September 10, 2014

DR. PATRICIA B. LICUANAN

Chairperson
Commission on Higher Education
Carlos P. Garcia Avenue
U.P. Diliman, Quezon City

Thru: DR. AMELIA A. BIGLETE, Director IV, OPSD, CHED-NCR

Dear Dr. Licuanan:

Greetings from the Philippine Women’s University and its Affiliate Schools for Men and
Women.

The PWU School of Music, as a Center of Excellence, would like to formally apply as a deputized
institution of Equivalency and Accreditation in the Bachelor of Music Major in Popular Music
Program.

Towards this end, please find attached herewith the following supporting documents:

1. Philippine Women’s University: Institutional Profile

2. CHED Memorandum on the Autonomous Status granted to PWU
3. PWU School of Music: Institutional Profile
4. PWU School of Music: Center of Excellence Award
5. PWU School of Music Panel of Assessors
6. ETEEAP Systems and Procedures
7. Curriculum of the Resident Program to be offered through the ETEEAP
& Competency Standards
8. Sample Assessment Tools

We look forward to your favorable consideration of this application. Thank you for your support
in our educational endeavors.

Sincerely Yours,

DR. FRANCISCO B. BENITEZ

University President
 TABLE OF CONTENTS

Part 1. Philippine Women’s University

- Institutional Profile
- CHED Memorandum on the Autonomous Status granted to PWU

Part 2. PWU School of Music

- Institutional Profile
- Center of Excellence Award

Part 3. ETEEAP for the PWU School of Music

- Panel of Assessors
- Systems and Procedures

Part 4. Music Program to be offered through the ETEEAP

- Curriculum of the Resident Program to be

offered through the ETEEAP
- Competency Matching Curriculum
- Sample Assessment Tools
a. Music Courses
b. General Education Courses
 THE UNIVERSITY AT A GLANCE

HISTORY

On June 9, 1919, what would eventually be PWU opened its first classes as the Philippine
Women’s College. The vision of seven far sighted Filipino women – Clara Aragon, Concepcion
Aragon, Francisca Tirona Benitez, Paz Marquez Benitez, Carolina Ocampo Palma, Mercedes
Rivera and Socorro Marquez Zaballero - the nascent university had an initial enrollment of 190
students. The goal was to prepare young Filipino women for a life of service and leadership.

In 1932, thirteen years after opening, the college gained university status, becoming
known henceforth as the Philippine Women’s University and thus the first university for women
in Asia founded by Asians. Following evolving trends PWU started admitting male students in
the 1970s and is now fully co-educational.

The University is moving toward its centenary in 2020. It has coped with many
vicissitudes, including being burned and razed to the ground during the battle for the liberation
of Manila in 1945. But phoenix-like, PWU rose from the ashes, grew and flourished even more
vigorous, innovative and determined to continue serving the youth of the land.

Historically, the university is credited with a number of ‘firsts’ and pioneering innovations.
Among them:

• Organization of the Student Council in 1922, the first such council in a Philippine private
school.
• Pharmacy in 1924.
• Business Administration as a private school, four-year course in 1926
• Home Economics as a bachelor’s degree course in a private school in 1928.
• The Graduate School in 1931
• Social and Civic training in 1938 evolving into the MSCED (Moral, Social and Civic
Education) course require in all courses and disciplines as a hallmark of PWU education.
• The College of Music and Fine Arts in 1947.
• The Institute of Human Relations and the Family Life Workshop of the Philippines in
1948.
• The Community College in 1949 as first late afternoon and evening school for working
women.
• The Philippine School of Social Work in 1950.
• Bachelor of Science in Elementary Education in 1952.
 DEVELOPMENT THRUSTS

PWU builds on initiatives that are part of its legacy and its commitment to holistic
personal and community development. These go hand-in-hand with its orientation towards
further internationalization to acknowledge the globalized nature of teaching, and to conduct
research that addresses the new global realities. The development thrusts are:

1. Enhance the university’s research activities that encourage interdisciplinarity to further

develop the relevance of its academic programs;

2. Build on PWU’s comprehensive approach to social development as an active partner with

government and non-government agencies to realize the United Nations’ Millennium
Development Goals, particularly as they pertain to advocacies that the university has
promoted from the beginning, such as gender equality and the well-being of children and
mothers in the interest of stronger families;

3. Ensure that course offerings provide a cross-cultural, cosmopolitan, and international

perspective while keeping faith with our own heritage and history as well as the skills for
critical thinking, civic engagement, professional leadership, and community mobilization;

4. Permeate tertiary education with JASMS’s unique pedagogical philosophy: individualized,

student-oriented and inquiry- and project-based education where teachers are facilitators of
learning by doing;

5. Invigorate the university centers and institutes, such as the Institute of Family Life and
UNICORP, and challenge them to be the institutional home for a research agenda and
trajectory for every PWU program and school that turns community engagement into a
research orientation;

6. Internationalize not only our curriculum, but also our student body by increasing and
activating our international linkages, both for faculty and student exchange. We must build on
PWU’s history of providing education to our Islamic brethren, and enlarge efforts to invite
into the PWU family its Asian neighbors;

7. Envision the campuses to be green and sustainable environmentally sensitive urban spaces;
even as the university continues to plan for the expansion and improvement of its centres of
learning outside Metro Manila; and,

8. Every student and faculty of PWU must know, regardless of their sex, that gender equality
and empowerment is a common good and a matter of social justice. This is to finally remove
the barrier between work and family that arrogates the domestic to the sphere of women and
impedes gender equality. A co-educational PWU affirms this not only as an enduring
advocacy, but as an institutional foundation. What started as an educational institution, which
pioneered in the empowerment of women, is now blazing the trail of demonstrating the
partnership between men and women in achieving a just and humane society.
VISION

To be an exemplary educational research institution that cultivates the holistic

capacities of individuals, families, and communities, and that promotes gender
equality, family life, cultural heritage, civic engagement, and environmental
stewardship.

MISSION

To provide quality education through excellence and innovation in instruction

and research that prepares students for success in work and life and enhances
their sense of self, family and cultural heritage; to promote gender equality
and community empowerment as a common good; and to cultivate a passion
for civic engagement and sustainable development.

OBJECTIVES

• Holistic development of personality and moral character

• Preparation for a vocation, career and profession
• Training for home and family life
• Training for community participation and leadership
 THE PWU SCHOOL OF MUSIC AND ITS MUSIC PROGRAMS

The School of Music upholds the Philippine Women’s University’s enduring commitment
to provide a holistic education which treasures cultural heritage. From its formal
establishments in 1947 with Felicing Tirona as the founding dean, it has responded to the
needs of society by initiating relevant music programs that are globally competitive and help in
nation-building while providing opportunities for professional growth.

Over the years, the School has sought to fulfill the following objectives:

1. To train students to be music professionals in the areas of performance, instruction and

research.

2. To elevate musical standards and promote musical and cultural awareness in the country.

3. To encourage and undertake research and performance of Philippine music and that of our
Asian neighbors.

4. To contribute to the University’s artistic growth and cultural awareness.

Dr. Lucresia Kasilag, National Artist for Music, assumed the deanship in 1952 and guided
the School towards leadership in music education. Dr. Kasilag’s pioneering work in Philippine
music and culture ushered in the integration of Philippine music in the School’s academic
programs and by extension in music instruction around the country. In the 1960’s, the PWU
School of Music developed an integrated teacher training program course for teachers in the
elementary and high-school levels to meet the then urgent needs for competent music teachers.
This led to the establishment of the Institute of Music Education in 1967 under the direction
of Prof. Corazon Maceda.

At present, the School of Music has a Music Performance Center that provides
opportunities for students to hone their artistic skills in performance. Well-known music
artists are invited as Artists-in-Residence to mentor and share their expertise and experience.
The center’s year-round activities showcase the School of Music’s performing groups including
the Festival Chorus, Gongs of PWU, Guitar Ensemble, Piano Ensemble, Pop Music
Ensemble, and Vocal Ensemble.

The PWU School of Music features strong programs in voice, instrument study,
composition, music education and ethnomusicology. The school likewise moves in new
directions with its offerings in music technology and jazz and popular music.
VISION

A community that nurtures all music and music creations in the spirit of artistic expression
always striving for excellence and seeking deeper knowledge and understanding in vibrant
harmonious interaction.

MISSION

To provide an environment of growth for the music artist through music performance,
instruction and research that integrate values of integrity, spirituality and personal discipline
and a true appreciation of our cultural heritage.

DEGREE PROGRAMS

Music Performance: Performance of voice or a selected instrument as major

Bachelor of Music major in Music Performance

Bachelor of Music major in Popular Music
Master of Music major in Music Performance
Master of Music major in Piano Pedagogy
Doctor of Philosophy in Music major in Music Performance

Music Education: Strategies for Individual and Class Music Instruction

especially for K-12

Bachelor of Music Major in Music Education

Music Teacher’s Diploma
Music Teacher’s Certificate
Master of Music Major in Music Education with Emphasis in Music Performance
Master of Music Major in Music Education with Emphasis in Kodaly Approach
Master of Arts Major in Music Education

Ethnomusicology: The Study of Music in context whereby its music research program
integrates performance of Philippine Musical Instruments

Bachelor of Music Major in Philippine Music

Master of Arts Major in Ethnomusicology
Doctor of Philosophy in Music Major in Ethnomusicology

EXTENSION PROGRAM

Individual non-credit lessons are offered for children and adults in voice, guitar, piano, violin
and other musical instruments. Workshops for teachers are held especially during the summer
to enhance their classroom music instruction skills in specific areas including Philippine, Asian
and World Musics.
 THE PWU SCHOOL OF MUSIC PANEL OF ASSESSORS

Prof. Mercedes Dugan Dean, School of Music

Dr. Felicidad A. Prudente Chairman, ETEEAP Panel of Assessors for Music

Pool of Assessors

Music Performance

Prof. Mercedes Dugan Dean and Coordinator for Voice Department

PWU School of Music

Dr. Abelardo Galang Professor for Piano and Musicology

PWU School of Music

Prof. Benchito Cariño Coordinator and Faculty for Guitar

PWU School of Music

Prof. Francis Amora Coordinator and Faculty for Popular Music

PWU School of Music

Prof. Ralph Taylan Faculty for Strings, PWU School of Music

Principal Violinist, ABS-CBN Orchestra

Prof. Richelle Rivera Faculty for Piano and Piano Pedagogy

PWU School of Music

Music Education

Prof. Celeste Romulo Music Education Department Coordinator

PWU School of Music

Prof. Dulcecilia De Vera Music Education Faculty

PWU School of Music

Musicology/Ethnomusicology

Prof. Lilymae Montano Faculty for Ethnomusicology

PWU School of Music

Dr. Kristina Benitez Professor for Ethnomusicology

PWU School of Music
 SYSTEMS AND PROCEDURES

Marketing and Recruitment

Marketing the programs for ETEEAP and recruitment of students take place in different
ways. The programs are found in the PWU website, www.pwu.edu.ph. The University Marketing
and Recruitment Office has also produced brochures for distribution to prospective ETEEAP
Students.

The Target Market of PWU ETEEAP for BM in Music Performance and BM in Music
Education are concert artists, composers, music educators who even without a Bachelor’s Degree
have been recognised for their high level of accomplishment in Music and who have made a
significant contribution to the country’s music industry as well as music education. Examples are
solo concert artists, professional musicians from our local orchestras, recording artists, actors from
the musical theatre, and composers, arrangers, film scorers for TV, Movie, and Theatre. Included
as well are music teachers who have years of teaching experience in the elementary, secondary, and
tertiary level.

Selection and Admission

Applicants are selected according to the following criteria:

1. Applicants are required to submit documents that will establish his/her qualifications for the
program. The minimum requirements set by the CHED are as follows:

a. Any Filipino who is, at least a high school graduate or who has obtained a PEPT
placement equivalent to first year college;

b. He / she must have been employed for an aggregate of at least 5 years in the field or
industry related to the academic program or discipline he/she is obtaining an
equivalency;

c. He / she must be at least 25 years old; and

d. He / she must be able to show evidence of capability in the field applied for
equivalency and accreditation.

e. Initial requirements should be presented: Accomplished ETEEAP Form,

Authenticated Birth Certificate, Most Recent Academic Record, Certificate of
Employment, Resume with history of work experiences and job descriptions and
positions held, certificates of training, awards, participation in conferences, workshops,
if any.
2. The applicant must also meet the standard set by the PWU School of Music based on entrance
exams, auditions, a favourable review of the applicant’s resume, and interview with the Dean.

3. Results of initial assessment, interview and review of submitted documents will be forwarded to
the CHED ETEEAP Secretariat for endorsement attesting to PWU that the applicant is
qualified to undergo equivalency and accreditation.

Registration

If an applicant is qualified for admission, he/she proceeds to formally enroll in the

university and pays the required fees.

Records Management

The PWU ETEEAP Office keeps all portfolios of students with all the pertinent
documents used as evidence of workplace learning outcomes, results of evaluation, projects and
work outputs of competencies enhanced, application forms, written exams and reports. Official
Grades and other documents required by the Registrar’s Office are submitted to the University
Registrar.

Portfolio Preparation and Panel Evaluation

During the first term of enrollment, the candidate will be asked to prepare and submit a
portfolio with the assistance of a faculty adviser within an agreed period of time. This portfolio
will include descriptions of prior experiences in the context of learning outcomes. The employer
concerned should provide certification for all claims made by the student as having been
completed while in employment.

Upon receipt of the portfolio, the ETEEAP Office together with the Dean will convene a
panel of assessors to conduct the evaluation. The evaluation process consists of a review of the
portfolio and an interview with the ETEEAP student. The Panel will deliberate on: (a) What
courses can be given credit based on the portfolio evaluation and (b) What courses are
recommended for enhancement.

As a whole, the candidate will be accredited by the HEI according to the following
criteria:

a. For formal learning - through credit transfer;

b. For non-formal education (sponsored training, workshops, etc.) through case to case
evaluation of training design and evaluation;
 c. For informal learning / knowledge obtained through self-study, work experience, etc.
– an assessment process which can include any of the following: written and oral
examinations, product presentation, skills demonstration, or portfolio assessment;

d. Portfolio assessment

The Evaluation Process is accomplished within the 1st term of enrollment after which, the
ETEEAP Office will transmit to the student the results together with the proposed enhancement
program.

Enhancement Program

In cases where the candidate needs further knowledge or skills, he/she will be advised to
participate in appropriate competency enhancement programs in order to complete his/her
learning. Competency Enhancement Programs are continuing education programs that allow
non-traditional learners to pursue learning through means that adapt to their learning style and
circumstances in life. In this manner, the candidate earns credits progressively until he/she has
satisfactorily earned the necessary credits based on the competency standard to merit the degree.

One competency area may contain 2 to 4 subjects which are interrelated. Typically, the
required courses for enhancement are grouped into clusters as recommended by the Dean. Each
cluster is then enrolled as a module of 16 hours under one instructor. The delivery mode is a
combination of face-to-face meetings, online exchanges, research writing breaks, and guided self-
study.

In the process of enhancement, the teacher has to administer different forms of

assessment as needed such as written and oral exams, research projects, and performance
assessments. At the end of the enhancement, the faculty-in-charge will submit the grade to the
ETEEAP Office.

The ETEEAP Office keeps a record of all grades submitted by the Faculty and reports
regularly to the Dean regarding the progress of the ETEEAP Students.

The student pays the corresponding fees for the Enhancement Program.

Final Evaluation and Granting of the Degree

Endorsed by the ETEEAP Director and the Dean of the Program, the student’s grade
sheet is submitted to the Registrar’s Office for graduation inclusion, ready for confirmation by the
PWU Board of Trustees. At the end of the school year, report of graduates will be submitted to
CHED through the Regional Director, NCR.
Selection and Appointment of the Panel of Assessors

A panel of assessors will be convened by the ETEEAP Director and the Dean of the
School of Music based on the expertise in the competency areas to be evaluated. This panel will
consist of 3-5 members: the Dean, the faculty experts, and the invited external assessors who are
noted for their expertise in the competency areas.
 ETEEAP Assessment Procedures
PWU informs ETEEAP
START Applicant satisfies
Secretariat and HERO
competencies for degree?
YES

Applicant submits papers and Applicant proceeds to undertake

documents certified by employers assessment
and recognized authorities and NO
organizations to PWU
Applicant avails of Competency
Enhancement Services/ Program
of PWU
Written Test / Validating Oral
Exams

PWU pre-assesses applicant’s

qualifications through : documents
submitted, interview, and/or written Formal Education through
Laboratory Demonstration
test PWU Tutorial Class
Practicum

Additional time and experience

on the job
Interview/
YES
Worksite Visitation
Applicant qualifies? Short-term courses/training

PWU submits evaluation results of successful

candidates and copy of documents to
NO Panel of experts assesses and ETEEAP Secretariat

determines extent and level of

candidate’s competencies PWU awards degree to
Applicant is advised accordingly
successful candidates
 ADMISSION FLOW FOR APPLICANTS

Step 1 Inquiry at the ETEEAP Office

Step 2 Payment of Pre-Assessment Test

Step 3 Interview by the Dean and Review of Documents

Admission based on the Recommendation of the
Dean of the Program

Step 4 Submission of Documents to ETEEAP Office for

submission to CHED

Step 5 Upon approval of CHED, applicant proceeds to the

Registrar’s Office for enrollment

Step 6 Payment of Portfolio Assessment and Evaluation Fees

Step 7 Portfolio Preparation under a Faculty Adviser: Gathering of

Documents as Evidence of College-Level Learning arising
from Work Experience, Workshops, & Trainings

Step 8 Panel Assessment and Interview

*Step 9 Enhancement Program

*as advised and as needed based on the result of

panel assessment and interview

Payment of Enhancement Program Fees after which the

student is assigned the professor/s who will handle the
courses in the enhancement program. (This step is undertaken
if the applicant did not meet the competency level required. )

Steps 1-8 Required

Steps 9 Optional depending on the results of the Panel Assessment

 ! "

GRANTED AUTONOMOUS STATUS BY CHED IN JUNE 2008!

!
APPLICATION FORM"
Expanded Tertiary Education Equivalency and Accreditation Program"
!
!
COURSE APPLIED FOR: ______________________________________________"
!
DATE OF APPLICATION: ______________________________________________!
!
!
A. Personal Data!
!
Applicant! ___________________ _________________! ________________!
! ! Family Name! ! First Name! ! Middle Name!
!
Permanent Address:
______________________________________________________________________________!
______________________________________________________________________________!
Birth Date: ! ! ________________________________________!
Place of Birth: ! ________________________________________!
Civil Status: ____________ Religion: ________________ Gender: _____ Age:_________ !
!
If Married: Name of Spouse: ________________________________________!
! ! !
! ! Name/s of Children! ! ! ! ! Age"
_____________________________________! ! ______________!
_____________________________________! ! ______________!
_____________________________________! ! ______________!
!
! !
Contact Details:!
Land Line:! ____________________! !
Mobile:! ____________________ ! !
E-Mail:! ____________________!
B. Education Background!
!
Include Short-term /Voc-Tech Course/s Taken !
!
School!! Inclusive Dates! Degree/Cert./Diploma Conferred!
______________________________________________________________________!
______________________________________________________________________!
______________________________________________________________________!
______________________________________________________________________!
______________________________________________________________________!
______________________________________________________________________!
!
C. Training, Conferences, Workshops attended!
Note: Attach necessary documents"
!
Topic/Course!! ! ! Date ! ! ! Sponsor!
__________________________________________________! ________________! !
__________________________________________________! ________________! !
__________________________________________________! ________________!
__________________________________________________! ________________!
__________________________________________________! ________________!
__________________________________________________! ________________!
!
D. Work/Employment History!
Note: Attach certificate/s of employment with job description"
!
Nature of Work! ! Company! Status! ! Position / Year!

_________________________! _________! ______________! ___________!!

_________________________! _________! ______________! ___________!!

_________________________! _________! ______________! ___________!

!
E. Statement of Purpose!
In one paragraph, write your reasons for pursuing a degree through the ETEEAP.!
!
!
!
!
 EXPANDED TERTIARY EDUCATION EQUIVALENCY AND
ACCREDITATION PROGRAM (ETEEAP)

INITIAL REQUIREMENTS & INTERVIEW

NAME OF STUDENT: _____________________________

Date: _____________________________

I. INITIAL REQUIREMENTS

A. Compliance to
1. Age ______
2. Years of Work Experience ______

B. Documents Submitted (Original & 2 Photocopies)

1. Accomplished ETEEAP Application Form _______
2. Letter of Intent _______
3. NSO Authenticated Birth Certificate _______
4. True Copy of Grades or Transcript of Records _______
from previous formal schooling (Honorable Dismissal/Transfer Credential) _______
5. Resumé with details of job description _______
6. Certificate of Employment _______
7. Certificates of training, awards, participation in conferences
and workshops as evidence of industry-related experience _______
8. Four 1"x1" ID Pictures _______

II. INTERVIEW

Recommended by Dean _________________________

Not Recommended by Dean _________________________
 EXPANDED TERTIARY EDUCATION EQUIVALENCY AND
ACCREDITATION PROGRAM (ETEEAP)

ASSESSMENT OF FEES

Course: _________________________________________________
Name of Student: _________________________________________________
Date: ________________________

A. Basic Fees

ITEM AMOUNT
Application Fee 500
Registration Fee 500
School ID 200
Documentation Fee 1,000
Portfolio Assessment & Evaluation Fee 20,000

Sub-Total (A) = 22,200.00

B. Enhancement Fees

To enroll (tutorial/online) for enhancement of the ff. subjects:

Competency Area Fees

____________________________ ______________
____________________________ ______________
____________________________ ______________
____________________________ ______________
____________________________ ______________
____________________________ ______________

Sub-Total (B) = ______________

Total Amount: _________________________

Assessed by: _________________________

Date: _________________________
 OFFICE OF THE ETEEAP

NAME OF APPLICANT: ________________________________ DEGREE: __________________

CRITERIA FOR EVALUATING COMPETENCIES

OF EVIDENCES CLAIMED FOR CREDIT

Indicators
Rating
1. Exposure (Immersion) _______
2. Extent of: 1 (Low)
Knowledge _______ 3.0 – 2.75
Skills _______
Competencies _______ 2 (Satisfactory)
3. Application _______ 2.5 – 2.25 – 2.0
4. Evidence/s _______
3 (Very Satisfactory)
1.0 – 1.75
General Weighted Average _______

This is to certify that after considering the evidences shown (please check):

[ ] Written works/Published Works

[ ] Oral Exams
[ ] Documents/Work Output
[ ] Creative Works
[ ] Others: _______________________________________

I, __________________________, assigned to evaluate competency units for:

SUBJECTS: RATING
____________________________________ ______
____________________________________ ______
____________________________________ ______
____________________________________ ______
____________________________________ ______

give the ratings as shown above.

EVALUATOR: ______________________________
NAME & SIGNATURE ABOVE PRINTED NAME

DATE: ________________________
 Portfolio Assessment & Evaluation

Name of Student: ________________________________

1. Subjects Taken Credited to Units

_______________________ _______________________ _______

_______________________ _______________________ _______
_______________________ _______________________ _______
_______________________ _______________________ _______
_______________________ _______________________ _______
_______________________ _______________________ _______
_______________________ _______________________ _______
_______________________ _______________________ _______
_______________________ _______________________ _______
_______________________ _______________________ _______

2. Subjects/Competency Areas with Claimed Evidences of Learning Outcome

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Subjects/Competency Areas for Enhancement

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Evaluated by: __________________________________

Date: _________________________________________
 EXPANDED TERTIARY EDUCATION EQUIVALENCY AND ACCREDITATION PROGRAM
(ETEEAP)

FACULTY REPORT OF GRADES

ON ENHANCEMENT TUTORIAL

DATE : __________________________________________________________

SUBJECT: __________________________________________________________

NAME OF STUDENT: _____________________________________________________

GRADE: __________________________

REMARKS:
____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Submitted by:

_____________________________________________
PRINTED NAME AND SIGNATURE OF PROFESSOR/INSTRUCTOR

Date: ________________________________________

Received by: _____________________!

 CRITERIA FOR ASSESSMENT IN THE MUSIC CORE SUBJECTS:
MUSIC THEORY, COMPOSITION & MUSIC TECHNOLOGY
(To be used as guideline for the formulation of specific assessment measures)
Points: 10=Very Good 8=Good 6=Fair 4=Poor 2=Very Poor

Name of Applicant: _______________________________________________________

Date/Time/Place of Assessment: _____________________________________________

A. Fundamentals of Music Points: 10 pts./item

- Understanding and demonstrated ability in playing/
or singing diatonic scales, intervals & triads _______________
- Understanding of meter, tempo, dynamics, timbre
and other musical symbols _______________
- Understanding and demonstrated ability to play
major and minor tonalities as well as modal systems _______________

B. Applied Harmony
- Understanding and demonstrated ability to on the use
of correct chords in harmonizing pieces _______________
- Knowledge and demonstrated ability to identify
and play basic tonal progressions _______________

C. Analysis of Music, Composition, & Music Technology

- Demonstrated ability to perform and identify musical
forms such as binary, ternary, sonata-allegro, rondo,
theme and variations, fugue and the like _______________
- Demonstrated ability to perform and recognize chord
types used in a composition _______________
- Ability to discuss the compositional techniques
utilized in a piece _______________
- Computer literacy in a music program like Finale,
Sibelius, Encore, and Cakewalk _______________

D. Creative Music Output

- Written musical compositions, arrangements,
orchestration of work _______________
- Published creative works (extra credit) _______________

Name of Assessor: ___________________________ Total Points: 100

Date: ______________________________________ (required pts. 70 or more)
Signature of Assessor: ________________________
Comments: ____________________________________________________________________
______________________________________________________________________________
 CRITERIA FOR ASSESSMENT IN MUSIC EDUCATION
(To be used as guideline for the formulation of specific assessment measures)
Points: 10=Very Good 8=Good 6=Fair 4=Poor 2=Very Poor

Name of Applicant: _____________________________________________________________

Date/Time/Place of Assessment: ___________________________________________________

A. Philosophy of Music Points: 10 pts./item

- Knowledge and ability to present varied schools
of thoughts in music education _______________
- Understanding of music teaching philosophies in
relation to existing Philippine educational system _______________
- Understanding of current issues concerning music
education in the Philippines and abroad _______________

B. Teaching Methods
- Teaching skills for music _______________
- Interest and motivation based on participation in
music education seminars, workshops, and
lecture-demonstrations _______________
- Awareness and understanding of new approaches
and educational materials for effective teaching
of music _______________

C. Teaching Experience
- Length of teaching experience _______________
- Quality of teaching experience based on schools as
well as instruments, levels and courses taught _______________
- Acknowledged expertise based on invitations
outside of his/her school for music teaching
demonstrations or music method classes _______________

D. Advocacy (extra points)

- Is candidate mentoring young students in music
and/or other fields of endeavor? _______________
- Is candidate involved in professional and/or
non-government organization? _______________

Name of Assessor: ___________________________ Total Points: 100

Date: ______________________________________ (required pts. 70 or more)
Signature of Assessor: ________________________
Comments: ____________________________________________________________________
______________________________________________________________________________

 CRITERIA FOR ASSESSMENT IN MUSICOLOGY
(To be used as guideline for the formulation of specific assessment measures)
Points: 10=Very Good 8=Good 6=Fair 4=Poor 2=Very Poor

Name of Applicant: _____________________________________________________________

Date/Time/Place of Assessment: ___________________________________________________

A. Western Music Literature Points: 10 pts./item

- Demonstrated ability to identify the major styles
together with the corresponding musical
characteristics in western music history _______________
- Understanding of important composers and figures
who made an impact in the development of western
music from early period to 20th century _______________
- Ability to identify major works by composers from
the different periods of western music history _______________

B. Philippine Music
- Ability to identify and/or play a Philippines traditional
or ethnic instrument _______________
- Ability to identify some Filipino composers and their
important contribution to Philippine music _______________
- Understanding and ability to perform Philippine works _______________
- Demonstrated interest and motivation through participation
in the workshop, seminar or conference focusing in
Philippine music _______________

C. World Music Cultures

- Ability to identify and play musical instruments from Asia
and other countries _______________
- Awareness and understanding of unique practices or
styles from other countries and relate to his own country _______________
- Demonstrated interest and motivation through participation
in a workshop, lecture, or concert on world music _______________

D. Research Capability (extra credit)

- Demonstrated capability to operate and use video camera,
still camera, and other music equipment for documentation
of recitals and other musical events _______________

Name of Assessor: ___________________________ Total Points: 100

Date: ______________________________________ (required pts. 70 or more)
Signature of Assessor: ________________________
Comments: ____________________________________________________________________
______________________________________________________________________________
 CRITERIA FOR ASSESSMENT IN APPLIED MUSIC
(To be used as guideline for the formulation of specific assessment measures)
Points: 10=Very Good 8=Good 6=Fair 4=Poor 2=Very Poor

Name of Applicant: _____________________________________________________________

Date/Time/Place of Assessment: ___________________________________________________

A. Repertoire Points: 10 pts./item

- Programming _______________
- Selection _______________

B. Playing/Vocal Technique
- Did the performer show capability in playing/singing
skill? _______________

C. Rhythm & Time

- Did the performer show excellent sense of rhythm
when playing the piece(s)? _______________

D. Musicality
- Expressiveness in the performance of the piece(s) _______________
- Interpretation with reference to the work’s musical style _______________
- Musical rapport with co-musicians/ or accompanist(s) _______________

E. Overall mastery demonstrated by confidence and fine memory _______________

F. Performance Venue & Occasion (extra credit)

- Did the performance take place in a culture-oriented
location like CCP Complex, NCCA, Francisco Santiago
Hall and Abelardo Hall? _______________

Name of Assessor: ___________________________ Total Points: 100

Date: ______________________________________ (required pts. 70 or more)
Signature of Assessor: ________________________
Comments: ____________________________________________________________________
______________________________________________________________________________
 CRITERIA FOR ASSESSMENT IN POPULAR MUSIC, POP IN PRACTICE,
AND POPULAR MUSIC HISTORY, ANALYSIS AND REPERTOIRE
(To be used as guideline for the formulation of specific assessment measures)
Points: 10=Very Good 8=Good 6=Fair 4=Poor 2=Very Poor

Name of Applicant: _______________________________________________________

Date/Time/Place of Assessment: _____________________________________________

A. Popular Music Points: 10 pts./item

- Understanding and demonstrated ability in
chord functions and its use for pop and jazz music _______________
- Understanding and demonstrated ability in the
vocabulary of jazz and interpreting the basic jazz charts _______________
- Understanding and demonstrated ability in
jazz improvisational techniques _______________

B. Popular Music in Practice

- Repertoire Programming & Selection: evidence
of experience in performing different
genres of pop music in a concert setting _______________
- Playing/Vocal Technique & Musicality _______________
- Ability to play/sing in an ensemble _______________
- Participation in popular and jazz performances in
TV, Theater, Radio, Concert & Tours _______________
- Knowledge in managing sound and stage production _______________

C. Popular Music History, Analysis, and Repertoire

- Knowledge of important composers and
icons of popular and jazz music; knowledge of the major
works of important composers and icons
of pop and jazz music _______________
- Knowledge of various styles of popular and jazz music;
appreciation of the cultural significance of various
popular and jazz music styles _______________

Name of Assessor: ___________________________ Total Points: 100

Date: ______________________________________ (required pts. 70 or more)
Signature of Assessor: ________________________
Comments:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
SAMPLE ASSESSMENT EXAM FOR FUNDAMENTALS OF MUSIC

1. Construct, sing and play the E major scale.

2. Construct, sing and play the B major scale.

3. Construct, sing and play the A-flat harmonic minor scale.

4. Construct, sing and play the G natural minor scale.

5. Construct, sing and play a perfect fifth with B-flat as root.

6. Construct, sing and play a minor sixth with F-sharp as root.

7. Construct, sing and play an augmented triad with A as root.

8. Construct, sing and play the first inversion triad with D as root.

9. Construct, sing and play the second inversion triad with E-flat as root.

10.Construct, sing and play an augmented triad with C-sharp as root.

SAMPLE ASSESSMENT EXAM FOR WESTERN MUSIC LITERATURE

Matching Type: Composers and their Works

_________ 1. Mikrokosmos A. Richard Wagner

_________ 2. Messiah B. Guillaume Dufay
_________ 3. The Well-Tempered Clavier C. Claudio Monteverdi
_________ 4. Porgy and Bess D. Piotr Ilyich Tchaikovsky
_________ 5. Pictures at an Exhibition E. Bela Bartok
_________ 6. The Magic Flute F. Ludwig van Beethoven
_________ 7. Pierrot Lunaire G. Claude Debussy
_________ 8. Pope Marcellus Mass H. George Gershwin
_________ 9. Eroica Symphony I. Richard Wagner
_________ 10. The Song of the Earth J. Igor Strvinsky
_________ 11. L’homme Arme K. Johann Sebastian Bach
_________ 12. The Marriage of Figaro L. Gustav Mahler
_________ 13. Swan Lake M. Modest Moussorgsky
_________ 14. Aida N. Wolfgang Amadeus Mozart
_________ 15. The Soldier’s Tale O. Franz Liszt
_________ 16. Appalachian Spring P. George Gershwin
_________ 17. Carmina Burana Q. George Frideric Handel
_________ 18. Orfeo R. Arnold Schoenberg
_________ 19. The Nibelung’s Ring S. Aaron Copland
_________ 20. Pelleas et Melisande T. Carl Orff