Cittadini School

Caterina and Giuditta Cittadini School

52 Magsaysay Road, San Antonio, San Pedro, Laguna
S.Y. 2018 – 2019

UNIT: INTRODUCING THE TRADITIONAL ASIAN THEATRE MUSIC

LESSON 4: Traditional Asian Theatre Music
Time Frame: 10 days
STAGE 1 – DESIRED LEARNING OUTCOMES
TARGET VALUES MEANING – MAKING
ENDURING UNDERSTANDING (EU) ESSENTIAL QUESTION (EQ)
 Multiculturalism
Students will understand that the characteristics of How are the characteristics of the traditional Asian
 Creativity and resourcefulness
the traditional Asian theatre are influenced by the theatre influenced by the culture, beliefs, and traditions
 Collaboration and cooperation
culture, beliefs, and traditions of Asian countries. of Asian countries?
CONTENT STANDARD TRANSFER
The Learner … Students on their own and in the long run will be able to perform excerpts from traditional Asian theatre
demonstrates understanding and application of musical with appropriate pitch, rhythm, expression, and style by means of understanding and applying the musical skills
skills related to selected traditional Asian theatre. related to selected traditional Asian theatre.
PERFORMANCE STANDARD ACQUISITION
The Learner …
The Learner … 1. identifies musical characteristics of selected Asian musical theatre through video films or live performances.
performs excerpts from traditional Asian theatre with MU8TH-IVa-g-1
appropriate pitch, rhythm, expression, and style. 2. describe how the musical elements contribute to the performance of the musical production. MU8TH-IVb-h-3
3. identifies the instruments that accompany Kabuki, Wayang Kulit, Peking Opera. MU8TH-IVa-g-4

LEARNING TARGETS
ACQUISITION
1. I CAN identify musical characteristics of selected Asian musical theatre through video films or live performances;
2. I CAN describe how the musical elements contribute to the performance of the musical production; and
3. I CAN identify the instruments that accompany Kabuki, Wayang Kulit, Peking Opera.
MEANING - MAKING
1. I CAN explain the distinguishing characteristics of representative Asian musical theatre;
2. I CAN describe how a specific idea or story is communicated through music in a particular Asian musical theatre; and
3. I CAN formulate insights on how can knowledge of the musical characteristics of the traditional Asian theatre are influenced by the culture, beliefs, and traditions of Asian

GRADE 8 – MUSIC
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 countries.
TRANSFER
1. I CAN evaluate music and music performances applying knowledge of musical elements and style; and
2. I CAN create/improvise appropriate sound, music, gesture, movements, props and costume for performance of a chosen Asian traditional musical and theatrical form.

STAGE 2 – ASSESSMENT EVIDENCE

ACQUISITION
ACTIVITY 1. Video Clip Presentation
Students will watch short video clips pertaining to the representative Asian theatrical productions of Indonesia, Japan and China.
ACTIVITY 2. Think – Pair – and Share
The class will have a pairing activity. They will discuss the musical characteristics of the representative Asian musical theatre.
ACTIVITY 3. Instrument Classification
As a class, they will try to classify the given instruments according to what Asian theatre they are accompanying.

STAGE 2 – ASSESSMENT EVIDENCE

MEANING - MAKING
GUIDED GENERALIZATION
PLAY 1 PLAY 2 PLAY 3
ESSENTIAL QUESTION Indonesia Japan China
(EQ) Wayang Kulit Kabuki Peking Opera

How are the characteristics VISUAL COMPONENT

of the traditional Asian  What are the dominant
theatre influenced by the theatrical elements?
culture, beliefs, and  How are these employed in
traditions of Asian the performance?
countries?  How do the dominant
elements affect you?
DRAMATIC COMPONENT
 What is the significance of the
central theme to you in terms
of personal, historical, social,
and political values?
LITERARY COMPONENT
 What is the theme of the
theatrical production?

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  What are the sub – themes
that affect the central theme?
COMMON IDEAS IN REASON:
Give your insights about the story. What was remarkable in the theatrical production? What was the high point? Was there a part where you felt
the story dragging? Explain your answer. 5 POINTS

ESSENTIAL UNDERSTANDING (EU)

Students will understand that the characteristics of the traditional Asian theatre are influenced by the culture, beliefs, and traditions of Asian
countries.

HOLISTIC RUBRIC
GUIDED GENERALIZATION
4 3 2 1
The response is well-developed that The response is complete that examines The response is incomplete and/or The response provides evidence of an
examines the topic and presents several the topic and presents related oversimplified to examine the topic and attempt to examine the topic and
related information. information. presents few related information. presents irrelevant information.

STAGE 2 – ASSESSMENT EVIDENCE

TRANSFER

Transfer Goal
Students on their own and in the long run will be able to perform excerpts from traditional Asian theatre with appropriate pitch, rhythm, expression, and style by means of
understanding and applying the musical skills related to selected traditional Asian theatre.

Scaffold 1 – Directed Prompt: “Wayang Kulit Puppet Making”

The class will be divided into groups of five and will create a Wayang Kulit Puppet.
Scaffold 2 – Open Prompt: “Kabuki and Peking Opera Musical Analysis”
The class will be divided into two. Students will have a debate about the musical characteristics of the representative Asian theatre.

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 Scaffold 3 – Guided Transfer: “Performance Practice”
The students will practice their performance for the puppet show.
Scaffold 4 – Transfer: “The Puppet Show”
It is Arts Celebration month where different organizations and Art clubs in school must showcase an art exhibit or theatrical shows.

STAGE 3 – LEARNING PLAN

EXPLORE
Time Frame: 1 day

ACTIVITY 1. Video Clip Presentation

Students will watch short video clips pertaining to the representative Asian theatrical productions of Indonesia, Japan and China. Based on the video, they will identify and
describe the musical characteristics of the Asian theatrical productions. They will write their ideas in a one whole sheet of paper. They can jot down their ideas while watching
the video clips. This activity will be done for 15 minutes.

ACTIVITY 2. Think – Pair – and Share

After the video presentation, the class will have a pairing activity. They will discuss their ideas about the musical characteristics of the representative Asian musical theatre.
Five minutes will be given allotted in this activity.

ACTIVITY 3. Instrument Classification

After the sharing and processing, the class will now try to classify the given instruments according to what Asian theatre they are accompanying based on the videos.

FIRM – UP
Time Frame: 6 days

DAY 1
LECTURE DISCUSSION: Wayang Kulit of Indonesia – The Distinguishing Characteristics of Wayang Kulit // Instruments that Accompany the Indonesian
Wayang Kulit and a Particular Story Presented in the Wayang Kulit Play
1. Introduce the music theatre of Indonesia and describe the distinguishing characteristics through a discussion.
2. Present the Essential Question: “How are the characteristics of the traditional Asian theatre influenced by the culture, beliefs, and traditions of Asian countries?” They
should be able to answer the question given the prior activities they had in EXPLORE.
3. Discuss the other elements needed in Wayang Kulit theatre of Indonesia.
4. Present the Essential Understanding: “The characteristics of the traditional Asian theatre are influenced by the culture, beliefs, and traditions of Asian countries.” Ask the
students their ideas about it.
5. Then, introduce the gamelan as the music ensemble used in Wayang Kulit theatre play. They should be able to recognize this as it has been discussed in the first quarter.

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6. Ask the students about the characteristics and functions of each instrument in the gamelan.
7. After the short conversation about the instruments, have an open discussion of the story of Wayang Kulit, the Ramayana Shadow Puppet play.

DAY 2
LECTURE DISCUSSION: Wayang Kulit of Indonesia – The Wayang Kulit Puppet Making
ACTIVITY 4. SCAFFOLD 1 – Directed Prompt: “Wayang Kulit Puppet Making”
1. The class will be divided into groups of five to create their own Wayang Kulit puppet.
2. Give the instruction in making the Wayang Kulit puppets.
3. Explain the analytic rubric for puppet making. Their puppets will be assessed based on the completion with all the elements, design, use of media / functionality, creativity,
and Balinese style with 10 (Advanced) being the highest point given in each category and 4 (Developing) being the lowest, with a total of 50 POINTS.

MATERIALS NEEDED:
Scrap paper Pencil Scissors / cutter
Hard folders / card boards Puncher Ruler
Colouring materials Fastener / Small nails Dowel / sticks

PROCEDURE:
a. Sketch out your ideas of any figures on a scrap paper. Imagine the main shape the figure and how that form will convey a sense of attitude, an emotion, or a value.
b. Draw one shape for the body and legs. Draw the arms separately, draw the arms in two pieces – one from the shoulder to the elbow and the other from the elbow to
the hand.
c. Cut out the scrap paper and place the shapes on the stiff paper or used folders. Trace around the shapes and cut them out.
d. Punch holes in the shoulders for the arms and at the tops of the arms and again at the elbows if you made the arms in two pieces. Use paper fasteners to assemble
the pieces. Use the small nails to puncture patterns where light can go through the puppets.
e. Put a colour on your puppets with markers then use tape to attach the dowels or thin sticks to the puppet body or the arms.
f. Make or find a shadow screen or light source and try to look at the shadow of the puppet.

DAY 3
LECTURE DISCUSSION: Kabuki Theatre of Japan – The History of Kabuki Japanese Theatre: A Timeline // Distinguishing Characteristics of Kabuki //
Instruments and Music that Accompany Kabuki and Musical Elements that Contribute to Its Performance // Particular Story Presented in Kabuki Theatre
1. Explain the history of Kabuki Japanese Theatre. Present a timeline on how it starter until the modern times.
2. Give a lecture about the distinguishing characteristics of Kabuki. As a reinforcement activity, let them have a picture analysis activity.
3. After a few processing questions, discuss the instruments and their positions during the Kabuki play and ask the class on how the musical elements contribute to its
performance.
4. Tell a particular story that is presented in Kabuki theatre. For processing questions, ask the students the same questions found in the Guided Generalization which is about
the visual component, dramatic component and literary component.

DAY 4
LECTURE DISCUSSION: The Peking Opera of China – The History and Distinguishing Characteristics of the Peking Opera // Instruments and Music that

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QUARTER FOUR
Accompany Peking Opera and Musical Elements that Contribute to Its Performance // Particular Story Presented in Peking Opera
1. Explain the history of Chinese Peking Opera. Present a timeline on how it starter until the modern times.
2. Give a lecture about the distinguishing characteristics of Peking Opera. As a reinforcement activity, let them have a picture analysis activity.
3. After few processing questions, discuss the instruments and their positions during the Peking Opera play and ask the class on how the musical elements contribute to its
performance.
4. Narrate a story that is mostly used in Chinese Peking Opera. For processing questions, ask the students the same questions found in the Guided Generalization which is
about the visual component, dramatic component and literary component.

DAY 5
ACTIVTY 5. SCAFFOLD 2 – Open Prompt: “Kabuki and Peking Opera Musical Analysis”
1. The class will be divided into two. Students will have a debate about the musical characteristics of the representative Asian theatre, particularly the Japanese Kabuki
Theatre and Chines Peking Opera and how the said theatrical play apply in a larger world in terms of musical analysis.
2. Each group will be given two minutes to express their stand about the topic accurately and properly.
3. The debate will have five rounds in total.
4. Note that it will stop if the class will have an uncontrolled behaviour during the activity.
5. They will be assessed based on the content (fact base); depth / analysis; flow; relevance to the topic , with 5 (Advanced) being the highest point given in each category
and 1 being the lowest, with a total of 15 POINTS.

DEEPEN
Time Frame: 1 day

GUIDED GENERALIZATION
PLAY 1 PLAY 2 PLAY 3
ESSENTIAL QUESTION Indonesia Japan China
(EQ) Wayang Kulit Kabuki Peking Opera

How are the characteristics VISUAL COMPONENT

of the traditional Asian  What are the dominant
theatre influenced by the theatrical elements?
culture, beliefs, and  How are these employed in
traditions of Asian the performance?
countries?  How do the dominant
elements affect you?

GRADE 8 – MUSIC
QUARTER FOUR
 DRAMATIC COMPONENT
 What is the significance of the
central theme to you in terms
of personal, historical, social,
and political values?
LITERARY COMPONENT
 What is the theme of the
theatrical production?
 What are the sub – themes
that affect the central theme?
COMMON IDEAS IN REASON:
Give your insights about the story. What was remarkable in the theatrical production? What was the high point? Was there a part where you
felt the story dragging? Explain your answer. 5 POINTS

ESSENTIAL UNDERSTANDING (EU)

Students will understand that the characteristics of the traditional Asian theatre are influenced by the culture, beliefs, and traditions of
Asian countries.

HOLISTIC RUBRIC
GUIDED GENERALIZATION
4 3 2 1
The response is well-developed that The response is complete that examines The response is incomplete and/or The response provides evidence of an
examines the topic and presents several the topic and presents related oversimplified to examine the topic and attempt to examine the topic and
related information. information. presents few related information. presents irrelevant information.

GRADE 8 – MUSIC
QUARTER FOUR
Activity 6. SCAFFOLD 4 – TRANSFER
Time Frame: 2 days

PERFORMANCE TASK
“Puppet Show”
GOAL To showcase your talents and skills through a theatrical show Wayang Kulit shadow puppet play following its elements.
ROLE Performer: You will act or portray the characters in a Wayang Kulit play using puppets.
Artist: You will create different characters to be used in a Wayang Kulit play.
Researcher: You will prepare for a folk lore story needed for the Wayang Kulit play.
Technical: You are in charge of the music to be used for the play.
AUDIENCE MAPEH Teacher // Classmates
SITUATION It is Arts Celebration month where different organizations and Art clubs in school must showcase an art exhibit or theatrical shows.
PRODUCT With your group, you will create and perform a shadow puppet play where the script to be used should be based on a chosen local folklore in the country.
During the presentation, they may use other art forms that will enhance the performance like using instrumental music as the background music. The
props to be used can be the puppet that you made in the previous lesson of Wayang Kulit in Indonesia.
STANDARD Their output will be assessed based on musicality, voice inflection, creativity and resourcefulness, performance skills.

CRITERIA
Musicality
(Degree of difficulty – complexity
and intricacy in the use of rhythmic
patterns in various meters)
Voice inflection
(Pitch accuracy – a rise or fall in
the sound of a person’s voice; a
change in the pitch or tone of a
person’s voice)
Creativity and
Resourcefulness
(Originality and creativity is shown
all throughout the performance;
Outstanding (10)
All group members exhibit
evidence of performing
vocal technique,
musicianship and timing
(tempo) exceptionally.
Excellent voice inflection is
observed. There is
excellent blending of
voices, very harmonious
and synchronized. Very
good enunciation, no
words are mispronounced. 
Demonstrates
extraordinary
personalization,
ANALYTIC RUBRIC
Satisfactory (8)
Most of the group members
exhibit evidence of performing
vocal technique, musicianship
and timing (tempo)
satisfactorily.
Proper voice inflection is
observed. There is blending of
voices, harmonious and
synchronized, has good
enunciation, no words are
mispronounced. 
Demonstrates adequate and
proper personalization,
resourcefulness and / or
Developing (6)
Group members can
somewhat remember of
what they practiced and are
trying to perform the vocal
technique, musicianship and
timing (tempo) reasonably.
2-3 mispronunciations but
voice inflection is good.
Blending is not consistently
harmonious and
synchronized.  mispronunciations.
Demonstrates considerable
personalization,
resourcefulness and / or
Beginning (4) Score
Group members have
trouble in practicing and
performing the vocal
technique, musicianship and
timing (tempo)
appropriately.
5-6 incorrect voice
inflections, voices assigned
are not performed as it
should be. Committed 3-5
Demonstrates poor
personalization,
resourcefulness and / or

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 utilized the resources available)
Performance Skills
(Behavior during performance –
projection of eye contact and
cheerful facial expressions with the
audience)
resourcefulness and / or originality in the musical originality in the musical originality in the musical
originality in the musical arrangements. arrangements. arrangements.
arrangements.
The performers draw the The performers communicate The performers are generally The performers are not that
judges in to want to watch with audience / judges through focused, but only some focused on making eye
them and is able to eye contact, facial and body attempt made to grab contact, concentrated or
engage the audience expression and is able to attention of the audience not committed to
completely all throughout engage the judges, but and judges through eye performance.
their performance. occasionally loses focus. contact and good facial
expression.
Total Score

SUMMATIVE ASSESSMENT
In a ½ crosswise, students will answer the following items briefly.

1. What is the key concept or idea in traditional Asian theatre?

2. How are my views about Asian theatre music shaped by assumptions and styles?

GENERALIZATION AND ASSESSMENT

As a concluding activity, conduct a 3-2-1 activity. ((Rutherford, 2008)
Identify...
3 important concepts that interest you;
2 questions that you want to ask; and
1 idea that you need clarification

Prepared by: Reviewed and Approved by: Noted by:

Miss Chona M. Bahil Mrs. Anna Liza R. Sietereales Sr. Rea B. Pangantihon, USS
MUSIC Teacher Academic Coordinator School Principal

GRADE 8 – MUSIC
QUARTER FOUR