FIRST
QUARTER GRADE 1
RHYTH
M
CONTENTS 1. Distinction Between Sound and
Silence
2. Steady Beats
3. Simple Rhythmic Patterns
4. Ostinato
CONTENT demonstrates basic understanding of demonstrates basic understanding of demonstrates understanding of the basic
STANDARDS sound, silence and rhythm
PERFORMANCE responds appropriately to the pulse of the responds appropriately to the pulse of
STANDARDS sounds heard and performs with accuracy sounds heard and performs with accuracy
the rhythmic patterns
LEARNING 1. identifies the difference between
COMPETENCIES sound and silence accurately
2. relates images to sound and silence
within a rhythmic pattern
3. performs echo clapping
4. maintains a steady beat when
chanting, walking, tapping, clapping,
and playing musical instruments
5. claps, taps, chants, walks and plays
musical instruments with accurate
rhythm in response to sound
6. creates simple ostinato patterns in
groupings of 2s, 3s, and 4s through
body movements
GRADE 2
1. Distinction Between Sound and
Silence
2. Steady Beats
3. Simple Rhythmic Patterns
4. Ostinato
sound, silence and rhythmic patterns and concepts of rhythm
develops musical awareness while
performing the fundamental processes in
music
the rhythmic patterns in expressing oneself
1. distinguishes aurally and visually
between sound and silence
2. relates visual images to sound and
silence within a rhythmic pattern
3. replicates a simple series of
rhythmic sounds (i.e., echo clapping) 3. claps, taps, chants, walks, and plays
4. maintains a steady beat when
chanting, walking, tapping, clapping,
and playing musical instruments
5. claps the written stick notation to
show steady beats (divides the stick
notations into measures of 2s, 3s
and 4s to show rhythmic patterns)
6. creates simple ostinato patterns in
GRADE 3
1. Distinction Between Sound and
Silence
2. Steady Beats
3. Simple Rhythmic Patterns
4. Ostinato
1. performs simple ostinato
patterns/simple rhythmic
accompaniments on classroom
instruments and other sound
sources to a given song
2. sings songs with correct rhythm
1. relates images with sound and
silence within a rhythmic pattern
2. maintains a steady beat when
chanting, walking, tapping, clapping,
and playing musical instruments
musical instruments in response to
sound with the correct rhythm
- in measures of 2s, 3s, and 4s
- echo clapping
- marching
- dancing the waltz
4. claps the written stick notation on
the board representing the sound
 7. performs simple ostinato patterns
on other sound sources including
body parts
8. plays simple ostinato patterns on
classroom instruments (sticks,
drums, triangles, nails, coconut
shells, bamboo, empty boxes, etc.)
second QUARTER
melody GRADE 1
CONTENTS 1. Pitch
2. Simple Melodic Patters
CONTENT demonstrates basic understanding of pitch
STANDARDS and simple melodic patterns
PERFORMANCE responds accurately to high and low tones
STANDARDS through body movements, singing, and
playing other sources of sounds
LEARNING 1. identifies the pitch of a tone as high
COMPETENCIES or low
2. matches the correct pitch of tones
with other sound sources
3. sings simple melodic patterns (so –
mi, mi –so, mi – redo)
4. matches the melody of a song with
the correct pitch vocally (greeting
songs, counting songs, action songs)
5. sings in pitch (rote singing, greeting
songs, counting songs, echo singing)
measures of 2s, 3s, and 4s with body
movements
7. writes stick notation on the board to
represent the sound heard
8. plays simple ostinato patterns on
classroom instruments (sticks,
drums, triangles, nails, coconut
shells, bamboo, empty boxes, etc.)
GRADE 2
1. Pitch
2. Simple Melodic Patters
demonstrates basic understanding of pitch
and simple melodic patterns
performs with accuracy of pitch, the simple
melodic patterns through body movements,
singing or playing musical instruments
1. identifies the pitch of tones as: high,
low, higher, lower
2. responds to ranges of pitch through
body movements, singing, and
playing sources of sounds
3. demonstrates high and low pitches
through singing or playing musical
instruments
4. sings the following songs with
accurate pitch: wrote songs, echo
songs, simple children’s melodies
5. echoes simple melodic patterns
through singing or humming
heard
5. plays simple ostinato patterns with
classroom instruments and other
sound sources
6. creates simple ostinato patterns in
measures of 2s, 3s, and 4s through
body movements.
7. creates ostinato patterns in different
meters using combination of
different sound sources
GRADE 3
1. Pitch
2. Simple Melodic Patters
3. Melodic Patterns and Contour
demonstrates understanding of the basic
concepts of melody
sings the melody of a song with accurate
pitch
1. identifies the pitch of a tone as:
high, higher (moderately high); low,
lower (moderately low)
2. matches the correct pitch of tones
with the voice and with an
instrument
3. relates movements with levels of
pitch
4. matches the voice with the pitches
of a melody
5. recreates simple patterns and
contour of a melody
6. sings entire simple songs with
 6. demonstrates the melodic contour accurate pitch “Do – Re – Mi”,
with movement “What Can We Do Today” and
7. demonstrates the melodic contour Folksongs “Manang Biday”,
through body staff, writing the “Paruparong Bukid”, “Atin Cu Pung
melodic line “on the air”, line Singsing”
notation
8. relates visual imagery to melodic
patterns

second QUARTER

FORM GRADE 1 GRADE 2 GRADE 3

CONTENTS 1. Musical Lines 1. Musical Lines 1. Musical Lines
2. Beginnings and Endings in Music 2. Beginning and Endings in Music 2. Musical Beginning, Middle, and End
3. Repeats in Music 3. Repeats in music 3. Repeats in music
CONTENT demonstrates basic understanding of the demonstrates understanding of the basic demonstrates understanding of the basic
STANDARDS concepts of musical lines, beginnings and concepts of musical form concepts of musical form
endings in music, and repeats in music

PERFORMANCE responds with precision to changes in performs a song, chosen from among the sings, plays, and performs (through body
STANDARDS musical lines with body movements previously learned songs that shows the basic movements) a chosen song showing the
concepts of musical lines, beginnings, endings basic concepts of musical lines, beginnings,
and repeats through body movement, vocal endings and repeats
sounds, and instrumental sounds
LEARNING 1. identifies with body movements the 9. identifies the beginning and ending 7. identifies the beginning, middle, and
COMPETENCIES beginnings, endings, repeats of a of a song ending of a song
recorded music example 10. demonstrates the beginning and ending 8. identifies musical lines as similar,
2. identifies similar or dissimilar of a song with movements, vocal same and different through
musical lines with the use of: body sounds, and instrumental sounds movements and geometric shapes
movements, geometric shapes or 11. identifies musical lines as similar and or objects
dissimilar with movements and with the
objects 9. recognizes repetitions within a song
use geometric shapes or objects
3. relates basic concepts of musical 10. sings repetitions of musical lines
12. demonstrates repeated musical lines
forms to geometric shapes to with movements independently
indicate understanding of: same 13. recognizes repetitions within a song 11. plays repetitions of musical lines
patterns and different patterns 14. creates melodic introduction and 12. renders a song confidently, giving
 4. chooses the exact geometric shapes ending of songs appropriate emphasis on the
that correspond to musical form 15. creates rhythmic introduction and beginning and on the ending
ending of songs

third QUARTER

timbre GRADE 1 GRADE 2 GRADE 3

CONTENTS 1. Quality of Sound in Music 1. Quality of Sound in Music 1. Voice Production Techniques
2. Distinction Between Speaking and 2. Introduction to Voice Production 2. Variation in Sound Quality
Singing 3. Differentiation in Sound Quality - Similar and Different
4. Introduction to Musical Instruments 3. Introduction to Musical Instruments
CONTENT demonstrates understanding of the basic demonstrates understanding of the basic demonstrates understanding of the basic
STANDARDS concepts of timbre concepts of timbre concepts of timbre
PERFORMANCE distinguishes accurately the demonstrates understanding of the basic applies vocal techniques in singing to
STANDARDS different sources of sounds heard concepts of timbre produce a pleasing vocal quality: using head
and be able to produce a variety of tones, employing proper breathing, using
timbres the diaphragm
LEARNING 1. identifies the source of sounds (e.g., 1. identifies the source of sounds (e.g., 1. recognizes differences in sound
COMPETENCIES wind, wave, swaying of trees, wind, wave, swaying of trees, quality coming from a variety of
animals, machines, through body animals, machines, through body sound sources
movements) movements) 2. responds to differences in sound
2. responds appropriately to 2. replicates different sources of quality with appropriate movement
differences in sounds heard through sounds with body movements 3. recognizes musical instruments
body movement 3. identifies the common musical through sound
3. replicates the sounds heard from instruments by their sounds and 4. identifies and compares the voices
different sources image of:
4. uses voice and other sources of 4. recognizes the difference between - classmates as they sing or speak
sound to produce a variety of speaking and singing - selected popular singers in
timbres 5. sings songs with accurate pitch and recordings
pleasing vocal quality 5. compares the use of the voice in
6. produces sounds using voice, body, speaking and in singing
and objects to enhance a given story 6. uses the voice and other sources of
sound to produce a variety of
timbres
third QUARTER
dynamics GRADE 1 GRADE 2 GRADE 3
CONTENTS 1. Volume of Sound in Music 1. Volume of Sound in Music 1. Volume of Sound in Music
2. Distinction Between Loudness and 2. Distinction Between Loudness and 2. Conducting and Dynamics
Softness in Music Softness in Music
CONTENT demonstrates understanding of the basic demonstrates understanding of the basic demonstrates understanding of the basic
STANDARDS concepts of dynamics concepts of dynamics concepts of dynamics in order to respond
to conducting gestures using symbols
indicating variances in dynamics
PERFORMANCE creatively interprets with body movements creatively applies changes in dynamics to sings songs with proper dynamics following
STANDARDS the dynamic levels to enhance poetry, enhance rhymes, chants, drama, and basic conducting gestures
chants, drama, and musical stories musical stories
LEARNING 5. demonstrates dynamic changes with 7. interprets through body movements 7. interprets the dynamics of a song
COMPETENCIES movements the dynamics of a song through body movements (e.g.,
6. uses the terms loud and soft to 8. distinguishes between “loud”, small movement – soft; big
identify volume changes “louder”, “soft” and “softer” in movement – loud)
7. relates the concepts of dynamics to music 8. distinguishes “loud,” “medium,” and
the movements of animals 9. relates movements of animals to “soft” in music
(elephant walk – loud; steps of a dynamics (e.g., elephant walking – 9. relates dynamics to the movements
mouse – soft_ loud; dog walking – medium; tiny of animals (e.g., elephant walking –
8. interprets with body movements steps of a mouse – soft) loud; mice scurrying – soft)
the dynamics of a song (small 10. uses the words loud, louder, soft, 10. uses terms “loud,” “medium,” and
movement – soft; big movement – softer – to identify variations in “soft” (louder, softer) to identify
loud) volume changes and variations in volume
9. applies the concepts of dynamic 11. replicates “loud,” “medium,” and 11. responds to conducting gestures of
levels to enhance poetry, chants, “soft” with voice or with the teacher for “loud” and “soft”
drama, and musical stories: small instruments - Teacher’s palm down means
movement – soft; big movement – 12. sings a given song with appropriate “soft” and palm up means
loud dynamics “loud.”
- Hands moving farther from each
other mean sound becomes
louder.
12. uses varied dynamics to enhance
poetry, chants, drama, songs and
musical stories
fourth QUARTER
tempo GRADE 1 GRADE 2 GRADE 3
CONTENTS 1. Speed of Sound in Music 1. Speed of Sound in Music 1. Speed of Sound in Music
2. Distinction Between Fastness and 2. Distinction Between Fastness and - Fast and Slow
Slowness in Music Slowness in Music 2. Conducting and Tempo
CONTENT demonstrates understanding of the basic demonstrates understanding of the basic demonstrates understanding of the
STANDARDS concepts of tempo concepts of tempo concepts of tempo in order to respond to
conducting symbols indicating variations in
tempo
PERFORMANCE performs with accuracy varied tempi uses varied tempo to enhance rhymes, enhances performance of poetry, chants,
STANDARDS through movements or dance steps to chants, drama, and musical stories drama, musical stories, and songs by using
enhance poetry, chants, drama, and a variety of tempo
musical stories
LEARNING 1. mimics animal movements: horse – 1. mimics animal movements (e.g., 1. mimics animal movements
COMPETENCIES fast, carabao – slow horse – fast, carabao – moderate, according to speed (horse – fast;
2. demonstrates the basic concepts of turtle – slow) carabao – slow; turtle – slow; rabbit
tempo through movements 2. responds to the accurate tempo of a – fast; dog – fast)
3. responds to varied tempo with song as guided by the hand signal of 2. sings songs with proper tempo
movements or dance steps the teacher (e.g., The teacher’s slow following basic conducting gestures
slow movement with slow hand movement means “slow”, 3. relates movement to changes and
music; fast movement with fast while fast hand movement means variations in tempo
music “fast”). 4. responds with movement to tempo
4. relates tempo changes to 3. demonstrates changes in tempo changes (i.e. doing locomotor and
movements with movements non-locomotor movements) to a
5. uses varied tempo to enhance 4. responds to variations in tempo variety of tempo in recorded music
poetry, chants, drama, and musical with dance steps (slow movement 5. distinguishes among fast, moderate,
stories with slow music) and slow in music
5. distinguishes “slow,” “slower”, 6. uses the terms: fast, moderate, and
“fast,” and “faster” in recorded slow, (faster, slower etc.) to identify
music with voice or with tempo changes and variations
instruments 7. sings songs with designated tempo
6. uses the terms “fast,” “faster,” (Lullaby – slow; Joyful songs – fast)
“slow,” and “slower” to identify
variations in tempo
7. replicates “slow,” “slower”, “fast,”
 and “faster” with voice or with
instruments

fourth QUARTER
texture GRADE 1 GRADE 2 GRADE 3
CONTENTS 1. Distinction Between Thinness and 1. Single Melodic Line or Simultaneous 1. Single Melodic Line or Simultaneous
Thickness in Music Occurrence of Multiple Melodic Lines Occurrence of Multiple Melodic
2. Single Melodic Line or Simultaneous 2. Distinction Between Thinness and Lines
Occurrence of Multiple Melodic Thickness in Music 2. Distinction Between Thinness and
Lines Thickness in Music
CONTENT demonstrates understanding of the basic demonstrates understanding of the basic demonstrates understanding of the basic
STANDARDS concepts of texture concepts of texture concepts of texture
PERFORMANCE sings songs to involve oneself and distinguishes accurately between single sings
STANDARDS experience the concept of texture musical line and multiple musical lines 1. “two-part rounds”
which occur simultaneously in a given song 2. “partner songs”
LEARNING 6. identify sounds alone, sounds 8. identifies musical texture with 8. demonstrates the concept of
COMPETENCIES together recorded music (e.g., melody with texture by singing “two-part
7. demonstrates awareness of texture single instrument or voice, single rounds” (e.g., “Are You Sleeping,
by using visual images melody with accompaniment, two Brother John?”, “Row, Row, Row
8. distinguishes accurately between or more melodies sung or played Your Boat”, “Musika Ay Di
single musical line and multiple together at the same time. Kukupas”)
musical lines which occur 9. shows awareness of texture by 9. demonstrates the concept of
simultaneously in a given song relating visual images to recorded or texture by singing “partner songs:
9. demonstrates the concept of performed music “Leron, Leron Sinta”,
texture by singing two-part round 10. distinguishes between single “Pamulinawen”, “It’s A Small
(e.g., Are You Sleeping, Brother musical line and multiple musical World”, “He’s Got the Whole World
John? – Row, Row, Row Your Boat) lines which occur simultaneously in His Hands”
11. distinguishes between thinness and 10. distinguishes between single
thickness of musical sound in musical line and multiple musical
recorded or performed music lines which occur simultaneously
11. distinguishes between thinness and
thickness of musical sound