K12 Music Curriculum Guide

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MUSIC
(Grade 1 to Grade 10)
December 2013
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and
cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-
based learning. Thus, the learner is empowered, through active involvement and participation, to 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 N ational Research Council of the Philippines,
Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based
Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
K to 12 Music Curriculum Guide December 2013 Page 2 of 63

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION
Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a -- tapestry moving in time.
The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range of
purposes, functions, and identities, from the utilitarian to aesthetic.
However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is
expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and
has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes this
characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for man’s individual quest for self- expression and fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical soun ds needs to be
developed. The 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.
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the
SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general
education.
We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her
national heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.

Figure 1. The Curriculum Framework of Music and Arts Education

Grade 12 Mastery of Proficiency in the chosen form or genre
Grade 11 Mastery of Proficiency in the chosen form or genre
Grade 10 Application of Contemporary Music and Arts
Grade 9 Application – Western Music and Arts
Grade 8 Application – Asian Music and Arts
Grade 7 Application – Philippine Folk Music and Arts
Grade 6 Application for Appropriate Mastery and Acquisition of Skills
Grade 5 Exploration – Elements / Processes
Grade 4 Formal Introduction to Elements / Processes
Grade 3 Preliminary Acquisition of Basic Knowledge and Skills
Grade 2 Enhanced Understanding of Fundamental Processes
Grade 1 Introduction to the Fundamental Processes
Kindergarten Exposure to the Different Music & Art Processes

(Experiential Learning)
Figure 2. Content of Music and Arts per Grade Level

Table 1. Basic Reference for Music Content
Music Elements Music Processes
-creating)
Dynamics
*No formal instruction in harmony
from K to 3

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

GRADE 1
ELEMENTS OF MUSIC
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to 1. identifies the difference
understanding of sound, the pulse of the sounds between sound and silence MU1RH-Ia-1
1. Distinction Between silence and rhythm heard and performs with accurately
Sound and Silence accuracy the rhythmic 2. relates images to sound and
2. Steady Beats patterns silence within a rhythmic MU1RH-Ib-2
3. Simple Rhythmic pattern
Patterns
4. Ostinato 3. performs echo clapping MU1RH-Ib-3
4. maintains a steady beat
when chanting, walking,
MU1RH-Ic-4
tapping, clapping, and
playing musical instruments
5. claps, taps, chants, walks
and plays musical
instruments with accurate
rhythm in response to sound MU1RH-Ic-5
o in groupings of 2s
6. creates simple ostinato
patterns in groupings of 2s,
MU1RH-Id-e-6
3s, and 4s through body
movements
7. performs simple ostinato
patterns on other sound MU1RH-If-g-7
sources including body parts
8. plays simple ostinato
patterns on classroom
instruments
MU1RH-Ih-8
8.1 sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes, etc.

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY demonstrates basic responds accurately to high 1. identifies the pitch of a tone
understanding of pitch and and low tones through body as high or low MU1ME-IIa-1
1. Pitch simple melodic patterns movements, singing, and
2. matches the correct pitch of
2. Simple Melodic playing other sources of
tones with other sound MU1ME-IIb-2
Patterns sounds
sources
3. sings simple melodic patterns
3.1 ( so –mi, mi –so, mi – re- MU1ME-IIb-3
do)
4. matches the melody of a
song with the correct pitch
vocally
MU1ME-IIc-4
4.1 greeting songs
4.2 counting songs
4.3 action songs
5. sings in pitch
5.1 rote singing
5.2 greeting songs MU1ME-IIc-5
5.3 counting songs
5.4 echo singing
III. FORM demonstrates basic responds with precision to 6. identifies with body
understanding of the changes in musical lines movements the
1. Musical Lines concepts of musical lines, with body movements 6.1 beginnings
MU1FO-IId-1
2. Beginnings and beginnings and endings in 6.2 endings
Endings in Music music, and repeats in music 6.3 repeats of a recorded
3. Repeats in Music music example
7. identifies similar or dissimilar
musical lines with the use of:
7.1 body movements MU1FO-IIe-2
7.2 geometric shapes or
objects
8. relates basic concepts of
musical forms to geometric
shapes to indicate
MU1FO-IIf-3
understanding of:
8.1 same patterns
8.2 different patterns

STANDARDS MATERIALS
9. chooses the exact geometric
shapes that correspond to MU1FO-IIg-h-4
musical form
THIRD QUARTER
IV. TIMBRE demonstrates distinguishes accurately the 1. identifies the source of
understanding of the basic different sources of sounds sounds
1. Quality of Sound in concepts of timbre heard and be able to 1.1 wind, wave, swaying of the
Music produce a variety of timbres trees, animal sounds, MU1TB-IIIa-1
2. Distinction Between sounds produced by
Speaking and Singing machines, transportation,
through body movements
2. responds appropriately to
MU1TB-IIIa-2
differences in sounds heard
through body movement
3. replicates the sounds heard MU1TB-IIIb-3
from different sources
4. uses voice and other
MU1TB-IIIb-4
sources of sound to produce
a variety of timbres
V. DYNAMICS demonstrates creatively interprets with 5. demonstrates dynamic
MU1DY-IIIc-1
understanding of the basic body movements the changes with movements
1. Volume of Sound in concepts of dynamics dynamic levels to enhance 6. uses the terms loud and soft
MU1DY-IIIc-2
Music poetry, chants, drama, and to identify volume changes
2. Distinction Between musical stories 7. relates the concepts of
Loudness and dynamics to the movements
Softness in Music of animals
MU1DY-IIId-3
7.1 elephant walk – loud
7.2 tiny steps of a mouse –
soft
8. interprets with body
movements the dynamics of
a song MU1DY-IIIe-f-4
8.1 small movement – soft
8.2 big movement –loud
9. applies the concepts of
dynamic levels to enhance MU1DY-IIIg-h-
poetry, chants, drama, and 5
musical stories
STANDARDS MATERIALS
9.1 small movement – soft
9.2 big movement – loud
FOURTH QUARTER
VI. TEMPO demonstrates performs with accuracy 1. mimics animal movements
understanding of the basic varied tempi through 1.1 horse – fast MU1TP-IVa-1
1. Speed of Sound In concepts of tempo movements or dance steps 1.2 carabao – slow
Music to enhance poetry, chants, 2. demonstrates the basic
MU1TP-IVa-2
2. Distinction Between drama, and musical stories concepts of tempo through
Fastness and Slowness movements
in Music 3. responds to varied tempo
with movements or dance
steps
3.1 slow movement with slow MU1TP-IVb-3
music
3.2 fast movement with fast
music
4. relates tempo changes to
MU1TP-IVb-4
movements
5. uses varied tempo to
enhance poetry, chants, MU1TP-IVc-5
drama, and musical stories
VII. TEXTURE demonstrates sings songs to involve 6. identify sounds alone, sounds MU1TX-IVd-1
understanding of the basic oneself and experience the together
1. Distinction Between concepts of texture concept of texture 7. demonstrates awareness of
Thinness and texture by using visual MU1TX-IVe-2
Thickness in Music images
2. Single Melodic Line or 8. distinguishes accurately
Simultaneous between single musical line
Occurrence of Multiple and multiple musical lines MU1TX-IVf-3
Melodic Lines which occur simultaneously
in a given song
9. demonstrates the concept of
texture by singing two-part
round MU1TX-IVg-h-4
9.1 Are You Sleeping, Brother
John?
9.2 Row, Row, Row Your Boat

GRADE 2
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to 1. distinguishes aurally and
understanding of sound, the pulse of sounds heard visually between sound and MU2RH-Ia-1
1. Distinction Between silence and rhythmic and performs with accuracy silence
Sound and Silence patterns and develops the rhythmic patterns in 2. relates visual images to
2. Steady Beats musical awareness while expressing oneself sound and silence within a MU2RH-Ib-2
3. Simple Rhythmic performing the rhythmic pattern
Patterns fundamental processes in 3. replicates a simple series of
4. Ostinato music rhythmic sounds (i.e. echo MU2RH-Ib-3
clapping)
4. maintains a steady beat when
chanting, walking, tapping, MU2RH-Ic-4
clapping, and playing musical
instruments
5. claps the written stick
notation to show steady beats
5.1 divides the stick notations MU2RH-Ic-5
into measures of 2s, 3s and
4s to show rhythmic
patterns
patterns in measures of 2s,
MU2RH-Id-e-6
3s, and 4s with body
movements
7. writes stick notation on the
board to represent the sound MU2RH-If-g-7
heard
8. plays simple ostinato patterns

on classroom instruments
8.1 sticks, drums, triangles, MU2RH-Ih-8
nails, coconut shells,
bamboo, empty boxes, etc.

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY demonstrates basic performs with accuracy of 1. identifies the pitch of tones as
understanding of pitch and pitch, the simple melodic 1.1 high
1. Pitch simple melodic patterns patterns through body 1.2 low MU2ME-IIa-1
2. Simple Melodic movements, singing or 1.3 higher
Patterns playing musical instruments 1.4 lower
2. responds to ranges of pitch
through body movements,
MU2ME-IIa-2
singing, and playing sources
of sounds
3. demonstrates high and low
pitches through singing or MU2ME-IIb-3
playing musical instruments
4. sings the following songs with
accurate pitch:
4.1 wrote songs MU2ME-IIb-4
4.2 echo songs
4.3 simple children’s melodies
5. echoes simple melodic
patterns through singing or MU2ME-IIc-5
humming
6. demonstrates the melodic
MU2ME-IIc-6
contour with movement
7. demonstrates the melodic
contour through
1.7 body staff
MU2ME-IIc-7
1.8 writing the melodic line “on
the air”
1.9 line notation
8. relates visual imagery to
MU2ME-IIc-8
melodic patterns
III. FORM demonstrates performs a song, chosen 9. identifies the beginning and
MU2FO-IId-1
understanding of the basic from among the previously ending of a song
1. Musical Lines concepts of musical form learned songs that shows 10. demonstrates the beginning
2. Beginnings and the basic concepts of and ending of a song with
Endings in Music musical lines, beginnings, 10.1 movements MU2FO-IId-2
3. Repeats in Music endings and repeats 10.2 vocal sounds
through body movement, 10.3 instrumental sounds
STANDARDS MATERIALS
vocal sounds, and 11. identifies musical lines as
instrumental sounds 11.1 similar
11.2 dissimilar with
MU2FO-IIe-3
movements and with the
use geometric shapes or
objects
12. demonstrates repeated
MU2FO-IIe-4
musical lines with movements
13. recognizes repetitions within a
MU2FO-IIf-5
song
14. creates melodic introduction
MU2FO-IIg-h-6
and ending of songs
15. creates rhythmic introduction
MU2FO-IIg-h-7
and ending of songs
THIRD QUARTER
IV. TIMBRE demonstrates determines accurately the 1. identifies the source of
understanding of the basic sources of sounds heard, sounds e.g. winds, waves
1. Quality of Sound in concepts of timbre and produce sounds using swaying of the trees, animals MU2TB-IIIa-1
Music voice, body, and objects, sounds, sounds produced by
2. Introduction to Voice and be able to sing in machines, transportation, etc.
Production accurate pitch
3. Differentiation in 2. replicates different sources of
Sound Quality sounds with body movements MU2TB-IIIa-2
4. Introduction to
3. identifies the common musical
Musical Instruments
instruments by their sounds MU2TB-IIIb-3
and image
4. recognizes the difference

between speaking and singing MU2TB-IIIc-4
5. sings songs with accurate

pitch and pleasing vocal
MU2TB-IIIc-5
quality
6. produces sounds using voice,

body, and objects to enhance MU2TB-IIId-6
a given story

STANDARDS MATERIALS
V. DYNAMICS demonstrates creatively applies changes 7. interprets through body
understanding of the basic in dynamics to enhance movements the dynamics of a MU2DY-IIIc-1
1. Volume of Sound in concepts of dynamics rhymes, chants, drama, and song
Music musical stories 8. distinguishes between “loud”,
2. Distinction Between “louder”, “soft” and “softer” in MU2DY-IIIc-2
Loudness and music
Softness in Music 9. relates movements of animals
to dynamics
E.g.
MU2DY-IIIc-3
elephant walking – loud
dog walking – medium
tiny steps of a mouse - soft
10. uses the words loud, louder,
soft, softer – to identify MU2DY-IIIc-4
variations in volume
11. replicates “loud,” “medium,”
MU2DY-
and “soft” with voice or with
IIId,e,h-5
instruments
12. sings a given song with
MU2DY-IIIf-h-6
appropriate dynamics
FOURTH QUARTER
VI. TEMPO demonstrates uses varied tempi to 1. mimics animal movements
understanding of the basic enhance rhymes, chants, 1.1 horse – fast MU2TP-IVa-1
1. Speed of Sound In concepts of tempo drama, and musical stories 1.2 carabao – moderate
Music 1.3 turtle – slow
2. Distinction Between 2. responds to the accurate
Fastness and tempo of a song as guided by
Slowness in Music the hand signal of the teacher
E.g.
MU2TP-IVa-2
The teacher’s slow hand
movement means “slow”,
while fast hand movement
means “fast”.
3. demonstrates changes in
MU2TP-IVa-3
tempo with movements
4. responds to variations in
tempo with dance steps MU2TP-IVb-4
4.1 slow movement with slow
STANDARDS MATERIALS
music
4.2 s music
5. distinguishes “slow,”
“slower,”“fast,” and “faster” in
MU2TP-IVb-5
recorded music with voice or
with instruments
6. uses the terms “fast,”
“faster,” “slow,” and “slower” MU2TP-IVb-6
to identify variations in tempo
7. replicates “slow,”
“slower,”“fast,” and “faster”
MU2TP-IVc-7
with voice or with
instruments
VII. TEXTURE demonstrates distinguishes accurately 8. identifies musical texture with
understanding of the basic between single musical line recorded music
1. Single Melodic Line or concepts of texture and multiple musical lines E.g.
Simultaneous which occur simultaneously 8.1 melody with single
Occurrence of Multiple in a given song instrument or voice
MU2TX-IVd-f-1
Melodic Lines 8.2 single melody with
2. Distinction Between accompaniment
Thinness and 8.3 two or more melodies sung
Thickness in Music or played together at the
same time
9. shows awareness of texture
by relating visual images to MU2TX-IVd-f-2
recorded or performed music
10. distinguishes between single
musical line and multiple
MU2TX-IVd-f-3
musical lines which occur
simultaneously
11. distinguishes between
thinness and thickness of
MU2TX-IVg-h-4
musical sound in recorded or
performed music

GRADE 3
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates 1. performs simple 1. relates images with sound
understanding of the basic ostinato patterns/simple and silence within a rhythmic
MU3RH-Ia-1
1. Sound and Silence concepts of rhythm rhythmic pattern
2. Steady Beats accompaniments on
3. Simple Rhythmic classroom instruments 2. maintains a steady beat when
Pattern and other sound chanting, walking, tapping,
4. Ostinato sources to a given song clapping, and playing musical MU3RH-Ib-h-2
instruments
2. sings songs with correct
rhythm 3. claps, taps, chants, walks,
and plays musical instruments
in response to sound with the
correct rhythm
3.1 in measures of 2s, 3s, and MU3RH-Ia-c-3
4s
3.2 echo clapping
3.3 marching
3.4 dancing the waltz
4. claps the written stick
notation on the board
representing the sound heard MU3RH-Id-4
5. plays simple ostinato patterns

with classroom instruments MU3RH-Id-h-5
and other sound sources
patterns in measures of 2s,
MU3RH-Ie-6
3s, and 4s through body
movements
7. creates ostinato patterns in
different meters using
MU3RH-If-7
combination of different
sound sources

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY demonstrates sings the melody of a song 1. identifies the pitch of a tone
understanding of the basic with accurate pitch as:
1. Pitch concepts of melody 1.1 high – higher
MU3ME-IIa-1
2. Melodic Lines 1.2 moderately high – higher
3. Melodic Patterns and 1.3 moderately low – lower
Contour 1.4 low – lower
2. matches the correct pitch of
tones
MU3ME-IIa-2
2.1 with the voice
2.2 with an instrument
3. relates movements with levels
MU3ME-IIb-3
of pitch
4. matches the voice with the
MU3ME-IIb-c-4
pitches of a melody
5. recreates simple patterns and
MU3ME-IIb-5
contour of a melody
6. sings entire simple songs with
accurate pitch
6.1 Favorite Children’s Songs
6.1.1 “Do – Re – Mi”
6.1.2 “What Can We Do
Today” MU3ME-IIc-6
6.2 Folksongs
6.2.1 “Manang Biday”
6.2.2 “Paruparong Bukid”
6.2.3 “Atin Cu Pung
Singsing”
III. FORM demonstrates sings, plays, and performs 7. identifies the beginning,
MU3FO-IId-1
understanding of the basic (through body movements) middle, and ending of a song
1. Musical Lines concepts of musical form a chosen song showing the 8. identifies musical lines as
2. Musical Beginning, basic concepts of musical 8.1 similar
Middle, and End lines, beginnings, endings 8.2 same
MU3FO-IId-2
3. Repeats in music and repeats 8.3 different through
movements and geometric
shapes or objects
9. recognizes repetitions within a
MU3FO-IId-3
song
STANDARDS MATERIALS
10. sings repetitions of musical
MU3FO-IIe-4
lines independently
11. plays repetitions of musical
MU3FO-IIf-5
lines
12. renders a song confidently,
giving appropriate emphasis
MU3FO-IIg-h-6
on the beginning and on the
ending
THIRD QUARTER
IV. TIMBRE demonstrates applies vocal techniques in 1. recognizes differences in
understanding of the basic singing to produce a sound quality coming from a MU3TB-IIIa-1
1. Voice Production concepts of timbre pleasing vocal quality: variety of sound sources
Techniques 1. using head tones 2. responds to differences in
2. Variation in Sound 2. employing proper sound quality with appropriate MU3TB-IIIa-2
Quality breathing movement
2.1 Similar 3. using the diaphragm 3. recognizes musical
MU3TB-IIIb-3
2.2 Different instruments through sound
3. Introduction to 4. identifies and compares the
Musical Instruments voices of:
4.1 classmates as they sing or
MU3TB-IIIb-4
speak
4.2 selected popular singers in
recordings
5. compares the use of the voice
MU3TB-IIIb-5
in speaking and in singing
6. uses the voice and other
sources of sound to produce a MU3TB-IIIc-6
variety of timbres
V. DYNAMICS demonstrates sings songs with proper 7 interprets the dynamics of a
understanding of the basic dynamics following basic song through body
1. Volume of Sound in concepts of dynamics in conducting gestures movements MU3DY-IIId-1
Music order to respond to 7.1 small movement – soft
2. Conducting and conducting gestures using 7.2 big movement – loud
Dynamics symbols indicating 8 distinguishes “loud,”
MU3DY-IIId-2
variances in dynamics “medium,” and “soft” in music
9 relates dynamics to the
movements of animals MU3DY-IIId-3
e.g.
STANDARDS MATERIALS
9.1 elephant walking – loud
9.2 mice scurrying – soft
10 uses terms “loud,” “medium,”
and “soft” (louder, softer) to
MU3DY-IIIe-4
identify changes and
variations in volume
11 responds to conducting
gestures of the teacher for
“loud” and “soft”
E.g.
11.1 Teacher’s palm down MU3DY-IIIe-h-
means “soft” and palm up 5
means “loud.”
11.2 Hands moving farther from
each other mean sound
becomes louder.
12 uses varied dynamics to
enhance poetry, chants, MU3DY-IIIf-h-
drama, songs and musical 6
stories
FOURTH QUARTER
VI. TEMPO demonstrates enhances performance of 1. mimics animal movements
understanding of the poetry, chants, drama, according to speed
1. Speed of Sound in concepts of tempo in order musical stories, and songs 1.1 horse – fast
Music to respond to conducting by using a variety of tempo 1.2 carabao – slow MU3TP-IVa-1
1.1 Fast symbols indicating 1.3 turtle – slow
1.2 Slow variations in tempo 1.4 rabbit - fast
2. Conducting and Tempo 1.5 dog – fast
2. sings songs with proper
tempo following basic MU3TP-IVa-2
conducting gestures
3. relates movement to changes
MU3TP-IVb-3
and variations in tempo
4. responds with movement to
tempo changes
4.1 (i.e. doing locomotor and MU3TP-IVb-c-4
non-locomotor movements)
to a variety of tempo in
STANDARDS MATERIALS
recorded music
5. distinguishes among fast,
MU3TP-IVb-5
moderate, and slow in music
6. uses the terms: fast,
moderate, and slow, (faster,
MU3TP-IVb-6
slower etc.) to identify tempo
changes and variations
7. sings songs with designated
tempo
E.g. MU3TP-IVa-c-7
7.1 Lullaby – slow
7.2 Joyful songs – fast
VII. TEXTURE demonstrates sings 8. demonstrates the concept of
understanding of the basic 1. “two-part rounds” texture by singing “two-part
1. Single Melodic Line or concepts of texture 2. “partner songs” rounds”
Simultaneous E.g.
MU3TX-IVd-f-1
Occurrence of Multiple 8.1 “Are You Sleeping, Brother
Melodic Lines John?”
2. Distinction Between 8.2 “Row, Row, Row Your Boat”
Thinness and 8.3 “Musika Ay Di Kukupas”
Thickness in Music 9. demonstrates the concept of
texture by singing “partner
songs
E.g.
9.1 “Leron, Leron Sinta” MU3TX-IVd-f-2
9.2 “Pamulinawen”
9.3 “It’s A Small World”
9.4 “He’s Got the Whole World in
His Hands
10. distinguishes between single
musical line and multiple
MU3TX-IVd-f-3
musical lines which occur
simultaneously
MU3TX-IVg-h-
thinness and thickness of
4
musical sound

GRADE 4
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates creates rhythmic patterns 1. identifies different kinds of  MISOSA4-
understanding of concepts in: notes and rests module6,7
1. Musical Symbols and pertaining to rhythm and 1. simple time signatures MU4RH-Ia-1
Concepts: musical symbols 2. simple one-measure
1.1 Notes and Rests ostinato pattern
1.2 Meters 2. organizes notes and rests  MISOSA4-
1.3 Rhythmic Patterns according to simple meters module8
1.4 Simple Time (grouping notes and rests into MU4RH-Ib-2
Signatures measures given simple
1.5 Ostinato meters)
3. states the meaning of the  MISOSA4-
different rhythmic patterns MU4RH-Ic-3 module2
4. demonstrates the meaning of  MISOSA4-

rhythmic patterns by clapping module3,4,5
in time signatures
MU4RH-Ic-4
2 3 4
4, 4, 4
5. uses the bar line to indicate  MISOSA4-

groupings of beats in module3,4,5
2 3 4 MU4RH-Ic-5
4, 4, 4
6. identifies accented and  MISOSA4-

unaccented pulses MU4RH-Id-6 module1
7. places the accent (>) on the  MISOSA4-
notation of recorded music MU4RH-Id-7 module1
8. responds to metric pulses of

music heard with appropriate MU4RH-Ie-g-8
conducting gestures

STANDARDS MATERIALS
SECOND QUARTER
II. MELODY recognizes the musical analyzes melodic 1. identifies the pitch name of
symbols and demonstrates movement and range and each line and space of the G-
1. Musical Symbols and Concepts: understanding of concepts be able to create and clef staff
1.1 Intervals pertaining to melody perform simple melodies F
1.2 Scales D
1.3 Melodic Contours B
1.4 Patterns of successive G
pitches of a C Major scale E
MU4ME-IIa-1
E
C
A
F
2. identifies the pitch names of

notes on the ledger lines and
spaces below the G-clef staff
(middle C and D)
MU4ME-IIb-2
3. recognizes the meaning and

use of G- Clef
MU4ME-IIc-3
do re mi fa so la ti do

STANDARDS MATERIALS
4. identifies the movement of the  MISOSA4-
melody as: module10
- no movement
- ascending stepwise
- descending stepwise
MU4ME-IId-4
- ascending skip wise
- descending skip wise
5. identifies the highest and  MISOSA4-

lowest pitch in a given module9
MU4ME-IIe-5
notation of a musical piece to
determine its range
6. sings with accurate pitch the
simple intervals of a melody MU4ME-IIf-6
7. performs his/her own created

MU4ME-IIg-h-
melody
7

STANDARDS MATERIALS
THIRD QUARTER
III. FORM demonstrates performs similar and 1. identifies aurally and visually
understanding of musical contrasting musical the introduction and coda MU4FO-IIIa-1
1. Phrases in a Musical Piece phrases, and the uses and phrases (ending) of a musical piece
2. Structure of Musical Sound meaning of musical terms 2. identifies aurally and visually
2.1 Antecedent (Question) in form the antecedent and MU4FO-IIIa-2
Phrase consequent in a musical piece
2.2 Consequent (Answer) 3. listens to similar and
MU4FO-IIIa-
Phrase contrasting phrases in
b-3
2.3 Introduction recorded music
2.4 CODA (ending) Phrase 4. identifies similar and
contrasting phrases in vocal
and instrumental music from
MU4FO-IIIc-4
the previous lessons
4.1 melodic
4.2 rhythmic
5. sings similar and contrasting
phrases in music
MU4FO-IIId-5
5.1 melodic
5.2 rhythmic
IV. TIMBRE demonstrates participates actively in a 6. distinguishes vocal and
understanding of group performance to instrumental sounds MU4TB-IIIe-1
1. Variations of Sound variations of sound in demonstrate different
1.1 Vocal music (lightness and vocal and instrumental 7. identifies as vocal or
1.2 Instrumental heaviness) as applied to sounds instrumental, a recording of
vocal and instrumental the following:
MU4TB-IIIe-2
music 8.1 solo
8.2 duet
8.3 trio
8.4 ensemble
8. identifies aurally and visually MU4TB-IIIf-3
different instruments
9. classifies the various musical  MISOSA4-
instruments as: module19
9.1 string MU4TB-IIIf-h-
9.2 woodwind 4
9.3 brass wind
9.4 percussion

STANDARDS MATERIALS
V. DYNAMICS recognizes the musical applies forte and piano 10. recognizes the use of the  MISOSA4-
symbols and demonstrates to designate loudness and symbol p (piano) and f (forte) MU4DY-IIIf-1 module20
1. Volume of Sound in understanding of concepts softness in a musical in a musical score
Music pertaining to volume in example 11. uses appropriate musical
music 1. singing terminology to indicate simple
MU4DY-IIIf-h-
2. playing instrument dynamics
2
11.1 forte
11.2 piano
FOURTH QUARTER
VI. TEMPO demonstrates creates and performs 1. relates body movements to  MISOSA4-
understanding of concepts body movements the tempo of a musical MU4TP-IVa-1 module21
1. Speed / Flow of Music pertaining to speed/flow appropriate to a given example
of music tempo 2. uses appropriate musical
terminology to indicate
variations in tempo MU4TP-IVb-2
2.1 largo
2.2 presto
VII. TEXTURE demonstrates sings two-part rounds 3. identifies aurally the texture of
MU4TX-IVc-1
understanding of concepts and partner songs with a music example
1. Simultaneous pertaining to texture in others 4. identifies aurally and visually
Occurrence of Multiple music an ostinato or descant in a MU4TX-IVd-2
Melodic Lines musical example
2. Distinction Between 5. recognizes aurally and visually,
Thinness and Thickness examples of 2-part vocal or MU4TX-IVe-3
in Music instrumental music
VIII. HARMONY demonstrates performs examples of 6. identifies harmonic interval (2
MU4HA-IVf-1
understanding of harmonic interval with pitches) in a musical example
1. Simultaneous harmonic intervals others 7. recognizes aurally and visually,
Sounding of Two examples of harmonic MU4HA-IVg-2
Tones / Pitches intervals
8. creates examples of harmonic
MU4HA-IVh-3
interval (2 pitches) with others

GRADE 5
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM recognizes the musical performs with a 1. identifies visually and aurally  MISOSA5-
MU5RH-Ia-b-1
symbols and demonstrates conductor, a speech the kinds of notes and rests in module1,2
Musical Symbols and understanding of concepts chorus in simple a song
Concepts pertaining to rhythm time signatures 2. recognizes rhythmic patterns  MISOSA5-
1. Notes and Rests 1. choral using quarter note, half note, module7
2. Meters 2. instrumental dotted half note, dotted MU5RH-Ia-b-2
3. Rhythmic Patterns quarter note, and eighth note
4. Simple Time in simple time signatures
Signatures 3. identifies accurately the  MISOSA5-
duration of notes and rests in module3,4,5
2 3 4 MU5RH-Ic-e-3
4, 4, 4
time signatures
4. creates different rhythmic  MISOSA5-

patterns using notes and rests module7
in time signatures as:
MU5RH-If-g-4
2 3 4
4, 4, 4
5. responds to metric pulses of
music heard with appropriate MU5RH-Ih-5
conducting gestures
SECOND QUARTER
II. MELODY recognizes the musical accurate 1. recognizes the meaning and
symbols and demonstrates performance of uses of
Musical Symbols and understanding of concepts songs following the F-Clef on the staff
MU5ME-IIa-1
Concepts pertaining to melody musical symbols
1. Accidentals pertaining to melody
2. F-Clef indicated in the
3. Intervals piece 2. identifies the pitch names of
4. Scales (Pentatonic, each line and space on the F-
C major, G major) MU5ME-IIa-2
Clef staff
5. Melodic Contours
STANDARDS MATERIALS
G A B C D E F G A
sol la ti do re mi fa sol la
3. identifies the symbols:
sharp (# ), flat (♭), and MU5ME-IIb-3
natural (♮)
4. recognizes aurally and
visually, examples of melodic MU5ME-IIc-4
interval
5. identifies the notes of the  MISOSA5-
intervals in the C major scale modules
prime 10,11,12
2nd
MU5ME-IIc-5
3rd
4th

STANDARDS MATERIALS
5th
octave
6. identifies successive sounding MU5ME-IId-6

of two pitches
7. identifies the beginning
melodic contour of a musical MU5ME-IId-7
example
8. determines the range of a
musical example
MU5ME-IIe-8
8.1 wide
8.2 narrow
9. reads / sings notes in different  MISOSA4-
scales module12,14,15
- Pentatonic scale
- C major scale
MU5ME-IIf-9
- G major scale

STANDARDS MATERIALS
10. creates simple melodies MU5ME-IIg-10
11. performs his/her own created MU5ME-IIh-
melody 11
THIRD QUARTER
III. FORM demonstrates understanding performs the 1. recognizes the design or
of the uses and meaning of created song with structure of simple musical
Structure of Musical musical terms in Form appropriate forms:
Sound musicality 1.1 unitary(one section) MU5FO-IIIa-1
1. Strophic 1.2 strophic(same tune with 2 or
2. Unitary more sections and 2 or more
verses)
2. creates a 4- line unitary song MU5FO-IIIb-2
3. creates a 4 –line strophic song MU5FO-IIIc-
with 2 sections and 2 verses d-3
IV. TIMBRE demonstrates understanding participates in a 4. describes the characteristics of

MU5TB-IIIe-1
of variations of sound group performance each type of voice
Vocal and Instrumental density in music (lightness to demonstrate 5. identifies the following vocal  MISOSA4-
Sounds and heaviness) as applied to different vocal and timbres: module18
vocal and instrumental music instrumental sounds 5.1 soprano
MU5TB-IIIe-2
5.2 alto
5.3 tenor
5.4 bass
6. identifies aurally and visually
different instruments in:
6.1 rondalla
6.2 drum and lyre band
MU5TB-IIIf-3
6.3 bamboo group/ensemble
(Pangkat Kawayan)
6.4 other local indigenous
ensembles
7. participates actively in musical
ensemble
MU5TB-IIIg-4
7.1 choral
7.2 instrumental
8. creates a variety of sounds MU5TB-IIIg-
emanating from the h-5
environment using available
STANDARDS MATERIALS
sound sources
FOURTH QUARTER
V. DYNAMICS demonstrates understanding applies dynamics to 1. identifies the different MU5DY-IVa-b-
of concepts pertaining to musical selections dynamic levels used in a song 1
Variations of Volume in volume in music heard
Musical Sound 2. uses appropriate musical  MISOSA5-
terminology to indicate module16
variations in dynamics,
specifically:
2.1 piano (p)
2.2 mezzo piano (mp)
2.3 forte(f) MU5DY-IVa-b-
2.4 mezzo forte (mf) 2
2.5 crescendo
2.6 decrescendo
VI. TEMPO recognizes the musical applies 3. identifies the various tempo
MU5TP-IVc-1
symbols and appropriately, used in a song heard
Variations of Speed in demonstrates various tempo to 4. uses appropriate musical  MISOSA5-
Musical Sound understanding of vocal and terminology to indicate module17
concepts pertaining to instrumental variations in tempo:
speed in music performances 4.1 largo
4.2 presto MU5TP-IVc-d-
4.3 allegro 2
4.4 moderato
4.5 andante
4.6 vivace
4.7 ritardando
4.8 accelerando
VII. TEXTURE demonstrates understanding recognizes examples 5. identifies aurally the texture MU5TX-IVe-1  MISOSA5-
of concepts pertaining to of horizontal 3-part of a musical piece module18
Densities of Musical Sound texture in music vocal or 6. performs 3-part rounds and
instrumental texture, partner songs MU5TX-IVe-2
aurally and visually

STANDARDS MATERIALS
VIII. HARMONY recognizes the musical performs a vocal or 7. identifies the intervals of the
symbols and demonstrates instrumental following major triads:
Introduction to Major Triad understanding of harmonic ensemble using the
intervals following major 7.1 tonic (I)
triads ( I, IV, V )
7.2 subdominant (IV)
MU5HA-IVf-g-
1
7.3 dominant (V)
8. uses the major triad as

accompaniment to simple MU5HA-IVh-2
songs

GRADE 6
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates understanding responds to beats in 1. identifies the notes / rests
MU6RH-Ia-1
of the concept of rhythm by music heard with used in a particular song
Musical Symbols and applying notes and rests, appropriate 2. differentiates among 2 3 4
Concepts: rhythmic patterns, and time conducting patterns 6 4, 4, 4 MU6RH-Ib-e-2
1. Notes and Rests signatures of 2 3 4 and 6 and 8 time signatures
2. Meters 4, 4, 4 8
3. Rhythmic Patterns 3. demonstrates the conducting
4. Time Signatures gestures of 2 3 4
5. Conducting 4, 4, 4 MU6RH-Ib-e-3
6
and time signatures
8
4. identifies through conducting

the relationship of the first and
MU6RH-If-4
last measure in an incomplete
measure
5. creates rhythmic patterns in
2 3 4 and 6
4, 4, 4 8 MU6RH-Ig-h-5
time signatures
SECOND QUARTER
II. MELODY demonstrates the concept of applies learned 1. demonstrates the ability to  MISOSA4-
melody by using intervals in concepts of melody sing, read, and write simple modules13,14
1. Intervals major scales and in the and other elements musical notations in the:  MISOSA6-
2. Major Scales minor scales to composition and module5,6
3. Minor Scales performance 1.1 Key of C Major
MU6ME-IIa-1

STANDARDS MATERIALS
1.2 Key of G Major
1.3 Key of F Major
2. analyzes the melodic patterns

of songs in C Major, G major, MU6ME-IIa-2
and F Major keys
3. sings and plays solo or with
group, melodies/songs in C MU6ME-IIa-3
Major, G Major, and F Major
4. creates simple melodies in:
4.1 C Major,
MU6ME-IIa-4
4.2 G Major, and
4.3 F Major scales
5. sings self-composed melodies
in C Major, G major, and F MU6ME-IIa-5
Major keys
THIRD QUARTER
III. FORM demonstrates understanding performs accurately 1. identifies simple musical forms
of the concept of musical the design or 1.1 binary (AB) -has 2
1. Structure of Musical forms and musical symbols structure of a given contrasting sections (AB)
Forms (repeat marks) indicated musical piece 1.2 ternary (ABA)-has 3
1.1 binary (AB) sections, the third section
MU6FO-IIIa-
1.2 ternary (ABA) similar to the first; (ABC) –
b-1
1.3 rondo (ABACA) has 3 sections
2. Repeat Marks 1.3 rondo (ABACA) -has
2.1 Da Capo (D.C.) contrasting sections in
2.2 Dal Segno (D.S.) between repetitions of the
2.3 Al Fine (up to the A section (ABACA)

STANDARDS MATERIALS
end)
2.4 D.C. al Fine (repeat 2. analyzes the musical forms of
from the beginning the following songs:
until the word Fine) 2.1 Leron,Leron,Sinta; Sitsiritsit
2.5 ║: :║ 2.2 Silent Night
2.6 ┌───┐┌───┐ 2.3 Happy Birthday
2.7 1 2 2.4 Joy to the World MU6FO-IIIa-
(ending 1, ending 2) 2.5 Bahay Kubo b-2
2.6 Ili-iliTulogAnay
2.7 ParuparongBukid
2.8 Ang Bayan Ko
2.9 Pamulinawen
2.10 Tinikling
2.11 LupangHinirang
3. uses the different repeat  MISOSA4-
marks that are related to form: module17
3.1 Da Capo (D.C.)
3.2 Dal Segno (D.S.)
3.3 Al Fine (up to the end)
3.4 D.C. al Fine (repeat from the MU6FO-IIIc-3
beginning until the word
Fine)
3.5 ║: :║
3.6 ┌───┐┌───┐
1 2
(ending 1, ending 2)
IV. TIMBRE demonstrates understanding aurally determines 4. identifies visually and aurally
of the concept of timbre the sound of a single the instrumental sections of MU6TB-IIId-1
Introduction of Musical through recognizing musical instrument in any the Western orchestra
Instruments instruments aurally and section of the 5. distinguishes aurally the sound
MU6TB-IIId-
visually orchestra of each section of the Western
e-2
orchestra
6. identifies the characteristics of
each instrument in each MU6TB-IIId-3
section of the orchestra
7. describes the distinct sound MU6TB-IIId-
quality of the different e-4
instruments of the orchestra

STANDARDS MATERIALS
V. DYNAMICS demonstrates understanding applies the 8. distinguishes varied dynamic
of the concept of dynamics appropriate dynamic levels in a music heard
Variations in Dynamics through a wide variety of levels in vocal and 8.1 piano (p)
dynamic levels instrumental music 8.2 mezzo piano (mp)
8.3 pianissimo (pp) MU6DY-IIIf-g-
8.4 forte (f) 1
8.5 mezzo forte (mf)
8.6 fortissimo (ff)
8.7 crescendo
8.8 decrescendo
9. uses varied dynamic levels in a
MU6DY-IIIh-2
song
FOURTH QUARTER
VI. TEMPO demonstrates understanding performs a given 1. identifies the different tempo
of the various tempo song, using tempo in a given song or music:
Variations of Tempo marks appropriately -allegro
-andante
MU6TX-IVa-b-
-ritardando
1
-accelerando
-largo
-presto
-vivace
MU6TX-IVa-b-
ritardando and accelerando as
2
used in a song
3. demonstrates the different
kinds of tempo by following MU6TX-IVa-b-
tempo marks in a familiar song 3
Ex: “Pandangguhan”
VII. TEXTURE demonstrates the concept of performs accurately 4. identifies aurally the texture of
texture as: a given song with musical pieces
MU6TX-IVc-d-
Variations in Texture 1. monophonic (one voice) monophonic, 4.1 monophonic
1
1. Monophony 2. homophonic (voice and homophonic, and 4.2 homophonic
2. Homophony accompaniment) polyphonic textures 4.3 polyphonic
3. Polyphony 3. polyphonic (many 5. Identifies different textures
voices) 5.1 Vocal MU6TX-IVc-d-
5.1.1 solo voice 2
5.1.2 solo voice with
STANDARDS MATERIALS
accompaniment
5.1.3 duet, partner
songs, round songs
5.2 Instrumental
5.2.1 solo
5.2.2 ensemble
6. distinguishes monophonic,
MU6TX-IVc-d-
homophonic, and polyphonic
3
textures
7. applies primary chords (I, IV,
MU6TX-IVc-d-
V) as accompaniment to
4
simple songs
VIII. HARMONY demonstrates understanding demonstrates 8. identifies the intervals of the
of the concepts of harmony harmony in group following major triads:
1. Primary Chords through the intervals that performances
2. Harmony in Group constitute the primary 1. choir
Performances chords of major and minor 2. rondalla
scales in music 3. lyre band
tonic ( I )
MU6HA-IVe-1
subdominant ( IV )
dominant ( V )

STANDARDS MATERIALS
9. identifies the primary chords of
its relative minor scales
9.1 A minor (Am)
9.2 D minor (Dm)
9.3 E minor (Em)
A minor
MU6HA-IVf-2
E minor
D minor
10. distinguishes the sound of a

MU6HA-IVe-f-
major chord from a minor
3
chord
11. uses the major triad as
MU6HA-IVg-h-
accompaniment to simple
4
songs

GRADE 7
MUSIC OF THE PHILIPPINES
STANDARDS MATERIALS
FIRST QUARTER
Music of Luzon ( Lowlands) The Learner… The Learner... The learner . . .
1. identifies the musical
Geographical and Cultural demonstrates performs music of the characteristics of representative
MU7LU-Ia-1
Background understanding of the lowlands with appropriate music selections from the
musical characteristics pitch, rhythm, expression lowlands of Luzon after
1. Vocal Music of representative and style listening;
a) Performance practice; music from the 2. analyzes the musical elements of
b) Folk songs; lowlands of Luzon some Lowland vocal and MU7LU-Ia-2
c) Sacred (Liturgical and instrumental music selections;
Devotional) music: Mass, 3. explains the distinguishing
Pastores, Senakulo, characteristics of representative
Pasyon, Salubong, Flores Philippine music selections from MU7LU-Ib-3
de Mayo, Santacruzan; Luzon in relation to its culture
d) Secular music: Harana, and geography;
Balitaw, Kumintang, Polka; 4. explores ways of producing
e) Art music: Kundiman. sounds on a variety of sources
MU7LU-Ib-f-4
that is similar to the instruments
2. Instrumental Music being studied;
a) Rondalla; 5. improvises simple
b) Brass Band; rhythmic/melodic
c) Musikong Bumbongl accompaniments to selected MU7LU-Ic-f-5
d) Bamboo organ; music from the Lowlands of
e) Angklung ensemble; Luzon;
f) Himig Pangkat Kawayan. 6. performs
instruments/improvised
MU7LU-Ig-h-6
instruments from Luzon
lowlands;
7. sings folksongs from the
MU7LU-Ia-h-7
lowlands of Luzon;
8. creates appropriate movements
or gestures to accompany the
MU7LU-Ia-h-8
music selections of the
Lowlands of Luzon;
STANDARDS MATERIALS
9. provides harmonic
accompaniments to selected MU7LU-Id-9
music of the Lowlands of Luzon;
10. evaluates music and music
performances applying MU7LU-Ic-h-
knowledge of musical elements 10
and styles.
SECOND QUARTER
Music of Cordillera, Mindoro, The Learner… The Learner... The Learner...
Palawan, and the Visayas 1. identifies the musical
demonstrates performs selected vocal characteristics of representative MU7LV-IIa-f-1
A. Cordillera understanding of the and instrumental music of selections of Cordillera, Mindoro,
musical characteristics of Cordillera, Mindoro, Palawan and of the Visayas after
Geographical, cultural, and representative music from Palawan and the Visayas listening;
historical background the highlands of Luzon, in appropriate style 2. analyzes the musical elements of
Mindoro, Palawan, and the some vocal and instrumental
1. Vocal Music; Visayas selections from Cordillera, MU7LV-IIa-f-2
a) Performance practice; Mindoro, Palawan and of the
b) Representative Visayas after listening;
songs/genre (salidummay,
3. explains the distinguishing
oggayam, ba-diw). characteristics of representative
music from Cordillera, Mindoro,
2. Instrumental Music MU7LV-IIb-f-3
Palawan and of the Visayas in
a) Gangsa ensemble;
relation to its culture and
b) Bamboo solo/ensemble. geography;
4. explores ways of producing
B. Mindoro and Palawan
sounds on a variety of sources
MU7LV-IIb-g-4
similar to instruments being
1. Vocal Music;
studied;
a) Performance practice;
5. improvises simple
b) Representative
rhythmic/melodic
songs/genre
accompaniments to selected
(Vocal chants -Ambahan, MU7LV-IIb-g-5
music from the Cordillera,
Igway).
Mindoro, Palawan and of the
2. Instrumental Music Visayas;
a) Instrumental ensembles: 6. performs
MU7LV-IIb-g-6
instruments/improvised
STANDARDS MATERIALS
Bamboo / Gong instruments from Cordillera,
ensemble ; Mindoro, Palawan and of the
b) Solo instruments. Visayas, alone and/or with
others’
C. Visayas
7. provides accompaniment to
selected music of the Cordillera,
1. Vocal Music MU7LV-IIb-g-7
Mindoro, Palawan and of the
a) Performance practice;
Visayas;
b) Representative
8. sing songs from the Cordillera,
songs/genre: Balitao-
Visayan, Pastores- Mindoro, Palawan and of the MU7LV-IIa-f-8
Christmas, Kanta- Visayas;
Folksong, Ballad, 9. creates appropriate movements
Lullaby, Courtship, to accompany music from the
MU7LV-IIc-h-9
and Composo - Cordillera, Mindoro, Palawan and
Ilonggo narrative of the Visayas;
song. 10. evaluates music and music
performances applying
2. Instrumental Music knowledge of musical elements MU7LV-IIc-h-
a) Instrumental and style.
10
ensembles: Rondalla,
Tultogan, Harp, Band,
“Bird Dance” Binanog
(Panay, Bukidnon)
THIRD QUARTER
Music of Mindanao The Learner… The Learner... The Learner...
1. identifies the musical
A. Islamic Music demonstrates performs music of characteristics of
MU7MN-IIIa-g-
understanding of the Mindanao with representative music
1. Vocal music: 1
musical characteristics of appropriate expression selections from Mindanao
a) chants; and style
representative music from after listening;
b) lullaby.
Mindanao 2. analyzes the musical
elements of some Mindanao MU7MN-IIIa-g-
2. Instrumental Ensemble: 2
vocal and instrumental
a) Kulintang ensemble ; music;
b) bamboo ensemble ; 3. explains the distinguishing MU7MN-IIIa-g-
characteristics of 3

STANDARDS MATERIALS
c) solo instruments. representative music
selections of Mindanao in
3. Non-Islamic relation to its culture and
geography;
a) Christian;
b) Lumad: 4. explores ways of producing
sounds on a variety of MU7MN-IIIb-h-
(Folk songs of
Zamboanga, Butuan and sources that is similar to the 4
Tausug). instruments being studied;
rhythmic/melodic MU7LV-IIIc-h-
accompaniments to selected 5
music from Mindanao;
6. perform
instruments/improvised MU7LV-IIIc-h-
instruments from Mindanao, 6
alone and/or with others;
7. sing songs from Mindanao; MU7LV-IIId-h-
7
8. creates appropriate
movements or gestures to
MU7LV-IIIc-8
accompany the music
selections of Mindanao;
9. provides accompaniment to
MU7LV-IIIc-h-
selected music of
9
Mindanao;
10. evaluates music selections
and music performances
MU7LV-IIIb-h-
applying knowledge of
10
musical elements and
style.
FOURTH QUARTER
Philippine Festivals The Learner… The Learner... The Learner...
1. identifies musical characteristics
a) Aklan – Ati-atihan 1. demonstrates 1. performs of selected Philippine festivals MU7FT-IVa-g-1
b) Davao - Kadayawan understanding and excerpts/selections from and theatrical forms through
c) Marinduque – Moriones application of musical Philippine musical video or live performances;

STANDARDS MATERIALS
d) Cebu – Sinulog skills related to theater 2. narrate the origins and cultural
e) Bicol – Ibalon selected Philippine background of selected Philippine MU7FT-IVa-d-2
f) Batangas – Sublian Festivals 2. performs songs and festival/s;
dances from selected 3. creates movements to music of a
2. demonstrates Philippine festivals MU7FT-IVa-d-3
particular Philippine festival;
understanding and
4. describes how the music
Theatrical Forms application of musical contributes to the performance of MU7FT-IVe-h-4
skills related to theater
the musical production;
a) Komedya/Moro-
moro/Arakyo
characteristics of representative
b) Sarsuela MU7FT-IVa-h-5
Philippine festivals and theatrical
c) Bodabil
forms;
6. describes how a specific idea or
story is communicated through
MU7FT-IVe-h-6
music in a particular Philippine
musical theater;
7. sing selection/s from chosen
MU7FT-IVe-h-7
Philippine musical theater;

GRADE 8
MUSIC OF ASIA
STANDARDS MATERIALS
FIRST QUARTER
The Learner… The Learner... The Learner...
MUSIC OF SOUTHEAST ASIA 1. explains how the music of
demonstrates performs Southeast Asian a Southeast Asian country
Geographical, historical and cultural understanding of common songs with appropriate relates to its geography MU8SE-Ia-h-1
background musical characteristics of pitch, rhythm, expression and culture;
the region as well as and style. 2. listens perceptively to
Indonesia-Gamelan unique characteristics of a MU8SE-Ia-h-2
1. music of Southeast Asia;
a. Javanese; particular Southeast Asian 3. sings songs of Southeast
b. Balinese. country. MU8SE-Ic-h-3
Asia;
4. analyzes musical elements
2. Thailand-Piphat of selected songs and
MU8SE-Ib-h-4
instrumental pieces heard
3. Cambodia-Pinpeat and performed;
5. explores ways of
4. Myanmar-Saung Gauk
producing sounds on a
variety of sources that
MU8SE-Ic-h-5
would simulate
instruments being studied;
accompaniment to
MU8SE-Ic-h-6
selected Southeast Asian
music;
7. performs on available
instruments from MU8SE-Ic-h-7
Southeast Asia;
8. evaluates music and
music performances
musical elements and MU8SE-Ic-h-8
style.

STANDARDS MATERIALS
SECOND QUARTER
Music of East Asia The Learner… The Learner... The Learner...
1. explains how East Asian
1. China music relates to its MU8SE-IIa-g-1
2. Japan demonstrates performs East Asian geography and culture;
3. Korea understanding of music with
common and distinct appropriate pitch, 2. listens perceptively to
a) Geographical, historical and musical characteristics rhythm, expression MU8SE-IIa-h-2
music of East Asia;
cultural background of East Asian countries and style
b) Traditional instruments MU8SE-IIc-h-3
3. sings songs of East Asia;
(idiophones, aerophones, 4. analyzes musical elements
membranophones, and of selected songs and
chordophones) MU8SE-IIc-h-4
instrumental pieces heard
c) Instrumental pieces (solo and and performed;
ensemble) 5. explores ways of producing
d) Folksongs and ritual music sounds on a variety of
e) K-Pop and J-Pop sources that would MU8SE-IIb-h-5
simulate instruments being
studied;
accompaniment to MU8SE-IIc-h-6
selected East Asian music;
instruments from East MU8SE-IIb-h-7
Asia;
music performances
applying knowledge of MU8SE-IIb-h-8
style.
THIRD QUARTER
Music of South Asia and Middle The Learner… The Learner... The Learner...
East 1. explains how music of a
demonstrates an performs South Asia South Asian and the Middle MU8WS-IIIa-
1. India understanding of and the Middle East East country relate to its g-1
2. Israel common and distinct music with appropriate geography and culture;
STANDARDS MATERIALS
musical characteristics pitch, rhythm, 2. listens perceptively to
a) Geographical, historical and of South Asia and the expression and style. music of South Asia and MU8WS-IIIa-
cultural background; Middle East. the Middle East; h-2
b) Traditional instruments
(idiophones, aerophones, 3. sings songs of South Asia MU8WS-IIIc-
membranophones, and and the Middle East; g-3
chordophones) ; 4. analyzes musical elements
c) Instrumental pieces (solo and of selected songs and MU8WS-IIIc-
ensemble); instrumental pieces heard h-4
d) Folksongs and ritual music and performed;
5. explores ways of
producing sounds on a
variety of sources that MU8WS-IIIc-
would simulate h-5
instruments being
studied;
accompaniment to MU8WS-IIIb-
selected South Asia and h-6
the Middle East music;
instruments from South MU8WS-IIIb-
Asia and Middle East; h-7

music performances
MU8WS-IIIc-
h-8
style.
FOURTH QUARTER
Traditional Asian Theater Music The Learner… The Learner... The Learner...
1. Wayang Kulit; 1. identifies musical
2. Kabuki; demonstrates performs excerpts from characteristics of selected
MU8TH-IVa-g-
3. Peking Opera. understanding and traditional Asian theater Asian musical theater
1
application of musical skills with appropriate pitch, through video films or live
related to selected rhythm, expression, and performances;
traditional Asian theater style 2. sing selection/s from MU8TH-IVa-g-
chosen Asian musical 2
STANDARDS MATERIALS
theater;
3. describe how the musical
elements contribute to the MU8TH-IVb-h-
performance of the 3
musical production;
4. identifies the instruments
that accompany Kabuki, MU8TH-IVa-g-
Wayang Kulit, Peking 4
Opera;
characteristics of MU8TH-IVa-g-
representative Asian 5
musical theater;
6. describe how a specific
idea or story is
MU8TH-IVa-g-
communicated through
6
music in a particular Asian
musical theater;
7. creates/improvises
appropriate sound, music,
gesture, movements,
props and costume for MU8TH-IVb-h-
performance of a chosen 7
Asian traditional musical
and theatrical form;

music performances
MU8TH-IVc-h-
8
style.

GRADE 9
HISTORY OF WESTERN MUSIC
LEARNING
CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE
MATERIALS
FIRST QUARTER
1. MUSIC OF THE
MEDIEVAL PERIOD demonstrates performs selected songs from 1. listens perceptively to
MU9MRB-Ia-h-
(700-1400) understanding of Medieval, renaissance and selected vocal and
1
characteristic features of baroque periods instrumental music of
a) Historical and the Medieval, Renaissance Medieval, Renaissance and
cultural background; and Baroque period music a) Chants; Baroque music;
b) Gregorian chants; b) Madrigals; 2. explains the performance
c) Troubadour music; c) excerpts from practice (setting, composition,
d) Composer - Adam oratorio; role of composers/performers, MU9MRB -Ia-h-
de la Halle. d) chorales; and audience) during 2
e) troubadour. Medieval, Renaissance and
2. RENAISSANCE PERIOD Baroque periods;
(1400-1600) 3. relates Medieval, Renaissance
a) Historical and and Baroque music to its
cultural background; MU9MRB -Ic-f-
historical and cultural
b) Mass; 3
background through
c) Madrigal; dramatization;
d) Composers - 4. sings Medieval chant,
Giovanni da troubadour song, madrigal,
Palestrina and MU9MRB -Ib-h-
chorale and selections from
Thomas Morley. 4
oratorio with correct pitch,
rhythm, expression and style;
3. MUSIC OF THE BAROQUE 5. describes musical elements of
PERIOD (1685-1750)
given Medieval, Renaissance MU9MRB -Ib-f-
and Baroque music; 5
a) Historical and cultural
background;
b) Concerto Grosso, 6. explores other arts and media
Fugue that portray Medieval, MU9MRB -Ib-f-
c) Oratorio and chorale Renaissance and Baroque 6
elements;
d) Composers: Johann
Sebastian Bach and 7. improvises appropriate MU9MRB -Ib-d-
accompaniment to given 7
LEARNING
MATERIALS
George Friedrich Medieval and Renaissance
Handel songs;
8. create and or perform songs
MU9MRB-Ib-h-
in Gregorian and troubadour
8
styles;
9. play simple melodies of a
MU9MRB-Ib-h-
chorale and provide
9
accompaniment.
SECOND QUARTER
MUSIC OF THE The Learner… The Learner... The Learner...
CLASSICAL PERIOD 1. narrates the life and works of
(1750-1820) demonstrates sings and performs themes of classical composers after video MU9CL-IIa-f-1
understanding of symphonies and other and movie showing;
a) Historical and characteristic features of instrumental forms 2. relates Classical music to its
cultural background; Classical period music historical and cultural MU9CL-IIa-f-2
b) Sonata, sonata background;
allegro form, 3. explains the performance
concerto,
practice (setting, composition,
symphony;
role of composers/performers, MU9CL-IIa-f-3
c) Composers: Franz
Josef Haydn, and audience) during Classical
period;
Wolfgang Amadeus
Mozart, and Ludwig 4. listens perceptively to
van Beethoven. selected Classical period MU9CL-IIb-g-4
music;
5. describes musical elements of MU9CL-IIb-g-5
given Classical period pieces;
6. analyzes sonata allegro form; MU9CL-IIe-h-6
7. sings themes or melodic
fragments of given Classical MU9CL-IIb-h-7
period pieces;
8. explores other arts and media
that portrays Classical MU9CL-IIb-h-8
elements;
9. improvises appropriate
MU9CL-IIe-9
accompaniment to given short
and simple Classical pieces.

LEARNING
MATERIALS
THIRD QUARTER
INSTRUMENTAL MUSIC 1. narrates the life and works of
MU9RO-IIIa-h-
OF THE ROMANTIC demonstrates sings and performs themes of romantic composers after
1
PERIOD (1820-1900) understanding of selected instrumental pieces video and movie showing;
characteristic features of 2. relates Romantic period music
a) Historical and instrumental Romantic to its historical and cultural MU9RO-IIIa-2
cultural background; music background;
b) Program music;
3. explains the performance
c) Piano music;
d) Composers: Frederic
role of composers/performers, MU9RO-IIIb-h-
Chopin, Peter Illych
and audience) during the 3
Tchaikovsky, Franz
Romantic period;
Liszt, and Camille
Saint-Saens.
4. listens perceptively to
MU9RO-IIIb-h-
selected Romantic period
4
music ;
5. describes musical elements of MU9RO-IIIb-h-
given Romantic period pieces; 5
6. sings themes or melodic
fragments of given Romantic MU9RO-IIIe-h-
period pieces; 6
7. explores other arts and media

that portray Romantic period MU9RO-IIIc-h-
elements; 7
8. improvises appropriate
accompaniment to given short MU9RO-IIIc-h-
and simple Romantic period 8
pieces.
FOURTH QUARTER
The Learner...
Vocal Music of the The Learner… The Learner... 1. narrates the plot, musical and
Romantic Period theatrical elements of an MU9OP-IVa-g-
demonstrates sings and performs themes opera after video and movie 1
understanding of of selected songs showing;
LEARNING
MATERIALS
a) Art song characteristic features 2. listens perceptively to
MU9OP-IVa-g-
b) Opera of vocal music of the selected art songs and
2
c) Composers: Franz Romantic period excerpts of opera ;
Schubert, 3. sings themes or melodic
MU9OP-IVb-h-
Guiseppe Verdi, fragments of given selected
3
Giacomo Puccini, songs;
and Richard 4. explores other arts and media
MU9OP-IVb-h-
Wagner that portray Romantic period
4
elements;
5. creates / improvises
appropriate sounds, music, MU9OP-IVb-h-
gestures, movements, and 5
costumes for a chosen opera.

MUSIC - GRADE 10
MUSIC OF THE 20TH CENTURY
STANDARDS MATERIALS
FIRST QUARTER
The Learner...
A. Impressionism The Learner… The Learner... 1. listens perceptively to
MU10TC-Ia-h-1
selected 20th century music;
a) Historical and cultural demonstrates creates musical pieces 2. describes distinctive musical
background understanding of 20th usingparticular style/s of the elements of given pieces in MU10TC-Ia-h-2
b) Composers: Claude century music styles 20th Century. 20th century styles;
Debussy, and Maurice and characteristic 3. relates 20th century music to
Ravel features. its historical and cultural MU10TC-Ia-g-3
background;
B. Expressionism
4. explains the performance
a) Historical and cultural
role of composers/performers, MU10TC-Ib-g-4
background th
b) Composer: and audience) of 20 century
Schoenberg music;
5. sings melodic fragments of
C. Others given Impressionism period MU10TC-Ib-5
pieces;
a) Electronic music 6. explores other arts and media
b) Chance music that portray 20th century
MU10TC-Ic-h-6
elements through video films
or live performances;
7. create short electronic and
chance music pieces using
MU10TC-Ic-h-7
knowledge of 20th century
styles.
SECOND QUARTER
The Learner...
AFRO-LATIN AND POPULAR The Learner… The Learner...
MUSIC 1. observes dance styles,
demonstrates performs vocal and instruments, and rhythms of
MU10AP-IIa-g-
1. Historical and (cultural understanding of dance forms of Afro-Latin Afro Latin American and
1
background of African characteristic features of American music and popular music through video,
Afro-Latin American selections of Popular movies and live
STANDARDS MATERIALS
and Latin American music music and Popular music music performances;
2. Background of Popular
2. describes the historical and
music
cultural background of Afro-
3. African music MU10AP-IIa-g-
Latin American and popular
a. Rhythms: Maracatu 2
music;
b. Vocal forms: blues,
soul, spiritual, call 3. listens perceptively to Afro-
and response Latin American and popular MU10AP-IIa-h-
4. Latin American music music ; 3
a. Instruments
b. Vocal and Dance 4. dances to different selected
MU10AP-IIa-h-
form: Cumbia, tango, styles of Afro-Latin American
4
cha-cha. Rumba, and popular music;
bossanova, reggae, 5. analyzes musical
MU10AP-IIa-h-
foxtrot, pasa doble characteristics of Afro-Latin
5
5. Jazz American and popular music;
a. Instrumental forms: 6. sings selections of Afro-Latin
American and popular music in MU10AP-IIa-h-
ragtime, big band,
appropriate pitch, rhythm, 6
bebop, jazz rock
style, and expression;
6. Popular music
7. explores ways of creating
a. Ballad, standard, rock
sounds on a variety of
and roll, alternative sources suitable to chosen MU10AP-IIa-7
music, disco vocal and instrumental
selections;
vocal/instrumental MU10AP-IIe-f-
accompaniments to selected 8
songs;
9. choreographs a chosen
MU10AP-IIb-d-
dance music;
9
10. evaluates music and music
performances using
knowledge of musical MU10AP-IIa-h-
elements and style. 10

STANDARDS MATERIALS
THIRD QUARTER
The Learner...
CONTEMPORARY The Learner… The Learner... 1. listens perceptively to
PHILIPPINE MUSIC excerpts of major MU10CM-IIIa-
(Minimum of 4 composers for demonstrates sings contemporary songs Contemporary works; h-1
each) understanding of
characteristic features 2. describes characteristics of MU10CM-IIIa-
1. Traditional of contemporary traditional and new music; h-2
Composers music 3. gives a brief biography of
MU10CM-IIIc-
selected Contemporary
a. Lucio San Pedro g-3
Philippine composer/s ;
b. Antonino 4. sings selections of
Buenaventura Contemporary music with MU10CM-IIIb-
c. Antonio Molina appropriate pitch, rhythm, h-4
d. Alfredo Buenaventura style, and expression;
e. Rodolfo Cornejo 5. explores ways of creating
f. Bernardino Custodio MU10CM-IIId-
sounds on a variety of
g. Antonio Buencamino e-5
sources;
h. Hilarion Rubio 6. improvises simple
i. Rosendo Santos vocal/instrumental
j. Ryan Cayabyab MU10CM-IIId-
accompaniments to selected
e-5
songs;
2. New Music
7. create a musical on the life
a. Chino Toledo
of a selected contemporary MU10CM-IIIg-
b. Ramon Santos Philippine composer; h-7
c. Jose Maceda
d. Manuel Maramba
e. Lucresia Kasilag
f. Francisco Feliciano
g. Jerry Dadap
h. Jonas Baes 8. evaluates music and music
performances using MU10CM-IIIh-
3. Song Composer knowledge of musical 8
elements and style.
a. Constancio de
Guzman
b. Mike Velarde

STANDARDS MATERIALS
c. Ernani Cuenco
d. Restie Umali
e. George Canseco
f. Levi Celerio
g. Angel Pena
h. Leopoldo Silos
i. Santiago Suarez
FOURTH QUARTER
The Learner...
20th and 21st century The Learner… The Learner... 1. describes how an idea or story
MULTIMEDIA FORMS in a musical play is MU10MM-IIIa-
1. demonstrates 1. performs selections presented in a live h-1
1. OPERA understanding of from musical plays, performance or video;
a) La Loba Negra characteristic ballet, opera in a 2. explains how theatrical
b) Noli Me Tangere features of 20th and satisfactory level of elements in a selected part of
c) El Filibusterismo 21st century opera MU10MM-IIIa-
performance. a musical play are combined
musical play, ballet h-2
with music and media to
2. BALLET and other 2. creates a musical achieve certain effects;
a) Lola Basyang multimedia forms. work using media & 3. sings selections from musical MU10MM-IIIc-
b) Rama Hari technology. plays and opera expressively; h-3
2. demonstrates 4. creates / improvises
3. MUSICAL PLAY understanding of
appropriate sounds, music,
a) Andres Bonifacio the relationship
gestures,movements, and MU10MM-IIIc-
b) Atang among music,
costume using media and h-4
c) Katy technology, and
technology for a selected
d) Florante at Laura media.
part of a musical play;
e) Daragang
5. present an excerpt from a
Magayon
20th or 21st century Philippine
f) Noli Me Tangere MU10MM-IIIg-
musical and highlight its
g) El Filibusterismo h-5
similarities and differences to
h) Magsimula ka
other western musical play.

GLOSSARY
Accent emphasis/stress on a note, making it louder than the other notes
Accelerando becoming faster
Aerophone Any musical instrument that produces sound primarily by causing a body of air to vibrate, without the use of strings or membrane.
Allegro fast
Alto female voice of low range
Alternative music A type of rock music that originated from the 1980s.
Andante moderately slow, walking pace
Angklung An instrument, originally from Indonesia, made of two bamboo tubes attached to a bamboo frame.
Art song A vocal musical composition usually written for one voice with piano accompaniment.
Ballad A slow or sentimental romantic song.
Ballet An artistic dance form performed to music, using precise and highly formalized set steps and gestures.
Barline a vertical line that divides the staff into measures
Bass male voice of low range
Beat regular, recurrent pulsation that divides music into equal units of time
Bebop Jazz music with complex harmony and rhythms
Big band A large group of musicians playing jazz or dance music with improvised solos by lead players.
Binary Form a song or composition with two basic parts or ideas
Blues A musical style originating from African-Americans and is typically in a twelve-bar sequence; expresses sadness or depression.
Bodabil A genre of various entertainment composed of song, dance, comedy routines, magic acts, and chorus girls.
Bossa Nova A style of Brazilian music derived from samba but placing more emphasis on melody and less on percussion.
Cha-cha A ballroom dance with small steps and swaying hip movements, performed to a Latin American rhythm.
Chance music Music created by chance and its realization is left to the performer.
Chord combination of three or more tones sounded together

GLOSSARY
Chordophone Any musical instrument that produces sound primarily by vibrating strings.
Clef symbol placed at the beginning of the staff to show the exact pitch of each line and space
Concerto Musical composition for a solo instrument accompanied by an orchestra.
Concerto Grosso Musical composition for a group of solo instruments accompanied by an orchestra.
Crescendo gradually getting louder
Cumbia Dance music similar to salsa.
Da Capo repeat from the beginning; an indication usually meaning that the opening section of a piece is to be repeated after the middle section
Decrescendo gradually softer
Descant an independent treble melody or counterpoint usually sung or played above a basic melody
Disco Dance music typically soul-influenced and melodic with a regular bass beat popularized in the late 1970s.
Dynamics degrees of loudness and softness in music
Electronic music Music that employs electronic musical instruments and technology in production.
Expressionism A style which the maker seeks to express the inner world of emotion rather than external reality.
Flat Sign a symbol that notates the pitch of a note a half step lower
Folksongs songs handed down from generation to generation
Form organization of musical ideas in time; structure of a musical composition
Forte (f) loud
Fortissimo (ff) very loud
Foxtrot A ballroom dance with uneven rhythm of alternating slow and quick steps.
A contrapuntal composition in which a short melody or phrase is introduced by one part and successively taken up by others; developed by the
Fugue
interweaving of the various parts.
Gamelan Indonesian musical ensemble featuring a variety of metallophones (instruments made of metal and played by hitting or striking).
Gangsa Ensemble An instrumental ensemble that uses metallophones
Grand Staff combination of the treble and bass staves, used to encompass the wide range of pitches
GLOSSARY
Harmony the pleasing sound produced when three or more tones are blended simultaneously
Homophonic Texture refers to a melody sung or played with chord accompaniment e.g. guitar or piano
Idiophones A musical instrument that creates sound through its own vibration, without the use of any strings or membrane.
Impressionism A style or movement that depicts the visual impression of the moment, especially in terms of the shifting effect of light and color.
Interval distance in pitch between two tones
J-Pop Japanese popular music.
Jazz Music originated from African-American people characterized by improvisation, syncopation, and usually a regular or forceful rhythm.
K-Pop Korean popular music.
Kabuki Traditional Japanese theater performance.
Key Signature sharp or flat signs immediately following the clef sign at the beginning of a piece of music, indicating the key in which the music is to be played
Key (tonality) central note, scale and chord within a piece, in relationship to which all other tones in the composition are heard
Keynote central tone of a melody or piece of music e.g. when a piece is in the Key of C Major, C is the keynote
Kulintang A set of gongs usually played by ensembles in Mindanao.
Largo very slow
Ledger Lines short, horizontal lines above or below the staff, used to indicate a pitch that falls above or below the range indicated by the staff
Liturgical music Music composed for and played during liturgical celebrations and worship.
Lumad Means “native” or “indigenous”.
Madrigal Music for several voices with elaborate counterpoint; was popular during the Renaissance Period.
Maracatu A musical style from Brazil.
Measure the space between two barlines, containing a fixed number of beats
Medieval Term that refers to the “Middle Ages”.
Melody the line of music that moves up and down in succession; series of single tones that add up to a recognizable whole
Melodic Contour the upward and downward direction of the notes

GLOSSARY
Melodic Pattern the combination of repeated, similar and contrasting figures, motives and phrases
Melodic Ostinato group of tones used to accompany a tone or a melody
Membranophone Any musical instrument that produces sound primarily by a vibrating stretched membrane.
Meter organization of beats into regular groups
Mezzo piano (mp) moderately soft
Mezzo forte (mf) moderately loud
Moderato moderate tempo
Monophonic Texture single melodic line without accompaniment

fragment of a theme, or short musical idea which is developed within a composition; refers to a short melody sung or played which can identify
Motive
a musical composition
refers to the relationship of melodic and harmonic elements in music which produces qualities of thickness and thinness, heaviness or lightness
Musical Texture
of a melody or sound produced
Musikong Bumbong An instrumental marching band that uses bamboo instruments.
Natural Sign symbol used to cancel a previous sharp or flat sign
Notation system of writing down music so that specific pitches and rhythms can be conveyed
Note symbol used to indicate pitch
Opera A dramatic work in one or more acts set to music for singers and instrumentalists.
Oratorio A large-scale musical work for orchestra and voices, usually narrative and typically on a sacred theme.
Ostinato motive or phrase that is repeated persistently at the same pitch
Pangkat Kawayan An instrumental ensemble that uses different kinds of bamboo instruments.
Pasa doble A fast-paced ballroom dance based on the Latin American style of marching.
Peking Opera Traditional Chinese theater performance.
Pentatonic Scale a five-tone scale, used in folk music and music of the Far East
Phrase musical statements that express meaning or ideas

GLOSSARY
Piano (p) soft
Pianissimo (pp) very soft; as softly as possible
Pinpeat A Cambodian instrumental ensemble.
Piphat A Thai instrumental ensemble which features wind and percussion instruments.
Pitch relative highness or lowness of a sound
Pitch Range distance between the highest and lowest tones that a given voice or instrument can produce
Polyphonic Texture refers to a musical composition with two or more independent melodies sung or played to create a harmonious effect
Program music Music that is intended to evoke images or to convey the impression of events.
Ragtime A kind of music which evolved with syncopated melodic line and regularly accented accompaniment.
Reggae A style of music originally from Jamaica and popularized in the 1960s.
Renaissance Term that refers to the revival of European art under the influence of Classical Models.
Rest a symbol that indicates the duration of silence in music
Rhythm ordered flow of music through time; the pattern of durations of notes and silences in music
Rhythmic Pattern combinations of long and short sounds, notes and rests
Ritardando becoming slower
Rock and roll Popular dance music from the 1950s characterized by heavy beats and simple melodies.
Rondalla An instrumental ensemble that usually consists of musicians playing banduria, octavina, laud, guitar and double bass.
form of music wherein a melody change from a single-voiced texture to a many-voiced texture; each voice enters in succession; the effect is
Round
that of weaving a new and richer rhythmic and harmonic texture
Rumba A rhythmic dance with Spanish and African elements originally from Cuba.
Sacred music Music that promotes devotion and faith.
Sarsuela A musical stage performance popularized in the Philippines during the Spanish colonization.
Saung gauk An arched harp used in Myanmar.
Scale series of pitches arranged in ascending or descending order

GLOSSARY
Secular music Music for non-religious purposes.
Sharp Sign symbol that notates the pitch of a note a half step higher
Sonata A composition for an instrumental soloist, often with a piano accompaniment, typically in several movements with one or more in sonata form.
Sonata-allegro form A large-scale musical structure popularly used during the middle of the 18th century.
Soprano female voice of high range
Soul Musical style that incorporates rhythm and blues and gospel music popularized by African-American people.
Sound vibrations which are transmitted, usually through air, to the eardrum, which sends impulses to the brain
Staff a set of five lines and four spaces where notes are positioned or placed
Symphony An elaborate musical composition for full orchestra, typically in four movements, at least one of which is in sonata form.
Tango A ballroom dance originating from Buenos Aires, characterized by marked rhythms and postures and abrupt pauses.
Tempo rate of speed in music
Tenor male voice of high range
Timbre quality of sound that distinguishes one instrument or one voice from another
two numbers, one above the other, appearing at the beginning of a staff or the start of a piece, indicating the meter of a piece; the number
Time Signature
above refers to the number of beats per measure and the number below represents the kind of note getting one beat.
Tone sound that has a definite pitch or frequency
Triad the most basic type of chord, consisting of three alternate tones of the scale e.g. do, mi, so
Troubadour Street musicians singing of love during the Medieval Period.
Unison performance of a single melodic line by more than one instrument or voice a t the same pitch
Wayang Kulit Indonesian puppet shadow theater.

CODE BOOK LEGEND
DOMAIN/ COMPONENT CODE
Sample: MU7FT-IVe-h-6
Rhythm RH
LEGEND SAMPLE Melody ME
Learning Area and Form FO

Strand/ Subject or Music Timbre TB
Specialization
First Entry MU7 Dynamics DY
Tempo TP
Grade Level Grade 7
Texture TX
Harmony HA
Domain/Content/
Uppercase Letter/s Theatrical Forms FT
Component/ Topic Music of Luzon LU
Music of Cordillera, Mindoro, Palawan, and the
- LV
Visayas
Roman Numeral Music of Mindanao MN
Quarter Fourth Quarter IV
*Zero if no specific quarter
Theatrical Forms FT
Lowercase Letter/s Music of southeast asia SE
*Put a hyphen (-) in between
Week Week five to eight e-h
letters to indicate more than a Music of South Asia and Middle East WS
specific week
Traditional Asian Theater Music TH
Music of the medieval period MRB
Describes how a specific
idea or story is Music of the classical period CL
Arabic Number Competency communicated through 6
music in a particular Instrumental music of the romantic period RO
Philippine musical theater Vocal Music of the Romantic Period OP
2Oth Century TC
Afro-latin and popular music AP
Contemporary Philippine music CM
Multimedia forms MM

K12 Music Curriculum Guide

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Republic of the Philippines

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PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

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Figure 1. The Curriculum Framework of Music and Arts Education

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Grade 12 Mastery of Proficiency in the chosen form or genre

Grade 11 Mastery of Proficiency in the chosen form or genre

Grade 10 Application of Contemporary Music and Arts

Grade 9 Application – Western Music and Arts

Grade 8 Application – Asian Music and Arts

Grade 7 Application – Philippine Folk Music and Arts

Grade 6 Application for Appropriate Mastery and Acquisition of Skills

Grade 5 Exploration – Elements / Processes

Grade 4 Formal Introduction to Elements / Processes

Grade 3 Preliminary Acquisition of Basic Knowledge and Skills

Grade 2 Enhanced Understanding of Fundamental Processes

Grade 1 Introduction to the Fundamental Processes

Kindergarten Exposure to the Different Music & Art Processes

Figure 2. Content of Music and Arts per Grade Level

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Music Elements Music Processes

*No formal instruction in harmony

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KEY STAGE STANDARDS:

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Grade Level Grade Level Standards

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8. plays simple ostinato patterns

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4. recognizes the difference

5. sings songs with accurate

6. produces sounds using voice,

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5. plays simple ostinato patterns

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4. demonstrates the meaning of  MISOSA4-

5. uses the bar line to indicate  MISOSA4-

6. identifies accented and  MISOSA4-

8. responds to metric pulses of

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2. identifies the pitch names of

3. recognizes the meaning and

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- ascending skip wise

- descending skip wise

5. identifies the highest and  MISOSA4-

7. performs his/her own created

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4. creates different rhythmic  MISOSA5-

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6. identifies successive sounding MU5ME-IId-6

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