1

A.

Situation

A growing body of educational research has indicated that we have reached

the limits of educational reform with current strategies (Dumont et al 2010;
Allegre, A. and Ferrer, G. 2010; Fullan 2009). Learning theory now recognises that
learners construct and interpret knowledge and are not merely passive receivers of
knowledge. Mental, physical and emotional capacities are not fixed at birth, but
change through interaction with environment. Learning is also situated (Vygotsky
1978). Individuals learn in different ways through multiple modalities and complex
communication practices involving multi-literacies (New London Group 2006).
Learners as sense makers are co-producers of knowledge who bring funds of
knowledge with them into school (Moll et.al. 2012; de Cortez 2010, p. 23). Focus
has shifted onto the learner, but also, learning environmentsvirtual and real. This
is in recognition of the specificity and ways in which individuals and groups
engage with learning both formally and informally, as well as in and out of school.
Teachers at the Domalandan Center Integrated School (DCIS) acknowledged
that their roles have changed dramatically since the last century. In recent years,
they have witnessed rapid social and cultural changes, phenomenal advances in
communication and information technologies, as well as the introduction of the
Internet within schools. These factors have contributed to shape the teaching and
operating culture of DCIS and created shifts in expectations of the physical

learning environment. Though DCIS has taken the initiative to implement reforms
in response to the changing landscape in todays education, the teachers admit that
much is still needed. The very state of their classrooms, shops, and laboratories
would speak for what they lack. How can communicative competence and skills
expected of the students to be proficient at be developed and mastered when the
facilities needed are either not provided or enough. Concepts remain as concepts
when these are not given the avenues to be put into practice in the learning
environment where these classes are conducted. They collectively point to the
urgent need for a new generation of facilities to cater for 21st century teaching and
learning needs. Innovation, they believe, is the key to updating and upgrading the
physical learning environment.
The concept of learning environment will become increasingly significant
as schools of the future become centres of lifelong learning. Learning
environment is a term used liberally in educational discourse because of the
emerging use of information technologies for educational purposes on the one
hand, and the constructivist concept of knowledge and learning on the other. As
Fisher (2009) points out, the classroom environment has a powerful influence on
learning, and children's perceptions of that environment influence their behavior. It,
thus, veers away from the traditional classrooms, conceived during the Industrial
Revolution and designed for students to passively receive information (McGregor,
2004), which were viewed as restricting students from acquiring new knowledge

and understandings via a range of information sources, learning modalities,

experiential activities and authentic tasks. In addition, traditional classrooms were
thought to be limiting options for the integration of educationally supportive
technologies (Thompson, 2005).
Todays concept of the physical learning environment with respect to
physical structures relates to spaces, equipment and tools within the school.
Greenwood(2006) notes that learning environment has evolved into an even more
complex structure that includes teaching equipment, sources of information and
events outside of schools, where students can take part in the learning process both
directly and virtually. The term evolved as a result of the recent changes taking
place in pedagogy, whereby actual learning has been transposed outside of schools
thanks to developments in communication and information technology. Internet
has already brought about significant changes in schools. Both the immense
quantity of information available and easy access to social networks have
weakened the link between schools and learning and therefore modified the
traditional teacher-student scenario Mc Gregor, 2004). The learning process is
becoming more cooperative, changing the teacher into a learner, too.
The rapid development of information and communication technologies
(ICT), the exponential rate of information production and the creation of new
social structures brought about by globalisation (Monahan, 2005) are all
challenging their views on what constitutes important and appropriate schooling

for todays students. In turn, our perspectives on what constitutes world class
schooling facilities are also being challenged.
Janowska and Atlay (2008) made a stronger connection between learning
environments and student engagement. They explored the influence of a
specifically designed creative learning space on students engagement with the
learning process, their motivation to explore, experience and discover, and on them
becoming more active, autonomous learners (Janowska & Atlay, 2008). In
analysing participant students responses to working in the creative learning space
they identified the use of the following adjectives: creative, positive, interactive,
enjoyable, exciting, flexible, productive, engaging, involving, encouraging,
inspiring, stimulating, fresh, functional, comfortable, relaxing, informal, [and]
personal (Janowska & Atlay, 2008). Based on these responses, they concluded that
the creative learning space had a positive influence on students experience and
their engagement with the learning process. They also suggested that more in-depth
analysis was needed in order to better understand how creative and other spaces
could meet the needs of curriculum and students.
The State is mandated to provide a system of education for the Filipino
children and the youth. The kind of education that is envisioned in the Constitution
is "quality education," a "complete, adequate, and integrated system of education
relevant to the needs of the people and society," and the State must ensure that all
citizens can access this envisioned system of education (Article XIV, Section 1,

and Article XIV, Section 2, Sub-section 1). BATAS PAMBANSA BLG. 232, also
known as the Education Act of 1982 in Section 22 points to how the Secondary
Education aims at discovering and enhancing the different aptitudes and interests
of the students so as to equip him with skills for productive endeavor and/or
prepare him for tertiary schooling.
The implementation of the K to 12 Curriculum brings into focus a new
perspective of the Filipino learner. As Bro. Armin Luistro, DepEd Secretary
pointed out, Ang bagong Pilipino higit sa pagiging maka-tao, maka-Diyos,
maka-bayan, at maka-kalikasan ay kailangang magtaglay ng kasanayan at pananaw
na angkop sa 21st century. The K to 12 Curriculum is focused on the learners
acquisition of the 21st century skills such as Learning and Innovation skills which
take into scope creativity and curiosity, critical thinking, problem solving, and risktaking, adaptability, managing complexity and self-direction and higher-order
thinking and sound reasoning. This calls for making learning and meaning-making
multimodal. Learning and meaning is made through oral, written, visual, audio,
tactile, gestural, and spatial. All these will be possible when reflected in the very
learning environment of the students.
Undeniably, the basic structure of teaching spaces have evolved much over
the past century. This fact inspired the researcher to investigate how much has
changed in the learning environment in Music, Arts and Physical Health Education
(MAPHE) in keeping with this evolution. This study looked into how technology

and student engagement come into play in innovating the learning environment in
MAPEH classes at Domalandan Center Integrated School (DCIS).

B. Problem
This study aimed to assess the physical composition of the learning
environment in MAPEH classes at DCIS as well as how technology and student
engagement come into play in innovating todays learning environment in
MAPEH.
Specifically, it aimed to answer the following questions:
1. How do the students find the classroom arrangement in terms of student
engagement ?
2. How do they find their indoor learning space?
3. What is the extent of utilization of instructional technology to innovate MAPEH
classes?
4. What are the problems encountered by the MAPEH Teachers in the innovation
of MAPEH classes in terms of adequacy of materials?
5. What type of learning environment can be designed to innovate the MAPEH
classes at DCIS?

Generation of Alternative Solution

INNOVATIVE LEARNING ENVIRONMENT DESIGN
The innovative learning environment design brings into focus the innovation
incorporated into making it engaging and stimulating for the students. It
underscores how learning space and design has become relative for the teachers in

general and to the MAPEH teachers in particular to view the learning environment
as part of the pedagogical process in MAPEH education.

C. PLAN OF ACTION
C.1 Objectives
1. Innovate the learning environment in MAPEH instruction.
2. Train the teachers in the use/production of technology-aided activities/materials
3. Increase teachers understanding of pedagogical principles that are specific to
the use of technology in an instructional setting
C.2 Time Frame
June 2016- July 2016
Table 1
1.

Activity
Assessment of

learning
teachers

Time Frame

People Involved

June 13- 17, 2016

Teacher- Researcher
MAPEH teachers

schools

environment

and

utilization

of

technology-based instruction or
activities
2.

Conduct of school LAC

June 20-24, 2016

session

on

Innovating

the

Learning Environment in MAPEH

3.
Development
and
June 27- July 8

School Head
MAPEH Head Teacher
MAPEH Teachers
Teacher- Researcher
MAPEH Teachers

utilization of innovative learning

2016
environment designs
4.
Evaluation of

teachers
July 11-15, 2016

Teacher- Researcher

utilization of innovative learning

environment (designs)
5.
Analysis of results and

July 16-22, 2016

Teacher- Researcher

interpretation of data gathered.

C.3 Target Subjects

Subjects were the elementary teachers handling MAPEH (N=18) at
Domalandan Center Integrated School as well as the 40% (N= 220 ) of the total
number of Grade II Grade VI pupils enrolled at DCIS this S.Y. 2016 2017.
C.4 Activities to be Undertaken
Twenty-first century learning environments are envisioned as places where
the learner is engaged in self-directed and cooperative learning activities, and the
physical environment is planned so that it can be routinely re-organised to mediate
learning (Partnership for 21st Century Skills, 2012). Therefore, 20th century
constructivist concepts which view the learner as active and the learning
environment as passive should be replaced with a new perspective. Think of the
learning environment there is at present where Music, Arts and Physical Health
Education is concerned. It is in view of the stated data or observation that this
innovative learning environment design is proposed as an alternative solution
through the conduct of a three-day school LAC session.
C.5 Evaluative Criteria / Proposed Evaluation

The following steps were followed by the researcher in gathering the needed
data in this study:
1.
Assessment of schools learning environment and teachers utilization of
technology-based instruction in MAPEH.
2.
Conducted the 3-day school LAC session on technology-based MAPEH
instruction .
3.
Developed innovative learning environment designs and technology-aided
lessons or activities.
4.

Determined how the students find their learning environment in MAPEH in

terms of innovation using weighted mean.

D. ACTION/IMPLEMENTATION
The descriptive method of research was employed in this study.
Documentary analysis was used, too, in determining the innovativeness of the
learning environment in MAPEH in terms of design and technology tools utilized.
The main tool used in gathering the needed data was a survey questionnaire.
Average weighted mean was used to determine the innovation done and utilized in
MAPEH.
This study purported to better engage the students in Music , Arts, and
Physical Health Education through the development of an innovative learning
environment design and consequently the conduct of training during the school
year 2016 2017.

10

An engaging learning environment can support both the teaching and

learning of MAPEH concepts and skills. Moreover, it allows teachers and students
to model and explore concepts that are otherwise impossible or difficult to explore.

11

RESULTS AND DISCUSSION

This section deals with the presentation, analysis, interpretation of the data
on how the students of Domalandan Center Integrated School found the classroom
arrangement in terms of student engagement as well as their indoor learning space,
the extent of utilization of instructional technology to innovate MAPEH classes,
and the problems encountered by the teachers in the innovation of MAPEH classes
in terms of adequacy of materials. The data are presented in the order of the
statement of the problem.
Table 1
Classroom Arrangement vis--vis Student Engagement
Mean
1. Students have some opportunities to move around.
2. Students can engage in activities, manipulating objects and
materials
3. Seating arrangements vary, including small groups, pairs,
individuals, and total groups.
4. Individual students and small groups can choose from
alternative learning activities.
5. Small groups of students can work independently on projects or
assignments.
6. A variety of teaching methods can be used by teachers.
7. Team teaching is easily facilitated.
8. Teachers can make quick, clear transitions from one activity to
another.
9.Teachers can move around the classroom interacting with
individuals and groups.
10. Circulation is minimized.
Overall

2.28
2.70
1.84
1.78
1.95
2.64
2.14
2.10
1.92
1.76
2.06

Description
Moderately
Engaging
Engaging
Moderately
Engaging
Moderately
Engaging
Moderately
Engaging
Engaging
Moderately
Engaging
Moderately
Engaging
Moderately
Engaging
Moderately
Engaging
Moderately
Engaging

12

The overall rating 2.06 which translates to moderately engaging shows how
the respondents regard the learning environment they are exposed to in their
MAPEH subjects in terms of student engagement. Just as learning environment is
regarded as a motivating factor in students engagement, the data show how
MAPEH classes at DCIS is faring and is needing much innovations and reforms.
Though the learning environment allows the teachers to employ a variety of
teaching methods, it cannot be ignored how the learning environment is found
limiting and moderately engaging by the respondents. It comes not as a surprise;
therefore, that the rest of the indicators for learning environment are found
wanting. The respondents rated eight of the ten indicators as moderately engaging.
Several factors can be attributed to this one. Circulation is minimized (1.76);
teachers can move around the room interacting with individuals and groups (1.92),
teachers can make quick, clear transitions from one activity to another (2.10), team
teaching is easily facilitated(2.14); a variety of teaching methods can be used by
the teacher(2.64) and students have some opportunities to move around (2.28) are
such indicators showing how the limited learning environment keep them from
fully optimizing the much needed mobility and space characteristic of a MAPEH
class. Another factor can be attributed to the lack of a regular classroom apt for
MAPEH classes which the teachers can fully optimize for their students use.
MAPEH classes are predominantly held in the classroom and Physical Health

13

Education occasionally held outside the classroom. MAPEH classes require space,
mobility, and

a setup different from the regular classroom setting typical of the

armchairs arranged neatly in columns. The proximity of the armchairs or the

armchairs itself keep the students from fully engaging in the activity or not move
much as the room itself is not conducive or apt for the said classes.
Table 2
Indoor Learning Space
(Classroom/Gymnasium/Shops/Laboratories)
Interesting
Boring
Dynamic
Static
Inviting
Repelling
Pleasant
Unpleasant
Friendly
Unfriendly
Like
Dislike
Total

F
23
17
7
32
7
4
29
29
12
10
12
38
220

%
10.46
7.73
3.18
14.55
3.18
1.82
13.18
13.18
5.45
4.55
5.45
17.27
100

How do the students of Domalandan Center Integrated School find the

learning environment they are exposed to at the classroom/gymnasium where their
MAPEH classes are held? It is interesting to see how the pupils have assessed the
indoor learning area. Of the 220 respondents, 17.27% (34) disliked it; found it
static (14.55%); unpleasant(13.8%); boring (7.73%) unfriendly (4.55%), and
repelling (1.82%). The data reveal how a greater percentage of the respondents

14

found the indoor learning area not to their liking. This can be attributed to the data
in Table 1 which show how the respondents regarded their learning environment in
their MAPEH classes. As they found it limiting and not engaging, the very
structure or physical make up of the classroom /gym/shops/laboratories as a
learning area and a learning environment are contributory to their negative stance
on their indoor learning area. Its also why they find it static; they cannot freely
move around much as they have to be mindful of the other classes ongoing at the
gym or the limited space they have in the classroom. On the other hand, close to
those who disliked the indoor learning are those who found it pleasant (13.8);
interesting (10.46%) and inviting (3.18%). Ideally, the answers of the respondents
should lean more on the positive. The data; however; show
implies

reassessment

of

the

classes

conducted

otherwise. This
in

classrooms/

shops/laboratories/classes scheduled at the gym, classroom provision apt or

conducive for MAPEH classes , as well as a stimulating environment typical of a
MAPEH class.
Table 3
Extent of Utilization of Instructional Technology to
Innovate MAPEH Classes
1. Computer aided instruction.
2. Digital projector in delivering lessons.
3. CD-ROM to reproduce digital copies of our
lesson.
4. Laser video disc to replace textbook for

Mean
2.67
2.28
2.17

Description
Often
Seldom
Seldom

1.78

Seldom

15

discussions.
5. Teleconference whenever possible to ensure
classroom discussions.
6. Search /engines to download topics to enhance
our lessons.
7. Video/film whenever possible for purposes of
demonstration and critiquing.
8. Multimedia to supplement scarcity of
instructional materials.
9. Internet camera to present vivid pictures about
lessons in MAPEH.
10. Adobe Photoshop for drawing
Overall

1.71

Never

2.25

Seldom

2.60

Often

2.70

Often

2.21

Seldom

2.50
1.85

Seldom
Seldom

It has been stressed how the utilization of instructional technology can make
the learning environment more engaging. The data above show how the teachers
seldom utilize instructional technology to innovate their MAPEH classes. While it
is true that the MAPEH teachers often use computer-aided instruction (2.67%), use
film/video(2.60) and multimedia (2.70)to innovate their MAPEH classes, majority
of the indicators are found wanting with a rating description of seldom (Adobe
photoshop, laser video disc, search engine and digital projector. Add to this the
fact that teleconferencing has never been utilized as revealed in the data. An
engaging learning environment goes hand in hand with an innovative instruction in
MAPEH. The results show how the MAPEH teachers at DCIS could do more and
learn more about instructional technology as a tool in engaging their students.
Table 4
Seriousness of Problems Encountered by the MAPEH Teachers
in the Innovation of MAPEH Classes in terms of
Adequacy of Materials

16

Provision of/Adequacy of I.T.

Mean

Description

Internet Connectivity

2.78

Serious

Laptop/Netbook/Desktop

2.39

Moderately Serious

Video/Film

2.60

Serious

CD-Rom

2.85

Serious

Computer

2.39

Moderately Serious

Multimedia

2.75

Serious

Digital Projectors

2.78

Serious

Internet Camera

2.25

Moderately Serious

Search Engines

2.17

Moderately Serious

Teleconference

3.26

Very Serious

Laser Videodisc

3.25

Serious

Overall

2.67

Serious

Instructional technology helpful in bringing about innovation in todays

instruction involves using an assortment of teaching tools to innovate instruction,
learning environment and enhance student learning. In this table are the provisions
the school may have in terms of technology tools/equipment. It presents how the
respondents find the seriousness of the problems they encounter in innovating their
MAPEH classes in terms of the provision of/adequacy of instructional/technology
tools. Of the eleven, six were found to be serious, namely, Multimedia (2.75),
Internet connectivity

(2.78), video/film

(2.60), CD-Rom

(2.85), Digital

Projectors (2.78), and Laser Videodisks (3.25). While laptop/netbook/desktop

(2.39), Internet Camera (2.25) and Search Engines (2.17) were found to be

17

moderately serious, it is a cause for concern that the provision for teleconference
(3.26) is found to be very serious. Factors contributory to the said results would be
the absence of the necessary tools that would make teleconference an innovative
way of engaging the students in their MAPEH classes and in ensuring active
student engagement in their learning environment. Though majority of the faculty
make use of their laptop or netbook, there is still a handful of faculty who do not
move with the time. These are the teachers who go with the tried and tested but
have gone stale so to speak as they ceased to be engaging. The results imply the
existence or provision of all the said technology/instructional tools. This is good. It
zeroes in on the other hand the need to ease the access and provision of these
technology/instructional tools to address the teachers concerns along this line. It
calls for upgrading of existing facilities or provisions so as to optimize its use,
access, and availability to everyone. In so doing, the overall mean rating of 2.67
which is serious will at least be reduced to moderately serious, if not, not serious.
Instructional technology does, indeed, hold a remarkable promise for
changing the quality of teaching and learning in our schools. It is the catalyst for
transformationbut this does not mean that we merely need more computers in
our classrooms. Technology also involves process. Teachers are then called to task
to bridge their teaching strategies.

Conclusions

18

The findings of the study present how the learning environment is found
limiting and moderately engaging by the respondents which consequently keep
them from fully optimizing the much needed student engagement, mobility and
space characteristic of a MAPEH class. Likewise, the indoor learning area has also
been found to be not to their liking. This is probably due to the fact that the very
structure or physical make up of the classroom/gym as a learning area and a
learning environment are contributory to their negative stance on their indoor
learning area. From the findings of the study it can be drawn that the teachers
seldom utilize instructional technology to innovate their MAPEH classes. This is
not surprising as provision for instructional technology are inadequate; thus, the
teachers cannot/do not fully innovate the learning environment in their MAPEH
classes.

Recommendations
Based on the findings of this study and the conclusions drawn from such
findings, recommendations are hereby offered that the learning environment in
MAPEH classes can be more stimulating and engaging if student engagement,
space and mobility are given utmost importance in the places where MAPEH
classes are held. The indoor learning area will be more contributory to learning if
MAPEH classes are specially held in rooms appropriate for lecture and/or handson activity, demonstration or play. Classes (lecture and games by two or more

19

teachers) should not be held simultaneously in the gymnasium. Moreover, MAPEH

teachers should employ instructional technology to innovate the MAPEH classes
and make the learning environment more engaging. In this vein, the administration
should upgrade their facilities in and for MAPEH and update, too, the teachers
with the training necessary to make them effective and innovative in their approach
to making MAPEH truly engaging for all students.

Reflection
Overall, the classroom environment plays a crucial role in keeping students
engaged and allowing them to be successful within the classroom. This study led
me to the realization that teachers in general and MAPEH teachers in particular
can modify the environment to achieve these results. Undeniably, our classrooms
and other learning spaces in the public schools are found wanting where space and
innovation are concerned. We may find these limiting but not the ingenuity and
creativity of the teachers in which they make their classrooms engaging and
stimulating. There is a multitude of ways in which to do this. They can arrange the
desks in different patterns. They can decorate the walls with different assignments
or items.
Students can be used to help lead the classroom in the way that the teacher
wants to go. Even adapting the lighting or the temperature of the room can increase
the effectiveness of instruction in the classroom. A good teacher is aware of these

20

elements and the importance that they play in student success. It dawned on me
that without giving attention to the environment of a classroom the teacher is
setting their students up to be less engaging and successful.

REFERENCES
Books
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technologies of instruction. New York: Macmillan.
Lumley, D., & Bailey, G. D. (2006).Planning for technology: A guidebook for
school administrators. New York: Scholastic.
Journals and Periodicals
Barak, M., Lipson, A., & Lerman, S. (2006). Wireless laptops as means for
promoting active learning in large lecture halls. Journal of Research on
Technology in Education, 38(3), 245-263.
Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why

21

it isn't happening. Journal of Technology and Teacher Education, 13(4),

519- 546.
Beckett, E., Wetzel, K., Chishlom, I., Zambo, R., Buss, R., Padgett, H., Williams,
M., & Odom, M. (2004).Supporting technology integration in K-8
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(2004).Increasing preservice teachers' capacity for technology integration
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Greenwood, D. (2008). A critical pedagogy of place: from gridlock to parallax.
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Hawkey, R. (2007). The lifelong learning game: Season ticket or free transfer?
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engagement. Innovations in Education & Teaching International, 45(3),
271-279.
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schools. Hoboken, N.J.: John Wiley & Sons.
Mills, S. C. (2004). Technology integration configuration map: What teachers do

22

in technology-rich classrooms. University of Kansas: Institute for Life Span

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24

APPENDIX A
Survey Questionnaire on Learning Environment
Directions: The following is the research instrument to be used in the study Learning
Environment in Music, Arts, and Physical Education at Domalandan Center Integrated School .
Please provide the information and/or data asked for. Rest assured that all information/data you
provide will be strictly kept confidential.
Please put a check mark ( ) on the column that corresponds to your perception regarding the
learning environment in MAPEH in terms of student engagement and innovations vis--vis the
provision and utilization of technology . Use the legend indicated in survey questions 1,3, and 4
to guide you in answering the questions.
I. Classroom Arrangement
LEGEND:
Choices
4

Interpretation
HE (highly engaging)

E (engaging)

ME (moderately engaging)

NE (not engaging)
1

1. Students have some opportunities to move around.

2. Students can engage in activities, manipulating objects and
materials
3. Seating arrangements vary, including small groups, pairs,
individuals, and total groups.
4. Individual students and small groups can choose from
alternative learning activities.
5. Small groups of students can work independently on projects
or assignments.

25

6. A variety of teaching methods can be used by teachers.

7. Team teaching is easily facilitated.
8. Teachers can make quick, clear transitions from one activity to
another.
9.Teachers can move around the classroom interacting with
individuals and groups.
10. Circulation is minimized.

II. Indoor Learning Space. Just check your answer as to how you find the indoor learning space
in the school. (Classroom, Gymnasium)
I find the indoor learning space,
Interesting
Boring
Dynamic
Static
Inviting
Repelling
Pleasant
Unpleasant
Friendly
Unfriendly
Like
Dislike
III. Extent of Utilization of Instructional Technology (IT)
to Innovate MAPEH Classes
LEGEND:
4

A (always)

thrice a week

O (often)

twice a week

S (seldom)

N (never)

once a week
never use IT

26

1.
2.
3.
4.
5.

Computer aided instruction.

Digital projector in delivering lessons.
CD-ROM to reproduce digital copies of our lesson.
Laser video disc to replace textbook for discussions.
Teleconference whenever possible to ensure classroom
discussions.
6. Search /engines to download topics to enhance our
lessons.
7. Video/film whenever possible for purposes of
demonstration and critiquing.
8. Multimedia to supplement scarcity of instructional
materials.
9. Internet camera to present vivid pictures about lessons
in PE.
10. Adobe Photoshop for drawing
IV. Problems Encountered by the Teachers in MAPEH classes terms
of Adequacy of Materials
LEGEND:
Choices
4

Interpretation
VS (Very Serious)

S (Serious)

MS (Moderately Serious)

NS (Not Serious)

Provision of,
Internet Connectivity
Laptop/Netbook/Desktop
Video/Film
CD-Rom
Computer
Multimedia
Digital Projectors

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Internet Camera
Search Engines
Teleconference
Laser Videodisc

APPENDIX B
LETTER TO THE VALIDATOR ON THE
QUESTIONNAIRE OF THE STUDY

December 3, 2014
_______________________________
_______________________________
_______________________________
Sir/ Madame:
Greetings of peace!

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The undersigned is currently conducting his study on the INNOVATIVE LEARNING

ENVIROMENT IN MUSIC, ARTS AND PHYSICAL EDUCATION (MAPHE) AT
DOMALANDAN CENTER INTEGRATED SCHOOL. In this vein, he would; like to ask
your assistance by way of validating the questionnaire pertinent to the said study.

He will highly appreciate your favorable response on the matter.

Sincerely,
(SGD) JESUS V. DELA CRUZ
Researcher

APPENDIX C
Innovative Learning Environment in MAPEH

Rationale
"Be the change you want to see in the world."
Nelson Mandela

Learning in health education, physical education, music, arts and home economics
helps students grow as confident, connected and involved lifelong learners, ready
to contribute to their world. It embodies the DepEd curriculums vision for our
young people to contribute to nation building . It enables them to develop the
knowledge, values, and competencies to live full and active lives.
Students learn through interactive and practical activities that draw on their own
experiences and needs, current and future. As they actively explore challenging

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situations, students increase their knowledge and skills and develop understandings
about themselves, others, and society.
Technology is intervention by design to expand human possibilities. Almost every
aspect of daily life food, health care, transport, communications, entertainment,
our environment uses technology. Undeniably, technology plays a pivotal role in
todays innovation where the learning environment is concerned.
Students today need interactive experiences in keeping with the technological
communities of practice which are currently informing and developing our future.
Through technology education, students have the opportunity to develop a broad
technological literacy and to experience and explore a wide range of technologies
in a variety of contexts that will enable them to participate as informed participants
in an ever-changing world.
It is in view of the aforecited data that this innovation in the learning environment
in Music, Arts, Physical Education and Health is drafted and shared with the
teachers. Space may be limiting but the incorporation of technology and ingenuity
of the teachers to innovate the classroom climate will more than make up for this.

Music sound arts

Music sound arts learning spaces are environments where
students can take risks, try new concepts, and challenge the rules
of harmony and form, timbre, and the combining of instruments
and genres.
Students can be agents of change and lead these social
challenges through skilled use of collaborative sound/sonic
technologies and Web 2 tools, through studying and creating

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music for protest, music for celebration, or simply by using

music to spread a message.

Give permission for students to be loud or barely audible,

consonant or dissonant, balanced and unbalanced, in and out of
sync and time.
Collaborate and develop new musical ideas as examples of
living and evolving sound culture.
Channel strong emotional responses to triggers and events
(whether global or personal) into transformative musical
expression that challenges and questions human ideas and
actions through creative expression.

Visual arts
Challenge students to explore and question beliefs and assumptions
through studying and making art works.

Challenge students to make drawings using fashion photographs

and makeup to critique conventional notions of beauty.

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Have students generate image(s) and co-construct a still life that is

about identities. They then scan this work and make a computergenerated image, adding other imagery or effects to reinforce ideas of
identity. (These can be personal or more global notions of identity.)
Students then give their works to another student where they
have to work on them to reflect more their own individual identity.
Students discuss the process particularly around having to
give their original work to some one else to construct another or multiple
identity.
Ideas discussed could include notions of originality,
appropriation, globalisation, authorship, multiplicity, and so on.

Screen capture (appropriate) real-time online news-stream text and

imagery, and re-compose as 'current affairs' maps/collages in the style
of David McCandless or re-contextualise as sculptures in the style
of Hans Rosling.

View TED Talks by internationally renowned, future thinking

artists and designers. Facilitate group discussions where learners feel
safe to examine how these people are 'breaking rules' through engaging
in creative and critical thinking, and innovative and revolutionary visual
arts practices.

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Challenge students to take risks, think, and act outside the square
and seek innovative solutions to art making. For example, ask
photography students to produce one photograph overnight in response
to a prompt, which may be interpreted in different ways, for example:
apple (object, food item, form, symbol, brand, from a scientific
perspective)
inside out (looking from inside a room to the outside, turning an
item of clothing or a bag inside out, personal perception)
measurement (space, 3-D, time, space-time continuum, measuring
devices, precision, geometry, numbers, weight, size, volume,
density, mass, gravity, velocity, proportion, scale).

Exhibit student art works through a variety of means including

gallery settings, local primary schools, local businesses, projections
during school assemblies to accompany music performances, and online,
for example, via the Virtual Learning Network or the Arts Online
Student Gallery or on the school website. On some occasions it may be
useful to show works in progress accompanied by annotations or
developmental images.

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Connect visual arts with the ideas and content of other subject
areas.
Use Dadaist collages, for example, to learn about World War
I and post-war socio-political conditions in Europe.
Teach basic physics of the light spectrum to facilitate
understanding of the use of a light meter to measure correct exposure in
photography.
Use the Internet, mailing lists, and art museum websites for virtual
learning experiences that reach far into the world beyond the classroom.
Teachers and students can watch podcasts from the Tate
Modern that spark discussion and present new ideas.

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Students can engage in interactive learning about visual

elements and principles using the toolkit in artsconnected.
Organise a visit to the Art Island. Its aim is to give every art
student in the country the opportunity to see the real thing; to be
inspired, challenged and wowed by the true scale, texture, and colour
of original art works, no matter where they live or where they study.

Dance
The following are two examples of exploring digital technologies in
ways that both excite and engage students but also keep core dance
practices at the forefront of their learning.

Make contact with your teaching network in other areas of the

country or other parts of your city or town.

35

Use a video-conferencing tool to set up the opportunity with

another teacher/school for your class to virtually visit one of their
performances or rehearsals.
Have your students provide live virtual feedback to the other
schools group and then have your students perform for the class
watching on the other end.
With a few local network or national network dance teachers,
arrange to have short examples of your students dance creations
uploaded to the Arts Online Student Gallery. (Ensure that you seek and
complete the appropriate permission forms with students and parents.)
Then have the other schools teacher view the clip and have
their students/class learn and develop the sequence further before
reposting it to the student gallery.
Have your students watch the sequence again noting the
developments and changes the 'away' class has made. Follow the process
until both classes are happy with the end product.

Drama
Use a social networking site or blog site or the school intranet server to
create a class page.
If using Facebook, adjust the security settings of the page so that it is a safe,
secure, neutral ground for students and for you as the teacher where you
cant see the students personal pages and they, in turn, cannot view yours.

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The online 'class base' can then be used to challenge students opinions
through you or the student providing subject-based, thought-provoking
statements on lesson content or the current learning context and contributing
to the resulting comment threads.
In addition, you can provide visual clips for students to view and respond to.
Discussions could also involve ongoing feedback around achievement and
group preparations.

Art history
Enhance the relevance of new learning in the art history classroom.
Students who are challenged and involved learn more effectively.
Effective teachers ask open-ended questions that create possibilities for deeper
learning.

37

Art history challenges students to think about deeper ideas from philosophy or to
form and share opinions.
Initiate debates to encourage students to develop arguments within and outside
their own experiences and knowledge. For example:
'Abstraction is a truer representation of reality than realism.'
'Once an image has gone digital or operates in a digital space it is no longer

art.'
Wide use of the Internet, list serves, and art museum websites enables virtual
learning experiences far beyond the physical boundaries of the classroom.
Google Art takes virtual tours into the great art galleries and museums worldwide,
with the capacity to zoom in close and create a personal gallery.