb-1
3. Goya knowledge and (verbal/nonverbal) from style from the Neoclassic
skills the Neoclassic and and Romantic periods
[Link] Romantic periods
4. Goya 2. the arts as integral 2. identify distinct
5. Delacroix to the 2. recognize the difference characteristics of arts
6. Gericault development of and uniqueness of the during the Neoclassic and A9EL-IIIa-2
organizations, art styles of the different Romantic periods
III. Principles of Art spiritual belief, periods (techniques,
7. Rhythm, Movement historical events, process, elements, and 3. identify representative
8. Balance scientific principles of art) artists from the Neoclassic
A9EL-IIIa-3
9. Emphasis discoveries, natural and Romantic periods
10. Harmony, Unity, and Variety disasters/
11. Proportion occurrences, and 4. reflect on and derive the
other external mood, idea, or message A9PL-IIIh-1
IV. Process: phenomena from selected artworks

12. Painting and/ or Drawing 5. determine the use or

13. Sculpture function of artworks by
14. Mounting an exhibit: evaluating their utilization A9PL-IIIh-2
14.1 Concept and combination of art
14.2 Content / Labels elements 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 A9PL-IIIh-4
artworks

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produced in the Neoclassic

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS 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
synthesizing and presentation of a creative techniques and styles of
I. Neoclassic applying prior impression the Neoclassic and A9PR-IIIc-e-1
1. David knowledge and (verbal/nonverbal) from the Romantic periods (e.g.,
2. Ingres skills Neoclassic and Romantic linear style and painterly
3. Goya periods style)
2. the arts as integral 9. describe the influence of
II. Romantic to the 2. recognize the difference iconic artists belonging to A9PR-IIIc-e-2
4. Goya development of and uniqueness of the the Neoclassic and
5. Delacroix organizations, art styles of the different Romantic periods
6. Gericault spiritual belief, periods (techniques,
historical events, process, elements, and 10. apply different media
III. Principles of Art scientific principles of art) techniques and processes
7. Rhythm, Movement discoveries, natural to communicate ideas,
8. Balance disasters/ experiences, and stories A9PR-IIIc-e-3
9. Emphasis occurrences, and showing the
10. Harmony, Unity, and Variety other external characteristics of the
11. Proportion phenomena Neoclassic and Romantic
periods
IV. Process: 11. evaluate works of art in
terms of artistic concepts
12. Painting and/ or Drawing and ideas using criteria
A9PR-IIIf-4
13. Sculpture from the Neoclassic and
14. Mounting an exhibit: Romantic periods
14.1 Concept
14.2 Content / Labels 12. show the influences of
14.3 Physical layout Neoclassic and Romantic
periods on Philippine art A9PR-IIIf-4
forms

13. mount exhibit using

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

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CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 9- FOURTH QUARTER

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

IV. Process 7. show the influences of the A9PR-IVh-6

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

2. theater and 9. improvise accompanying

performance as a sound and rhythm needed
synthesis of arts in the effective delivery of
A9PR-IVe-f-3
a 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

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GRADE 10

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 10- FIRST QUARTER

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 (verbal/nonverbal) from style from the various art
f. Abstract Realism skills the various art movements
g. Pop Art movements
h. Op Art 2. the arts as integral 2. identify distinct
i. Performance Art to the development 2. recognize the difference characteristics of arts from
A10EL-Ia-2
j. Happenings and Mob of organizations, and uniqueness of the the various art movements
spiritual belief, art styles of the various
historical events, art movements 3. identify representative
I. Principles of Art scientific (techniques, process, artists and Filipino
1. Rhythm, Movement discoveries, natural elements, and principles counterparts from the A10EL-Ia-3
2. Balance disasters/ of art) various art movements
3. Emphasis occurrences and
4. Harmony, Unity, and Variety other external 4. reflect on and derive the
5. Proportion phenomenon mood, idea, or message
A10PL-Ih-1
from selected artworks
II. Process:
6. Painting and/ or Drawing 5. determine the role or
7. Sculpture and Assemblage function of artworks by
8. Mounting an exhibit: evaluating their utilization
A10PL-Ih-2
8.1 Concept and combination of art
8.2 Content / Labels elements and principles
8.3 Physical layout
6. use artworks to derive the A10PL-Ih-3
traditions/history of the
various art movements
7. compare the
A10PL-Ih-4
characteristics of

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
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 (verbal/nonverbal) from techniques and styles of
d. Dadaism skills the various art the various art movements A10PR-Ic-e-1
e. Surrealism movements (e.g., Impasto, Encaustic,
f. Abstract Realism 2. the arts as integral etc.)
g. Pop Art to the development 2. recognize the difference
h. Op Art of organizations, and uniqueness of the 9. describe the influence of
i. Performance Art spiritual belief, art styles of the various iconic artists belonging to A10PR-Ic-e-2
j. Happenings and Mob historical events, art movements the various art movements
scientific (techniques, process,
discoveries, natural elements, and principles 10. apply different media
I. Principles of Art disasters/ of art) techniques and processes
1. Rhythm, Movement occurrences and to communicate ideas,
2. Balance other external experiences, and stories
[Link] phenomenon showing the
A10PR-Ic-e-3
[Link], Unity, and Variety characteristics of the
[Link] various art movements
(e.g., the use of industrial
II. Process: materials or found
6. Painting and/ or Drawing objects, Silkscreen
7. Sculpture and Assemblage Printing, etc.)
8. Mounting an exhibit: 11. evaluate works of art in
8.1 Concept terms of artistic concepts
A10PR-If-4
8.2 Content / Labels and ideas using criteria
8.3 Physical layout from the various art
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
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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

GRADE 10- SECOND QUARTER

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 (video clips and printed media the technology-based
videos) in arts using art such as posters, menus, production arts
2. Computer-generated Images elements 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
4. Video Games available technologies, e.g., during in the 21st
5. Digital Painting and Imaging food and fashion century in terms of:
A10EL-IIa-2
Videos – TV & Film 2.1 production
2.2 functionalityrange
of audience reach
II. Principles of Art
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 adaptation by Philippine
Variety Proportion artists
4. realize that technology is
[Link]: an effective and vibrant
10. computer manipulation tool for empowering a
11. light setting person to express his/her
12. digital enhancements A10PL-IIh-1
ideas, goals, and
13. printing advocacies, which elicits
14. digital circulation immediate action

5. determine the role or

function of artworks by
evaluating their utilization
A10PL-IIh-2
and combination of art
elements and principles

6. use artworks to derive the

TECHNOLOGY-BASED ART new technologies that create a tech-based artwork A10PL-IIh-3
traditions/history of a

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
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
3. Digital Photography (DLSR and available technologies, e.g., 7. compare the
Point-and-Shoot) food and fashion characteristics of
A10PL-IIh-4
4. Video Games artworks in the21st
5. Digital Painting and Imaging century
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
9. Harmony, Unity, and centuryon the evolution of
Variety Proportion various forms of art

III. Process: 10. apply different media

10. computer manipulation techniques and processes
11. light setting to communicate ideas,
12. digital enhancements experiences, and stories
13. printing showing the
14. digital circulation A10PR-IIb-e-3
characteristics of 21st-
centuryart (e.g., 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-
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CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
based artworks
GRADE 10- THIRD QUARTER
MEDIA-BASED ARTS AND The learner… The learner… The learner...
DESIGN IN THE PHILIPPINES
1. art elements and create artworks using 1. identify art elements in A10EL-IIIb-1
I. Photography processes by available media and natural the 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
[Link] ecotourism, and economic artists as well as distinct
1. Brillante Mendoza 2. new technologies and livelihood projects characteristics of media- A10EL-IIIa-2
2. Maryo J. de los Reyes that allow new based arts and design in
3. Laurice Guillen expressions in the Philippines
the arts 3. realize that Filipino
ingenuity is distinct,
III. Animation exceptional, and on a par A10PL-IIIh-1
4. Animation Council of with global standards
the Philippines
5. Philippine Animation Studio 4. determine the role or
Inc. function of artworks by
evaluating their utilization
A10PL-IIIh-2
IV. Print Media and combination of art
6. Advertisements elements and principles
7. Comic books
5. use artworks to derive the
V. Digital Media traditions/history of a A10PL-IIIh-3
8. Webpage Design community
9. Game Development
6. create artworks that can
be assembled with local A10PR-IIIc-e-1
materials

7. describe the
characteristics of media- A10PR-IIIc-e-2
based arts and design in
1. art elements and create artworks using the Philippines

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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
VI. Innovations in Product processes by available media and natural
& Industrial Design synthesizing and resources on local topics,
10. Kenneth Cobonpue, Monique applying prior issues, and concerns such as 8. apply different media
Lhuillier, Josie Natori, Lulu knowledge and skills environmental advocacies techniques and processes
Tan Gan, Ditas Sandico-Ong, ecotourism, and economic to communicate ideas,
Rajo Laurel, Aze Ong 2. new technologies and livelihood projects experiences, and stories
A10PR-IIIc-e-3
that allow new (the use of software to
expressions in the enhance/animate images
VII. Principles of Art arts like Flash, Movie Maker,
11. Rhythm, Movement Dreamweaver, etc.)
12. Balance
13. Emphasis 9. evaluate works of art in
14. Harmony, Unity, terms of artistic concepts
and and ideas using criteria
VarietyProportion appropriate for the style A10PR-IIIf-4
or form of media-based
VIII. Process: arts and design
15. painting
16. drawing 10. mount a media-based
17. constructing exhibit of completed
artworks A10PR-IIIg-5
18. assembling
19. printing
20. 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 Groups elements (sound, costumes, props, set theme is communicated in
1. PETA music, gesture, accessories, costumes a selected performance
A10EL-IVb-4
2. Repertory Philippines movement, and improvised lighting and through the integration of
3. Trumpets costume) affect the other décor for Philippine musical sounds, songs,
4. Tanghalang Pilipino creation and plays dialogue and dance
5. New Voice Company communication of 2. analyzes examples of
6. Atlantis Productions meaning in a theater 2. create/improvise plays based on theatrical
A10EL-IVa-2
play/performance appropriate sound, forms, and elements of
II. Local Performing Groups art

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III. Roles in a production incorporated with music, gesture, and as applied to performance
media movements for a chosen 3. illustrate how the different A10EL-IVc-3
theatrical

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STANDARDS STANDARDS MATERIALS
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
each original performance A10PL-IVh-1
10. stage manager synthesis of arts performance inspired by
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
IV. Elements of Art as Applied design,
to an Original Performance: costume, props, etc.)
13. Sound & Music 6. assume the role of a
14. Gesture, Movement, character as an
and Dance actor/performance, or
A10PR-IVh-2
15. Costume, Mask, Makeup, production staff
and Accessories (director,
16. Spectacle choreography, light
designer, stage manager)
V. Principles of Art 7. analyze the uniqueness
17. Rhythm, Movement of the group that was
18. Balance given recognition for its
A10PR-IVh-3
19. Emphasis performance and explain
20. Harmony, Unity, and Variety what component
21. Proportion contributed to its selection
8. contribute to the
VI. Process conceptualization of an A10PR-IVd-4
22. Designing for stage, original performance
costume, and props of a 9. choreograph the
selected theatrical play movements and gestures
23. Choreographing needed in the effective
A10PR-IVf-g-5
movement patterns and delivery of an original
figures performance with the
use
of media
10. improvise accompanying
sound and rhythm needed
in the effective delivery of A10PR-IVf-g-6
an original performance
with the use of different
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media

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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

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

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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.

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

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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.

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

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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,
Geometric
prism, pyramid

Gong-bi Realist technique in Chinese painting

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

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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

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
Line and has neither thickness nor [Link] 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

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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

material, such as pencil, pen, waercolors, oil paint, pastel, acrylic paint, clay,wood, stone, found objects, etc., used to create art. Plural
Medium
is 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

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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

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,

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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

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

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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

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.

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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

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

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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

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CODE BOOK LEGEND

Sample: A10PR-If-4

LEGEND 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
Quarter First Quarter I
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between
Week Week six f
letters to indicate more than
a specific week
-
Evaluate works of art in
terms of artistic concepts
Arabic Number Competency and ideas using criteria 4
from the various art
movements

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REFERENCES

Bureau of Elementary Education, 2002 Basic Education Curriculum. (Pasig City: Department of Education, 2002)

Bureau of Elementary Education, 2002 Philippine Elementary Learning Competencies. (Pasig City: Department of Education, 2002)

Bureau of Public Schools, Art Education Section, Art Education in the Elementary. (Manila: Department of Education, 1969)

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City,

1991. 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

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