Cmap Music - Arts Q2

Grade Level: 9 Quarter : First
Unit Title Introducing The WesternSTA. And Classical

MONICA ArtPAROCHIAL
Traditions INSTITUTE OF BOTOLAN, INC.
Content Standard The learner demonstrates understanding onBrgy. art as Tampo,
integral toBotolan,
the development
Zambalesof organizations
beliefs, historical events, scientific discoveries, natural disasters/ occurrences and other external
phenomena. ARTS
Performance Standard The learners perform / participate competently in a presentation of a creative impression (verbal/
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nonverbal) of a particular artistic period. SCHOOL YEAR 2023-2024
Formation Standard The learner will become advocates of arts history and arts appreciation.
Transfer Goal The learner will demonstrate a nuanced understanding of key artistic movements, styles, and masterpieces, fostering an appreciation for the rich cultural heritage
and historical significance of Western classical art.
Performance Task Goal – Students will demonstrate their understanding of Western and Classical art traditions by creating an artistic presentation that highlights key elements, styles,
and influential artists within these traditions.
Role – Art Historian and Presenter
Audience - Peers and Art Enthusiasts
Situation – You have been selected as an art historian to present an engaging and informative overview of Western and Classical art traditions. Your presentation
will serve as an educational resource for your classmates and anyone interested in gaining insight into the rich history and evolution of art in the Western world.
Product/Performance – Create a multimedia presentation that includes visuals, spoken content, and optional interactive elements. Your presentation should cover
the following aspects:
1. Introduction:
- Briefly introduce the concept of Western and Classical art traditions.
- Explain the historical and cultural context that influenced the development of these traditions.
2. Key Elements and Styles:
- Identify and explain key elements of Western and Classical art, such as perspective, composition, and symbolism.
- Explore distinctive styles within these traditions, showcasing examples from different periods.
3. Influential Artists:
- Highlight at least three influential artists from each tradition.
- Discuss their major works, contributions to the art world, and the impact of their artistic philosophies.
4. Evolution Over Time:
- Trace the evolution of Western and Classical art over different periods, from ancient civilizations to contemporary art.
- Discuss how societal changes influenced artistic expression.
Standards – Use Rubrics for Product/Performance found in the Appendix of the book.
- Content Knowledge (40%): Accurate and comprehensive coverage of key elements, styles, and influential artists.
- Presentation Skills (30%): Clarity, confidence, and engagement in delivering the presentation.
- Visuals and Multimedia (20%): Effective use of visuals, multimedia elements, and any optional interactive components.
- Organization and Structure (10%): Logical flow and organization of the presentation.
Most Essential Learning Assessments Self – Paced Activities and Parent/Adult Support Teacher’s Validation Strategies
Competencies Suggested Resources
A1. Analyzes art elements A1. Written Work A1. *Rock Art A1. Ensure availability of suggested
and principles in the (Identification) *Reflection independent learning resources and
production of work initiating short conversations as part
following the style of of progress monitoring.
a western and
classical art
STA. MONICA PAROCHIAL INSTITUTE OF BOTOLAN, INC.
Brgy. Tampo, Botolan, Zambales
ARTS
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SCHOOL YEAR 2023-2024
ARTS
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A2. Identifies distinct A2. Note Playing; A2. Composing; Listing with A2. Ensure availability of suggested A2. Analyzing student’s pattern of
characteristics of arts during Description; Musical parent validation and independent learning resources and works.
the different art periods Analysis storytelling initiating short conversations as part
of progress monitoring.
A3. Ensure availability of suggested

A3. Identifies representative A3. Description; Journal A3. Writing learning summaries independent learning resources and A3. Analyzing student’s pattern of
artists from various art reflection; Lecture and reflections; short discussions initiating short conversations as part works
periods with parents/adults of progress monitoring.

A4. Reflects on and derives A4. Note Reading; A4. E-Library, online research, independent learning resources and
the mood, idea, or message Listening; Musical Analysis A4. Group chatting with
am radio initiating short conversations as part
from selected artwork parents/students: reports,
of progress monitoring.
clarifications and suggestions.
A5. Determines the use or independent learning resources and
A5. Journal reflection; A5. Writing learning summaries A5. Group chatting with
function of artworks by initiating short conversations as part
Description and reflections; short discussions parents/students: reports,
evaluating their utilization of progress monitoring.
with parents/adults clarifications and suggestions.
and combination of art
elements and principles;
ARTS
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A6. Uses artworks to A6. Ensure availability of suggested
derive the A6. Note Reading; A6. E-Library, online research, independent learning resources and A6. Generate attending parents’
traditions/history of an Listening; am radio initiating short conversations as part observations of their children’s
art period Musical Analysis; Music of progress monitoring. learning routine and dynamics,
Teaching feedbacks and suggestions
A7. Helping students and providing

A7. Compares the A7. Lyric composition; Note A7. Composing; short discussions related images, sharing A7. Analyzing student’s pattern of
characteristics of artworks playing/singing with parents/adults personal/family stories and works.
produced in the different art experiences, or magnifying relatable
periods tv events or programs.

A8. Poster Making; Draw A8. Drawing; Artworks independent learning resources and A8. Analyzing student’s pattern of
and Tell initiating short conversations as part works.
A8. Ceates artworks guided of progress monitoring.
by techniques and styles of
Western Classical art A9. Helping students and providing
traditions A9. Song composition related images, sharing
A9. Composing; short discussions A9. Analyzing student’s pattern of
with video presentation; personal/family stories and
with parents/adults works.
note playing/singing experiences, or magnifying relatable
tv events or programs.
A9. Describes the influence

of iconic artists belonging to
Western Classical art on the
evolution of art forms
ARTS
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A10. Applies different

media techniques and
processes to communicate
ideas, experiences, and
stories showing the
characteristics of Western
Classical art traditions
ARTS
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ARTS
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A6. Listen A6. Note Reading; A6. E-Library, online A6. Ensure availability of suggested A6. Generate attending parents’
perceptively to Listening research, am radio independent learning resources and observations of their children’s
selected Romantic initiating short conversations as part learning routine and dynamics,
period music; of progress monitoring. feedbacks and suggestions
A7. Draw and Tell A7. Short discussions with A7. Helping students and providing A7. Analyzing student’s pattern of works.
A7. Describe musical parents/adults; Writing related images, sharing
elements of given learning summaries and personal/family stories and
Romantic period reflections; experiences, or magnifying relatable
pieces; tv events or programs.
A8. Draw and Tell; A8. Drawing; Artworks A8. Ensure availability of suggested A8. Analyzing student’s pattern of works.
Poster Making independent learning resources and
A8. Explores other arts initiating short conversations as part
and media that of progress monitoring.
portrays classical A9. Analyzing student’s pattern of works.
elements; A9.Compose a A9. Composing; Short A9. Helping students and providing
Song; Note discussions with related images, sharing
playing/singing parents/adults personal/family stories and
A9. Sing themes or experiences, or magnifying relatable
melodic fragments of tv events or programs.
given Romantic period
elements; A10. Helping students and providing A10. Group chatting with parents/students:
A10. Draw and Tell; A10. Drawing; Artworks related images, sharing reports, clarifications and suggestions;
ARTS
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personal/family stories Analyzing student’s pattern of works
Poster Making
and
A10. Explore other
arts and media that
portray
ARTS
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Romantic period experiences, or magnifying relatable
elements; tv events or programs.
A11. Improvise A11. Song A11. Composing; Short A11. Helping students and A11. Analyzing student’s pattern of works.
appropriate composition with discussions with providing related images, sharing
accompaniment to video presentation; parents/adults personal/family stories and
given short and simple note playing/singing experiences, or magnifying relatable
Romantic period tv events or programs.
pieces.
ARTS
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Grade Level : 9 Quarter : Fourth
Unit Title Introducing Vocal Music of the Romantic Period
Content Standard The learner demonstrate understanding of characteristic features of vocal music of the romantic period.
Performance Standard The learners sings and performs themes of selected songs
Formation Standard The learner is able to appreciate the beauty of God’s art through music in which composers help created.
Transfer Goal Utilize multiple media and technologies, and know how to judge their effectiveness priori as well as assess their impact.
Performance Task Goal – present a culminating activity that will highlight the students’ understanding of Romantic-era opera music
Role – 1. Writer
2. Musician
Audience – MAPEH teacher and your classmates
Situation – Acting in the roles mentioned above in the talk show segment, the students will show pieces of information or visual
material that provides information on Romantic-era opera.
Product/Performance – 1. An essay about Romantic-era opera
2. Videos that will substantiate information
Standards – Use Rubrics for Product/Performance found in the Appendix of the book.
Meaning - Making The learner is able reflect on the songs created during Romantic Period and can compose songs in relation to the said period.
Most Essential Learning Assessments Self – Paced Activities Parent/Adult Support Teacher’s Validation Strategies
Competencies and Suggested
Resources
ARTS
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A1. Narrates the plot, A1. Narrate and A1. Listing with parent A1. Helping students identify the A1. Group chatting with
musical and theatrical Compare; Film Viewing validation and storytelling musical and theatrical elements of parents/students: reports,
elements of an opera an opera through video and movie clarifications and suggestions.
after video and movie showing
showing;
A2. Listen perceptively A2. Note Playing; A2. Composing; Listening; Video A2. Ensure and provide availability A2. Analyzing student’s pattern of
to selected arts song and Musical Analysis lessons of suggested independent learning works.
excerpts of opera; resources and initiating short
ARTS
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conversations as part of progress
monitoring.
A3. Ensure and provide availability

A3. Sings themes or A3. Music A3. Writing learning summaries of suggested independent learning A3. Analyzing student’s pattern of
melodic fragments Teaching; Musical and reflections; Short discussions resources and initiating short works
of given selected Analysis with parents/adults; video conversations as part of progress
songs; lessons monitoring.

A4. E-Library, online of suggested independent learning A4. Group chatting with
A4. Explores other arts A4. Journal Reflection; research, am radio; video resources and initiating short parents/students: reports,
and media that portray Draw and Tell lessons conversations as part of progress clarifications and suggestions.
romantic period monitoring.
elements;
of suggested independent learning A5. Group chatting with
A5. A5. Compose a A5. Writing learning summaries resources and initiating short parents/students: reports,
Create/improvises Song; Choral and reflections; Short discussions conversations as part of progress clarifications and suggestions.
appropriate sounds, Reading with parents/adults monitoring.
music, gestures,
movements and
costumes for a chosen
opera.

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Grade Level: 9 Quarter : First

Unit Title Introducing The WesternSTA. And Classical

A3. Ensure availability of suggested

A4. Ensure availability of suggested

A7. Helping students and providing

A8. Ensure availability of suggested

A9. Describes the influence

A10. Applies different

A3. Ensure and provide availability

A4. Ensure and provide availability

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