Teaching

Strategies in
MAPEH
by:
ARLEEN R. ALCANTARA
Principal II
MUSIC
I. CREATIVE EXPRESSION METHOD
*TEACHER STIMULATES THE CHILD’S INTEREST
A. Reciting lyrics with time- child chooses own ideas/subject matter
B. Using varied movements- freedom to create
1. tap and clap time signature
2. marching, hopping and jumping
3. singing the song while performing
different movements

.
II. KODALY METHOD
This strategy is suitable for short songs; it
can also be used to good advantage for songs
with continuous melodic flow, where pauses
are not easy to make because of continuity. It
emphasizes the importance of learning how to
sing on pitch.
1. Rhythm symbols and syllables are utilized
2. Hand signals are used to show tonal
relationships
 III. SING-A-LONG METHOD
The moveable “do” is practiced. The
teacher sings the song once or twice and
repeats this until the children pick up or
sing. Concepts are taught according to the
child’s learning development.
1. Follows regular steps
2. Singing is the major instrument
3. All children can sing and be successful
IV. SIMULATION SIGHT READING
IS THE READING AND PERFORMING OF
A PIECE OF WRITTEN MUSIC,
SPECIFICALLY WHEN THE PERFORMER
HAS NOT SEEN IT BEFORE. IT INVOLVES
IMITATION OF NOTE LEARNING OF
MUSICAL INFORMATION FROM SIGHT
TO SOUND.
1. THE TEACHERS SINGS THE WHOLE
SONG ONCE OR TWICE.
2. SHE EXPLAINS THE MEANING OF THE
SONG.
V. START THE MUSIC
A.Twinkle, Twinkle: Music and
Curricular Connections
Using children’s songs, these lessons
show how to teach music while
meeting curriculum standards.
B.One, Two Buckle My Shoe: Music and
Children’s Literature
Use children’s literature to help teach
music.Explore nursery rhymes with
your students and make musical
connections to books with these
activities.
VI.MUSICAL BRIDGES
YOUNG CHILDREN CAN LEARN TO
UNDERSTAND THE ORGANIZATION OF
LANGUAGE BY LEARNING SONG LYRICS.

VII. MOVEMENT AND CIRCLE GAMES

INCORPORATE MOVEMENT INTO YOUR
MUSIC LESSONS WITH FUN SINGING
GAMES.
VII. TECHNOLOGY AND MUSIC
CONNECTED
A.Technology Strategies –National Music
Standard #1
Use technology in the classsroom to
teach singing.
B. Technology Strategies- National
Music Standard #2
Use technology to teach instrument
performance with activities for music
education.
C. TECHNOLOGY STRATEGIES-
NATIONAL MUSIC STANDARD #3
USE TECHNOLOGY TO ENCOURAGE
MUSICAL IMPROVISATION WITH
STUDENT ACTIVITIES AND TEACHER
STRATEGIES.
D. TECHNOLOGY STRATEGIES-
NATIONAL MUSIC STANDARD #4
INCORPORATE TECHNOLOGY WITH
MUSIC EDUCATION. USE SOFTWARE
PROGRAMS TO ASSIST STUDENT WITH
COMPOSING MUSIC.
E. Tecnology Strategies-National Music
Standard #5
Discover great activities for using
tecnology to help students read music.

F. Tecnology Strategies- National Music

Standard #6
Connect technology and music education
in your classroom using computer
assisted instruction and multimedia
software to help students analyze music.
G. TECHNOLOGY STRATEGIES-
NATIONAL MUSIC STANDARD #7
INCORPORATE TECHNOLOGY IN MUSIC
EDUCATION TO HELP STUDENTS
EVALUATE MUSIC.

MUSIC STANDARD #8
DEMONSTRATE RELATIONSHIPS
BETWEEN MUSIC AND OTHER ARTS.
MUSIC STANDARD #9
DEMONSTRATE MUSIC’S RELATION TO
HISTORY AND CULTURE
 ARTS
I. Arts Learning Together- emphasizes
cooperative effort. Specifically, the
strategy develops positive
independent, face to face interaction,
individual accountability, social skills
and group processing.
II. Copy Method- reproducing the
likeness of a model or imitation of a
form. Duplicating a picture, shape or
design.
III. DEMONSTRATION METHOD- THE
TELLING –OR-SHOWING
METHOD, STUDENTS LEARN BY
SEEING AND NO OPPORTUNITY FOR
EXPRESSION OF HIS IMAGINATION OR
EMOTIONS THEN IMITATING WITH
THE TEACHER AS THE MODEL.
IV. DIRECTED OR DICTATED METHOD
TEAM TEACHING- IT IS AN
APPROACH
THAT INVOLVES TWO OR MORE
TEACHERS WHO WORKED-A LOCK
STEP
PROCESS OF HAVING EACH CHILD
FOLLOW A STEP-BY-STEP DIRECTION OF
THE COOPERATIVELY WITH THE SAME
GROUP OF STUDENTS FOR SOME PERIOD
OF TIME.
V. TEAM GAME TOURNAMENT- Games
like bingo, basketball, softball or quiz
bee, children cut/draw/shape the same
part- child have identity products.
VI. SIMULATION – A miniature
representation of a large scale system or
process. Prevents the child from using
his own ideas.
VII. CIRCUIT TRAINING- This is a method
Whereby one or more exercise are
repeated as many pattern method times
as possible within a set of time. It is an
exercise program consisting of a
number station which- shapes are
drawn or cut by teacher and passed on
to children to duplicate. Demands an
exercise task, which should be
contributed in the development of
various part of the tracing drawing
body.
VIII. PREPARED OUTLINE METHOD-
Coloring/painting prepared outline
drawings like coloring book.
PHYSICAL
EDUCATION
I. THE LECTURE STRATEGY
THIS STRATEGY IS MAINLY USED
WHEN TEACHING THE THEORY OF
PHYSICAL EDUCATION. THE
LECTURE STRATEGY IS USEFUL
WHEN INTRODUCING A NEW UNIT
OF WORK, IT CAN INTRODUCE
THE RULES AND COVER BASIC
SKILL AND TECHNIQUES. WHEN
NEED TO BE WELL ORGANIZED AND BE
ENTHUSIASTIC IN THEIR DELIVERY TO
KEEP STUDENTS MOTIVATED.
II. THE DISCUSSION STRATEGY
THE DISCUSSION STRATEGY SHOULD BE
USED AS AN IMMEDIATE FOLLOW UP TO
THE LECTURE. STUDENTS ARE GIVEN A
CHANCE TO ASK QUESTIONS AND PUT
FORWARD THEIR IDEAS RELATED TO THE
TOPIC. TO DO THIS THE STRATEGY IS
MOST USEFUL IN SMALL GROUPS SO EACH
STUDENT GETS A CHANCE TO VOICE
THEIR OPINIONS. DISCUSSIONS CAN BE
LEAD BY THE TEACHER WITH OPEN
ENDED QUESTIONS.
III. THE LECTURE-DEMONSTRATION
STRATEGY
THIS STRATEGY USES ALL THE
TECHNIQUES OF THE LECTURE STRATEGY
AND INCORPORATES A PHYSICAL
DEMONSTRATION. THE DEMONSTRATION
CAN BE TAKEN BY A TEACHER, STUDENT
OR A GROUP OF STUDENTS. THIS
STRATEGY IS ONE OF THE MOST
POPULAR FOR TEACHING PHYSICAL
EDUCATION.
IV. THE PRACTICE STRATEGY
THIS STRATEGY UTILIZES THE USEFUL
TOOL OF FEEDBACK TO IMPROVE
DEVELOPMENT IN STUDENTS
LEARNING.THE PRACTICE STRATEGY IS
WHERE STUDENTS GET TO PHYSICALLY
DO THE SKILL PUT TO THEM IN THE
LECTURE OR THEORY.
V. THE INQUIRY STRATEGY
THIS STRATEGY GIVES STUDENTS
THE CHANCE TO BECOME INVOLVED IN
THE TEACHING OF THE LEARNING
PROCESS. IT TRIES TO PROMOTE
REFLECTIVE THINKING AND SELF
REFINEMENT.
VI. PROGRESSIVE-PART STRATEGY
THE PROGRESSIVE- PART STRATEGY
IS A STRATEGY THAT IS USED WITH
MAINLY YOUNGER
STUDENTS. THIS STRATEGY TEACHERS
STUDENTS THROUGH A SEQUENCE,
FROM THE VERY BASICS TO A COMPLEX
LEVEL. THE PROGRESSION IS QUITE
SLOW DUE TO THE SLIGHT REFINEMENTS
AND THE NEED FOR COMPLETE
UNDERSTANDING.
VII. THE PART-WHOLE STRATEGY
THIS STRATEGY IS SIMILAR TO THE
PROGRESSIVE-PART EXCEPT THERE ISN’T
AS MAJOR EMPHASIS ON EACH STAGE
AND TWO OR MORE STAGES CAN BE
COMBINED TO ONE STAGE. IN THIS
STRATEGY STUDENTS LEARN THE
INDIVIDUAL PARTS OF A SKILL OR GAME
BEFORE ATTEMPTING TO DO THE WHOLE
SKILL OR PLAY A COMPLETE GAME. THE
PART-WHOLE STRATEGY IS USED WHEN
THE SKILL IS COMPLEX AND THERE ARE
MANY ASPECT THAT MUST MASTERED IN
ORDER TO PERFORM THE SKILL AT A
COMPETENT LEVEL.
VIII. THE WHOLE-PART-WHOLE
STRATEGY
THIS IS A STRATEGY THAT IS GREATLY
USED BY TEACHERS OF PHYSICAL
EDUCATION. AS THE NAME OF THE
STRATEGY IMPLIES, STUDENTS DO A
SKILL AS A WHOLE, THEY THEN LEARN
THE BASIC IN PARTS AND THEN DO
SKILL AS A WHOLE AGAIN. THIS
STRATEGY IS VERY EFFECTIVE BECAUSE
AFTER THE INITIAL EXPERIENCE OF
DOING THE SKILL AS A WHOLE.
IX. INFORMANCE
LECTURE COMPLETES
PERFORMANCE, A LECTURE ALONG
WITH PERFORMANCE.
X. STUDENTS TEAM ACHIEVEMENTS
DIVISIONS
INVOLVES COOPERATIVE OR GROUP
LEARNING AMONG STUDENT OF
DIFFERENT LEVEL, SEXES OR
ETHNICITY. STUDENTS USUALLY WORK
AS LEARN GROUP HOWEVER, THEY ARE
TESTED INDIVIDUALLY.
XI. LEARNING TOGETHER
EMPHASIZES COOPERATIVE EFFORTS.
SPECIFICALLY, THE STRATEGY DEVELOPS
POSITIVE INDEPENDENT, FACE TO FACE
INTERACTION, INDIVIDUAL
ACCOUNTABILITY, SOCIAL SKILLS AND
GROUP PROCESSING.
XII. CIRCUIT TRAINING
THIS IS A METHOD WHEREBY ONE OR
MORE EXERCISE ARE REPEATED AS MANY
TIMES AS POSSIBLE WITHIN A SET
OF TIME. IT IS AN EXERCISE PROGRAM
CONSISTING OF A NUMBER STATION
WHICH DEMANDS AN EXERCISE TASK,
WHICH SHOULD BE CONTRIBUTED IN
THE DEVELOPMENT OF VARIOUS PART
OF THE BODY.
HEALTH
I. COOPERATIVE LEARNING-
INVOLVES STUDENTS WORKING IN
SMALL GROUPS TO COMPLETE TASK
OR PROJECTS. TASKS ARE
STRUCTURED SO THAT EACH
GROUP MEMBER CONTRIBUTES TO
THE COMPLETION OF THE TASK.
II. GROUP DISCUSSION- AN INTEGRAL
PART OF THE HEALTH AND LIFE
SKILLS CLASSROOM. GROUP
DISCUSSION HELP STUDENTS LEARN TO
ARTICULATE THEIR VIEWS AND RESPOND
TO OPINION THAT DIFFER FROM THEIR
OWN.
III. INDEPENDENT STUDY- IS AN
INDIVIDUALIZED LEARNING EXPERIENCE
THAT ALLOWS STUDENTS TO SELECT A
TOPIC FOCUS, DEFINE PROBLEMS OR
QUESTION, GATHER AND ANALYZE
INFORMATION, APPLY SKILLS AND
CREATE PRODUCT TO SHOW WHAT HAS
BEEN LEARNED.
IV. PORTFOLIO DEVELOPMENT-IT IS THE
PROCESS OF CREATING, COLLECTING
REFLECTING ON AND SELECTING WORK
THAT ENGAGE STUDENTS IN
CONTINOUS REFLECTION AND SELF-
ASSESSMENT.
V. JOURNALS AND LOGS- PROVIDE
STUDENTS WITH OPPORTUNITIES TO
RECORD THEIR THOUGHTS, FEELINGS
AND REFLECTION ON A VARIETY OF
TOPICS OR EXPERIENCES.
VI. ROLE PLAYING-PLAYING PROVIDE
STUDENTS WITH OPPORTUNITIES TO
EXPLORE AND PRACTICE NEW
COMMON
SITUATIONS. THIS TECHNIQUE
USUALLY PORTRAYS A SITUATION
MORE CANDIDLY DONE BY
DESCRIPTION.
THANK YOU AND
GOD BLESS!!