LIVING STONE INTERNATIONAL

SCHOOL
J esus first. O thers second. Y ourself third.

CURRICULUM MAP in MUSIC

9 S. Y. 2018 – 2019

Prepared by

Irwin Ramos Dungca

Subject Teacher

Noted by

Ma’am Carmen Sampang

Administrator for Academics

Approved by

Ma’am Amy Tumagoy

School Principal
 COURSE DESCRIPTION
Music Education is an integral part of the educational curriculum that aims to provide various avenues for learning and discovery of the student’s full
potentials in attaining, sustaining and promoting the Western culture while engaging oneself through musical activities. Music Education curriculum includes value,
knowledge, skills and performances through various musical processes in order to achieve artistic expression and cultural literacy while it instills within oneself pride
in his/her own cultural identity as well as the student’s individual quest for self-expression.

In the pursuit to meet the challenges and needs of the students who come from diverse environmental set-up, the Music Education Grade 9 course outline is a
collection of various learning outcomes focusing on the different eras in Western Music. The outline covers the topics from Music of the Medieval Era, Music of the
Renaissance Era, Music of the Baroque Era, Music of the Classical Era and Music of the Romantic Era. This outline employs the philosophy of Music as an aural
and a temporal art as a basis for the acquisition of 21st century skills in Music. It involves the context of conveying one’s ideas and feelings in addressing the human
spirit in order to help the students’ to understand and acquire needed skills in order to be more competent, confident and committed to self-development, creating
social awareness and cultural sensitivity in expanding one’s world vision through Music and engaging themselves to be life-long learners while surrendering oneself
for God’s greater glory and in achieving excellence in the service of humanity.

COURSE GOAL
The student demonstrates an understanding of basic concepts and processes in Music through appreciation, analysis and performance for his/her self-
development, celebration of his/her own cultural identity and expansion of his/her world vision.

COURSE REQUIRMENTS
 Piano
 Music Score

COURSE ASSESSMENT
 Paper and Pencil Tests / Quizzes - 10 %
 Performances / Authentic Assessments (Term 1 and 2) - 40 %
 Trimestral Assessments - 50 %
 Performances / Authentic Assessments (Term 3) - 30 %
 Finals / Comprehensive Output - 60 %
 CURRICULUM MAP

SUBJECT: MUSIC GRADE LEVEL: GRADE 9 TEACHER: IRWIN RAMOS DUNGCA

TERM / TOPIC / CONTENT CONTENT PERFORMANCE COMPETENCIES / ASSESSMENT ACTIVITIES RESOURCES / CORE VALUES
MONTH STANDARDS STANDARDS SKILLS MATERIALS
TERM 1

June 4 – Music of the The students The students must The students must be
September Medieval, must be able to be able to perform able to…
7, 2018 Renaissance and demonstrate songs from the
Baroque Era understanding Medieval, 1. Listen Short Quiz Discussion and  Laptop RESPONSIBILITY
of the musical Renaissance and perceptively to Music Analysis  Television as a key person in
characteristics Baroque Era with selected music unit promoting the
of music from appropriate pitch, from the  Speaker music of the
the Medieval, rhythm, expression Medieval,  YouTube Medieval,
Renaissance and style. Renaissance and videos Renaissance and
and Baroque Baroque era.  Whiteboard Baroque Era.
Era. 2. Explain the and marker
performance  Class Practicing
practice during participation RESPECT by
the Medieval, showing awareness
Renaissance and to the belief system
Baroque era. of the culture
3. Relate Medieval, through music
Renaissance and performance of
Baroque music to songs from the
its historical and Medieval,
cultural Renaissance and
background. Baroque Era.
4. Describe the
 musical elements Manifesting
of the Medieval, DILIGENCE as a
Renaissance and student by actively
Baroque era. participating in the
5. Sing and perform Authentic Perform a song  Music score discussion as well
songs from the Performance from the as practicing their
Medieval, Medieval, given music pieces.
Renaissance and Renaissance and
Baroque era. Baroque era. Developing SELF-
CONFIDENCE in
performing the
songs from the
Medieval,
Renaissance and
Baroque Era.

Practicing
HUMILITY by
sharing one’s music
giftedness to your
fellow classmates.

Practicing
DISCIPLINE by
applying the
musical elements of
the Medieval,
Renaissance and
Baroque Era in
performing the
songs.
TERM 2

September Music of the The students The students must The students must be
10 – Classical and must be able to be able to perform able to…
December Romantic Era demonstrate songs from the
21, 2018 understanding Classical and 1. Listen Short Quiz Discussion and  Laptop RESPONSIBILITY
of the musical Romantic Era with perceptively to Music Analysis  Television as a key person in
characteristics appropriate pitch, selected music unit promoting the
of music from rhythm, expression from the  Speaker music of the
the Classical and style. Classical and  YouTube Classical and
and Romantic Romantic era. videos Romantic Era.
Era. 2. Explain the  Whiteboard
performance and marker Practicing
practice during  Class RESPECT by
the Classical and participation showing awareness
Romantic era. to the belief system
3. Relate Classical of the culture
and Romantic through music
music to its performance of
historical and songs from the
cultural Classical and
background. Romantic Era.
4. Describe the
musical elements Manifesting
of the Classical DILIGENCE as a
and Romantic student by actively
era. participating in the
5. Sing and perform Authentic Perform a song  Music score discussion as well
songs from the Performance from the Classical as practicing their
Classical and and Romantic era. given music pieces.
Romantic era.
 Developing SELF-
CONFIDENCE in
performing the
songs from the
Classical and
Romantic Era.

Practicing
HUMILITY by
sharing one’s music
giftedness to your
fellow classmates.

Practicing
DISCIPLINE by
applying the
musical elements of
the Classical and
Romantic Era in
performing the
songs.
TERM 3

January 3 Vocal Music of The students The students must The students must be
– March the Romantic Era must be able to be able to compose able to…
15, 2019 demonstrate and perform an
understanding opera aria. 1. Identify the Short Quiz Discussion and  Laptop RESPONSIBILITY
of the musical musical Music Analysis  Television as a key person in
characteristics characteristics of unit promoting opera.
of an opera. an opera through  Speaker
video or live  YouTube Practicing
 performances. videos RESPECT by
2. Explain the  Whiteboard showing awareness
distinguishing and marker to the belief system
characteristics of  Class of the culture by
an opera. participation performing in an
3. Describe how the opera production.
music contributes
to the Manifesting
performance of DILIGENCE as a
an opera. student by actively
4. Compose an Authentic  Compose an  Laptop participating in the
opera aria. Performance opera aria.  Sibelius 8.0 discussion as well
 Garage as in submitting
Band his/her original
 Music score opera aria drafts on
 Music or before the due
instruments date of submission.
(piano,
guitar, Developing SELF-
violin CONFIDENCE in
and/or performing his/her
ukulele) original opera aria.

Practicing
HUMILITY by
sharing one’s music
giftedness to your
fellow classmates.

Practicing
DISCIPLINE by
 applying the
musical elements of
an opera to the
theatrical
presentation.
March 6, Music Culminating The students The students must The students must be Authentic Perform an opera  Costume Foster UNITY,
2019 Program must be able to be able to perform able to perform an Performance aria. and props CAMARADERIE
demonstrate an opera aria. opera aria.  Music and HARMONY
understanding instruments in performing in
of the musical (piano, front of an
characteristics guitar, audience.
of an opera. violin
and/or Developing SELF-
ukulele) CONFIDENCE in
performing his/her
original opera aria.

Practicing
DISCIPLINE by
applying the
musical elements of
an opera to the
theatrical
presentation.