EDU 565 Week2

The K to 12
Curriculum
Guide in ART
(Grade 1 to Grade 6)
CONCEPTUAL
FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient
of the knowledge, skills, and values necessary for artistic 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.
CONCEPTUAL
FRAMEWORK
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
PHILOSOPHY AND
RATIONALE FOR ARTS
The Arts has been present since the beginning of civilization
as it is an essential means for man to live and communicate with
others. It has been used to enhance man’s life and surroundings,
to express his thoughts, dreams, and spiritual beliefs, and to
share his own and his community’s aspirations, celebrations, and
events. Arts records, reflects, and rearranges man’s life and
existence.
PHILOSOPHY AND
RATIONALE FOR ARTS
The Arts is a visualization of a people’s history and uniqueness, a reflection of their
creativity and accomplishments, and a visible expression of their distinct way of thinking,
communicating, reasoning, and worshiping. It is expressed in a unique symbol system that
is visual, kinetic and tactile. Howard Gardner, affirms that the arts develop the child’s
“SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the Arts
develop a distinct way of seeing, thinking, communicating, and creating in a person.
Furthermore, Art develops and increases a person’s ability to apply creative and new
solutions, for new problems in our world. Schools, therefore, need to develop the multiple
intelligences of a student through the arts. The K12 Arts Curriculum seeks to address these
needs of our students for the 21st Century
PHILOSOPHY AND
RATIONALE FOR ARTS
The focus of the K-12 Art curriculum is PHILIPPINE ART,
CULTURE and HERITAGE, appreciating the diversity of our local
artists, our arts, crafts, and indigenous materials to strengthen the
student’s identity of being Filipino, before he/she is introduced to
the art of other countries. The modules guide educators and
provide our students with art experiences, concepts, and
processes that are presented in a SPIRAL PROGRESSION of
difficulty and depth from Kindergarten to Grade 12.
PHILOSOPHY AND
RATIONALE FOR ARTS
The approach is CHILD-CENTERED and HANDS-ON in creating art
using locally available materials. It develops the student’s imagination and
individual expression, and his/her CRITICAL THINKING SKILLS through inquiry
into the aesthetic qualities of his work, the work of others and of artists from
the Philippines and other parts of the world. It culminates in connecting art
to other subject areas and provides exposure and apprenticeship to
professionals in various art-related fields so the student can discover and
consider the different career opportunities in the arts.
CONTENT OF ART PER
GRADE LEVEL
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:
Kinder to Grade 3 Grade 4 to Grade 6
The learner demonstrates The learner demonstrates

understanding of fundamental understanding of basic elements and
processes through performing, concepts through performing,
creating, and responding, aimed creating, and responding, aimed
towards the development of towards the development of
appreciation of music and art, and appreciation of music and art, and
acquisition of basic knowledge and acquisition of basic knowledge and
skills. skills.
GRADE LEVEL STANDARDS:
The learner demonstrates basic understanding of the fundamental processes in art, through
GRADE 1 performing, creating, listening and observing, and responding.
The learner demonstrates basic and fundamental processes in art, through performing,
GRADE 2 creating, listening and observing, and responding.
The learner has acquired the basic and fundamental processes through performing,
GRADE 3 creating, listening and observing, and responding, towards the development of
appreciation of art, and the acquisition of basic knowledge and skills.
Through the formal introduction of elements, the learner can identify the basic knowledge
GRADE 4 and skills in art, towards self-development, the 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
GRADE 5 and skills in art, towards self-development, the 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
GRADE 6 processes in art, towards self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.
ANNOUNCEMENT!!!
NO REMOTE COACHING ON WEDNESDAY

(Bonifacio Day)
 Work on MODULE 3 CONCEPTS OF ART, present
it on MONDAY, DECEMBER 5 (Remember RULE
#4)
Assignment: In a 1 whole sheet of paper,
accomplish the SKILL-BUILDING ACTIVITY of
Module 3

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The K to 12

The learner demonstrates The learner demonstrates

NO REMOTE COACHING ON WEDNESDAY

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