Republic of the Philippines Province of Rizal

Municipality of Montalban

Colegio de Montalban
Kasiglahan Village San Jose Montalban Rizal
Institute of Education

A. COURSE & FACULTY INFORMATION:

COURSE CODE: PROGRAM: BACHELOR OF EARLY CHILDHOOD EDUCATION

COURSE TITLE: Teaching Music in Elementary Grades NAME OF FACULTY:

CREDIT UNITS: 3 units CONSULTATION DAYS/TIME:

PREREQUISITE(S): None CONSULTATION VENUE: GOOGLE MEET/FACE TO FACE

TOTAL NUMBER OF HOURS: EMAIL ADDRESS/CONTACT INFO:

COURSE DESCRIPTION:
 The principles involved in planning, implementing and evaluating developmentally appropriate, evidence-based curriculum for young children are studied. The
course focuses on relationships among developmental theory, philosophy, practice, and development of curriculum based on the needs and interests of young

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 children including those who are culturally, linguistically, and ability diverse. The analysis of a wide range of early childhood curriculum models is emphasized. Six
field experiences will be required for this class.
B. COURSE GOALS AND OBJECTIVES:
INSTITUTIONAL LEARNING OUTCOMES
(ILO)
 The BECEd program is designed to prepare
students for teaching and supporting young children’s
development. A broad range of
employment opportunities are available by
fulfilling the degree requirements. Completion
of the appropriate program will disqualify
graduates for employment in government or
private institutions.
COURSE INTENDED LEARNING OUTCOMES
PROGRAM INTENDED LEARNING OUTCOMES
(PILO)
At the end of the course, the students are expected to:
Graduate Outcomes
1. Articulate and discuss the latest
developments in the specific field of
practice with effective communication,
orally and in written, both mother-tongue,
Filipino and English.
2. Work effectively and independently in
multi-disciplinary and multi-cultural
teams with the preservation and
promotion of “Filipino Historical and
Cultural Heritage” (based on RA 7722).
3. Articulate the rootedness of education in
philosophical, socio-cultural, historical,
psychological, and political contexts with
demonstration of mastery in subject
matter.
4. Utilizing of ICT to develop a quality,
relevant and sustainable educational
practices, teaching approaches, with
innovative curricula, instructional plans,
and resources for diverse learners.
5. Demonstrating of variety of thinking skills
in planning, monitoring, assessing, and
reporting learning processes and
outcomes, with professional and ethical
teaching standards that is sensitive to
changing world.
(CILO)
Course Outcomes
1. Describe the interrelationships among
development, learning, and experiences for
children birth through age eight.
2. Describe, explain, and apply principles of
developmentally, individually, and culturally
appropriate practice.
3. Design, plan, and evaluate integrated learning
experiences supportive of children’s
development and learning including culture, and
language, using content knowledge in the
Illinois Early Learning Standards.
4. Create and evaluate the indoor/outdoor physical
and social environment for their ability to
provide access and support active engagement
for every child.
5. Identify strategies supportive of reading, writing,
and oral communication development for every
child, including those who are culturally,
linguistically, and ability diverse.
6. Generate evidence-based curriculum
development strategies supportive of the
development and learning of all children,
including children who are culturally,
linguistically, and ability diverse.
7. Explain the role of technology as a tool and
resource in the early childhood classroom and
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 6. Demonstrating a high-level of content and
pedagogical knowledge, with appreciation
for diversity, innovative thinking,
collaborative skills, critical and
problemsolving skills, with advocacy for
children’s rights, equity, community,
nationalism, and democratic ideas.
7. Graduates demonstrate service orientation
in their respective professions that are
qualified for various types of employment,
participate and contribute in development
to the generation of new knowledge in
various research and development
projects.
evaluate environments for effectiveness of
assistive technology and digital tool usage.
8. Identify methods to ensure families are involved
in the collaborative process and considerations
are made for culturally, linguistic, and ability
diversity when planning, implementing, and
evaluating curriculum, including planning
individualized family service plans and
individualized education programs.
9. Identify and implement observation and
assessment that is inclusive of children who are
culturally, linguistically, and ability diverse,
and implementation strategies that reflect
curriculum planning, principles, and concepts.
10. Identify, describe, and implement teaching
strategies that support positive peer
relationships and interactions, child motivation,
and engagement

C. LEARNING PLAN:
TEACHING
INTENDED
&
WEEK/ TIME LEARNING VALUES
TOPICS LEARNING ASSESSMENT TASKS (ATs) RESOURCES
ALLOTMENT OUTCOMES INTEGRATION
ACTIVITIES
(ILO)
(TLA)
1 • To familiarize Orientation • Responsiveness • Discussing • Quiz  book
with the topics • Integrity with the • Activity
within the • Impartiality syllabus Assignment
syllabus • Accountability • Discussing
• To be • Respect with the
familiarized • Leadership House rules
with the House • Human rights
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 rules.
2-6 • Discuss the 1. Foundations/ • Responsiveness  Discussion • Quiz Anderson, W. (2007). Integrating music
Concept of Origin of Music • Integrity • Activity into the elementary classroom.
Music and its • Impartiality • Assignment Australia: Thompson.
 Definition of importance in • Accountability
Music our lives. • Respect
 Objectives of • Leadership
Teaching Music • Human rights
 History of
Music  Discussion
a. Musical  Power point
K12 curriculum guide in Music.
Notation Symbol Presentation
Retrieved from https://www.deped.gov.ph/
b. Grand Staff in  Group Russell-Bowie, D. (2009). What me?
Music Collaboration Teach music to my primary class?
• Describe, c. Understanding Challenges to teaching music in primary
Lines in Musical schools in five countries. Music Education
explain, and
Notation  Lecture Research, 11(1), 23–36.
apply d. How to read
Music Notation  https://doi.org/10.1080/146138008026995
notes. Demonstration 4
and its uses
.  Interactive
Activity
A. Rhythm -  Pen and
Duration - Beat, - Paper activity
Meter, - Tempo,
sand –
• Design, plan, Syncopation
B Dynamic -
and evaluate
Forte, Piano etc.,
integrated Cresendo,
learning on the Decresento etc.
Elements of C. Melody -
Music Pitch, - Theme -
Conjunct, and
Disconjunct
D. Harmony -
Chord, -
Progression, -
Consonance, -

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 Dissonance, -
Key, and -
Tonality
E. Tone Color -
Register, - Range
- Instrumentation

 Describe the Elements of Music

interrelationships Texture  Lecture
among the different Monophonic,  Demonstration
texture of Music and Homophonic  Interactive
Polyphonic Activity
how to identify it.
Imitation, and  Pen and Paper
Counterpoint
activity

7-11 • Describe, explain, and Forms of Music • Responsiveness • Quiz

apply different forms of Binary • Integrity  Lecture • Activity What me? Teach music to my primary
Music Ternary • Impartiality  Demonstration • Assignment class? Challenges to teaching music in
Strophic • Accountability  Interactive primary schools in five countries. Music
Through-composed Activity Education Research, 11(1), 23–36.
• Respect
Scales and Mode https://doi.org/10.1080/1461380080269954
• Leadership  Pen and Paper
Genre/style
Articulation • Human rights activity

 Identify strategies  10 Tips to

and techniques to Make  Lecture
make teaching Teaching  Demonstration
Music more fun and Music to  Interactive
Children Activity
exciting to the
More
learners.  Pen and Paper
Effective
activity

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  Teaching
strategies
in Teaching
Music to
Children
a. Orff Method
b. Kodaly Method
c. Suzuki Method
d. Dalcroze Method
11-14  Describe, explain, Innovative Teaching • Responsiveness • Quiz
and apply principles Strategies in • Integrity  Lecture • Activity
of developmentally, Teaching Music for • Impartiality  Demonstration • Assignment
individually, and Today’s Diverse • Accountability  Interactive
culturally appropriate Classroom • Respect Activity
practice. • Leadership  Pen and Paper
 Technology
 Design, plan, and • Human rights activity
incorporation
evaluate integrated  Create an
learning experiences Inclusive Classroom
supportive of Engagement focus
children’s
development and  Embrace the
learning using Artist-
Technology in Teacher
teaching Music. Within
 Create, design and
plan a Detailed
Lesson Plan in Music
that contains
Strategies and
Techniques in
teaching Music.

 Demonstrate teaching
style in Music
according to the
Detailed Lesson
Plan.

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  • •

D. COURSE OUTPUTS/LEARNING EVIDENCE:

As proof of achievement of the above-mentioned outcomes, students are required to submit/demonstrate the following:

- Group Activities, Lecture Discussion, Oral Presentation/ Performance and Creative Learning Encounter

E. GRADING SYSTEM:

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 30% Prelim Grade (PG) = (40% Major Exam + 60% Overall Students Performance)
30% Midterm Grade (MG) = (40% Major Exam + 60% Overall Students Performance)
40% Finals (F) = (40% Major Exam + 60% Overall Students Performance)
Prepared by: Checked by: Reviewed by: Approved by:

___________________ DANIEL BAUTISTA JOY MERCADO JOY MERCADO

Name of faculty Program Head Dean, IOE Vice President for Academic Affairs

F. CLASSROOM POLICIES AND REMINDERS:

a. Three (3) consecutive late is equivalent to 1 absent and seven (7) consecutive absences will make the students unofficially dropped.
b. Assignment must be submitted on time.
c. Student should pass all quizzes given for the period.
d. Project will be submitted for each term.
e. Student should pass all major exams.

(____________________) (____________________) (____________________) (____________________)

Date Date Date Date

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