OBJECTIVE KEY LEARNING
TIME/
The participants should be
able to :
Get an overview of the
session and prepare the
participants to create
activities that may give
deeper understanding of
elements of music through
different activities such as
listening, singing, dancing,
performing.
METHODOLOGY/ACTIVITY MATERIALS/ SLIDE NO.
POINTS DURATION
Identifying Elements of DO : Greet the participants and make
Music : Dynamics, them comfortable.
Timbre
SAY: In the previous session, you
learned about the ___________________.
For this session, you will learn about
another element of music.
DO: Present the objectives of the 5 mins
session.
SAY : At the end of the session, the
participants should be able to :
• Identify the elements of music
(Dynamics, Timbre)
• Explain the elements of music
(Dynamics, Timbre)
• Create other activities that may
give deeper understanding of the
elements of music (Dynamics,
Timbre)
INTRODUCTION
SAY: Elements of music like
dynamics and timbre are heard in
different performances such as
singing and playing different
instruments.
 GAME : “Finding Peso”
10 mins
SAY: We will have a game entitled
“Finding Peso” but before we start
may I ask for 2 volunteers.

DO :
1. Ask one participant to go outside
the room and instruct him/her to
find the one peso coin while the
group inside the room is singing
the “Bahay Kubo’ song. S/he will
be given the clue when to start
finding.
2. Assign another participant from
the group to hide the ONE PESO
COIN.
3. Tell the participants in the room
to sing “Bahay Kubo” while the
participant in number 1 is
looking for the one peso coin.
4. If that participant is near the
one peso keeper, the participants
will sing in a loud voice;
however, if he is far, the
participants will sing in a soft
voice.

SING : Bahay Kubo….

Processing Questions:
1. How did you find the One Peso
Coin?
5. What gave you the clue in
finding the one peso coin?
(Publish the answer of the
participants such as “loud, soft
etc…”) 15 mins
(Expected answers: the
participants sang loud.

MINI LECTURE
DO: Present the following:
1. Definition of Dynamics
2. Symbols of Dynamics

SAY: Let us listen to the

performance and tell where you
hear the dynamics in the music.
“Leron Leron Sinta”

SAY : Observe how Hudhud is

being interpreted by the chanters.
Identify the loud and soft parts of
the music.
“Hudhud”

GAME : “SIT AND STAND”

SAY: Stand if you hear a loud

sound and sit,raising
yourhand if you hear a soft
sound.
“Four Seasons”
DO : Present the musical score of
“Tayo’y Magsaya” or “Leron Leron
Sinta” 10 mins

SAY : We have here a song from

Marinduque.
Let us analyse the music score.
Guide Questions :
1. How many lines does the score
have?
(Ans. 3 lines)
2. How many measures are there in
the score ?
(Ans. 17 measures)
3. What is the meter signature of
the song?
(Ans: 3 )
4
4. What is the key signature of the
song? Why?
(Ans: G major because the last
note in the piece is G)
5. What is the sof-fa syllable of the
first and last note?
(Ans. first note ti ; last note sol)
1. What dynamics markings
were used?
( Ans. mp, crescendo,
diminuendo, forte)
DO :
1.
song.
2.
conducting the song.
3. Have the participants hum
the song while conducting.
4. Call one participant to read the 10 mins
lyrics of the song?
5. Have the participants sing the lyrics
of the song by group.
6. Have the participants sing the lyrics
of the song.

Mechanics of Mini -Workshop

1. Divide the class into 5 groups with
10 members.
2. Sing the song “Tayo ay Magsaya or
Leron Leron Sinta”.
3. Preparation of 10 mins and 3 mins
presentation.
4. Present the output by using
dynamics in your group performance.

PRESENTATION

Guide Questions after all the

performance
1. What dynamics were used in the
song?
2. Which part of the song did you
apply dynamics?
3. Why is dynamics important?
4. Were you able to achieve what
was expected of you and why?
SAY : The next element is Timbre.

DO : 10 mins
1. Call one female and one male
participants.
2. Ask the male participant to say
Hello”.
3. Ask the female participant to say
“Hello”

SAY: I asked the two participants to

say the word “Hello”.
1. Can you distinguish if the person is
female or male ?
4. How would you distinguish if the
voice you heard is a female or a
male ?
5. What are the characteristics of the
two sounds?

DO : Present the Definition of

Timbre

SAY : In music there are

classifications of a Human Voice.

DO : Present the slides with music

and let the participants listen to the
music and let them explain the quality
of sounds they heard.
Guide Questions
1. What is the quality of
voice of the soprano singers, alto 10 mins
singers , tenor singers, baritone
singers and bass singers? Possible
answers: Husky, hoarse, light,
heavy, cool… etc.

SAY : Let’s have “I Can Hear Your

Voice”
Mechanics of Mini -Workshop
1. Classify the voice your heard.

Note: Facilitator covers the lens of the

projector while having the listening
activity.

2. Write your answer on the paper.

DO : Present the answers and let
participants check the correct answers.
Answers :
1.Alto
2.Soprano
3.Baritone
4.Tenor
5.Baritone
6.Barritone
7.Soprano
8.Soprano
9.Baritone
10.Tenor
11.Soprano
12.Baritone
13.Soprano
14.Bass
 15. Alto

SAY : In Philippine Music, like that in 10 mins

Mindoro, chanters have also a
different quality of voice.

DO : Present the AMBAHAN. Have

the participants describe the chant.

Guide Questions
1. Is the voice you heard a
male or female voice?
2. How can you say that the
voice is that of a male or female?

SAY : You were able to identify the

timbre of human voice. Let us have
the timbre of the different
instruments.
If a piano and guitar played
same note can you tell that there are 2
different instruments? Why?

DO : Have the participants explain

their answers.

SAY : How would you know that a

piano has different timbre than a
guitar?

DO : Present Classifications of
Instruments
SAY : Instruments are classified in
Sachs - Hornbostel
A. Aerophone 10 mins
B. Chordophone
C. Idiophone
D. Membranophone
Mechanics of Mini -Workshop
1. Guess whether the sounds you
heard are produced by Sachs-
Hornbostel:
2. Write your answer on a paper
Answer:
1. Idiophone
2. Aerophone
3. Chordophone
4. Idiophone
5. Membranophone
Note: Facilitator covers the lens of the
projector while having the listening
activity.
Ans.
1. Idiophone
2. Membranophone
3. Chordophone
4. Idiophone
5. Chordophone Aerophone
Process Questions:
How did you identify the sound that
you heard?
DO: Present “Different Kinds of
Instrumental Performance”
For each presentation ask:
SAY : 1. What were the instruments
used in each instrumental
performance?
2. How would you categorise
the instruments?
1. Rondalla, ans. Chordophone
2. Kudyapi Palawan, ans.
Chordophone
3 Kulintang, ans. Idiophone,
Membranophone
4. Pateteg, ans. Idiophone
5. Mangyan Song, ans. Chordophone
6. Gangsa, ans. Idiophone
7. Orchestra, ans. Chordophone,
Idiophone, Membranophone, 15 mins
Aerophone, Chordophone
8.Tongatong, ans. Idiophone
9. Palawan Music, ans. Chordophone,
Membranophone,

DO: Present Timbre on other forms

of sound production
1. Car Commercial
2. Choir imitating the rain

WORKSHOP PROPER
DO: Present the Mechanics of
Workshop
1. Group the class into 5 groups with
10 members.
2. Each group shall be given tasks to
work with their group mates.
3. Preparation of 45 mins will be
spent and 3 min presentation per
group.
4. After each presentation, feedback
shall be given.

DO : Present the Criteria

TASK CARD

Group A : THE CHORAL Sing

the song “PILIPINAS KONG MAHAL” or
AKO AY PILIPINO” applying different
kinds of dynamics. Assign a conductor
that would help the group to sing the
different kinds of dynamics

Group B : THE CONCERT SOUND

Play the rhythm of the song
“MAGTANIM AY DI BIRO” using
different kinds of materials found in
the room.

Group C: DULAANG RADYO

Portray a scene using sounds . Assign
a narrator to relate his/her
experience while the other members
create different sounds (sound
effects) with the aid of a script.

Group D: THE DANCERS.

Listen and dance to the song “ROSAS
PANDAN” while expressing in
movements the soft and loud sound.

Group E: TIRIRIT GROUP

Sing the song “Tiririt ng Maya” on the
following:
1. Sing the lyrics of the song.
2. Sing the melody of the song
imitating the sounds of the birds.
 PRESENTATION OF ALL THE
OUTPUT 25 mins

Guide Questions
QUESTION AND ANSWER
1. How did you apply the elements
of music in the activity?
2. How can you apply the learning in
your class?

SYNTHESIS
Elements of music such as
Dynamics and Timbres add aesthetic
and contribute an important role in
music production.

CLOSURE
Do: Wrap up the session by having
them read “This Is Why I Teach
Music”
DO : Thank the participants for the
active and worthwhile discussion.