MAPEH

CURRICULUM MAP
SCHOOL YEAR 2019-2020

GRADE LEVEL: 8 COMPONENT: Arts QUARTER: I UNIT TOPIC: ARTS OF SOUTHEAST ASIA

Grade Level Standards: The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for selfdevelopment,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision
Content Content Standard Performance Competencies/Skills Learning Assessment Learning Values Resources Time
Standard Activities Integration Allotment
(Month)
Arts and Crafts of The learner… The learners… The learners: Discussion Reflect Phoenix June
Southeast Asia 1.art elements 1. create 1. analyze elements and The students will be able SouthEast Publishing
and processes artworks principles of art in the to recall and record prior Group Asia’s folk House, ICT
1.Southeast by synthesizing showing the production of arts and knowledge and identify presentation arts in Integrated,
characteristic future learning needs.
Asian fabrics and applying crafts inspired by the people’s Quennie S.
elements of the
and Attires prior knowledge arts of cultures of Southeast Asia sense of Miranda,
and skills Southeast Asia A8EL-Ib-1 wisdom and Laura R.
2. Southeast life goals Jugueta,
Formative
Asian Crafts, 2. exhibit 2. identify characteristics Student self- Guinevere E.
Assessment
Accessories, completed of arts and crafts in Assessment Sacdalan
 define
and Everyday artworks for specific countries in Appreciate Maria Teresa
terminologies
Objects appreciation Southeast Asia: Indonesia on how R. Sam Jose,
and critiquing
 identify
2. the salient (batik , Wayang puppetry); different Southeast Coordinator:
3. Southeast features of the arts Malaysia (modern batik, fabric/traditional Asian fabrics Maria Teresa July
Asian of Southeast Asia wau , and objects made attire’s and Journaling and C. Bayle
Architecture by showing the from pewter); Thailand motifs from traditional Project
s and relationship of the (silk fabrics and Loi Souteast Asia attires make Director: Sr.
Sculptures elements of art and Kratong Lantern Festival); a distinct and Josefina F.
processes among Cambodia (AngkorWat significant Nebres, ICM
culturally diverse and ancient temples); Drawing/Painting culture
communities in the Singapore (Merlion), etc. Formative Assessment
region A8EL-Ia-2 Identify distinct cultural
characteristics and Reflecting on
3. reflect on and derive functions one’s
the mood, idea, or artwork’s
 message from selected mood, idea,
artifacts and art objects Formative Assessment or message
2. Southeast A8PL-Ih-1 Agree or Disagree with Reporting as inspiresd
Asian the statements by a selected
countries 4. appreciate the artifacts Southeast
as having a and art objects in terms of Listening process Asian cultural
rich artistic their utilization and their arts and
and distinct use of art crafts
cultural elements and principles
Formative
tradition A8PL-Ih-2 Assessment
from  define
prehistoric 5. incorporate the terminologies
to present design, form, and spirit of  what makes
times Southeast Asian artifacts southeast Asian Think-Pair-Share
and objects in one’s fabrics?
creation A8PL-Ih-3

6. trace the external (foreign)

and internal (indigenous)
influences that are reflected in
the design of an artwork and
in the making of a craft or
artifact
1. art elements and A8PL-Ih-4
processes by the OHSP Arts Module Q2
arts of Southeast 7. create crafts that can be
Asia locally assembled with local
materials, guided by local
2. exhibit traditional techniques
completed (e.g.,batik, silk weaving, etc.)
artworks for A8PR-Ic-e-1
appreciation and
critiquing 8. derive elements from
traditions/history of a
community for one’s artwork
A8PR-If-2

9. show the relationship of the

development of crafts in
specific countries in Southeast
Asia, according to
functionality, traditional
specialized expertise and
availability of resources (e.g.,
pottery, weaving, jewelry, and
basketry)
A8PR-If-3

10. show the commonalities

and differences of the culture
of the Southeast Asian
countries in relation to
Philippine culture
A8PR-Ih-4

11. mount an exhibit using

completed Southeast Asian-
inspired arts and crafts in an
organized manner
A8PR-Ig-5
 MAPEH
CURRICULUM MAP
SCHOOL YEAR 2019-2020

GRADE LEVEL: 8 COMPONENT: Arts QUARTER: II UNIT TOPIC: ARTS OF East Asia

Grade Level Standards: The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for selfdevelopment,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision

Content Content Performance Learning Competencies Learning Learning Values Resources Time
Standard Standard Assessment Activities Integration Allotment
ARTS OF EAST The learner… The learner… The learner… Formative August
ASIA 1. create artworks 1. analyze elements and Assessment K-W-L The student will MAPEH FOR
China, Japan, and 1. art elements showing the principles of art in the The students will be (Know, independently use TODAY’S
Korea and processes by characteristic production of arts and able to recall and what to their learning on LEARNER
1. Attire, Fabrics, and synthesizing and elements of the crafts inspired by the record prior know, the music of East Authors:
Tapestries applying prior arts of East cultures of East Asia knowledge and Learned) Asia that in the Quennie S.
knowledge and Asia A8EL-IIb-1 identify future long run they will. Miranda, Laura
2. Crafts and skills learning needs. R. Jugueta.
Accessories, and Body 2. identify characteristics Guinevere E.
Be appreciative of
Ornamentation 2. the salient of arts and crafts in Sacdalan, Maria
other culture’s
features of the specific countries in East Teresa R. San
3. Architectures arts of East Asia 2. exhibit Asia: China (Chinese Formative Listening music. Jose
by showing the completed artworks painting and calligraphy); Assessment process ICT Integrated
relationship of for appreciation Japan (origami, The student will Be inspired to PHOENIX
4. Sculptures the elements of and critiquing woodblock printing, answer the Reflection create music with PUBLISIHING September
(gods/rituals) art and processes theater masks, face questions foreign influence HOUSE.
among culturally painting, and anime and and Pg. 151-173
5. Everyday objects diverse manga); and Korea
communities in (theater masks, drums,
the region and K-pop) Formative Benchmark with
A8EL-IIa-2 Assessment other artist
3. East Asian The students will through diverse
countries as 3. reflect on and derive classify the music
having a rich the mood, idea or characteristics of
artistic and message from selected different types of Think-Pair-
cultural tradition artifacts and art objects materials according to Share
from prehistoric A8PL-IIh-1 its functions
to present times
4. appreciate the artifacts Formative
and art objects in terms of Assessment
their utilization and their Think Pair
distinct use of art The students will Share
elements and principles make a reflection.
A8PL-IIh-2

5. incorporate the design,

form, and spirit of East Formative
Asian artifacts and Assessment
objects to one’s creation The students will
A8PL-IIh-3 answer some given
questions.

6.trace the external

(foreign) and internal
(indigenous) influences
that are reflected in the
design of an artwork and
in the making of a craft
A8PL-IIh-4

7. create crafts that can be

locally assembled with
local materials, guided by
local traditional
techniques (e.g., Gong-bi,
Ikat, etc.) A8PR-IIc-e-1

8. derive elements from

traditions/history of a
community for one’s
artwork A8PR-IIf-2

9. show the relationship

of the development of
crafts in specific
countries in East Asia
according to
functionality, traditional
specialized expertise, and
availability of resources
(e.g., pottery, weaving,
jewelry, and basketry)
A8PR-IIf-3

10. show the

commonalities and
differences of the cultures
of the East Asian
countries in relation to
Philippine culture
A8PR-IIh-4

11. mount an exhibit

using completed East
Asianinspired crafts in an
organized manner
A8PR-IIg-5

MAPEH
CURRICULUM MAP
SCHOOL YEAR 2019-2020
 GRADE LEVEL: 8 COMPONENT: Arts QUARTER: III UNIT TOPIC: ARTS OF SOUTHEAST ASIA AND THE MIDDLE
EAST

Grade Level Standards: The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for selfdevelopment,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision

Content Content Standard Performance Learning Competencies Learning Assessment Learning Values Resources Time
Standard Activities Integration Allotment
ARTS OF The learner… The learner… The learner… Formative K-W-L Reflect .MAPEH FOR October
SOUTH, WEST 1. art elements and Assessment (Know, what to southwest and TODAY’S
AND CENTRAL processes by 1. create 1. analyze elements and The students will be know, Learned) Central Asia’s LEARNER
ASIA synthesizing and artworks principles of art in the able to recall and folk arts in Authors: Quennie S.
applying prior showing the production of arts and record prior people’s sense Miranda, Laura R.
Examples: South knowledge and characteristic crafts inspired by the knowledge and of wisdom and Jugueta. Guinevere
Asia– India West skills elements of the cultures of South Asia, identify future life goals E. Sacdalan, Maria
Asia – Iran, Saudi arts of South, West Asia, and Central learning needs. Teresa R. San Jose
Arabia, and 2. the salient West, and Asia Think Pair ICT Integrated
Turkey Central features of the arts Central Asia A8EL-IIIb-1 Share PHOENIX
Asia – Pakistan, of South, West, and The students will give Appreciate on PUBLISIHING
Tibet Central Asia by 2. exhibits their interpretation how Southeast HOUSE.
showing the completed 2. identify characteristics based on the Asian fabrics Pg. 185-219
1. Attire, Fabrics relationship of the artworks for of arts and crafts in ethnographic map of Map and traditional
and Tapestries elements of art and appreciation specific countries in the Indian interpretation attires make a November
2. Crafts and processes among and critiquing South, West, and Central Subcontinent distinct and
Accessories, and culturally diverse Asia: India (rangoli, countries. significant
Body communities in the katak , mendhi , diwali); culture
Ornamentation region Saudi Arabia (carpet
3. Architectures design); Pakistan (truck Formative
4. Sculptures 3. that the South, art); and Tibet (mandala), Assessment
(gods/rituals) West, and Central etc A8EL-IIIa-2 The students will
5. Everyday Asian countries Identify different attire
objects have a rich, artistic 3. reflect on and derive the fabric and tapestries
and cultural mood, idea or message
tradition from from selected artifacts and
prehistoric to art objects
present times Reporting December
A8PL-IIIh-1

4. appreciate the artifacts

and art objects in terms of
their utilization and their
distinct use of art elements
and principles
A8PL-IIIh-2
5. incorporate the design,
form, and spirit of South,
West, and Central Asian
artifacts and objects to
one’s creation
A8PL-IIIh-3
6. trace the external
(foreign) and internal
(indigenous) influences
that are reflected in the
design of an artwork and
in the making of a craft
A8PL-IIIh-4
7. create arts and crafts
that can be locally
assembled with local
materials, guided by local
traditional techniques
(e.g., Ghonghdis,
Marbling Technique, etc.)
A8PR-IIIc-e-1
8. derive elements from
traditions/history of a
community for one’s
artwork
A8PR-IIIf-2
9. show the relationship of
the development of crafts
in specific countries in
South Asia, West Asia,
and Central Asia,
according to functionality,
traditional specialized
expertise, and availability
of resources
Exhibit
Stations
Summative
Assessment
The students will
classify the different
types of crafts from
the Southwest and
Central Asia
Summative
Assessment
The students will
personally discover
the application of
elements like lines,
colors, shapes and
forms.
The students will
conduct an Exhibit
Stations for them to
explore. They will be
allowed to go around
to different stations
and have a visual and
tactile observations.
Formative
Assessment
.
Summative Corner
Assessment Opinion
Students move to the
corner that best
describes their
 A8PR-IIIf-3 opinion.
10. show the
commonalities and
differences of the cultures
of the South Asian, West
Asian, and Central Asian
countries in relation to
Philippine culture
A8PR-IIIh-4
11. mount an exhibit using
completed South-
WestCentral Asian-
inspired crafts in an
organized manner
A8PR-IIIg-5

MAPEH
CURRICULUM MAP
SCHOOL YEAR 2019-2020

GRADE LEVEL: 8 COMPONENT: Arts QUARTER: IV UNIT TOPIC: Festivals and Theatrical Forms of Asia

Grade Level Standards: The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for selfdevelopment,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision
 Content Content Performance Learning Learning Assessment Learning Values Resources Time
Standard Standard Competencies Activities Integration Allotment
Festivals and The learner… The learner… The learner… Formative Assessment K-W-L MAPEH FOR January
Theatrical Forms 1. how theatrical 1. create The students will be able to (Know, what Pledged TODAY’S
of Asia elements (sound, appropriate 1. identify selected recall and record prior to know, ourselves to the LEARNER
1. Thailand – music, gesture, festival attire with festivals and theatrical knowledge and identify future Learned) dead Authors:
Lantern Festival movement, and accessories based forms celebrated all learning needs. generations who Quennie S.
costume) affect on authentic over the Asian region have preserved Miranda, Laura
2. Japan – Kodo the creation and festival costumes A8EL-IVa-1 intact for us this R. Jugueta.
Taiko Drum communication Formative glorious Guinevere E.
Festival of meaning in 2. create/improvise 2. research on the Assessment Researching Sacdalan,
heritage.
Representative Asian Festivals appropriate sound, history of the festival The students will identify festival history Maria Teresa
Asian Theatrical and Theatrical music, gesture, and theatrical forms and selected festivals ang R. San Jose
Forms Forms as movements, and its evolution, and theatrical forms celebrated all ICT Integrated
3. Kabuki influenced by costume for a describe how the over the Asian region Appreciate the PHOENIX
4. Noh history and chosen theatrical community participates Group activity beauty of the PUBLISIHING
5. Wayang Kulit culture composition and contributes to the Summative Assessment different HOUSE.
6. Peking Opera event theatrical form Pg. 233-269
2. theater and 3. take part in a A8EL-IVb-2 The students will identify the celebrated all February
I. Elements of performance as a chosen festival or elements and principles of arts over the Asian
Art as Applied to synthesis of arts in a performance 3. identify the elements manifested in Asian festivals Visual region
Asian Theater and a significant in a theatrical pla and principles of arts as and theatrical forms. Presentation
and Festivals: expression of the manifested in Asian
7. Sound & celebration of life festivals and theatrical
Music in various Asian forms A8PL-IVc-1 Define what makes each of Theatre
8. Gesture, communities the Asian festivals and performance
Movement, and 4. define what make theatrical forms unique
Dance each of the Asian
9. Costume, Festivals and Theatrical Formative Assessment Making of
Mask, Makeup, forms unique through a festival attires
and Accessories visual presentation Identify the different kinds of and crafts
10. Spectacle A8PL-IVh-2 artistic symbols and traditions

5. design the visual The students will unlock their

elements and creativity through making Improvised
components of the variety accessories and attires factors in the
selected festival or for festivals. chosen
theatrical form through theatrical March
costumes, props, etc. Composition
A8PR-IVd-1 The students will create an
electronic video presentation
about the festivals in Asia
 Summative Assessment

Subject: MAPEH
Grade Level: Grade 8
Teacher: GENNIE A. PADINO

VISION
Mother of Mercy Academy, the Center for genuine Catholic Formation and Academic Excellence that produces 21st Century Learners.

MISSION
MOMA provides students’ excellence through quality education by upholding academic and values formation aligned to DepED K-12 Curriculum which holistically develops
learners in a safe and caring environment.

GOALS
 1. Educate learners to be globally competitive through contextualize resources
2. Practice academic excellence and equity for culturally diverse learners in line with the K-12 curriculum
3. Provide quality education for learners with the support of stakeholders of municipality of Barobo
4. Implement plans and policies by administration to maintain institutional standards
5. Involve the school community in appreciation, protection and conservation of the environment.

OBJECTIVES
1. Mold glocally-competitive learners responsive to moral and cultural challenges of the community.
2. Encourage self-expression to cultivate learners’ potential skills and talents.
3. Involve stakeholders to attain the school’s mission and vision by encouraging them to take part in the formation of learners.
4. Maintain genuine commitment of school administration to the implementation of school programs and meeting its standards.
5. Instill environmental awareness to the students and initiate programs relevant to the community on the appreciation, protection and conservation of the environment.

CORE VALUES
 Faith
 Life
 Service
 Commitment