CURRICULUM

FRAMEWORK
OF MUSIC
AND ARTS
 Objectives
• Familiarize the
participants
with the Music
and Arts
Framework
within the K to
12 BEC
Objectives
• Create a
common
understanding
of the
competencies
and concepts of
Grade 8 Music
curriculum
 Objectives

• Review the elements and

processes of Music
 Objectives
• Walk through the content of
Grade 8 Music
 Conceptual Framework

• The Music curriculum focuses on

the learner as both the recipient
and instructor of knowledge,
skills, and values necessary for
artistic expression and cultural
literacy.
• The design of the curriculum 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
effectively correlate music to the
development of his/her own
cultural identity and the
expansion of his/her vision of the
world.
• As Music is a performance-based
discipline, effective learning
occurs through active experience,
participation, and performance,
creative expression, aesthetic
valuation, critical response, and
interpretation.
 Philosophy and Rationale
• Music is both an aural and a
temporal art.
• All the elements and processes
are interwoven artistically into a
tapestry moving in time and in
diverse historical and cultural
context.
 Philosophy and Rationale
• The nature of music is
expressive, ongoing and
creative.
• A student must learn to
“hear”, “speak” and “think” in
the medium of music.
• Simultaneously, growth and
development in the skills that
enable the application of the
learner’s knowledge should be
encouraged, through active
involvement in the various
musical processes.
The K-12 Music Curriculum advocates
the
• SPIRAL
• MULTICULTURAL and
• INTEGRATIVE
approaches in music education and
current philosophical thought in
contemporary general education.
 Spiral Progression
• The spiral curriculum theory revolves
around the understanding that
human cognition evolves in a step-
by-step process of learning, which
relies on environmental interaction
and experience to form intuition and
knowledge
 Spiral Progression
• In simpler terms, one learns
best through the repeated
experience of a concept.
 Activity
• Define the musical elements.
• Match the word/phrase to the
elements.
•It is basically the way
that all of the parts in a
piece of music are put
together.
•It is the relative
loudness or quietness of
a section of music.
•It describes how fast or
slow a piece of music is
to be performed.
• It is a sequence of pitches that
often acts as a theme in a
piece of music and built
around musical scales, and
often repeat throughout a
piece of music.
• It refers to the way that the
various individual musical lines
in a song work with each other
ranging from monophonic,
homophonic to polyphonic.
• It encompasses the idea of
time as it relates to music. The
specific beat, time signature
and tempo of a song all fall
under this element.
• It is the specific sound that a
certain instrument produces
and sometimes called the
"tone color" of a musical
instrument.
 Words/Phrases

• pentatonic scale
• nasal tone
• full of emotion
• non-harmonic
 Words/Phrases

• brisk and energetic

• percussion instruments
• absence of regular chords
• minor key
 Words/Phrases

• falsetto
• full of emotion
• high-pitched
• simple duple meter
 Words/Phrases

• with ornamentation
• no vibrato
• pick up speed
• membranophone
 Words/Phrases

• octave is divided into 22

segments
• Impossible to beat time to
the music
 Words/Phrases

• played softly in a controlled

manner
• raga scale
• aerophone
•MUSIC PROCESSES
Listening
Reading
Imitating/Recreating
Responding
Creating
Performing
Moving to Music
•Evaluating
•Analyzing Critically
•Applying
• A Walk-Through the
Content of Music 8
 Activity
•Let’s have a tour
around Asia…
 Activity

• Group the countries into 3

regions namely:
• Southeast Asia
• Central/West/South Asia
• East Asia
 Review
• Hornbostel-Sachs Classification
of Instruments
 Definition
• is a system of musical
instrument classification
devised by Erich Moritz von
Hornbostel and Curt Sachs
 Idiophones
• sound is primarily produced by the
actual body of the instrument
vibrating, rather than a string,
membrane, or column of air. In
essence, this group includes all
percussion instruments apart from
drums, as well as some other
instruments
 Membranophones

• sound is primarily produced by

the vibration of a tightly
stretched membrane. This
group includes all drums and
kazoos.
 Chordophones
• sound is primarily produced by the
vibration of a string or strings that
are stretched between fixed points.
This group includes all instruments
generally called string instruments in
the west, as well as many (but not
all) keyboard instruments, such as
pianos and harpsichords
 Aerophones

• sound is primarily produced by

vibrating air. The instrument
itself does not vibrate, and
there are no vibrating strings
or membranes
•Review definition of
terms
 Content Standards
• specific essential knowledge,
skills and habits of mind that
should be taught and learned
• “What should students know and
be able to do?”
 Performance Standards
• express the degrees or quality of
proficiency that students are
expected to demonstrate in
relation to the content standards
• “How well must students do their
work?”
• “At what level of performance
would the students be
appropriately qualified or
certified?”
 Content Standards Q 1 -4

• The learner demonstrates

understanding of musical
elements and processes by
synthesizing and applying prior
knowledge and skills
 Content Standards Q1-3

• The learner demonstrates

understanding of salient features
of Southeast Asian/East
Asian/West Asian music by
correlating musical elements and
processes to our native forms.
 Performance Standards Q 1-3

• The learner performs examples of

Southeast Asian/East Asia/West
Asia music, alone and with
others, in appropriate tone, pitch,
rhythm, expression and style.
•A Walk-Through The
Content of Grade 8
Music
 Quarter 1

•Southeast Asian Music

•Musical Ensembles of
South East Asian
Countries
The Pinpeat of Cambodia
The Gamelan of Indonesia
Hsaing Waing of Myanmar
Agung and Kulintang of Malaysia
Kertok of Malaysia
Piphat of Thailand
Khruang Sai
Mahori
So Sam Sai
Musical Instruments of Laos
 Activity
• Vocal Music:
• Burung Kaka Tua
(The Cuckatoo)
• Rasa Sayang
(I’ve Got That Lovely Feeling)
EAST ASIAN MUSIC
Musical Instruments of Japan
Tsuzumi
Taiko
Shamisen
Biwa
Shakuhachi
Nokan
Hichiriki
Sho
Ryuteki
Chinese Musical Instruments
Yueqin
Pipa
Erhu
Yunluo
Sheng
Dizi
Zheng
Pengling
Korean Musical Instruments
Kayagum
Geomungo
Haegum
Piri
Changgo
 SAKURA
“Cherry Blossoms” is
a traditional folk song
depicting spring, the
seasons of cherry
blossoms
 MO LI HUA
is a traditional Chinese
song with a beautifully
gentle and lyrical melody.
The lyric is about the
“jasmine flower” also
turn into a love song.
 ARIRANG
is a Korean folk song. It is
sometimes used as a
symbol of Korean and
Korean culture. Arirang is
in the essence song of
farewell.
 Quarter 3

• Music of South and West Asia

Classification of Musical Instruments
from India
• Ghan Instruments
• Avanaddh
• Sushir
• Tat
• Vitat
 Ghan
Manjira

Ghatam

Karta
Avanaddh
Daf Tabla

Dhol
 Sushir

Bansuri Shankh

Shehnai
 Tat
Rabab

Sitar

Ektar
 Vitat

Sarangi

Banam

Esraj
Musical Instruments of Pakistan
Dholak

Tabla

Harmonium
 Musical Instruments of Israel

Psalterion
Jewish Lyre

Shofar
 Quarter 4

•Traditional Asian
Theater Music
Japanese Kabuki
Peking Opera of China
Wayang Kulit of Indonesia
• Framework and the Music
Curriculum
 Activity
Competencies Concept Developed
 Analysis

1. In 30 seconds, think of the kind

of Grade 8 students you have in
school. Looking back at the
competencies you have chosen,
do you think they are ready to
develop these competencies?
 Analysis

2. Do you think these

competencies will develop the
st
21 century skills among your
students? Why?
 Analysis

3. If students are able to

develop these competencies,
what kind of Grade 8 students
would we have at the end of
the school year?
 Analysis

4. Which competencies do you

think are challenging for Grade
8 students to develop?
Abstraction
 Application

• Complete this statement.

• After familiarizing myself on
the new competencies, I will
__________.
•Strategies
 Activity
• If your were asked to an Asian
song, what things will you
consider?
• How will you go about doing
it?
Competencies Concepts Strategies
 Analysis
• Review your table on the
competencies and the concepts
developed.
• What strategies will be most
appropriate to develop these
competencies?
• Add another column for your
answers.
 Abstraction
• What are strategies?
• Strategies are procedures and
methods by which the
objectives of teaching are
realized in class.
 Abstraction
• There are many strategies that
can be used in Music. These
strategies are flexible depending
on the demand of the situation
such as topic being discussed,
and the needs, interests, and
abilities of pupils.
 Application

• What strategies will you apply if

you want the students to be able
to sing accurately representative
songs from East Asia?
•Assessment
• Assessment is primarily
used as a quality assurance
tool to track pupils’
learning progress.
• Listen to the song “Sakura”
once more as I sing it.
• Give me a grade for how I
performed it.
• What forms of assessment
do you provide your pupils
to evaluate their learning?
• What activities can you
provide for them to fully
understand your lesson and
eventually acquire the
characteristics of a 21st

century learner?
• How do you assess these
activities?
 Activity
Folk Song: “Atin Cu Pung Singsing”
Group 1 – Perform it by singing it accurately.
Group 2 - Dance to its tune using a variety of
appropriate steps you learned in P.E.
Group 3 – Perform the song in an entirely
different and novel way.
Group 4 – Dance the song in another time
signature using appropriate steps.
1. Prepare a rubric based on the
activity presented.
2. The group’s performance will
be rated by the other groups
based on the rubric they
prepared.
 Analysis

How do you evaluate the learning

of your pupils?
In the activity you performed:
1. What kind of assessment did
your group do?
 Analysis

2. How did you come up with your

indicators?
3.Do you think pupils will be
motivated to perform well using
this list of criteria? Why?
 Analysis

4. When do we use rubrics?

5. Aside from rubrics what type of
assessment tools could be used
in rating pupils’ achievements?
Assessment may be subjective or
objective. When assessment is
objective consider the paper
and pen exercises where
teachers will assess using the
multiple choice, true or false or
fill-in-the-blanks tests.
When assessment is subjective,
make use of rubrics. Rubrics are
scoring scales used to evaluate
students’ work.
These are usually used to assess
presentations, papers,
discussions, portfolios,
essays, and projects.
It is composed of at least two
criteria by which student
work is judged on a
particular task and at least
two levels of performance
for each criterion.
You assign points in the rubrics
with accordance to the
objectives you set in having
the activity.
Two Predominant Types:
• Analytic Rubric
• Holistic Rubric
 Analytic Rubric

-articulates levels of
performance for each criterion
so the teacher can assess
student performance on each
criterion.
 Holistic Rubric

-does not list separate levels of

performance for each
criterion. Instead, it assigns a
level of performance by
assessing performance across
multiple criteria as a whole.
With the rubrics, teachers’
expectations are clear to
students. It will also help them
evaluate the quality of their
work and thus allow them to
answer the question “Why did
I receive such grade?
Although we are allowed to give
objective assessment, let us
try the many types of
assessments that suit the
different learning styles of
pupils to explore their
different learning abilities.
 Application
Competencies Concepts Strategies Assessment
Complete the following statements:
Throughout the 3 sessions, I
learned that___________.
I realized that___________.
I feel that_______________.