GRADE 7: MUSIC – CURRICULUM MAP

The learner demonstrates an understanding of basic concepts and processes in music through appreciation, analysis
PROGRAM STANDARD and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion
of his/her world vision.
The learner demonstrates basic understanding of the fundamental processes in music through performing, creating,
GRADE LEVEL STANDARD listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the
Philippines.
The learner demonstrates understanding of the musical characteristics of representative music from the lowlands of
CONTENT STANDARD
Luzon.

PERFORMANCE STANDARD The learner performs music of the lowlands with appropriate pitch, rhythm, expression, and style.

UNIT NUMBER 1
UNIT TITLE MUSIC OF LUZON (HIGHLANDS AND LOWLANDS)
NUMBER OF DAYS 8
CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
Students will The learner Formative a. Vocalization  Geographical and
1. Vocal Music understand that: Cultural
 Oral and Written
 Identifies the b. Warm-up Exercises Background
a. Folk songs
1. the music of Luzon is musical  Pair work Awareness and
characteristics of c. Music Analysis
b. Sacred Music determined by the Activities Appreciation
musical characteristics representative  Appreciating
 Compositions d. Instrument
c. Secular Music of the Philippine music. music selections music
2. Instrumental music in from the lowlands Representation  Choosing the best
the Philippines has of Luzon after Summative instrument to
significant functions to listening. e. Improvised
 Unit test improve as
the different activities of (MU7LU-IA-1) accompaniment
 Performance task Instruments
the Filipinos which were  Analyzes
2. Instrumental Music
grouped according to examples of f. Vocal singing
a. Rondalla the type of materials Philippine music
used for the from Luzon and
b. Brass Band instruments. describes how the g. Instrumental Playing
3. Philippine secular musical elements
c. Musikong Bumbong music served as a good are used.
vehicle not only for (MU7LU-Ia-2)
d. Bamboo organ
entertainment, but also  Explains the
e. Angklung ensemble for other significant distinguishing
functions and purposes characteristics of
as an effective means representative
for an almost Philippine music
spontaneous fusion of from Luzon in
the indigenous and the relation to history
Western styles of and culture of the
musical consciousness, area. (MU7LU-Ib-
while Sacred music is 3)
influenced by Spanish  Sings
music in the liturgical representative
and devotional music of Philippine music
the Philippines that songs from Luzon
varies according to (highlands and
places or towns. lowlands) alone
and/or with others.
(MU7LU-Ia-h-7)
The students will keep  Performs on
considering the available
following questions: instruments from
1. How do we Luzon, alone
determine the music of and/or with others.
Luzon? (MU7LU-Ig-h-6)
2. What is instrumental  improvises simple
music? rhythmic/harmonic
3. How does secular accompaniments
music differ from sacred to selected
music? Philippine music
 from Luzon.
(MU7LU-Ic-f-5)
 explores ways of
producing sounds
on a variety of
sources that
would emulate
instruments being
studied. (MU7LU-
Ib-f-4)
 Evaluates music
and performances
applying
knowledge of
music elements
and style.
(MU7LU-Ic-h-10)
 Creates
appropriate
movements or
gestures to
accompany the
music selections
of the lowlands of
Luzon. (MU7LU-
Ia-h-8)
 The learner demonstrates an understanding of basic concepts and processes in music through appreciation, analysis
PROGRAM STANDARD and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion
of his/her world vision.
The learner demonstrates basic understanding of the fundamental processes in music through performing, creating,
GRADE LEVEL STANDARD listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the
Philippines.

The learner demonstrates understanding of musical elements and processes of Philippine music, particularly the music
CONTENT STANDARD
of Mindoro, Palawan and the Visayas.

The learner performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the Visayas in
PERFORMANCE STANDARD
appropriate style.

UNIT NUMBER 2
UNIT TITLE MUSIC OF CORDILLERA, MINDORO, PALAWAN AND VISAYAS
NUMBER OF DAYS 8
CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
A. Cordillera Students will The learner Formative a. Vocalization  Geographical and
B. Mindoro and Palawan understand that:  Oral and Written Cultural
C. Visayas - Identifies the  Group work b. Warm-up Exercises Background
1. the music of musical Activities Awareness and
Cordillera, Mindoro, characteristics of  Compositions c. Music Analysis
1. Vocal Music Palawan and Visayas representative Appreciation
are determined by the selections of Summative d. Instrument  Appreciating
a. Performance Practice musical characteristics Cordillera,  Unit test music
b. Representative songs of the Philippine music. Mindoro, Palawan  Performance task Representation  Choosing the best
2. Music was and of the Visayas instrument to
2. Instrumental music completely incorporated after listening. e. Improvised
improve as
a. instrumental ensembles in the everyday
b. Solo instruments activities of the people - analyzes the Instruments accompaniment
expressed vocally musical elements
and/or instrumentally of some vocal and f. Vocal singing
with different purposes instrumental
and occasions. selections from g. Instrumental Playing
Cordillera,
Mindoro, Palawan
and of the Visayas
The students will keep after listening.
considering the
following questions: explains the
1. How do we distinguishing
determine the music of characteristics of
Cordillera, Mindoro, representative music
Palawan, and Visayas? from Cordillera, Mindoro,
2. How do you value Palawan and of the
music in terms of Visayasin relation to its
culture and tradition? culture and geography.

analyzes the
relationship of functions
of Philippine music from
Mindoro, Palawan, and
the Visayas to the lives
of the people.

sings accurately
representative songs
from Mindoro, Palawan,
and the Visayas, alone
and / or with others.

performs on available
instruments music from
Mindoro, Palawan, and
the Visayas, alone and /
or with others.
 The learner demonstrates an understanding of basic concepts and processes in music through appreciation, analysis
PROGRAM STANDARD and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion
of his/her world vision.
The learner demonstrates basic understanding of the fundamental processes in music through performing, creating,
GRADE LEVEL STANDARD listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the
Philippines.

CONTENT STANDARD The learner demonstrates understanding of musical characteristics of representative music from Mindanao.

PERFORMANCE STANDARD The learner performs music of Mindanao with appropriate expression and style.

UNIT NUMBER 3
UNIT TITLE MUSIC OF MINDANAO
NUMBER OF DAYS 8
CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
Students will The learner Formative a. Vocalization  Geographical and
A. Islamic Music Cultural
 Oral and Written
1. Vocal Music understand that:  Identifies the b. Warm-up Exercises Background
musical  Pair work Awareness and
a. chants characteristics of c. Music Analysis
Activities Appreciation
representative  Appreciating
b. lullaby 1. the music of  Compositions d. Instrument
music selections music
2. Instrumental Ensemble Mindanao is determined from Mindanao Representation  Choosing the best
after listening. Summative instrument to
B. Non-Islamic by the musical  Analyzes the e. Improvised
 Unit test improve as
musical elements accompaniment
a. Christian characteristics of the  Performance task Instruments
of some Mindanao
Philippine music. vocal and f. Vocal singing
b. Lumad
instrumental
music.
2. the Music of  Explains the g. Instrumental Playing
distinguishing
Mindanao are has a characteristics of
representative
very rich vocal and
music from
instrumental music Mindanao in
relation to history
tradition like chants and and culture of the
area.
lullabies for vocal, and
 Sings songs from
one of the dominant Mindanao.
 Performs on
instruments used in available
instruments from
instrumental music is Mindanao, alone
and/or with others.
the gong characterized

by rituals and practices

as part of their

everyday experiences.

The students will keep

considering the

following questions:

1. How do we

determine the music of

Mindanao?  improvises simple
rhythmic/harmonic
2. How is Mindanao accompaniments
music differ from the
to selected music
music of Luzon and
Visayas? from Mindanao.
 explores ways of
producing sounds
on a variety of
sources that
would emulate
instruments being
studied.
 Creates
appropriate
movements or
gestures to
accompany the
music selections
of the Mindanao.
 The learner demonstrates an understanding of basic concepts and processes in music through appreciation, analysis
PROGRAM STANDARD and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion
of his/her world vision.
The learner demonstrates basic understanding of the fundamental processes in music through performing, creating,
GRADE LEVEL STANDARD listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the
Philippines.

The learner demonstrates understanding and application of musical skills related to selected Philippine Festivals.
CONTENT STANDARD
The learner demonstrates understanding and application of musical skills related to Theater.

The learner performs excerpts/selections from Philippine musical theater.

PERFORMANCE STANDARD
The learner performs songs and dances from selected Philippine festivals.

UNIT NUMBER 4
UNIT TITLE PHILIPPINE FESTIVALS and THEATRICAL FORMS
NUMBER OF DAYS 8
CORE
UNDERSTANDINGS
TOPICS COMPETENCIES ASSESSMENTS ACTIVITIES VALUES INTEGRATION
AND CORE
QUESTIONS
Students will The learner Formative a. Name It  Appreciation of
1. Philippine Festivals understand that: the different
 Oral and Written
a. Aklan  Identifies the b. Research Philippine festivals
b. Davao musical  Pair work
c. Marinduque
1. the theatrical
c. Role Play  Reflection on the
elements affect the characteristics of Activities history and culture
d. Cebu
creation and selected
e. Bicol  Compositions d. Festival dance
f. Batangas communication of Philippine festivals
meaning in Philippine and theatrical analysis
2. Theatrical Forms Festivals and Theatrical forms through Summative
a. Komedya/Moro- forms as it was video or live e. Instrument
Moro/Arakyo  Unit test
influenced by history performances.
b. Sarsuela  Performance task improvisation
c. Bodabil and culture.
 Narrate the origins f. Presentation
and cultural
 background of
The students will keep selected
considering the Philippine
festival/s.
following questions:
1. How do theatrical
 Creates
elements affect the movements to
creation and music of a
communication of particular
meaning in Philippine Philippine festival.
Festivals and Theatrical
forms?  Describes how the
music contributes
to the
performance of
the musical
production.

 Sing selections
from chosen
Philippine musical
theater.