CURRICULUM MAPPING

GRADE LEVEL: 9(1st Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 1: WESTERN AND CLASSICAL ART TRADITIONS
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDI QUESTION
NG

The learner… The learner… The learner The learner… Goal: to perform 1. The leaner The learner will How will  Quizzes
Western and Classical will create will be be able to learn the learner  Summative *Lectures
Art Traditions artworks from 1. Analyse art elements Role: Singer, able to the different be able to *Groupings
1. Art elements 1. Perform/participate the different and principles in the songwriter learn Western and learn about
I. Ancient Art and processes competently in a Western and production of work about the Classical Art the
1. Prehistoric by synthesizing presentation of a Classical Art following the style of a Audience: students Western traditions different
and applying creative impression Traditions western and classical and teacher and Western
II. Classical Art prior knowledge (verbal/nonverbal) of art Classical and
1. Egyptian and skills a particular artistic Core Values: 2. Identify distinct Situation: Performing Art Classical
Art 2. The arts as period Proud characteristics of arts traditions Art
2. Greek Art integral to the 2. Recognize the Importance during the different art Performance/Product: traditions?
3. Roman Art development of difference and Appreciative periods Recital
organizations, uniqueness of the art Creative 3. Identify representative
III. Medieval Art spiritual belief, styles of the different Musical artists from various art
Standard:
1. Byzantine historical periods (techniques, Inclined periods
2. Romanesq events, process, elements, 4. Reflect on and derives
The product must
ue scientific and principles of art) the mood, idea, or
3. Gothic discoveries, message from selected meet the following
natural artworks standards:
IV. Principles of disasters/occurr 5. Determine the use or
Art ences, and function of artworks by Content – 10%
1. Rhythm, other external evaluating their Creativity – 30%
Movemen phenomena utilization and Performance –50 %
t combination of art Audience impact-10%
2. Balance elements and
3. Emphasis principles Total: 100%
4. Harmony, 6. Use artworks to derive
Unity, and the tradition/history of
Variety an art period
5. Proportio 7. Compare the
n characteristics of
artworks produced in
V. Process the different art
1. Painting periods
and/or 8. Create artworks guided
Drawing by techniques and
2. Sculpture styles of Western
and Classical art traditions
Assemblag 9. Describe the influence
e of iconic artists
3. Mounting belonging to Western
an exhibit Classical art on the
4. Concept evolution of art forms
5. Content/L 10. Apply different media
abels techniques and
6. Physical processes to
 layout communicate ideas,
experiences and
stories showing the
characteristics of
Western Classical art
traditions
11. Evaluate works of art
in terms of artistic
concepts and ideas
using criteria from the
Western Classical art
traditions
12. Show the influences
of the Western
Classical art traditions
to Philippine art form
13. Mount an exhibit
using completed
Western
Classical art tradition

CURRICULUM MAPPING

GRADE LEVEL: 9 (2nd Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 2: ARTS OF THE RENAISSANCE AND BAROQUE PERIOD
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDI QUESTION
NG

The learner… The learner… The learner The learner… Goal: to perform 2. The leaner The learner will How will  Quizzes
Western and Classical will create will be able be able to the learner  Summative *Lectures
Art Traditions artworks from 1. Analyse art elements Role: Singer, to learn learn the be able to *Groupings
3. Art elements 3. Perform/participate the different and principles in the songwriter about the different learn about
I. Renaissance and processes competently in a Western and production of work Renaissanc Renaissance the
Art by synthesizing presentation of a Classical Art following a specific Audience: students e and and Baroque different
1. Michelang and applying creative impression Traditions art style and teacher Baroque periods Renaissanc
elo prior (verbal/nonverbal) of 2. Identify distinct periods e and
2. Leonardo knowledge and a particular artistic Core Values: characteristics of Situation: Performing Baroque
 Da Vinci skills period Proud arts during the period?
3. Raphael 4. The arts as 4. Recognize the Importance Renaissance and Performance/Product:
4. Donatello integral to the difference and Appreciative Baroque periods Recital
development of uniqueness of the art Creative 3. Identify representative
II. Baroque organizations, styles of the Musical artists from Standard:
Artists spiritual belief, different periods Inclined Renaissance and
5. historical (techniques, process, Baroque periods The product must
Carravaggi events, elements, and 4. Reflect on and derives meet the following
o scientific principles of art) the mood, idea, or standards:
6. Rubens discoveries, message from
7. Velasquez natural selected artworks Content – 10%
8. Rembrand disasters/occurr 5. Determine the use or Creativity – 30%
t ences, and function of artworks Performance –50 %
9. Bernini other external by evaluating their Audience impact-10%
phenomena utilization and
III. Principles of combination of art Total: 100%
Art elements and
6. Rhythm, principles
Movemen 6. Use artworks to derive
t the tradition/history
7. Balance of an art period
8. Emphasis 7. Compare the
9. Harmony, characteristics of
Unity, and artworks produced
Variety in the different art
10. Proportio periods
n 8. Create artworks
guided by techniques
IV. Process and styles of the
7. Painting Renaissance and
and/or Baroque periods
Drawing 9. Describe the
8. Sculpture influence of iconic
and artists belonging to
Assemblag Renaissance and
e Baroque periods
9. Mounting 10. Apply different media
an exhibit techniques and
10. Concept processes to
11. Content/L communicate ideas,
abels experiences and
12. Physical stories
showing the
 layout characteristics
of Renaissance
and Baroque
periods
11. Evaluate works of art
in terms of artistic
concepts and ideas
using criteria from the
Renaissance and
Baroque periods
12. Show the influences of
the Renaissance and
Baroque periods on
the Philippine form
13. Mount an exhibit using
completed
Renaissance and
Baroque periods

CURRICULUM MAPPING

GRADE LEVEL: 9 (3rd Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 3: ARTS OF THE NEOCLASSIC AND ROMANTIC PERIOD
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDI QUESTION
NG
 The learner… The learner… The learner The learner… Goal: to perform 27. The leaner 28. The learner 29. How will  Quizzes
Arts of the Neo-Classic will create will be able will be able the  Summative *Lectures
and Romantic Period artworks from 14. Analyse art elements Role: Singer, to learn to learn the learner *Groupings
5. Art elements 5. Perform/participate the different and principles in the songwriter about the different be able
I. Neoclassic and processes competently in a Western and production of work Neoclassic Neoclassic to learn
1. David by synthesizing presentation of a Classical Art following a specific Audience: students and and about the
2. Ingres and applying creative impression Traditions art style from the and teacher Romantic Romantic different
3. Goya prior (verbal/nonverbal) Neoclassic and periods periods Neoclassi
knowledge and from Neoclassic and Core Values: Romantic periods Situation: Performing c and
II. Romantic skills Romantic periods Proud 15. Identify distinct Romantic
1. Goya 6. The arts as 6. Recognize the Importance characteristics of arts Performance/Product: periods?
2. Delacroix integral to the difference and Appreciative during the Neoclassic Recital
3. Gericault development of uniqueness of the art Creative and Romantic periods
organizations, styles of the Musical 16. Identify representative Standard:
III. Principles of spiritual belief, different periods Inclined artists from Neoclassic
Art historical (techniques, process, and Romantic periods The product must
11. Rhythm, events, elements, and 17. Reflect on and derives meet the following
Movemen scientific principles of art) the mood, idea, or standards:
t discoveries, message from
12. Balance natural selected artworks Content – 10%
13. Emphasis disasters/occurr 18. Determine the use or Creativity – 30%
14. Harmony, ences, and function of artworks Performance –50 %
Unity, and other external by evaluating their Audience impact-10%
Variety phenomena utilization and
15. Proportio combination of art Total: 100%
n elements and
principles
IV. Process 19. Use artworks to derive
13. Painting the tradition/history
and/or of an art period
Drawing 20. Compare the
14. Sculpture characteristics of
and artworks produced
Assemblag in the different art
e periods
15. Mounting 21. Create artworks
an exhibit guided by techniques
16. Concept and styles of the
17. Content/L Neoclassic and
abels Romantic periods
18. Physical 22. Describe the
layout influence of iconic
artists belonging to
Neoclassic and
Romantic periods
23. Apply different media
techniques and
processes to
communicate ideas,
experiences and
stories
showing the
 characteristics of
Neoclassic and
Romantic periods
24. Evaluate works of
art in terms of
artistic concepts and
ideas using criteria
from the Neoclassic
and Romantic
periods
25. Show the influences
of the Neoclassic and
Romantic periods
on the Philippine
form
26. Mount an exhibit using
completed
Renaissance and
Baroque periods

CURRICULUM MAPPING

GRADE LEVEL: 9 (4th Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 4: WESTERN CLASSICAL PLAYS AND OPERAS
WRITER: Amor Grace M. Sacudit

CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDI QUESTION
NG
 The learner… The learner… The learner The learner… Goal: to perform The leaner will The learner will How will the  Quizzes
Western Classical will create be able to learn be able to learn learner be  Summative *Lectures
Plays and Operas artworks from Role: Singer, about the the different able to learn *Groupings
1. How theatrical 1. Create appropriate the different 1. identify selected songwriter Western and Western and about the
Greek: elements theatre play/opera Western and theatrical forms Classical Art Classical Art different
Oedipus Rex, Medea (sound, music, costume and accessories Classical Art from different art Audience: students Traditions Traditions Western and
Renaissance: gesture, and improvise appropriate Traditions periods and teacher Classical Art
Shakespeare Plays movement, sound, music, gesture, 2. research on the Traditions?
Romantic: and costumes) movements, and costume Core Values: history of the Situation: Performing
Carmen affect the for a chosen theatrical Proud theatrical forms and
creation and composition Importance their evolution Performance/Product:
I. Elements of communication 2. Take part in a performance Appreciative 3. identify the elements Recital
Art as applied of meaning in of a selected piece from Creative and principles of arts
to Western Western Western Classical plays and Musical as manifested in Standard:
Classical Classical plays opera Inclined Western Classical
Theater and and opera plays and opera The product must
Opera: influenced by 4. define what makes meet the following
1. Sound & Music history and selected western standards:
2. Gesture, culture classical plays and
Movement and 2. Theatre and operas unique Content – 10%
Dance performance through visual Creativity – 30%
3. Costume, as a synthesis representation Performance –50 %
Mask, of arts 5. design the visual Audience impact-10%
Make- up, elements and
and components of the Total: 100%
Accessories selected Western
4. pectacle classical theatre play
II. Elements of and opera through
Art as Applied costumes, props,
to Western etc.
Classical 6. analyse the
Theater and uniqueness of each
Opera group’s performance
1. Sound and of its selected Western
Music classical theatre play
2. Gesture, and opera
Movement 7. show the influences of
and Dance the selected Western
3. Costume, Classical play or opera
Mask, on Philippine
Make- up, theatrical performance
and in terms of forms and
Accessories story
4. Spectacle 8. choreograph the
movements and
III. Principles of gestures needed in the
Art effective delivery of a
1. Rhythm, selected piece from
Movement Western Classical
2. Balance plays and opera
3. Emphasis 9. improvise
4. Harmony, accompanying sound
Unity, and rhythm needed in the
effective delivery of a
selected piece from
Western pays and
 Variety operas
5. Proportion 10. perform in a group
showcase of the
IV. Process selected piece from
1. Designing for Western Classical plays
stage, and operas
costume, and
props of a
selected
theatrical play
or opera
2. Choreographin
g movement
patterns and
figures
3. Recreating a
Western
classical
theatre play
and opera