Ms. RIANNE MARIE R.

INTERINO

GRADE 4 – ST. AUGUSTINE OF HIPPO

1|Page
 SECOND QUARTER
November 2-6, 2020

In this module, the standards are:

CONTENT STANDARD PERFORMANCE STANDARD

The learner recognizes the The learner analyzes melodic

musical symbols and demonstrates movement and range and be able
understanding of concepts to create and perform simple
pertaining to melody. melodies.

For Module 1, we will have the following learning targets. At the end of the lesson, check
the column that best describes your assessment of your learning for each learning target.

Learning Targets
I understand and I I understand and I I am beginning to
I do not
understand this
can teach someone can do this by understand yet.
else. myself. with help.

I can identify the pitch name of

each line and space of the G-
clef.
I can tell the pattern of
successive pitches of a major
scale.
I can read and write pitches on
the staff.
I can recognize the meaning
and use of G-clef.
To make our learning more meaningful, here are some expectations from you and your
parents/guardian as we journey together on this module.

Let us do it Together

You are expected to… Your parents/guardians are encouraged

• read all the directions and lessons
comprehensively.
• answer all the activities on this module
without copying the answers to the
activities from the internet.
• consult your teacher if you need to clarify
or verify something about a specific
activity.
• follow the schedule of the activities; remind
yourself of the deadlines; read in advance.
• have fun in learning.
to…
• ensure a conducive study area for
reading, and availability of independent
learning resources.
• initiate a conversation using English
language.
• exposing the learners to English movies,
series appropriate to age.
• act as an audience or judge to provide
feedback for further improvement.

2|Page
 To keep us all healthy and always ready to learn, here are some of the reminders we can
practice at home.

Let’s Get Started!

Good morning/afternoon! I am glad to welcome you to our first lesson for
the second quarter.
I hope that we can accomplish our learning objectives together. To begin
with, let us first pray “Our Father” or you may have your spontaneous/ own
prayer.

READINGS AND DISCUSSIONS

LESSON 1: Scale

Melody is the soul of music. Melody is a succession or arrangement of sounds that

are pleasing to the ears.
It is the most important part of a song.
Melodies are most commonly notated using the staff where musical notes are
written.
A clef, from the French word meaning “key”, is a musical symbol used to indicate
the pitch of the written notes. Placed at the beginning of the staff, it indicates the name
and pitch of the notes on that line.

One of the most common clefs is the Treble clef also known as the G
clef.

3|Page
 The clef is written in a spiral motion from the second line going upwards in a loop
then straight to the bottom.
From here we can figure out the other note names simply by moving forward or
backward through the musical alphabet: A, B, C, D, E, F, G.
All melodies are based on the scale. “Scale” comes from the Latin word which
means ladder.
Each pitch name (A, B, C, D, E, F, G) of the sofa name (Do, Re, Mi, Fa, So, La, Ti) is
represented only once in the seven-note scale.
The scale with the pitches DO, RE, MI, SO, and LA is called the pentatonic scale.

4|Page
 Let’s try!
Activity A: Decode the secret words by writing the letter name for each note.

Activity B: Draw the pitch on the staff as indicated on the line below.

5|Page
 READINGS AND DISCUSSIONS

LESSON 2: Curwen Hand Signal Sign

Curwen Hand Signs

Solfege, Curwen, or Kodaly's hand signs are a system of hand symbols representing the
different pitches on a tonal scale. They are used to provide a physical association of a
pitch system to help connect inner hearing and reading of pitches with a musical
performance.

Let’s Try!
Activity B: Writing treble clef on the staff.
Practice writing treble clef on the staff by tracing the broken lines below.

It’s your turn here. Draw treble clefs without the guide.

6|Page
 READINGS AND DISCUSSIONS

LESSON 3: Melodic Contour

Let’s Get Ready!

Do you agree that every sound around us has a melody? Listen to your
surroundings, what are the sounds that you hear?

1. _____________________________ 2. ________________________________

3.______________________________ 4. ________________________________

5.______________________________

A song is made up of different melodies. A melody is made up of a series of notes

or tones written on the line or space on the staff.

A string of notes played together called the melodic line. Melodic lines move and
flow in various directions. This flow or direction of melody is called melodic direction
or melodic contour.

There are six basic melodic directions.

1. Step Ascending – the movement of notes going
up without skipping any line or space.

2. Step Descending – the movement of notes going

down without skipping any line or space.

3. Skip Ascending – movement of notes skipping

up the staff.

4. Skip Descending – the movement of notes

skipping up the staff.

5. Stationary – no movement of notes; notes remain

on the same line or space.

6. Leap movement – the movement of notes in

various directions.

7|Page
 Let’s try!

Activity A: Draw the melodic directions asked. Draw 5 (five) whole notes.

Stationary Step Ascending

Leap movement Skip Descending

Skip Ascending Step Descending

Activity B: Identify the following melodic directions. Circle the correct answer.

8|Page
 SELF-ASSESSMENT ACTIVITIES/ EXERCISE

A. Write the pitch letter names on the line under each note.

B. Writing the absolute pitches as notes on the staff.

Below are words with letters coming from the absolute pitches. Write to
them as notes on the staff using the whole note.

C. Identify the movement of the marked pitches as repetition, ascending stepwise,

descending stepwise ascending skip wise, or descending skip wise. Write the
correct answer on the line.
9|Page
D. Unlock the hidden words and names by identifying the pitch letter names on the
staff correctly. Write the correct answer on the lines under the notes.

10 | P a g e
 Let’s Apply!
The Department of Health wants to promote disease prevention awareness to
help the people become mindful of their health. The department is looking for a
composer/performer who can create a jingle that will promote disease prevention
awareness. The jingle should have an interesting melody that has a combination of
stepwise and skips wise motion in ascending and descending direction. Write the title
of your composition on top and notate your melody below. Perform your
composition with pitch and rhythm accuracy in a creative manner and with a high
level of performance. Take a video of your jingle and send it to your teacher. (MAPEH
4 MS Teams)

11 | P a g e
 My Composition

Title

You can watch or listen to some samples of jingles to prepare them for
the Performance Task in Let’s Apply. See the link encrypted in the QR
code. https://www.youtube.com/watch?v=ghm8MNI22aU

Rubric: Score:__________
Criteria Advanced Proficient Approaching Developing Beginning
Proficiency
(5) (4) (2) (1)
(3)
My Composition
Rhythm Can compose Can Can compose Can compose Can compose
with a compose with with an with an with an
complete a complete incomplete incomplete incomplete
number of number of number of number of number of
beats in every beats in every beats in some beats in many beats in four or
measure. The measure measures measures more
rhythm is very measures
interesting
Melody Can compose Can Can compose Can compose Can compose
with a very compose with with less with much less with
12 | P a g e
 interesting an interesting interesting interesting uninteresting
melodic melodic melodic melodic melodic
contour contour contour contour contour
My Performance
Pitch and Can perform Can perform Can perform Can perform Can hardly
with accurate with accurate with some with more perform
Rhythm pitch and pitch and inaccuracies inaccuracies in incorrect pitch
rhythm rhythm pitch and pitch and and rhythm
rhythm rhythm
sometimes
Confidence Can perform Can perform Can perform Can perform Can hardly
very confidently with with less with much less perform with
and with much confidence confidence confidence and confidence
conviction and conviction and conviction conviction and conviction

Congratulations, you have just finished the module! After studying our lesson,
kindly write the things you learned, found interesting, and question as your learning
summaries.

Based on our lesson, what are your new learning and realizations as a child of
God? In the below, write your lesson’s reflection through prayer. A related Bible verse
is also provided below to help and guide you more on the prayer you will formulate.
Together, let us do things toward His Holiness because we are precious in His eyes.

We would like to hear from you and your parent/guardian comments and
observations of this lesson’s module. If you have suggestions, please feel free to write it

13 | P a g e
in the box provided. Remember, we are partners in this learning. Your feedback will be
highly appreciated.

Comments:
_____________________________________________________________________________
_____________________________________________________________________________

Suggestions:
_____________________________________________________________________________
_____________________________________________________________________________

This part is for the parent or the attending adult:

Kindly write some of your observations on your child’s learning/study habits this week.
Include also your suggestions or if you have questions, feel free to write them here also.

Observation:
____________________________________________________________________________
____________________________________________________________________________
Question (if there’s any):
____________________________________________________________________________
____________________________________________________________________________
Suggestion/s:
____________________________________________________________________________
____________________________________________________________________________
Cellphone No.

References:
M. Pascual, I.Reyes, M. Artuz, A. Dayag (2017) Enjoying Life Through Music, Art,
Physical Education, and Health (MAPEH) The New Grade 4 Teachers Wraparound
Edition.

M. Baarde, F. Muyot, J. Jose-Mathews, O. Pascual, L. Arnau (2018) Keeping in Touch

with MAPEH 4 K-12 Enhanced Basic Education Curriculum

https://www.pinterest.ph/pin/792633603155823914/

14 | P a g e
 SECOND QUARTER
November _____, 2020

In this module, the standards are:

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates
understanding of shapes, space, colors,
and the principles of emphasis, harmony
and contrast in digital painting and poster
design using new technologies.
The learner applies concepts on
the use of software in creating digital
paintings and graphic designs.

For Module 1, we will have the following learning targets. At the end of the lesson, check
the column that best describes your assessment of your learning for each learning target.

Learning Targets
I am beginning to
I understand and I I understand and I I do not
can teach someone can do this by understand this
understand yet.
with help.
else. myself.

I can distinguish the attire and

accessories of select cultural
communities in the country in
terms of colors and shapes.
I can appreciate the
importance of communities
and their culture.
I can paint the sketched
landscape using appropriate
to the cultural community way
of life.
I can tell a story or relating
experiences about cultural
communities seen in the
landscape.
To make our learning more meaningful, here are some expectations from you and your
parents/guardian as we journey together on this module.

Let us do it Together

You are expected to… Your parents/guardians are encouraged

• read all the directions and lessons
comprehensively.
• answer all the activities on this module
without copying the answers to the
activities from the internet.
• consult your teacher if you need to clarify
or verify something about a specific
activity.
• follow the schedule of the activities; remind
yourself of the deadlines; read in advance.
• have fun in learning.
to…
• ensure a conducive study area for
reading, and availability of independent
learning resources.
• initiate a conversation using English
language.
• exposing the learners to English movies,
series appropriate to age.
• act as an audience or judge to provide
feedback for further improvement.15 | P a g e
 To keep us all healthy and always ready to learn, here are some of the reminders we can
practice at home.

Let’s Get Started!

Good morning/afternoon! I am glad to welcome you to our first lesson for
the second quarter.
I hope that we can accomplish our learning objectives together. To begin
with, let us first pray “Our Father” or you may have your spontaneous/ own
prayer.

INTRODUCTION

Do you have a viewfinder? It helps you choose

which area you want to show in your landscape. Let’s
get ready with our painting lessons by creating your
viewer. You can use cardboard or any old yet sturdy
recycled paper in black or neutral colors. Make two Ls
using a ruler and a pencil to mark 7” x 7” on it. You can
make it 2” thick. Cut the excess parts. Get two paper
clips so that you can merge both pieces and easily
adjust the frame.

READINGS AND DISCUSSIONS

LESSON 1: Painting Landscape

When was the last time you gazed at the beauty of nature? Think about what you
felt when you saw the small flowers in full bloom or the boulders of rocks that have
stood firm for many years. How about when you saw the fishes swimming at the birds
fluttering?

16 | P a g e
 Awareness and appreciation of the environment have inspired various artists.
They fell in love with the trees, rivers, seas, and other forms of nature. It inspired them
to create music, poems, take photos, and even paintings.

You too can paint Tubbataha Lighthouse as well as other amazing landscapes in
our country. You can also merge the wonders of nature with some human-made
creations like the famous landmarks in your hometown. There is a lot to choose from
in our 7,107 islands.

After choosing which part of the landscape inspired you the most, the next thing
you need to do is to plan. Create sketches first using a pencil or a light wash of paint,
But before you start painting let’s go and learn some elements and principles of art
which will guide you in composing your landscape painting.

Elements and Principles of Arts

See and Show the Space

Have you noticed that things
become fainter the further away they get?
That’s something you should remember
when you’re painting. Space is the
distance or area between, around, above,
below, and within things.
In a landscape, the nearest object in
the foreground, and the object farthest
away are the background. You can create
the illusion of space by painting objects
higher and painting closer ones lower. Put
more details on closer objects and fewer
details on a distant object.

Be Mindful of the Shapes and Sizes

Since you want to show the distance in your landscape, overlap, shapes by
placing them on top of another. Thus for shapes are painted smaller and near
shapes are painted bigger. The ones at the back have partially-revealed shapes.
Nature has a lot of interesting shapes, rocks, trees, and flowers have their
shapes, even the ones that one beside each other.
Another thing that you should keep in mind is proportion, the principle of
art concerned with the size relationships of one part to the whole and of one part
to another. This happens when you decided if you want more land, more sea, or
more sky.

17 | P a g e
 Colors show mood and atmosphere
Colors are one of the most
expressive elements in the painting, it
influences the mood of the viewer. “Paint
the town red”, “green with envy”, and
“bluer than blue” are some of the colors
used in conversation to express feelings.
What did you feel when you first saw the
landscape? Whether the sunnies gave
you hope, the sunset made you cry, or the
moon made you dream, colors are a
powerful way to share feelings through
painting.

Colors also help show space or

atmosphere. Warm colors make objects seem near while cool colors make them
appear far.

Let’s try!
A. Sketching a landscape of a cultural community.
Based on your observations and research. Create four sketches of a landscape
of a cultural community near you. Draw them in these boxes.

❖ Which among your four sketches do you like best?_____________________________

❖ Which cultural community lives in it or near it?__________________________________

18 | P a g e
 B. Painting the sketched landscape
Choose one of your sketches. Paint your landscape using colors appropriate
to the reality of the cultural community’s way of life. Make it in ¼ size of a short
folder.
C. Tell the story about the landscape
Make a short video to tell a story or relate your experience about the cultural
communities seen in your landscape.

Rubrics:
Criteria Advance Proficient Approaching Developing Beginning
(5) (4) Proficient(3) (2) (1)
Design
Creativity
Neatness
Engaging

READINGS AND DISCUSSIONS

LESSON 2: Painting Indigenous Houses

Let’s Get Ready!

Are you familiar with the house in the picture?

Examin the designs used in the picture?__________________________________________

What line are used? How do they form a design?__________________________________
Does the design show harmony? Why?____________________________________________

The house of a cultural community says a lot about the person or people living in
it. If their attire and body accessories tell a story, so do their houses.

19 | P a g e
Philippine Indigenous Houses
Batanes is known for its scenic hills, mountains, and beaches. It is breathtaking,
but the strong winds and rain often pass by. To withstand the harsh weather, the Ivatans
and Itbayats created a strong shelter using wood, thick grass, and thick stone. Some of
it is windowless that allows cool air to circulate inside. During typhoon season, they put
a net on the roof for added protection. These
Rakuh house in stone houses, called rakuh, continue to stand firm
Batanes for several years.

Lean-to of the Ati,

Agta.

The lean-to of the Ati, Agta, and their fellow Aetas may be small and light, but it
functions as both roof and wall. It can protect them from the heat of the sun. When it
rains, they simply create a platform. They can choose to carry it or abandon it when
they move to another location. Before the storm comes, the Aetas build their house on
the slope of a hill or a mountain.

Instead of using some parts of the tree, some

indigenous Filipinos prefer to live on top of it. That way,
they are protected not only from floods but also from
wild animals and their enemies. The treehouse is the
home of the Gaddands, Ilonggot, and Tinguian of
Luzon, and the Bukidnon, Mandaya, Manobo, and
Tinuray of Mindanao. If space is not enough, they add
stilts as an extension of their treehouse.

20 | P a g e
 Other communities also live in a tall house, but they
don’t build it on the branches of a tree. Instead, they use
wood as a post. One fine example is the fale of Ifugao.
There’s a fireplace inside it to keep them warm. If they
decide to move to a different place, the Ifugaos can easily
disassemble the parts and put them together without using
nails.

Like Ifugao, the Bondocs and the Kalinga are known for the rice terraces. The fay-
u of the Bondoc and the binayaon or octagon house of the Kalinga are just as sturdy,
but they choose to build it on the ground.

Binayaon or
octagon house of
Fay-u of the Bondoc the Kalinga

If you’re looking for a large house in the Cordilleras,

it belongs to the Isnegs. They create boats because they
live near a river. Their house, the binuron, is a rectangular
housetop of 15 wooden posts. Its roof has layers of
bamboos, making it appear like an inverted boat.

The paykamalayan of the Mangyans is also huge, Several families live under one
roof. The same goes for the guru bong of the T’boli, which means “big house.”

Paykamalayan of Manngyans Guru bong of the T’boli

The special house is called torogan. Only

the Maranao datu lives in it.

Those who live in the lowlands like the Cuyunan, Ilocano, Ilongo, and Joma
Mapun created a Bahay Kubo or nipa hut. Some versions of it are built flat on the ground
while some are built with small bamboo posts.

21 | P a g e
 Another house that is built on the land is the bay
sinug, the house of the Tausug. The bay sinug is built on
nine posts. It resembles the nine parts of the body, At the
tip of the roof is the tajuk pasung which is carved using
the ukkil design.

There are a lot of different ways to apply these elements and principles of art
when you do your painting of indigenous houses! You can research more for added
inspiration or after this pandemic you can visit an indigenous house near you with your
family.

Let’s try!
A. Compare the geographical location of some cultural groups and how
it influences the house that they built. Write your answers in the
appropriate column.
Cultural Group Geographical Location House Description
1. Ati

2. Ivatan

3. Samal

B. Choose an indigenous house that interests you. Apply the shape,

color, space, and proportion in your painting. Use the following
materials: 5” x 8” size of cardboard or cut it from a white folder, marker,
pencil, paint or watercolor, and any art materials.

Rubrics:
Criteria Advanced Proficient Approaching Developing Beginning
(5) (4) Proficient (3) (2) (1)
Design

Creativity

22 | P a g e
 READINGS AND DISCUSSIONS

LESSON 3: Painting Murals

A mural is any piece of artwork that directly covers the interiors and
exteriors of many public buildings, palaces, tombs, museums, libraries,
churches, ceiling, or another permanent surface. A distinguishing
characteristic of mural painting is that the architectural elements of the
given space are harmoniously incorporated into the picture.

Murals have been around since prehistoric times as evident in the

cave paintings hold great significance for making mankind because
they depicted the usual life activities and ordinary scenes that give a
glimpse to the cultures from the different periods.

Let’s try!
A. Draw a plan for PEACE mural painting for your school.

23 | P a g e
 Self Assessment Activities

I. List down famous cultural landmarks in the Philippines.

Name of Cultural Landmarks Location
1.

2.

3.

4.

5.

II. Indicate the parts of landscape drawing (foreground, middle

ground, background).

III. Creating murals

You will paint some of the indigenous houses in 5” x 8” inches of
white cardboard or from a white folder. You can choose 3 or more
indigenous houses and make it a mural painting.
Questions: How did your mural help create an awareness and appreciation
of the communities and their culture?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
24 | P a g e
 Rubric:
Criteria Advanced Proficient Approaching Developing Beginning
(5) (4) Proficient (3) (2) (1)
Design

Creativity

Clarity of
thought

Congratulations, you had just finished the module! After studying our lesson,
kindly write the things you learned, found interesting, and question as your learning
summaries.

Based on our lesson, what are your new learning and realizations as a child of
God? In the below, write your lesson’s reflection through prayer. A related Bible verse
is also provided below to help and guide you more on the prayer you will formulate.
Together, let us do things toward His Holiness because we are precious in His eyes.

25 | P a g e
 We would like to hear from you and your parent/guardian comments and
observations of this lesson’s module. If you have suggestions, please feel free to write it
o the box provided. Remember, we are partners in this learning. Your feedback will
be highly appreciated.

Comments:
_____________________________________________________________________________
_____________________________________________________________________________

Suggestions:
_____________________________________________________________________________
_____________________________________________________________________________

This part is for the parent or the attending adult:

Kindly write some of your observations on your child’s learning/study habits this week.
Include also your suggestions or if you have questions, feel free to write them here also.

Observation:
____________________________________________________________________________
____________________________________________________________________________
Question (if there’s any):
____________________________________________________________________________
____________________________________________________________________________
Suggestion/s:
____________________________________________________________________________
____________________________________________________________________________
Cellphone No.

References:
M. Pascual, I.Reyes, M. Artuz, A. Dayag (2017) Enjoying Life Through Music, Art,
Physical Education, and Health (MAPEH) The New Grade 4 Teachers Wraparound
Edition.

M. Baarde, F. Muyot, J. Jose-Mathews, O. Pascual, L. Arnau (2018) Keeping in Touch

with MAPEH 4 K-12 Enhanced Basic Education Curriculum
Google.com

26 | P a g e