grade 3 music learners module

DRAFT April 10, 2014

First QuarterLesson 1: Pulse in Music

Week 1

Introduction

Activity I

Sing “Leron, Leron Sinta” and move to the rhythm of the song.

In music, the duration of sound and silence is important. Duration refers to how long and how short tones and silence last. These tones and silence follow a certain beat. Beat can be felt with or without sound. We clap, walk, tap, march, dance, and play musical instruments to show the rhythm and beat of music.

Remember: • The symbol ( ) shows the pulse of the sound. • Rest ( ) is the symbol used to show silence. • We can feel the pulse through clapping, tapping, walking,

chanting, and playing rhythmic instruments.


Leron leron sinta, buko ng papaya, Dala dala’y buslo, sisidlan ng bunga. Pagdating sa dulo nabali ang sanga, Kapos kapalaran humanap ng iba.

Clap the beat while singing

“Leron, Leron Sinta”.

Give examples of sounds that you hear around us. What movements can you make without creating any

sound?

Activity 2

Perform the following rhythmic patterns.


Write the stick notation below the images.

Activity 3

Perform the rhythmic patterns using the given movement, while singing. Group 1 - clap

Group 2 - tap

Group 3 - snap


Group 4 - play any rhythmic instrument

Evaluation

Put a check ( ) in the appropriate box.

Skill Very Satisfac-tory

Needs Im-provement

1. Can differentiate sounds that can be heard from sounds that cannot be heard

2. Can identify sounds that we do not hear but receives a beat


3. Can perform the giv-en rhythmic pattern correctly through clap-ping, tapping, chant-ing, or snapping

4. Can participate ac-tively in group activities

5. Can demonstrate kindness and respect to self and others by listening attentively

Lesson 2: Moving with the Beat

Week 2

Introduction

Activity I

Clap/Tap the following rhythmic patterns.

Beat is the pulse in music. It can be regularly slow or regularly fast. It can also be felt and expressed through movements.


Sing “Ang Alaga Kong Pusa” while tapping the steady beat of the song.

Activity 2

1. Look at the following pictures.

What is the man doing? What do we call the man who builds a house? What is his occupation? What does a carpenter do? Aside from houses, what other things does he do?


2. a. Clap/Tap the beat of “Mang Kiko”.

b. Chant “Mang Kiko”.

Mang Kiko (Chant)


Activity 3 Clap/Tap the rhythmic pattern of “Colors at School”.

DRAFT April 10, 2014Play the rhythmic patterns below using the indicated in-

strument.

Pair of sticks

Drum


Clap

Tambourine

Evaluation: Put a check ( ) in the correct box.

Skill Ad-vanced

Profi-cient

Satisfac-tory

Begin-ning

1. Can show steady beats through move-ments while sing-ing the song

2. Can perform steady beats using rhythmic instruments

3. Can sing the song correctly

Remember: Beat is the pulse we feel in music. It is always regu-

lar and can be fast or slow. This is what we call steady beat.

We can use movements like marching, tapping, clapping, and playing musical instrument to show the pulse in music.


4. Can participate actively in group activities

Lesson 3: Rhythm in MusicWeek 3

Introduction

Activity I

Echo clapping

a.

b.

c.

Rhythm is the flow of the movement of sounds. All things that surround us have rhythm as seen in nature like the rising and setting of the sun, the swaying of the trees, the movement of the waves, and even the way we talk.


Activity 2

Araw at Buwan

Remember:Rhythm refers to the flow of the movements of sounds and silence.

Rhythmic pattern is a combination of long ( ) and short (

) sounds, and silence ( ) .


Do the following activities:Clap the steady beats (pulse) only.Clap the rhythmic pattern.Divide the class into 2 groups:Group A will clap the steady beats (pulse) only.Group B will clap the rhythmic pattern only.

Which group clapped the steady beats?How did Group B clap the rhythmic pattern?

What have you noticed about the sounds produced by Group A and Group B?

Activity 3 Do the following activity.

Group 1 – Sing the song “Araw at Buwan”. Groups 2, 3, 4, and 5 – Play the rhythmic patterns using rhythmic instruments:

Group 2 - Pair of sticks Group 3 - Drum

Group 4 - Clapper Group 5 - Tambourine


Evaluation: Put a check on the correct box.

SKILL Very Good Satisfac-tory

Needs Im-provement

1. Can demon-strate long and short sounds

2. Can tap/clap rhythmic pat-terns using stick notation

3. Can play differ-ent rhythmic pat-terns using rhyth-mic instruments

4. Can participate actively in all ac-tivities

Lesson 4: Move in Rhythm Week 4

Introduction

Activity 1

• Sing the song “Soldier’s March”. • Clap/tap/chant/walk, and play rhythmic instruments while

singing.

Rhythm is the most important element in music. It shows organized movement in groups of 2s, 3s, and 4s.


Clap or tap the following rhythmic patterns.


Group activity

The class will be divided into 3 groups. Each group will play musical instruments such as clapper, drum, tambourine, while singing “Soldier’s March”.

Activity 2

Sing the song “Rocky Mountain”. Play the pulse of the song on rhythmic instruments.

Remember:

Sounds can be grouped in 2s, 3s, and 4s.

Week 5

Introduction

Activity 1

Sing “See-Saw” while clapping the rhythmic pattern. In - tune singing

We can sing, move, and play musical instruments to show the beat of the music. Dancing the waltz is the best move-ment to show beats grouped in 3s.


Sing “Bahay Kubo”


Group activity:

a. The class will be grouped into 2. The first group will sing the song “Bahay Kubo” while the second group will dance the waltz.b. Let the pupils sing “Bahay Kubo” while playing rhythmic instruments.

Activity 2Select any rhythmic instrument inside the classroom to be used while singing “Tiririt ng Maya”.

Remember:

We do the waltz step to show the pulse or beat of a song grouped in 3s.


Week 6:

Introduction

Activity 1Let us sing the song “Ten Little Indians”. Do body movements such as tapping, clapping, and marching.

Beats grouped in 4s are commonly used in most songs. To make songs more interesting, we can add simple accompaniment.

DRAFT April 10, 2014Name the following musical instruments commonly used to

show the beat of a song.

What is our last instrument? Have you seen a trumpet?

Sing “Come and Play”.

DRAFT April 10, 2014Song analysis: Do the following activities

• Echo clap the pulse and rhythm of the song.• Tap and march in place while reciting the lyrics ac-

cording to the pulse/beat of the song.• Let the children sing the song while imitating trumpet

playing.How are the sounds grouped in “Come and Play”? How did you show the beat of the song?

Activity 2

The class will be divided into 2.Sing the songs “Come and Play” and “Ten Little Indians” while playing rhythmic instruments.Each group leader will choose a song to perform.


Evaluation

Put a check ( ) on the correct box.

SKILLS Best Better Good1. Can perform rhythm accurately

in all songs2. Can identify the beat using

body movements3. Can sing the correct pitch while

doing body movements4. Can play the correct beat using

rhythmic instruments5. Can participate actively in

group activities

Lesson 5: OstinatoWeek 7

Introduction

Ostinato is a repeated rhythmic pattern used as an ac-companiment to a song. It is often played using percussion instru-ments like drums, wood blocks, castanets, triangles, and rhythm sticks.

Remember:We can clap, tap, chant, walk, and/or play mu-sical instruments to show the beat of a song with beats grouped into 4s.


Activity 1

Do the following activities.a. Tap / clap the chantb. Read the chantc. Read the chant while tapping the rhythmic pattern.

Tap the following rhythmic patterns.

Study the picture.

4


What can you say about the picture? Sing “See-Saw” while clapping/tapping the steady beat.

Study the following pattern/s.

or

a. Clap the rhythmic pattern repeatedly until pupils become familiar with the rhythmic pattern.

b. Sing the song “See-Saw” while clapping/ tapping/walking the rhythmic pattern.

c. Use any rhythmic instrument to play the rhythmic pat-tern while singing the song.

Activity 2

Group A – Sing the songGroup B – Do the ostinato pattern

Group C – Do the ostinato pattern using rhythmic instruments.

Remember:

Ostinato is a rhythmic pattern repeatedly used to accompany a song. It can be played using rhythmic instruments and other sound sources.


2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa tumakbo, tumakbo, ang pusa sa loob ng bahay

3 Tumalon ,tumalon ang aso , ang aso, ang aso Tumalon ,tumalon ang aso sa malaking bakod

Evaluation

Draw a for best, for better, and for good performances.

SKILLS Best Better Good1. Can identify rhythmic

instruments and other sound sources

2. Can use simple ostinato pattern to accompany a song

3. Can show creativity in using sources of sounds


4. Can sing the song while playing simple ostinato pattern

5. Can participate active-ly in the group activities

Lesson 6: Creating OstinatoWeek 8

Introduction

Activity I

Clap the following rhythmic patterns using the following rhythm syllables.

Creating simple ostinato patterns is an interesting activity. In this lesson we will explore and experience creating simple rhythmic patterns using rhythmic instruments and body per-cussion.


Rhythmic dictation:

The teacher will clap rhythmic patterns in 2s, 3s, and 4s and the pupils will draw the stick notation.

Activity 2

Do you love your country? Why?


Do the following activities.

a. Read/Clap the patterns using rhythmic syllables.

b. What rhythmic syllables were used in the rhythmic pat tern?

c. Let the pupils create simple ostinato for the song.

d. Play the rhythmic pattern while singing the song “Bayang Sinta”.

Activity 3

Group the class into 4. Each group will create an ostinato pattern. Do the ostinato patterns through body movements while singing the song.

Remember:

Ostinato can be played using rhythmic instruments or other sound sources. Rhythmic patterns can be shown through body move-ments.


Evaluation: Put a check ( ) on the correct box.

SKILL Ad-vanced

Profi-cient

Satisfac-tory

Begin-ning

1. Can show crea-tivity in creating ostinato

2. Can perform the given rhythmic pattern through clapping, tapping, chanting, snap-ping, and playing musical/rhythm instruments

3. Can perform cor-rectly the rhythmic patterns as rhyth-mic accompani-ment to a song

4. Can participate actively in the group activity

5. Can demonstrate cooperation in do-

ing group activity


1

MAPEH Learner’s Material

Unit 2

Melody and Form

3

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].


2

MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]

Development Team of the Learner’s Material


3

Table of Contents Second Quarter

Lesson 1

Pitch…………………………………………… 4

Lesson 2

Melodic Contour……………………………. 8

Lesson 3

Perfect Pitch…………………………………. 11

Lesson 4

Musical Form……………………………….. 15

Lesson 5

Repetitions in Music………………………. 18

Lesson 6

Musical Lines………………………………. 20

Lesson 7

Beginning and Ending…………………… 23

Lesson 8

Singing in Tune……………………………. 25


4

Melody is composed of tones that vary in pitch. Pitch can be of low, moderate, and high tone. These tones move in different directions.

Second Quarter

Lesson 1: Pitch Week I Introduction Activity 1 Create your own body movements that will match the different melodic directions of the song below.


5

Activity 2

Let us sing the scale using hand signs.

Activity 3

Let us clap the beat of the rhythmic pattern below using improvised rhythmic instruments.

1 2 3 1 2 3 1 2 3 1 2 3

Activity 4

The teacher will present the musical score “Go Tell Aunt Rhody”.

1. Teacher will sing the song. 2. Teacher will let the pupils read the lyrics with correct

rhythm. 3. Teacher will teach the song using rote method or any

melodic instrument.


6

4. Class will sing the song.

Activity 5

Using the song “Go Tell Aunt Rhody”, match the so-fa syllables written on the meta strips given by your teacher and compare it to the musical score.

1.

2.

3.

4.

5.


7

Activity 6

Create any body movement that will show the following pitch:

1. high 2. moderately high 3. moderately low 4. low

Have the pupils sing “Go Tell Aunt Rhody”. Using

flaglets of different colors, do the following body movements:

high – hands upward mid – hands sideward low – hands downward

Remember:

Melody is what we remember in a song. It is the tune of the song.

Melody is a musical line made up of a set of tones or pitches

Pitch is the highness or lowness of a tone. In order to create one musical idea, a composer needs many tones.

Melodies are made up of different pitches/tones that vary in pitch and duration.

so so la la do A la so la ti so re re do ti ti ti B C

D ti ti la so so

D

E la la do ti la so


8

Activity 7 Do the following tasks

Listen to the tones that will be sung or played by the teacher. Identify which of the given tone is low, moderate, or high by placing the cut out colored quarter notes( ) on the staff.

Green – highest tone Yellow – middle tone Red - lowest tone

Lesson 2: Melodic Contour

Week 2

Introduction

Melodies move in different directions. Some notes may move upward or go downward. There are also melodies that remain unchanged or stay on the same level.


9

Activity 1

Let us sing and act like a see-saw with your partner.

While singing the song “See-Saw”, you and your partner will demonstrate the movement of a see-saw showing the concept of the high and low tones/pitch.

Activity 2

Let us sing the so-fa syllables of the song “See-Saw” using the Kodaly hand signs.

Activity 3

Pupils will do the following activities:

a. Perform hand signs while singing the so-fa syllables.

b. Sing the lyrics of the song.


10

c. Sing the song by phrases.

d. Sing the whole song and let pupils move their hands/arms following the melodic lines.

Activity 4

Divide the class into 2 groups. Let each group perform the contour of the melody through body movements. Each group may use other materials to enhance their performance.

Group 1

Group 2

Remember

Melody moves in different directions. It can go up and down like the shape of a hill, mountain, valley or plateau, or it can stay on one pitch like a plain.


11

Rubrics

Activities Very Good

Good Fair

1. Can identify music contour

2. Can sing in tune

3. Can illustrate musical lines through body movements

4. Can participate actively in group activities

Lesson 3: Perfect Pitch Week 3

Introduction

Activity 1 Let’s sing the following songs.

Contour is the shape of a melody. Some notes move up and down forming different shapes: wavelike, zigzag, curve-like, or mountain shape.


12

Divide the class into 4. Each group will play available rhythmic instruments, while singing the song “Months of the Year”

Group I Empty bottles

(Shakers)

Group 2 Coconut shells

Group 3 Sticks

Group 4 Plastic drum

here


13

Activity 2 Let the children sing in tune.

Let’s try to do this A.

1. Describe the melodic direction of the first line of the song?

2. Using arm movements, make an outline of the direction of music as you sing the song.

3. What shapes have you formed in following the melodic direction of the song?

B.

Let us connect the lines to show the melodic contour of the song “Kaygandang Tignan”.

-

- - - - - - - - - - -

adapted


14

Activity 3

Using crayons let the pupils draw on their notebooks the melodic directions they hear. The teacher will play or sing the following:

1. Happy Birthday Song 2. Rain, Rain, Go Away

Evaluation Divide the class into 4 groups. The leader of each group will draw lots where the directions of the melodies are written. Each group is expected to perform each melodic contour using body movements, drawing, singing or writing on meta strips.

Activities

Excellent Very Good

Good

1. Can move to the melodic contour of the song

2. Can draw the direction of melody heard

3. Can sing in tune alone and with others

4. Can create movements to show the direction of the melody

Remember: Melody is made up of a set of varying tones

or pitches. Melodic contour is the direction of melody. It may go up, down, or stay in place.


15

5. Can participate actively in all group activities

Lesson 4: Musical Form Week 4 Introduction

Activity 1

Pupils will identify the title of the following songs.

a. …ang mamatay ng dahil sa‘yo. b. Ang bayan ko’y tanging ikaw c. …dala-dala’y buslo d. …sa paligid-ligid ay maraming linga.

Activity 2

Suggested songs:

Songs are made up of musical phrases. These musical phrases can be the same, similar, or different that can be represented through symbols.


16

Do the following activities:

a. Let the pupils sing the song b. Let pupils identify the following

Same lines or phrases Similar lines or phrases Different lines or phrases

Activity 3

Create body movements to show the beginning and ending of the songs. Analyze the songs based on the following:


17

a. same (melody and rhythm) b. different (melody and rhythm) c. similar (melody and rhythm)

Draw a star on same melodic lines, a circle on different melodic lines, and a triangle on similar melodic lines.

Activity 4 Practice singing the song below and identify the melodic lines/phrases as: same, similar, and different.

Remember: Songs are made up of musical phrases.

Musical phrases can be the same, different, or similar. Songs have a beginning, middle, and ending that form one musical idea.


18

Evaluation Rubrics

Activities

Excellent

Very Good

Good

Needs help from doing the

task 1. Can identify the

beginning, middle and ending of the song

2. Can identify same, similar and different musical lines or phrases in the song

3. Can sing same, similar and different phrases in the song

4. Can show musical lines or phrases through body movements and geometric shapes or objects

5. Can participate actively in the group activity

Lesson 5: Repetitions in Music Week 5 Introduction

Activity 1 Sing the song following the repeat mark.

The repeat mark ( II: :II ) is used to show repetition in music.


19

a.

b.


20

Evaluation

Rubrics Draw a star ( ) in the appropriate column.

Lesson 6: Musical Lines Week 6 Introduction

Activities Excellent Very Good Good 1. Can sing with correct

expression and interpretation.

2. Can identify the repeated parts of the song.

3. Can apply the repeat mark found in the song.

4. Can work harmoniously with the group.

5. Can observe self-discipline in doing the activities.

Remember:

Musicians use repeat marks( II: :II ) to indicate repetition of certain parts in musical pieces.

A musical composition is made up of musical lines that can be repeated within a song.


21

Activity 1

Explore and create your own way of playing improvised musical instruments using the following rhythmic patterns.

Activity 2

Tell something about the picture

Form 3 groups. Using the song “Bagbagto”, do the following activities.

Group A – sing the song Group B – play improvised instruments using the

following rhythmic patterns

or


22

Group C – create dance steps to the beat of the song

Activity 3

Perform the following rhythmic patterns following the repeat signs.

1 2 1 2

Game instructions:

Let the pupils face their partner and do the following actions while singing “Come and Play”:

1. Tap your lap, count 1; clap your hands, count 2; clap your hands in front with your partner, count 3; and clap with your hands, count 4.

Remember:

The repeat mark (II: :II) is used to show repetition in music.


23

Evaluation

Rubrics

5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor Skills 5 4 3 2 1

1. Can play the rhythmic patterns following the repeat marks

2. Can play the improvised rhythmic instruments accurately to accompany the song

3. Can work together cooperatively to come up with the best performance

4. Can manifest self- confidence in performing group rhythmic in front of the class

Lesson 7: Beginning and Ending Week 7

Introduction

Activity 1

Sing previously learned action songs

Activity 2

Write the beginning line and ending line the following songs.

The voice is important in making sound. We have a speaking and a singing voice. When we sing, it should be done confidently and beautifully.


24

Songs Beginning Ending a. Ako ay Nagtanim b. See-Saw c. Jack and Jill d. Twinkle, Twinkle Little

Star

e. Leron, Leron Sinta

Evaluation

The whole class will sing properly, at least 4 songs learned previously, with emphasis on the beginning and ending of the song.

Rubrics Draw a happy face ( ) in the appropriate column.

Activities

Excellent

Very good

Good

Needs help

1. Can sing in accurate pitch

2. Can sing with correct rhythm/timing

3. Can sing confidently from the beginning until the end of the song

4. Can enjoy singing in a group

Remember: We have a speaking and a singing voice. When we sing,

it should be done confidently and beautifully.


25

Lesson 8: Singing in Tune Week 8

Introduction

Activity 1

Let us sing the following songs emphasizing the beginning or ending of each song.

a. “Yaman ng Bayan” (Mga hayop sa gubat…) b. “Come Let’s Play” (Won’t the big bass drum join

us with boom, boom, boom.) c. “Lubi-Lubi” (Enero, Pebrero…) d. “Tayo’y Magsaya” (Ha, ha, ha, ha, ha, lahat

maligaya.)

Activity 2

Sing the song “Dance and Sing”.

Activity 3

Sing the songs, “Bahay Kubo” and “Leron, Leron Sinta” confidently, giving emphasis on the beginning and ending of each song.

Filipinos are known to be good singers. Singing is one way of expressing our love and appreciation for our folk songs and culture.

Remember:

Singing is an interesting activity. It helps us express our feelings and improves our personality.

Singing develops self-confidence.


26

Evaluation Rubrics Draw a happy face ( ) in the appropriate column.

Activities Excellent Very good Good Needs help

1. Can sing in tune 2. Can sing with

correct rhythm/ timing

3. Can sing confidently the beginning and ending of a song

4. Can sing with the group happily


1

MAPEH Learner’s Material

Unit 3

Timbre and Dynamics

3



2

MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]



3

Table of Content Lesson 1

Quality of Sounds……………………… 4

Lesson 2

The Human Voice……………………... 6

Lesson 3

Source of Sound………………………. 8

Lesson 4

Dynamics Through Movements……. 11

Lesson 5

Variations of Dynamics………………. 14

Lesson 6

Expressions of Music…………………. 16

Lesson 7 -8

Applications of Dynamics…………… 17


4

Third Quarter Lesson 1: Quality of Sound Week 1 Introduction:

There are varieties of sounds that can be heard around us. These sounds differ in tone quality or timbre. Sounds come from different sources like humans, animals, nature, things, and musical instruments.


5

Activity 1

Check the column that matches the source of each sound.

Sounds Produced

Human Nature Transportation Animal Musical instruments

1. crying of the baby

2. honking of automobile horn

3. booming of the drum

4. chirping of birds

5. splashing of waves

Activity 2

Identify the source of each sound. Interpret the sounds through body movements. raindrops dogs barking sound of a church bell trombone

nursery songs trumpet

Remember:

1. Timbre - refers to the tone quality or tone color of sound.

2. Different sound sources: human nature musical instruments animals things musical gadgets


6

Evaluation

Skills 3 2 1

1. Can identify the sources of sound

2. Can interpret sound through body movements

3. Can imitate and interpret sound simultaneously

4. Can show creative movements in interpreting sounds heard

5. Can participate actively in the activities

3 – excellent 2 - very good 1- good

Lesson 2: The Human Voice Week 2 Introduction:

One of the main sources of musical sound is the human voice. The human voice is capable of producing singing tones.

Each person has his/her own distinct voice because of the size of his/her vocal cords. Voices differ in range and timbre or tone color.


7

Pakitong-kitong Tong,tong,tong,tong pakitong-kitong, Alimango sasuba ginbatog dili makuha, Ako may makakuha Ako may makakuha

Remember:

The human voice has a different tone quality or timbre when speaking and singing. Some voices are high, others are thin, low, thick, or husky. We use our speaking voice when we talk and our singing voice when we sing.

Activity 1 a. Read the poem ” Bayang Sinilangan”.

Bayang Sinilangan

ni Mary Grace V. Cinco

Bayan kong sinilangan Pilipinas ang pangalan Inasam mong kalayaan

Dugo’t pawis mong nakamtan.

b. Sing the song “Pakitong-kitong”.

Activity 2

Check the column that describes the voice of each singer.

Singer

Male Female High Low High low

1. Lea Salonga 2. OgieAlcasid 3. Jaya 4. Charice 5. Bamboo


8

Evaluation

On your paper, draw a star ( ) if the following is a singing voice and circle( ) if it is a speaking voice.

1. Voice of a boy reading a sentence 2. Yeng Constantino singing “Salamat” 3. Voice of a girl reciting a poem 4. Christian Bautista singing “The Way You Look at Me”

Lesson 3: Sources of Sounds Week 3 Introduction: Activity 1 Sing the song about musical instruments.

Tugtog Ko, Hulaan Mo

Ako ay may tugtog Hulaan mo ang instrument ko

Tayo nang maglaro Isa, dal’wa tatlo

Handa na ba kayo?

Boom,boom,boom,boom, boom Klang, klang, klang, klang, klang

Tring, tring, tring, tring, tring Toot, toot, toot, toot, toot.

Sounds come from different sources. They can come from nature, human voice, animals, musical instruments, or other man-made things around us. Different sound sources can produce a variety of timbres.


9

Activity 2 Listen to the recorded sound of the following instruments:

1. drum 3. guitar 2. cymbals 4. trumpet

Activity 3

Imitate the sounds of the following: jeepney thunder train duck mother singing lullaby piano

Activity 4

Cut and paste pictures of musical instruments on your paper.

Remember:

There are different sound sources which produce a variety of timbres. Timbre refers to the tone quality or tone color of the human voice or any musical instrument.

Piano

Trumpet


10

Evaluation

Skills 3 2 1 1. Can recognize the sound of

musical instruments

2. Can identify pictures of musical instruments

3. Can use other sources of sound to produce variety of timbres creatively

4. Can perform the activities with enjoyment and cooperation

5. Can sing and play musical instruments harmoniously

3-excellent 2- very good 1- good

Tambourine

Guitar

Drum


11

Lesson 4: Dynamics through Movements Week 4 Introduction:

Activity 1

Sing the song “ Tunog at Galaw ng Hayop”.

Dynamics helps us put expression in the music we make. There are parts of music that must be played either loud or soft. We can interpret dynamics through body movements. Small movement can be considered soft, while big movement is loud. We can also relate dynamics to animal movements. Likewise, dynamics is what we call the volume in music.


12

“Tunog at Galaw ng Hayop” Fely A. Batiloy

(soft) Ako ay si Kuting, kuting na malambing Matinik sa daga, matalinong pusa Kaluskos, kuskos, kaluskos, kuskos Pakinggan n’yo ako ngayon. Meow!

(moderately loud) Ako ay si Bantay, bantay ng ‘yong bahay Matulin tumakbo, mabait na aso. Aw, aw, aw, aw, aw, aw, aw, aw pakinggan n’yo ako ngayon. Awooo!

(loud)

Ako si Kalabaw, masipag, mat’yaga Pagsikat ng araw, dapat nang gumalaw. Ma, ma, ma, ma, ma, ma, ma, ma Pakinggan n’yo ako ngayon. Maaa!

Activity 2 Read the poem applying dynamics

Activity 3

Recite the poem while doing animal movements to show dynamics.

kitten - small movement dog - medium movement carabao - big movement

Remember: Dynamics is one of the expressive elements of music that deals with the softness and loudness of sound. It gives freedom to interpret the music as soft, medium or loud.


13

Evaluation

Sing “Farewell Song” applying correct dynamics.

Rubrics

KNOWLEDGE 3 2 1 1. Can interpret

dynamics correctly through the use of body movements

2. Can distinguish soft, medium, and loud sound in a song or music

3. Can show dynamics through movements of a given animal

4. Can show creativity and self-discipline in performing


14

5. Can join and enjoy performing with a group

3- Excellent 2- Very good 1-Good

Lesson 5: Variations in Dynamics Week 5 Introduction:

Activity 1:

A. Sing the following songs applying the correct dynamics.

Music becomes more beautiful when expressed in variety of sounds. Dynamics is one of the expressive elements of music that makes a song meaningful. Dynamics can either be soft, moderately loud, or loud.


15

Activity 2 Group Activity

Sing the song “Do a Little Thing” applying different dynamics. Add dance patterns to enhance performance.

Remember:

Music is more beautiful when expressed in a variety of sounds. Dynamics is one of the expressive elements of music that makes a song meaningful. Dynamics can be soft, moderately loud, or loud


16

Evaluation

Rubrics

KNOWLEDGE 3 2 1 1. Can use the dynamic terms as soft,

moderately loud or loud in a song correctly

2. Can identify the exact changes of dynamics in a song

3. Can perform with appropriate choreography, props, mask and sound variations

4. Can show self-discipline and flexibility in doing tasks

5. Can join and cooperate with the group 3-Excellent 2- Very Good 1-Good

Lesson 6: Expressions of Music

Week 6

Introduction:

Activity 1

Recite the lyrics of “Lupang Hinirang”. Recite the song following the gestures of the teacher

using palms down (soft) and palms up (loud) Sing the whole song following the beat and gestures of

the teacher in soft, moderately loud, and loud. (S-soft, M-moderately loud, L-loud).

Dynamics is one of the expressive elements of music that deals with softness and loudness of sound. It helps express emotions. Moreover; it is more meaningful if applied to a song using hand gestures.


17

Remember:

Dynamics helps express emotions. It is more meaningful when applied to a song.

Lupang Hinirang Music : Julian Felipe Lyrics : Jose Palma

L Bayang magiliw S Perlas ng silanganan L Alab ng puso S Sa dibdib mo’y buhay. L Lupang hinirang S Duyan ka ng magiting L Sa manlulupig S Di ka pasisiil.

M Sa dagat at bundok sa simoy at L Sa langit mong bughaw M May dilag ang tula at awit L Sa paglayang minamahal. M Ang kislap ng watawat mo’y tagumpay L Na nagniningning M Ang bituin at araw n’ya kailan pa M May di magdidilim. L Lupa ng araw, ng luwalhati’t pagsinta L Buhay ay langit sa piling mo L Aming ligaya na pag may mang-aapi L Ang mamatay nang dahil sa ‘yo


18

“ Pilipinas Kong Mahal”

S Ang bayan ko’y tanging ikaw Pilipinas kong mahal Ang puso ko at buhay man Sa iyo’y ibibigay

M Tungkulin kong gagampanan Na lagi kang paglingkuran

L Ang laya mo’y babantayan M Pilipinas kong hirang.

Activity 2 Sing the song “Pilipinas Kong Mahal” with appropriate dynamics. Follow hand gestures of the teacher, showing softness and loudness in singing.

Evaluation

Rubrics

KNOWLEDGE 3 2 1 1. Can respond to the conducting

gestures of the teacher while singing the song “Lupang Hinirang”

2. Can identify the exact changes of dynamics in a song

3. Can sing and interpret the song “Lupang Hinirang” with correct dynamics

4. Can show flexibility in doing the task. 5. Can join and cooperate with the

group in doing the activity

3-Excellent 2- Very good 1-Good


19

Lesson 7 & 8: Application of Dynamics

Week 7 & 8 Introduction

Activity 1

1. Mimic animal sounds and apply proper dynamics. bee cow cat duck carabao dog

2. Read the poem applying varied dynamics as soft, medium,

or loud.

Dynamics is one of the expressive elements of music that deals with the softness and loudness of sound. It gives freedom to express emotions and likewise enhances the beauty of songs, poetry, chants, and drama or musical stories.


20

Activity 2

Sing the song with actions.

“Ang Maliit na Gagamba”

Ang maliit na gagamba Umakyat sa sanga

Dumating ang ulan, Naanod siya

Sumikat ang araw Natuyo ang lupa

Ang maliit na gagamba Bumalik sa sanga.

Remember: Dynamics gives freedom to express emotions and it adds beauty to songs, poetry, chants, and drama or musical stories.

S To shine at night. M Green grass grow L Where’er you go M Trees and birds S Sing high and low.


21

Evaluation

Rubrics

3 – Excellent 2 - Very good 1 – Good

KNOWLEDGE 3 2 1 1. Can enhance poetry using

the dynamics soft, moderately loud or loud

2. Can use sound variations in chanting

3. Can recite the poem with proper choreography, sound variations and sound effects

4. Can show creativity and workmanship

5. Can apply changes in dynamics through poems, chants and musical stories

6. Can join and cooperate with the group


1

MAPEH

Learner’s Material Unit 1

Texture and Tempo

3



2

MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dino S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]



3

Table of Contents Lesson 1

Fastness and Slowness in Music…………..…4

Lesson 2

Slow, Moderate and Fast Tempo…………… 8

Lesson 3

Variations in Tempo ………………………… 10

Lesson 4

Two Part Round………………………………. 12

Lesson 5

Partner song…………………………………. 14

Lesson 6

Single and Multiple Melodic Lines ……… 18

Lesson 7

Texture in Music…………………………….. 20

Lesson 8

Multiple Melodic Lines…………………….. 23


4

Fourth Quarter

Lesson 1: Fastness and Slowness in Music Week 1 Introduction

Activity1: March while singing the song “Quiet Voices”

While singing the song, “Quiet Voices”, clap, tap, or walk to the beat of the song. Follow your teacher’s instructions.

The speed of music can be slow, moderate, or fast. This is called tempo.


5

Activity 2

Look at the pictures and identify the animal in each box.

How do these animals move?

Remember:

Tempo refers to the speed of music.


6

Activity 3

Imitate the movements of each animal mentioned in the song:

Animal Movement

What tempo can we use to compare the movements of the following animals? Write the answer inside the box opposite each animal.

Answers:

birds - fly

spread arms as if flying

jump

run fast in place

glide / crawl

hop


7

cat - jump dog - run turtle - crawl rabbit - hop

Evaluation

Do the following activity.

Rubrics

Skills Very good

4

Good 3

Fair 2

Need Improvement

1 1. Can imitate movements of

given animals correctly

2.Can perform animal movements according to fast and slow

3.Can differentiate the speed of each movement accordingly

4. Can cooperatively participate in group activities

Move fast like a kangaroo in a zigzag manner.

Fly slowly like a bird in tiptoe, in any direction.

Gallop fast like a horse.

Walk slowly like a duck in a straight line.


8

Lesson 2: Slow, Moderate, and Fast Tempo Week 2 Introduction:

Activity 1 Recite and do the actions of the chant “Double, Double”.

Double, Double

Double, double, this this Double, double, that that Double this, double that, Double, double, this that

How to do it: Double - close fist

This - open palm with partner That - back palm with partner

Do the warm-up activity slowly at first then gradually make the speed moderate and then fast.

Activity 2: Sing “Mga Alaga Kong Hayop” using the appropriate speed for each animal movement.

Activity 3

Recite the chant, “Engine, Engine Number 9”

Music can be expressed in many ways. There are songs in music that need to be sung or played fast, moderate, and slow. These make music interesting and enjoyable.


9

Engine, engine number 9

Going down the railroad line If the train goes off the track Will I get my money back? Yes, no, maybe so

Evaluation Identify the movement of each of the following pictures. On your paper, write F for fast, S for slow and M for moderate.

1.

2.

Remember: Tempo can be shown through different movements. It can be slow, moderate, or fast.


10

3.

4.

5.

Lesson 3: Variations in Tempo Week 3 Introduction

Activity 1 Sing the song, “Look at Me”. Imitate the movements of the

animals mentioned in the song while singing.

Music has varied tempo. It affects the movement and mood of a song. This is why we feel like dancing when we hear fast music, and we feel sleepy when we listen to slow music.


11

Remember: Tempo and dynamics set the mood and character of a song.


12

Evaluation

Create dance steps with your group.

Group A - Slow - “Ili- Ili TulogAnay” Group B - Fast - “Leron, LeronSinta” Group C - Moderate - “Bahay Kubo”

Lesson 4: Two-Part Round Week 4 Introduction

Activity 1 Sing the song.

Activity 2

Sing the songs “Tayo ay Magsaya” and “Are you Sleeping, Brother John?” in unison and in two-part round.

There are songs that have the same melody sung by two or more groups. These songs are usually short songs or children’s songs. The way songs are sung affects the general mood of the song.


13

Remember:

Round is a musical composition wherein two or more groups sing exactly the same melody. Here, the first group starts ahead, while the second group follows after the first phrase.


14

Evaluation

Rubrics

Lesson 5: Partner Songs Week 5 Introduction

Activity 1

Look at the pictures:

Skills Very good

4

Good 3

Fair 2

Needs

Improvement 1

1. Can sing in correct pitch

2. Can differentiate unison singing with round singing

3. Can demonstrate concept of texture in music by singing two-part round

4. Can sing in correct rhythm

5. Can participate actively in all group activities

There are songs that when put together produce a pleasing sound. These are called partner songs.


15

What does the picture show? Are the two pupils in the picture doing their chores together?

What do you see in the picture?

Where do you use these things?

Do you use them at the same time, separately or one after the other?

Can you consider them partners? Why?


16

Activity 2

Sing the following songs in unison and as partner songs. Observe singing in correct pitch and rhythm.


17

Evaluation Rubrics

Skills

Very good

4

Good 3

Fair 2

Needs

Improvement 1

1. Can sing in correct pitch

2. Can identify partner songs

3. Can demonstrate concept of texture in music by singing partner songs

4. Can sing in correct rthythm

5. Can demonstrate active participation in all the activities related to the lesson

Remember: Unison - performance of a single melodic line by more than one instrument or voice at the same pitch

Partner song – two songs with the same meter and mood to

be sung at the same time Melody 1

Melody 2


18

Lesson 6: Single and Multiple Melodic Lines Week 6 Introduction

Activity 1

Sing the songs “Its’ a Small World” and “He’s Got the Whole World” in unison and as partner song.

Here are the song charts –

Song Chart No. 1

Melodic line is a musical line that forms a definite tune. Unison singing is an example of songs having single melodic lines while round songs/partner songs are examples of songs having multiple melodic lines.


19

Sing these songs applying correct dynamics and tempo.

Song Chart No. 2

Song Chart No. 3

Remember:

Unison - one melodic line

Round song - same melody that enters one after the other The melody also ends one after the other.


20

Evaluation

Rubrics

Knowledge/Skill Very Good Good Needs

Improvement 1. Can identify single and

multiple melodic lines

2. Can sing partner songs harmoniously with the group

3. Can show mastery in singing partner songs

4. Can participate actively in all the activities

Lesson 7: Texture in Music Week 7 Introduction

Activity 1: Sing together.

In music, texture is used to describe the overall quality of a sound. It can be light or heavy, thin or thick. The kind of musical texture depends on the number of melodic lines found in a song.


21

Activity 2

Sing “Awit ng Buhay “ in three-part round.


22

Activity 3

Group I – Sing the song in unison. Group II - Sing these as partner songs. Group III – Sing the song in unison. Group IV – Sing these as partner songs.

Remember: We have a single melodic line when we sing songs in unison, and multiple melodic lines if we sing songs in round.

A single melodic line produces a thin sound and multiple melodic lines produce thick sounds.

“He’s Got the Whole World in His Hands” / “It’s a Small World”

“Sarung Banggi” / “Dandansoy”

“Awit ng Buhay”

“Tayo ay Magsaya”


23

Evaluation

Knowledge/Skill Very Good Good Needs

Improvement 1. Can sing in tune

2. Can demonstrate understanding of thinness and thickness through round song

3. Can distinguish between thinness and thickness of musical sound

4. Can participate actively in all the activities

Lesson 8: Multiple Melodic Lines Week 8 Introduction

Activity 1: Draw your music.

Be ready with your paper and crayons.

Pick your favorite colors. Using different colors, draw three (3) groups of lines.

Draw your first horizontal line on the upper portion of the paper.

In the middle part of the paper, draw 2 horizontal lines using two different colors.

The more melodic lines there are in the song, the thicker the sound it produces. Singing in rounds, duet, partner songs and adding rhythmic accompaniment create thicker musical sounds.


24

At the bottom part, draw three or more horizontal lines using different colors.

Compare the colored lines you have drawn in all parts of the paper. Looking at the number of lines, which group is thick and which group is thin?

Song chart # 1 – “Bahay Kubo” in unison How many melodic lines do you see?


25

Song chart # 2 – “Bahay Kubo” in two voices How many melodic lines do you see?

Song chart # 3 – “Bahay Kubo” in two voices with rhythmic

accompaniment


26

Evaluation

On the blank, write thin if the situation creates a thin sound and thick if it creates a thick sound.

__________ 1. The whole class sings “Bahay Kubo” in unison.

__________ 2. Ana sings “Awit ng Buhay” with accompaniment.

__________ 3. The pupils of Jose Rizal Elementary School sing the National Anthem in unison without accompaniment.

__________ 4. The class of Ms. Santos sings partner songs.

__________ 5. The grade three class was divided into two groups for round singing.

Remember

The more melodic lines, the thicker the sound.

The less melodic lines, the thinner the sound.