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GUIDING OUR TEACHERS: A Briefer on Using the MAPEH MELCs

The Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum Development-
Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order to ensure that the
grade level standards, along with the corresponding content and performance standards set for each learning area are still attained. In the process of identifying
the MELCs, the ENDURANCE criterion was used as the sole determiner. Guided by the requirement that a learning competency (LC) be useful in lifelong learning,
the group of specialists in-charge of the MAPEH curriculum recognizes the role of the subject in providing the physical, health, and cultural literacies, artistic
expression, skills necessary in acquiring the knowledge, and values to live a more meaningful life. Further, the MELCs identified are those that work in close
association with other competencies in other subjects, thus maintaining the curricular quality of integration.

How to Use the MELCs

The MELCs serve as a reference to assist the teachers in identifying the most important learning competencies to be developed/acquired by the learners and
must be prioritized in this crisis situation.

MELCs with (*) are rephrased and deemed essential learning competencies in the achievement of content and performance standards. For example:
Component MAPEH CG Rephrased
Music G2-Q2 - Demonstrates the melodic contour with movement Demonstrates melodic contour through:
a. movement
b. music writing (on paper or on air)
c. visual imagery
Arts G10-Q1 - Determine the role or function of artworks by evaluating Explain the role or function of artworks by evaluating their
their utilization and combination of art elements and principles utilization and combination of art elements and principles
Physical G1-Q3 – Describes the difference between slow and fast, heavy and Demonstrates the difference between slow and fast, heavy and
Education light, free and bound movements light, free and bound movements

Health G2-Q1 – Discusses the important functions of food Discusses the important function of food and a balanced meal
Education
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Grade Level: Grade 1

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the difference between sound and silence
Week 1
accurately
relates images to sound and silence within a rhythmic
Week 2
pattern
performs steady beat and accurate rhythm through
demonstrates basic responds appropriately to the pulse of the
clapping, tapping chanting, walking and playing musical
1st understanding of sound, sounds heard and performs with accuracy
instruments in response to sound
Quarter silence and rhythm the rhythmic patterns Week 3-
o in groupings of 2s
5
o in groupings of 3s
o in groupings of 4s

creates simple ostinato patterns in groupings of 2s, 3s, Week 6-

and 4s through body movements 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the pitch of a tone as high or low Week 1
demonstrates basic responds accurately to high and low tones
sings simple melodic patterns ( so –mi, mi –so, mi – re-
understanding of pitch and through body movements, singing, and Week 2
do)
simple melodic patterns playing other sources of sounds
sings the melody of a song with the correct pitch
Week 3
e.g. greeting songs, counting songs, or action songs
2nd identifies similar or dissimilar musical lines
Week 4
QUARTE demonstrates basic
R understanding of the
responds with precision to changes in identifies the beginning, ending, and repeated
concepts of musical lines,
musical lines with body movements parts of a recorded music sample Week 5
beginnings and endings in
music, and repeats in music
Performs songs with the knowledge when to start, Week 6-
stop, 8
repeat or end the song.
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
relates the source of sound with different body
movements
demonstrates understanding distinguishes accurately the different
e.g. wind, wave, swaying of the trees, animal sounds,
of the basic concepts of sources of sounds heard and be able to Week 1
or sounds produced by man-made devices or
timbre produce a variety of timbres
machines.
Produces sounds with different timbre using a variety Week 2-
of local materials 3
3rd identifies volume changes from sound samples using
Week 4
QUARTER the terms loud and soft
relates the concepts of dynamics to the movements of
demonstrates understanding creatively interprets with body movements animals Week 5-
of the basic concepts of the dynamic levels to enhance poetry, e.g. big animals/movement = loud; small 6
dynamics chants, drama, and musical stories animals/movement = soft
applies the concept of dynamic levels to enhance
Week 7-
poetry, chants, songs, drama or musical stories
8
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates the basic concepts of tempo through Week 1
movements (fast or slow)
performs with accuracy varied tempi uses body movements or dance steps to respond to Week 2
demonstrates
through movements or dance steps to varied tempo
understanding of the basic
enhance poetry, chants, drama, and - slow movement with slow music
concepts of tempo
musical stories - fast movement with fast music
uses varied tempo to enhance poetry, chants, drama, Week 3
and musical stories
4th
demonstrates awareness of texture by identifying Week 4-
QUARTER
sounds that are solo or with other sounds. 6
distinguishes single musical line and multiple musical Week 4-
demonstrates
sings songs to involve oneself and lines which occur simultaneously in a given song 6
understanding of the basic
experience the concept of texture sings two-part round songs Week 7-
concepts of texture
e.g. 8
Are You Sleeping, Brother John?
Row, Row, Row Your Boat

Grade Level: Grade 2

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
relates visual images to sound and silence using Week 1
demonstrates basic quarter note , beamed eighth notes and
understanding of sound,
responds appropriately to the pulse of quarter rest in a rhythmic pattern
silence and rhythmic patterns
sounds heard and performs with maintains a steady beat when replicating a simple Week 2
1 st and develops musical
accuracy the rhythmic patterns in series of rhythmic patterns (e.g. echo clapping, walking,
QUARTER awareness while performing expressing oneself
the fundamental processes in tapping, chanting, and playing musical
music instruments)
reads stick notations in rhythmic patterns with Week 3-
measures of 2s, 3s and 4s 4
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writes stick notations to represent the heard rhythmic Week 5-

patterns 6
creates simple ostinato patterns in measures of 2s, 3s, Week 7-
and 4s with body movements 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the pitch of tones as: high (so), low (mi); Week 1-
higher (la); lower (re) 2
responds to ranges of pitch through body movements, Week 1-
performs with accuracy of pitch, the singing, or playing instruments 2
demonstrates basic
simple melodic patterns through body sings children's songs with accurate pitch Week 3-
understanding of pitch and 4
movements, singing or playing musical
simple melodic patterns
instruments * demonstrates melodic contour through: Week 3-
a. movement 4
b. music writing (on paper or on air)
c. visual imagery
2nd
demonstrates the beginning, ending and repeats of a Week 5-
QUARTER
song with 6
performs a song, chosen from among the - movements
previously learned songs that shows the - vocal sounds
demonstrates understanding
basic concepts of musical lines, - instrumental sounds
of the basic concepts of
beginnings, endings and repeats through identifies musical lines as Week 5-
musical form
body movement, vocal sounds, and - similar 6
instrumental sounds - dissimilar
* creates melodic or rhythmic introduction and Week 7-
ending of songs 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
3rd determines accurately the sources of replicates different sources of sounds with body Week 1
QUARTER sounds heard, and produce sounds using movements
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demonstrates understanding voice, body, and objects, and be able to identifies the common musical instruments by their Week 2
of the basic concepts of sing in accurate pitch sounds and image
timbre recognizes the difference between speaking and Week 2
singing
performs songs with appropriate vocal or sound Week 3-
quality (from available instruments) 4
distinguishes the dynamics of a song or music sample Week 5
demonstrates understanding creatively applies changes in dynamics to uses the words “loud”, “louder”, “soft” and “softer” to Week 5
of the basic concepts of enhance rhymes, chants, drama, and identify variations in volume
dynamics musical stories Performs songs with appropriate dynamics Week 6-
8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
follows the correct tempo of a song including tempo Week 1-
demonstrates changes 2
uses varied tempo to enhance rhymes,
understanding of the basic
chants, drama, and musical stories
concepts of tempo distinguishes “slow,” “slower,” “fast,” and “faster” in Week 1-
recorded music 2
identifies musical texture with recorded music Week 3-
4th - melody with solo instrument or voice 4
QUARTER - single melody with accompaniment
distinguishes accurately between single
demonstrates - two or more melodies sung or played together
musical line and multiple musical lines
understanding of the basic at the same time
which occur simultaneously in a given
concepts of texture distinguishes between single musical line and multiple Week 5-
song
musical lines which occur simultaneously 6
distinguishes between thinness and thickness of Week 7-
musical sound in recorded or performed music 8
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Grade Level: Grade 3

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
relates images with sound and silence using quarter note , Week 1
beamed eighth note , half note , quarter rest
and half rest within a rhythmic pattern
maintains a steady beat when replicating a simple series of Week 2
performs simple ostinato patterns/simple rhythmic patterns in measures of 2s, 3s, and 4s (e.g. echo
demonstrates
rhythmic accompaniments on classroom clapping, walking, marching, tapping, chanting, dancing the
1st understanding of the
instruments and other sound sources to a waltz, or playing musical instruments)
Quarter basic concepts of
given song
rhythm
plays simple ostinato patterns (continually repeated musical Week 5-
phrase or rhythm) with classroom instruments and 6
other sound sources
creates continually repeated musical phrase or rhythm in Week 7-
measures of 2s, 3s, and 4s 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the pitch of a tone as: Week 1
- high – higher
- moderately high – higher
demonstrates
- moderately low – lower
understanding of the sings the melody of a song with accurate
- low – lower
basic concepts of pitch
2nd matches the correct pitch of tones Week 2
melody
QUARTER - with the voice
- with an instrument
recreates simple patterns and contour of a melody Week 3
identifies the beginning, middle, ending and repetitions Week 4
demonstrates sings, plays, and performs (through body
within a song or music sample
understanding of the movements) a chosen song showing the
identifies musical lines as Week 5
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basic concepts of basic concepts of musical lines, beginnings, - similar

musical form endings and repeats - same
- different
performs songs with accurate pitch from beginning to end Week 6-
including repetitions 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
applies vocal techniques in singing to recognizes musical instruments through sound Week 1
demonstrates
produce a pleasing vocal quality: uses the voice and other sources of sound to produce a Week 2
understanding of the
1. using head tones variety of timbres
basic concepts of
2. employing proper breathing
timbre
3. using the diaphragm
demonstrates distinguishes “loud,” “medium,” and “soft” in music Week 3
3rd
QUARTER understanding of the responds to conducting gestures of the teacher for “loud” Week 6
basic concepts of and “soft”
sings songs with proper dynamics following
dynamics in order to applies varied dynamics to enhance poetry, chants, drama, Week 7-
bas
respond to songs and musical stories 8
conducting gestures
using

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates enhances performance of poetry, chants, applies correct tempo and tempo changes by following basic Week 1
understanding of the drama, musical stories, and songs by using a conducting gestures
concepts of tempo in variety of tempo distinguishes among fast, moderate, and slow in music Week 2
order to respond to performs songs with appropriate tempo (use songs from the Week 3-
conducting symbols locality) 4
4th indicating variations
QUARTER in tempo
demonstrates sings: distinguishes between thinness and thickness of musical Week 5-
understanding of the 1. “two-part rounds” sound 6
basic concepts of 2. “partner songs” demonstrates the concept of texture by singing “partner Week 7-
texture songs” (local or foreign song samples) 8
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1. “Leron, Leron Sinta”

2. “Pamulinawen”
3. “It’s A Small World”
4. “He’s Got the Whole World in His Hands

Grade Level: Grade 4

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies different kinds of notes and rests (whole, half, Week 1
quarter, and eighth)
reads different rhythmic patterns Week 2-
3
demonstrates performs rhythmic patterns in time signatures 2 3 4 Week 4-
understanding of creates rhythmic patterns in: 4, 4, 4 5
1st
concepts pertaining 1. simple time signatures
QUARTER
to rhythm and 2. simple one-measure ostinato pattern
musical symbols uses the bar line to indicate groupings of beats in 2 3 4 Week 5-
4, 4, 4 6

identifies accented and unaccented pulses Week 7-

8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
recognizes the meaning of the G-Clef (treble clef) Week 1
recognizes the musical
identifies the pitch names of the G-clef staff including the Week 2-
symbols and 3
analyzes melodic movement and range and ledger lines and spaces (below middle C)
2nd demonstrates
be able to create and perform simple identifies the movement of the melody as: Week 4
understanding of
QUARTER melodies - no movement
concepts pertaining to
- ascending stepwise
melody
- descending stepwise
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- ascending skipwise
- descending skipwise
identifies the highest and lowest pitch in a given notation of Week 5
a musical piece to determine its range
sings with accurate pitch the simple intervals of a melody Week 6
creates simple melodic lines Week 7-
8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies aurally and visually the introduction and coda Week 1
(ending) of a musical piece
identifies aurally and visually the antecedent and Week 2
demonstrates
consequent in a musical piece
understanding of
recognizes similar and contrasting phrases in vocal and Week 3
musical phrases, and performs similar and contrasting musical
instrumental music
the uses and meaning phrases
1. melodic
of musical terms in
2. rhythmic
form
performs similar and contrasting phrases in music Week 4
1. melodic
2. rhythmic
3rd
identifies as vocal or instrumental, a recording of the Week 5
QUARTER demonstrates
following:
understanding of
1. solo
variations of sound in participates actively in a group performance
music (lightness and to demonstrate different vocal and 2. duet
heaviness) as applied instrumental sounds 3. trio
to vocal and 4. ensemble
instrumental music identifies aurally and visually various musical ensembles in Week 6
the community
recognizes the applies forte and piano to designate applies dynamics in a simple music score using the symbols Week 7-
musical symbols and loudness and softness in a musical sample p (piano) and f (forte) 8
demonstrates 1. singing
understanding of 2. playing instrument
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concepts pertaining to
volume in music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates creates and performs body movements uses appropriate musical terms to indicate variations in tempo Week 1
understanding of appropriate to a given tempo 1. largo
concepts pertaining to creates and performs body movements 2. presto
speed/flow of music appropriate to a given tempo
demonstrates
understanding of
concepts
pertaining to
speed/flow of music
4th
QUARTER
demonstrates identifies aurally and visually an ostinato or descant in a Week 2
understanding of sings two-part rounds and partner songs music sample
concepts pertaining to with others recognizes solo or 2-part vocal or instrumental music Week 3
texture in music
identifies harmonic intervals (2 pitches) in visual and Week 4
demonstrates auditory music samples
performs examples of harmonic interval
understanding of writes samples of harmonic intervals (2 pitches) Week 5
with others
harmonic intervals performs a song with harmonic intervals (2pitches) Week 6-
8
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Grade Level: Grade 5

Subject: Music

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
identifies the kinds of notes and rests in a song Week 1
recognizes rhythmic patterns using quarter note, half note, Week 2
recognizes the
dotted half note, dotted quarter note, and eighth note in
musical symbols performs with a conductor, a speech chorus in
simple time signatures
and demonstrates simple time signatures
1st identifies accurately the duration of notes and rests in Week 3-
understanding of 1. choral 2 3 4 time signatures
QUARTER 5
concepts 2. instrumental 4, 4, 4
pertaining to
rhythm
creates different rhythmic patterns using notes and rests in Week 6-
time signatures 8

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
recognizes the meaning and uses of F-Clef on the staff Week 1

recognizes the identifies the pitch names of each line and space on the F- Week 1
musical symbols Clef staff
and demonstrates accurate performance of songs following the describes the use of the symbols: sharp (# ), flat (♭), and Week 2
2nd understanding of musical symbols pertaining to melody indicated in natural (♮)
QUARTER concepts the piece recognizes aurally and visually, examples of melodic Week 3
pertaining to intervals
melody identifies the notes in the C major scale Week 4
determines the range of a musical example Week 5
1. wide
2. narrow
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reads notes in different scales : Pentatonic scale, C major Week 6

scale, G major scale
Week 7-
creates simple melodies
8
Week 7-
performs his/her own created melody
8

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
recognizes the design or structure of simple musical forms: Week 1
demonstrates
1. unitary (one section)
understanding of
2. strophic (same tune with 2 or more sections and 2 or
the uses and performs the created song with appropriate
more verses)
meaning of musicality
creates a 4- line unitary song Week 2
musical terms in
creates a 4 –line strophic song with 2 sections and 2 verses Week 3-
Form
4
describes the following vocal timbres: Week 5
1. soprano
3rd demonstrates
2. alto
QUARTER understanding of 3. tenor
variations of
4. bass
sound density in participates in a group performance to
identifies aurally and visually different instruments in: Week 6
music (lightness demonstrate different vocal and instrumental
1. rondalla
and heaviness) as sounds
2. drum and lyre band
applied to vocal
3. bamboo group/ensemble (Pangkat Kawayan)
and instrumental
4. other local indigenous ensembles
music
creates music using available sound sources Week 7-
8

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
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demonstrates applies dynamics to musical selections uses appropriate musical terms to indicate variations in Week 1-
understanding of dynamics: 2
concepts 1. piano (p)
pertaining to 2. mezzo piano (mp)
volume in music 3. forte(f)
4. mezzo forte (mf)
5. crescendo
6. decrescendo
recognizes the applies appropriately, various tempo to vocal uses appropriate musical terminology to indicate variations Week 3-
musical symbols and instrumental performances in tempo: 4
and demonstrates 1. largo
understanding of 2. presto
concepts 3. allegro
4th pertaining to speed 4. moderato
QUARTER in music 5. andante
6. vivace
7. ritardando
8. accelerando
demonstrates recognizes examples of horizontal 3-part vocal describes the texture of a musical piece Week 4
understanding of or instrumental texture, aurally and visually performs 3-part rounds and partner songs Week 5
concepts
pertaining to
texture in music
recognizes the performs a vocal or instrumental ensemble uses the major triad as accompaniment to simple songs Week 6-
musical symbols using the following major triads( I, IV, V ) 8
and demonstrates
understanding of
harmonic intervals
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Grade Level: Grade 6

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st demonstrates responds to beats in music heard with identifies the values of the notes / rests used in a particular Week 1
QUARTER understanding of appropriate conducting patterns of song
the concept of 2 3 4 6 differentiates aurally among Week 2-
rhythm by applying 4, 4, 4 and 8 2 3 4 6 3
notes and rests, 4, 4, 4 and 8 time
rhythmic patterns, signatures
and time demonstrates the conducting gestures in time signatures of: Week 4-
signatures 2 3 4 and 6 5
4, 4, 4 8
creates rhythmic patterns in time signatures of Week 6-
2 3 4 6 8
4 4 4 and 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
reads simple musical notations in the Key of C Major, F Week 1-
Major and G Major 2
demonstrates the
sings or plays instruments in solo or with group, Week 3-
concept of melody 4
2nd applies learned concepts of melody and other melodies/songs in C Major, G Major, and F Major
by using intervals in
QUARTER major scales and in elements to composition and performance creates simple melodies Week 5-
6
the minor scales
sings self-composed melodies Week 7-
8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
3rd demonstrates performs accurately the design or structure of identifies simple musical forms of songs from the Week 1-
QUARTER understanding of a given musical piece community: 2
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the concept of 1. binary (AB) -has 2 contrasting sections (AB)

musical forms and 2. ternary (ABA)-has 3 sections, the third section
musical symbols similar to the first; (ABC) – has 3 sections
(repeat marks) 3. rondo (ABACA) -has contrasting sections in
indicated between repetitions of the A section (ABACA)
uses the different repeat marks that are related to form: Week 3
1. Da Capo (D.C.)
2. Dal Segno (D.S.)
3. Al Fine (up to the end)
4. D.C. al Fine (repeat from the beginning until
the word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
(ending 1, ending 2)
demonstrates aurally determines the sound of a single describes the instrumental sections of the Western Week 4
understanding of instrument in any section of the orchestra orchestra
the concept of distinguishes various musical ensembles seen and heard in Week 5
timbre through the community
recognizing musical
instruments aurally
and visually
demonstrates applies the appropriate dynamic levels in vocal uses varied dynamics in a song performance Week 6-
understanding of and instrumental music 1. piano (p) 8
the concept of 2. mezzo piano (mp)
dynamics through a 3. pianissimo (pp)
wide variety of 4. forte (f)
dynamic levels 5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo
8. decrescendo
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the different tempo in a music sample: Week 1
1. allegro
2. andante
3. ritardando
demonstrates 4. accelerando
performs a given song, using tempo marks
understanding of 5. largo
appropriately
the various tempo 6. presto
7. vivace
demonstrates the different kinds of tempo by following Week 2
tempo marks in a song from the community
e.g.: “Pandangguhan”
demonstrates the identifies different textures from music samples Week 4
concept of texture 1. Vocal
as: a. solo voice
4 th 1. monophonic b. solo voice with accompaniment
performs accurately a given song with
QUARTER (one voice) c. duet, partner songs, round songs
monophonic, homophonic, and polyphonic
2. homophonic 2. Instrumental
textures
(voice and a. solo
accompaniment) b. ensemble
3. polyphonic distinguishes monophonic, homophonic, and polyphonic Week 5
(many voices) textures
demonstrates demonstrates harmony in group distinguishes the sound of a major chord from a minor chord Week 6
understanding of performances uses major or minor chords as accompaniment to simple Week 7-
the concepts of 1. choir songs 8
harmony through 2. rondalla
the intervals that 3. lyre band
constitute the
primary chords of
major and minor
scales in music
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Grade Level: Grade 7

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical characteristics of representative music Week 1
selections from the lowlands of Luzon after listening
analyzes the musical elements of some Lowland vocal and Week 2
instrumental music selections;
* identifies the musical instruments and other sound sources Week 3
demonstrates from the lowlands of Luzon
understanding of explores ways of producing sounds on a variety of sources that is Week 4
the musical performs music of the lowlands with similar to the instruments being studied;
1st characteristics of appropriate pitch, rhythm, expression and
QUARTER representative style
music from the improvises simple rhythmic/melodic accompaniments to Week 5
lowlands of Luzon selected music from the Lowlands of Luzon;
performs music from Luzon lowlands with own Week 6
accompaniment;
evaluates music and music performances with rubrics on Week 7-
musical elements and styles. 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical characteristics of representative Week 1
demonstrates understanding of selections of Cordillera, Mindoro, Palawan and of the
performs selected vocal and
the musical characteristics of Visayas after listening;
2nd instrumental music of Cordillera,
representative music from the explains the distinguishing characteristics of Week 2
QUARTER Mindoro, Palawan and the Visayas in
highlands of Luzon, Mindoro, representative music from Cordillera, Mindoro,
appropriate style
Palawan, and the Visayas Palawan and of the Visayasin relation to its culture
and geography;
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identifies the musical instruments and other sound Week 3

sources from Cordillera, Mindoro, Palawan and of the
Visayas;
discovers ways of producing sounds on a variety of Week 4
sources similar to instruments being studied;
improvises simple rhythmic/melodic accompaniments to Week 5
selected music from the Cordillera, Mindoro,
Palawan and of the Visayas;
performs music from Cordillera, Mindoro, Palawan Week 6
and of the Visayas, with accompaniment
evaluates music and music performances using Week 7-
rubrics on musical elements and style. 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical characteristics of representative Week 1
music selections from Mindanao after listening;
identifies the musical instruments and other sound Week 2
sources of representative music selections from
Mindanao
analyzes the musical elements of some Mindanao vocal Week 3
demonstrates understanding of and instrumental music;
3rd the musical characteristics of performs music of Mindanao with discovers ways of producing sounds on a variety of Week 4
QUARTER representative music from appropriate expression and style sources that is similar to the instruments being studied;
Mindanao improvises simple rhythmic/melodic accompaniments Week 5
to selected music from Mindanao;
perform music from Mindanao with own Week 6
accompaniment
evaluates music selections and music performances Week 7-
using rubrics on musical elements and style. 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
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identifies musical characteristics of selected Philippine Week 1

festivals and theatrical forms through video or live
performances;
describes the origins and cultural background of Week 2
selected Philippine festival/s;
demonstrates understanding of
describes how the music contributes to the Week 3
4th the musical characteristics of performs music of Mindanao with
performance of the musical production;
QUARTER representative music from appropriate expression and style
describes how a specific idea or story is communicated Week 4
Mindanao
through music in a particular Philippine musical theater
improvises music accompaniment in relation to a Week 5-
particular Philippine festival; 6
performs selection/s from chosen Philippine musical Week 7-
theater; 8

Grade Level: Grade 8

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
listens perceptively to music of Southeast Asia; Week 1
analyzes musical elements of selected songs and Week 2
instrumental pieces heard and performed;
explores ways of producing sounds on a variety of Week 3
sources that would simulate instruments being studied;
demonstrates understanding of improvises simple accompaniment to selected Week 4
common musical characteristics performs Southeast Asian songs with Southeast Asian music;
1st of the region as well as unique appropriate pitch, rhythm, expression performs music from Southeast Asia with own Week 5-
QUARTER characteristics of a particular and style. accompaniment; 6
Southeast Asian country. * evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
listens perceptively to music of East Asia; Week 1
analyzes musical elements of selected songs and Week 2
instrumental pieces heard and performed;
explores ways of producing sounds on a variety of Week 3
demonstrates understanding of sources that would simulate instruments being studied;
performs East Asian music with
common and distinct musical improvises simple accompaniment to selected East Asian Week 4
2nd appropriate pitch, rhythm, expression
QUARTER characteristics of East Asian music;
and style
countries * performs music from East Asia with own Week 5-
accompaniment; 6
evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
listens perceptively to music of South Asia and the Week 1
Middle East;

analyzes musical elements of selected songs and Week 2

instrumental pieces heard and performed;
demonstrates an understanding explores ways of producing sounds on a variety of Week 3
performs South Asia and the Middle sources that would simulate instruments being studied;
3rd of common and distinct musical
East music with appropriate pitch,
QUARTER characteristics of South Asia and rhythm, expression and style. improvises simple accompaniment to selected South Week 4
the Middle East. Asia and the Middle East music;
* performs music from South Asia and Middle East with Week 5-
own accompaniment; 6
evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies musical characteristics of selected Asian Week 1
musical theater through video films or live
performances;
describes the instruments that accompany Kabuki, Week 2
Wayang Kulit, Peking Opera;
describes how a specific idea or story is communicated Week 3
demonstrates understanding and
performs excerpts from traditional Asian through music in a particular Asian musical theater;
4 th application of musical skills
theater with appropriate pitch, rhythm, improvises appropriate sound, music, gesture, Week 4
QUARTER related to selected traditional expression, and style movements, props and costume for performance of a
Asian theater chosen Asian traditional musical and theatrical form;
performs selection/s from chosen Asian musical Week 5-
theater; 6
evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.

Grade Level: Grade 9

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical elements of selected vocal and Week 1
performs selected songs from Medieval, instrumental music of Medieval, Renaissance and
renaissance and baroque periods Baroque music;
demonstrates understanding of a) Chants; explains the performance practice (setting, composition, Week 2
1st characteristic features of the b) Madrigals; role of composers/performers, and audience) during
QUARTER Medieval, Renaissance and c) excerpts from oratorio; Medieval, Renaissance and Baroque
Baroque period music d) chorales;
periods;
e) troubadour.
* relates Medieval, Renaissance and Baroque music to Week 3
other art forms and its history within the era;
 220

* improvises appropriate accompaniment to selected Week 4-

music from Medieval, Renaissance and Baroque 5
Period;
* performs music from Medieval, Renaissance and Week 6-
Baroque Period; 7
* evaluates music and music performances using Week 8
guided rubrics

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes musical elements of given Classical period Week 1
pieces;
explains the performance practice (setting, composition, Week 2
demonstrates understanding of role of composers/performers, and audience) during
sings and performs themes of Classical Period
characteristic features of Classical
symphonies and other instrumental
period music relates Classical music to other art forms and its history Week 3
2nd forms sings and performs themes of within the era;
demonstrates understanding of
QUARTER characteristic features of Classical symphonies and other instrumental
improvises appropriate accompaniment to selected Week 4-
forms
period music music from Classical Period 5
performs selected music from the Classical period; Week 6-
7
evaluates music and music performances using guided Week 8
rubrics.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes musical elements of given Romantic period Week 1
pieces;
demonstrates understanding of explains the performance practice (setting, composition, Week 2
3rd sings and performs themes of selected role of composers/performers, and
characteristic features of
instrumental pieces
QUARTER instrumental Romantic music audience) during Romantic Period
relates Romantic music to other art forms and its Week 3
history within the era;
 221

improvises appropriate accompaniment to selected Week 4-

music from Romantic Period 5
performs selected music from the Romantic period; Week 6-
7
evaluates music and music performances using guided Week 8
rubrics.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
explains the plot, musical and theatrical elements of Week 1-
an opera after watching video samples; 2
performs themes or melodic fragments of given Week 3-
demonstrates understanding of selected songs; 4
4th sings and performs themes of selected
characteristic features of vocal
QUARTER music of the Romantic period songs improvises appropriate sounds, music, gestures, Week 5-
movements, and costumes for a chosen opera. 6
evaluates music performances using guided rubrics Week 7-
8

Grade Level: Grade 10

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes distinctive musical elements of given pieces Week 1
in 20th century styles;
explains the performance practice (setting, Week 2-
demonstrates understanding of composition, role of composers/performers, and 3
1st creates musical pieces using particular th
20th century music styles and
style/s of the 20th Century. audience) of 20 century music;
QUARTER characteristic features. relates 20th Century music to other art forms and media Week 4-
during the same time period; 5
performs music sample from the 20th century Week 5-
6
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evaluates music and music performances using guided Week 7-

rubrics 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the historical and cultural background of Week 1
Afro-Latin American and popular music;
analyzes musical characteristics of Afro-Latin American Week 2-
and popular music through listening activities; 3
demonstrates understanding of explores ways of creating sounds on a variety of Week 4-
performs vocal and dance forms of
2nd characteristic features of Afro- sources suitable to chosen vocal and instrumental 5
Afro-Latin American music and
QUARTER Latin American music and Popular selections of Popular music selections;
music performs selections of Afro-Latin American and popular Week 6-
music in appropriate pitch, rhythm, style, and 7
expression;
evaluates music and music performances using guided Week 8
rubrics

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
narrates the life of selected contemporary Filipino Week 1
composer/s ;
analyzes the musical characteristics of traditional and Week 2
demonstrates understanding of contemporary Philippine music;
3rd characteristic features of improvises simple vocal/instrumental accompaniments Week 3-
sings contemporary songs
QUARTER contemporary music to selected contemporary Philippine music; 5
performs selections of contemporary Philippine music; Week 6-
7
evaluates music and music performances using guided Week 8
rubrics.
 223

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes how an idea or story in a musical play is Week 1
presented by watching a live performance or
1. demonstrates understanding of video excerpt;
1. performs selections from
characteristic features of 20th and 21st explains how theatrical elements in a selected part Week 2-
musical plays, ballet, opera in a 3
century opera musical play, ballet and other of a musical play are combined with music and
satisfactory level of
multimedia forms. media to achieve certain effects;
4th performance.
creates appropriate sounds, music, Week 4-
QUARTER 2. demonstrates understanding of the gestures,movements, and costume using media 6
2. creates a musical work using
relationship among music, technology, and and technology for a selected part of a musical
media & technology.
media. play;
performs an excerpt from a 20th or 21st century Week 7-
Philippine musical and highlight its similarities and 8
differences to other western musical play.