Draft PSG For The Bachelor of Culture and Arts Education Program 1

Draft as of November 8, 2016
CHED MEMORANDUM ORDER (CMO)
No. ______
Series of ______
SUBJECT: POLICIES AND STANDARDS FOR BACHELOR OF CULTURE AND ARTS

EDUCATION (BCAE) PROGRAM
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as
the “Higher Education Act of 1994,” and in pursuance of an outcomes-based quality assurance
system as advocated under CMO 46 s. 2012, the following policies, standards and guidelines
(PSGs) are hereby adopted and promulgated by the Commission.
ARTICLE I
INTRODUCTION
Section 1 Rationale and Background
Based on the Guidelines for the Implementation of CMO 46 s 2012, this PSG
implements the “shift to learning competency-based standards/outcomes-based
education” in response to the 21st Century Philippine Teacher Education
Framework. It specifies the ‘core competencies’ expected of Bachelor of Culture
and Arts Education graduates “regardless of the type of HEI they graduated from.”
However, in “recognition of the spirit of outcomes-based education and of the
typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the
curriculum in line with the assessment of how best to achieve learning outcomes in
their particular contexts and their respective missions.”
ARTICLE II
AUTHORITY TO OPERATE
Section 2 Government Recognition

All private higher education institutions (PHEIs) intending to offer Bachelor of
Culture and Arts Education (BCAE) must first secure proper authority from the
Commission in accordance with these PSGs. State Universities and Colleges (SUCs),
and Local Universities and Colleges (LUCs) should strictly adhere to the provisions
in these policies and standards.
Draft PSG for Cultural and Arts Education as of November 8, 2016 Page 1
ARTICLE III
GENERAL PROVISIONS
Section 3 The Articles that follow give minimum standards and other requirements and
prescriptions. The minimum standards are expressed as a minimum set of desired
program outcomes in Article IV Section 6. The Technical Committee designed a
curriculum to attain these outcomes. This curriculum in Article V Section 8 is a
sample curriculum. The number of units for this curriculum is here prescribed as
the “minimum unit requirement” under Section 13 of RA 7722. In designing the
curriculum, the Technical Committee employed a curriculum map shown in Article
V Section 9 as a sample curriculum map.
Using a learner-centered/outcomes-based approach the Technical Committee also

determined appropriate curriculum delivery methods shown in Article V Section
10. The sample course syllabi given in Article V Section 11 illustrate some of these
methods.
Based on the curriculum and the means of its delivery, the Technical Committee
determined the physical resource requirements for the library, laboratories and
other facilities and the human resource requirements in terms of administration
and faculty. See Article VI.
Section 4 The HEIs are allowed to design curricula suited to their own contexts and missions
provided that they can demonstrate that these lead to the attainment of the
required minimum set of outcomes, albeit by a different route. In the same vein,
they have latitude in terms of curriculum delivery and in terms of specifying and
deploying human and physical resources as long as they can show that the
attainment of the program outcomes and satisfaction of program educational
objectives are assured by the alternative means they propose.
The HEIs can use the CHED Implementation Handbook for Outcomes-Based
Education (OBE) and the Institutional Sustainability Assessment (ISA) as a
guide in making their submissions for Sections 16, 17 and 18 of Article VII.
This PSG is informed by the outcomes-based education per CMO No. 46, series of
2012, the New General Education Curriculum per CMO No. 20, series of 2013, the K
to 12 Curriculum per RA 10533, the National Heritage Act per RA No. 10066 and
the Philippine Qualifications Framework.
ARTICLE IV
PROGRAM SPECIFICATION
Section 5 Degree Name
5.1 Degree Name

The degree program shall be called Bachelor of Culture and Arts Education
(BCAE)
5.2 Nature of the Field of Study

Culture and Arts Education is a field of specialization engaged (i) in clarifying the
conceptual foundations of value-laden creative expressions such as visual arts,
music, theater, and dance, (ii) in defining its relations to other disciplines of
thought and action that address the fundamental question of what it means to
creatively express the condition of being human in changing life-worlds, (iii) in
analyzing the conditions and possibilities for crafting and asserting creative
expressions of being human in diverse contexts, and (iv) in developing programs
responsive to local and global contexts of production, circulation, and consumption
of creative expressions.
5.3 Program Goals

The BCAE program aims to produce highly motivated, creative, and reflexive
teachers in basic education equipped with knowledge, skills and values in culture
and arts education.
5.4 Specific Professions/Careers/Occupations for graduates

After completion of all academic requirements of the program, graduates of BCAE
should be able to practice
▪ a teaching profession in K to 12 for Music & Arts
▪ a teaching profession in the Special Program for the Arts (SPA)
▪ as a culture and arts coordinator at the school, district, division and regional
levels of the educational system
▪ in positions relating to culture and arts such as in tourism offices in the
LGUs, museum & arts galleries, and creative industries.
5.5 Allied Fields

The Bachelor of Culture and Arts Education (BCAE) program is an allied
discipline of Teacher Education, Bachelor of Music in Music Education, Dance
Education and Arts and Graphic Design.
Section 6 Program Outcomes
The minimum standards for the Bachelor of Education in Cultural Education

program are expressed in the following minimum set of learning outcomes:
6.1 Common to all programs in all types of schools
The graduates have the ability to:

 articulate well and discuss at length the latest developments in this specific
field of practice. (Philippine Qualifications Framework level 6 descriptor)
 communicate effectively in spoken and written forms in both English and

Filipino
 work effectively and independently in multi-disciplinary and multi-cultural
settings (PQF level 6 descriptor)
 act in recognition of professional, social, and ethical responsibility
 preserve and promote “Filipino historical and cultural heritage” (based on
RA 7722)
6.2 Common to the Teacher Education discipline

 Articulate the relationship of education to larger historical, social, cultural
and political processes.
 Facilitate learning using a wide range of teaching methodologies in various
settings and learning environments.
 Develop alternative teaching approaches for diverse learners.
 Apply skills in curriculum development, lesson planning, materials
development, instructional delivery and educational assessment.
 Demonstrate basic and higher levels of thinking skills in planning, assessing
and reporting.
 Practice professional and ethical teaching standards to respond to the
demands of the community.
 Pursue lifelong learning for personal and professional growth.
6.3 Specific to Culture and Arts Education
PO1 – Disciplinal Knowledge: Apply evidence-based practices crucial to

teaching and learning
PO2 – Pedagogical Practice: Apply multidisciplinary knowledge and skills in

culture, arts and design in the teaching-learning practice
PO3 – Competency and Proficiency in the Creative Expressions:

Demonstrate competence in program planning, implementation and evaluation
related artistic production
PO4 – Professional Accountability and Responsibility: Practice ethical

principles and guidelines governing arts production and research (e.g.
Copyright Laws, Indigenous cultural ownership)
6.4 Common to a horizontal type as defined in CMO 46, 2012

 Graduates of professional institutions demonstrate a service orientation to
one’s profession,
 Graduates of colleges participate in various types of employment,

development activities, and public discourses, particularly in response to
the needs of communities one serves
 Graduates of universities participate in the generation of new knowledge or
in research and development projects
Graduates of State Universities and Colleges must, in addition, have the

competencies to support “national, regional and local development plans”
(RA7722).
A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.
Section 7 Sample Performance Indicators

Program Outcomes Performance Indicators Courses
PO1-Disciplinal Knowledge: 1.1. Relate arts production and  Introduction to Cultural
Apply evidence-based consumption to social Education
practices crucial to teaching sciences and philosophy  Multiculturalism and
and learning 1.2. Analyze arts as social and Cultural Education
cultural expressions in  Philippine Cultural
various contexts Heritage
1.3. Articulate principles and  Concepts, Principles and
practices of creative Practice of Creative
expressions Expressions I, II, III, IV:
Music -12 units
Visual Arts- 12units
Dance- 12 units
Theater-12 units
 Electives
 Art Apprenticeship
 Technology for Teaching
and Learning in Culture
and Arts Education
 GE Courses
PO2 – Pedagogical Practice: 1.1. Demonstrate effective  All Professional Education
Apply multidisciplinary teaching strategies for Courses
knowledge and skills in creative expressions  Technology for Teaching
culture, arts and design in the 1.2. Integrate various and Learning in Culture
teaching-learning practice technologies in the and Arts Education
teaching of Arts  Concepts, Principles and
Practice of Creative
Expressions I, II, III, IV:
 Music -12 units
 Visual Arts- 12units
 Dance- 12 units
 Theater-12 units
and Arts Education
PO3 – Competency and 1.1. Plan music, arts, theatre,  Concepts, Principles and
Proficiency in the Creative and dance productions Practice of Creative
Expressions: Demonstrate 1.2. Perform and/or Mount Expressions I, II, III, IV:
competence in music, arts, theatre, and  Music -12 units
program planning, dance productions  Visual Arts- 12units
implementation and 1.3. Evaluate creative outputs  Dance- 12 units
evaluation related to artistic  Theater-12 units
production  Art Apprenticeship
 Art Practice in Different
Creative Industries
 Research I
 Culminating Project
and Arts Education
PO4 – Professional 1.1. Demonstrate  Concepts, Principles and
Accountability and understanding and Practice of Creative
Responsibility: Practice appreciation of ethical Expressions I, II, III, IV:
ethical principles and principles and guidelines  Music -12 units
guidelines governing arts governing arts production  Visual Arts- 12units
production and research (e.g. and research (e.g.  Dance- 12 units
Copyright Laws, Indigenous Copyright Laws,  Research I
cultural ownership) Indigenous cultural  Culminating Project
ownership)  Art Apprenticeship
1.2. Observe ethics in arts  Art Practices in Different
practice Creative Industries
and Arts Education
 GE Courses
PO5 – Research and 1.1. Apply appropriate  Research I – Methods in
Extension: Conduct applied theories and methods in Arts and Culture Research
research in culture and the research related to arts  Research II-Culminating
arts which will benefit local and culture Project
communities 1.2. Utilize research output
for the culminating
course project (e.g.
artistic production,
learning modules,
instructional materials)
which will benefit local
cultures and
communities
ARTICLE V
CURRICULUM
Section 8 Curriculum Description

The Bachelor of Culture and Arts Education program comprises general education
courses, core courses of teacher education and major courses in cultural education.
Higher Education Institutions offering the Bachelor of Education in Cultural
Education may exercise flexibility in their curricular offerings. However, the
following courses are prescribed as minimum requirements to be implemented.
Section 9 Sample Curriculum

The following courses are prescribed as minimum requirements for the offering of
BCAE program.
9.1 Components (Curriculum Outline)
No. of Equivalent Total

Courses Subjects Units per Number
Subject of Units
General Education Courses (CMO No. 20, series of 2013) 12 3 36
Core Professional Education Courses 42
Foundation Courses/Theories and Concepts 4
The Child and Adolescent Learning Principles 3

The Teaching Profession 3
The Teacher and the Community, School Culture and
3
Organizational Leadership
Foundation of Special and Inclusive Education 3
Pedagogical Content Knowledge (PCK) 6
Facilitating Learner-Centered Teaching and Learning 3
Assessment of Learning 1 3
Assessment of Learning 2 3
Technology for Teaching and Learning 1 3
The Teacher and the School Curriculum 3
Building and Enhancing Literacy Skills Across the Curriculum 3
Experiential Learning Courses (Field Studies and Practice
Teaching)
Student Teaching (inclusive of Field Study 1-6) 12
Specialization Courses
Core Major Courses (9 units)
Perspectives in Cultural Education 1 3
Cultural Diversity in Education 1 3
Exploration in Philippine Cultural Heritage 1 3
Principles and Practices in Creative Expressions (48 48
units)
Principles and Practices in Creative Expressions I: 3
1. Music : The Philosophical & Historical Foundations of
Creative Expressions in Sound – I
4
2. Visual Arts: Visual Arts in Traditional Societies
3. Dance:
4. Theater:
Principles and Practices in Creative Expressions II: 3

1. Music: The Philosophical & Historical Foundations of
4
Creative Expressions in Sound – II
2. Visual Arts: Contemporary Art in Various Contexts
3. Dance:
4. Theater:
Principles and Practices in Creative Expressions III: 3

1. Music: Principles and Practice-Music Pedagogy I
(Teachings Methods in Music for K-6)
2. Visual Arts: Analysis and Understanding of the Visual 4
Arts
3. Dance:
4. Theater:
Principles and Practices in Creative Expressions IV: 3

1. Music: Principles and Practice-Teachings Methods in
Music for Junior & Senior High school
4
2. Visual Arts: Teaching Visual Arts
3. Dance:
4. Theater:
Research 6
Research I- Methods in Arts and Culture Research 1 3
Research II-Culminating Project 1 3
ICT Integration 3
Technology for Teaching and Learning in Culture and Arts 3
1
Education
Elective
Creative Expressions and Culture Industry 1 3
Apprenticeship
Art Practicum (choice of one major field, e.g. Music, Visual Arts, 6
2
Dance & Theater)
SUMMARY OF UNITS
General Education Courses 36
Professional Education Courses 42
Specialization/Major Courses 66
Elective 3
Apprenticeship 6
Mandated Courses (PE and NSTP) 14
TOTAL 167
9.2 Sample Program of Study (Distribution of Courses)

1st Semester 2nd Semester
FIRST YEAR
General Education 1 3 General Education 7 3
Prof Ed 1 3 Prof Ed 2 3
PE 1 2 PE 2 2
NSTP 1 3 NSTP 2 3
TOTAL 26 TOTAL 26
SUMMER
Art Apprenticeship I– 3 units
SECOND YEAR
Perspectives in Cultural Education 3 Prof Ed 7 3
Exploration in Philippine Cultural 3 Cultural Diversity in Education 3
Heritage
Concepts, Principles and Practice of 12 Concepts, Principles and Practice of 12

Creative Expressions I: Creative Expressions II:
Music -3 units Music -3 units
Visual Arts- 3units Visual Arts- 3units
Dance- 3 units Dance- 3 units
Theater-3 units Theater-3 units
PE 2 PE 2
TOTAL 26 TOTAL 26
SUMMER
Art Apprenticeship II-3 units
THIRD YEAR
Prof Ed 8 3 Research I – Methods in Arts and 3
Culture Research
Technology for Teaching and Learning 3 Creative Expressions and Culture 3

2: Culture and Arts Education Industry
Concepts, Principles and Practice of 12 Concepts, Principles and Practice of 12

Creative Expressions III: Creative Expressions IV:
Music -3 units Music -3 units
Visual Arts- 3units Visual Arts- 3units
Dance- 3 units Dance- 3 units
Theater-3 units Theater-3 units
Elective 3
TOTAL 24 TOTAL 21
FOURTH YEAR
Research II-Culminating Project 3 Practice Teaching 6
Field Studies 6
TOTAL 9 TOTAL 6
.
Section 10 Sample Curriculum Map
Courses PO1 PO2 PO3 PO4 PO5

General Education Courses (CMO No. 20, series of 2013) I I
Core Professional Education Courses
Foundation Courses/Theories and Concepts
The Child and Adolescent Learning Principles I/P
The Teaching Profession I/P
The Teacher and the Community, School Culture and I/P
Organizational Leadership
Foundation of Special and Inclusive Education I/P
Pedagogical Content Knowledge (PCK)
Facilitating Learner-Centered Teaching and Learning I/P
Assessment of Learning 1 I/P
Assessment of Learning 2 I/P
Technology for Teaching and Learning 1 I/P
The Teacher and the School Curriculum I/P
Building and Enhancing Literacy Skills Across the Curriculum I/P
Experiential Learning Courses (Field Studies and Practice
Teaching)
Field Study 1-6 I I I I I
Student Teaching D D D D D
Specialization Courses
Core Major Courses (9 units)
Perspectives in Cultural Education I
Cultural Diversity in Education I
Exploration in Philippine Cultural Heritage I/P I/P
Principles and Practices in Creative Expressions (48 units)
Principles and Practices in Creative Expressions I: I/P I/P I/P I/P

Music
Visual Arts
Dance
Theater
Principles and Practices in Creative Expressions II: I/P I/P I/P I/P
Music
Visual Arts
Dance
Theater
Principles and Practices in Creative Expressions III: I/P I/P D I/P

Music
Visual Arts
Dance
Theater
Principles and Practices in Creative Expressions IV: I/P I/P D I/P

Music
Visual Arts
Dance
Theater
Research
Research I- Methods in Arts and Culture Research I/P I/P P
Research II-Culminating Project D D D
ICT Integration
Technology for Teaching and Learning 2: Culture and Arts I/P I/P P I/P D
Education
Elective
Creative Expressions and Culture Industry I I I

Apprenticeship
Art Apprenticeship I I/P P P
Legend: I- Introduced (the student gets introduced to concept/principles)

P-Practiced (the student practices the competencies with supervision)
D-Demonstrated (the student practices the competencies across different settings

with minimal supervision)
Section 11 Sample Means of Curriculum Delivery

11.1 Lecture
1.1. Discussion
1.2. Exercises/Demonstration
11.4 Interactive Learning
1.3. Collaborative Learning
1.4. Reporting
1.5. Multimedia Presentation
1.6. Reading and Writing
1.7. Library Work
11.9 Field Work
11.10 Interview
Section 12 Sample Syllabi for Selected Core Courses

(See Annex A)
ARTICLE VI
REQUIRED RESOURCES
Section 13 Administration
Dean/Department Head
A. The Dean of the college offering the degree must possess the following
qualifications:
1. Filipino Citizen
2. Holder of Doctorate degree in Education or related field
3. Holder of valid certificate of registration and professional teacher’s
license (LET).
4. A total of at least five (5) years of very satisfactory teaching experience,
in both basic education and tertiary levels.
5. Preferably with at least two (2) years of managerial/administrative
experience.
6. Should be employed full-time in the TEI and devote not less than 8 hours
of work a day in school.
7. Teaching load should not exceed 9 units per term/semester
B. If the unit offering the education degree is not a College of Education, the
Department Chair/Head of the unit must possess the following qualifications:
1. Filipino Citizen
2. Doctorate degree holder in Education or related field
3. Holder of valid certificate of registration and professional teacher’s

license (LET).
4. A total of at least three (3) years of very satisfactory teaching experience,
in both basic education and tertiary levels.
5. Should be employed full-time in the TEI and devote not less than 8 hours
of work a day in school.
6. Teaching load should not exceed 12 units per term/semester
Section 14 Faculty
A. General Requirements
1. As a general rule, master’s degree in education or in allied discipline is
required for teaching in the tertiary level.
2. Faculty teaching general education and major subjects should have an
appropriate master’s degree in the field they are assigned to teach.
B. Qualifications of the Professional Education Faculty

Faculty teaching Professional Education courses should have the following
qualifications:
1. Holder of valid certificate of registration and professional licensure
examination for teachers (LET) as provided for in Section 11 of RA 8981.
2. Holder of Master’s degree in Education or in any allied fields.
C. Full-time faculty members of the college

The institution shall maintain 50% of the faculty members teaching in the
teacher education program as full-time.
D. Teaching Load
Teaching load requirement for the teacher education program should be as
follows:
1. A faculty should not be assigned more than four (4) different
courses/subjects within a semester/term;
2. A faculty may be assigned an overload in accordance with existing rules,
policies and appropriate laws;
3. In no instance should the aggregate workload of faculty exceed 30 units per
semester/term (inclusive of regular teaching loads, overloads, and other
assignments in other schools); and
4. Teaching load per day should not exceed more than six (6) hours.
E. Faculty Development
1. The College of Education must have a system to support faculty
development anchored on their institution’s faculty development program.

It should require the faculty members to:
a. complete doctoral degrees in education and other allied fields;
b. attend continuing education seminars, workshops, conferences, and
others;
c. undertake research activities related to the teacher education program
and to publish their research outputs in refereed publications; and
d. give lectures and present papers in national/international conferences,
symposia and seminars.
2. The institution must provide opportunities and incentives such as:

a. tuition subsidy for graduates
b. study leave with pay
c. de-loading to finish a thesis or carry out research activities
d. research grants
e. travel grants for academic development activities such as special
skills training and attendance in national/international conferences,
symposia and seminars
f. awards, recognition and other incentives
3. A monitoring system should be designed to track the implementation of

the faculty development program.
ARTICLE VII
COMPLIANCE OF HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, the HEI shall
develop the following items which will be submitted to CHED when they apply for a permit for a
new program or the approval of the transformation of existing programs to outcomes-based
framework:
Section 17 The complete set of program outcomes, including its proposed additional program
outcomes.
Section 18 Its proposed curriculum, and its justification including a curriculum map.
Section 19 Proposed performance indicators for each outcome. Proposed measurement

system for the level of attainment of each indicator.
Section 20 Proposed outcomes-based syllabus for each course.
Section 21 Proposed system of program assessment and evaluation
Section 22 Proposed system of program Continuous Quality Improvement (CQI).
ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS
Sec. 23 Transitory Provision

All private HEIs, state universities and colleges (SUCs) and local universities and colleges
(LUCs) with existing authorization to operate the Bachelor of Secondary Education
major in MAPEH program are hereby given a period of three (3) years from the effectivity
thereof to fully comply with all the requirements in this CMO. However, the prescribed
minimum curricular requirements in this CMO shall be implemented starting Academic
Year 2018-2019.
For violation of this Order, the Commission may impose such administrative sanction as it
may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in
relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and
the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series
of 2008, and other related laws.
Sec. 24 Repealing Clause

Any provision of this Order, which may thereafter be held invalid, shall not affect the
remaining provisions.
All CHED issuances or part thereof inconsistent with the provision in this CMO shall be
deemed modified or repealed.
Sec. 25 Effectivity Clause

This Order shall take effect after its publication in the Official Gazette or Newspaper of
General Circulation.
Quezon City, Philippines, _________________________
PATRICIA B. LICUANAN, Ph.D.

Chairperson
ANNEX “A”
SAMPLE COURSE SYLLABI OF SELECTED CORE COURSES
Course Syllabus Template

Course Name Technology for Teaching and Learning 1
Course Credits 3 units
Course Description Technology for Teaching and Learning 1 (TTL1). This is a 3-unit introductory course that
explores basic knowledge and skills and values in the use of technology for teaching and
learning. This course include ICT Policies and safety issues, media and technology in various
content areas, learning theories and principles in the use and design of learning lessons,
teaching-learning experiences and assessment tasks that utilize appropriate traditional and
innovative technologies with social, ethical and legal responsibility.
Contact Hours/week 3 hours
Prerequisite None
Course Outcomes 1. Explain ICT policies and safety issues as they impact on the teaching-learning process
2. Identify learning theories and principles applied in the design and development of lessons through appropriate media
and technologies for teaching learning
3. Integrate media and technology in various content areas
4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1 A. Introduction to Technology for Teaching and Learning
Week 2 B. ICT Concepts, Principles and Theories as used in Teaching-Learning Processes
Week 3-4 C. ICT Policies and Safety Issues in Teaching and Learning
Week 5-6 D. ICT in Various Content Areas
Week 7-11 E. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
Week 12-15 F. Innovative Technology Tools for Teaching-Learning and Assessment Task
Week 16-18 G. Social, Ethical and Legal Responsibilities in the Use of Technology Tools
Desired Course Textbooks/ References Teaching Assessm Resourc Ti

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Newby, T.J. (2011). Educational A brief

technology for teaching and learning. (4th lecture on
ed.) Boston: Pearson Education, Inc. TPACK
Roblyer, M.D. (2003). Integrating

educational technology into teaching. (3rd
ed.) Upper Saddle, New York: Merril
Prentice Hall
3.ASSURE Model Smaldino, et al. (2005). Instructional The Fish 3

(Analyze Learners, technology and media for learning, 8th ed. Bowl ho
State Objectives, New Jersey: Pearson Prentice Hall Activity: urs
Select Methods, pp. 53-65 Learners
Media, & Materials, are given
Utilize Media & metacards
Materials, Require and asked
Learner Particip to write a
ation, Evaluate and question a
Revise) question of
clarification
about the
topic (I.e.
questions
concerning
the
application
of the topic
to practical
concepts).
Teacher
draws these Rating Metacar
questions scale on ds
from the the
bowl and ASSURE Fish
answers the lesson Bowl
questions Containe
or asks the r
class to
answer
them.
Think-Pair
and Share:
In pairs,
students
will discuss
about the
ASSURE
Model and
create their
own
ASSURE
lesson
3.Integrate Unit 4. ICT in

media and Various
technology Content
in various Areas K to 12 Curriculum Guides (DepEd, 2012) Brief Oral Multime 2
content A. 21st Century Lecture: examina dia we
areas Literacy Lucido, P. & Corpuz, B. (2012). Educational Explain 21st tion Projector eks
Skills technology 2. Quezon City, PH: Lorimar century
3.1 Review 1.Digital Publishing Co. literacy Laptop
teaching Literacy skills with
plans Skills Anderson, J. (2010). ICT Transforming Education emphasis
that a. Media A Regional Guide. UNESCO Bangkok Asia and on digital
require b. Pacific Regional Bureau for Education literacy and
learners Information media
to c. ICT Williams, M. (2000). Integrating technology into information
connect literacy teaching and learning: An Asia Pacific literacy
the perspective. Singapore: Prentice Hall skills.
content
of the UNESCO (2013). Training Guide on ICT
lesson to Multimedia Integration for Teaching and
society Learning. pp. 56-59
3.2 B. Technology Inquiry- Lesson Lesson

Introdu Enhanced Teaching Based exempla exempla
ce Lesson Exemplars Approach: r rs
sample Introduce a analysis
technol technology-
ogy- enhanced
enhanc teaching Demons
ed lesson tration
lessons exemplar Guide

to
support Demonstrat Checklis
learnin ion: t
g Demonstrat
e a sample
technology-
enhanced
lesson
3.3 C.ICT and http://www.educatorstechnology.com/2012/06 Group multime
Select Conventional /33-digital-skills-every-21st-century.html research Rubrics dia
ICT and Learning Materials and equipme
convent to Enhance Teaching http://www.edtechteacher.org/gafe/ presentatio nt
ional Learning n on the
learning 1. Digital Learning digital
materia Resources learning
ls a. Google Docs materials
designe b. Survey Monkey
d c. Others
to
enhance 2. Conventional
teachin Learning Resources
g-learning a. Flip charts
b. Realia
c. Others
3.6 Distance Learning Anderson, J. (2010). ICT Transforming Education

Forum- KWL class site
Identify A Regional Guide. UNESCO Bangkok Asia and Discussion: Chart (e.g.
flexible Pacific Regional Bureau for Education Conduct a ● Wha google
learnin forum tI site,
g Types of Online Melton, R. (2002). Planning and Developing Open about KNO weebly,
through Distance Learning and Distance Learning A Quality Assurance Distance W etc.) 2
online • Synchronous Approach Learning ● Wha we
commu • Asynchrono tI eks
nication us Demonstrat WA skype
s ion and NT
(synchr hands-on to
onous / exploration kno KWL
asynchr on the w Chart
onous synchronou ● Wha template
modalit s and tI
y) asynchrono LEA
us online RNE
distance D
learning
Checklist
3.7 Technology Tools in Smaldino, et al. (2005). Instructional technology Brief Paper
Describ a Collaborative and media for learning, 8th ed. New Jersey: Lecture on and google
e Classroom Pearson Prentice Hall the Pencil docs
flexible Environment different Test
learning technology
environ tools in a
ment collaborativ
that e classroom
enhanc environmen
es t
collabor
ation Small Group
with Discussion-
the use Student Led
of
technol
ogy
tools.
3.8 Reflect D. Relevance and Based on Reflectiv Situation

on the use Appropriateness of the lesson e al cases
of the Use of demonstrat narrativ
technology Technology in ed, the class e
on its Teaching and will analyze Gibb’s
relevance Learning and Reflectio
and determine Rubric n Cycle
appropriat the on template
eness appropriate the
ness and narrativ
use of e
technology.
entries
Self- in the
evaluation Freedom
Wall/Blo
g
4. Formulate Unit 5. Innovative Smaldino, et al. (2005). Instructional technology Students’

teaching- Technologies for and media for learning, 8th ed. New Jersey: research on Reportin Assessm 1
learning Teaching- Pearson Prentice Hall examples of g and ent tools we
experiences Learning and technology- Feedbac ek
and Assessment Task assisted king
assessment tools in
tasks using assessment
appropriate A.Technology- in learning
and innovative Assisted Tools in
technologies Assessment in
Learning
4.1
Identify
Technol
ogy-
assisted
tools in
the
assess
ment
of
learnin
g
B.Tools in http://www.edtechteacher.org/assessment Workshop Worksho
evaluating on the p output
appropriate UNESCO (2013). Training Guide on ICT formulation
assessment tools Multimedia Integration for Teaching and of tools to
(ex. checklist, Learning. pp. 60-63 evaluate
rating scale) assessment
Angelo, T. and Cross, K.P. (1993). Classroom tools
Assessment Techniques 2nd Ed.. A Handbook for

College Teachers
Demonstrate Technology- Smaldino, et al. (2005). Instructional technology Lesson Rubrics ASSURE
proficiency in Enhanced and media for learning, 8th ed. New Jersey: planning for Model
the formulation Lesson using Pearson Prentice Hall assessin
of teaching- the ASSURE g lesson
learning as plans
experiences Technology- Critiquin
using innovative Integration g of
technologies Model lessons
plans
Revising
of lesson
plans
5. Demonstrate 1
social, ethical, Unit 6. Social, we
and legal Ethical and ek
responsibility Legal
in the use of Responsibilitie http://www.digitalcitizenship.net/ Lecture- Written Compute
technology s in the Use of discussion exam r/ laptop
tools and Technology on the nine Multime
resources Tools and elements of dia
Resources http://www.eduscapes.com/sessions/socialtech digital projector
5.1 Show, give / citizenship Rubrics
examples, A. Digital assessin Compute
observe social, Citizenship Group g rs
ethical, and research on research

legal • Nine the social, outputs A
responsibility Elements ethical and Workshe
in the use of of Digital legal et for
technology Citizenshi responsibili Talk it
tools and p ties in the Out
resources use of
technology Scenario
B. Social, Ethical tools and s
and Legal resources
Responsibilities by teachers
in the Use of Talk it Out
Technology (from
Tools and Global
Resources by Digital
Teachers Citizen
Foundation)
An activity
on taking a
stance on
an issue and
defending it
Learners
are given a
scenario
primarily
focusing on
social,
ethical and
legal
responsibili
ties in the
Use of
technology
Analysis of
the
different
cases
involving
social,
ethical and
legal issues
on
technology
use
5.2 Identify C. Intellectual
examples of Property Rights www.ipophil.gov.ph/images/Patents/IRRs/Repu Group Rubrics RA 8293
compliance of Applicable to the blicAct8293.pdf Research on assessin Docume
IPR in Educational Setting: the g nt
educational Copyright and Intellectual research An act
setting. Related Rights Property presenta prescribi
Copyright Law (Part Rights in tions ng the
IV) the and intellect
Educational outputs ual
Setting property
code and
Class establish
presentatio ing the
n of intellect
research ual
outputs (e.g. property
poster, office,
infographic providin
s, g for its
hootboard, powers
etc.) and
functions
, and for
other
purposes
5.3 Enumerate www.safekids.com/kids-rules-for-online-safety Four As Compute

digital safety D. Digital Safety Activity: r/
rules that Rules www.educationworld.com/a- You Know Laptop
ensure child ● Rule 1: Research tech/tech/tech044.shtml the Rules
online safety before you (from
and prevent register www.collegeview.com/articles/artice/smart- Global
cyberbullying ● Rule 2: students-in-a-digital-world Digital Multime
Discriminate Citizenship Class dia
● Rule 3: Think Foundation) formulat Projector
before typing Learners ed Guide
● Rule 4: Require imagine on
ID that they Digital
● Rule 5: Trust can draft Safety
your gut three rules Rules
that every
digital
citizen must
follow.
What would
they make
and why?
Abstraction,
Analysis &
Application
Forum
Discussion
on the
digital
safety rules
5.4 Discuss E.Cyberbullying https://www.stopbullying.gov/cyberbullying/w Debate on video
safety rules in hat-is-it/ Cyberbullyi clips on
obtaining ng cyberbul
resource
lying
materials Small group
from local Discussion
area
network-
based and the
internet
5.5 Describe F. Netizens in Brief Posters Posters
the community Cyberspace Lecture and
of learners as Active Citizenship digital
netizens who campaig
share and n
utilize digital material
materials. s
5.6 Practice G. Netiquette (social Abushakara, N. (2016). Advocacy

standard conventions online) Netiquette: Modern manners Campaign
netiquette in for a modern world, The
sharing and ultimate guide to online Forum
utilizing etiquette. Create Space
shared Independent Publishing
materials Platform
among
learning Tuffley, D. (2014).
communities. Email etiquette: Netiquette for the information
age. Altiora Publications
5.7 Joining Rubrics
Show/demons social media assessin Rubrics
trate support site g
to school behavior
learners as Role playing in social
part of on how to media
learning support sites
community in school
their digital learners as
culture and part of
behaviors learning
community
5.8 Identify H.Educational Sites Diaz, C.G. and Declaro, R.A.(2013). UNESCO
educational and Portals training guide on ICT multimedia integration for Pencil
sites and teaching and learning. Retrieved from Creative Group and
portals Commons License Research to Paper Multime
suitable to http://creativecommons.org/licenses/by-sa/3.0 identify Tests dia
their subject educational Projector
area https://globaldigitalcitizen.org/50-education- sites and
technology-tools-every-teacher-should-know- portals
about List of
educatio
Presentatio nal Sites
n and
Sharing of 2
Research we
Outputs eks
(e.g.
Infographic
s, Digital
advertiseme
nt,
brochure,
bulletin
board
display /
online
bulletin
board)
5.9 Join online J. Online Anderson, J. (2010). ICT Transforming Education Online
expert and Communities of A Regional Guide. UNESCO Bangkok Asia and Practicum Rating learning
learning Learning Pacific Regional Bureau for Education on sample scale sites
communities 1.Facebook strategies Gibb’s
2. Twitter on how to Reflectio Reflectiv
3. Instagram join experts’ n e Cycle
4. Webinar learning template
communitie
s
5.10 Use K. Online Resources Group
resources from e.g. Research Check
relevant • Opensource and list
mailing lists • multimedia Application
and online resources; video of the
journals sites identified
• finding images relevant
• music and audio; mailing list
webcasts and online
• locate web journals
resources by
topic
• Others
5.11 Describe L. Collaborative http://www.ascd.org/publications/books/10211 Multime

technology Projects 2/chapters/What_Is_Project- Student Pencil dia
tools that are i.e. The Problem- Based_Multimedia_Learning%C2%A2.aspx Led-Group and Projector
used in group Based Project or Discussion Paper
activities. Project-Based Test
Project Lecture
5.12 Use M. Technology Tools http://www.emergingedtech.com/2014/05/20- Lecture- Practical internet

technology for Collaborative excellent-free-tools-for-interactive-collaboration- Demonstrat Test connecti
tools to Work experiences-in-the-classroom/ ion vity
collaborate e.g.
and share • google drive Workshop /
resources • edmodo hands-on
among • bubbl.us experience
communities • Wikispaces on the tools
of practice • Others
Blended
Learning
Suggested
Readings and Abushakara, N. (2016). Netiquette: Modern manners for a modern world, The ultimate guide to online etiquette.
References Create Space Independent Publishing Platform
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional
Bureau for Education
Angelo, T. and Cross, K.P. (1993). Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers
Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules and optimization.
Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on ICT multimedia integration for teaching and
learning. Retrieved from Creative Commons License http://creativecommons.org/licenses/by-sa/3.0
Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper saddle, New York:
Merril Prentice Hall
www.safekids.com/kids-rules-for-online-safety
www.educationworld.com/a-tech/tech/tech044.shtml
www.collegeview.com/articles/artice/smart-students-in-a-digital-world
https://www.stopbullying.gov/cyberbullying/what-is-it/
http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-
Based_Multimedia_Learning%C2%A2.aspx
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-
in-the-classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www.edtechteacher.org/assessment
http://www.edtechteacher.org/gafe/
Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co.
Melton, R. (2002). Planning and Developing Open and Distance Learning A Quality Assurance Approach
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc.
Roblyer, M.D. (2003). Integrating educational technology into teaching. (3rd ed.) Upper Saddle, New York: Merril
Prentice Hall
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice
Hall
Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications
TPACK in Two Minutes https://www.youtube.com/watch?v=FagVSQlZELY
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 56-59
Williams, M. (2000). Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore:
Prentice Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf
Documents:
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED
ICT4E Strategic Plan) Executive Summary
● SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
● K to 12 Curriculum Guides (DepEd, 2012)
● Senior High School Curriculum Guides retrieved from
https://drive.google.com/file/d/0D8x8BBYUc2V91dVJQQXdVMFVDS2C/edit
Course
Requirements
Grading System Midterm Finals
Classroom
Policies
ANNEX “B”
DESCRIPTION OF CORE PROFESSIONAL EDUCATION COURSES
Course Title The Child and Adolescent Learners Development

This course focuses on child and adolescent development with emphasis on
current research and theory on biological, linguistic, cognitive, social and
Course
emotional dimensions of development. Further, this includes factors that
Description
affect the learners’ progress of development and shall include appropriate
pedagogical principles applicable for each developmental level.
Contact Hours
Prerequisite
Course Title The Teaching Profession

This course deals with the teacher as a person and as a professional within
Course the context of national teacher standards and other global teachers
Description standards, professional and ethical values, awareness of professional rights,
privileges and responsibilities as well as their roles in the society.
Contact Hours
Prerequisite
The Teacher and the Community, School Culture and Organizational

Course Title
Leadership
This course focuses on society as a context upon which the schools have
been established. Educational philosophies that are related to the society as
Course a foundation of schools and schooling shall be emphasized. Further,
Description principles and theories on school culture, and organizational leadership shall
be included to prepare prospective teachers to become school leaders and
managers.
Contact Hours
Prerequisite
Course Title Foundation of Special and Inclusive Education

Philosophies, theories and legal bases of special and inclusive education,
Course
typical and atypical development of children, learning characteristics of
Description
students with special educational needs and practices in the continuum of
special inclusive education.

Contact Hours
Prerequisite
Course Title Facilitating Learner Centered Teaching

This course explores the fundamental principles, processes and practices
anchored on the educational philosophy of learner-centeredness. Aside from
providing a brief topical survey of the modern theories and research on
learning- teaching , it is also designed to begin with and to culminate into
Course
field experiences that engage students in problematizing, prioritizing, and
Description
performing learner centeredness teaching. The interconnectedness of local,
regional, national and international contexts, challenges, and considerations
in carrying out the goals of learner-centered teaching is likewise given
emphasis.
Contact Hours
Prerequisite
Course Title Assessment of Learning 1

This is a 3-unit course that focuses on the principles, development and
utilization of conventional assessment tools to improve the teaching-learning
Course
process. It emphasizes on the use of testing for measuring knowledge,
Description
comprehension and other thinking skills. It allows students to go through the
standard steps in test constitution for quality assessment.
Contact Hours
Prerequisite
Course Title Assessment of Learning 2

This is a 3-unit course that focuses on the principles, development and
utilization of alternative forms of assessment in measuring authentic
Course
learning. It emphasizes on how to assess process- and product-oriented
Description
learning targets as well as affective learning. Students will experience how to
develop rubrics for performance-based (e.g. portfolio) assessment.
Contact Hours
Prerequisite
Course Title Technology for Teaching and Learning 1

This course is designed to engage students to utilize the basic learning

theories and principles for design, development, implementation and
evaluation of instruction using educational technology. The course will
provide opportunity for students to take innovative challenges in meeting
information technology at the core of instruction. The prospective teacher
Course will be exposed to both traditional and innovative technologies to facilitate
Description and foster meaningful and effective learning. Practical experiences and
actual classroom observations where application of technology in learning
will constitute the major requirement of the course. Online and offline
researches and field observation on the effectiveness of any supporting
material in teaching will be used to enhance and facilitate the delivery of
instruction in learning how to teach process.
Contact Hours
Prerequisite
Course Title The Teacher and the School Culture Curriculum

This course shall emphasize the more active role of the teacher in planning,
implementing and evaluating school-curriculum as well as in managing
Course school curriculum change vis-à-vis various context of teaching-learning and
Description curricular reforms. Fundamental concepts and principles in curriculum and
curriculum development shall provide the foundation to engage prospective
teachers as curricularists.
Contact Hours
Prerequisite
Course Title Building and Enhancing Literacy Skills Across the Curriculum
This course introduces the concepts of literacy as a collection of shared
cultural practices and an evolving social phenomena. The course will provide
a series of field based and interdisciplinary explorations, which will lead
Course students to characterize a literate person as having wide range of skills,
Description competencies, abilities and attitudes that are transferrable across learning
areas. As such learning opportunities shall focus on examining,
problematizing and simulating the age-specific teaching of new literacies
necessary in the 21st century.
Contact Hours
Course Title Field Study 1- Observation and Participation

Course This is an experiential learning course that focuses on observation and
Description participation of pre-service teachers in the actual teaching learning process,

in an authentic setting. The course includes the application of various
theories, principles, concepts, practices, values learned in the content and
pedagogy courses as these apply in the actual learning situation.
Contact Hours
Prerequisite
Course Title Field Study 2- Teaching Assistantship

Pre-service teachers move from observation to teaching assistantship in an
actual classroom or educational setting in order to apply the authentic
observations and experience learned in Field Study 1. The prospective
teachers shall be provided opportunities to assist a mentor or cooperating
Course
teacher in various teaching activities as PLANNING, IMPLEMENTING and
Description
EVALUATING to include classroom management, assessment and grading,
data recording, co-curricular activities, remedial and enhancement activities,
community linkages among others. Innovation and creativity shall be
encouraged.
Contact Hours
Prerequisite
Course Title Internship/ Practice Teaching

The one semester internship engagement (full time) is a complete teaching
immersion with the guidance of the mentor (faculty and/or cooperating
teacher) utilizing the clinical approach among others. Practice
Course Teaching/Internship will assure the readiness of prospective teachers to
Description independently guide learners and manage teaching in an educational setting.
Arrangements shall be made for both the in-campus and off-campus
exposure. An action research and a teaching- learning portfolio shall be
included as requirements of the course.
Contact Hours
Prerequisite FS1 and FS 2
ANNEX “C”
DESCRIPTION OF MAJOR COURSES
Course Title Introduction to Cultural Education

General principles, key theoretical and practical elements, and appropriate
Course
knowledge and skills in the fields of music, visual arts, dance and theater
Description
within broad social and cultural contexts.
Contact Hours
Prerequisite
Course Title Cultural Diversity in Education

Course Competing models of cultural diversity in education and their effects on
Description culture and arts education in the multicultural settings.
Contact Hours
Prerequisite
Course Title Introduction Philippine Cultural Heritage

Philippine Cultural Heritage as historically constituted tangible and
Course
intangible resources and as embodiment of Filipino ethnic diversity and
Description
national identity viewed from a multidisciplinary perspective.
Contact Hours
Prerequisite
Course Title Research I- Methods in Arts and Culture Research

Course Application of qualitative and quantitative approaches to arts and culture
Description research.
Contact Hours
Prerequisite
Course Title Research II- Culminating Project

Course Development and implementation of a research proposal relevant to culture
Description and arts education.
Contact Hours
Prerequisite
Course Title Technology for Teaching and Learning 2: Culture and Arts Education
Application, design, production, utilization, and evaluation of Information and
Course
Communications Technology (ICT) materials for teaching and learning in culture
Description
and arts education aligned to the K to 12 curriculum
Contact Hours
Prerequisite
Course Title Creative Expressions and Culture Industry

Course Articulations of various creative productions in the field of cultural
Description production, consumption and circulation within local and global contexts
Contact Hours
Prerequisite
Course Title Art Apprenticeship I

Acquisition of knowledge and skills in one area of creative expression (e.g.
Course
Music, Visual Arts, Dance and Theater) under close supervision of a master
Description
artist
Contact Hours
Prerequisite
Course Title Art Apprenticeship II

Production and performance in one area of creative expression (e.g. Music,
Course
Visual Arts, Dance and Theater) for public consumption, under close
Description
supervision of a master artist
Contact Hours
Prerequisite
(MUSIC)
Course Title Principles and Practice (Music Overview I)-The Philosophical &
Historical Foundations of Creative Expressions in Sound – I
Music Overview 1 introduces BCAE second year students to study and
explore the physicality of sound and its role in human expressions in the
Course
different multicultural worldviews giving weight to explorations and
Description
performances that are based on the socio-political-economic and religious
contexts as performance standards.
Contact Hours 1.5 hours
Learning Ensemble Performance Presentation of expressions in sound based on socio-
Outcomes political-economic religious and cultural contexts as performance standard.
Instrumental Study level 1 (keyboard, violin, flute, trumpet)
Rondalla instruments(guitar, ukulele, laud, banduria), bamboo instruments
Prerequisite
(angklung, flute, bungkaka, sulibao, s’ludoy), Gong instruments (kulintang,
gamelan, gangsa) [or whatever is available in the school’s context]
Course Title Principles and Practice (Music Overview I)-The Philosophical &
Historical Foundations of Creative Expressions in Sound – II
The second semester is a continuation of the sound continuum as manifested
in the varied context of cultural expressions. Choral arrangement as well as
Course
ensemble performances in Sound explorations at this level complement
Description
advance theories discussed in the sound continuum and will serve as the
performance standard of all presentation assessments.
 Ensemble Performance Presentation of expressions in sound based on
Learning socio-political-economic religious and cultural contexts as performance
Outcomes standard.
 A choral performance of an arranged choral music
 The Philosophical & Historical Foundations of Creative Expressions in
Sound – I
Prerequisite  Instrumental Study(piano, guitar, violin, cello, flute) level
 Rondalla instruments(guitar, ukulele, laud, banduria), bamboo
instruments
Principles and Practice-Music Pedagogy I (Teachings Methods in Music

Course Title
for K-6)
Music Pedagogy I for Kindergarten, primary to intermediate Music prepares
Course
third year BCAE students to three teaching demonstrations in music and
Description
movement, instrumental ensemble and choral performances demonstrating
local, western & indigenous methodologies highlighting a learner-centered,

collaborative, inquiry based and reflective pedagogical processes as
performance standards.
Three teaching demonstrations:
 1 – Kindergarten (music concepts taught through music & movement)
 1 – Primary(music concepts taught through movement & instrumental
activities)
Learning
 1 – Intermediate (rondalla & or choral performances)
Outcomes
 All teaching demonstrations manifest the principles and philosophy of the
method used, highlighting pedagogical approaches that are learner-
centered, collaborative, and inquiry based and reflective as specified in
R.A 10533 Rule II Sec 10.2.(e)
 The Philosophical & Historical Foundations of Creative Expressions in
Prerequisite Sound I & II
 Instrumental study level 1 for accompaniment
Principles and Practice-Teachings Methods in Music for Junior & Senior

Course Title
High school
Teaching methods in Music for Senior High is an enhanced demonstration
skill in music teaching through applied choral arrangement and conducting
Course
as well as instrumental ensemble performances. Two performances applying
Description
principles in choral conducting and instrumental accompaniment serve as
performance standards for assessment.
 1 – performance in choral conducting
Learning  1 – performance in instrumental ensemble
Outcomes Note: all performances demonstrate the principles of choral conducting and
instrumental accompaniment
 Teaching Methods in Music for Primary – Middle School
Prerequisite
 Instrumental Study for Accompaniment
Principles and Practice-Teachings Methods in Music for Junior & Senior

Course Title
High school
Teaching methods in Music for Senior High is an enhanced demonstration
skill in music teaching through applied choral arrangement and conducting
Course
as well as instrumental ensemble performances. Two performances applying
Description
principles in choral conducting and instrumental accompaniment serve as
performance standards for assessment.

 1 – performance in choral conducting
Learning  1 – performance in instrumental ensemble
Outcomes Note: all performances demonstrate the principles of choral conducting and
instrumental accompaniment
 Teaching Methods in Music for Primary – Middle School
Prerequisite
 Instrumental Study for Accompaniment
(ARTS)
Visual Arts in Traditional Societies
Course Title
Form, meaning and process in the visual arts of traditional societies
Visual arts in traditional societies are an introduction to the forms and
methods of the visual arts and their functions in traditional societies.
Course
Description The course aims to provide students the requisite knowledge to ably discuss
various facets of art forms shaped by critical understanding of art production
and circulation in traditional contexts.
An understanding of the visual arts through the framework of form, language
and context.
A survey of traditional settings wherein art is produced and consumed.

Learning
Term end project: A well informed description of two- and three-dimensional
Outcomes
art forms with a thorough discussion of their contexts.
Learners are able to provide a wide range of examples from traditional

societies in the Philippines and are able to point to parallels elsewhere in the
world.
Prerequisite
Contemporary Art in Various Contexts

Course Title
Design and method in contemporary visual arts
Contemporary art in various contexts is discussion of the central role of design
in contemporary visual arts specifically in multidimensional forms.
Course
Description The course aims to provide students an overview of contemporary artistic
practices with emphasis on multidimensionality to explore the role of the
visual arts in contemporary life.
Contact Hours 3 hours

Familiarity with contemporary art utilising the language of the visual arts.
Ability to cite situations wherein art discursively and practically engages

Learning social issues.
Outcomes
Term end project: A survey or cultural map of contemporary artists and
spaces in the students’ immediate communities to be presented in a poster
exhibition.
Prerequisite The Visual Arts in Traditional Societies
Course Title Analysis and Critical Understanding of the Visual Arts

Course
An introduction to art criticism and critical judgement of works of art.
Description
A well informed judgement and evaluation of works of art expressed in
writing and oral presentations.
Skilful use of the language of the visual arts and the framework of form,
Learning meaning, and context in reflexive engagement of the arts.
Outcomes
A broad and deep understanding of the role of the visual arts in
contemporary societies.
Term end project: A series of art critical papers of varying complexity.

 The Visual Arts in Traditional Societies
Prerequisite
 Contemporary Art in Various Contexts
Course Title Teaching the Visual Arts

Course Development of course modules in the visual arts with emphasis on the
Description learning skills of looking, making, and responding to art.
Creative and skilful development of various course modules on the visual arts
for different grade levels.
Learning
Outcomes
Term end project: Modules on visual art forms of varying complexity to be
taught at different grade levels.
 Teaching methods
Prerequisite  The Visual Arts in Traditional Societies
 Contemporary Art in Various Contexts

Draft PSG For The Bachelor of Culture and Arts Education Program 1

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Draft as of November 8, 2016

CHED MEMORANDUM ORDER (CMO)

SUBJECT: POLICIES AND STANDARDS FOR BACHELOR OF CULTURE AND ARTS

Section 1 Rationale and Background

Section 2 Government Recognition

Using a learner-centered/outcomes-based approach the Technical Committee also

5.1 Degree Name

5.2 Nature of the Field of Study

5.3 Program Goals

5.4 Specific Professions/Careers/Occupations for graduates

5.5 Allied Fields

Section 6 Program Outcomes

The minimum standards for the Bachelor of Education in Cultural Education

6.1 Common to all programs in all types of schools

The graduates have the ability to:

 communicate effectively in spoken and written forms in both English and

6.2 Common to the Teacher Education discipline

6.3 Specific to Culture and Arts Education

PO1 – Disciplinal Knowledge: Apply evidence-based practices crucial to

PO2 – Pedagogical Practice: Apply multidisciplinary knowledge and skills in

PO3 – Competency and Proficiency in the Creative Expressions:

PO4 – Professional Accountability and Responsibility: Practice ethical

6.4 Common to a horizontal type as defined in CMO 46, 2012

 Graduates of colleges participate in various types of employment,

Graduates of State Universities and Colleges must, in addition, have the

Section 7 Sample Performance Indicators

Section 8 Curriculum Description

Section 9 Sample Curriculum

9.1 Components (Curriculum Outline)

No. of Equivalent Total

The Child and Adolescent Learning Principles 3

Principles and Practices in Creative Expressions II: 3

Principles and Practices in Creative Expressions III: 3

Principles and Practices in Creative Expressions IV: 3

9.2 Sample Program of Study (Distribution of Courses)

Concepts, Principles and Practice of 12 Concepts, Principles and Practice of 12

Technology for Teaching and Learning 3 Creative Expressions and Culture 3

Concepts, Principles and Practice of 12 Concepts, Principles and Practice of 12

Section 10 Sample Curriculum Map

Courses PO1 PO2 PO3 PO4 PO5

Principles and Practices in Creative Expressions I: I/P I/P I/P I/P

Principles and Practices in Creative Expressions III: I/P I/P D I/P

Principles and Practices in Creative Expressions IV: I/P I/P D I/P

Creative Expressions and Culture Industry I I I

Art Apprenticeship I I/P P P

Legend: I- Introduced (the student gets introduced to concept/principles)

D-Demonstrated (the student practices the competencies across different settings

Section 11 Sample Means of Curriculum Delivery

Section 12 Sample Syllabi for Selected Core Courses

3. Holder of valid certificate of registration and professional teacher’s

B. Qualifications of the Professional Education Faculty

C. Full-time faculty members of the college

development anchored on their institution’s faculty development program.

2. The institution must provide opportunities and incentives such as:

3. A monitoring system should be designed to track the implementation of

Section 19 Proposed performance indicators for each outcome. Proposed measurement

Section 20 Proposed outcomes-based syllabus for each course.

Section 21 Proposed system of program assessment and evaluation

Section 22 Proposed system of program Continuous Quality Improvement (CQI).

Sec. 23 Transitory Provision

Sec. 24 Repealing Clause

Sec. 25 Effectivity Clause

Quezon City, Philippines, _________________________