Grade 7 Learner’s Material - MAPEH GRADE 7
MUSICGrade 7Learner’s Material(Units 1 and 2)
MUSIC LEARNING MODULE 1: Music of CordilleraITARGET GRADE LEVEL: Grade 7IIMODULE 1: Music of CordilleraIIITIME ALLOTMENT: 2 HoursIVOVERVIEW OF THE MODULEThe lesson is an overview on the music of the Cordillera, or the Highlands ofLuzon, where several ethnolonguistic groups in the mountains of the Cordillera live.Through the lesson, one will discover how the Cordillerans express their feelingstowards each other and the environment, their history, and their supernatural beliefsthrough the medium of the voice and/or musical instruments. A group performanceinspired by examples of Cordillera music will culminate the educational experience.VPERFORMANCE STANDARD VI Analyzes musical elements and processes of Philippine music.Correlates Philippine music to Philippine culture.Performs examples of Philippine music, alone and with others, in appropriatetone, pitch, rhythm, expression, and style.COMPETENCIES/OBJECTIVESAnalyzes an example of Philippine music from the Highlands and Lowlands ofLuzon, and describes how the musical elements are used.Explains the distinguishing characteristics of representative Philippine musicfrom the Highlands and Lowlands of Luzon, in relation to history and cultureof the area.Analyzes the relationship of functions of Philippine music from the Highlandsand Lowlands of Luzon, to the lives of the people.Sings accurately representative songs from the Highlands and Lowlands ofLuzon, alone and / or with others.Performs on available instruments music from the Highlands and Lowlands ofLuzon, alone and / or with others.Improvises simple rhythmic / harmonic accompaniments to selectedPhilippine music from the Highlands and Lowlands of Luzon.Explores ways of producing sounds on a variety of sources that wouldsimulate the instruments being studied.Evaluates music and music performances by applying knowledge of musicalelements and style.1
VII CONTENT/TOPICMusic of the CordilleraVocal Music – Hudhud (chanted epic poetry)Instrumental Music- Bamboo Stamping Tubes (Tongatong), Bamboo Pipes ina Row (Saggeypo), Bamboo Buzzers (Bungkaka), Bamboo Jew’s Harp(Kubing), Patteteg (Bamboo Leg Xylophones), Gongs (Gangsa Topayya andPalook)Cultural Context (History and Traditions) – – Apayao, Bontok, Ibaloi, Ifugao,Kalinga, TingguianComposition: Chanted Poetry, Songs (children’s songs, lullaby, spirit songs,narrative legends), DancesSocial Functions: Music for Worship and Rituals, Work (Planting), Sleep,CourtshipPerformance Styles / c.asp age1.html (withaudios and videos hp?RL 00015 (with audios andvideos already)http://www.unesco.org/bpi/intangible heritage/phillipines.htmMaceda, Jose (1998). Gongs and Bamboo. Quezon City: University of thePhilippines Press.Recordings:Hudhud“Aliguyon the Animation”:http://www.youtube.com/watch?v zv9mc5JNeg4“Hudhud hi Aliguyon (Hudhud chants of the Ifugao)”:http://www.youtube.com/watch?v sRu0F LGP9IMambayu“1-17 Kalinga Mabayu (rice-pounding song)”:http://www.youtube.com/watch?v R0yLA37Mhz4Bagbagto“1-16 Ibaloy Bagbagto (children’s song)”:http://www.youtube.com/watch?v uKuvbJEtvB4Tongali“1-03 Kalinga tongali (bamboo nose flute)”:http://www.youtube.com/watch?v lkmF3mIAi5Y2
Saggeypo“1-11 Kalinga saggeypo (bamboo pipes in a row)”Tongatong“1-10 Kalinga tongatong (bamboo stamping tubes)”:http://www.youtube.com/watch?v 7PjFND2gFjoBungkaka“1-08 Kalinga bungkaka (bamboo buzzers)”:http://www.youtube.com/watch?v lb gKCSLDu0Gangsa“1-02 Kalinga gangsa topayya (flat gongs played with the hands)”:http://www.youtube.com/watch?v 0HrbFjYbMiE“1-01 Kalinga gangsa pattung/palook (flat gongs played with sticks)”:http://www.youtube.com/watch?v n8azfI8CLbQIXACTIVITIESK-W-L Chart: Write what you currently know about the music of Cordilleraunder column 1 and what you want to know about the music of Cordilleraunder column 2.Music of Cordillera 1Concept Map: Based on the contents of the readings and links given above,fill in the boxes below with details regarding the Music of Cordillera.3
The Music of CordilleraWhat is the Hudhud to Me: My Own Hudhud:To describe the sound of the Hudhud, a chanted epic poetry, fill in thecolumns below in terms of the elements of music .TimbredynamicsrhythmpitchformAs a group, create a poem of 8 lines. It may be about: love, honor, peaceefforts or bravery . Compose a melody to your poem.4
.Guide Questions for Music Listening:Listen to the following instrumental music from the Cordillera region. Answerthe following questions as you listen to them. You may also do someresearch:a. What instrument was used in this particular music? What is the function ofthe music in the society?b. Describe the instruments used. What is the instrument made of? How wasit played? What instrumental substitutes can be used using environmentalmaterials present in the classroom?c. How were the varied musical elements (timbre, dynamics, rhythm, pitch,form) employed bring about the message of the music?XASSESSMENTRubrics for Group PerformanceBasic –Unfocused tone, erratic rhythm, unstable pitch, inconsistent phrasingand dynamics. Needs work on nuances with reference to style and context.Developing: Focused tone but inconsistent in the extreme ranges, somerepeated errors in rhythm , pitch and phrasing, discernible dynamic levels,some nuances as indicated in the music score or as suggested by theteacher with reference to style and context.5
Approaching Proficiency: Focused and clear tone in the normal ranges,isolated errors in rhythm, pitch and phrasing, more obvious dynamic levels,with more nuances as indicated in the score or as suggested by the teacherwith reference to style and content.Proficient: Focused and clear tone throughout the piece, accurate rhythmand secure pitch, consistent and sensitive phrasing, and well-defineddynamic levels, with creative nuances as indicated in the music score or assuggested by the teacher with reference to style and content.Rubrics for Designing an Instrument SubstituteBasic: Inappropriate; Messy and incomplete materials; Sound quality lackssimilarity with that of the original instrument.Developing: Most materials appropriate; Decorated but messy Neat butfragile; Sound quality somewhat similar but not exactly similar to that of theoriginal instrument.Approaching Proficiency: Appropriate materials; Decorated, neat; Soundquality almost similar to that of the original instrumentProficient: Appropriate and creatively modified materials; Decorated withinthe context of the instrument; Neat and Durable; Sound quality most similar tothat of the original instrument.XISYNTHESISThe music of the Highlands of Luzon (Cordillera) helps us discover the way oflife of the Cordillera people through themes about nature, family life, work inthe field as well as the spiritual matters. In addition to songs and chantedpoetry, Cordillera music is distinctively made up of two sound characteristicsof instruments based on their respective materials - the first, made ofbamboo ( (flutes, percussion instruments), and the second, made of metal(gongs). These traditions are on their way to extinction due to themodernisation of the way of life among the youth of the Cordillera region.Less and less of the young generation are taught/learning the traditionalmusic of their forefathers. Other threats to their music and most especially,their way of life are the conflict between state policies and their ancestralrights on land ownership, megatourism, militarization, and the shift frommanual farming to machine-processed farming. Despite all these, severalnon-governmental organizations and international organizations likeUNESCO ensure the protection not only of the rich culture and tradition of theCordillera region but also of their people.6
MUSIC LEARNING MODULE 2: Music of the Lowlands of Luzon 1: Music forLiturgyand Devotional MusicITARGET GRADE LEVEL: Grade 7IIMODULE 2: Music of the Lowlands of Luzon 1IIITIME ALLOTMENT: 2 HoursIVOVERVIEW OF THE MODULEThe lesson is an overview on the music of the Lowlands of Luzon, particularlyon the Music for Liturgy and Devotional Music. Through the lesson, one willdiscover how the people of the Lowlands of Luzon express their feelings towardseach other and the environment, their history, and their religious beliefs through themedium of voice and musical instruments. A group performance inspired by theLowlands’ musical examples will culminate the educational experience.VPERFORMANCE STANDARD VI Analyzes musical elements and processes of Philippine music.Correlates Philippine music to Philippine culture.Performs examples of Philippine music, alone and with others, in appropriatetone, pitch, rhythm, expression, and style.COMPETENCIES/OBJECTIVESAnalyzes an example of Philippine music from the Highlands and Lowlands ofLuzon, and describe how the musical elements are used.Explains the distinguishing characteristics of representative Philippine musicfrom the Highlands and Lowlands of Luzon in relation to history and culture ofthe area.Analyzes the relationship of functions of Philippine music from the Highlandsand Lowlands of Luzon, to the lives of the people.Sings accurately representative songs from the Highlands and Lowlands ofLuzon, alone and / or with others.Performs on available instruments music from the Highlands and Lowlands ofLuzon, alone and / or with others.Improvises simple rhythmic / harmonic accompaniments to selectedPhilippine folk music from the Highlands and Lowlands of Luzon.Explores ways of producing sounds on a variety of sources that wouldemulate the instruments being studied.Evaluates music and music performances applying knowledge of musicalelements and style.7
VIICONTENT/TOPICMusic for Liturgy and Devotional Music VIIIVocal Music – The Mass; Pastores; Moro-moro/Komedya; Senakulo andPabasa ng Pasyon; Salubong; Flores de Mayo and SantacrusanInstrumental Music- Las Pinas Bamboo OrganCultural Context (History and Traditions) – Spanish colonization, Christianityand Catholic religionComposition: Songs, Dances, Instrumental musicSocial Functions: Music for Worship and Religious festivitiesPerformance Styles / Techniques: TiplesRESOURCESReadings:Mirano, Elena Rivera.(1992). Musika An Essay on the Spanish Influence onPhilippine Music. CCP Special Publications tmhttp://www.bambooman.com/bamboo organ.phpRecordings:Gloria from Pequena Misa Solemnis (composed by Marcelo Adonay,performed by Novo Concertante)http://www.youtube.com/watch?v j8aTQhio9PcCanticorum Jubilol/Da Pacem Domine (performed by Tiples de Sto. Domingo,CCP) http://www.youtube.com/watch?v EFFnWd3GHmABamboo Organhttp://www.youtube.com/watch?v uv2y goeYxEPastores, A Waray Christmas Traditionhttp://www.youtube.com/watch?v tBxZaiD0roUPanunuluyan (Maytinis)http://www.youtube.com/watch?v 3mqMSFv5S3c&feature relatedKomedya Ilokana by Ed Antoniohttp://www.youtube.com/watch?v Fsw z0-JW3YInay (Senakulo 2010)http://youtu.be/KdbqViEEuGUPhilippine Pasyon (Passion of Christ)http://www.youtube.com/watch?v WOeIbLIV0L4Salubong 2010: Sta. Maria, Bulacan8
http://www.youtube.com/watch?v XnHNCdjIwoE&feature relatedDalit a Pakibat – Dalit 71 “Dalit at Pangadi na ning Metwat’ Mebyasa kengGinu” http://www.youtube.com/watch?v 0abuN bKAQAFlores de Mayo 2009 Dios te Salve Minalin amanuningbie.comhttp://www.youtube.com/watch?v MPY6hIAnuQEIXACTIVITIESK-W-L Chart: Write what you currently know about music for liturgy anddevotional music under column 1 and what you want to know about music forliturgy and devotional music under column 2.Music for Liturgy and Devotional MusicConcept Map: Based on the readings and links given above, complete theconcept map by writing details regarding music for liturgy and devotionalmusic on the boxes.9
Music for Liturgy and c influenced by the SpanishThe MassHave you read and/or heard any of the following terms?Kyrie eleison?Gloria in excelsis Deo?Credo inunum Deum?Sanctus dominus Deo sabaoth?Agnus Dei quitolis peccata mundi?These terms above are in the Latin language and refer to parts of theCatholic Mass. Can you find out the Filipino and English translations forthese?10
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From the readings, find out who is the Palestrina of the Philippines, thePhilippine’s premier composer of liturgical music.I am Proud to be Filipino: The Las Pinas Bamboo OrganMake a poster of the Las Pinas Bamboo Organ. What can you say about it?Be creative and at the same time, be sure that it is informative.12
Guide Questions for Video Watching:In order to answer some of the following questions, read Musika, An Essayon the Spanish Influence on Philippine Music by Elena Rivera Mirano.a. What is the function of the music? What message does it convey? Duringwhich particular occasion is this heard?b. Describe the voice quality used. How was the music performed? Was iteffective in bringing about the message?c. How were the varied musical elements (timbre, dynamics, rhythm, pitch,form) used in bringing about the message of the music?NEED TO KNOW: Want to see, feel, and hear the Spanish era’s influence onour Religious Music first-hand? Try visiting these places:Las Pinas Bamboo Organ- St. Joseph Parish, Las PinasContact Persons: Caesar Antonio/ Lhet ArandaP. Diego Cera Avenue, Poblacion, Las Pinas City, Philippines 1744( 632) 510 2829San Agustin ChurchGeneral Luna Street, Intramuros, Manila( 632) 527 2746 or ( 632) 527 4052XASSESSMENTRubrics for Group PerformanceBasic –Unfocused tone, erratic rhythm, unstable pitch , inconsistent phrasing anddynamics with little or no indication of style and context;Shows no effort in coming up with improvised costumes and/or propsDeveloping –Focused tone but inconsistent in the extreme ranges, some repeated errorsin rhythm , pitch , consistent phrasing; discernible dynamics and somenuances in style as suggested by the score/teacher.13
With some improvised costumes and/or props but are inappropriate to themusicApproaching Proficiency –Focused and clear tone in normal ranges, accurate rhythm and secure pitchwith isolated errors, accurate and consistent phrasing, accurate dynamics,with some nuances in style as suggested by the score/teacher.With some improvised costumes and/or props but are inappropriate to themusicProficient –Focused, clear tone all throughout, accurate rhythm and secure pitch,consistent and sensitive phrasing and obvious dynamics, with creativenuances in style as a response to the music scoreWith improvised costumes and/or props that are used appropriately to themusicXISYNTHESISThe music for liturgy and devotional music of the Lowlands of Luzon reflectsthe impact of Spanish colonization which lasted for almost three centuries,and how the introduction of Christianity affected the religious practices of theethnolinguistic groups. Unfortunately, these are on the verge of extinctiondue to modernization and diversity of religion. However, efforts from the youthand education sector are joining forces in reviving long lost traditions, if notthrough the traditional means, through the surviving remnants of theHispanic-influenced music which are undergoing a transformation intopresent day versions.14
MUSIC LEARNING MODULE 3: Music of the Lowlands of Luzon 2: SecularMusic with Spanish InfluenceITARGET GRADE LEVEL: Grade 7IIMODULE 3: Music of the Lowlands of Luzon 2IIITIME ALLOTMENT: 2 HoursIVOVERVIEW OF THE MODULEThe lesson is an overview on the Spanish-influenced secular music of theLowlands of Luzon. Through the lesson, one will discover how Spanish-influenceddance music and art songs express their feelings towards each other and theenvironment, their history, and their religious beliefs through voice and musicalinstruments. A group musical theatre performance of the vocal forms with anaccompaniment on found objects and instruments of the rondalla will culminate theeducational experience.VPERFORMANCE STANDARD Analyzes musical elements and processes of Philippine music. Correlates Philippine music to Philippine culture. Performs examples of Philippine music, alone and with others, in appropriatetone, pitch, rhythm, expression, and style.VICOMPETENCIES/OBJECTIVES Analyzes an example of Philippine folk music from the Highlands andLowlands of Luzon, and describe how the musical elements are used. Explains the distinguishing characteristics of representative Philippine folkmusic from the Highlands and Lowlands of Luzon, in relation to history andculture of the area. Analyzes the relationship of functions of Philippine music from the Highlandsand Lowlands of Luzon, to the lives of the people. Sings accurately representative folk songs from the Highlands and Lowlandsof Luzon, alone and / or with others.15
Performs on available instruments music from the Highlands and Lowlands ofLuzon, alone and / or with others. Improvises simple rhythmic / harmonic accompaniments to selectedPhilippine folk music from the Highlands and Lowlands of Luzon. Explores ways of producing sounds on a variety of sources that wouldemulate the instruments being studied. Evaluates music and music performances applying knowledge of musicalelements and style.VIICONTENT/TOPICFolk Music of the Lowlands of Luzon Vocal Music – Harana and Kumintang(song of varied topics), Polka (LeronLeron Sinta, Pamulinawen) Instrumental Music- Pandanggo (Pangasinan), Polka (Tagalog, Ilocano) ,Rondalla Cultural Context (History and Traditions) – Spanish colonisation, Catholicreligion Composition – Kundiman (art songs); Instrumental music Social Functions: Music for Festivities and Recreation, Work (Planting andFarming), Courtship, Social Commentary and Patriotism VIIIPerformance Styles / Techniques: Use of PlectrumRESOURCESReadings:Baes, Jonas. Westernized Musical Traditions in the nd-arts/articles-on-c-na/article.php?igm 1&i 162Canave-Dioquino, Corazon. The Lowland Christian Philippines. MusicCultures and Regions.Mirano, Elena Rivera.(1992). Musika An Essay on the Spanish Influence onPhilippine Music. CCP Special Publications Office.16
Santos, Ramon P. Art Music /articles-on-c-na/article.php?igm 1&i 147Hiyas Philippine Dance scriptions-of-dances.pdfDoon po sa ances/sa nayon.htmRural/Barrio Suite.http://pw1.netcom.com/ ntamayo/folkdance.html (with audio)Recordings:Philippine Cultural Heritage “HARANA”http://www.youtube.com/watch?v 98HBr8HkIDAMutya ng Pasig- Conching Rosalhttp://www.youtube.com/watch?v wF6-i-ROnXUFilAm Veterans Rondalla in Newark CA. (Leron-leron Sinta)http://www.youtube.com/watch?v h2Meg05In wUPGO- Philippine Folk Song LERON LERON SINTAhttp://www.youtube.com/watch?v fuF sxZJ5MAPamulinawen- Music Notationhttp://www.youtube.com/watch?v ZBiRSRJiWyEKundiman Mabuhay Singers (Jocelynang Baliwag- Kundiman)http://www.youtube.com/watch?v 0fsBAarQO3gPandanggo sa Ilaw Instrumental- Philippine Folk Dancehttp://www.youtube.com/watch?v EHKRilht39YCelso Espejo Rondalla – Magtanim ay di Biro (Planting Rice)http://www.youtube.com/watch?v keKTkl90FD417
IXACTIVITIESImage sources:Tampuhan by Juan thumb/3/3d/Tampuhan by Juan Luna.jpg/696px-Tampuhan by Juan Luna.jpg,sketch by Alice Barber images-04.jpg,,Harana by Carlos V. no%20Paintings/harana.francisco.JPGLook at the fol
MUSIC LEARNING MODULE 1: Music of Cordillera I TARGET GRADE LEVEL: Grade 7 II MODULE 1: Music of Cordillera III TIME ALLOTMENT: 2 Hours IV OVERVIEW OF THE MODULE The lesson is an overview on the music of the Cordillera, or the Highlands of Luzon, where several ethnol
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