pe test Flashcards
Both the Music and the Arts curricula focus on the learner 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 spiral progression of processes, concepts and skills and grounded in performance based learning.
conceptual framework of music and arts
- A Process of Education by Jerome Bruner
- Performance-Based Learning by Cleve Miller
- Aesthetic Education by Bennett Reimer
- Multiple Intelligences by Howard Gardner
- A Structure for Music Education by Ronald Thomas
- Gongs and Bamboo by Jose Maceda
- Compendium on the Humanities: Musical Arts produced by the
National Research
Council of the Philippines - Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain
- Discipline-Based Art Education by Elliot Eisner
- Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural
Center of the Philippines.
The philosophical foundations upon which standards and competencies
Music is both an aural and a
temporal artr
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On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in the skills that enable the application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes
philosophy and rationale for music education
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the
there are three
approaches in music education, as well as current philosophical thought about contemporary general education.
spiral
multicultural
integrative
As Music and Arts are
performance-based disciplines
The skills that are developed include reading/analyzing, listening/observing, _____?, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating
performing
The Arts has been present since the beginning of ___?___ as it is an essential means for man to live and communicate with others. It has been used to enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations, celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.
civilization
is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile
Art
the art develops the childs?
spatial
intrapersonal
linguistic
kinesthetic intelligence
PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries.
the focus of the K-12 Art curriculum
The modules guide educators and provide our students with art experiences, concepts, and processes that are presented in a _______ _______ of difficulty and depth from Kindergarten to Grade 12
SPIRAL PROGRESSION
in music and art the Philosophy and Rationale for Art Education approach is?
in creating art using locally available materials. It develops the student’s imagination and individual expression, and his/her
child-centered
hands on
exposure to the different music and art processes (experiential learning)
introduction to the fundamental processes
enhanced understanding of fundamental processes
preliminary acquisition of basic knowledge and skills
content of music and art per grade level
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.
core learning area standard in music and arts
The learner demonstrates understanding of fundamental processes through performing, creating, and responding, aimed towards the development of appreciation of music and art, and acquisition of basic knowledge and skills.
key stage standard (k-3) in music and arts
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and responding.
grade level standard ( grade 1) music and arts
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Grade level standard (grade 3) music and arts
The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding
grade level standard ( grade 2) music and arts
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to:
?
?
achieve and maintain health-related fitness (HRF)
optimize health
This curricular orientation is a from the previous sports dominated PE curriculum aimed at athletic achievement. Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
paradigm shift
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to: (1) achieve and maintain health-related fitness (HRF) (2) optimize health
In particular, it hopes to instill an understanding of why HRF is important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration.
This curricular orientation is a paradigm shift from the previous sportsdominated PE curriculum aimed at athletic achievement. Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
The Curricular Philosophy of the K to 12 PE Curriculum
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required of all students to live an active life for fitness and health.
learning outcomes PE
The K to 12 PE Curriculum prioritizes the following standards:
1. Habitual physical activity participation to achieve and maintain healthenhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
learning standards in PE
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies the provision of ongoing and developmentallyappropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
learning approaches in PE
is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.
physical literacy
Learning Approaches
The curriculum also allows for an _______ _____ that understands and respects the diverse range of learners; thus, the program takes into account their needs, strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education
inclusive approach
1.Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals
learning strands in PE
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness and health.
core learning area standard in PE
The learner demonstrates understanding of movement concepts and skills in preparation for active participation in various physical activities.
key stage standard (k-3) in PE
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in enjoyable physical activities
GRADE LEVEL STANDARD (GRADE 1-3) IN PE
time allotment
Kindergarten
integrated with other subject areas
40 minutes / week
time allotment
grade 1-6
The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting lifelong health and wellness. The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all wellbeing.
conceptual framework in health
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as well as global health
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a foundation in developing desirable health attitudes, habits and practices.
conceptual framework in pe
This includes _____ on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners’ various needs and abilities.
scaffolding
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.
injury prevention safety and first aid
Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
consumer health
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 life’s changes
growth and development
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.
Nutrition
Covers information on the human life cycle and also on family dynamics that influence an individual’s development of ideals, values and standards of behavior with regard to sexuality and responsible parenthood.
family 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.
community and environmental health
Involves the prevention and control of both communicable and noncommunicable 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
Prevention and Control of Diseases and Disorders
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.
Personal Health
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.
Substance Use and Abuse
Injury Prevention, Safety and First Aid
Community and Environmental Health
Consumer Health
Family Health
Growth and Development
Nutrition
Personal Health
Prevention and Control of Diseases and Disorders
Substance Use and Abuse
Health Content Areas
Culture-responsive
Epidemiological
Health and Life skills-based
Holistic
Learner-centered
Preventive
Rights-based
Standards and outcomes-based
Values-based
Characteristics of the Health Curriculum
Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
preventive
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).
holistic
Applies life skills to specific health choices and behaviors
health and life skills-based
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
culture responsive
Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
epidemiological
Focuses on the student’s needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
learner-centered
Requires students to demonstrate that they have learned the academic standards set on specific content and competencies
Standards and outcomes-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.
value-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
right-based
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness and health.
core learning area standard of health
The learner demonstrates an understanding and observance of healthy habits and practices in achieving wellness.
key stage standard (k-3) health
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injury prevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
grade level standard ( g1) health
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders; consumer health; and community and environmental health—factors which help in facilitating the development of healthy habits and practices.
grade level standard (g3) health
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
grade level standard (g2) health
Scope and Sequence of Health Education from Grades 1-3
Nutrition
personal health
personal health
injury prevention, safety and first aid
grade 1 scope health
Personal health nutrition
Personal health
Prevention and control of diseases and disorders
Family health
Injury prevention safety and first aid
scope of grade 2 health
Nutrition
Personal health
Prevention and control of diseases and disorder
Consumer health
Injury prevention and safety and first aid
Community and environmental health
grade 3 scope health
It is an approach to music education rooted in the idea that music should be a social and cultural experience.
It includes the use of hand signals during singing exercises to provide a visual aid for the solfa syllables. The height that the hand rests at while making each sign is related to the pitch, with “do” at waist level and “la” at eye level.
the kodaly method
It is an active musical pedagogy based on body movement. The student (child, adult, or professional) is brought to feel what he hears through moving his body to the sounds and rhythms played by the teacher.
the Dalcroze Eurythmic Approach
It is employed by using a mixture of improvisation and music education pedagogy. Instructors invite their classes to sing, play instruments and dance as a means for inspiring and educating students. Kids are sometimes asked to create music in groups or to perform and experience music individually.
The Orff-Schulwerk Method
This early-childhood approach sometimes referred to as the Sensory-Motor Approach to Music was developed by the violinist Madeleine Carabo-Cone.
This approach involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard.
The Carabo-Cone Method
The Carabo-Cone Method
The Orff-Schulwerk Method
Dalcroze Eurythmic Approach
The Kodaly Method
Strategies in Teaching Music
This method of teaching art or a way of working with materials that give the child: 1. the opportunity to choose his own ideas or subject matter for his art work.
2. the freedom to express and use color in his way.
3. the right to recognize it in his way.
creative expression
This method involves the use if art education as a center around which all other activities should revolve.
core teaching
In this method, the concepts, skills, art materials, and creative art works are arranged and planned carefully by the art teacher, beginning with the simplest and then advancing to the most difficult.
sequential method
The art teacher finds out what is being studied by his pupils in other subjects and then he proceeds to plan the art work as an enrichment of these areas.
correlated teaching
The teacher or the children decide upon a topic that all of the children in the group use as the subject matter for their art. Every child in the group builds his art work from the ideas he finds within his chosen topic. Each is free to express and organize the art work in his own way, without teacher control.
assigned topics to interpret
what are the 5 teaching strategies in art
Creative Expression
Assigned Topics to Interpret
Core Teaching
Correlated Teaching
Sequential Method
Teacher plans a series of questions and tasks that direct students towards discovering a pre-determined answer to the problem or learning target.
This conceptual approach to learning allows pupils to be involved in the convergent process of thinking about a particular movement problem or tactical concept .
guided discovery
This is the epitome of independent learning as pupils take full responsibility for their own development and the learning process.
self teach
It is similar to ‘Guided Discovery’, except the teacher sets or frames a question or problem which has a single correct solution.
Students control the process of learning by using trial, error and logic in order to discover the one correct response to the posed question/problem.
convergent discovery
Didactic style where the teacher makes all the decisions, it is often described as teacher-directed and autocratic. Students respond immediately to the stimulus or model provided by the teacher.
This style is best used when safety is paramount or time is of the essence, and when fast responses and replication of skills is required.
For example, a synchronized warm-up where the students follow the teacher.
command style
Students work together in pairs and take turns observing and giving feedback to each other using performance criteria or a skill card which was provided by the teacher. As students are completing the task, the teacher will circulate the group and provide feedback to and through the observer.
For example, students are in pairs using a skill card on how to perform a ‘dig’ in volleyball and take turns coaching each other. Meanwhile, the teacher moves among the class giving feedback through the student coaching.
reciprocal style
Teacher demonstrates the task and sets up the opportunity for learners to practice and develop skills at their own pace. As pupils carry out the prescribed tasks, the teacher will circulate the class giving individual and group feedback.
For example, teacher demonstrates how to perform a jump-shot in basketball. As students practice their shooting technique, the teacher will go around the class giving feedback.
practice style
Strategies in Teaching Physical Education
Guided Discovery
Convergent Discovery
Self Teach
Command Style
Practice Style
Reciprocal Style
It is the use of straightforward, explicit teaching techniques, usually to teach a specific skill.
It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents the information.
Direct Instruction
It involves the free flow of communication between a facilitator and two or more participants.
This type of teaching method is characterized by participants having an equal chance to talk freely and exchange ideas with each other.
In most group discussions the subject of the discussion can be taken up and shared equally by all the members of the group.
Group Discussion
This strategy focuses on asking students to answer sets of questions in replacement of lecturing.
The designed questions should encourage and challenge students to correct their misconceptions and understand the concept by themselves.
Question and Answer Technique
strategies in teaching health
3
Question and Answer Technique
Group Discussion
Direct Instruction
