Professional Documents
Culture Documents
Music4 TG U3
Music4 TG U3
Musika
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Patnubay ng Guro
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Ang aklat na ito ay magkatuwang na inihanda at sinuri ng
mga edukador mula sa mga publiko at pribadong paaralan, kolehiyo,
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at / o unibersidad. Hinihikayat namin ang mga guro at ibang nasa
larangan ng edukasyon na mag-email ng kanilang puna at mungkahi
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Kagawaran ng Edukasyon
Republika ng Pilipinas
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Musika at Sining Ikaapat na Baitang
Patnubay ng Guro
Unang Edisyon 2015
ISBN: ___________
Ang mga akda / materyales ( mga kuwento, seleksiyon, tula, awit, larawan, ngalan ng
produkto o brand names, tatak o trademarks, palabas sa telebisyon, pelikula at iba pa) na
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ginamit sa aklat na ito ay nagtataglay ng karapatang-ari ng mga iyon. Pinagtibay sa isang
kasunduan ng Kagawaran ng Edukasyon at Filipinas Copyright Licensing Society (FILCOLS)
Inc. na ang FILCOLS ang kumakatawan sa paghiling ng pahintulot sa nagmamay-ari ng mga
akdang hiniram at ginamit dito. Hindi inaangkin ni kinakatawan ng tagapaglathala (publisher)
at mga may-akda ang karapatang-aring iyon.
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Inilathala ng Kagawaran ng Edukasyon
Kalihim: Br. Armin Luistro FSC
Pangalawang Kalihim: Dina S. Ocampo, PhD
Direktor IV: Marilyn D. Dimaano, EdD
Direktor III: Marilette R. Almayda, PhD
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Mga Bumuo ng Patnubay ng Guro
Musika
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Pangunahing Tagapangasiwa: Maria Blesseda Alfonso Cahapay
Consultant: Myrna T. Parakikay
Mga Tagasuri Ng Nilalaman: Jocelyn T. Guadalupe, Dolores T. Andres
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Mga Manunulat: Maria Elena D. Digo, Fe V. Enguero, Ma. Teresa P. Borbor, Amelia M. Ilagan,
Josepina D. Villareal, Mary Grace V. Cinco, Josephine Chonie M. Obseares,
Chita E. Mendoza, at Victorina E. Mariano
Transcriber: Arthur M. Julian
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Sining
Pangunahing Tagapangasiwa: Marilou Gerero-Vispo
Consultant: Charo Defeo-Baquial
D
ii
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Paunang Salita
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makabuluhan ang pagkatuto sa bawat elemento ng Musika at Sining.
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magdudulot ng saya at kaganapan sa bawat aralin.
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mapanuri at replektibong pag-iisip;
mas pinahusay na konsentrasyon at mas mahabang attention span;
mas pinahusay na memorya at pagpapanatili ng mga natutuhan; at
E
iii
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Talaan ng Nilalaman
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Phrase .
Aralin 4: Ang Ibat Ibang Tunog .. 104
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Aralin 6: Ang Pangkat ng Instrumentong Hinihipan/Aerophone 113
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Aralin 7: Ang Pangkat ng Instrumentong Percussion/Idiophone .. 120
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 Curriculum Guide
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DepEd Complex, Meralco Avenue
Republic of the Philippines
Department of Education
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MUSIC
December 2013
(Grade 4)
Pasig City
E D
EP
D
ix
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
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Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and
cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-
based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her
EP
own cultural identity and the expansion of his/her vision of the world.
E
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
x
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
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(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2)
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The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based
Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald
Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines,
O
Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based
Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
xi
D
characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for mans individual quest for self- expression and fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be
C
developed. The student must learn to hear, speak, and think in the medium of music. Simultaneously, growth and development in the skills that enable the
application of the learners knowledge should be encouraged, through active involvement in the various musical processes.
O
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the
SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general
education.
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We envision that Music in the K-10 Program will effectively nurture and refine the learners artistic expression and cultural literacy, and celebrate his/her
national heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Figure 1. The Curriculum Framework of Music and Arts Education
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K to 12 BASIC EDUCATION CURRICULUM
O
C
E D
EP
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xii
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K to 12 BASIC EDUCATION CURRICULUM
xiii
D
Grade 6Application for Appropriate Mastery and Acquisition of Skills
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Figure 2. Content of Music and Arts per Grade Level
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
movement)
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Music Processes
-creating)
K to 12 BASIC EDUCATION CURRICULUM
O
C
D
from K to 3
D
xiv
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K to 12 BASIC EDUCATION CURRICULUM
xv
D
K-3 4-6 7 10
C
The learner demonstrates understanding of
O
The learner demonstrates understanding of The learner demonstrates understanding of
fundamental processes through basic elements and concepts through salient features of music and art of the
performing, creating, and responding, performing, creating, and responding, aimed Philippines and the world, through appreciation,
aimed towards the development of towards the development of appreciation of analysis, and performance, for self-
appreciation of music and art, and music and art, and acquisition of basic development, the celebration of Filipino cultural
PY
acquisition of basic knowledge and skills. knowledge and skills. identity and diversity, and the expansion of
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ones world vision.
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
Kindergarten The learner is exposed to the different basic music and art processes through experiential learning.
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and
Grade 1
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responding.
The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing,
Grade 2
and responding.
E
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the
Grade 3
development of appreciation of music and art, and the acquisition of basic knowledge and skills.
xvi
D
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the
Grade 4
celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the
Grade 5
C
celebration of Filipino cultural identity and diversity, and expansion of ones world vision.
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the
Grade 6
celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
O
The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing,
Grade 7
and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-
Grade 8
development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,
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Grade 9
and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
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The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-
Grade 10
development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
GRADE 4
D ELEMENTS OF MUSIC
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
FIRST QUARTER
I. RHYTHM demonstrates creates rhythmic 1. identifies different kinds of
understanding of patterns in: notes and rests
MU4RH-Ia-
1. Musical Symbols and concepts pertaining to 1. simple time
1
Concepts: rhythm and musical signatures
EP
1.1 Notes and Rests symbols 2. simple one-measure
1.2 Meters ostinato pattern 2. organizes notes and rests
1.3 Rhythmic Patterns according to simple meters
1.4 Simple Time
E (grouping notes and rests
MU4RH-Ib-
2
Signatures into measures given simple
1.5 Ostinato meters)
xvii
D 3. states the meaning of the
different rhythmic patterns MU4RH-Ic-3
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the notation of recorded
MU4RH-Id-
music
7
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
I.I. RHYTHM demonstrates creates rhythmic 8. responds to metric pulses MU4RH-Ie-
D
1. Musical Symbols and
understanding of
concepts pertaining to
patterns in:
1. simple time
of music heard with
appropriate con
g-8
xviii
D
C
O
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
SECOND QUARTER
II. MELODY
D recognizes the musical
symbols and
analyzes melodic
movement and range
1. identifies the pitch name of
each line and space of the
1. Musical Symbols and demonstrates and be able to create G-clef staff
Concepts: understanding of and perform simple F
1.1 Intervals concepts pertaining to melodies D
1.2 Scales melody B
1.3 Melodic Contours G
EP
1.4 Patterns of successive E MU4ME-IIa-
pitches of a C Major 1
scale
E C
E
xix
F
D
2. identifies the pitch names
of notes on the ledger lines
and spaces below the G-
C clef staff (middle C and D)
MU4ME-IIb-
2
O
3. recognizes the meaning
and use of G- Clef
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MU4ME-IIc-
3
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do re mi fa so la ti
do
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
II. MELODY recognizes the musical analyzes melodic 4. identifies the movement of
D symbols and movement and range the melody as:
1. Musical Symbols and demonstrates and be able to create
Concepts: understanding of and perform simple - no movement
1.1 Intervals concepts pertaining to melodies
1.2 Scales melody
1.3 Melodic Contours
1.4 Patterns of successive
EP
pitches of a C Major - ascending stepwise
scale
E
- descending stepwise
xx
MU4ME-IId-
D 4
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to determine its range
6. sings with accurate pitch
MU4ME-IIf-
the simple intervals of a
6
melody
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
II. MELODY 7. performs his/her own
xxi
III. FORM demonstrates
understanding of
D
performs similar and
contrasting musical
1. identifies aurally and
visually the introduction MU4FO-
1. Phrases in a Musical musical phrases, and phrases and coda (ending) of a IIIa-1
Piece the uses and meaning musical piece
2. Structure of Musical of musical terms in 2. identifies aurally and
Sound
2.1 Antecedent
form
C visually the antecedent and
consequent in a musical
MU4FO-
IIIa-2
(Question) Phrase piece
2.2 Consequent (Answer) 3. listens to similar and
Phrase
O contrasting phrases in
MU4FO-
IIIa-b-3
2.3 Introduction recorded music
2.4 CODA (ending)Phrase 4. identifies similar and
contrasting phrases in vocal
and instrumental music MU4FO-
from the previous lessons IIIc-4
4.1 melodic
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4.2 rhythmic
5. sings similar and
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contrasting phrases in
MU4FO-
music
IIId-5
5.1 melodic
5.2 rhythmic
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
IV. TIMBRE demonstrates participates actively in 6. distinguishes vocal and MU4TB-
D
1. Variations of Sound
understanding of
variations of sound in
a group performance
to demonstrate
instrumental sounds IIIe-1
1.1 Vocal music (lightness and different vocal and 7. identifies as vocal or
1.2 Instrumental heaviness) as applied instrumental sounds instrumental, a recording of
the following: MU4TB-
to vocal and
instrumental music 7.1 solo IIIe-2
7.2 duet
7.3 trio
EP
7.4 ensemble
8. identifies aurally and MU4TB-IIIf-
visually different 3
E instruments
9. classifies the various
musical instruments as:
xxii
9.1 string
D 9.2 woodwind
9.3 brass wind
C 9.4 percussion
MU4TB-IIIf-
h-4
IV. TIMBRE demonstrates participates actively in
understanding of a group performance
1. Variations of Sound variations of sound in
O
to demonstrate
1.1 Vocal music (lightness and different vocal and
1.2 Instrumental heaviness) as applied instrumental sounds
to vocal and
instrumental music
V. DYNAMICS recognizes the musical applies forte and 10. recognizes the use of the
MU4DY-
symbols and piano to designate symbol p (piano) and f
IIIf-1
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1. Volume of Sound in demonstrates loudness and softness (forte) in a musical score
Music understanding of in a musical example 11. uses appropriate musical
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concepts pertaining to 1. singing terminology to indicate
MU4DY-
volume in music 2. playing instrument simple dynamics
IIIf-h-2
11.1 forte
11.2 piano
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
FOURTH QUARTER
D
VI. TEMPO demonstrates creates and performs 1. relates body movements to
MU4TP-IVa-
understanding of body movements the tempo of a musical
1
1. Speed / Flow of Music concepts pertaining to appropriate to a given example
speed/flow of music tempo 2. uses appropriate musical
EP
VI. TEMPO demonstrates creates and performs terminology to indicate
MU4TP-IVb-
understanding of body movements variations in tempo
2
1. Speed / Flow of Music concepts pertaining to appropriate to a given 2.1 largo
E
speed/flow of music tempo 2.2 presto
VII. TEXTURE demonstrates sings two-part rounds 3. identifies aurally the MU4TX-IVc-
understanding of and partner songs with texture of a music example 1
xxiii
1. Simultaneous concepts pertaining to
D
others 4. identifies aurally and
Occurrence of texture in music visually an ostinato or MU4TX-IVd-
Multiple Melodic Lines descant in a musical 2
2. Distinction Between example
Thinness and
C 5. recognizes aurally and
MU4TX-IVe-
Thickness in Music visually, examples of 2-part
3
vocal or instrumental music
VIII. HARMONY demonstrates
O
performs examples of 6. identifies harmonic interval
MU4HA-IVf-
understanding of harmonic interval with (2 pitches) in a musical
1
1. Simultaneous harmonic intervals others example
Sounding of Two 7. recognizes aurally and
MU4HA-
Tones / Pitches visually, examples of
IVg-2
harmonic intervals
PY
8. creates examples of
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MU4HA-
harmonic interval (2
IVh-3
pitches) with others
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Yunit 3 - Aralin 1
II. Paksang-aralin
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Paruparong Bukid, C, 4 , so
C. Sanggunian : Ilonggo Folk Songs (Book 1), pp. 33-34 by Prof.
Romulo J. Pangan
Musika ng Batang Pilipino 6, pp. 15-19
O
Sanayang Aklat sa Musika 5, pp. 119-120
D. Kagamitan : Tsart ng awit, CD, CD player
C
E. Pagpapahalaga : Pagpapahalaga sa mga paruparo
F. Konsepto : Introduction- himig na tinutugtog o inaawit bilang
paghahanda sa pag-awit
D
Coda- bahagi ng isang awit o tugtugin na
nagsisilbing panapos o pangwakas ng komposisyon
E
III. Pamamaraan
EP
A. Panimulang Gawain
1. Pagsasanay
a. Rhythmic
Ipalakpak ang rhythm:
D
b. Tonal
Tugtugin ang Am-E7-Am chords bilang intro bago awitin ang mga so-fa
syllable.
90
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Balik-aral
B. Panlinang na Gawain
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1. Pagganyak
O
2. Paglalahad
Ipaskil sa pisara ang tsart ng lunsarang awit. Awitin ito o iparinig sa mga bata
gamit ang CD player.
C
Ang Ohoy Alibangbang ay awiting bayan ng Hiligaynon.
E D
EP
D
Salin:
Ohoy paruparo kung ikaw ay lilipad
Alagaan mo nang mabuti ang mga bulaklak
Baka kung sakaling malimutan mo
Sayang si Gumamela na malaglag sa lupa
91
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
3. Pagtatalakay
4. Paglalahat
PY
Ang introduction ay himig na tinutugtog o inaawit bilang paghahanda sa pag-
awit.
Ang coda ( ) ay bahagi ng isang awit o tugtugin na nagsisilbing panapos o
pangwakas ng komposisyon.
O
5. Paglalapat C
Pangkatang Gawain
6. Repleksiyon
EP
C. Pangwakas na Gawain
D
92
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
IV. Pagtataya
PY
O
C
E D
EP
D
V. Takdang-aralin
93
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 3 - Aralin 2
Ang Antecedent Phrase at Consequent Phrase ng Isang
Awitin
II. Paksang-aralin
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B. Lunsarang Awit
4
Ako Mananggete, C, 4 , mi
Ode to Joy ni Ludwig Van Beethoven
C. Sanggunian : http://www.youtube.com/watch?v=WodMudLNPA
O
D. Kagamitan : Tsart ng awit, CD, player
E. Pagpapahalaga : Pagmamahal ng anak sa ina
Ang antecedent phrase at consequent phrase ay
F. Konsepto :
C
magkakaugnay. Ito ang dalawang phrases na
bumubuo sa isang musical idea. Kadalasan ang
antecedent phrase ay may papataas na himig at ang
D
consequent phrase naman ay may papababang
himig.
E
III. Pamamaraan
EP
A. Panimulang Gawain
1. Pagsasanay
a. Rhythmic
Ipalakpak ang rhythm:
D
b. Tonal
Awitin ang mga so-fa syllable gamit ang mga Kodaly Hand Signs.
94
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Balik-aral
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introduction at coda.
B. Panlinang na Gawain
1. Pagganyak
O
Direksiyon: Ang mga babae ay bibigkas ng chant sa pataas na tono
samantalang ang mga lalaki sa pababang tono.
C
Babae: Kaming mga babae, kamiy sumasayaw
Lalaki: Kaming mga lalaki, kamiy napapa-wow
Babae: Sumayaw, katawan ay igalaw
D
Lalaki: Pumalakpak, mga paay ipadyak.
2. Paglalahad
E
Ang chant ay katulad din ng awit na binubuo ng mga phrase. Ang mga
pariralang ito ay nagkakaugnay upang makabuo ng isang musical idea. Ang
EP
Iparinig sa mga bata ang awiting, Ugoy ng Duyan gamit ang CD player.
Ipaawit ang lunsarang awit. Bigyang pansin ang antecedent phrase at
D
consequent phrase.
95
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
O
C
3. Pagtatalakay
D
Suriin ang bawat linya ng awit.
Salungguhitan ang mga musical phrase.
E
consequent phrase?
(Ang antecedent phrase ay may papataas na himig at ang consequent
phrase naman ay may papababang himig.)
Nabubuo ba ang musical idea ng awit kapag pinagdugtong mo ang dalawang
musical phrase?
D
4. Paglalahat
96
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
5. Paglalapat
PY
6. Repleksiyon
Ano ang inyong naramdaman habang inaawit ang mga antecedent phrase at
O
consequent phrase?
Saan maihahambing ang isang musical idea? (sa isang pangungusap)
C
C. Pangwakas na Gawain
IV. Pagtataya
EP
A. Pakikinig
Magpatugtog o awitin ang Ako Mananggete.
97
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
O
C
D
Salin:
E
V. Takdang-aralin
98
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Yunit 3 - Aralin 3
Ang Magkahawig at Di-Magkatulad na mga Musical Phrase
PY
II. Paksang-aralin
O
3
B. Lunsarang Awit : Atin Cu Pung Singsing, C, 4 , mi
3
Ugoy ng Duyan, C, 4 , so
C
Surprise Symphony Second Movement ni Haydn
(Pakikinig)
Sanayang Aklat sa Musika 4, pp. 132-135
C. Sanggunian :
Dazzle 4, pp. 22-24
D
http://www.youtube.com/watch?v=WZNIFN4x_U8
D. Kagamitan : tsart ng awit, mga Kodaly Hand Sign at mga rhythmic
E
pattern, CD player
E. Pagpapahalaga : Pagpapahalaga sa personal na gamit
EP
99
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III. Pamamaraan
A. Panimulang Gawain
1. Pagsasanay
a. Rhythmic
Panuto: Bigyang-kahulugan ang rhythmic pattern sa pamamagitan ng pag-
umpog ng pares na bao o patpat.
PY
b. Tonal
Awitin ang lunsarang himig gamit ang mga so-fa syllable at neutral syllable
na la.
O
2. Balik-aral
C
Pakinggan ang Surprise Symphony Second Movement ni Franz Joseph
Haydn. Itaas ang kanang kamay para sa antecedent phrase at kaliwang
D
kamay para sa consequent phrase.
E
B. Panlinang na Gawain
EP
1. Pagganyak
2. Paglalahad
D
Suriin at basahin natin ang titik ng awiting bayan ng Pampanga ang Atin Cu
Pung Singsing.
100
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PY
O
C
D
3. Pagtalakay
101
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4. Paglalahat
PY
at rhythmic phrase. Ang himig at rhythm ay naiiba sa mga naunang phrase o
sumasalungat sa daloy ng himig.)
5. Paglalapat
O
Magparinig ng mga awitin o tugtugin. Hayaang tukuyin ng mga bata kung ang
mga musical phrase ay magkahawig o di-magkatulad.
Mga awitin:
a.
C
Ako ay may Lobo
Ako ay may lobo lumipad sa langit
Di ko na makita, pumutok na pala
D
b. Twinkle, Twinkle Little Star
Twinkle, twinkle little star
E
c. Bahay Kubo
Bahay Kubo kahit munti
Ang halaman doon ay sari-sari
D
d. Sitsiritsit
Sitsiritsit alibangbang
Salaginto salagubang
Ang babae sa lansangan
Kung gumiriy parang tandang
6. Repleksiyon
102
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Ano ang inyong naramdaman habang inaawit ang Atin Cu Pung Singsing?
C. Pangwakas na Gawain
Ipaawit ang Atin Cu Pung Singsing nang may angkop na galaw ng katawan
upang matukoy ang magkahawig at di-magkatulad na melodic phrase.
IV. Pagtataya
Pangkatang gawain.
Pangkatin sa apat ang klase.
Panuto: Isagawa ang sumusunod na gawain para sa awiting Ugoy ng
Duyan. Sumangguni sa Yunit 3, Aralin 2.
PY
(Maaaring magpalitan ng gawain ang bawat pangkat.)
Pangkat 1- awitin ang magkahawig na melodic phrase
Pangkat 2- awitin ang di-magkatulad na melodic phrase
O
Pangkat 3- ipalakpak ang magkahawig na rhythmic phrase
Pangkat 4- ipalakpak ang di magkatulad na rhythmic phrase
C
Isulat sa papel ang rubric at lagyan ng tsek ang tamang kahon.
magkahawig na melodic
phrase
EP
V. Takdang-aralin
103
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Yunit 3 - Aralin 4
Ang Ibat Ibang Tunog
I. Layunin: Nakikilala ang kaibahan ng vocal at instrumental na tunog sa
pamamagitan ng pakikinig ng mga awit o tugtugin para sa solo, duet,
trio, at pangkatan
II. Paksang-aralin
PY
Pakikinig: Solo- Hudhud (Ifugao), Darangen
(Maranao), Duet- Balitaw (Bisaya), Trio- Instrumental
Trio (flute, violin, piano),(boses, violin, gitara)
C. Sanggunian : Music, Art, and Physical Education 4, pp. 66-67
O
D. Kagamitan : Larawan ng ibat ibang kilalang mang-aawit at ibat
ibang instrumento, CD player, CD ng mga inirekord
na awitin: Hudhud ng Ifugao (grupong mang-aawit
C
na may call at response singing), Darangen ng
Maranao (solo chant), pasyon na may duet (sa Bicol
o sa Luzon), ibat ibang tinig ng lalaki, babae, bata,
at matanda, inirekord na tunog ng ibat ibang
D
instrumento
E. Pagpapahalaga : Pag-iingat at pagpapahalaga sa boses ng bawat isa
E
III. Pamamaraan
A. Panimulang Gawain
D
1. Pagsasanay
a. Rhythm
Tugtugin ang 2-part rhythmic excersise habang sumasabay sa awiting Were
on the Upward Trail.
104
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Babae -
Ballpen
Lalaki -
stone
Babae -
Ballpen
Lalaki -
stone
Babae -
Ballpen
PY
Lalaki -
stone
Babae -
Ballpen
Lalaki -
O
stone
C
E D
EP
D
105
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b. Tonal
Sanayin ang mga senyas kamay ni Kodaly.
PY
2. Balik-aral
O
B. Panlinang na Gawain
C
1. Pagganyak
D
Ipatugtog ang awiting Little Band.
E
EP
D
Ano ang napansin ninyo habang inaawit ang bahaging pambabae ng Little
Band? Ang bahaging panlalaki? Habang sabay nilang kinakanta?
106
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(Manipis ang tinig ng mga babaeng kumakanta, medyo makapal naman ang
sa lalaki, mas makapal naman kung sabay ang lalaki at babae.)
2. Paglalahad
Pakinggan din ang tunog ng mga instrumento at kilalanin kung sino ang
mang-aawit. Pangalanan din ang instrumentong narinig.
3. Pagtalakay
PY
(pangkat ng mga tao o boses ng mga mang-aawit)
O
at iba pa)
4. Paglalahat
107
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5. Paglalapat
Pakinggan ang mga tugtugin at awiting ipapatugtog sa CD. Ipalakpak mo ng
tatlong beses ang mga kamay kapag ito ay tunog ng instrumento at ikampay
palipad ang kamay kapag ito ay tinig ng tao.
1. Parada sa kalye
2. Mga batang kumakanta ng Happy Birthday
3. Sarah Geronimo
4. Konsiyerto ng Philharmonic Orchestra
5. Loboc Childrens Choir
6. Repleksiyon
PY
Paano naipakikita ng uri ng tunog ang damdamin ng musika?
O
C. Pangwakas na Gawain
Pakinggan ang mga tugtog (excerpt lamang) ng ibat ibang mang-aawit. Isulat
ang S kung solo, D kung duet, at G kung grupo.
EP
________5. Pasyon
V. Takdang-aralin
108
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Yunit 3 - Aralin 5
Ang Pangkat ng Instrumentong String/Chordophone
II. Paksang-aralin
PY
Espejo Rondalla, Philharmonic Orchestra, at
Cordillera Kolitong
C. Sanggunian : Music, Art, and Physical Education 4
Sanayang Aklat sa Musika 4
O
D. Kagamitan : Larawan ng mga instrumentong string, CD player,
CD/tape ng mga inirekord na tunog ng
instrumentong string, tsart ng awit
E. Pagpapahalaga
C
: Pagpapahala sa mga tugtuging pang-instrumentong
string at mga manunugtog nito
Ang mga instrumentong string o chordophone ay
F. Konsepto :
maaaring tugtugin sa pamamaraang paghagod ng
D
daliri (strumming), pagkalabit (plucking), o paghilis
ng arko (bowing).
E
III. Pamamaraan
EP
A. Panimulang Gawain
1. Pagsasanay
a. Rhythm- pakikinig
Pakinggan ang pagkakaiba ng tunog ng apat na string instrument.
(Itoy sa pamamagitan ng pagpapatunog ng lower do at higher do.)
D
b. Tonal
Pakinggan naman ang tunog ng bawat kuwerdas ng apat na string
instrument.
Violin - G D A E (pinatugtog ang scale)
Viola - C G D A (pinatugtog ang short typical melody)
Cello - C G D A (pinatugtog ang short melody)
Double bass - E A D G (pinatugtog ang short melody)
109
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B. Panlinang na Gawain
1. Pagganyak
PY
O
2. Oh who can play the viola, the viola, the viola
C
Oh who can play the viola, ting, ting, ting, ting, ting.
3. Oh who can play the cello, the cello, the cello
Oh who can play the cello, eng, eng, eng, eng, eng.
4. Oh who can play the double bass, the double bass, the double
D
bass
Oh who can play the double bass, dong, dong, dong, dong, dong.
E
2. Paglalahad
110
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Ano-ano ang naririnig ninyong tugtugin? (tugtugin ng mga instrumentong
string)
Ano-anong instrumentong string ang nakikita ninyo sa larawan?
(violin, viola, cello, double bass) (mga etnikong instrumentong string)
Ano pang pangkat ng instrumento ang inyong nakikita?
Pansinin ang pinakaunang instrumento sa larawan.
Sa anong pangkat ang violin kaya nabibilang?
Pakinggan ninyo ang tugtog sa CD ng orchestra ni Benjamin Britten
(string section) o Serenade for Strings ni Tchaikovsky, Four Seasons ni
Vivaldi (violin), Swan ni Saint-Saens (cello).
3. Pagtalakay
PY
Ano-anong mga tunog ng instrumento ang inyong naririnig?
(tunog ng violin, viola, cello, double bass)
Paghambingin ang mga tunog ng mga instrumentong string.
Ilarawan ang tunog ng bawat instrumento.
(Ang violin ay may apat na kuwerdas na nakatono sa g, d, a, at e. Ito ay may
mataas at matinis na tunog.)
O
(Ang viola ay mayroon ding apat na kuwerdas na nakatono sa c, g, d, at a.
Ito ay may mas malaking katawan at mas makapal na tunog kaysa violin.
Tulad ng violin, ito ay tinutugtog nang nakapatong sa balikat at pinipigil ng
panga.)
C
(Ang cello ay may apat na kuwerdas na nakatono nang mas mababa sa
isang octave sa viola. Ang paraan ng pagtugtog ng instrumentong ito ay
naiiba sa pagtugtog ng violin at viola. Ang manunugtog ay nakaupo at
D
nakalagay ang cello sa pagitan ng kanyang mga binti.)
(Ang double bass ang pinakamalaking instrumentong may kuwerdas. Ito ay
may apat na kuwerdas na tutugtog sa mababang note.)
E
sa mga pistang bayan. Ito ay ang rondalla. Kabilang dito ang banduria, laud,
octavina gitara. Ang Kudyapi/Hegelung/Faglung (two-stringed boat o
crocodile shape lute), Bati/Palat ng Negrito (musical bow and arrow}, viola ng
mga Tausug. Ito ay mga instrumentong string na gawa rin ng mga Pilipino.
Dahil sa pagkamalikhain ng mga Pilipino, itoy nagpapakita kung gaano
D
4. Paglalahat
111
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(Ito ay binubuo ng mga instrumentong may kuwerdas. Itoy tinatawag na
chordophone na tinutugtog sa pamamagitan ng paghagod ng daliri
(strumming), pagkalabit (plucking), o paghilis ng arko (bowing).
5. Paglalapat
PY
4. Philippine Music, traditional Instruments - Tboli tribe
(Lemuhen)
5. "Frozen" medley ng Davao Christian High School Orchestra
O
6. Repleksiyon
Kantahin natin muli ang Oh Who Can Play na may kasamang kilos na
E
IV. Pagtataya
Pangkatin ang klase sa apat. Ang bawat pangkat ay gagawa ng gitara na yari
D
V. Takdang-aralin
112
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Yunit 3 - Aralin 6
Ang Pangkat ng Instrumentong Hinihipan/Aerophone
I. Layunin: Nakikilala ang pangkat ng mga instrumentong hinihipan gaya ng
woodwind at brasswind sa pamamagitan ng pakikinig at pagtingin
II. Paksang-aralin
Sparkles 3
PY
C. Sanggunian :
Music, Arts & Physical Education, p. 73
Musika ng Batang Pilipino 6, pp. 24-27
D. Kagamitan : Larawan ng mga instrumentong woodwind,
brasswind, at kawayan, CD player, CD/tape ng
nakarekord na tunod ng instrumentong woodwind,
O
brasswind, at kawayan, tsart ng awit
E. Pagpapahalaga : Pagpapahalaga sa mga tugtuging woodwind at
C
brasswind at mga manunugtog nito
Ang mga instrumentong hinihipan o aerophone gaya
F. Konsepto :
ng woodwind, brasswind, at kawayan ay nakikilala
ayon sa kayarian at paraan ng pagtugtog nito.
D
III. Pamamaraan
E
A. Panimulang Gawain
1. Pagsasanay
EP
a. Rhythmic- pakikinig
Pakinggan ang tugtog ng pagkakaiba ng mga instrumentong hinihipan gaya
ng flute, clarinet, oboe, bassoon, saxophone (Itoy sa pamamagitan ng
pagpapatunog ng lower do at higher do.)
D
b. Tonal
Pakinggan ang tugtog ng flute.
(Itoy tinugtog ng ascending/descending mula low register hanggang high
register at short melody ng flute na nasa low register.
2. Balik-aral
113
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B. Panlinang na Gawain
1. Pagganyak
PY
Paano tinutugtog ang mga instrumentong nasa larawan?
(itoy hinihipan sa pamamagitan ng ilong at bibig)
Magparinig ng mga tugtuging gumamit ng mga instrumentong hinihipan gaya
O
ng marching band, palendag, at tongali (nose flute).
2. Paglalahad
C
Alamin muna natin ang awiting Oh Come Play a Merry Tune.
E D
EP
D
114
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Ano-ano naman ang mga instrumentong nakita ninyo sa pangalawa at
pangatlong larawan? (nose flute, bamboo flute, tongali ng Kalinga,
palendag ng Maguindanao)
3. Pagtalakay
PY
O
C
E D
EP
115
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PY
Flute - naiibang instrumentong woodwind ito sapagkat wala itong reed at
pinatutunog sa pamamagitan lamang ng pag-ihip sa isang butas sa gawing
dulo ng katawan nito
O
Clarinet - hinihipang instrumento ito na may pirasong reed. Ito ay may
dalawamput apat na butas na nakapagbibigay ng mataas na tono. Ito ay
C
kalimitang yari sa kahoy subalit may mga yari sa metal o plastic.
Bassoon - instrumento itong nasa tagiliran ang ihipan. Ito ay may double
E
sa orchestra.
116
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Trumpet - instrumentong brasswind ito na may pinakamataas na tono. Ito ay
may tatlong piston ginagamit sa pagbabago ng tono
PY
pangkat. Ito ay dinadala nang nakapaikot sa katawan ng manunugtog
O
C
E D
EP
117
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Sa anong pangkat nabibilang ang mga instumentong tinutugtog sa
pamamagitan ng pag-ihip sa isang butas sa gawing dulo ng katawan nito?
(Ito ay nabibilang sa pangkat ng mga instrumentong aerophone.)
4. Paglalahat
PY
nagbibigay ng tunog. Kabilang sa pangkat na ito ang trumpet, trombone,
French horn, at tuba.)
O
hanging pumapasok sa manipis na tubo ang siyang nagbibigay ng tunog.
Kabilang sa pangkat na ito ang instrumentong flute, clarinet, oboe, bassoon
at saxophone.)
C
Ang lahat ng mga instrumentong hinihipan ay nabibilang sa aerophone.
5. Paglalapat
D
A. Kilalanin ang mga instrumentong tinutukoy.
E
A B
EP
118
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B. Pakinggan ang CD na ipatutugtog ng guro. Kilalanin ang tunog na naririnig
at kulayan ang kahon ng tamang sagot.
PY
6. Repleksiyon
O
C. Pangwakas na Gawain
Pangkatin ang klase upang awitin ang Oh, Come Play A Merry Tune.
C
Gayahin ang pagtugtog ng trombone at saxophone.
Pangkat 1 - pagmartsa
Pangkat 2 - pagpalakpak
D
IV. Pagtataya
E
ito.
Instrumentong Etniko
Woodwind Brasswind
na Hinihipan
D
V. Takdang-aralin
119
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Yunit 3 - Aralin 7
Ang Pangkat ng Instrumentong Percussion/Idiophone at
Membranophone
II. Paksang-aralin
PY
A. Paksa : Mga instrumentong tiyak at di-tiyak na tono
2
B. Lunsarang Awit : Kalesa, G, 4 , mi
2
Shell Be Coming Round the Mountain, G, 4 , so
O
Pakikinig: Philippine Tongatong, Ading ni Jose
Maceda, Kalesa ni Ernani Cuenco, The
Syncopated Clock ni Leroy Anderson
C. Sanggunian
C
: Halinat Umawit 5
D. Kagamitan : CD player, CD/tape ng nakarekord na tunog ng
instrumento, mga instrumentong ginagamit sa silid-
D
aralan gaya ng tambourine, maracas, triangle, drum,
sticks, bao, bell, xylophone, tansan, sandpaper
blocks
E
III. Pamamaraan
A. Panimulang Gawain
1. Pagsasanay
a. Rhythmic
Igalaw ang mga rhythmic pattern habang nakikinig sa awiting The Parade
sa pamamagitan ng pag-umpok sa bolang dala ng mga bata.
120
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- babae
- lalaki
b. Tonal
Sanayin ang mga senyas kamay ni Kodaly.
PY
O
C
D
2. Balik-aral
E
B. Panlinang na Gawain
1. Pagganyak
D
2. Paglalahad
121
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Pagtalakay
PY
O
C
E D
EP
D
122
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Subukan nating tugtugin ang mga rhythmic pattern at isabay sa awiting
Shell Be Coming Round the Mountain. Gamitin ang mga instrumentong
percussion.
PY
O
C
2. Shell be driving six white horses when she comes.
3. Well kill the old rooster when she comes.
D
4. Oh well all have chicken dumplings when she comes.
5. Oh well go out to meet her when she comes.
E
EP
D
Batay sa mga larawang nakita, ano-anong uri ng tunog ang nalilikha ng mga
instrumentong percussion.
(Ang ibang instrumento ay nakalilikha ng tiyak na tono samantalang ang iba
naman ay di-tiyak na tono.)
123
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Pakinggan ang mga tugtog na ito. Paghambingin ang mga narinig na
instrumentong percussion.
Ading ni Jose Maceda
The Syncopated Clock ni Leroy Anderson
Philippine Tongatong
Paghambingin ang mga instrumentong percussion.
Ilarawan ang mga tunog ng bawat instrumentong percussion.
(matinis, makapal, mataginting, manipis, at iba pa.)
PY
1. glockenspiel 1. maracas
2. tubular bells 2. sticks
3. celesta 3. cymbals
4. xylophone 4. drum
5. timpani 5. tambourine
O
6. marimba 6. bell
7. kalutang 7. wooden blocks
8. luntang 8. triangle
9. kulintang
10. gangsa
C 9. bao
10. dabakan
11. kubing
D
Pakinggan ang rhythmic pattern sa ibaba. Isulat ang letrang tinutugtog ng
instrumentong may tiyak na tono.
E
1. ____ A.
EP
2. ____ B.
D
3. ____ C.
4. ____ D.
5. ____ E.
124
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Tayong mga Pilipino ay mayroon ding instrumentong percussion katulad ng:
3. Paglalahat
PY
Ano ang dalawang uri ng instrumentong percussion?
Paano binubuo ang mga instrumentong percussion? Paano rin ito tinutugtog?
(Ang instrumentong percussion ay mga instrumentong yari sa kawayan,
kahoy, tanso o metal at tinatawag din itong idiophones. Itoy binubuo ng
dalawang pangkat na tiyak at di-tiyak na tono. Kabilang sa mga ito ay
O
glockenspiel, tubular bells, celesta, xylophone, timpani, at marimba para sa
tiyak na tono. Ang maracas, sticks, cymbals, drum, tambourine, bell, wooden
blocks, at iba pa ay di-tiyak na tono. Ito ay tinutugtog sa pamamagitan ng
C
pagpalo, pagtapik, pagkalog, at pagtatama upang tumunog.)
Ang balat na tinutugtog sa mga drum ang nakapagbibigay tunog. Ang tawag
sa instrumentong ito ay membranophone.
D
4. Paglalapat
E
Pangkatin ang klase sa tatlo. Awitin ang Rocky Mountain at tugtugin ang
ibat ibang rhythmic ostinato gamit ang mga instrumentong percussion.
EP
D
125
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A. Rocky Mountain - mang-aawit
B. - drum
C.
- castanets, blocks, tonga
D.
- sticks
PY
E. - xylophone (sundan ang pattern ng awit)
D M D M
O
F. - melody bells
M M R R D
M M R D R
C
G - glockenspiel
D
.
D M S L
E
EP
D
126
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5. Repleksiyon
C. Pangwakas na Gawain
PY
Pangkat 1 - melody bells, xylophone, glockenspiel
(tugtugin ang Mary Had A Little Lamb)
M R D R M M M ___
O
R R R C ___ M S S ___
M R D R M M M M
D
R R M R D __ __ __
E
Pangkat 5 - tansan
127
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IV. Pagtataya
Pangkatin ang klase sa apat. Sundin ang mga rhythmic pattern na nasa
ibaba.
PY
O
C
E D
EP
V. Takdang-aralin
D
128
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Yunit 3 - Aralin 8
Ang Forte at Piano
I. Layunin: Nakikilala ang gamit ng simbolong p para sa piano at f para sa forte
sa isang musical score
II. Paksang-aralin
PY
A. Paksa : Pagkilala at paggamit ng forte at piano sa musical
score
2
B. Lunsarang Awit : Ang Alibangbang, C, 4 , so
Mindanao Sketches, ni Antonino Buenaventura
(Pakikinig)
O
Umawit at Gumuhit 4, p. 60
C. Sanggunian :
Phil. Folk Literature series Volume VII
The Folk Songs, p. 126
C
Compiled and edited by Damiana L. Eugenio
http://www.youtube.com/watch?v=jULj2mK3jbA
D. Kagamitan : Tsart ng awit, CD at CD player
D
E. Pagpapahalaga : Pagkamagalang
dynamics - tumutukoy sa paglakas at paghina ng
F. Konsepto :
pag-awit o pagtugtog
E
III. Pamamaraan
A. Panimulang Gawain
D
1. Pagsasanay
a. Rhythmic
Pangkatin sa tatlo ang klase at ipagawa ang sumusunod na rhythmic pattern.
Bigyang pansin ang accent sa bawat unang kumpas.
Pangkat 1- Pagpapalakpak
Pangkat 2- Pagtapik ng mesa
Pangkat 3- Pagtugtog ng instrumentong percussion
129
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b. Tonal
Gamitin ang Kodaly Hand Sign sa sumusunod na tonal pattern.
(Maaaring ilagay ng guro sa staff notation upang makapagsanay sa melodic
reading.)
PY
O
C s s | l t | d- | m | f s |
s l | t- |r m |f m| r d |
E D
2. Balik-aral
EP
130
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B. Panlinang na Gawain
1. Pagganyak
Ipakita ang mga sumusunod na larawan sa mga bata at ipatukoy kung alin
ang nagbibigay ng mahina o malakas na tunog.
Iparinig ng mga bata ang tunog na nalilikha ng bawat isa.
PY
O
C
D
2. Paglalahad
E
naisip?
May ibat ibang antas ng lakas o hina ang mga tunog na maririnig sa ating
kapaligiran.
D
131
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PY
Salin:
O
Ang paruparo ay lumilipad-lipad
C
Sa mga daan, kumikembot-kembot
Sutla ang saya, bordado ang kamison
May panyo sa leeg na parang nasa Paris
D
*Ang dalaga ay inihalintulad sa isang paruparo kung kumilos at manamit.
E
3. Pagtatalakay
EP
4. Paglalahat
132
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5. Paglalapat
a. Ipakita ang awit na nasa tsart. Ipasulat sa mga bata ang angkop na
dynamics.
Ipaawit sa mga bata ang lunsarang awit. Kumpasan ang mga bata upang
masunod ang dynamics.
Pangkat 1- paruparo
Pangkat 2- bulaklak
PY
6. Repleksiyon
C. Pangwakas na Gawain
O
C
Ipaawit sa mga bata ang lunsarang awit.
Ipakita ang pagdapo at paglipad ng alibangbang o paruparo sa pamamagitan
ng paglalapat ng dynamics.
D
IV. Pagtataya
E
Panuto: Kilalanin ang mga simbolo ng dynamics sa musical score. Awitin nang
may angkop na dynamics ang Dance and Sing.
D
133
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Napakahusay Mahusay Di-Gaanong Mahusay
Kasanayan (3 puntos) (2 puntos) (1 puntos)
1. Nakikilala ang
gamit ng
simbolong p at f
2. Nagagamit ang
simpleng simbolo
ng musika para
sa dynamics
3. Nakaaawit nang
PY
may angkop na
dynamics
4. Nakikiisa sa
pangkatang
gawain
V. Takdang-aralin
O
C
Humanap ng piyesa ng awit na may dynamics na piano at forte at pagsanayang
awitin.
E D
EP
D
134
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Yunit III - Pre-Test
FORM, TIMBRE, at DYNAMICS
A. Form
1. Alin sa sumusunod ang magkahawig na melodic phrase?
A.
B.
PY
C.
D.
O
A. B at D B. A at C C. B at C D. A at B
A.
B.
C.
D
D.
A. A at B C. C at D
B. B at C D. A at C
A. B. C. D.
135
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B. Timbre
1. Alin sa mga instrumento ang maaring gamitin kung nais mong matutuhan ang
tono ng awiting Manang Biday?
A. C.
B. D.
PY
A. C.
O
B. D.
3. Sino sa mga mang-aawit na ito ang may makapal na katangian ng boses?
A. Nonoy Zuiga
C
C. Lea Salonga
B. Sarah Geronimo D. Gary Valenciano
D
4. Aling instrumentong woodwind ang walang reed at pinatutunog sa
pamamagitan ng pag-ihip sa isang butas sa gawing dulo ng katawan nito.
E
EP
A. B. C. D.
5. Ano ang tawag sa elemento ng musika na may kinalaman sa uri at
katangian ng tinig ng isang tao o sa uri ng tunog ng isang instrumento?
A. Form C. Timbre
B. Melody D. Dynamics
D
C. Dynamics
136
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3. Paano aawitin ang bahagi ng awit na kakikitaan ng p?
A. malakas C. katamtaman
B. mahina D. mahinang-mahina
PY
Susi ng Pagwawasto:
O
A. Form B. Timbre C. Dynamics
1. B 1. C C 1. A
2. C 2. B 2. C
3. C 3. A 3. B
4. B 4. C 4. A
D
5. D 5. C 5. B
E
EP
D
137
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Yunit III - Post test
A. Form
PY
O
A. A at B
C
B. B at C C. A at C
A.
B.
D
C.
D.
A. A at B C. C at D
B. A at C D. B at C
A. B. C. D.
138
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B. Timbre
Alamin kung ano ang tinutukoy ng mga pariralang nasa Hanay A sa mga
Hanay A Hanay B
PY
2. Mataas na tunog sa pangkat B.
ng string
O
3. Makalansing na tunog na may C.
C
di-tiyak na tono
brass
EP
C. Dynamics
1. Anong elemento ng musika ang tumutukoy sa lakas at hina ng pag-awit at
pagtugtog?
A. form C. rhythm
B. timbre D. Dynamics
D
2. Suriin ang musical score ng awit at tukuyin kung saan angkop lapatan ng
dynamics na forte.
139
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3. Paano aawitin ang bahagi ng awit na kakikitaan ng p?
A. mahina C. mahinang-mahina
B. malakas D. malakas na malakas
PY
Susi ng Pagwawasto:
A. Form B. Timbre C. Dynamics
O
1. B 1. C 1. D
2. B 2. D 2. D
3. B 3. E 3. A
4.
5.
B
B
4.
5.
A
B
C 4.
5.
A
A
E D
EP
D
140
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Yunit III - Unit Test
FORM, TIMBRE, at DYNAMICS
1. Ano ang simbolo na makikita sa huling bahagi ng awit bilang panapos na himig?
A. B. C. D.
PY
A. inuulit C. papababa
B. papataas D. pababa-pataas
O
4. Ito ay simbolong ginagamit sa pag-awit o pagtugtog nang mahina.
A. pp B. ff C. p D. ff
C
5. Alin sa mga instrumento ang may makapal na tunog?
D
A. C.
E
EP
B. D.
A. C.
B. D.
141
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8. Sino sa sumusunod na mang-aawit ang may mataas na tinig sa pag-awit?
A. Nora Aunor C. Regine Velasquez
B. Jaya D. Zsa Zsa Padilla
PY
O
C
D
11. Anong musical symbol ang angkop ilagay sa puwang upang mabuo ang
rhythmic phrase?
E
EP
A. B. C. D.
12. Suriin ang musical score ng Dance and Sing at tukuyin ang magkahawig na
D
melodic phrase.
A. A at B B. A at C C. B at C
142
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13. Anong simbolo ng dynamics ang angkop sa bahagi ng awit na may kahon?
PY
A. p B. f C. ff D. Pp
O
14. Pakikinig: C
Panuto: Pakinggan ang awitin o tugtugin at isulat ang angkop na dynamics.
Mga mungkahing awitin/tugtugin:
Ili-ili Tayoy Magsaya
Little Band The Parade
D
15. Suriin ang musical score ng awit. Tukuyin at isulat kung saan angkop ilapat ang
dynamics na forte.
E
EP
D
143
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Pumili ng isang awit na natutuhan na at lumikha ng introduction at coda gamit ang
mga instrumentong percussion. (17-21)
Kasanayan Pinakamahusay Mas Mahusay Mahusay
(4 puntos) (3puntos) (2 puntos)
2. Nakaawit habang
tumutugtog ng
instrumentong percussion
3. Maayos at malikhain ang
pagkagawa ng introduction
PY
at coda
4. Nakikiisa sa mga
pangkatang gawain
O
Pakinggan ang tugtog ng ibat ibang mang-aawit at manunugtog. Isulat ang S kung
solo, T kung trio, P kung pangkat ng instrument, at K kung koro.
_______22. Mutya Ng Pasig ng Koro Tomasino
_______23. Tomorrow ni Lea Salonga
C
_______24. Panalangin ng Apo Hiking Society
_______25. Pamulinawen ng Ateneo Grade School Rondalla
D
(26-30)
ng awitin
2. Nagagamit ang
angkop na
dynamics sa awitin
3. Nakaaawit nang
may angkop na
dynamics.
4. Nakikiisa sa
pangkatang
gawain
144
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Pangkatin ang mga pangalan ng instrumento sa kahon. Isulat ang mga ito sa
puwang ayon sa pangkat na kinabibilangan.
PY
A. malakas C. katamtaman
B. mahina D. mahinang-mahina
36. Ano ang ibig sabihin ng dynamics na piano?
A. malakas C. malakas na malakas
B. mahina D. mahinang-mahina
37 40 Hatiin sa 4 na grupo ang mga bata. Ipagawa ang sumusunod:
O
Pangkat 1: aawit ng Leron, Leron Sinta
C
Pangkat 2: tutugtog ng bao ayon sa rhythmic pattern na
D
Pangkat 3: tutugtog ng sticks ayon sa rhythmic pattern na
E
EP
145
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Susi sa Pagwawasto:
1. B
2. C
3. C
4. C
5. B
6. B
7. D
8. C
9. ilalagay sa pisara
10.
11. A at C
12. A
PY
13. B
14. pakikinig
15. D
16. A
17. 21. Rubrics
22. K
O
23. S
24. T
25. P
26. 30. Rubrics
C
31. timpani, tambourine
32. trumpet, french horn
33. cello, violin
D
34. saxophone, bassoon
35. A
36. B
E
146
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