MUSIC GRADE 10 QUARTER2 WEEK 1

SCHOOL GFINHS Grade Level 10

LESSON Teacher John Francis N. Cardel Learning Area MUSIC
EXEMPLAR Teaching Date and Oct. 26-30, 2020 Quarter
2
Time Week 1 (4 Sessions)

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
characteristic features of Afro-Latin American
Music and Popular Music.
B. Performance Standard The learner performs vocal dance form of Afro-
Latin American music and selections of Popular
music
C. Most Essential Learning Competencies -describes the historical and cultural background
(MELC) of Afro-Latin American and popular music;
(if available write the indicated MELC)
-analyzes musical characteristics of Afro-Latin
American and popular music through listening
activities;
D. Enabling Competencies -performs selections of Afro-Latin American and
(if available write the attached enabling popular music in appropriate pitch, rhythm, style,
competencies) and expression;

-evaluates music and music performances using

guided rubrics
II. CONTENT African Music and Latin American Music
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages pages 20 - 35
b. Learner’s Guide Pages pages 38 - 64
c. Textbook Pages
d. Additional Materials from Learning DVD/CD recordings, video clips, and internet
Resources recordings of African and Latin American Music

CD/VCD/DVD/Karaoke players, computers,

laptops, mobile phones, MP3/MP4 players

Photographs of Africa and Latin American culture

and art, and African and Latin American musical
instruments
B. List of Learning Resources for
Development and
Engagement Activities
IV. PROCEDURES
A. Introduction Review:
Concepts of Music of the 20th Century

Activity A
Show video/film clips or any recording from
YouTube of excerpts of African and Latin
American Music.

Example: Lion King for African Music; Rio for

Latin American Music

Activity B
Play selected recordings of African and Latin
American music.

Examples: folk songs, instrumental music

Activity C
Let the students listen to the music or watch the
vido clips. On a piece of pad paper, let them
describe the music that they listened to or
watched in their own words
B. Development Activity A
Ask the students to listen to CD/DVD recordings
or watch MTVs from YouTube of African and
Latin American music

Have them analyze the characteristics and styles

of each through discussion and sharing of
insights.

Activity B
Name some African musical instruments under
the following categories:
a. idiophones
b. chordophones
c. membranophones
d. aerophones

Activity C
Mini Concert: Divide the class into two groups.
Assign African music to one group, and Latin
American music to the other group.

Activity D
Research Work: Ask them to research or read on
jazz, popular music, and OPM and write their
 personal impression about each genre.
C. Engagement Activity A
Making Improvised African and Latin American
Instruments
1. Ask the students to make improvised African
and Latin American musical instruments
using dried vegetables, animal hide, wood,
strips of roofing metal, tin cans, bamboo, and
other materials from the environment.
2. Have them create a rhythmic or harmonic
accompaniment for any African and Latin
American songs that they know using these
improvised African and Latin American
instruments. Let them use the internet for
reference.
3. Have them answer: “How did you relate in
making improvised African and Latin
American musical instruments found in the
environment?”

Activity B
Choreography to Express the Music
1. Have the students conceptualize
choreography to show some dance steps set to
African and Latin American music.
2. Let them answer: “How does it feel to
conceptualize the dance movements in each
music category?”

Activity C
Singing Concert
Divide the class into four groups. Ask each group
to draw lots to sing a song from one of the
following musical genres:

For African Music - Kumbaya, Waka Waka, or

Mbube

For Latin-American music - One Note Samba;

We are One (Ole Ola) the official song of the
2014 FIFA World Cup held in Brazil, written and
co-produced by Pitbull and featuring Jennifer
Lopez and Brazilian star Claudia Leitte.

Let them research the lyrics and music and

decide among their group members which of
them will sing, plan the choreography or
movements to accompany the song, play a
 musical instrument, and record the group’s
performance on video
Activity A
D. Assimilation Play one recording of African and Latin American
music. Have the students participate in a class
discussion on the distinctive features and
qualities of each musical genre and style.

Activity B
Have the students choose a new favorite musical
genre. On a one fourth (1/4) sheet of pad paper,
have them describe the character and
classification of African and Latin American
music and tell which is their favorite, and why.

Activity C
Video Analysis: Ask the students to watch the
animated movies Lion King by Disney and Rio by
Blue Sky Studios on the internet. Have them
write a reaction paper regarding the musical
forms and styles incorporated in these movies.
V. REFLECTION Ask the students to answer the following:
Rate scores are based on the groups’
performance quality.
1. How well did our group perform our assigned
music?
a. African music
b. Latin American music
2 How well can I identify the different musical
genres based on instrumentation, melody,
rhythm, text, timbre, harmony, and purpose?
3. How well can I describe the characteristics of
each genre as I listened to the melody, harmony,
rhythm, and lyrics?
4. How well did our group perform the different
dance moves for our assigned song?
5. How well can I (individually) sing the following
musical genres?
a. African music
b. Latin American music

Teacher’s Rating of the Performance

1. Musicianship (60%) (musical elements,
technique)
2. Presentation impact and showmanship (20%)
3. Ensemble coordination and organization (20%)