GRADE 7

MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 1: Introduction to Music I-A

INTRODUCTION TO MUSIC
1. Why Study Music ?  Demonstrates  applies musical  identifies the SPA_MU7-IIh-8
2. Overview of Elements of understanding elements in importance of
Music of the performing chants, studying music.
 Rhythm importance of songs, myths, and  applies the use of SPA_MU7-IIi-9
 Melody studying music legends. music in the
 Harmony and its integrated arts in
 Tempo elements. depicting the
 Dynamics narratives.
 Timbre
 Form
GRADE 7
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 2: Introduction to Music I-A (Continuation), Sounds as narrative

Vocal
 Main features and proper
care of the voice
 Classifications of voice:
SATB
 demonstrates  executes the proper way of 12. explains the anatomy of SPA_MU7-IIa-12
understanding of the caring for one ‘s voice. the vocal apparatus. SPA_MU7-IIb-j-13-14
voice as an 13. practices proper care of
instrument. the voice.
14. distinguishes the
classifications of voice
(SATB).
GRADE 7
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 3: Introduction to Music I-B

INTRODUCTION TO MUSIC
1. Importance of Music
 as an expression of  demonstrates  performs activities that  recognizes the SPA_MU7-IIIf-6
life understanding of the shows the importance of importance of music.
 as a tool for importance of music. music.
communication
 as an expression of
personal and cultural
identity
 as an expression of
history
 as a repository of
values
 as a means for
promoting personal
and social growth
2. Elements of Music
 Rhythm  demonstrates  applies the elements of  analyzes the SPA_MU7-IIIa-j-7
 Melody understanding of the music elements of music
 Harmony elements of music. through listening.
 Tempo  applies the elements
 Dynamics of music
 Timbre
 Form
GRADE 7
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 4: Performance, Introduction to Music (I-C)
The learner...
A. INTRODUCTION TO
MUSIC
1. Continuation of Review of  demonstrates an  performs basic music describes the elements of SPA_MU7-IVa-j-1
Elements of Music: understanding of the reading skills through sight music.
 Rhythm elements of music. reading and singing of their
 Melody local music (e.g.Harana-
 Harmony Bulacan).
 Tempo
 Dynamics
 Timbre
 Form
 Basic
●Music Reading:
Notes, Rests, Time
Signature, Clefs
3. Integrated Arts
Approach to staging a music demonstrates applies aspects of the 3.analyzes musical elements SPA_MU7-IVa-j-3
performance based on understanding of the integrated arts approach in in epics, rituals, festivals SPA_MU7-IVa-j-4
Filipino legends, myths, integrated arts the staging music meaningfully.
rituals, and festivals approach in a musical performances. 4. analyzes meaningfully the
performance dynamics of self and group
through music and the
integrated arts approach.
GRADE 8
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 1: Rudiments of Music
A. RUDIMENTS OF MUSIC  demonstrates an  performs music in solo and  evaluates music SPA_MU8-Ia-j-4
1. Elements of Music understanding of the with accompaniment. applying the basic SPA_MU8-Ia-j-5
 Rhythm elements of music. musical elements and SPA_MU8-Ia-j-6
 Melody skills.
 Harmony  explains how specific
 Tempo elements of music
 Dynamics are applied in
 Timbre particular music
 Form pieces.
 Sight-reads music in
singing and playing
instruments.

2.Application of the Elements of

Music through the chosen
specialization: voice and
instrument-playing.
InstrumentPlaying/
Singing (Continuation from
Grade 7)  Finger
positions/Posture
 Tone Production and
Resonance
 Embouchure (winds);
bowing/plucking (strings);
 Articulation
 Sight Singing
 Basic Sight Reading
 Repertoire Study
GRADE 8
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 2: Rudiments of Music (Continuation)

B. RUDIMENTS OF MUSIC
(Continuation)
1. Elements of Music:  demonstrates  performs music in solo and  applies the elements SPA_MU8-IIa-j-6
 Rhythm understanding of the with accompaniment. of music in voice and SPA_MU8-IIa-j-7
 Melody elements of music instrument. SPA_MU8-IIa-j-8
 Harmony through ensemble  demonstrates aural
 Tempo playing and group skills.
 Dynamics singing.  . Reads music for
 Timbre ensemble playing
 Form and singing.

2.Instrument-Playing/Singing
(Continuation from Grade 7)
 Finger positions/Posture
 Tone Production &
Resonance
 Embouchure (winds);
bowing/plucking (strings);
 Articulation
 Sight Singing
 Basic Sight Reading
 Repertoire Study
 Choral Harmony, Balance &
Blending
GRADE 8
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 3: Local Cultural Heritage
The learner... The learner… The learner… SPA_MU8-IIIa-1
RUDIMENTS OF MUSIC SPA_MU8-IIIb-2
(Continuation)  demonstrates an  performs music pieces with 1. selects a local cultural icon SPA_MU8-IIIc-3
 Rhythm understanding of the local cultural heritage for music performance. SPA_MU8-IIId-4
 Melody cultural resources of content. 2. analyzes the musical SPA_MU8-IIIe-5
 Harmony his/her community, its characteristics of a short local SPA_MU8-III-a-j-6
 Tempo different types, and heritage piece. SPA_MU8-III-a-7
 Dynamics significance.
 Timbre  demonstrates an
 Form understanding of basic
cultural research.
Application of the Elements  demonstrates
of Music through the chosen understanding of
specialization: voice and elements of music as
instrument-playing. applied to a local
Instrument-Playing/Singing heritage piece
(Continuation)  demonstrates
 Finger positions/Posture understanding of the
 Tone Production & performance of music
Resonance pieces with local
 Embouchure (winds); cultural heritage
bowing/plucking (strings); content drawn from
 Articulation local community
 Sight Singing resources.
 Basic Sight Reading
 Repertoire Study
 Choral Harmony, Balance &
Blending
GRADE 8
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 4: Performance: Voice and Choir
PROGRAM PLANNING AND The learner… The learner… The learner… SPA_MU8-IVa-1
PERFORMANCE  demonstrates an  stages a performance with 1. analyzes the importance of SPA_MU8-IVb-2
 Basics of Planning a Music understanding of cultural heritage content. good music programming, SPA_MU8-IVc-3
Performance program using the rehearsal preparation, and SPA_MU-IVa-j-4
 Rehearsal Preparation integrated arts staging.
 Staging the Performance approach. 2. improvises music based on
 demonstrates an local cultural heritage.
understanding of the 3. employs acceptable
staging process. rehearsal methods to good
program planning.
4. applies aspects of the
integrated arts approach in
the staging music
performances.
GRADE 9
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 1: Spanish Colonial Period vis- a -vis Baroque, Classic and Romantic Periods, Music Theory I
MUSIC THEORY I demonstrates an performs Philippine applies musical skills for voice SPA_MU-la-h-7
understanding of indigenous and and instrument playing.
1.Elements of Music : music reading, vocal Medieval/Renaissance music
 Rhythm (Free Meter, techniques, based on its functions to
Speech Meter, Changing instrument playing daily life.
Meter, Metric, Syncopated , techniques, and sight
Ostinato, Drone), Melody reading skills.
(Modes),
 Harmony (Drone & Melody,
Organum),
 Tempo (Grave, Lento,
Prestissimo, Ritardando,
Accelerando, Rubato), 
Dynamics (Articulations:
legato, staccato, portamento,
portato),
 Timbre (Local Instrument
Classification, Hornböestel-
Sachs, Bel Canto, Indigenous
Vocal Styles,

A. SPANISH COLONIAL
PERIOD VISA -VIS BAROQUE,
CLASSIC AND ROMANTIC
PERIODS
1. Functions of music in daily demonstrates an performs music from the he learner… SPA_MU9-IIa-1
life (Philippine and Western): understanding of Spanish Colonial Period of 1. describes the different SPA_MU9-IIb-2
 Sacred Music crosscultural the Philippines, Baroque, functions of music in SPA_MU9-IIc-3
 Secular Music comparison between Classical and Romantic Philippine and Western SPA_MU9-IId-4
Philippine and Periods . setting SPA_MU9-IIe-5
2. Historical & Geographic : Western musical 2. distinguishes Sacred from SPA_MF9-IIf-6
Colonial Expansion & the Rise development. secular music. SPA_MU9-IIg-7
of Nationalism 3. identifies the historical and
geographical background of
3. Personages:
 Philippines: Adonay, Bonus,
Illustre
 Western: Troubadours,
Minstrels, Monks, Major
Composers of the Baroque,
Classical and Romantic
Periods
3Musical Instruments:
 Baroque, Classic &
Romantic Orchestras
 Rondalla Ensemble
5.Music Genres:
 Philippines: Kundiman,
Misa, Balitaw, Danza,
Kumintang, Jota, Curacha,
Habanera, Sarswela,
Komedya, Pasyon, Subli,
Senakulo, Panunuluyan,
Gozo, Villancico, Pastores,
Philippines and the West.
4. identifies major composers
of the Spanish Colonial
period in the Philippines,
Baroque, Classical and
Romantic Periods in the
West.
5. analyzes how socio-
cultural functions and
historical events affect
musical forms across
Philippine and Western
society.
6. distinguishes how
Philippine and Western music
developed alongside each
other through finding
commonalities and
differences.
7. applies appropriate
technical skills in performing
Philippine and Western music
GRADE 9
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 2: Music Theory I (Continuation)

MUSIC THEORY I
1. Elements of Music demonstrates an performs music from the applies musical skills for voice SPA_MU8-IIa-d-8
 Rhythm (Review of understanding of Spanish Colonial Period of and instrument playing.
Simple and Compound music theory. the Philippines, Baroque,
Meter), Classical and Romantic applies of the elements of SPA_MU9-IIe-h-9
 Melody (Review of Periods music through the chosen
Major and Minor specialization: voice and
Tonality), instrumentplaying.
 Harmony (Basso
Continuo, Figured Bass,
Alberti Bass),
 Tempo (Grave, Lento,
Prestissimo,
Ritardando,
Accelerando, Rubato),

Dynamics(Articulations,
legato, staccato,
portamento, portato),
 Timbre ( Instruments
of the Orchestra
Hornböestel-Sachs, Bel
Canto
GRADE 9
MUSIC
CONTENT
QUARTER 3: American Colonial Period and Japanese Occupation
The learner…
A. American Colonial Period
and Japanese Occupation
1. Functions of Music in Daily
Life (Philippine, American
and Japanese):
 Leisure and Entertainment
 Art Music
 Popular Music
2. Historical & Geographic
Background
3. Personages:
 Philippines: Abelardo,
Santiago, Molina National
Artists for Music Major
Composers & Major Works
 American and Japanese
Artists and Composers
4. Form (Musical Genres):
 Philippines: Sarswela,
Kundiman, Bodabil, Music
from the Japanese Period
 Western:
Gesamkünswerke,
Neoclassical, Avante-Garde,
Minimalist Music, ,
Chance/Aleatory Music,
Indeterminacy, Jazz, Rhythm
and Blues
CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
The learner… The learner…
 demonstrates an  displays familiarity in 1. describes the different SPA_MU9-IIIa-1
understanding of various performance practice functions of music in SPA_MU9-IIIb-2
cross-cultural of Philippine, American and Philippine, American and SPA_MU9-IIIc-3
comparison between Japanese musical period Japanese setting. SPA_MU9-IIId-4
Philippine, American 2. identifies the historical and
and Japanese musical geographical background of
development. Philippine, American and
Japanese period.
3. analyzes how socio-
cultural functions and
historical events affects
musical forms across
Philippine, American and
Japanese society.
4. distinguishes how
Philippine, American, and
Japanese music developed
alongside each other through
finding commonalities and
differences.
GRADE 9
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 4: Performance: Voice and Choir
the learner… The learner… The learner… SPA-MU-IIIa-d-1
SPA-MU-IIIe-h-2
A. PROGRAM PLANNING FOR  demonstrates  stages a recital. 1. applies knowledge on SPA-MU-IIIa-d-3
A RECITAL understanding of music history to program SPA-MU-IIIe-g-4
program planning for a planning.
recital. 2. displays knowledge in
performing basic musical
performances.

B. APPLICATION OF THE
ELEMENTS OF MUSIC
THROUGH THE CHOSEN
SPECIALIZATION:

1.voice  demonstrates an  demonstrates musical skills 3. employs acceptable

understanding of basic in voice rehearsal methods to good
music reading, basic program planning.
vocal techniques and 4. applies aspects of the
sight reading skills. integrated arts approach in
the staging music
performances
SINGING
 Tone Production &
Resonance 
Embouchure (winds);
 Articulation
 Basic Sight Reading
 Repertoire Study
 Choral Styles
GRADE 10
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 1: The Philippines from Modern to Contemporary Period
The learner… The learner… The learner…

A. The Philippines from  Demonstrates  Performs the genres of 1. Identifies the genres and SPA_MU10-Ia-1
Independence to the understanding of music (vocal /instrumental) proponents of music from
Present: Modern & Philippine music from from Philippine Philippine Independence to
Contemporary Music) Philippine Independence to the present. the present.
1. Historical Background Independence to the
2. Personages: Pilita Corrales present.
Diomedes Maturan Ric
Manrique Mabuhay Singers,
Levi Celerio, Lucio San Pedro,
Felipe De Leon Sr., etc,
National Artists for Music
3. Music Genre: Pop Music,
Protest music, Manila Sound,
Original Pilipino Music
(OPM), Rap, Broadway, J-Pop
K-Pop, Rock, Alternative,
Jazz, etc.
GRADE 10
MUSIC
CONTENT
QUARTER 2: The Philippines in the ASEAN Context
A. The Philippines in the
Context of ASEAN
1.Tradition & Change: ASEAN
MUSIC (e.g. Indonesia-
Gamelan/Anklung), folk
songs, integrated arts in the
ASEAN context (dance-
drama; shadow puppet,
music theater)
2. Issues: ASEAN Integration,
Cultural Ethics
CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
The learner… The Learner…
The learner…
 demonstrates  presents a simulated 1. distinguishes Philippine SPA_MU10-IIa-1
understanding of performance of ASEAN music from ASEAN music.
Philippine music in the music. SPA_MU10-IIb-2
ASEAN context. 2. presents a simulated
 demonstrates an  displays familiarity in performance of ASEAN
understanding of cross various performance practice Music.
cultural of ASEAN music.
comparisonbetween
Philippine and ASEAN
Music.
 demonstrates  conducts interviews with 3. outlines the different SPA_MU10-IIc-3
understanding of local artists about the issues affecting the music
issues related to the different issues in the music profession. SPA_MU10-IId-4
music profession. profession.
 demonstrates 4. advocates intellectual
understanding of property rights.
issues related to the
music profession.
GRADE 10
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 3: Basic Composition and Arranging I-A and I-B
The learner… The learner… The learner… SPA_MU10-IIIa-1
A. Philippines and
Globalization SPA_MU10-IIIb-2

1. World Music from the
Middle East, South Pacific,
East Asian, African, Latin
American, Fusion/Cross-over
Music)
 demonstrates an  performs a musical genre
understanding of for each region of the world.
globalization in music.  displays familiarity in
various performance practice
of various world music.
1. distinguishes each musical
genre.
2. applies appropriate
technical skills in performing
diverse musical styles.

Music Technology Software
 demonstrates  displays knowledge in using 6. uses technology to notate, SPA_MU10-IIe-6
familiarity with music music technology software. transcribe, record or
software for notation, sequence music.
recording, and
sequencing.
GRADE 10
MUSIC

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

QUARTER 4: Basic Composition and Arranging I-C

Continuation of Basic  demonstrates an  creates music compositions 5. develops creativity in SPA_MU10-IIIa-c-5

Composition and Arranging understanding of or arrangements. conceptualizing basic music SPA_MU10-IIId-f-6
(Conceptualization, music reading, basic  demonstrates musical skills compositions or
Representation of Sound: vocal techniques, in voice and arrangements.
Standard or Graphic instrument playing 6. uses technology to notate,
Notation, Instrumentation, techniques, and sight transcribe, record or
music software) reading skills. sequence music.