Republic of the Philippines CvSU Mission

CvSU Vision Cavite State University shall

The premier university in historic CAVITE STATE UNIVERSITY provide excellent, equitable and relevant
Cavite globally recognized for educational opportunities in the arts,
science and technology through quality
excellence in character development, Tanza Campus instruction and relevant research and
academics, research, innovation and
sustainable community engagement. development activities. It shall produce
Bagtas I, City of Tanza, Cavite 4103 professional, skilled and morally upright
individuals for global competitiveness.
TEACHER EDUCATION DEPARTMENT

Written Report
“The Nature of Elementary Music
Teaching and Curriculum”

GROUP 1
Jerico L. Alamo Jersie Grace Gallego
Bernalyn Ancheta Judy Ann Guzman
Diana Barnobal Jhemay Inguanzo
Ronaliza Cafe Rosevie Magallanes
John Carlos Calisaan Jeffrey D. Pineda
Rose Mae Ann Cuadra Angeline C. Rausa
Andrea Delos Reyes Angela Horca Tañala
Rica Ducog
A. THE DEFINITION OF MUSIC AND MUSIC TEACHING
- Music is an art form that uses sound and rhythm to create an emotional and aesthetic experience for
the listener. It includes various elements like melody, harmony, rhythm, and timbre, and can
encompass many different styles and genres.

- The definition of music refers to the broad concept of organized sound, encompassing elements like
melody, harmony, rhythm, and expression, while music teaching involves the pedagogical process of
imparting knowledge and skills related to creating, performing, and understanding music to students.

- Music teaching is the practice of educating and instructing students in various aspects of music,
including theory, history, composition, performance, and appreciation. Music teachers may work in
schools or universities, private studios, or community programs, and use a range of teaching
methods and materials to help students develop their musical abilities and understanding.

B. THE RATIONALE OF MUSIC EDUCATION IN THE SCHOOL PROGRAM

Music has an essential part in students’ learning which helps students become deeply and persistently
engaged in their study and succeed academically. Insights into oneself and the outside world are
developed via the study of music in various, powerful, and distinctive ways. Students can exercise their
creative thinking, explore their thoughts and emotions, and form new personal, cultural, and societal
identities through music-related activities.

1.) Music is a Way to Acquire Social Skills.

- "Music education is important because it will give students a way to connect with other people"
(Wilson, 2023). By providing activities related to music, children will learn teamwork, cooperation,
leadership, and they will have the opportunity to work together and bond with each other.

2) Music Integrates Many Different Subjects.

- The fact that music education incorporates so many different topic areas at once is another factor in
its importance. “Children can concentrate on their arithmetic, reading, writing, science, and history
skills as well as their musical abilities through music education” (Wilson, 2023).

3) Music is an Expression of Unique Thoughts and Feelings.

- Music and arts offer us a channel through which we can express our unique thoughts and feelings.
All that we cannot express directly, music and the arts can be a mode of communication, especially
for children who have different behavior when it comes to communication and how they express
themselves and ideas.

4. Fostering Cultural and Historical Awareness.

- Music is a reflection of the culture and history from which it originates. Incorporating music
education into the school program allows students to explore the cultural and historical context of
different musical styles and traditions. Through the study of music, students gain insights into the
societal norms, values, and historical events that have influenced the development of music over
time. This fosters a deeper understanding of human history and diversity, contributing to a well-
rounded education that goes beyond textbooks and lectures.

5. Music is a Unique Intelligence.

 - It engages various cognitive processes simultaneously, requiring the integration of auditory, spatial,
mathematical, and emotional intelligence. It offers a non-verbal and universal means of
communication that transcends language barriers, making it accessible to people of all ages and
backgrounds. Moreover, music taps into the innate human capacity for creativity and self-
expression, allowing individuals to convey complex emotions and ideas through sound in ways that
are distinct from traditional forms of intelligence.

6. Music Encourages Effort and Self-Discipline.

- Mastering a musical instrument or developing vocal skills demands consistent practice and
dedication. The pursuit of musical proficiency requires individuals to set goals, manage their time
effectively, and persevere through challenges. This process of deliberate practice fosters a strong
work ethic and cultivates self-discipline, which can be applied to various aspects of life, including
academics and personal growth.

C. GOALS OF ELEMENTARY MUSIC PROGRAM

The goals of this subject differentiate the needed target learnings for each grade level. Here is the list for
each level:

GRADE LEVEL GOALS

- Explore sound and music through singing, movement,
listening, and playing instruments
KINDERGARTEN - Explore concept of steady beat
- Develop singing voices and build a repertoire of age-
appropriate songs
- Introduce concept of music notation using visual aids and
movement.
- Explore the concept of steady beat, melody, and rhythm by
participating in a variety of activities, including singing
games, and activities involving dance and movement.
- Experience playing a variety of instruments, including barred
GRADE 1 percussion (xylophones, metallophones, glockenspiels)
drums, and assorted hand percussion instruments.
- Develop singing voices and build a repertoire of age-
appropriate songs, with connections from various countries.
- Improvises a simple rhythmic or melodic pattern using voice
or instruments.
- Explores music literacy by reading and writing rhythms and
basic music symbols.
- Explore the concepts of steady beat, melody, rhythm and
form by participating in a variety of activities, including
singing games, activities involving dance and movement, and
GRADE 2 playing assorted instruments.
- Develop singing voices and build a repertoire of age-
appropriate songs
- Develop ensemble skills, through participation in various
group music making activities, that promote and foster
teamwork, respect, tolerance, problem-solving, and
creativity, as well as singing and instrumental techniques
 - Create their own rhythmic or melodic patterns while playing
instruments or using body percussion (snap, pat, clap, stamp)
by using improvisation.
- Analyze and respond to works of famous composers.
- Develop music vocabulary
- Explore music literacy and further develop musical skills by
learning to play the recorder
- Continues to explore music literacy by reading and writing
rhythms, melodies and basic music symbols.
- Explore the concepts of steady beat, melody, rhythm and
form by participating in a variety of activities, including
singing games, activities involving dance and movement, and
playing assorted instruments.
- Aurally and visually identifies instrument families and folk
instruments.
GRADE 3 - Develop singing voices and build a repertoire of age-
appropriate songs
- Develop ensemble skills, through participation in various
group music making activities, that promote and foster
teamwork, respect, tolerance, problem-solving, and
creativity, as well as singing and instrumental techniques
- Create their own rhythmic or melodic patterns through
improvisation while playing instruments or using body
percussion (snap, pat, clap, stamp).
- Analyze and respond to works of famous composers.
- Develop music vocabulary
- Continues to explore music literacy by reading and writing
rhythms, melodies, and basic music symbols.
- Further develop singing skills, including singing in parts,
vocal technique, learn age-appropriate repertoire and
performance etiquette by participating in chorus.
- Explore the concepts of steady beat, melody, rhythm and
form by participating in a variety of activities, including
singing games, activities involving dance and movement, and
playing assorted instruments.
GRADE 4 - Develop ensemble skills, through participation in various
group music making activities, that promote and foster
teamwork, respect, tolerance, problem-solving, and
creativity, as well as singing and instrumental techniques
- Create their own rhythmic or melodic patterns through
improvisation while playing instruments or using body
percussion (snap, pat, clap, stamp).
- Analyze and respond to works of famous composers.
- Develop music vocabulary
- Develop band music and chorus music
- Students will develop skills and an understanding of musical
GRADE 5 elements and concepts including melody, notation, rhythm,
form, harmony, texture, timbre, and expressive elements
through active learning.
- Students will develop skills and an understanding of musical
elements and concepts including melody, notation, rhythm,
 GRADE 6 form, harmony, texture, timbre, and expressive elements
through active learning that can be use by the theories of
learning.

D. GUIDING PRINCIPLES OF ELEMENTARY EDUCATION PROGRAM

This music curriculum offers to teachers the following guiding principles based on good classroom
practice and current research in the areas of language learning, personal development and music.

a. Music is learned more easily if students are offered a rich musical environment.
b. Music contributes to the development of language, mathematical, scientific skills and
overall achievement.
c. Music develops imagination and creativity.
d. Music develops positive self-concept, self-expression, self-discipline and social skills.
e. Music develops aesthetic awareness and expression.
f. Music develops psychomotor skills.

E. CURRICULUM OF ELEMENTARY MUSIC PROGRAM

Both music and arts curriculum focus on the learners as recipient of the knowledge, skills and values
necessary for artistic expression and cultural literacy. The design of the curricula is Student Centered
based on the Spiral Progression of process, concepts and skills and grounded in performance based
learning. Thus. The learners is empowered, through active involvement and participation, to effectively
correlate music and arts to the development of his/her own cultural identity and the expansion of his/her
version of the world.
The Elementary Music Program in the Philippines aims to develop students' musical skills, appreciation, and
understanding. It is designed to foster creativity, cultural awareness, and a lifelong love for music. The
curriculum covers various musical elements, including singing, playing instruments, music theory, and music
history. The curriculum recognizes the rich musical heritage of the Philippines and ensures that students are
exposed to a wide range of traditional music from different regions. Students learn to appreciate and perform
indigenous music, folk songs, and dances. This exposure helps them develop a sense of cultural identity and
pride.
The curriculum is designed to progressively develop students' musical skills. It starts with basic concepts and
gradually introduces more complex musical elements. Students are encouraged to explore their creativity
through improvisation, composition, and arranging music. This approach nurtures their artistic expression and
allows them to develop their unique musical voice. These programs employ a combination of traditional and
contemporary teaching methods. Teachers use a variety of instructional strategies, including group activities,
individual performances, and technology-based learning. The emphasis is on active participation, allowing
students to engage with music through singing, playing instruments, and movement

DIFFERENCES OF ASIAN CURRICULUM IN MUSIC EDUCATION

Chinese: By its nature, the Chinese music is characterized by gentle sounds reminiscent of a gurgling brook, or
birdsong. Many medieval Chinese musicians specially imitated the sounds of nature, thus creating a harmony of
music and nature; more on traditional instruments shaped in round and triangles.
Japanese: The Japanese school system has the most holistic approach to teaching you will ever see. Instead of
solely being a center for academic education, they teach kids life skills and discipline, unlike any other system
in the world; gagaku means classical imperial court and shomyo means buddhist chant.
Thai: In Thailand, the music elementary curriculum places a strong emphasis on traditional Thai music,
including classical music, Thai folk songs, and traditional instruments like the khim and ranat ek. Additionally,
it incorporates elements of Western music, such as music theory and ensemble playing. The curriculum aims to
foster an appreciation for both Thai and international music.
These music curriculums have unique cultural influences and styles that showcase the rich heritage of their
respective countries. They both incorporate traditional instruments and melodies, creating a distinct sound that
reflects their cultural identity. Both music traditions include a variety of genres, ranging from folk music to
modern pop, showcasing the diversity and creativity of their music scenes.

F. AREAS OF ELEMENTARY EDUCATION PROGRAM

The Basic Elements of Music
Music education in the elementary school level is a vital aspect of a successful school’s curriculum. For
instance, in elementary school, students learn to play simple instruments such as recorders and keyboards, sing
in small choruses and learn the basics elements of music. Meaning Music education progrmas increase
children’s cognitive development.
Music education programs dramatically stimulate a child’s learning capacity, as shown in drastic increases in
the scores of children who participated in music programs. Music education programs can begin as early as
preschool and should continue for the greatest results. In elementary school, teachers introduce students to
notes, pitch, rhythm and other basic choral concepts. Often, the music instructors will teach children short songs
with few notes to introduce the art of singing.
Music education touches on all learning domains, including the psychomotor domain (the development of
skills), the cognitive domain (the acquisition of knowledge), and, in particular and the affective domain (the
learner's willingness to receive, internalize, and share what is learned), including music appreciation and
sensitivity.
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%20genre,improve%20academic%20performance%20of%20students.
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https://www.lvc.edu

https://sg.docworkspace.com/d/sINKmuI1UluWkqQY?sa=e1&st=0t
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https://www.advantour.com/china/culture/music.htm#:~:text=By%20its%20nature%2C%20the
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https://hub.yamaha.com/music-educators/learn-peers/case-studies/music-education-in-japan/
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https://www.childrensmusicworkshop.com/advocacy/elementarymusic/

https://en.m.wikipedia.org/wiki/Music_education#:~:text=Music%20education%20touches%20on%20all,learned)%2C
%20including%20music%20appreciation%20and