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SPA Course Outline PDF
SPA Course Outline PDF
COURSE OUTLINE
CREATIVE WRITING
FIRST YEAR
At the end of first year in Creative Writing, the students shall have developed the
following competencies:
FIRST GRADING PERIOD
1. Discover why people write, how writing differ with other skills
1.1 Recognize the forms/types of writing
1.2 Compare the forms/types of writing
1.3 Differentiate the purpose of writing
2. Organize ones thoughts to adopt to the appropriate writing style
2.1 Produce different types/forms of Creative writing
2.2 Write in journal entries reflective of gained insight
3. Write a mini-research employing the elements of a writing process
4. Write a well-organized theme/related topic
SECOND GRADING PERIOD
1. Appreciate Literacy genres
2. Distinguish the literacy division of Philippine Literature
2.1 Identify the dominant Spanish, American influence to Philippine
literature in related
2.2 Relate history of Philippine literacy genres
THIRD GRADING PERIOD
1. Compile legends, myths, folktales, ballad epic
2. Explain the characteristics of fables, legends, myths, epic, folktales & ballad
FOURTH GRADING PERIOD
1. Express appreciation of local legends, myths, ballads, folktales- as an
expression of the Filipino identity and pride as a nation
P1
CREATIVE WRITING
SECOND YEAR
At the end of second year in Creative Writing, the students shall have developed the
following competencies.
FIRST GRADING PERIOD
1. Communicate feelings, thoughts, wants, needs, using appropriate formal
styles
1.1 Express satisfaction/dissatisfaction over services rendered
1.2 Ask permission for an ocular visit/field trips
2. Write well-constructed paragraphs using appropriate modes of development to
express ones ideas, needs, feelings, attitudes
2.1 Write paragraphs on different types of essays- exposition,
description and narration
2.2 Write essays using the half-and-half point by point approaches to
descriptive writing
2.3 Write short definitions of concepts
SECOND GRADING PERIOD
1. Expand ideas in writing essays through the use of cohesive devices and
language structures
1.1 Write essays using appropriate transitional devices, referents
THIRD GRADING PERIOD
1. Identify Afro Asian short story as to elements and types of literary genres
2. Write reaction paper on short stories
3. Expand ideas by developing paragraphs into essays
3.1 Present main ideas of essays in the introductory paragraphs
FOUTH GRADING PERIOD
1. Demonstrate imagination and creativity in written from with emphasis on
descriptions, narratives in writing short stories
1.1 Develop main ideas through clearly expressed details, descriptions
and explanation
1.2 Write effective conclusions for essay
P2
CREATIVE WRITING
THIRD YEAR
At the end of third year in Creative Writing, the students shall have developed the
following competencies:
FIRST GRADING PERIOD
1. Demonstrate ability to choose the rhetorical pattern for expressing ones
thoughts, needs, opinions, feelings and attitudes
2. Demonstrate imagination in written form with emphasis on poetry
3. Learn the different poetic forms
SECOND GRADING PERIOD
1. Recognize the elements and types of poetry
1.1 Communicate feelings, thoughts using appropriate styles, types of
poetry
1.2 Demonstrate creativity in written form with emphasis on poetry
1.3 Recognize the elements of language employed in poetry
1.4 Express emotional reactions to what explicitly stated and implied
in a place of poetry
1.5 Appreciate poetry as a literary genre
1.6 Write a piece of poetry
THIRD GRADING PERIOD
1. Appreciate drama as a distinct literary form
2. Recognize the elements and types of drama
3. Deduce a worthwhile human experience underscore in English-American
drama
4. Pick-out the elements that distinguish drama as a literary form and be
able to explain dramatic devices
FOURTH GRADING PERIOD
1. Appreciate Filipino cultural values and its similarities to or differences
from English-American values
2. React to the figurative language used in the selection
3. Express appreciation by staging local drama in collaboration with the
performing arts group.
P3
CREATIVE WRITING
FOURTH YEAR
At the end of fourth year in Creative Writing, the students shall have developed the
following competencies:
FIRST GRADING PERIOD
1. Acquire greater understanding in the elements, types, conventions,
Devices, techniques of a novel
2. Demonstrate creativity in written form with emphasis on writing novel
2.1 Write a novel review
2.2 Research on local novels written by Filipino/famous world novels
SECOND GRADING PERIOD
1. Show appreciation of the authors literary techniques and styles
particularly in novels written by Filipinos and famous world novels
2. Identify the values reflected in the novels
2.1 Explain the note of setting in relation to plot, character and
theme
2.2 Appreciate ones identity and cultural heritage
2.3 Determine the rhetorical functions and techniques used in the
novel
THIRD GRADING PERIOD
1. Write compositions using appropriate modes of development to express
ones ideas, needs, feelings and attitudes
2. Write a critique of a novel
2.1 Use a varied sentence structures to enhance clarity of ideas
2.2 Pick-out the elements that distinguish novel as a literary form
and explain dramatic devices
FOURTH GRADING PERIOD
1. Demonstrate imagination in written form with emphasis on review of
novels
2. Deduce the themes from novels
3. Describe the various types of conflicts evident in the novel
Malikhaing Pagsulat sa Filipino
Sa Edukasyong Sekondarya
Ang Kawanihan ng Edukasyong Sekondari ay nanalig sa katotohanang may mga piling magaaral na nagtataglay ng angking kakayahan at kasanayan sa ibat ibang uri ng sining. Ang
mga kasanayang ito ay nararapat malinang sa isang angkop na kapaligiran. Sanhi nito,
sumilang ang programang Special Program in the Arts na naglalayong mabigyan ng sapat
na pansin ang pagkatuto ng mga piling mag-aaral. Upang makahanay sila hindi lamang sa
pambansang kalagayan kundi tungo sa pandaigdigang pamumuhay. Salik ng programang
ito ang malikhaing pagsulat sa Filipino. Sa pamamagitan nito, inaasahang malilinang at
mapagyayaman ang kasiningan ng mga mag-aaral sa larangang Malikhaing Pagsulat.
P4
Layuning Panlahat
Tunguhin ng ispesyalisasyong Malikhaing Pagsulat sa Filipino ang makahubog
ng mag-aaral na nag-aangkin ng sapat na kaalaman at kasanayan sa larangan ng
makasining na paglikha ng ibat ibang akdang pampanitikan.
Mga Tiyak na Layunin
1.
Matamo ang mga tiyak at angkop na kaalaman at malinang ang angking likas
na kasanayan sa Malikhaing Pagsulat.
2. Magtaglay
ng
kasanayan
at
kakayahang
umunawa,
magsuri,
magpakahulugan, at magbigay-halaga sa ibat ibang akdang pampanitikan na
makatutulong sa masining na paglikha;
3. Magtaglay ng sapat na nakasanayan at kakayahang magpahalaga sa mga
katutubo, panrehiyon, pambansa at pandaigdig na akdang pampanitikan;at
4. Makalikha nang buong kasiningan ng ibat ibang uri ng mga akdang
pampanitikan batay sa mga pampanitikang pamantayan.
Katawagan
Bilang tanging asignatura na pag-aaralang kasabay ng Filipino I- IV, isang
espesyalisasyong ito ay tatawaging Malikhaing Pagsulat sa Filipino I- IV. Ituturo ng arawaraw sa loob ng 120 minuto.
Modelo
Narito ang Modelong susundin sa proseso ng pagtuturo at pagkatuto.
MGA
BASIKONG
KAALAMAN
PAGSUSURI
BATAY SA TIYAK
NA TEORYA
PAGLIKHA
PAGTATAYA
Pangangailangan
Kasama sa pangangailangan upang makapasa sa ispesyalisasyong ito ang kalipunan
ng mga sariling akda (orihinal) sanaysay, bugtong, alamat, mito, pabula, tula, maikling
kwento, nobela, at dula. Sa Iloco Literature naman ay ang kalipunan ng mga buburtia,
daniw, sarsarita, nobela at drama. Tanghal tula at naman para sa mga manunulat sa
Ikaapat na taon.
Sandigan sa pagkatuto ang mapahalagahan at makilala ang mga akdang
pampanitikan at mailapat ito sa tiyak na kasanayan sa pagsulat.
Sa pag-aaral ng Malikhaing Pagsulat, kinakailangang maranasan ng mga mag-aaral
ang mga sumusnod:
i. Pagtiyak ng mga kaalaman
ii. Paglalapat ng mga mga kaalaman
iii. Pagtugon
iv. Paghahayag ng tigon
v. Pakikisangkot
Sa pamamagitan ng ganitong balangkas, matatamo ng maga mag-aaral ang ganap na
pagkatuto sa Malikhaing Pagsulat I-IV sa antas sekondarya. Mapalawak ng ganitong programa ang
natatanging kakayahan ng mga mag-aaral ng kanilang magagamit hindi lamang sa mga local na
kalagayan at paghahanapbuhay kundi maging simula tungo sa pandaigdigang kompetisyon.
IKALAWANG MARKAHAN
5.
6.
IKATLONG MARKAHAN
7.
IKAAPAT NA MARKAHAN
P7
8.
9.
5.5.3.1 Pasyon
5.5.3.2 Dalit
5.5.4 Mga tula ng himagsikan
5.5.4.1 Mga tula ni Marcelo H. del Pilar
5.5.4.2 Mga tula ni Andres Bonifacio
5.5.4.3 Mga tula ni Dr. Jose Rizal
5.6 Pagbabago sa panulaan
5.6.1 Tradisyong Balagtas vs Modernismo
5.6.2 Realismo sa Panulaan
5.6.3 Romantisismo sa Panulaan
5.6.4 Sangkap sa Makabagong Tula
5.6.4.1 Ritmo
5.6.4.2 Tono
5.6.4.3 Diksyon
5.6.4.4 Padron
5.6.4.5 Talinghaga
IKAAPAT NA MARKAHAN
6. Pagsusuri sa mga tiyak na halimbawa ng tula (batay sa tiyak na teorya at dulog)
7. Pananaliksik at pagpapahalaga sa mga katutubong tula mula sa rehiyon/ lalawigan
8. Pagsusulat ng mga halimbawa ng tula
8.1 May sukat at tugma
8.2 Malayang taludturan
9. Paglalahad at pagsusuri ng mga isinulat na tula ( Maaaring gamitin ang pamamaraang poetry
reading)
LAWAK AT SAKLAW NG MGA ARALIN SA MALIKHAING PAGSULAT SA
LEBEL SEKONDARI
IKAAPAT NA TAON
UNANG MARKAHAN
1.
Pagkilala sa nobela bilang akdang pampanitikan
1.1 Uri
1.1.1 Historikal
1.1.2 Sosyolohikal
1.1.2.1 Tradisyunal na lipunan
1.1.2.2 Nagbabagong lipunan
1.1.3 Pampamilya
1.1.4 Protesta
1.1.5 Digmaan
1.1.6 Pag- ibig
1.2 Elemento
1.2.1 Istruktura
1.2.2 Tunggalian
1.2.3 Tema
1.2.4 Tauhan
1.2.5 Suliranin
P11
IKATLONG MARKAHAN
4. Pagsusulat sa sariling halimbawa ng nobela
IKAAPAT NA MARKAHAN
5. Pagpapatuloy ng pagsusulat ng sariling halimbawa ng nobela
6. Paglalahad at pagsusuri ng isinulat na nobela
7.Paglalathala ng nobelang isinulat
P12
Course Description:
Since early time people have danced to express ideas and feelings that are
significant in their daily lives. Dance has been integral to social, religious, ceremonial
and spiritual functions of many cultures throughout history. People create rhythmic
movements by stamping, shaking their bodies, chanting and other bodily expressions
with the use of natural accompaniment. All develop into dance by generally
perpetuating the movement and passing the tradition to the next generation. The
interweaving factors of rhythm into human beings created the dance and later became
a part of an established art from up to this time.
The SPA Dance I program will provide the first year dance majors with the
fundamentals of dance movement skills. It will encourage the students to explore and
discover dances in a meaningful way and will enable to express themselves through a
non-verbal means of communication. The subject will also assist the students with an
introduction to understanding rhythms as they learn specific Ilocano folk dances that
form the intangible cultural and artistic heritage of the region.
Moreover, students will develop their dance techniques and deepen their
spatial and kinesthetic awareness which are the internal feelings of the bodys
muscles and joints. The first year dance program will also enrich the students
appreciation of dance through critical reflection on Ilocano folk dances experienced as
a participant and as audience.
The different methodologies to be used are lecture- demonstration,video
presentation, group dynamics for production, internet exploration, seminar- type
dance instruction and practicum (individual and group learning). The requirements of
the course are performance, written outputs and portfolio evaluation.
General Objectives: At the end of the program, the students should be able to:
Cognitive
1. Integrate the different basic concepts and skills pertaining to dances
through rhythmic activities.
2. Accumulate and interpret a vocabulary of folk dance movement and
knowledge of the factors which influence movement.
3. Evaluate and recognize various Ilocano and regional dance performances
through a given criteria.
4. Analyze selected Ilocano folk dances in terms of costumes, historical
background, music and related significance to Philippine cultural heritage.
P13
Psychomotor
1. Demonstrate dance patterns with appropriate traditional form and style.
2. Apply the correct use of rhythm, tempo, meter, phrasing, dynamics and
accent in the performance of dances.
3. Execute a wide range of folk and ethnic body movements with
proficiency.
Affective
1. Instill love and pride for our rich Ilocano culture heritage and strive for
their preservation.
2. Experience fellowship and oneness of spirit which comes from
participation in activities.
3. Manifest values like discipline, order, stewardship and communitybuilding.
4. Display correct expression of feelings through folk dance.
The criteria for grading student performance is as follows:
Performance
Written outputs
Portfolio
Evaluation
Course Outline
A. Orientation
Course Requirements
B. Introduction to dance
1. Historical Background of Dance and Rhythmic Activities
2. Functions of Dance
3. Characteristics of Dance
4. Fundamental Divisions of movements
4.1 Locomotor
4.2 Non- locomotor/ Axial
5. Dance forms
5.1 Different Dance forms
5.2 Basic Dance Exercises in Ballet, Ballroom, Folk, and Modern
Dances
C. Introduction to Philippine Folk Dance
1. History of Philippine Folk Dances
2. Examples of Philippine Folk Dances
3. Folk Dance Costumes
4. Folk Dance Terms
5. Basic Steps and Rhythmic Patterns Used
6. Fundamental Positions of the Arms and Feet
7. Basic Dance Steps
8. Dance Formations
9. Rhythmic Patterns Used in Folk Dances
P14
Course Outline:
I. Introduction
A. History and Origin of Folk Dance
B. Definition of Folk Dance
C. Fundamental Positions in dancing
1. arms
2. feet
3. combination of arms and feet
D. Characteristics of Philippine Folk Dances
E. Classifications of Philippine Folk Dances
1. geographical extent of origin
2. according to nature or kind
a. occupational dances
b. religious or ceremonial dances
c. courtship dances
d. wedding dances
e. festival dances
f. war dances
g. comic dances
h. game dances
3. According to intensity of movement
4. According to formations
5. Special classifications
a. dance with songs
b. old ballroom dances
c. dances with objects or implements
d. dances of combined rhythms
F. Factors that influence Folk Dance steps
II. Folk Dance Terms and Steps
A. Common folk arms movements and terms
B. Folk dance steps 2 time signature, step and rhythmic pattern
4
C. Folk Dance steps in 3 time signature, step and rhythmic pattern
4
D. Creative dance exercises and dance combinations
III. Philippine Folk Dances
A. Local Dances
1. Ilocano Folk Dances
B. Folk Dance Suites
1. Cordillera Dances
2. Maria Clara Dances
3. Rural Dances
4. Muslim Dances
5. Tribal Dances
P16
IV. Requirements
A. First Quarter:
1. Perform at least one (1) folk dance in proper attire, props and
accessories.
2. Submit an album or a folder that serves as an individual log book of
performances for portfolio assessment and evaluation.
3. Participation in class and school programs and activities
B. Second Quarter:
1. Stage at least one (1) folk dance in proper attire, props and accessories
2. Produce folk dance costumes and props
3. Compile and submit Ilocano Folkdance literature
4. Integration of make-up session as part of their personality
development
C. Third Quarter:
1. Participate in a mini-cultural show as an output in third quarter recital
2. Stage folk dances in proper costumes and props
3. Submit a documented descriptive album of performances from the
mini- cultural show
4. Purchase costumes for the mini performance
D. Fourth Quarter:
1. Participate in the grand graduation recital
V. Course Policies/Requirements
A. Code regarding attendance shall be followed
B. Dress Code:
Tights and Leotards for girls and comfortable jogging pants
and sando for boys
C. Individual performance
D. Projects
E. Quarterly Recitals
F. Annual Recital (Grand Recital happens before the end of the fourth quarter
departmental examination)
VI. Grading System:
A. Performance
1. Class Participation
2. Practical Tests
50%
20%
30%
B. Written Outputs
1. Quizzes
2. Periodical Tests
25%
10%
15%
C. Portfolio
25%
(Outside school Performances and Projects)
P17
VII. References:
Pamphlet
P18
B. Second Quarter
1. Perform and create two (2) experimental dance/avant-garde (dance
by chance) using improvisation
2. Create and produce appropriate costumes and props in an avantgarde dance performance
3. Submit avant-garde or new age music as their accompaniment in their
chosen concept.
4. Make-up sessions will be integrated in the lesson twice in a month as
part of their personality development.
C. Third Quarter
1. Perform and crate two (2) neo-ethnic dances applying the elements
of dance and choreography.
2. Design posters and construct simple write-up about the dance
created.
3. Active participation of group activities and performance as part of
the interaction and recitation.
D. Fourth Quarter
1. Participate in the annual grand graduation recital.
2. Design, create and produce appropriate costumes, props and
accessories for the dance.
3. Submit posters and simple write up of the dance created.
VI. Course policies:
1. Code regarding attendance shall be followed.
2. Proper grooming and dance attires must be observed.
Tights and leotards/unitard and or any spandex material are allowed
provided that the dancer/student is comfortable and can move freely.
Hair should be neatly tied.
3. Separate notebook is needed in the course.
4. Each should provide an album or a folder as their log book to record
all performances for portfolio assessment and evaluation.
VII. Grading system:
A. Performance
a. Class Participation
b. Practical Test
50%
20%
30%
B. Written Outputs
a. Quizzes
b. Periodical Tests
25%
10%
15%
C. Portfolio
25%
(Outside school performances and Projects)
P21
VIII. References:
Bermudez, Antemio M. 2000. Dance Composition for Philippine School
and Colleges Ayans Publishing, Manila.
Bloom, Lynne Anne. 1988. The Technique of Doris Humprey and Its
Creative Potentials. Drinets Company, Publishers. Princeton, New Jersey,
USA.
Cohann, Robert. 1986. The Dance Workshop, A guide to the
Fundamentals of Movement.
De Milles, Agnes. 1963. The Book of the Dance. Western Publishing
Company. New York, USA.
Minton, Sandra C. 1997. Choreography: A Basic Approach Using
Improvisation, 2nd Edition. Human Kinetics. Illinois, USA.
P22
F. Dance styles
Jazz
Lyric
Comic
Geometric
II. The Process: Finding the Right Movement
A. Labans Classification of Movements
Body (What do I move?)
Space (Where do I move?)
Effort (How do I move?)
Relationship (To what or to who do I move or respond to?)
B. Stimuli to dance
III. Choreography: Shaping and Designing the Dance
A. Elements of Choreography
Motif
Repetition
Variations and Contrast
Climax or Highlights
Transitions
Proportions and Balance
Unity
IV. The Finished Product: The Performance
A. Accompaniment
B. Costuming
C. Make-up
D. Lights
E. Rehearsals
F. Script
G. Performance
V. Requirements:
A. First Quarter
1. Perform two (2) creative lyric/jazz dances as a part of their output
in the first quarter mini recital.
2. Create individual, dual and group performance as to exploration
and improvisation is concerned.
3. Stage and perform one (1) dance (it could either be jazz, folk,
lyric, comic or geometric) applying own choreography.
4. Construct a simple write-up about the idea of the dance formed.
5. Active participation and production of whatever appropriate props
the dance needs.
P24
B. Second Quarter
1. Perform and create two (2) experimental dance/avant-garde
(dance by chance) using improvisation
2. Create and produce appropriate costumes and props in an avantgarde dance performance
3. Submit avant-garde or new age music as their accompaniment in
their chosen concept.
4. Make-up sessions will be integrated in the lesson twice in a month
as part of their personality development.
C. Third Quarter
1. Perform and create two (2) neo-ethnic dances applying the
elements of dance and choreography.
2. Design posters and construct simple write-up about the dance
created.
3. Active participation of group activities and performance as part of
the interaction and recitation.
D. Fourth Quarter
1. Participate in the annual grand graduation recital.
2. Design, create and produce appropriate costumes, props and
accessories for the dance.
3. Submit posters and simple write up of the dance created.
VI. Course policies:
1. Code regarding attendance shall be followed.
2. Proper grooming and dance attires must be observed.
Tights and leotards/unitard and or any spandex material are allowed
provided that the dancer/student is comfortable and move freely. Hair should
be neatly tied.
3. Separate note book is needed in the course.
4. Each should provide an album or a folder as their log book to record all
performance for portfolio assessment and evaluation.
VII. Grading system:
A. Performance
a. Class participation
b. Practical Test
B. Written Outputs
a. Quizzes
b. Periodical Tests
50%
20%
30%
25%
10%
15%
C. Portfolio evaluation
25%
(Outside school performances and Projects)
P25
VIII. References:
Bermudez, Antemio M. 2000. Dance Composition for Philippine School and
College Ayans Publishing, Manila.
Bloom, Lynne Anne. 1988. The Technique of Doris Humprey and Its Creative
Potentials. Drinets Company, Publishers. Princeton, New Jersey, USA.
Cohann, Robert. 1986. The Dance Workshop, A guide to the Fundamentals of
Movement.
De Milles, Agnes. 1963. The Book of the Dance. Western Publishing
Company. New York, USA.
Minton, Sandra C. 1997. Choreography: A Basic Approach Using
Improvisation, 2nd Edition. Human Kinetics. Illinois, USA.
Papas, Mery. Vyse Maureen, An Introduction to Rhythmic Sportive
Gymnastics. Boolarong Publications.
Pamphlets:
Alagde, Julie de Luna. Basic Modern Dance Movements. 2000.
Aguillar, Mynette del Rosario. Classifications of Movements.2000.
Gabao, Larry A. Dance Composition (Creativity and Choroegraphy). 2002
_______________. The Art of Teaching Dance: Philippine Context. October
2002.
P26
Media Arts
Media Arts is the study of human communication through film, photography, video, audio,
computer/digital arts and interactive media. In this art form, students are trained to use
the elements of space, time, light, motion, color, and sound to express their perspectives,
feelings, and ideas creatively. Critically, they learn to interpret and evaluate media within
aesthetic, cultural, and historical contexts to become more enlightened consumers and
effective citizens.
Media Arts is aesthetic-based and uses elements and tools of current and emerging
technologies to create works that express feelings and ideas. Students in the Special
Program in the Arts are trained in photography, video and film.
Content Standards
Every learner shall:
Explore, generate and develop ideas and feelings through creating
media productions
Apply the media arts genres and their aesthetics to media production
Employ skills and techniques of a chosen medium.
Collaborate effectively in group media productions and presentations
Acquire knowledge of the genres, techniques, aesthetics in the media
arts
Utilize critical thinking skills in the study of media messages
Demonstrate understanding and respect for personal, cultural, and
historical contexts and the effects of media in shaping and extending
human communication
Experience presenting the media arts to a wider community
Actively participate as a discriminating consumer of the media arts to
maintain a healthy media environment
Demonstrate the skills of a become self-directed lifelong learner in
the media arts.
P27
Media Arts I
1. Explore, generate, and develop ideas and feelings through creating media productions
1.1 Sequence or group a series of images and sounds to tell a story or show their
relationship (ex. Series of photographs or creating a photographic collage)
1.2 Create images and sounds to represent a series of events of a particular media
genre
2. Apply the media arts genres and their aesthetics to media production
2.1 Identify the basic elements of time, space, sound, color, light, and motion and use
some of them in media arts productions
2.2 Choose among media elements to organize in expressive way to communicate an
idea or feeling
3. Employ skills and techniques of a chosen medium
3.1 Communicate information using effective presentation techniques incorporating
media equipment to deliver an oral or visual report.
3.2 Refine a range of skills and techniques in photography
3.3 Demonstrate skills in manipulating new and emergent digital technologies
4. Collaborate effectively in group media production and presentation
4.1 Actively listen to others and take turns, respecting the opinions, ideas, and needs
of other learners.
4.2 Participate in more than one defined role in a group production or a presentation
by serving as the camera person or the subject
5. Acquire knowledge of the genres, techniques, and aesthetics in the media arts.
5.1 Distinguish among types of media arts, by recognizing, for example, the
differences between film, video, and computer images.
5.2 Recognize techniques of a media production like dramatic use of lighting and
camera angles.
5.3 Identify the use of elements and principles of media arts in selected works and
productions
5.4 Recognize and use vocabulary specific to media art
6. Use critical thinking skills in the study of media messages.
6.1 Recognize the differences among media genres, identifying, for instance, the
differences between fiction and non-fiction.
6.2 Interpret and evaluate the intent of a variety of media messages
P28
7. Demonstrate understanding and respect for personal, cultural, and historical contexts
and the effects of media in shaping and extending human communication.
7.1 Describe how a media message relates to their own personal beliefs, values, and
needs,
7.2 Analyze and evaluate the influences on society of a variety of media messages
8. Experience presenting the media arts to a wider community.
8.1 Plan and present a photography exhibit in the community
9. Actively participate as a discriminating consumer of the media arts to maintain a
healthy media environment
9.1 Analyze the impact of technology on daily life and personal time management,
9.2 Identify and assess the ways in which consumers use media for various purposes
10. Demonstrate the skills to become self-directed lifelong learners in the media arts
10.1 Initiate media arts activity to pursue individual interests
P29
Media Arts II
1. Explore, generate and develop ideas and feelings through creating media productions
1.1 Express personal feelings or report information by producing works such as a
photograph
1.2 Identify and analyze personal strengths and weaknesses by selecting, justifying
and discussing their own at work.
1.3 Use subjects, themes, and symbols that demonstrate knowledge, context, values
and aesthetics that communicate intended meaning in media productions, using such
methods as camera placement
2. Apply the media arts genres and their aesthetics to media productions
2.1 Structure media productions by organizing media elements and applying media
processes
2.2 Manipulate a camera to create an original production that suggest elements such
as light and settings
3. Employ skills and techniques of a chosen medium.
3.1 Operate a camera that is appropriate for developing a given topic, or subject
using artificial lighting for creating a greater dramatic effect
3.2 Apply skills and techniques to media productions to communicate a specific
message or a particular point of view
4. Collaborate effectively in group media production and presentation
4.1 Cooperate in a group to produce a media production.
4.2 Participate in more than one defined role in a variety of group media productions
4.3 Demonstrate the ability to lead or contribute significantly to group productions.
5. Acquire knowledge of the genres, techniques and aesthetics in the media arts
5.1 Demonstrate an understanding of the various genres in the media arts such as
documentary, narrative, comedy, news and experimental
5.2 Recognize the use of time, motion, space, light, color, sound and other aesthetic
properties of the media arts
5.3 Discover how qualities such as mood can be created by soundtrack, lighting, or
pacing
5.4 Demonstrate an understanding of the various production techniques like editing
techniques, shot types, lighting techniques
P30
P31
1. Explore, generate, and develop ideas and feelings through creating media productions
1.1 Develop a clear message for a particular audience through a video presentation
2. Apply the media arts genres and their aesthetics to media productions
2.1 Use media elements and aesthetics to develop media productions appropriate to
one or more chosen style and genre.
2.2 Develop media productions that reflect sensitivity, commitment, and an
understanding of aesthetic considerations, by using elements such as sound or lighting
to enhance story developments or the characters emotional state.
3. Employ skills and techniques of a chosen medium.
3.1 Demonstrate basic technical skills necessary to complete works in one or more
media, using a digital camera to collect images, and then transferring the images from
a scanner to a computer to create a digital photomontage
3.2 Use skills and techniques in editing in various genres like in videotapes
3.3 Use modern technology to enhance artistic expression
4. Collaborate effectively in group media production and presentation
4.1 Demonstrate flexibility with various roles in group productions, working in such
positions as an audio recorder, lighting director, and director in a variety of video
productions
4.2 Develop knowledge of media arts careers by evaluating their own skills
5. Acquire knowledge of the genres, techniques and aesthetics in the media arts
5.1 Understand the subjective and objective uses of the media arts.
5.2 Understand the purposes and functions of media aesthetics, such as visual
interest, determining a place or time, and creating a mood or atmosphere.
5.3 Demonstrate the ability to determine how the media elements used in productions
influence our perception
Example: use of color symbolism
How the editing of a film sequence can extend time or heighten excitement
P32
P33
Media Arts IV
1. Explore, generate, and develop ideas and feelings through creating media productions
1.1 Use honest, original, vital images and sounds that are able to communicate ideas
with clarity, focus and confidence.
1.2 Demonstrate self-direction in choosing subjects and genres.
1.3 Explain their origins and value
2. Apply the media arts genres and their aesthetics to media productions
2.1 Integrate media elements and aesthetics in an imaginative, skillful, and coherent
way in media productions.
2.2 Develop media productions that reflect sensitivity, commitment, and an
understanding of aesthetic considerations.
3. Employ skills and techniques of a chosen medium.
3.1 Integrate technical and structural elements to make a media production
3.2 Use abstract images produced by digital video effects to symbolize the change of
the emotional state in the videotape
3.3 Demonstrate the ability to experiment with unconventional ideas and techniques
4. Collaborate effectively in group media production and presentation
4.1 Create a collaborative media arts production or presentation that illustrates a
shared aesthetic value.
4.2 Demonstrate the ability to initiate collaboration.
5. Acquire knowledge of the genres, techniques, and aesthetic in the media arts
5.1 Understand how various types of media differ in their approach to the same
techniques or genre
5.2 Decode media products in order to identify and examine to the cultural practices,
values and ideas contained in them
6. Utilize critical thinking skills in the study of media messages
6.1 Use processes of critical analysis to support personal judgments of media messages
6.2 Describe the origins of specific images and ideas and explain why they are of value
in their own media productions and in the work of others
7. Demonstrate understanding and respect for personal, cultural and historical contexts,
and the effects of media in shaping and extending human communication
P34
7.1 Demonstrate the ability to apply knowledge of media arts history to their own
work
7.2 Research media productions and genres from a variety of past and present social
and cultural perspective
7.3 Show an awareness of how histories of media are constructed.
8. Experience presenting the media arts to a wider community.
8.1 Use imaginative approaches that reflect a wide knowledge of the conventions of
rehearsing, promoting, and presenting media productions.
8.2 Seek additional exhibition opportunities at places such as art galleries, cable
programs, public libraries, the internet, or film festivals.
9. Demonstrate the ability to actively participate as a discriminating consumer of the
media arts to maintain a healthy media environment
9.1 Develop and execute a plan that works toward positive social change in the media
arts
9.2 Demonstrate an understanding of commercial and legal issues related to the
media
10. Demonstrate skills to become self-directed lifelong learners in the media arts
10.1 Apply their working process successfully to a wide variety of media arts projects
10.2 Explore career opportunities in the media arts.
P35
P36
Learning outcomes
ON completion students will have to practice using the main features of Microsoft
PowerPoint, including:
Delivering a presentation.
Second and Third Quarter Microsoft Publisher, Fax Weaver, Paint and Picture
Manager
Overview
The Publisher takes users through the process of creating and modifying Professional-looking,
high quality publications for print media, e-mail, and Web. Users also learn how to
prepare their publications for desktop and commercial printing. Additionally, the course
teaches users how to convert print publications into Website publications and post them
on the Web.
B.1 Introducing Publisher 2003
B.1.1 Features and Benefits of Publisher
B.1.2 Publisher 2003 Interface Components
B.1.3 Customizing Publisher 2003 Interface Components
B.2 Managing Publications for Print, Web, and E-Mail
B.2.1 Designing a Publication for Print
B.2.2 Designing a Publication for Web and E-Mail
B.2.3 Creating a Publication from a Design Template
B.2.4 Printing a Publication
P37
View the image full size or as the best fit for your window.
Manage image files and print, save, delete, or change file details.
View a slide show of all your images, or select the set of images youd like to
view in a slide show
Open the image in an editing program if you wish. Note that this closes Windows
Picture and Fax Viewer.
P38
Fourth Quarter
Picture It
Picture it overview
The Enhancing Images using Picture It! Photo 2002 course is the third course in the
Works Suite 2002 curriculum. This course familiarizes users with the features and interface of
Picture It! Photo 2002. It also teaches users how to create projects using templates and add
objects to the projects. Additionally, the course teaches users how to modify a picture and its
objects and apply various effects to enhance the quality of the pictures.
Quiz
Quiz
P39
B. Film Criticism
1. Criticism beyond Enjoyment of Film
2. The Experience of Film Viewing
3. Interpreting a Film
- Aesthetic Interpretation
- Sociological Interpretation
- Psychological Interpretation
4. Criteria for Judging Films
- Realistic Criteria
- Moral Criteria
- Artistic Criteria
5. Judging the Film Story
- Plot and Story
- The Character in the Story
Expected Output: (Individual) Detailed reviews on 2 of the movie choices to be given after all
the topics have been discussed: 1 Filipino or mainstream film, and 1 Foreign Language (other
than English) film.
III. Third Grading Period
Recital Proposal and Planning of Video Output
A. Creating the Video
1. Writing the Plot
2. Creating a Storyboard
3. What can I Video?
4. Storyline
5. How To: Format and Flow
6. Revisions
Expected Output: (Group) Original Script on Storyboard with matching Shoot-to-Play Video Clip
IV. Fourth Grading Period
Output Making and Recital
A. Video Editing
1. An Introduction
2. Edited vs. Shoot-to-Play
3. Available Software (Windows Moviemaker; iMovie; Pinnacle, ULead,
Adobe Premiere, etc.)
4. Software of Choice
5. Going Further with Video Editing
6. Shoot-to-Play Videos Edited
Expected Output: (Individual) Edited versions of Third Grading Projects PLUS ALL the outputs
from 1st to 3rd Grading Periods.
P41
Using Studio
P42
Chapter 2:
Capturing Video
The Album
P43
Video clips
Transitions
P44
P45
25%
50%
20%
30%
25%
10%
15%
_____
100%
FIRST YEAR
COURSE OBJECTIVES: At the end of the school year, the students will be able to:
1. Discuss the brief history of music
2. Gain understanding of the basic concepts underlying the creation of music which will
lead to a thorough understanding of music composition
3. Demonstrate pitch notation using Kodaly Hand Signals
4. Demonstrate note and rest values using body movements
5. Write musical signs and symbols in their correct form and position
6. Name notes on the treble and bass clefs
7. Identify the position of notes on the keyboard
8. Read and write musical notation in a treble or bass clef
9. Form words on notes written on a treble or bass clef
10. Create different rhythmic patterns in a given simple or compound meters
11. Demonstrate basic rhythmic patterns in simple or compound meters using physical
movements
P46
10 HOURS
2 hours
Properties of Sounds
Elements of music
Brief History of Music
Pitch Notation (Kodaly Hand Signs)
Rhythmic values (hands and feet movement; Kodaly Rhythm Syllables)
Musical Signs and Symbols
2 hours
P47
2hours
Notes on the treble clef staff and its position on the keyboard
Notes on the bass clef and its position on the keyboard
Musical alphabet
Word formation from a given notation on a treble of bass clef
Lesson 4:
2 hours
a.
b.
c.
d.
2 hours
Written Test
Practicum
Lesson 6:
25 pts.
25 pts.
6 hours
Practicum
2 hours
2 hours
SECOND GRADING
Lesson 1:
a. Simple meters:
b. Symbol C
2 hours
3 2 2
4, 4, 2
3 2 2
c. Creation of rhythmic patterns in 4, 4, 2 using whole notes, half notes, quarter notes,
eighth notes, half rests and quarter rests
d. Execute created rhythmic patterns though clapping
Evaluation
Written Test
Practicum
Lesson 2:
6 hours
Practicum
Lesson 3:
2 hours
6 hours
Practicum
2 hours
2 hours
MIDYEAR RECITAL
P48
THIRD GRADING
Lesson 1:
16 hours
Compound Meter
3 6
4 hours
9 12
a. Compound meters: 8, 8, 8, 8
3 6 9 12
b. Creation of rhythmic patterns in 8, 8, 8, 8 using whole notes, half notes, quarter
notes, eighth notes, half rests and quarter rests
c. Execute created rhythmic patterns through clapping
d. Dotted notes and rests
Practicum
Lesson 2:
2 hours
6 hours
Practicum
2 hours
2 hours
FOURTH GRADING
Lesson 1:
16 hours
Scales
2 hours
a. Definition of Scales
b. Examples of Scales
c. Whole steps and half steps
Lesson 2:
Chromatic Scales
2 hours
Lesson 3:
2 hours
Lesson 4:
Modal Scales
6 hours
a.
b.
c.
d.
e.
f.
g.
Ionian Scale
Dorian Scale
Phrygian Scale
Lydian
Mixolydian
Aeolian
Locrian
Written Test
2 hours
2 hours
YEAR END RECITAL
P49
SECOND YEAR
COURSE OBJECTIVES: At the end of the school year, the students will be able to:
1. Gain a full understanding of the pre-concepts on pitch and rhythm
2. Construct major scales on a any given key tone
3. Play major scales on a keyboard
4. Construct minor scales on a any given key tone
5. Play minor scales on a keyboard
6. Construct pentatonic scales on a any given key tone
7. Play pentatonic scales on a keyboard
8. Sing folk songs of the Philippines in a major or minor mode
9. Sing Asian Folk Songs in a Pentatonic mode
10. Differentiate the distinctive melodic quality of songs in any mode
11. Identify the key of a musical piece in any mode
12. Identify relative and parallel keys
13. Write proper key signature positions on the treble and bass clefs
14. Analyze intervals
COURSE OUTLINES
FIRST GRADING
20 hours
Lesson 1:
Lesson 2:
Major Scales
a.
b.
c.
d.
Lesson 3:
4 hours
4 hours
Practicum
First Periodical Test
P50
4 hours
2 hours
2 hours
SECOND GRADING
Lesson 1:
a.
b.
c.
d.
Lesson 2:
20 hours
Minor Scales
4 hours
2 hours
Pentatonic Scales
4 hours
4 hours
2 hours
Practicum
2 hours
2 hours
MIDYEAR RECITAL
THIRD GRADING
16 hours
Lesson 1:
Relative Scales
2 hours
Lesson 2:
Parallel Scales
2 hours
Lesson 3:
4 hours
Practicum
Lesson 4:
Major Key Signatures
2 hours
2 hours
Lesson 5:
2 hours
2 hours
FOURTH GRADING
Lesson 1:
a.
b.
c.
d.
Lesson 2:
16 hours
Introduction to Intervals
Definition of Terms
Types of Intervals
Numerical Classification
Quality Classification
Unison and Perfect Intervals
Written Test
Lesson 3:
2 hours
2 hours
Written Test
2 hours
2 hours
2 hours
YEAR-END RECITAL
P52
2 hours
2 hours
Written Test
Lesson 4:
2 hours
THIRD YEAR
COURSE OBJECTIVES: At the end of the school year, the students will be able to:
1. Define triads
2. Identify the different types of triads
3. Differentiate the types of triads by analyzing the intervals
4. Identify the positions of the triads
5. Create a major, minor, augmented, diminished triads
6. Convert triads
7. Create chords on a given tonic
8. Identify the key of the chord
9. Analyze chords in a given musical piece
10. Harmonize simple melodies
11. Compose simple melodic lines and rhythmic accompaniments
COURSE OUTLINE
FIRST GRADING
20 hours
Lesson 1:
Review of Pre-Concepts
2 hours
Lesson 2:
Triads
6 hours
a.
b.
c.
d.
e.
Definition of Terms
Members of a Triad
Kinds of Triads
Major Triads/Augmented Triads
Minor Triads/Augmented Triads
Written Test
Lesson 3:
Triad Inversions/Positions
2 hours
2 hours
a. Root Position
b. First Inversion
c. Second Inversion
Written Test
Lesson 4:
Practicum
First Periodical Test
P53
2 hours
2 hours
2 hours
2 hours
SECOND GRADING
Lesson 1:
Chords
a. Define Terms
b. Major Chord
c. Minor Chord
d. Augmented Chords
e. Diminished Chords
Written Test
Lesson 2:
The Seventh Chords
20 hours
6 hours
2 hours
4 hours
2 hours
Practicum
2 hours
2 hours
16 hours
Lesson 1:
Chord Analysis
4 hours
Lesson 2:
Harmonizing Melody
4 hours
4 hours
2 hours
2 hours
16 hours
Lesson 1:
Basic Composition
2 hours
Lesson 2:
4 hours
Lesson 3:
Lesson 4:
Dannhauser Nos. 44-49
Practicum
Fourth Periodical Test
2 hours
2 hours
2 hours
YEAR-END RECITAL
P54
FOURTH YEAR
COURSE OBJECTIVES: At the end of the school year, the students will be able to:
1.
2.
3.
4.
5.
6.
7.
FIRST GRADING
Lesson 1:
a.
b.
c.
d.
e.
f.
Lesson 2:
Renaissance Music
20 hours
4 hours
Melody
Rhythm
Texture
Dynamics
Timbre
Form
Renaissance Music Samples
4 hours
Lesson 3:
Baroque Music
a. Melody
b. Rhythm
c. Texture
d. Dynamics
e. Timbre
f. Form
4 hours
Lesson 4:
4 hours
Practicum
First Periodical Test
SECOND GRADING
Lesson 1:
Classical Music
a. Melody
b. Rhythm
c. Texture
d. Dynamics
e. Timbre
f. Form
P55
2 hours
2 hours
20 hours
4 hours
Lesson 2:
4 hours
Lesson 3:
Romantic Music
4 hours
a.
b.
c.
d.
e.
f.
Lesson 4:
Melody
Rhythm
Texture
Dynamics
Timbre
Form
Romantic Music Samples
4 hours
Practicum
2 hours
2 hours
MIDYEAR RECITAL
THIRD GRADING
Lesson 1:
a.
b.
c.
d.
e.
f.
Contemporary Music
16 hours
4 hours
Melody
Rhythm
Texture
Dynamics
Timbre
Form
Lesson 2:
2 hours
Lesson 3:
4 hours
a.
b.
c.
d.
e.
f.
Lesson 4:
Melody
Rhythm
Texture
Dynamics
Timbre
Form
Philippine Music Samples
Practicum
Third Periodical Test
P56
2 hours
2 hours
2 hours
FOURTH GRADING
Lesson 1:
16 hours
Part-Writing
4 hours
a. Basic Rules
b. Part-Writing for Two Voices
Lesson 2:
Counterpoint
4 hours
a. Basic Rules
b. Counterpoint for a given cantus firmus
Lesson 3:
4 hours
Practicum
2 hours
2 hours
GRADUATION RECITAL
P57
50%
25%
25%
100%
IV. References:
Choral Connections Series (Level 1)
Teaching Kids to Sing by: Kenneth Philips
http:/www.yorku.ca/earmstro/journey/care.html
www.wikipedia.com
P58
V. Materials:
DVD Player
TV
Stereo Speakers
Illustrations and video clips
VI. Course Outline
First Grading Period (The Human Voice)
1. The Physiology of the Human Voice
A. Voice Subsystems
a. Air pressure system
b. Vibratory system
c. Resonating system
B. The Voice Box
C. Vocal Folds
2. Voice Disorders
A. Common Vocal Disorders
B. Broad Causes
a. Functional
b. Organic
c. External
3. Proper Care of the Voice
Output: Illustrations of the Vocal Machine
Second Grading Period (Foundations of Choral Music)
1. Basic Terminologies in Choral Music
2. Structure of Choirs
A. By Voice
a. Mixed choirs
b. Male Choirs
c. Female Choirs
d. Childrens Choir
B. By the institutions in which they operate
a. Church choirs
b. Collegiate choirs
c. School choirs
d. Community choirs (of children or adults)
e. Professional choirs
C. By the type of music they perform
a. Symphonic choirs
b. Vocal jazz choirs
c. Show choirs
P59
P60
Description
Theory
Laboratory
Performance
Written
Output
P61
FIRST YEAR
Introduction to
Theater Arts and the
Philippine Theater
* Development of
Theater
* Elements of a Play
Production
* Review of Philippine
Theater
* Speech Improvement
* Puppet Making
* Improvisation
* Research Work
SECOND YEAR
Play Production &
Development and the
Asian Theater
* Elements of a Play
Script
* Basic Acting
* Review of Asian
Theater
THIRD YEAR
Theater Production
a& World Theater
* Play Analysis
* Script Writing
* Basic Acting &
Directing
* Film/Slide
* Making of clippings on
the Origin of Philippine &
Theater & Plays
* Poetry in Motion
* Puppetry
* Pantomime
* A scene-play
* Clippings on the
History of Theater
Analysis
* Monologue
* One-Act Play
* Making Artistic
Design & Technical
Layout
* Making poster,
tickets, brochures
* One-act stage play
* one-act radio drama
* one-act TV drama
* Posters, tickets,
brochures
* Technical Layout &
Artistry
* Thesis
* Script
* Play
Theater Management
* Roles/Functions in a
Play Production
* Review of World
Theater
FOURTH YEAR
Management:
Production, Technical,
Artistic, Business
* Philippine &
Contemporary Play
Production
* any Philippine/
Contemporary play
4. Breathing exercises
5. Pitch
6. Volume
B. Diction
1. Glottal Attacks
2. Philippine Diction
3. Assorted Diction
4. Voice/Diction Exercises
C. IPA Symbols
III. Laboratory: Verbalizing Activities
A. Cinquian poems on color
B. Describing favorite foods
C. Developing dialogue through puppetry
D. Developing dialogue as characters small groups
E. Developing dialogue as character teacher lead
F. Evaluating group work
G. Role-playing in pairs
H. Role-playing in small groups
I. Role-playing teacher lead
J. Sound stories
Expected Output
Showcases:
1. Poetry in motion (rhymes & verses)
2. Interpretative Reading
3. Puppetry
SECOND GRADING PERIOD
IMPROVISATION THEATER
I. WARM UP
1. Memory Games
2. Expulsion Tag
3. Run-Freeze
4. Melt, Crop and Fall
II. TRUST
1. Bamboo
2. Carousel
3. Touch Me
4. Catch Me When I Fall
III. CONCENTRATION AND FOCUS
1. Eye to Eye
2. Joke Only
3. Broken Telephone
P63
P64
P65
P66
VI. Requirements
1. Lecture notebook
2. Assignment Notebook
3. Presentation/submission of outputs
4. Written/oral exams
5. Attendance
VII. Grading System
Performance
Class Participation
Practical Test
Written Tests
Quizzes
Periodical Test
Portfolio
Projects/Outputs
TOTAL
P67
50%
20%
30%
25%
10%
15%
25%
100%
Monologue
FOURTH GRADING
BASIC DIRECTING
I. The Director
A. Definition
B. Significance
C. Duties
D. Role/Function
1. Selecting the Play
2. Casting
3. Interpreting the Play
4. Blocking the play
5. Rehearsing
a. Line Throwing
b. Hand Props
c. Basic Scenery
d. Entrance/Exit
e. Technical Crew
f. Dress
P70
VI. Requirements
1. Lecture notebook
2. Assignment Notebook
3. Presentation/submission of outputs
4. Written/oral exams
5. Attendance
VII. Grading System
Performance
Class Participation
Practical Test
Written Tests
Quizzes
Periodical Test
Portfolio
Projects/Outputs
TOTAL
P71
50%
20%
30%
25%
10%
15%
25%
100%
P72
P74
V. References
Cotrell, June (1975). Teaching with Creative Dramatics. Skokie, Illinois: National
Textbook Company.
Pangilinan, Estrelita & Dilig, Myrna (1991). Speech and Drama. Manila: National
Bookstore, Inc.
www.allabouttheater.com
www.theaterhistory.com
VI. Requirements
1. Lecture notebook
2. Assignment Notebook
3. Presentation/submission of outputs
4. Written/oral exams
5. Attendance
VII. Grading System
Performance
Class Participation
Practical Test
Written Tests
Quizzes
Periodical Test
Portfolio
Projects/Outputs
TOTAL
P75
50%
20%
30%
25%
10%
15%
25%
100%
VI. Requirements
1. Lecture notebook
2. Assignment Notebook
3. Presentation/submission of outputs
4. Written/oral exams
5. Attendance
P77
P78
50%
20%
30%
25%
10%
15%
25%
100%
P79
III.
A.
B.
C.
D.
E.
F.
P80
P81
P83
P86
P88