Republic of the Philippines

Department of Education

K to 12 Curriculum Guide
MUSIC
(Grade 2)

May 2016
 K to 12 BASIC EDUCATION CURRICULUM
GRADE 2
ELEMENTS OF MUSIC

PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to 1. distinguishes aurally and Pilot School MTB-
understanding of sound, the pulse of sounds heard visually between sound and MLE
1. Distinction Between silence and rhythmic and performs with accuracy silence
Music, Arts, Physical
Sound and Silence patterns and develops the rhythmic patterns in MU2RH-Ia-1
Education and
2. Steady Beats musical awareness while expressing oneself
Health 2.Illagan,
3. Simple Rhythmic performing the Amelia M. et.al,
Patterns fundamental processes in 2013 pp.3-8
4. Ostinato music 2. relates visual images to Pilot School MTB-
sound and silence within a MLE
rhythmic pattern
Music, Arts, Physical
MU2RH-Ib-2
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.3-8
3. replicates a simple series of Pilot School MTB-
rhythmic sounds (i.e. echo MLE
clapping)
Music, Arts, Physical
MU2RH-Ib-3
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.21-24
4. maintains a steady beat when Pilot School MTB-
chanting, walking, tapping, MU2RH-Ic-4 MLE
clapping, and playing musical
instruments
5. claps the written stick Pilot School MTB-
notation to show steady beats MLE
5.1 divides the stick notations MU2RH-Ic-5
Music, Arts, Physical
into measures of 2s, 3s and
Education and
4s to show rhythmic
Health 2.Illagan,
patterns Amelia M. et.al,

K to 12 Music Curriculum Guide May 2016 Page 15of 94

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 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
I. RHYTHM demonstrates basic responds appropriately to 2013 pp.25-31
understanding of sound, the pulse of sounds heard 6. creates simple ostinato Pilot School MTB-
1. Distinction Between silence and rhythmic and performs with accuracy patterns in measures of 2s, MLE
Sound and Silence patterns and develops the rhythmic patterns in 3s, and 4s with body
Music, Arts, Physical
2. Steady Beats musical awareness while expressing oneself movements MU2RH-Id-e-6
Education and
3. Simple Rhythmic performing the Health 2.Illagan,
Patterns fundamental processes in Amelia M. et.al,
4. Ostinato music 2013 pp.25-31
7. writes stick notation on the Pilot School MTB-
board to represent the sound MLE
heard
Music, Arts, Physical
MU2RH-If-g-7
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.22
Pilot School MTB-
MLE
8. plays simple ostinato patterns
on classroom instruments Music, Arts, Physical
8.1 sticks, drums, triangles, MU2RH-Ih-8 Education and
nails, coconut shells, Health 2.Illagan,
bamboo, empty boxes, etc. Amelia M. et.al,
2013 pp.32-33

SECOND QUARTER
II. MELODY demonstrates basic performs with accuracy of 1. identifies the pitch of tones as Pilot School MTB-
understanding of pitch and pitch, the simple melodic 1.1 high MLE
1. Pitch simple melodic patterns patterns through body 1.2 low
Music, Arts, Physical
2. Simple Melodic movements, singing or 1.3 higher MU2ME-IIa-1
Education and
Patterns playing musical instruments 1.4 lower
Health 2.Illagan,
Amelia M. et.al,
2013 pp.39-42
2. responds to ranges of pitch Pilot School MTB-
through body movements, MLE
singing, and playing sources MU2ME-IIa-2
Music, Arts, Physical
of sounds
Education and
K to 12 Music Curriculum Guide May 2016 Page 16of 94
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
II. MELODY demonstrates basic performs with accuracy of Health 2.Illagan,
understanding of pitch and pitch, the simple melodic Amelia M. et.al,
1. Pitch simple melodic patterns patterns through body 2013 pp.43-44
2. Simple Melodic movements, singing or 3. demonstrates high and low Pilot School MTB-
pitches through singing or MLE
Patterns playing musical instruments
playing musical instruments
Music, Arts, Physical
MU2ME-IIb-3 Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.42-45, 47-
50
4. sings the following songs with Pilot School MTB-
accurate pitch: MLE
4.1 wrote songs
Music, Arts, Physical
4.2 echo songs MU2ME-IIb-4
Education and
4.3 simple children’s melodies
Health 2.Illagan,
Amelia M. et.al,
2013 pp.52-55
5. echoes simple melodic Pilot School MTB-
patterns through singing or MLE
humming
Music, Arts, Physical
MU2ME-IIc-5
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.54-55
6. demonstrates the melodic Pilot School MTB-
contour with movement MLE

Music, Arts, Physical

MU2ME-IIc-6
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.57-58
7. demonstrates the melodic Pilot School MTB-
contour through MLE
MU2ME-IIc-7
1.7 body staff
Music, Arts, Physical
1.8 writing the melodic line “on
K to 12 Music Curriculum Guide May 2016 Page 17of 94
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
II. MELODY demonstrates basic performs with accuracy of the air” Education and
understanding of pitch and pitch, the simple melodic 1.9 line notation Health 2.Illagan,
1. Pitch simple melodic patterns patterns through body Amelia M. et.al,
2013 pp.58-62
2. Simple Melodic movements, singing or
Patterns playing musical instruments 8. relates visual imagery to Pilot School MTB-
melodic patterns MLE

Music, Arts, Physical

MU2ME-IIc-8
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.63-65
III. FORM demonstrates performs a song, chosen 9. identifies the beginning and Pilot School MTB-
understanding of the basic from among the previously ending of a song MLE
1. Musical Lines concepts of musical form learned songs that shows
Music, Arts, Physical
2. Beginnings and the basic concepts of MU2FO-IId-1
Education and
Endings in Music musical lines, beginnings,
Health 2.Illagan,
3. Repeats in Music endings and repeats Amelia M. et.al,
through body movement, 2013 pp.78-82
vocal sounds, and 10. demonstrates the beginning Pilot School MTB-
instrumental sounds and ending of a song with MLE
10.1 movements
Music, Arts, Physical
10.2 vocal sounds MU2FO-IId-2
Education and
10.3 instrumental sounds
Health 2. Illagan,
Amelia M. et.al,
2013 pp.78-82
11. identifies musical lines as Pilot School MTB-
11.1 similar MLE
11.2 dissimilar with
Music, Arts, Physical
movements and with the MU2FO-IIe-3
Education and
use geometric shapes or
Health 2. Illagan,
objects Amelia M. et.al,
2013 pp.72-76
12. demonstrates repeated Pilot School MTB-
musical lines with movements MLE
MU2FO-IIe-4
Music, Arts, Physical

K to 12 Music Curriculum Guide May 2016 Page 18of 94

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.84-88
13. recognizes repetitions within a Pilot School MTB-
MU2FO-IIf-5 MLE
song
14. creates melodic introduction Pilot School MTB-
MU2FO-IIg-h-6 MLE
and ending of songs
15. creates rhythmic introduction Pilot School MTB-
MU2FO-IIg-h-7 MLE
and ending of songs
THIRD QUARTER
IV. TIMBRE demonstrates determines accurately the 1. identifies the source of Pilot School MTB-
understanding of the basic sources of sounds heard, sounds e.g. winds, waves MLE
1. Quality of Sound in concepts of timbre and produce sounds using swaying of the trees, animals
Music, Arts, Physical
Music voice, body, and objects, sounds, sounds produced by MU2TB-IIIa-1
Education and
2. Introduction to Voice and be able to sing in machines, transportation, etc.
Health 2. Illagan,
Production accurate pitch Amelia M. et.al,
3. Differentiation in 2013 pp.97-102
Sound Quality 2. replicates different sources of Pilot School MTB-
4. Introduction to sounds with body movements MLE
Musical Instruments
Music, Arts, Physical
MU2TB-IIIa-2
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.103-106
3. identifies the common musical Pilot School MTB-
instruments by their sounds MLE
and image
Music, Arts, Physical
MU2TB-IIIb-3
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.108-111
4. recognizes the difference Pilot School MTB-
between speaking and singing MLE
MU2TB-IIIc-4
Music, Arts, Physical

K to 12 Music Curriculum Guide May 2016 Page 19of 94

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
IV. TIMBRE demonstrates determines accurately the Education and
understanding of the basic sources of sounds heard, Health 2. Illagan,
1. Quality of Sound in concepts of timbre and produce sounds using Amelia M. et.al,
2013 pp.112-115
Music voice, body, and objects,
2. Introduction to Voice and be able to sing in 5. sings songs with accurate Pilot School MTB-
pitch and pleasing vocal MLE
Production accurate pitch
3. Differentiation in Sound quality
Music, Arts, Physical
Quality MU2TB-IIIc-5
Education and
4. Introduction to Musical Health 2. Illagan,
Instruments Amelia M. et.al,
2013 pp.121-122
6. produces sounds using voice, Pilot School MTB-
body, and objects to enhance MU2TB-IIId-6 MLE
a given story
V. DYNAMICS demonstrates creatively applies changes 7. interprets through body Pilot School MTB-
understanding of the basic in dynamics to enhance movements the dynamics of a MLE
1. Volume of Sound in concepts of dynamics rhymes, chants, drama, and song
Music, Arts, Physical
Music musical stories MU2DY-IIIc-1
Education and
2. Distinction Between
Health 2. Illagan,
Loudness and Amelia M. et.al,
Softness in Music 2013 pp.132-139
8. distinguishes between “loud”, Pilot School MTB-
“louder”, “soft” and “softer” in MLE
music
Music, Arts, Physical
MU2DY-IIIc-2
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.132-134
9. relates movements of animals Pilot School MTB-
to dynamics MLE
E.g.
Music, Arts, Physical
elephant walking – loud MU2DY-IIIc-3
Education and
dog walking – medium
Health 2. Illagan,
tiny steps of a mouse - soft Amelia M. et.al,
2013 pp.132-134
10. uses the words loud, louder, MU2DY-IIIc-4 Pilot School MTB-
K to 12 Music Curriculum Guide May 2016 Page 20of 94
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
V. DYNAMICS demonstrates creatively applies changes soft, softer – to identify MLE
understanding of the basic in dynamics to enhance variations in volume
1. Volume of Sound in Music concepts of dynamics rhymes, chants, drama, and 11. replicates “loud,” “medium,” Pilot School MTB-
2. Distinction Between musical stories and “soft” with voice or with MLE
Loudness and Softness instruments
in Music MU2DY- Music, Arts, Physical
IIId,e,h-5 Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.130-131
12. sings a given song with Pilot School MTB-
MU2DY-IIIf-h-6 MLE
appropriate dynamics
FOURTH QUARTER
VI. TEMPO demonstrates uses varied tempito 1. mimics animal movements Pilot School MTB-
understanding of the basic enhance rhymes, chants, 1.1 horse – fast MLE
1. Speed of Sound In concepts of tempo drama, and musical stories 1.2 carabao – moderate
Music 1.3 turtle – slow MU2TP-IVa-1 Music, Arts, Physical
Education and
2. Distinction Between
Health 2. Illagan,
Fastness and Amelia M. et.al,
Slowness in Music 2013 pp.143-145
2. responds to the accurate Pilot School MTB-
tempo of a song as guided by MLE
the hand signal of the teacher
Music, Arts, Physical
E.g.
MU2TP-IVa-2 Education and
The teacher’s slow hand Health 2. Illagan,
movement means “slow”, Amelia M. et.al,
while fast hand movement 2013 pp.147-148
means “fast”.
3. demonstrates changes in Pilot School MTB-
tempo with movements MLE

Music, Arts, Physical

MU2TP-IVa-3
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.147-148
4. responds to variations in MU2TP-IVb-4
Pilot School MTB-
MLE
K to 12 Music Curriculum Guide May 2016 Page 21of 94
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
VI. TEMPO demonstrates uses varied tempito tempo with dance steps
understanding of the basic enhance rhymes, chants, 4.1 slow movement with slow Music, Arts, Physical
1. Speed of Sound In concepts of tempo drama, and musical stories music Education and
Health 2. Illagan,
Music 4.2 s music
Amelia M. et.al,
2. Distinction Between
2013 pp.137-140
Fastness and Slowness
5. distinguishes “slow,” Pilot School MTB-
in Music MLE
“slower,”“fast,” and “faster” in
recorded music with voice or
Music, Arts, Physical
with instruments MU2TP-IVb-5
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.137-140
6. uses the terms “fast,” Pilot School MTB-
“faster,” “slow,” and “slower” MLE
to identify variations in tempo
Music, Arts, Physical
MU2TP-IVb-6
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.145
7. replicates “slow,” Pilot School MTB-
“slower,”“fast,” and “faster” MLE
with voice or with
Music, Arts, Physical
instruments MU2TP-IVc-7
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.137-140
VII. TEXTURE demonstrates distinguishes accurately 8. identifies musical texture with Pilot School MTB-
understanding of the basic between single musical line recorded music MLE
1. Single Melodic Line or concepts of texture and multiple musical lines E.g.
Music, Arts, Physical
Simultaneous which occur simultaneously 8.1 melody with single
Education and
Occurrence of Multiple in a given song instrument or voice MU2TX-IVd-f-1
Health 2. Illagan,
Melodic Lines 8.2 single melody with Amelia M. et.al,
2. Distinction Between accompaniment 2013 pp.151-152
Thinness and 8.3 two or more melodies sung
Thickness in Music or played together at the

K to 12 Music Curriculum Guide May 2016 Page 22of 94

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
VII. TEXTURE demonstrates distinguishes accurately same time
understanding of the basic between single musical line 9. shows awareness of texture Pilot School MTB-
1. Single Melodic Line or concepts of texture and multiple musical lines by relating visual images to MLE
Simultaneous which occur simultaneously recorded or performed music
Occurrence of Multiple in a given song Music, Arts, Physical
MU2TX-IVd-f-2
Education and
Melodic Lines
Health 2. Illagan,
2. Distinction Between Amelia M. et.al,
Thinness and 2013 pp.154-159
Thickness in Music 10. distinguishes between single Pilot School MTB-
musical line and multiple MLE
musical lines which occur
Music, Arts, Physical
simultaneously MU2TX-IVd-f-3
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.156-161
11. distinguishes between Pilot School MTB-
thinness and thickness of MLE
musical sound in recorded or
Music, Arts, Physical
performed music MU2TX-IVg-h-4
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.160-162

K to 12 Music Curriculum Guide May 2016 Page 23of 94

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.