CURRICULUM AND INSTRUCTION:THE TEACHING OF MAPEH

LYCEL C. GONZAGAMAEd- Educational Management

THE KODALY METHOD The Kodaly Method is a teaching strategy in music which was introduced by a Hungarian composer, Zoltan Kodaly. This method was adopted by music teachers from Grades one to six. Its foundation is based on the rhythm and the use of a pentatonic or five-tone scale.

The Kodaly Method has the following components:

a. System of rhythm duration symbols such as using syllables ta for quarter note, ti for the eighth note, and ti-di for the sixteenth note, to indicate one-beat and half-beat tones. b. Kodaly Scale - A scale using hand signs or gestures which indicate the notes of the scale, from lower do to higher do or vice versa. Each hand position signifies specific characteristics and mood acting or moving and passive or resting.

The tonic (high and low do) in clenched fist manifests rest, repose or finality or passiveness.The supertonic (re), mediant (mi) and dominant (so) are in open palm positions. Subdominant (fa) with thumbs down and leading tone (ti) with second finger pointing up signify activity or movement.

BEC LEARNING COMPETENCIESfor music Melody

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THE ORFF-SCHULWERK METHOD The Orff-Schulwerk Method is a unique way of teaching music which was developed by a German composer, Carl Orff, who was also a music educator. It utilizes the natural meter of words and the childs instinctive desire to incorporate speech, rhythm and movement as the basis for creating rhythms (e.g., strolling, skipping, running, swinging, etc.).

BEC LEARNING COMPETENCIES Rhythm

Rhythmic patterns using quarter notes and eighth notes Values of notes and rests Different time signature/meters Examples:

Aural awareness of the rhythm and bodily response a. rhythmic flow b. Pulse beat c. Accents Quarter Note - a closed note with a stem. The stem is in an upward position and is attached at the right side of the note head ( ). In the downward position, the stem is attached to the left side of the note head ( ) Eighth Note - can take the place of one quarter note ( = ).

BEC Learning Competency

RHYTHM

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THE DALCROZE EURYTHMIC APPROACH Eurythmics was introduced by Emil Jacques Dalcroze, a Swiss teacher and composer. Eurythmics is a system of coordinating physical movements with music to help the participants develop a sense of rhythm. This approach was based on solfege, piano improvisations, and eurythmics or rhythmic movements.

BEC Learning Competency

DYNAMICS

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THE CARABO-CONE METHOD The Carabo-Cone method provides a sensory-motor approach in the music foundation and intellectual stimulation for academic achievement. It was observed by psychologists Piaget and Bruner that the learning and thinking of children are linked to the concrete, the seeable and the touchable.

BEC LEARNING COMPETENCIES

Form: Unitary (A) - When a song has one section/ part only. Binary (AB) - a structure of a musical piece having two distinct parts. Ternary (ABA) - a kind of structure in music with the first section ( A ) played both before and after the second section ( B ) thus taking the ( ABA ) form. Simple Rondo (ABC) - a structure of amusical piece having three distinct parts.

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JUSTINE WARD METHOD The technique advocated by the Ward series is to impart music not as dry drill or as memory work for the child but as something that animates the childs emotional life and orients his taste to the finest aesthetical standard possible.

The Ward method is the result of ten years of extensive study and experimentation by Justine Ward and the staff of music specialists of the Pius XX School of Liturgical Music in New York.

Each volume is accompanied by:teachers guide, printed chart,set of recorded music,Seven song books for children and a set of lesson plans. Each volume of the Ward Series contains a phase of musical development partially dependent on the preceding grades and totally essential to the next grade.

BEC LEARNING COMPETENCY

Round Song two-part round

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ARTSArt comes from the Aryan root word ar, meaning to join or to put together. The Greek verb artizen, means to prepare, while the Latin term ars/artis means everything that is made or assembled by man.

Art has two major classifications:

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TEXTURE Texture is the surface characteristic of any object when felt by the sense of touch. It is the element of art that appeals to touching and feeling whether an objects surface is smooth or rough, soft or cool or hot, wet or dry, light or heavy.

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APPRECIATION OF PAINTINGS

Learners are taught to appreciate artsWhat they see in the pictureWhat medium or instruction were usedWhat elements of arts were used and emphasizedWhat principles of design were usedWhat technique/process was utilizedWhat universal/social significance or personal message of the artist they see in the pictureWhat they can say about the picture

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Disciplined-based Art Education Strategy

TEACHING STRATEGY NO.1 RANK ORDER This strategy gives or allows the students to choose among competing alternatives and publicly affirm and explain or defend their choices. It demonstrates simply and clearly that many issues require more thoughtful considerations.

Example

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TEACHING STRATEGY NO.2 GUIDED DISCOVERY APPROACH This teaching strategy has been commonly used in teaching a variety of aspects of the school physical education curriculum, but more particularly when the teacher wants the students to think about the application of the movement principles, concepts or tactics in games.

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TEACHING STRATEGY NO.3 SELF-APPRAISAL APPROACH In this strategy, the student is given more responsibility for his own learning. In effect, the learner evaluates himself. However, it is expected that the learner has experienced both the practice teaching strategy and the reciprocal strategy prior to being allowed to self-check his/her own learning. The learner does not need to be reasonably proficient before being able to analyze and evaluate his /her own performance

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TEACHING STRATEGY NO. 4 MIND MAPPING Mind Mapping is the process of visually depicting a central concept with symbols, images, key words and branches. Mind Mapping is a reality activity and fun way to take visual notes, foster creativity, stretch students thinking skills, make learning contextual and meaningful, and promote active involvement with the learning content.

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TEACHING STRATEGY NO.5 PEER SUPPORT AND COLLABORATIVE TEACHING/LEARNING STRATEGY Peer support teaching can be done in pairs or small groups depending on the activity being taught. According to some authorities, peer support strategies offer greater opportunities for social interaction, development of communication skills and empathy for others learning attempts. Students will be helping each other to learn and perform tasks.

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TEACHING STRATEGY NO. 1 VALUES WHIPS This strategy is like voting and ranking of items/choices. It provides a simple and rapid means for the teacher to see how the students react to various issues or questions.

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TEACHING STRATEGY NO. 2 MODIFIED TV ACTIVITY DREAM. . . BELIEVE . . . SURVIVE Modified TV Activity is a method which makes learning faster. It is used in a subject to make teaching more meaningful to the students.

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TEACHING STRATEGY NO. 3 LOOP-A-WORD OR CROSSWORD PUZZLES (EDUCATIONAL GAMES) Loop-A-Word or Crossword Puzzles are useful seatwork devices for building vocabulary and reinforcing concepts. The teacher and the students themselves can develop them. A computer-generated program may be used. Commercial materials are also available. This kind of strategy for younger students must be kept relatively simple.

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TEACHING STRATEGY NO. 4 PROJECTIVE TECHNIQUES This strategy uses stimuli to encourage students to discuss real-life problems. 1. Use to acquire personal information about students as they reveal things about themselves to others. This can help them solve their personal problems as well as clarify their beliefs and attitudes. 2. Caution - when using this technique, keep goals and objectives clearly in mind. The stimulus is very important.

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K to 12 Curriculum and InstructionThe Teaching of Music and Arts

K to 12 Curriculum Guide

Basic Reference for Music Content

Basic Reference for ArtsListeningReadingImitating (Re-creating)RespondingCreatingPerforming (including movement)EvaluatingAnalyzing criticallyApplying (transference)

LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision.

KEY STAGE STANDARDS:

GRADE LEVEL STANDARDS:

The Teaching Physical Education

Curriculum Framework

Learning Area Standard

The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitnessand health

Grade Level Standards

Grade Level Standards

The Teaching of Health

Conceptual Framework of Health Education

HEALTH CONTENT AREAS Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid education and disaster preparedness programs.

Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste management, pollution control, pest control, as well as the delivery of primary health care.

HEALTH CONTENT AREAS Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.

Family Health: Covers information on the human life cycle and also on family dynamics that influence an individuals development of ideals, values and standards of behavior with regard to sexuality and responsible parenthood.

HEALTH CONTENT AREAS Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the development of self-management skills to cope with lifes changes. Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent diseases. Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage personal health issues and concerns.

HEALTH CONTENT AREAS Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services. Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance skills to protect oneself from drug risk-taking behaviors.

CHARACTERISTICS OF THE HEALTH CURRICULUM Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective for them (Gay, 2000). Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.

Health and Life skills-based: Applies life skills to specific health choices and behaviors.

Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social, emotional, moral and spiritual).

Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.

CHARACTERISTICS OF THE HEALTH CURRICULUM Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health. Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human rights instruments. Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies. Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good educational practice.

Key Stage Standards

Key Stage Standards

Key Stage Standards

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