SPEC 113 (Teaching Music in the Elementary Grades) Module I

Introduction:

To study music is to study the basics. Music is a comprehensive art – within its
study students come into contact with other basic areas of the curriculum: math,
science, social studies, languages and physical education. While music is a
subject with its own body of knowledge, and is inherently worth knowing, its
comprehensive nature serves as a foundation for a unified and comprehensive
educational setting.

This course deals with the educational foundations of Music as it applies to

teaching and learning in the elementary grades. Various teaching strategies and
assessment appropriate for each area shall be given emphasis in the course.

Chapter I:
Principles of Teaching Music
Sub Topics:
a. The Legal Basis
b. The goals/intended outcomes for the teaching of music
c. Standards/content/objectives in teaching music in the elementary level

Objectives:
This chapter aims to:
1. Analyzed the legal basis of the teaching of music and arts.
2. Integrate the intended outcomes of teaching music to teaching
strategies.
3. Utilized the standards and content in the teaching of music.

Time Frame:
Week 1-3

Discussion of the Lesson I:

I. The Legal Basis of the Teaching of Music and Arts.

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

In 1963, DECS Memorandum #11,s1963 was issued pointing out that Arts
and Physical Education in the elementary grades were often neglected for the
sake of instructional and administrative expediency. It called for the proper
implementation of D.O. #1,s. 1957, singling out Arts & Physical Education as
the proper vehicle for DECS’ cultural revival program. The directive also aimed
to make Art Education, Music and Physical Education required subjects in the
elementary grades. Under Arts and Physical Education, all such subjects were
to be allotted a 40-minute and 50-minute instruction time in the primary and
intermediate grades respectively. It was further stated that the above mentioned
subjects should not be sacrificed for the sake of any other subjects in the
elementary school curriculum. (DO Memorandum #1,s. 1963 – cultural Revival.
Through Art Education, Music and Physical Education in the Elementary
Schools).

Bulletin #6,s1959, titled Improving the Teaching of Music, was a follow up

of D.O. #1,s. 1957, observations being that “music has for some years not been
seriously taught”. Prescribed in this bulletin was for music to be combined with
Art Education and Physical Education and not as erroneously concluded from
the title ‘Art Education and Physical Education’ where Music seemed to have
been scrapped from the daily schedule of subjects. General Letter #23, dated
July 21, 1956 gave specific instructions that music should have a definite period
of time on the day’s program in addition to its correlation with appropriate
subjects.

The memo mentioned further that a school should not offer any music
course unless a qualified teacher is available. It deemed essential that a
teacher of music must have a thorough academic and professional training
experience, a pleasant and dignified personality alongside the provision of a
well-equipped music room.

A subsequent bulletin #6,s.1959 from the Bureau of Public Schools,

titled Improving the Teaching of Music underlined that not any teacher can
teach music. It states that a teacher of Music should be one with a special
aptitude, not only because he can sing or play an instrument but also because he
possesses a knowledge of Music reading and notation. If there is only one
qualified music teacher in a school, Music instruction may be given once or
twice a week for the total time allotted to the subject during the week.

The Bureau of Public Schools likewise encouraged the training of all music
teachers: consultants from the General Office, Music instructors from the
nearest regional normal schools, and lay music leaders of the community.

The increasing importance given to music education was reflected in the

passage of R.A. 4723 (Music Law). Enacted in 1966, the Music Law was the
first legislative Act in the history of the country to directly benefit school music
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SPEC 113 (Teaching Music in the Elementary Grades) Module I

education. The law envisioned the upgrading of Philippine Musical Culture

through the improvement of Music instruction on the elementary and secondary
school levels of both public and private schools.

The second Republic Act that has benefited Music education is R.A. 5523.
Enacted in 1968, the law has created various school division positions. It
specially provide for 10 music supervisory positions in ten school divisions of
the Bureau of Public Schools.

The initial implementation of the above stated laws has firmly rooted music
in the curriculum of both public and private schools in the country.

Not until recently, the time allotted for each of the three subjects: Arts,
Music and Physical Education, were 40 minutes daily for Grades I-IV, and 50
minutes daily for Grade V-VI.

With the implementation of the Music Law, the subjects were subdivided
into distinct areas, namely:

1. Music and Art

2. Physical Education

Implementing regulations of R.A. 4723 (Music Law) was embodied in the

bureau of Public Schools Circular #24,s.1967 but was rescinded by Department
Order #10,s.1970 with the advent of the 1970 Revised Elementary Education
Program. The latter provides that Music and Arts be treated as separate subject
areas with Music allotted 3 days a week and Arts 2 days.

The Philippine Society for Music Education (PSME), a non-profit

association composed of music educators all over the country, had its
beginnings on November 23, 1971. Its primary intent was to improve music
education in all its areas, to share new knowledge and ideas on music and music
education. Symposia, workshops and annual general assemblies marked the
infant years of PSME with Dr. Lucrecia S. Kasilag, now National Artist for
music as founding president. As a direct effect of its historic formation, three
music organizations – the Philippine Choral conductors’ Association, the
Philippine Society for Organists, and the Piano Teachers’ Guild of the
Philippines were likewise founded.

In November 7-9, 1975, the succeeding president Dean Corazon S. Maceda

spearheaded a workshop aimed at the formulation of goals of Music Education
in the Philippines. Twenty-nine workshop participants, all distinguished
Filipino educators, came up with well-articulated goals for elementary,
secondary and tertiary (music majors and none-music majors) level of music
education.
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SPEC 113 (Teaching Music in the Elementary Grades) Module I

From 1975 onwards, PSME continued on its mission to improve music

education through yearly seminars and workshops and lecture series, to help
produce competent music teachers. One such notable program undertaken
under Dr. Loreto C. Gloria, was a nationwide scholarship program for public
and private teachers from elementary and high school. This program
was implemented in cooperation with the National Commission on Culture and
the Arts (NCCA) and the Philippine Normal University (PNU). To date, two
groups of Scholars have completed their training while a third batch is presently
being readied for the second summer session by 1999, with completion seen by
summer of 2000.

Meanwhile, in 1970-71, the Revised Elementary Education curriculum

gave Music and Arts, 30 minutes per day, to schedule as follow:

First Second
Semester Semester
Music 3 days 2 days
Art 2 day 3 days

Department of Education and Culture (DEC) Memorandum #65,s.1974

announced a “Third National Seminar – Practicum in School Music Education
“, sponsored jointly by DECS, the Philippine National Society for Music
Education and the UNESCO National Commission of the Philippines, dated
September 7-8, 1974. It was held at Teachers’ Camp, Baguio city. The theme
was: “Innovative Musical Dimensions for the furtherance of the Quality of
School Music Education in the New Society” with foreign music experts as
resource speakers.

The above national seminar-practicum came after the conclusion of a 5-year

UP-BPS (University of the Philippines and Bureau of Public Schools)
Scholarship Program from 1968-1973. Annual scholarship recipients were
teachers teaching music both in the elementary and secondary schools. The
period covered 2 semesters and 1 summer with a stipend for books and a living
allowance including regular salaries. An average of 30 to 40 scholars a year
attended the program highly benefitting Music Education in the country.

1971 saw the start of the National Music Competitions as an annual

undertaking aimed to discover and nurture young music talents from among
school children. Concerned music educators of varied expertise and
persuasions voluntarily came together to contribute their time and experiences
towards the yearly endeavor. Teachers prepared their choirs and students to
compete. The DECS in various regions through regional levels, and the
Cultural Center of the Philippines (CCP) was mainly responsible for the week-
long National finals held every last week of November. This coincides with the
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SPEC 113 (Teaching Music in the Elementary Grades) Module I

National Music Week (Presidential Proclamation #1173 dated August 7, 1973).

From then on, the competition expanded to include not only children’s choirs
but also solo instruments, piano solos, youth choirs, college choirs and
eventually, also included the rondalla competition.

In 1982, the Ministry of Education and Culture issued MEC Order

#6,s.1982 outlining the New Elementary School Curriculum (NESC).
Beginning school year 1983-84, the new curriculum was introduced by grade
levels. The gradual implementation of NESC in Grades I through Grade VI
saw the absence of Music in Grades I and II. In the Revised Elementary
Education Curriculum effective 1970-71, time allotment (minutes daily) for
Music and Arts was:

I II III IV V – VI
30 30 30 30 30

With the advent of the New Elementary School Curriculum effective school
year 1983-84, time allotment for Arts and Physical Education became:

I II III IV V VI
40 40 40 40

Music lost its identity with its marked absence in Grades I and II. Music
for the elementary grades was offered only from Grades III to VI.

Time allotment – Minutes per week for Arts and Physical Education:

I II III IV V VI
200 200 200 200

Equal distribution of time for Music, Arts and PE was on a 2-2-2 plan the
whole year round. In the mid-90’s Physical Education regained its foothold in
Grades I and II through Gr. VI with 120 minutes per week time allotment.
Meanwhile Music and Arts remained integrated in Civic and Culture in Grades I
and II, while in Grade III and VI, they were eased out of the equal time sharing
and given only 80 minutes a week divided by the 2 areas, Music and Art.
Music became a 40-minute, once-a-week-subject per period. The preparation of
students for Olympic competitions became the thrust of DECS up to present.

In 1966, the Philippine Congress passed Republic Act No. 4723 popularly
known as the Music Law which provided for the teaching of music and art as
a separate subject in the elementary level and the teaching of music once a
week for one hour in the secondary level (Yamzon, 1972).
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SPEC 113 (Teaching Music in the Elementary Grades) Module I

REPUBLIC ACT NO. 4723

REPUBLIC ACT NO. 4723 - AN ACT GIVING IMPORTANCE

TO THE TEACHING OF MUSIC IN THE CURRICULA OF
ELEMENTARY AND SECONDARY SCHOOLS, AND
APPROPRIATING FUNDS THEREFOR

Section 1. Commencing with the school year nineteen hundred sixty-six —

sixty-seven, music shall be taught together with arts as a separate subject area,
with music allotted three days a week in all the grades in elementary schools,
whether public or private; and shall be taught together with arts, physical
education and health as a separate subject field, with music allotted at least one
day a week in all the years in general or vocational secondary schools, whether
public or private.

Sec. 2. The Secretary of Education shall issue such rules and regulations as
may be necessary to carry out the purpose of this Act.

Sec. 3. The sum of five hundred thousand pesos is hereby appropriated, out of
any funds in the National Treasury not otherwise appropriated, to carry out the
purpose of this Act during the fiscal year nineteen hundred sixty-six — sixty-
seven. Thereafter, such sums as may be necessary for the same purpose shall be
included in the annual General Appropriations Act.

Sec. 4. This Act shall take effect upon its approval.

Approved: June 18, 1966

It’s a declared policy of the state to “give priority to education, science and
technology, arts, culture and sports to foster patriotism and nationalism ,
accelerate social progress and promote total human liberation and development”
Article II, section 17.

Likewise, Article XIV on education, science and technology, arts, culture and
sports of Philippines states, to wit: The state shall foster the preservation,
enrichment, and dynamic evolution of a Filipino national culture based on the
principle of unity in
diversity a climate of free artistic and intellectual expression. Sec. 14 Arts and
letters shall enjoy the patronage of the state. The state shall conserve, promote
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SPEC 113 (Teaching Music in the Elementary Grades) Module I

and popularize the nation’s historical and cultural heritage and resources, as
well as artistic creations… Sec. 15 The state shall recognize, respect and protect
the rights of indigenous cultural communities, to preserve and develop their
cultures, traditions and institutions. It shall consider these rights in the
formulation of national plans and policies.. Sec. 17 The state shall encourage
and support researches and studies on arts and culture.. Sec. 18

Music curriculum of K to 12 The design of the music curricula is student-

centered, performance-based and uses the spiral progression approach
(Department of Education 2016a). According to Department of Education
(2012a: Order No.31 s.2012), “The overall design of Grades 1 to 10 curriculum
follows the spiral approach across subjects by building on the same concepts
developed in increasing complexity and sophistication starting from grade
school.” (Enclosure No.1, p.1). Spiral progression approach helps students to
achieve gradual mastery of the core and general principle of learning from the
early years while gradually proceeding into complex concepts as years
progresses. In music, this ensures the students of a good foundation of the basic
principle of music theory as concepts and fundamental music processes are
revisited while incorporating complex ideas in the succeeding years.iv. There
are three key stages of standards in the Music curriculum. These are the lower
primary level (Kindergarten to Grade 3), upper primary level (Grades 4 to
Grade 6), and the junior high school (Grades 7 to 10). Fundamentals process
and basic theory of music are mostly taught at the primary level while historical
and regional music concepts incorporated with music appreciation are the main
points of learning at the secondary level. The lower primary level student is
initially exposed to music through listening and observing, creating and
performing. This process enables the learner to be familiar with the basic
concepts of music as well as understand the vital processes in music. The formal
introduction of the core elements of music starts at the upper primary level. In
this stage, learners rediscover the elements of music more complexly while
musical awareness is developed through this stage. The learner recognizes the
basic concepts through the processes of performing, listening and creating while
developing music appreciation and awareness skills. Learners in Grades 7 to 10
are introduced to regional and historical learning of music. In this stage,
extensive musical appreciation of multicultural music awareness: Philippine
music, Asian and Western music. Elements and fundamentals of music are
introduced during the elementary years. Teaching is divided into four quarters
of the school year. The first quarter focuses on rhythms, second quarter on
melody and forms; third quarter talks about forms, timbre, and dynamics while
the last quarter focuses on the topics on tempo, texture, and harmony, the latter
introduced in Grades 5 and 6. During the secondary level, having expected to
master the basic concepts of music, the students are focused to music
appreciation and application. Grade 7 students are presented to the cultural
music of Philippine music. This topic enhances the learner’s knowledge of the
richness of the Philippine music in cultural context helping the students to
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SPEC 113 (Teaching Music in the Elementary Grades) Module I

appreciate the aesthetic of Filipino music and comprehend the Filipino cultural
identity and diversity through regional and ethnic music discussions. In Grade
8, students understand the musical characteristic of neighboring Asian countries
as well as its cultural and traditional musical performances. The roots of
classical music, Western music, is introduced in Grade 9. The broad topic of the
history of western music is introduced periodically starting from the Medieval
period, the Renaissance period followed by Baroque to Classical up to the
Romantic period focusing on the characteristic features of each genre. Grade 10
follows the historical-based conceptual learning of the previous grade level with
the topic of 20th -century music of the modern world and also focuses on the
modern Filipino artist. The contemporary composers and their styles are
featured in this grade level. The last quarter of the music subject in grade 10
highlights the traditional Filipino composers and their music which promotes
Filipino music awareness and cultural identity. In summary of the musical
contents of music curricula in Grades 1 to 10, Grades 1 to 6 provides students
the theoretical aspect of music while advancing to the historical and cultural
appreciation during the Grades 7 to 10. K – Grades 3 the learner demonstrates
understanding of fundamental processes through performing, creating, and
responding, aimed towards the development of appreciation of music and art,
and acquisition of basic knowledge and skills. Grades 4 – 6 The learner
demonstrates understanding of basic elements and concepts through
performing, creating, and responding, aimed towards the development of
appreciation of music and art, and acquisition of basic knowledge and skills. 7
– 10 The learner demonstrates understanding of salient features of music and art
of the Philippines and the world, through appreciation, analysis, and
performance, for self-development, the celebration of Filipino cultural identity
and diversity, and the expansion of one’s world vision. Key Stage Standards in
the Music Curriculum source: Department of Education (2016a) K to 12 Music
Curriculum Guide (Grade 1 to Grade 10). Contents of Music and Arts per Grade
Level source: Department of Education (2016) K to 12 Music Curriculum
Guide (Grade 1 to Grade 10), Comparison between previous and present Music
Curricula In relation with music education, one of the significant changes of K
to 12 Curriculum from the previous curricula is that Music subject is taught
starting at Grade 1. During the Basic Education Curriculum of 2002, music
subject was only integrated into another subject, Sibika at Kultura (Civics and
Culture). Music subject is introduced only during the upper primary level,
starting at Grade 4, together with the Arts, Physical Education, and Health as
one core subject called MAPEH. Meanwhile in the secondary level, music
subject remains unchanged in terms of minutes of instruction per week.
However, the structure and contents of the curriculum were modified in the K to
12 Curriculum using the spiral progression approach in both elementary and
secondary music curricula. There is an increase in time allotment of the subject
from the BEC to the K to 12 Curriculum at the primary level. Note that the 200
minutes per week allotted for the learning area depicts that of the core subject
MAPEH (Music, Arts, Physical Education, and Health) and is to be distributed
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SPEC 113 (Teaching Music in the Elementary Grades) Module I

into the four subjects. 2002 BEC music subject in Grades 1-3 had been missing
and only being integrated to other subject compared to the current K to 12
Curriculum, which starts the music subject in Grade 1. The additional three
years of music class in the primary level evidently shows that K to 12
Curriculum stresses out that importance of Music subject in the elementary
curriculum. This results in additional classroom time in music subject, which is
considered essential in building the learners foundation in music rudiments.
This fundamental change provides learner enough time to understand the basic
concepts and processes involved in music understanding and music making.
Comparison of the Music Old Curricula to the K to 12 Curriculum source:
SEAMEO (2012b, pp.24, 33) Learning Areas 2002 BEC K to 12 Curriculum
2012 Lower Primary level Grades 1-3 Music, Arts, Physical Education, Health
Integrated into other subjects 200 minutes per week Upper Primary level Grades
4-6 Music, Arts, Physical Education, Health 200 minutes per week 200 minutes
per week Secondary Level Grades 7-10 Music, Arts, Physical Education, Health
240 minutes per week 240 minutes per week.

Enrichment Activities:

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

A. Review the Musical Terminologies, Signs and Symbols and name

each;

4 7
5
¹
3

6
w
2 w
1. 5.
2. 6.
3. 7.
4. 8.

B. Identify the so-fa syllables;

2
1
4
5
7
6

1. 5.
2. 6.
3. 7.
4.

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

Evaluation:
I. Evaluation: Blacken the circle of your choice.
1. What is the Republic Act known as the Music Law enacted in 1966
and was the first legislative Act in the history of the country to directly
benefit school music education?

2. It is a comprehensive art – within its study students come into contact

with other basic areas of the curriculum: math, science, social
studies, languages and physical education.

3. It is prescribed in this bulletin was for music to be combined with Art

Education and Physical Education and not as erroneously concluded
from the title ‘Art Education and Physical Education’ where Music
seemed to have been scrapped from the daily schedule of subjects.

4. The memo that gave specific instructions that music should have a
definite period of time on the day’s program in addition to its
correlation with appropriate subjects.

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

5. This law has created various school division positions. It specially

provide for 10 music supervisory positions in ten school divisions of
the Bureau of Public Schools.

Evaluation: True or False: Check the box of your choice.

1.

2.

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

3.

4.

5.

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

References:
Rivadelo, R. (1987). Music Education: Materials and Methods.
Metro Manila: National
Bookstore Publishers

Corpuz, B., et al (2015). Principles of Teachin 2 (with TLE). Quezon City:

Lorimar Publishing

Discussion of the Lesson II:

The intended outcomes of teaching music.

The goals of the elementary school are to enable the learner to

develop:
 intellectual competencies in communication, numeracy, the arts,
science and social studies
 attitudes and habits which promote physical well-being
 a sense of self-worth and an appreciation of the worth of all
individuals
 the ability to think creatively and to make decisions effectively
 a positive attitude towards learning

These goals have established the basis upon which the elementary
music program has been developed. It is our responsibility as
educators to ensure that this vision and these goals are;

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

1. Manifested understanding of the key concepts on teaching music

for the elementary learners along with the rudiments, methods and
strategies appropriate for all levels.
2. Introduced and demonstrated the different music skills such as note
reading, music notation and simple song composition through
active participation of various activities.
3. Designed and demonstrated teaching-learning plans applying the
appropriate methods and strategies in teaching music.
4. Become resourceful, effective communicators of ideas, creative
and good decision makers
5. Understand that music is a form of communication. All the
communication skills mentioned in this essential learning will be
further developed through the music program and at the same time,
as research has shown, the child’s understanding of other subject
areas and the world will be enhanced.

The following are the essential learnings with an overview of how

each one of them can be developed within the elementary music
program.

1.Artistic Expression- peoples way of creatively revealing their

selves.

Learners will be able to respond with critical awareness to various

forms of the arts such as music and be able to express themselves
through music. Learners are expected, to;

• Use various art forms such as music as a means of formulating

and expressing ideas, perceptions, and feelings
• demonstrate understanding of the contribution of the music to
daily life, cultural identity and diversity, and the economy
• demonstrate understanding of the ideas, perceptions and feelings
of others as expressed through music.

Learners who have opportunities for learning in and through these

arts disciplines discover ways of knowing and expressing that
enhance and deepen their aesthetic experience. In addition, they
understand the role of music through history and in today’s
society. Engage in both individually and collectively, in the
creative, expressive, and responsive processes of music enables
learners to develop

• confidence in themselves as creators

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

• enriched appreciation for works in music, both their own and

those of others
• awareness of and valuing the role of music play in lifelong
learning, and
 appreciation of the richness of cultural expression.

Art, music and drama are all integral components of the elementary program.
Students are encouraged to use various art forms such as music as a means of
formulating and expressing ideas, perceptions and feelings. Students will learn
to value the contribution of the music to daily life, cultural identity and
diversity. As well, students will have the opportunity to perform and participate
as a supportive audience, thus understanding the significance of music
.
2. Cultural literacy- learner's taking pride of their culture.

Learners will be able to assess social, cultural, economic and

environmental interdependence in a local and global context. Learners are
expected, to

• demonstrate understanding of sustainable development and its

implications for the environment
• demonstrate understanding of the social, political, and economic
forces that have shaped the past and present and apply those
understandings in planning for the future
• examine human rights issues and recognize forms of discrimination
• determine the principles and actions of just, pluralistic, and
democratic societies
• demonstrate understanding of their own and others’ cultural heritage
and cultural identity and the contribution of diverse cultures to
society.

Through engagement in music learning processes, learners broaden

their awareness and understanding of social, economic, and political issues,
history, and cultural diversity. This respect for others fosters a sense of both
local and global community. Consequently, music curricula provide students
with an opportunity to

• examine and challenge global, political, social, and economic

systems
• explore and understand the interdependence of the various
components of societies and environments
• use knowledge and skills learned in and through music to
demonstrate value and respect for cultural richness in local and
global contexts

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

• value community Since art, music and drama are integral to culture,
the elementary music program plays an essential role in the
development of cross-cultural understandings in our interdependent
world.

Objectives, relating directly to the broadening students’ awareness

and appreciation of the common elements in music in various cultures,
contribute to students understanding of local, regional, national and
international cultures.

3.Communication

Learners will be able to use the listening, viewing, speaking, reading

and writing modes of language(s) as well as mathematical and scientific
concepts and symbols to think, learn and communicate effectively. Learners
will be expected, to

• explore, reflect on, and express their own ideas, learnings,

perceptions, and feelings • demonstrate understanding of facts and
relationships presented through words, numbers, symbols, graphs,
and charts
• present information and instructions clearly, logically, concisely,
and accurately for a variety of audiences
• demonstrate a knowledge of the second official language
• access, process, evaluate, and share information
• interpret, evaluate, and express data in everyday language
• reflect on and interpret ideas presented through a variety of media.

Through music, learners are given opportunities to communicate in

unique ways, ways that are not possible with words alone. This complex,
holistic communication includes both process and product, and centres on
expression of thoughts, experiences, and feelings, using languages of music.
Lerners also have opportunities to talk, read, and write about the arts in their
learning experiences in the arts. They have opportunities to

• demonstrate originality and imagination in expressing thoughts,

experiences, and feelings as they are engage in creating and making
• use critical thinking skills in exploring their thoughts, experiences,
and feelings
• use a range of processes to critically respond to their own works and
the works of others

4.Personal Development

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

Learners will be able to continue to learn, and to pursue an active,

healthy lifestyle. Leaners are expected to

• Demonstrate preparedness for the transition to work and further

learning

• make appropriate decisions and take responsibility for those decisions

• work and study purposefully both independently and in groups

• demonstrate understanding of the relationship between health and

lifestyle

• demonstrate coping, management, and interpersonal skills

• demonstrate intellectual curiosity, an entrepreneurial spirit, and

initiative

• reflect critically on ethnical issues

Engagement in the arts provides rich opportunities for personal

development. Learners, through direct experience in music processes, are
involved in exploring and expressing their emotional and spiritual selves, while
learning their own strengths, weakness, hopes, and fears. The self-knowledge
that develops through music experiences is a key foundation for their future.
Music also enable learners to develop understanding of others through
involvement with art works, both past and present, and through working
cooperatively in creative making. Learners’s skills and attitudes developed in
and through music contribute to personal health, success in the workplace, and
continuous learning. Engagement in music activities offers students
opportunities to

• demonstrate personal growth in areas such as perseverance, self-

confidence, responsibility, independent thinking, open-mindedness,
and understanding of others

• develop motivation for lifelong learning

• understand the potential that creative expression has for developing

personal well-being and community identity

• consider employment opportunities in the cultural sector

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

• enhance their physical development One of the fundamental guiding

principles of the elementary music program is that all learning must be
related to the experiences of the child.

In the music program, learners will have the opportunity to work

independently and to co-operate in groups. They will be exposed to music as a
form of relaxation and enjoyment as well as being exposed to the wide variety
of career choices involving music. The development of musical ability and an
appreciation for music is the cornerstone of the elementary music program and
will undoubtedly contribute significantly to the overall personal development
of learners.

Discussion of Lesson 3 : Standard and Content in teaching music:

Standards for Music Teaching

Learning Area standard for Music: Base on the K-12 Basic

Education Curriculum. The learner demonstrates understanding of
basic concepts and processes in music. Through appreciation,
analysis and performance for his/her self development, celebration
of his/her Filipino cultural identity and diversity and expansion of
his/ her world vision.

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

Content of Music and Arts per Grade Level

Basic Reference for Music Content

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

II. Evaluation: Check the box of your choice.

1.

2.

2.

4.

5.

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

III. References: (Books, Journals, website)

Rivadelo, R. (1987). Music Education: Materials and Methods.
Metro Manila: National
Bookstore Publishers

Corpuz, B., et al (2015). Principles of Teachin 2 (with TLE). Quezon

City:
Lorimar Publishing

http://www.authorstream. com/Presentation/jena25 6827-2625134-

teachingmusic-art/

https://www.deped.gov.ph/wp-content/uploads/2019/01/MusicCG.pdf
http://www.gov.pe.ca/photos/original/ed_elem_music.pdf
https://www.slideshare.net/teachermarley/music-and-art-k-to-12-
curriculum-guide

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SPEC 113 (Teaching Music in the Elementary Grades) Module I

MODULE 1

Teaching Music in the Elementary Grades

SPEC 113

BEEd

ANN DOMINGO-NAVARRA

Course Facilitator

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