Extracurricular activities available as an extension of the regular school program.
Arts are learned and presented in a manner that it proceed from the basic to complex, from earlier to a more recent, and from theoretical to three-dimensional. The platform of learning competencies for each level are sectioned into four (4) quarters:
Art activities across all levels, as well suggest to explore various art media with freedom, however, appropriate, responsible, mature and, in which the integration of resourcefulness, creativity and the value of aesthetics must be of explicit priority.
At this point, art is introduced at the very basic level. The earliest formal study of the subject, recognizes the cognitive and the knowledge aspect of learning as essential element in order to execute the technicalities and to better understand it. Learners’ consciousness are stimulated to activities that reflect the earliest steps of mankind to illustrate and comprehend nature. They are engaged to art activities that would establish their understanding of art in an ascending manner. This follows the scheme of theoretical to twodimensional and, towards the three dimensional form of consciousness towards art and the reality itself.
The second grade is essentially the calibration of the theoretical and technical foundations established in the earlier activities of level one. At this point, learners are engaged to significant artistic and cultural era of our ancient history. They are also exposed to the basics of two-dimensional arts while joining along with the most significant events of the time. Learning activities are as well developing from theoretical to a more dimensional form of understanding and presenting the subject.
The level 3 topics basically are designed to supplement the earlier topics of level 2. Awareness to historical foundations of art proceeds from ancient Greeks and Romans toward the Medieval times. Learners are then introduced to the basic understanding and working with colors. Learning activities at this level still operate within the transition from basic to the higher level, and involve common topics which are technically and essentially establishing a coherent theoretical and technical foundation of learning.
The level 4, assumes that the learners’ awareness to a certain art activities are ready for a more mature responses. Learners are challenged to confront some of the ideals towards art established during the Renaissance period. Art topics embraced the beauty, ideals and the attitude of the Renaissance era throughout the year with respect to the limitations attached to the level of the age and their capabilities.
Art history discussions at this level, revolves around the major civilizations in four direction of the world-The Northern, Eastern, Western and Southern locations. Learners are introduced to the use of various art media, philosophies and expressions distinct to these 4 major locations. Learners are given activities that would allow them to discover other possibilities and ways to produce and perceive art.
The level 6, Art History topic is focused on the distinctive attributes of arts and culture in the most neighboring Asian countries. Similarities and differences between their artistic and cultural developments are reviewed and emphasized through research, reporting and in practical activities as subjects or theme. Artistic consciousness are as well pushed towards the integration of unrestricted philosophies, creativity and resourcefulness.
The level 7, basically is a calibration of the level 6. Art history discussions are concentric to the point of the country of locality. This is a level wherein the learners are expected to be conscious and mature enough to gather and share essential awareness about their locality. Furthermore, this is as well a point where they are formally introduced to painting media, and challenged to create a more mature artworks on the limits of using paper as material.
The level 8, is another calibration of competencies set in the previous level. At this point, art topics and activities present the modern approaches and perception and expressions towards art. Major changes and developments towards it are traced and explored. Exploring these Modern Art movements prelude and set the tone of the later activities. In general, the competency on this level is set to more awareness about the significant events of the recent times transpiring within the society.
The level 9, art activities illustrate the competencies similar to AP art courses. This level is designed to prepare learners to the demands of AP art courses. Learning activities on this level concentrate on further exploring the art media, tools, techniques, execution and the rest of issues concerning the technicalities in art.
This is an attempt to prepare learners in case they would take AP art courses, to cast awareness to the demands of education after high school, and to shed illumination on to what profession they would opt to.
The level 10, is technically the continuation and at the same time to supplement the competencies achieved in the previous level. In this level however, activities are focused on developing conceptual skills and philosophical maturity in perceiving and working art. While the attention is focused on the conceptual aspect of visual communication, integrating the technical skills developed previously should be of constant practice.
This is still an attempt to prepare learners in case they would take AP art courses, to instill awareness to the demands of education after high school, and shed illumination on to what profession they would opt to.
Activities and topics for this level, sought to provide basic but essential art skills that is reflective to the common demands of a university art curriculum, art related careers, and an essential artistic and technical skills necessary for life after school. Current art expressions, philosophies and trends are the theme of activities to practice designing skills across all quarters. The second quarter engages them to work on 2-dimensional design illustrations with the integration of skills acquired from the preceding quarter. industrial design, furniture design, fashion, architectural and landscaping are explored. The 3rd and the 4th quarter, in harmony with the expectations that correspond to these quarters, challenge learners to create a wall bound and a ceiling sculptures respectively, which are both responsive to interior designing, 3-dimensional art and its functionality.
This is a college level course designed for students who are engaged in the practical experience of art, highly motivated and committed to develop mastery of concept, composition, and the execution of an artistic insights. The course emphasizes that art is an on-going process that requires committed interest, comprehensive research and constant correct practice with a considerable amount of time of practice within and beyond school boundaries.
|Fourth||Paper Quilling 1|
|Second||Basic Drawing - Colors|
|Fourth||Paper Quilling 2|
|Second||Basic Drawing - Colors|
|Fourth||Paper Mosaic - 3|
|First||Renaissance Arts & Culture|
|Fourth||Paper Quilling 4|
|First||Arts of the NEWS|
|Third||Printing / Stenciling|
|First||Arts & Culture of Asia|
|First||Arts & Culture of Asia|
|Third||Paper-Mache (Relief Sculpture)|
|Fourth||Paper-Mache (Free Standing Sculpture)|
|First||modern Arts Movements|
|Third||Mixed Media (Relief Sculpture)|
|Fourth||Diorama (Free Standing Sculpture)|
|First||Breadth: Acrylic / Oil Painting|
|Second||Breadth: Water Color|
|Third||Assemblage (Relief Sculpture)|
|Fourth||Assemblage (Free Standing Sculpture)|
|Second||Conceptual Arts (2-D Arts)|
|Third||Conceptual Arts (Relief Sculpture)|
|Fourth||Conceptual Arts (Free Standing Sculpture)|
|First||Modern Arts Movements|
|Second||Designing 2-D Arts)|
|Third||Functional Wall Arts (Relief Sculpture)|
|Fourth||Functional Arts (Free Standing Sculpture)|
|First||Concentration / Breadth|
|Second||Concentration / Breadth|
|Third||Concentration / Breadth|
|Fourth||Concentration / Breadth / Quality / Submission|