K-12 Rhetorical Analysis

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Chapter 1
INTRODUCTION

Situation Analysis Teachers are the heart of the academic enterprise. They are the backbone of the educational system for they are entrusted with the responsibility of training the youth. It must be remembered that a teacher is a producer of good, the interpreter of the past, the preserver of the present and the determiner of the future. It has been proven that teachers have an important influence on students’ achievement. Teachers stand in the interface of the transmission of knowledge, values and skills in the learning process. If the teacher is ineffective, students under the teachers’ tutelage will achieve inadequate progress academically. Gov. Davis of California, in his speech way back in 2000 stressed “We
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No. 7784 or “An Act to Strengthen Teacher Education in the Philippines by establishing centers of excellence. The TEC is mandated to formulate policies and standards that would enhance the pre-service, in-service, re-training and teacher development.” In the K-12 curriculum, the music curriculum emphases on the learners as both the recipient and instructor of the knowledge, skills and values necessary for artistic expression and cultural literacy. The skills that are developed include reading and analyzing, listening and observing and performing such as singing, playing and using musical instrument, body movement, acting, creating and composing. Luistro (2012) said that such a music teacher is therefore expected to possess all the competencies to handle Music subject. Under the DepEd Memo No. 72, s. 1950 known as Music Courses in the Secondary Schools Curriculum, it states that a school can offer music courses if there are qualified, pleasant and dignified teacher and academically and professionally trained in Music. It is also necessary to have a well-equipped music

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