Techo, Kyte M.

BEED-3A
Activity: Scope and Sequence of Arts

1. Differentiate the Key Stage Standards in K-3 from Grades 4- 6.

In Kindergarten to Grade 3, the key stage standard focuses on
understanding the fundamental processes that serve as the foundation for
grasping the spiral and continuous lessons in arts. Whereas Grades 4-6 focuses
on understanding the essential elements and concepts of arts which deals with
introducing, exploring, and applying knowledge and skill learned by the learners
to determine whether they meet the set standard and level of proficiency in a
learning area, the arts.

2. Discuss the Grade Level Standards from Grades 1-6. What is the focus of
the Art Lessons in Garde 1-6? What art elements are discussed in every
grade level?
In the Grade Level Standards of Teaching Arts, the teaching-learning
process is in a spiral progression manner, where the knowledge, skill, and value
that a learner must acquire should be wider and deeper as the grade level
increase. Based on our discussion, Grades 1-3 demonstrate the same set of
standards and terms that a learner must be able to know and able to do, yet must
be progressive and leveling up in terms of understanding and mastery. Moreover,
in Grade 4, the introduction and identification of essential knowledge and skill in
arts will be demonstrated, before being able to explore such knowledge and skill
which will be apparent and demonstrated in Grade 5. And lastly, in Grade 6, the
learner is expected to apply the knowledge and skills acquired from the basic
concept of art in order to have self-development and cultural literacy.
Grade Level Art Element Discussed

Grade 1 Color and Line | Balance and Proportion

Grade 2 Color, Line, and Texture | Balance, Proportion, and Contrast

Grade 3 Color, Line, and Texture | Repetition, Contrast, and Harmony

Grade 4 Color, Line, Texture, and Reading | Repetition, Contrast,

and Harmony

Grade 5 Color, Line, Texture, and Reading | Repetition, Balance,

Proportion, Contrast, Harmony, and Rhythm

Grade 6 Color, Line, Texture, and Reading | Balance, Proportion,

Contrast, Harmony, and Rhythm
3. Are there concepts that are repetitively discussed? How will this be
addressed?
There are some concepts that are repetitively discussed especially in
Grades 1-3. However, the methods, contents, and style of teaching must be
different since teaching should not be static. Besides, the curriculum and
conceptual framework of teaching art present and aim in a spiral progression
approach, wherein there must be a continuous yet increasing acquisition and
proficiency of knowledge, skills, and value. In order to address this, the teacher
might contextualize and design a differentiating teaching-learning process while
still anchoring to the curriculum. Meaning, teaching can be modified in terms of
objectives that a learner must and need to acquire, the content to discuss based
on varying complexity, the use of instructional materials, and the utilization of
different teaching style, methods, and strategies. With this, teachers will not be
dull in teaching repeatedly the same content in the same way, but instead, be
innovative and transformative in transpiring new learning and developing a
high-level proficiency among learners.

4. Explain Content Standards, Performance Standards, and Learning

Competency.
Based on my experience in creating a lesson plan and exposure to
DepEd’s curriculum guide, the Content Standards are the expected
knowledge-based learning that a learner must acquire within a particular subject
or learning area. Whereas far from the Performance Standard, since it is the
expected skill-based and attitude-based learning that a learner is able to
demonstrate. In this, the learners are able to demonstrate how well and at what
level of proficiency are they as the learners apply the knowledge and skill they
acquire in a given activity or task.
However, when we say Learning Competency, it is the desired learning
outcomes in a particular topic within the subject. It is similar to the daily
objectives we set on a daily basis of teaching to determine the direction of the
teaching process. Since it is anchored and rooted in both Content and
Performance Standards, it serves as a guide to sound learning for learners.