BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Grade Level: GRADE 1
Subject: Music
Time Allotment: 60 Minutes for a WEEK ( 1 PERIOD)
Most Essential Learning
QUARTER Competencies
The learner …
identifies the difference
between sound and
silence accurately
relates images to sound and
silence within a
rhythmic pattern
performs steady beat and
accurate rhythm through
clapping, tapping chanting,
walking and playing
musical instruments in
response to sound
I
o in groupings of 2s
o in groupings of 3s
in groupings of 4s
creates simple ostinato
patterns in groupings of
2s, 3s, and 4s through body
movements
Most Essential Learning
QUARTER Competencies
The learner …
identifies the pitch of a tone
as high or low
sings simple melodic
II patterns ( so –mi, mi –so,
mi – re-do)
sings the melody of a
WEEK DAY OBJECTIVES
identifies the difference between sound
1 1
and silence accurately
relates images to sound and silence
2 1
within a rhythmic pattern
performs steady beat and accurate
rhythm through clapping, tapping,
3 chanting, walking and playing musical
1 instruments in response to sound in
groupings of 2s.
Performs steady beat and accurate
rhythm through clapping, tapping,
4 chanting, walking and playing musical
1 instruments in response to sound in
groupings of 3s.
performs steady beat and accurate
1 rhythm through clapping, tapping,
5 1 chanting, walking and playing musical
instruments in response to sound in
groupings of 4s.
creates simple ostinato patterns in
6 groupings of 2s through body
1 movements
creates simple ostinato patterns in
7 groupings of 3s through body
1 movements
creates simple ostinato patterns in
8 1 groupings of 4s through body
movements
Budget Of Work
DURATION 1 The learner …
 identifies the pitch of a tone as
Week 1 1
high or low
 . sings simple melodic patterns (
Week 2
so –mi, mi –so,mi – re-do)
1
Week 3  . sings the melody of a song
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 song with the correct
pitch e.g. greeting
songs, counting songs,
or action songs
identifies similar or
dissimilar musical lines
identifies the beginning,
ending, and repeated parts
of a recorded music sample
Performs songs with the
knowledge when to start,
stop, repeat or end the
song.
Most Essential Learning
QUARTER Competencies DURATION
The learner …
relates the source of
sound with different body
movements
e.g. wind, wave, swaying
of the trees, animal
sounds, or sounds
III produced by man-made
devices or machines.
Produces sounds with
Week 2
different timbre using a
variety of local materials
identifies volume changes
from sound samples
using the terms loud and
soft
relates the
concepts of
dynamics to the
movements of
animals
e.g. big animals/movement
= loud; small
animals/movement = soft
1
with the correct pitch e.g.
greeting songs, counting songs,
or action songs
 identifies similar or dissimilar
Week 4
1 musical lines
 identifies the beginning, ending,
Week 5 and repeated parts of a
recorded music sample
analyze the duration and dyanmics of
Week 6
1 the song
1  identify the highest and
Week 7
lowest pitch.
 Performs songs with the
Week 8 1 knowledge when to start, stop,
repeat or end the song.
DAYS
Budget Of Work
The learner …
relates the source of sound with
1 different body movements
e.g. wind, wave, swaying of the
Week 1
trees, animal sounds, or sounds
produced by man-made
 devices or machines.
Produces sounds with different timbre
1 using a variety of local materials
Create rhythmic ostinato of sounds with
Week 3 1 different timbre using a variety of local
materials
identifies volume changes from sound
1 samples
Week 4
using the terms loud and soft
relates the concepts of
dynamics to the movements of
animals
e.g. big animals/movement = loud;
Week 5
1 small
animals/movement = soft
improvise sound with the use of
Week 6 1 dynamics
movements of animals

applies the concept of
dynamic levels to enhance
poetry, chants, songs,
drama or musical stories
Most Essential Learning
QUARTER Competencies
The learner …
demonstrates the basic
concepts of tempo through
movements (fast or slow)
uses body
ovements or dance
steps to respond to
varied tempo
IV
- slow movement with slow
music
- fast movement with fast
music
uses varied tempo to
enhance poetry, chants,
drama, and musical stories
demonstrates awareness
of texture by identifying
sounds that are solo or
with other
sounds.
sings single musical line and
multiple musical lines which
occur simultaneously in a
given song
e.g. big animals/movement = loud;
small
animals/movement = soft
applies the concept of dynamic levels to
Week 7 enhance poetry, chants, songs, drama
1 or musical stories
To apply the concept of dynamic
Week 8
levels to enhance drama or
1 musical stories
DAYS
Budget Of Work
DURATION
The learner …
demonstrates the basic concepts of
Week 1 1 tempo through movements (fast or
slow)
uses body movements or dance
steps to respond to varied
1 tempo
- slow movement with slow music
Week 2
- fast movement with fast music
uses varied tempo to enhance poetry,
Week 3 1 chants, drama, and musical stories
demonstrates awareness of texture
by identifying sounds that are solo or
Week 4 1 with other sounds.
1 distinguishes single musical line and
multiple musical lines which occur
simultaneously in a given song
Week 5
sings single musical line and multiple
Week 6 musical lines which occur
1 simultaneously in a given song
 sings
two-
part
round
songs
e.g.
Are You Sleeping, Brother
John? Row, Row, Row Your
Boat
BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Grade Level: GRADE 2
Subject: MAPEH (MUSIC)
Time Allotment: 60 Minutes for a WEEK ( 1 PERIOD)
Most Essential Learning
QUARTER Competencies
The learner …
relates visual images to
sound and silence using
quarter note , ,
beamed eighth notes
and quarter rest in a
rhythmic pattern
maintains a steady beat
when replicating a simple
series of rhythmic
I patterns (e.g. echo
clapping, walking,
tapping, chanting, and
playing musical
instruments)
reads stick notations in
rhythmic patterns with
measures of 2s, 3s and 4s
writes stick notations to
represent the heard
rhythmic patterns
1  sings two-part round
songs (Are you sleeping,
Week 7 Brother John?)
sings two-part round songs
Week 8
1 (Row, Row, Row your Boat)
WEEK DAY OBJECTIVES
relates visual images to sound
1 and silence using quarter note
1 beamed eighth notes
and quarter rest in a
rhythmic pattern
maintains a steady beat when
1 replicating a simple series of
rhythmic patterns (e.g. echo
2
clapping, walking, tapping,
chanting, and
playing musical instruments)
reads stick notations in rhythmic
3 1 patterns with measures of 2s, 3s
and 4s
Claps stick notations in rhythmic
4 1 patterns with measures of 2s, 3s
and 4s
writes stick notations to
5 represent the heard
1
rhythmic patterns
 Perform stick notations
6 1 to represent the heard
rhythmic patterns
creates simple ostinato creates simple ostinato patterns
patterns in measures 1 in measures
7
of 2s, 3s, and 4s with body of 2s, 3s, and 4s with body
movements movements
creates simple ostinato patterns
8 in measures of 4s with body
movements`
1
Most Essential Learning
Budget Of Work
QUARTER Competencies DURATION DAY
The learner …
The learner …
identifies the pitch of tones
identifies the pitch of tones as:
as: high (so), 1
Week 1 high (so),
low (mi); higher (la); lower
low (mi); higher (la); lower (re)
(re)
responds to ranges of pitch responds to ranges of pitch
II
through body 1 through body
Week 2
movements, singing, or movements, singing, or playing
playing instruments instruments
sings children's songs with sings children's songs with
Week 3
accurate pitch 1. accurate pitch
* demonstrates melodic * demonstrates melodic contour
contour through: 1 through:
a. movement Week 4 c. movement
b. music writing (on paper d. music writing (on paper or
or on air) visual imagery on air)
visual imagery
demonstrates the
demonstrates the
beginning, ending and
1 beginning, ending and
repeats of a song with
Week 5 repeats of a song with
- movements
- movements
- vocal sounds
- vocal sounds
instrumental sounds
instrumental sounds
identifies musical lines as identifies musical lines as
- similar Week 6 1 - similar
dissimilar dissimilar
creates melodic or
creates melodic or rhythmic
rhythmic introduction and 1
Week 7 introduction and ending of
ending of songs
songs
perfoms melodic or rhythmic
Week 8 1 introduction and ending of
songs through singing
QUARTER Most Essential Learning DURATION Budget Of Work
 Competencies
The learner …
replicates different sources
of sounds with
body movements
identifies the common
III musical instruments
by their sounds and image
recognizes the difference
between speaking
and singing
performs songs with
appropriate vocal or sound
quality (from available
instruments)
distinguishes the dynamics
of a song or
music sample
uses the words “loud”,
“louder”, “soft” and
“softer” to identify
variations in volume
Performs songs with
appropriate dynamics
QUARTER Most Essential Learning
Competencies
The learner …
IV follows the correct tempo
of a song including tempo
changes
distinguishes “slow,”
“slower,” “fast,” and
“faster” in recorded music
identifies musical
texture with
recorded music
- melody with solo
instrument or voice
- single melody with
accompaniment
two or more melodies sung
or played together at the
The learner …
replicates different sources of
Week 1 1 sounds with
body movements
identifies the common musical
Week 2 1 instruments
by their sounds and image
recognizes the difference
Week 3 1 between speaking
and singing
Week 4
1 performs songs with appropriate
vocal or sound quality (from
available instruments
Week 5 Analyze songs with appropriate
1 vocal or sound quality (from
available instruments
Week 6 distinguishes the dynamics of a
1 song or
music sample
uses the words “loud”, “louder”,
“soft” and
Week 7
“softer” to identify variations in
volume
Week 8 Performs songs with appropriate
1 dynamics
DURATION DAYS
Budget Of Work
The learner …
Week 1 1 follows the correct tempo of a
song including tempo changes
Week 2 distinguishes “slow,” “slower,”
1 “fast,” and
“faster” in recorded music
Week 3
identifies musical texture
1 with recorded music
- melody with solo
instrument or voice
- single melody with
accompaniment
two or more melodies sung or
played together at the same
 same time
distinguishes between
single musical line and
multiple musical lines
which occur
simultaneously
distinguishes between
thinness and
thickness of musical sound
in recorded or performed
music
BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Grade Level: GRADE 3
Subject: MAPEH (MUSIC)
Time Allotment: 60 Minutes for a WEEK ( 1 PERIOD)
Most Essential Learning
QUARTER Competencies
The learner …
relates images with
sound and silence using
quarter note , beamed
eighth note , half
note , quarter rest
and half rest within a
rhythmic pattern
I maintains a steady beat
when replicating a simple
series of rhythmic patterns
in measures of 2s, 3s, and
4s (e.g. echo clapping,
walking, marching, tapping,
chanting, dancing the waltz,
or playing musical
instruments)
time
distinguishes between
single musical line and
Week 4 1 multiple musical lines
which occur simultaneously
distinguishes between thinness
Week 5 1 and thickness of musical sound
in recorded or performed music
1 Interprets dynamics of musical
Week 6 sound in recorded or performed
music
Performs of musical sound using
Week 7
dynamics
Evaluate the dynamics of
Week 8 musical sound in recorded or
performed music
WEEK DAYS OBJECTIVES
relates images with sound and
1
silence using quarter note ,
beamed eighth note , half
1
note , quarter rest
and half rest
within a rhythmic pattern
2 maintains a steady beat when
replicating a simple series of
1 rhythmic patterns in measures
of 2s, 3s, and 4s (e.g. echo
clapping, walking, marching,
tapping, chanting, dancing the
waltz, or playing musical
instruments)
Applies a steady beat when
1
3 replicating a simple series of
rhythmic patterns in measures

plays simple ostinato
patterns (continually
repeated musical
phrase or rhythm) with
classroom instruments
and other sound
sources
creates continually
repeated musical phrase
or rhythm in measures of
2s, 3s, and 4s
Most Essential Learning
QUARTER Competencies
The learner …
identifies the pitch of a
tone as:
- high – higher
- moderately high – higher
- moderately low – lower
low – lower
II matches the correct pitch
of tones
- with the voice
- with an instrument
recreates simple patterns
and contour of a
melody
of 2s, 3s, and 4s (e.g. echo
clapping, walking, marching,
tapping, chanting, dancing the
waltz, or playing musical
instruments)
Distinguish a steady beat when
replicating a simple series of
1 rhythmic patterns in measures
of 2s, 3s, and 4s (e.g. echo
4
clapping, walking, marching,
tapping, chanting, dancing the
waltz, or playing musical
instruments)
plays simple ostinato
1 patterns (continually
repeated musical phrase or
5 rhythm) with classroom
instruments and other sound
sources
Create a simulation games
6 1 using simple osticatic
patterns
creates continually repeated
musical phrase
7
1 or rhythm in measures of 2s, 3s,
and 4s
creates continually repeated
8 1 musical phrase or rhythm in
measures of 4s
Budget Of Work
DURATION
The learner …
identifies the pitch of a tone as:
- high – higher
1
Week 1 - moderately high – higher
- moderately low – lower
low – lower
1 matches the correct pitch of
tones
Week 2
- with the voice
- with an instrument
1 recreates simple patterns and
Week 3 contour of a
melody
 identifies the beginning,
middle, ending and
repetitions within a song or
music sample
identifies musical lines as
- similar
- same
different
performs songs with
accurate pitch from
beginning to end including
repetitions
Most Essential Learning
QUARTER Competencies DURATION
The learner …
recognizes musical
instruments through
sound
uses the voice and other
sources of sound to
produce a variety of
timbres
distinguishes “loud,”
“medium,” and “soft”
III
in music
responds to conducting
gestures of the
teacher for “loud” and
“soft”
applies varied dynamics to
enhance poetry, chants,
drama, songs and musical
stories
Most Essential Learning
QUARTER Competencies DURATION
The learner …
identifies the beginning, middle,
1 ending and
Week 4
repetitions within a song or
music sample
identifies musical lines as
1 - similar
Week 5
- same
different
performs songs with accurate
Week 6 1 pitch from beginning to end
including repetitions
Identify pitch of the song from
Week 7 beginning to end including
1 repetitions
Give chord progressions from
Week 8 1 beginning to end including
repetitions
Budget Of Work
DAYS
The learner …
recognizes musical instruments
Week 1 1
throughsound
uses the voice and other sources
1 of sound to produce a variety of
Week 2
timbres
distinguishes “loud,” “medium,”
Week 3 1 and “soft”
in music
1 responds to conducting gestures
of the teacher for “loud” and
Week 4
“soft”
Identify conducting gestures of
Week 5
1 the teacher for “loud” and “soft”
Performs conducting gestures of
Week 6
1 the teacher for “loud” and “soft”
applies varied dynamics to
Week 7 1 enhance poetry, chants, drama,
songs and musical stories
Week 8 Song performance
highlighting dynamics
Budget Of Work
DAYS
The learner …
 applies correct tempo and applies correct tempo and
tempo changes by 1 tempo changes by
following basic conducting Week 1 following basic conducting
gestures gestures

IV distinguishes among fast, distinguishes among fast,

moderate, and
slow in music
performs songs with
appropriate tempo (use
songs from the locality)
distinguishes between
thinness and
thickness of musical sound
demonstrates the concept
of texture by
singing “partner songs”
(local or foreign song
samples)
1. “Leron, Leron Sinta”
2. “Pamulinawen”
3. “It’s A Small World”
“He’s Got the Whole World
in His Hands
Week 2 1 moderate, and
slow in music
performs songs with appropriate
Week 3 1 tempo (use songs from the
locality)
1 Song exercises using
Week 4
tempo markings
distinguishes between thinness
Week 5
1 and thickness of musical sound
Group performance
Week 6
1
demonstrates the concept of
texture by
1 singing “partner songs” (local or
foreign song
samples)
Week 7
4. “Leron, Leron Sinta”
5. “Pamulinawen”
6. “It’s A Small World”
“He’s Got the Whole World in
His Hands
1 Identify the texture elements
Week 8
used in the songs

BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Grade Level: GRADE 4

Subject: MAPEH (MUSIC)
Time Allotment: 60 Minutes for a WEEK ( 1 PERIOD)
Most Essential Learning
QUARTER Competencies WEEK DAY OBJECTIVES
The learner …
I identifies different kinds of identifies different kinds of
notes and rests (whole, 1 1 notes and rests (whole, half,
half, quarter, and eighth) quarter, and eighth)
reads different rhythmic
2
reads different rhythmic 1 patterns
patterns Claps different rhythmic
3
1 patterns
performs 4 performs rhythmic
 rhythmic
patterns in time
signatures 23
4 Identify rhythmic patterns using
4, 4, 4
uses the bar line to
indicate groupings of
beats in 2 3 4
4, 4, 4
identifies accented and
unaccented pulses
Most Essential Learning
QUARTER Competencies
The learner …
recognizes the meaning of
the G-Clef (treble clef)
identifies the pitch names
of the G-clef staff including
the ledger lines and spaces
(below middle C)
II
identifies the movement of
the melody as:
- no movement
- ascending
stepwise
- descending
stepwise
- ascending
skipwise
descending skip wise
identifies the highest and
lowest pitch in a given
notation of a musical piece
to determine its range
sings with accurate pitch
the simple intervals of a
melody
1 patterns in time
signatures 23 4
4, 4, 4
5
1 claps and stomping.
uses the bar line to
1 indicate groupings of beats
6
in 2 3 4
4, 4, 4
Analyze how many notes are
7
1 given on a single bar line.
identifies accented and
8
1 unaccented pulses
DAYS
DURATION OBJECTIVE
recognizes the meaning of the
Week 1
1 G-Clef (treble clef)
identifies the pitch names of the
G-clef staff including the ledger
Week 2
1 lines and spaces (below middle
C)
identifies the movement of the
melody as:
1 - no movement
Week 3 - ascending stepwise
- descending stepwise
- ascending skipwise
descending skip wise
identifies the movement of the
1
melody as:
- no movement
Week 4 - ascending stepwise
- descending stepwise
- ascending skipwise
descending skip wise
identifies the highest and lowest
pitch in a given notation of a
Week 5
1 musical piece to determine its
range
Week 6 sings with accurate pitch the
1 simple intervals of a melody
 Week 7 1 creates simple melodic lines
creates simple melodic Performs simple melodic lines
Week 8
lines on a staff
Most Essential Learning
Budget Of Work
QUARTER Competencies DURATION DAYS
The learner …
The learner …
identifies aurally and
visually the introduction 1 Series of note reading exercises
Week 1
and coda (ending) of a using introduction and coda.
musical piece
identifies aurally and Series of note reading exercises
visually the antecedent 1 using antecedent and musical
III Week 2
and consequent in a piece
musical piece
recognizes similar and Series of note reading
contrasting phrases in exercises using
Week 3
vocal and instrumental 1 Melodic and rhythmic
music 1. Melodic rhythmic
performs similar and 1 performs similar and
contrasting phrases in contrasting phrases in music
music 1. Melodic Week 4 1. melodic
rhythmic rhythmic

identifies as vocal or identifies as vocal or

instrumental, a instrumental, a
recording of the following 1 recording of the following
1. solo Week 5 1. solo
2. duet 2. duet
3. trio 3. trio
4. ensemble 4. ensemble
identifies aurally and
visually various musical 1 identifies aurally and visually
Week 6
ensembles in the various musical ensembles in
community the community
applies dynamics in a applies dynamics in a simple
simple music score using Week 7 1 music score using the symbols p
the symbols p (piano) and f (piano) and f (forte)
(forte) Performs dynamics in a simple
Week 8
1 music score using the symbols p
(piano) and f (fort
Most Essential Learning DAYS
Budget Of Work
QUARTER Competencies DURATION
The learner …
The learner …
IV uses appropriate Week 1 1 uses appropriate musical
musical terms to terms to indicate variations
indicate variations in in tempo
tempo 1. largo
 1. largo
2. presto
identifies aurally and
visually an ostinato or
descant in a music sample
recognizes solo or 2-part
vocal or instrumental music
identifies harmonic
intervals (2 pitches) in
visual and auditory music
samples
writes samples of harmonic
intervals (2
pitches)
performs a song with
harmonic intervals
(2pitches)
BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES
Grade Level: GRADE 5
2. presto
identifies aurally and visually an
Week 2 1 ostinato or
descant in a music sample
recognizes solo or 2-part vocal
Week 3
1 or instrumental music
identifies harmonic intervals (2
1 pitches) in
Week 4
visual and auditory music
samples
writes samples of harmonic
Week 6 intervals (2
1 pitches)
1 performs a song with harmonic
Week 7 intervals (2pitches)
perform another song with
Week 8 1 harmonic intervals
 Subject: MAPEH (MUSIC)
Time Allotment: 60 Minutes for a WEEK ( 1 PERIOD)
Most Essential Learning
QUARTER Competencies
The learner …
identifies the kinds of notes and
rests in a song
recognizes rhythmic patterns
using quarter note, half note,
dotted half note, dotted
quarter note, and eighth note
in simple time signatures
I identifies accurately the
identifies accurately the
duration of notes and rests
in 2 3 4 time signature
4, 4, 4
creates different rhythmic
patterns using
notes and rests in time
signatures
Most Essential Learning
QUARTER Competencies
The learner …
recognizes the
meaning and uses of F-
Clef on the staff
II
describes the use of sharp (# ),
flat (♭), and natural (♮)
recognizes aurally and
visually, examples of
melodic intervals
WEEK DAY OBJECTIVES
identifies the kinds of notes and
1
1 rests in a song
recognizes rhythmic patterns
using quarter note, half note,
2 1 dotted half note, dotted quarter
note, and eighth note in simple
time signatures
1 duration of notes and rests in
3 2 3 4 time signature
4, 4, 4
Execute duration of notes
4 and rests in 2 3 4 time
signature
1 4, 4, 4 by humming
Emphasize duration of notes
5 and rests in 2 3 4 time
1 signature
4, 4, 4
creates different rhythmic
1
patterns using
6 notes and rests in time signatures
7 1 series of note reading.
8 1 series of note reading.
DAYS
Budget Of Work
DURATION
The learner …
note reading activities
1 recognizing the meaning of F
clef
Week 1
identify the pitch names of
the F lcef
describes the use of sharp (# ),
Week 2
1 flat (♭), and natural (♮)
recognizes aurally and
Week 3 1 visually, examples of melodic
intervals
Week 4 identifies the notes in
 identifies the notes in 1 the C major scale
the C major scale
determines the range of a
determines the range of a 1 musical example
Week 5
musical example 1. wide narrow
1. wide Narrow
Read note in different pentatonic
Read note in different 1
Week 6 scales in c major scales , g major
pentatonic scales in c major
scale
scales , g major scale
creates simple melodies Week 7 1 creates simple melodies
Performance on created 1
Week 8 Performance on created melodies
melodies
QUARTER Most Essential Learning DURATION
Budget Of Work
Competencies Days
The learner …
The learner …
recognizes the design or recognizes the design or
structure of simple musical structure of simple musical
forms: 1 forms:
1. unitary (one section) 1. unitary (one
2. strophic (same tune Week 1 section)
with 2 or more 2. strophic (same tune
sections and 2 or with 2 or more
III
more verses) sections and 2 or
more verses)
creates a 4- line unitary 1 creates a 4- line unitary
Week 2
song song
creates a 4 –line strophic Week 3 creates a 4 –line strophic song
song with 2 1 with 2
sections and 2 verses sections and 2 verses
Identify strophic song with 2 1 Identify strophic song with 2
sections and 2 verses sections and 2 verses
Week 4

describes the following vocal describes the following vocal

timbres: timbres:
1. soprano 1 1. soprano
Week 5
2. alto 2. alto
3. tenor 3. tenor
bass bass
identifies aurally and Week 6 identifies aurally and visually
visually different different instruments in:
instruments in: 1 4. rondalla
1. rondalla 5. drum and lyre band
2. drum and lyre band 6. bamboo
3. bamboo group/ensemble (Pangkat
group/ensemble (Pangkat Kawayan)
 Kawayan) 4. other local indigenous
ensembles
4. other local indigenous
ensembles
creates music using 1 creates music using
Week 7
available sound sources available sound sources
Week 8 Performs music using
available sound sources
Most Essential Learning Days
Budget Of Work
QUARTER Competencies DURATION
The learner …
The learner …
uses appropriate musical uses appropriate musical
terms to indicate variations terms to indicate variations
in dynamics: 1 in dynamics:
1. piano (p) 1. piano (p)
Week 1
2. mezzo piano (mp) 2. mezzo piano (mp)
3. forte(f) 3. forte(f)
4. mezzo forte (mf) 4. mezzo forte (mf)
5. crescendo crescendo
uses appropriate musical uses appropriate musical
terminology to indicate 1 terminology to indicate
IV variations in tempo: variations in tempo:
1. largo 9. largo
2. presto 10. presto
3. allegro Week 2 11. allegro
4. moderato 12. moderato
5. andante 13. andante
6. vivace 14. vivace
7. ritardando 15. ritardando
8. accelerando 16. accelerando
describes the texture of describes the texture of
Week 3
a musical piece 1 a musical piece
performs 3-part rounds and
partner songs.
Week 4
1 e.g . Filipino native songs

1 Group activity on part

Week 5 rounds and partner songs
uses the major triad as 1 uses the major triad as
Week 6
accompaniment to simple songs accompaniment to simple songs
1 Emphasize major triad as
Week 7
accompaniment to simple songs
1 Performs major triad as
Week 8
accompaniment
 BUDGET OF WORKS FOR THE MOST ESSENTIAL LEARNING COMPETENCIES

Grade Level: GRADE 6

Subject: MAPEH (MUSIC)
Time Allotment: 60 Minutes for a WEEK ( 1 PERIOD)
Most Essential Learning DAYS
QUARTER Competencies WEEK DAY OBJECTIVES
The learner …
identifies the values of the notes / identifies the values of the notes /
1 1
rests used in a particular song rests used in a particular song
differentiates aurally among
2 3 4 6
2
differentiates aurally among 4, 4, 4 and 8 time
2 3 4 6 1 signatures
4, 4, 4 and 8 time Give hand movements among
I
signatures 2 3 4 6
3
1 4, 4, 4 and 8 time
signatures
demonstrates the conducting demonstrates the conducting
gestures in time signatures of: gestures in time signatures of:
and 4
2 3 4 6 2 3 4 and 6
4, 4, 4 8 1 4, 4, 4 8
creates rhythmic patterns in
time signatures of
5 1
2 3 4 and 6
4, 4, 4 8
creates rhythmic patterns in
creates rhythmic patterns in time signatures of
6 1 2 3 4 and 6
time signatures of
4, 4, 4 8
2 3 4 and 6 Improvise rhythmic patterns
4, 4, 4 8 in time signatures of
7 2 3 4 and 6
1 4, 4, 4 8
1 Performs songs with
rhythmic patterns in time
8 signatures of 2 3 4 and
4, 4, 4 8
Most Essential Learning DAY
QUARTER Competencies WEEK OBJECTIVES
The learner …
II reads simple musical notations in the Week 1 reads simple musical notations in
Key of C Major, F Major and G 1 the Key of C Major, F Major and G
Major Major

sings or plays instruments in solo
or with group, melodies/songs in C
Major, G Major, and F
Major
sings self-composed
melodies
Most Essential Learning
QUARTER Competencies
The learner …
III identifies simple musical forms of
songs from the community:
1. binary (AB) - has 2 contrasting
sections (AB
2. ternary (ABA)-has 3 sections,
the third section similar to the
first; (ABC) – has 3 sections
3. rondo (ABACA) -has contrasting
sections in between repetitions
of the A section (ABACA)
uses the different repeat marks
that are related to form:
1. Da Capo (D.C.)
2. Dal Segno (D.S.)
Elaborate simple musical notations
Week 2 in the Key of C Major, F Major and G
Major
sings or plays instruments in solo
Week 3 1 or with group, melodies/songs in
C Major, G Major, and F Major
Identifies instruments in solo or
Week 4 with group, melodies/songs in C
Major, G Major, and F
Week 5 1 creates simple melodies
1 sings self-composed
Week 6
melodies
1 sing self-composed
Week 7
melodies
1 Evaluate self-composed
Week 8
melodies
DAYS
WEEK OBJECTIVES
identifies simple musical forms of
songs from the community:
1. binary (AB) - has 2 contrasting
sections (AB
3. ternary (ABA)-has 3
sections, the third section
Week 1
1 similar to the first; (ABC) –
has 3 sections
4. rondo (ABACA) -has
contrasting sections in
between repetitions of the A
section (ABACA)
illaborate simple musical forms of
songs from the community:
1. binary (AB) - has 2 contrasting
sections (AB
4. ternary (ABA)-has 3 sections,
the third section similar to
Week 2
the first; (ABC) – has 3
sections
5. rondo (ABACA) -has
contrasting sections in
between repetitions of the A
section (ABACA)
Week 3 uses the different repeat marks
that are related to form:
1. Da Capo (D.C.)
1 2. Dal Segno (D.S.)
 3. Al Fine (up to the end) 3. Al Fine (up to the end)
4. D.C. al Fine (repeat from 4. D.C. al Fine (repeat
the beginning until the from the beginning
word Fine) until the word Fine)
5. ║: :║ 5. ║: :║
6. ┌───┐┌───┐ 6. ┌───┐┌───┐
1 2 1 2
describes the instrumental sections describes the instrumental sections
of the Western orchestra of the Western orchestra
Week 4

distinguishes various musical 1 distinguishes various musical

ensembles seen and heard in the Week 5 ensembles seen and heard in the
community community
` uses varied dynamics in a song
performance
1. piano (p)
1 2. mezzo piano (mp)
3. pianissimo (pp)
4. forte (f)
Week 6 5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo
uses varied dynamics in a song
performance 8. decrescendo
1. piano (p)
2. mezzo piano (mp)
3. pianissimo (pp) Performs varied dynamics in a song
4. forte (f) performance
5. mezzo forte (mf) 1. piano (p)
6. fortissimo (ff) 2. mezzo piano (mp)
7. crescendo 3. pianissimo (pp)
Week 7 4. forte (f)
8. decrescendo 5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo

8. decrescendo
Week 8 Evaluates varied dynamics in a
song performance
1. piano (p)
2. mezzo piano (mp)
3. pianissimo (pp)
4. forte (f)
5. mezzo forte (mf)
6. fortissimo (ff)
 7. crescendo

8. decrescendO
Most Essential Learning
DURATIO Budget Of Work
QUARTER Competencies Days
N The learner …
The learner …
identifies the different tempo in a identifies the different tempo in a
music sample: music sample:
1. allegro 1 1. allegro
2. andante 2. andante
3. ritardando Week 1 3. ritardando
4. accelerando 4. accelerando
5. largo 5. largo
IV 6. presto 6. presto
7. vivace 7. vivace
demonstrates the different
demonstrates the different kinds 1 kinds of tempo by following
of tempo by following tempo Week 2 tempo marks in a song from the
marks in a song from the community
community e.g.: “Pandangguhan
e.g.: “Pandangguhan Week 3 1 Follow the beating of tempo
identifies different textures from identifies different textures from
music samples music samples
1. Vocal 1. Vocal
a. solo voice 1 a. solo voice
Week 4
b. solo voice with b. solo voice with
accompaniment accompaniment
c. duet, partner songs, round c. duet, partner songs,
songs round songs
2. Instrumental 2. Instrumental
a. Solo a. Solo
Week 5
b. ensemble b. ensemble
distinguishes monophonic, 1 ` distinguishes monophonic,
homophonic, homophonic,
and polyphonic textures and polyphonic textures
distinguishes the sound of a major 1 distinguishes the sound of a major
chord Week 6 chord
from a minor chord from a minor chord
1 uses major or minor chords as
Week 7
uses major or minor chords as accompaniment to simple songs
accompaniment to simple songs 1 Performs major or minor chords as
Week 8
accompaniment to simple songs
References:
 Most Essential Learning Competencies (MELC 2020)
 DepEd Order No. 21, s. 2019
 K to 12 Basic Education Curriculum