Sie sind auf Seite 1von 23

Mountain View College

School of Education

Learning Package for Music 7

Unit Topic: Music of Luzon (Lowlands) Time Frame: 1st Quarter


Designed by: Joyce Claire E. Casane Inclusive Dates:
Stage 1 – Desired Results

Program Standard
The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and
diversity, and expansion of his/her world vision.

Grade Level Standard


The learner demonstrates basic understanding of the fundamental processes in music and the arts through
performing, creating, listening and observing, and responding towards appreciation of the cultural richness of
the different provinces in the Philippines.

The learner demonstrates understanding of the musical characteristics of representative music from the lowlands
of Luzon.

Content Standard for 1st Quarter


Performance Standard for 1st Quarter
Learning Competencies for 1st Quarter
Lesson Title The Learner
Musical Elements Analyzes the musical elements of some Lowland vocal and instrumental music selections;
of learner
The the Music of
performs music of the lowlands with appropriate pitch, rhythm, expression and style.
Northern Luzon and
the Lowlands

Characteristics Identifies the musical characteristics of representative music selections from the
and Musical lowlands of Luzon after listening;
Tradition of the Explains the distinguishing characteristics of representative Philippines music
Lowlands selections from Luzon in relation to its culture and geography;
Explores ways producing sounds on a variety of sources the same vocal style in the
lowlands of Luzon
Sing folksongs from the lowlands of Luzon;
Vocal and Creates appropriate movements or gestures to accompany the music selections of the
Instrumental Music Lowlands of Luzon;
of the Lowlands Performs instruments/improvised instruments from Luzon lowlands;
Improvises simple rhythmic/melodic accompaniments to selected music from the Lowlands of
Luzon;
Provides harmonic accompaniments to selected music of the Lowlands of Luzon;

Integration of Faith, Learning, and Life


Textual: Psalm 149:1, 3 God wants us to praise Him with harps and timbrels. Music is a gift from God. We may
have different cultural background of music; God wants us to glorify Him equally. Let us praise Him through the
gift of Music.

In tracing the origins of Philippine music provides one a clean perspective of one’s culture and tradition.

Enduring Understanding

Essential Question
Why do we need to know the origins of our Music in Luzon?

How do you evaluate the vocal and instrumental music of Luzon?

1
Transfer Goal

The learner performs musical drama from the musical concept of Luzon Lowlands following proper pitch, rhythm,
expression and its style.

Stage 2 – Assessment Evidence

A. Unit Assessment Map


Type Acquisition Meaning Making Transfer
Total
Knowledge-15% Process/Skills- (Understanding- (Application-
100%
25% 30%) 30%)
Pre-assessment/Pre- Item 3 Items 11, 13 Items 5, The learner
test performs musical
Post- Items # 1, 2, 3 8, 10, 12, 13, 4, 5, 6, 7, 9, drama from the
Assessment/Post- 14 11 musical concept
test/Summative of Luzon 100 %
Assessment Lowlands
following proper
pitch, rhythm,
expression and
its style.

B. Assessment Matrix
Cod Levels of Rationalization of
What will I assess MC Item TOTAL
e Assessment Correct Answers
A Knowledge  Identifies the musical 1. A musical tradition C. Panunuluyan- Is
(15%) characteristics of from Luzon which a Philippine
representatives music enacts Philippine Christmas
selections from the Christmas dramatic dramatic ritual
lowlands of Luzon after ritual narrating the narrating the
listening Holy Family’s search Holy Family's
for a place to stay in search for a
Bethlehem. place to stay in
Bethlehem for
A. Pastores Jesus Christ's
B. Senakulo birth through
C. Panunuluyan song.
D. Flores de Mayo

2. A musical tradition D. Flores de Mayo-


which features the a tradition
dressed teenage queens known as Flores
and is celebrated in the de Mayo, a daily
month of May. offering of
flowers to Mary,
A. Komedya the mother of
B. Pasyon Jesus, is
C. Salubong observed
D. Flores de Mayo throughout the
month of May.

3. It is originally a war D. Kumintang-


song, in triple time that originally a war
can be of only topic such song, this song
as love, resentment, a in triple time
social commentary. can be of any
topic: love,
A. Pandanggo resentment,or a
B. Harana social
C. Kundiman commentary. It
D. Kumintang can also be a
dance or
a combination of
song and dance
in this style.
Process  Explores ways producing 8. Which is TRUE about
Skills (25%) sounds on a variety of Banduria? D. Banduria- 14-
sources the same vocal stringed pear-
style in the lowlands of A. It’s a 13-stringed shaped lute with
Luzon instrument a round sound
B. It is a round- hole and played
shaped instrument with a
C. It plays the alto plectrum, itplay
part of a piece s the melody in
D. It is played with the rondalla
a plectrum ensemble.

2
10. What does Gloria in
Excelsis Deo means? C. The Gregorian
Chant
A. Holy is the Lord Sacramentary
God of Hosts Chant which
B. I believe in one means “Glory in
God the Highest to
C. Glory in the God!”
highest to God
D. Lord have mercy

Ilokano Song “Manang


Biday”

Manang Biday, ilukat mo


man
‘Ta bintana ikalumbabam
Ta kitaem ‘toy kinayawan
Ay, matayakon no dinak
kaasian

12. Manang Biday is a


folk Ilokano song. What C. Ta bintana
does the 2nd line means in ikalumbabam means
the lyrics of the song? open your window

A. Dear Biday, please


open
B. Oh, I will die if
you will not care
C. Open your window
D. So you can see the
one who adores you

13. Which is TRUE about


Kundiman? A. Kundiman- an art
song about the
A. An art song about love of a man
the love of a man for a woman but
for a woman but can also be
can also be about about patriotic
patriotic sentiments, the
sentiments woman as an
B. originally a war object of love
song, this song in and sacrifice of
triple time the man
C. A type of song in representing the
a form of Philippines
serenading a lady whose countrymen
outside her house are willing to
to show his love do sacrifices
D. Is a folk song for freedom.
from the
Philippines, about
courtship and love

14. Which is NOT TRUE


about Bamboo Organ?
C. It is from
A. Is a 19th century Albay- The Las
church organ Piñas Bamboo
B. It has a unique Organ in St.
organ pipes made Joseph Parish
entirely from Church in Las
bamboo Piñas City,
C. It is from Albay Philippines, is
D. It is considered a 19th-century
as the National church organ
Treasure with unique
organ pipes;
they are made
almost entirely
of bamboo.
M Understandin  Analyzes the musical
g (30%) elements of some Lowland
vocal and instrumental
music selections

3
 Explains the 
distinguishing
characteristics of
representative Philippine
music selections from
Luzon in relation to its
culture and geography

T Performance/  Sings folksongs from the


Product lowlands of Luzon
(30%)  Performs
instruments/improvised
instruments from Luzon
lowlands
 Improvises simple
rhythmic/melodic
accompaniments to selected
music from the Lowlands of
Luzon
 Creates appropriate
movements or gestures to
accompany the music
selections of the Lowlands
of Luzon
 Provides harmonic
 accompaniments to selected
music of the Lowlands of
Luzon

4
Stage 3 – Learning Plan

A. Unit Learning Package


Time
Lesson
Topic Concept Frame/No. of
No.
Meetings
Musical Elements of
the Music of Northern
1 A blessed and rich musical culture that is both modern and 1
Luzon and the
traditional is the Music of Luzon
Lowlands
Characteristics and
2 Musical Tradition of Musical Tradition and its characteristics of Luzon Lowlands 2
the Lowlands express their appreciation of nature though dances and songs
Vocal and
Vocal and musical instruments play a vital role in the music
3 Instrumental Music of 2
of Luzon Lowlands
the Lowlands

B. Unit Concept Map

MUSIC OF LUZON

Musical Elements of the Characteristics and


Music of Northern Luzon Musical Tradition of the
and the Lowlands Lowlands

Vocal and Instrumental


Music of the Lowlands

5
B. Summary of Daily Learning Plan
Lesson No./Topic
Stage Concepts to Learn IFLL Strategy & Emphasis Activity 1 Activity 2
or subtopics
Pre-Assessment
Music of Luzon Conceptual:Valuative
(Lowlands) Musical Film Viewing
(Music of Luzon) It is important to know
the background of the
lesson that will also give
us an overview of our
lesson for the whole
quarter. It reminds me of
many people will say that Carousel Flash Cards
Explore they know Jesus. But the
truth is, they just knew
Him by name not by his
background. Where He came
from, where He was born.
As a Christian, to have
and overview and or the
background of our Saviour
will lead us to have a
better understanding of
our faith, belief.
Firm-up Illustrative: Exemplary
There was a cook who
always wants to cook and
eat all time. One time, he
planned to cook a
Spaghetti. So, he went to
the market and bought all
the needed ingredients.
When he arrived he
Appreciate the different
Musical Elements immediately prepare the
features of Indigenous Anticipatory Anticipator
of the Music of things needed and start
Cultural music of Luzon Chart y Guide
Northern Luzon cooking. When he almost
through experiencing its
and the Lowlands finish cooking, he noticed
music
that there was no milk to
be mixed in the Spaghetti.
In cooking, it was
illustrated that there was
a lacking element. In
music also, there are
musical elements needed to
be considered to make
music more beautiful.
Characteristics A way to appreciate the Conceptual: Textual Music Portraying
and Musical beauty of Lowlands’ music Matthew 15:3 He answered Playing a
Tradition of the is put into reality. them, “And why do you Musical
Lowlands Philippines is blessed break the commandment of Tradition/
with rich musical culture God for the sake of your Reflection
that is traditional and tradition?” When Paper
modern Philippine music was
introduced, people who
were behind had their
specific purpose and
importance of Philippine
music. When we use their
music we don’t need to
change the background of
the music. How it should
be done and how it should
be appreciated. Like God
when he told his people
about breaking the law of
God.

6
Learning the different
Vocal and vocal and instrumental Rehearsal
Instrumental style of Lowlands Music a of
Reporting
Music of the way of understanding how Conceptual: Textual Presentatio
Lowlands their music was designed Psalm 101:1 I will sing of n
and made. steadfast love and
justice; to you, O LORD, I
will make music.
In the verse itself, it
 Film viewing of the Northern and Luzon commanded us to make
Lowlands and their music styles music. God didn’t require
us to have a beautiful
 Based on what you have seen, what are the voice. But it simply
common characteristics of Northern and wanted us to sing and play
Luzon Lowlands music? music with love and
Deepen
 Which is the most evident difference of fairness to Him alone.
their characteristics? .
 Did you observe related music-styles? Which
part?

Students will perform a musical drama


Transfe choosing one concept from the Music of Luzon
Performance
r Lowlands with appropriate pitch, rhythm,
expression and style

7
Daily Learning Plan in _________________ (Music of Luzon)
For Music 7
Designed by: Joyce Claire E. Casane

Explore: Students will


have Musical Film Viewing
(Music of Luzon)
1._
What have you
Subject Matter:
observed in the Activity 1: Carousel Activity 2: Flash Cards
musical film?
Music of Luzon
2._
Have you seen
familiar
movements/gesture
s during the play
Identifies the musical characteristics of representative music selections from the
Learning Competency
lowlands of Luzon after listening
The student will:

1._
Identify the musical characteristics of the music of Lowlands after given and
hour viewing a musical film of Luzon music.
Intended Learning Outcomes
2._
Explain the purpose of Luzon music in a given period of time

Conceptual: Valuative

Integration of Faith and It is important to know the background of the lesson that will also give us an
Learning overview of our lesson for the whole quarter. It reminds me of many people will say
that they know Jesus. But the truth is, they just knew Him by name not by his
background. Where He came from, where He was born. As a Christian, to have and
overview and or the background of our Saviour will lead us to have a better
understanding of our faith, belief.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials Paper, Pen, Blackboard,

Teacher’s Activity Student’s Activity


1. Devotional
2. Greetings
Preliminary 3. Introduction
4. Classroom
Rules

I._
Motivation Students will have a 5 point pre-assessment
1._
Write different related questions or prompts on
_Students will view a chart paper and post the papers around the
15min musical film from room
the Music of Luzon 2._
Students move around the room either freely or
in small groups and write ideas or answers on
each paper. Alternately, you can have them
Activity 1: Carousel- This record the ideas on sticky notes at their
II. Presentation activity encourages all desks ahead of time and then post the notes on
students to interact the appropriate papers.
through listening, reading 3._
Share and process the ideas with the whole
and writing. group with a gallery walk (students silently
move from poster to poster, reading and noting
important ideas) small group to whole group
presentations or some other technique

Activity 2: Flash Cards


1._
After 10 minutes of a short lecture or
presentation, have students create a flash
III. Checking for card that contains the key concept or idea.
Understanding Toward the end of class, have students work in
pairs to exchange ideas and review the
material.

Traditional music in Northern Luzon and the lowlands either in vocal or


IV. Closure instrumental form mirror the lives of the people in the island. Appreciate God
given music as we experience its beauty.

8
Assignment _Study the next lesson
V._
Agreement
Enrichment

9
Daily Learning Plan in ________Musical Elements of the Music of Northern Luzon and the Lowlands

For Music 7
Designed by: Joyce Claire E. Casane

Subject Matter:
Musical Elements of the Activity 2: Anticipatory
Music of Northern Luzon Activity 1: Anticipatory
Guide
Firm-up and the Chart
Lowlands

Analyzes the musical elements of some Lowland vocal and instrumental music
Learning Competency
selections;
The student will:

1._
Discover the musical elements of the vocal and instrumental music selections
from Luzon lowlands through question and answer activity
Intended Learning Outcomes
2._
Evaluate the series of statements from the Anticipatory Chart and indicate if
it agrees or disagrees in the class

Illustrative: Exemplary
There was a cook who always wants to cook and eat all time. One time, he planned to
cook a Spaghetti. So, he went to the market and bought all the needed ingredients.
Integration of Faith and When he arrived, he immediately prepare the things needed and start cooking. When
Learning he almost finish cooking, he noticed that there was no milk to be mixed in the
Spaghetti. In cooking, it was illustrated that there was a lacking element. In
music also, there are musical elements needed to be considered to make music more
beautiful.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials CHART, Chalkboard, Chalk

Teacher’s Activity Student’s Activity


1. Devotional
2. Greetings
Preliminary 3. Introduction
4. Classroom
Rules

1. Anticipatory Chart- Before discussing the lesson, students are asked to


complete the first two sections of the chart- “What I already know
I._
Motivation about…? And “What I would like to find out about…” After the information
has been presented students complete the “What I learned...” section.
Responses are shared with a partner.
Teacher’s Activity Student’s Activity

O Discussion
O Questions:
1. What is and
element of
music?
II. Presentation 2. What are the
elements of
Music?
3. Did you
observe the
same element
for different
music styles?
1._
Anticipatory Guide Students are given a series of statements that
relate to the lecture. Students indicate AGREE
IV. Checking for or DISAGREE. After the information has been
Understanding presented, students check to see if they were
correct. EXTEND: Have students write
correction in their own words.
V._
Closure Appreciate the different features of Indigenous Cultural music of Luzon through
experiencing its music. God designs music with its elements to make it more
beautiful as what He originally designed every human being with the completeness of

10
every feature.

Assignment Make a Reflection journal of today’s lesson

Enrichment _How would you reflect elements of music in your life?


VI. Agreement _Evaluate the written elements of music found in the music of
Luzon? Can you identify some?
_Which is the most evident element seen in all music styles?

VI. Evaluation

Answer Rationalization

A Knowledge

Process/Skills

M Meaning Making

T Transfer

11
Daily Learning Plan in ________ Characteristics and Musical Tradition of the Lowlands
For Music 7
Designed by: Joyce Claire E. Casane

Subject Matter:
Characteristics and Activity 2: Reflection
Firm-up Musical Tradition of the Activity 1: Music Playing
Paper
Lowlands

 Identifies the musical characteristics of representative music selections from


the lowlands of Luzon after listening;
Learning Competencies
 Explains the distinguishing characteristics of representative Philippines music
selections from Luzon in relation to its culture and geography;

The student will:

1. Identify the characteristics of Luzon Music after listening to selected


Intended Learning Outcomes music from Lowlands of Luzon
2. Reflect the characteristics of Luzon music and give a reflection of the
activity

Conceptual:Textual
Matthew 15:3 He answered them, “And why do you break the commandment of God for the
sake of your tradition?” When Philippine music was introduced, people who were
Integration of Faith and
behind had their specific purpose and importance of Philippine music. When we use
Learning
their music we don’t need to change the background of the music. How it should be
done and how it should be appreciated. Like God when he told his people about
breaking the law of God.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials PowerPoint Presentation, Laptop, Paper and Pencil (Reflection)

Teacher’s Activity Student’s Activity


1._
Devotional
2._
Greetings
Preliminary 3._
Introduction
4._
Classroom Rules

Students will view and listens to music selections of Luzon Lowlands

I._
Motivation _How the music of Luzon depicts the way Filipinos are living?
_Can you cite example of its characteristics?
_Did it portrays how you expected it?
Teacher’s Activity Student’s Activity

II. Presentation _Discussion of the


characteristics of
Luzon music

1. In a piece of bond paper, every student


Reflection Paper must write a 300 word reflection paper.
IV. Checking for
2. It must be hand written
Understanding
3. It shows how did the student react and
reflect to the musical film
A way to appreciate the beauty of Lowlands’s music is put into reality. Philippines
V._
Closure is blessed with rich musical culture that is traditional and modern. So if God gave
this gift of music, learn to embrace the beauty and appreciate God’s music.
Assignment: Students will group into two groups and prepare one musical tradition
of Luzon and perform in the class the next class session. Below is
the rubric where the performance will be based.
Enrichment: _What have you observed in the film?
VI. Agreement _What are your expectations?
_Did you appreciate their musical artworks?
_Give a short summary of today’s activity

12
VI. Evaluation

Answer Rationalization
A Knowledge
Process/Skills
M Meaning Making
T Transfer

13
Daily Learning Plan in ________ Characteristics and Musical Tradition of the Lowlands
For Music 7
Designed by: Joyce Claire E. Casane

Subject Matter:
Characteristics and Activity 1: Portray a Activity 2: Reflecting
Firmp-up/Transfer Musical Tradition of the Musical Tradition Today from Yesterday
Lowlands

 Identifies the musical characteristics of representative music selections from


the lowlands of Luzon after listening;
Learning Competencies
 Explains the distinguishing characteristics of representative Philippines music
selections from Luzon in relation to its culture and geography;

The student will:

1. Portray one musical tradition of Luzon Lowlands with appropriate style,


Intended Learning Outcomes costume and props in a 5 minute given time

Conceptual: Textual
Matthew 15:3 He answered them, “And why do you break the commandment of God for the
sake of your tradition?” When Philippine music was introduced, people who were
Integration of Faith and
behind had their specific purpose and importance of Philippine music. When we use
Learning
their music we don’t need to change the background of the music. How it should be
done and how it should be appreciated. Like God when he told his people about
breaking the law of God.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials Costumes, Props

Teacher’s Activity Student’s Activity


1. Devotional
2. Greetings
Preliminary 3. Introduction
4. Classroom Rules

I._
Motivation Teacher’s will give instructions before the presentation
Teacher’s Activity Student’s Activity

1. Instructions 1._
Each group will prepare everything before the
2. Each group is presentation
given 5 min 2._
By Group Presentation
minimum time and
II. Presentation 7 min maximum
for their
presentation

1._
The class will form a circle
2._
Each student is require to give a two-sentenced
IV. Checking for reflection of their presentation. It must
Reflecting Today from shows how it reflects today from yesterday
Understanding
Yesterday (traditional and modern times)

A way to appreciate the beauty of Lowlands’s music is put into reality. Philippines
V._
Closure
is blessed with rich musical culture that is traditional and modern

14
Assignment: Students will be assigned on different topics and will have a
reporting next class session. We are created by God to be His
stewards in this world. We must take care what God had created. Like
in music, we have this traditions that we must take care of to
preserve the original style.
Enrichment:

VI. Agreement

15
Daily Learning Plan in ________ Vocal and Instrumental Music of the Lowlands
For Music 7
Designed by: Joyce Claire E. Casane

Subject Matter: Vocal and


Instrumental Music of the Activity 1: Reporting by
Firm-up Activity 2: Rehearsal
Lowlands Group

 Explores ways producing sounds on a variety of sources the same vocal style
in the lowlands of Luzon
 Sing folksongs from the lowlands of Luzon;
 Creates appropriate movements or gestures to accompany the music selections
of the Lowlands of Luzon;
Learning Competencies
 Performs instruments/improvised instruments from Luzon lowlands;
 Improvises simple rhythmic/melodic accompaniments to selected music from
the Lowlands of Luzon;
 Provides harmonic accompaniments to selected music of the Lowlands of
Luzon;
The student will:
1. Listens percepteptively to selected vocal and instrumental music of Luzon
2. Discuss in the class the different vocal and instrumental music of the
Lowlands
Intended Learning Outcomes
3. Select one vocal and instrumental style and explores ways how improvise
music
4. Prepare one mastered vocal and instrumental music and practice the
important movements and gestures
Conceptual: Textual
Psalm 101:1 I will sing of steadfast love and justice; to you, O LORD, I will make
music.
Integration of Faith and
In the verse itself, it commanded us to make music. God didn’t require us to have a
Learning
beautiful voice. But it simply wanted us to sing and play music with love and
fairness to Him alone.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials PPT, Laptop

Teacher’s Activity Student’s Activity


1._
Devotional
2._
Greetings
Preliminary 3._
Introduction
4._
Classroom Rules

_What did you feel about our last discussion?


I._
Motivation
_
Teacher’s Activity Student’s Activity
II. Presentation
_Reporting by group on the assigned topic

IV. Checking for


Rehearsal of the select vocal and instrumental music style
Understanding
Learning the different vocal and instrumental style of Lowlands Music a way of
V._
Closure understanding how their music was designed and made. Some of us knows how sing and
play musical instruments. We must be always thankful for Him
Assignment: Practice and prepare costumes and props
VI. Agreement
Enrichment:

VI. Evaluation

Answer Rationalization
A Knowledge
Process/Skills
M Meaning Making
T Transfer

16
Daily Learning Plan in ________ Vocal and Instrumental Music of the Lowlands
For Music 7
Designed by: Joyce Claire E. Casane

Subject Matter: Vocal and


Firm-up/Transfer Instrumental Music of the Activity: PERFORMANCE
Lowlands

 Explores ways producing sounds on a variety of sources the same vocal style
in the lowlands of Luzon
 Sing folksongs from the lowlands of Luzon;
 Creates appropriate movements or gestures to accompany the music selections
of the Lowlands of Luzon;
Learning Competencies
 Performs instruments/improvised instruments from Luzon lowlands;
 Improvises simple rhythmic/melodic accompaniments to selected music from
the Lowlands of Luzon;
 Provides harmonic accompaniments to selected music of the Lowlands of
Luzon;
The student will:
Intended Learning Outcomes 1. Perform the select vocal and instrumental music style of the Luzon Lowlands

Conceptual: Textual
Psalm 101:1 I will sing of steadfast love and justice; to you, O LORD, I will make
music.
Integration of Faith and
In the verse itself, it commanded us to make music. God didn’t require us to have a
Learning
beautiful voice. But it simply wanted us to sing and play music with love and
fairness to Him alone.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials Costumes and props, Audio and speaker

Teacher’s Activity Student’s Activity


1._
Devotional
Preliminary 2._
Greetings
3._
Introduction
4._
Classroom Rules

I._
Motivation PREPARATION FOR THE PRESENTATION
Teacher’s Activity Student’s Activity

II. Presentation
_Performance: The vocal and instrumental music style of Luzon

IV. Checking for


Understanding _Each performance will be critiqued by the teacher

Learning the different vocal and instrumental style of Lowlands Music a way of
understanding how their music was designed and made. So, same as how God originally
V._
Closure
designed humans when He created the world. Understand how God originally designed
His people as stewards.
Assignment:  Students are grouped into two
 Each group will prepare for their final
VI. Agreement Enrichment: graded performance
 Perform musical drama from the musical
concept of Luzon

VI. Evaluation

Answer Rationalization

A Knowledge

Process/Skills

M Meaning Making

17
T Transfer

18
Daily Learning Plan in ________ Music of Luzon
For Music 7
Designed by: Joyce Claire E. Casane

Subject Matter: Music of Activity 1: Question and Activity 2: Reflection


Deepen Luzon Answer Paper

 Explores ways producing sounds on a variety of sources the same vocal style
in the lowlands of Luzon
 Sing folksongs from the lowlands of Luzon;
 Creates appropriate movements or gestures to accompany the music selections
of the Lowlands of Luzon;
Learning Competencies
 Performs instruments/improvised instruments from Luzon lowlands;
 Improvises simple rhythmic/melodic accompaniments to selected music from
the Lowlands of Luzon;
 Provides harmonic accompaniments to selected music of the Lowlands of
Luzon;
The student will:
Intended Learning Outcomes 1. Answer the questions posted inside the classroom and gathered
2. Write a reflection paper based on the content of the lesson
Conceptual: Textual
Psalm 101:1 I will sing of steadfast love and justice; to you, O LORD, I will make
music.
Integration of Faith and
In the verse itself, it commanded us to make music. God didn’t require us to have a
Learning
beautiful voice. But it simply wanted us to sing and play music with love and
fairness to Him alone.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials Paper, Printed questions

Teacher’s Activity Student’s Activity


1._
Devotional
Preliminary 2._
Greetings
3._
Introduction
4._
Classroom Rules

Students will sing Shagidi-Shapopo


 The students will stand-up according to their sequence
I._
Motivation  The first student will lead-out the activity
 He/she must perform actions and the next student will copy his/her
actions going to the last student in the class
Teacher’s Activity Student’s Activity
Deepen Activities:

1._
Why do we need to know the Music of Luzon?
2._
What is its importance to us?
3._
How would you react to their music style?
4._
How was it used today?
II. Presentation 5._
Do you hear some who are still practicing its music style?
6._
Which music are you familiar with? Why?
7._
What is the most evident music element in all your performances?
8._
Cite examples of vocal style?
9._
Cite example of their instrumental style
10. Relate it in your personal life

_Write a reflection paper of the lesson


IV._
Checking for
Understanding 1._
Did you enjoy?
2._
What are your realizations?
3._
What is important of being a Filipino?

19
Learning the different vocal and instrumental style of Lowlands Music a way of
understanding how their music was designed and made. So, same as how God originally
V._
Closure
designed humans when He created the world. Understand how God originally designed
His people as stewards.
Assignment:  Prepare the class for their final activity about the musical
drama.
VI. Agreement Enrichment:  Informed the rubrics of the presentation
 7 minute performance

VI. Evaluation

Answer Rationalization

A Knowledge

Process/Skills

M Meaning Making

T Transfer

20
Daily Learning Plan in ________ Music of Luzon
For Music 7
Designed by: Joyce Claire E. Casane

Subject Matter: Music of Activity 1: Musical Drama


Transfer Luzon

 Explores ways producing sounds on a variety of sources the same vocal style
in the lowlands of Luzon
 Sing folksongs from the lowlands of Luzon;
 Creates appropriate movements or gestures to accompany the music selections
of the Lowlands of Luzon;
Learning Competencies
 Performs instruments/improvised instruments from Luzon lowlands;
 Improvises simple rhythmic/melodic accompaniments to selected music from
the Lowlands of Luzon;
 Provides harmonic accompaniments to selected music of the Lowlands of
Luzon;
The student will:

1. Perform a musical drama choosing one concept from the Music of Luzon
Intended Learning Outcomes Lowlands with appropriate pitch, rhythm, expression and style

Textual:
Psalm 101:1 I will sing of steadfast love and justice; to you, O LORD, I will make
music.
Integration of Faith and
In the verse itself, it commanded us to make music. God didn’t require us to have a
Learning
beautiful voice. But it simply wanted us to sing and play music with love and
fairness to Him alone.

Reference/s Book: Our World of MAPEH (Music, Art, PE, Health pp.92-98)

Materials Costumes and props, Audio and speaker

Teacher’s Activity Student’s Activity


5._
Devotional
6._
Greetings
Preliminary 7._
Introduction
8._
Classroom Rules

VIII. Setting-up PREPARATION FOR THE PRESENTATION


Teacher’s Activity Student’s Activity

 Each group will be given 7 minute performance

IX. Presentation

 What have you learned?


 Did the lesson emphasizes that we are Filipinos?
XI. Checking for  How would you react to those people who doesn’t know the background of
Understanding their culture?
 What is the importance?
 Share an experience reflecting Jesus in this lesson
Learning the different vocal and instrumental style of Lowlands Music a way of
understanding how their music was designed and made. So, same as how God originally
XII. Closure
designed humans when He created the world. Understand how God originally designed
His people as stewards.
XIII. Agreement Assignment:

21
Enrichment:

RUBRIC FOR MUSICAL DRAMA

Criteria Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement - 1

Bodily Skills The axial and The axial and The axial and The axial and
locomotor locomotor locomotor movements locomotor movements
movements are movements are most are somewhat are not memorized and
memorized and often memorized memorized and performed without
performed with and performed with performed with little control and skill.
control and skill. some control and control and skill.
skill.

Theme/Form The movement The movement The movement language The movement language
language is unique language is often is seldom unique and is not unique and does
and reflects the unique and most of seldom reflects the not reflect the theme
theme or idea of the time reflects theme or idea of the or idea of the
the compositional the theme or idea compositional compositional problem.
problem. of the problem.
compositional
problem.
Movement Abstraction The movement has The movement The movement has The movement is
been abstracted partially moments of literal without any
through one or abstracted through abstraction using one evidence of
more of the one or more of the or more of the abstraction through
elements of dance. elements of dance. elements of dance. the one or more of the
elements of dance.
Performance The dancer is The dancer is The dancer is seldom The dancer is not
focused, often focused, focused, concentrated focused, concentrated
concentrated and concentrated and and committed to the and committed to the
committed to the committed to the performance of the performance of the
performance of the performance of the movement. movement.
movement. movement.

______________________________ _____________________________

OB Vasquez, College Supervisor Cooperating Teacher

_________________________________

School Principal

22
23