Author

Cute V. Candelario
Capiz State University – Main Campus
Roxas City, Capiz, Philippines
Email: cutecandelario17@gmail.com

Abstract

The Department of Education issued Memorandum DM-CI-2020-000, titled “Clarification on the Use of the Most Essential Learning Competencies,” which served as the primary reference in determining appropriate learning delivery approaches suited to the local context and learner diversity. Guided by this directive, the present study aimed to develop and evaluate researcher-made instructional materials and audio-visual presentations that utilized locally mapped folk songs of Cuartero, integrated to deliver competencies in Music 7. Anchored in the Theory of Contextualization and Localization, the study employed a developmental research design that involved analyzing least-learned competencies, designing instructional modules, and expert validation of modules aligned with DepEd’s Most Essential Learning Competencies. Data were gathered through a Google Form administered to 30 purposively selected MAPEH 7 teachers from four secondary schools in the District of Cuartero, through which six Least Developed Learning Competencies in Music 7 were identified. The instructional materials and audio-visual presentations were subsequently validated by DepEd experts using both quantitative and qualitative methods. Results revealed high acceptability across all indicators. The printed materials were rated very acceptable, receiving perfect scores for both content and technical quality. Similarly, the audio-visual presentations were rated very acceptable as non-print materials, also earning perfect scores for content and overall presentation. These findings confirm that the developed learning materials met the LRMDS standards and were recommended for use. The study affirms that integrating local folk songs into the teaching and learning process fosters student interest, enhances motivation, and deepens appreciation of the cultural roots of musical sensibility. Thus, the developed instructional materials serve not only as pedagogical tools but also as a repository of Cuarteronhon oral tradition—preserving local music heritage while promoting cultural appreciation.

Keywords: Integration, localization, contextualization, folksongs, instructional materials, Grade 7 music

DOI: http://doi.org/10.69651/PIJHSS0501781

Recommended citation:
Candelario, C. V. (2026). Integration of Cuartero folksongs in teaching music. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8690-8707. http://doi.org/10.69651/PIJHSS0501781

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