E-Portfolio in SPEC 113

(TEACHING MUSIC IN ELEMENTARY GRADES)

1ST Semester S.Y. 2020-2021

SUBMITTED BY:

Ma. Princes Amuyan

BEED 3-B Student
February 20, 2021

SUBMITTED TO:

DR. ROBYLIN D. BERMIL

Course Facilitator
 LESSON 1 MODULE 1
Music Discussion and Research
Activity A.
1. Analyse the legal basis stated in the teaching of music. Why music is needed to be included in the
K to 12 Curriculum?
- Music is needed to be included in the K to 12 Curriculum. Because it will give students a way
to connect with other people. Students are naturally very social, and it’s important to
encourage them to build relationships by providing them experiences to share with each
other. Music will also teach student to develop time management skills and discipline. If the
students are expected to learn their instruments and practice outside of the school.

2. How the content of music from Kindergarten to Grade 6 are interrelated with the Learning Area
Standards.

KEY STAGE STANDARDS

KINDERGARTEN - GARDE 3 Grade 4 – Grade 6

The learner demonstrates The learner demonstrate
understanding of understanding of BASIC
FUNDAMENTAL PROCESS ELEMENTS AND
through performing, creating and CONCEPTS through
responding, aimed towards the performing, creating and
development of appreciation of responding, aimed towards the
music and art, and acquisition of development of appreciation of
basic knowledge and skills. music and art, and acquisition
of basic knowledge and skills.

LEARNING AREA
STANDARD

The learner demonstrates an

understanding of basic concepts and
processes in music and art through
appreciation, analysis and
performance for his/her self-
development, celebration of his/her
Filipino cultural identity and
diversity, and expansion of his/her
world vision.
Activity B.
1. (5 positive effects of music)
 Reduce Anxiety and Depression
- Music Therapy has become a popular form of treating anxiety and
depression. It I an exercise in listening and composing therapeutic music
to promote physical and mental rehabilitation.
 Help Relaxation
- Playing music is a simple way of promoting relaxation as it releases
tension in your muscles, carrying away any stress or anxiety. Listening
music as you drift off to sleep is also an effective way of relaxing and
reducing stress as it can help slow your breathing and calm your mind.
 Elevate your mood and motivation
- When you have a bad day, there’s nothing better than playing an uplifting
and joyous song as loud as you can. The bright musical tones and lyrics
will change or elevate your mood and empower you for the day ahead.
 Reduce Stress
- Soft ambient music provides calming stimulation for the mind. In this
case, best avoid loud rock or metal to moderate your stress. Certain
genres of music have the innate ability to reduce stress.
 Provide Comfort
- Music Therapy has also been used to help enhance communication,
coping, and expression of feelings such as fear, loneliness, and anger in
patients who have a serious illness and who are in end-of-life care.

2. Music Treats Depression

- Depression is a highly prevalent mood disorder that is characterized by
persistent low mood, diminished interest, and loss of pleasure. Music
therapy may be helpful in modulating moods and emotions. An update of
the 2008, Cochrane review was needed to improve knowledge on effects
of music therapy for depression. (Aalbers Sonja, 2007)
 LESSON 2 PART 1

Worksheet 2

Clefs: Bass to Treble C

A. Identify the word from the staff by matching it from the Bass Clef that you can also find
in the Treble Clef. Make an arrow for your answers.
 Worksheet 3

Notes and Rests Drill

A. Without looking at your notes, identify the names of the following notes and rests.

WHOLE NOTE WHOLE REST

HALF NOTE
QUARTER REST
QUARTER NOTE
EIGHT REST

EIGHT NOTE
HALF REST

B. Write the correct counting of the following group of notes. An example is provided for you to
answer the given exercise.
a. 8 beats
b. 6 beats
c. 5 beats
d. 2 beats
e. 1 ½ beats
f. 1 beat
g. 2 ½ beats
h. 4 ½ beats
i. 10 beats
j. 4 beats
k. 8 beats
 worksheet 4

Time Signature: Clover Counting

A. Organize each measure by filling a missing note or rest the correct notes or rests to match its value on
the given time signature.
 LESSON 2 PART 2

WORKSHEET 5

A. Identify the letter names of the note on the lines and spaces under each note. Take note which
clef is presented before writing your answer. (12 pts.)

B. Write the following words in TWO different positions on the TREBLE stave.
WORKSHEET 6

Identify the pitch names used in the music class pledge. Write your answer on the spaces
provided.
WORKSHEET 7

A. Identify and perform the so-fa syllable of the following notes through your flute record
instrument. Take a video of your performance and send it in google classroom.
 LESSON 2 PART 3

WORKSHEET 8

A. Locate the key signature accidentals on the staff.

B. Arrange the following rhythmic patterns by drawing a missing bar lines on each measure.
WORKSHEET 9

A. Enumerate other music signs and symbols which were not discussed in this lesson.
1.
Breath mark

This symbol tells the performer to take a breath or make a slight pause for non-wind
instruments. This pause usually does not affect the overall tempo. For bowed instruments, it
indicates to lift the bow and play the next note with a downward or upward, if marked bow.

2. Caesura
- A pause during which time is not counted.

3. Tie

Indicates that the two (or more) notes joined together are to be played as one note with the
time values added together. To be a tie, the notes must be identical – that is, they must be
on the same line or the same space.

4.
Tuplet

- A number of notes of irregular duration are performed within the duration of a given number
of notes of regular time value; e.g., five notes played in the normal duration of four notes;
seven notes played in the normal duration of two; three notes played in the normal duration
of four. Tuplets are named according to the number of irregular notes; e.g., duplets, triplets,
quadruplets, etc.

5. Demisharp – Raises the pitch of a note by one quarter tone.

B. Write a short reflection on things that you have learned about musical signs and symbols.

- I learned about musical signs and symbols are all about the pitch names and so-fa names.
When we say pitch names they are the first seven letters in the English alphabet and the so-fa
names also known as “singing names”. They are the DO, RE, MI, FA, SO, LA AND TI.
 LESSON 3 PART 1

Worksheet 10

Time Rhythmic Pattern

Signature
2
4

3
4

4
4

WORKSHEET 11
 LESSON 3 PART 2

Worksheet 12

https://drive.google.com/file/d/1F91QBjX8drYcGkDSwxI7vk2jofTs7avt/view?us
p=sharing
 LESSON 3 PART 3

UNDERSANDING DYNAMICS AND TEMPO

Dynamics refers to the volume of a sound or note,
but can also refer to every aspect of the execution of
a given piece, either stylistic or functional. It is also
referred as intensity. It makes music so expressive
that it may affect the listener’s mood. Dynamic
levels may suggest feelings, mood or emotions.
Loud dynamics can be associated with turmoil, vigor
and victory. Soft sounds can be associated with
repose and calmness. Tempo is the rate of speed of
rhythm in a composition that is usually described by
different Italian terms. Italian words are used to
describe different tempos of music. Adago – a slow
tempo. Andante – performed at a walking pace.
 LESSON 3 PART 4

UNDERSTANDING TEXTURE AND

HARMONY
Harmony is produced when two
complementary notes sound at the same
time. Harmony is found in chords or can be
played along with a main melody. Since it is
achieved when notes are played at the same,
harmony is described as being virtual.
Melody is horizontal. Because its notes are
played in succession and read for the most
part. Horizontally from left to right. The
complexity of a song, in terms of its
harmony is explained through texture.
 LESSON 4
worksheet 13
 LESSON 5

UNDERSTAND DALCROZE EURHYTHMIC

Dalcroze education is a playful, experiential
approach to the teaching and learning music. It is a
process for awakening, developing and refining
innate musicality through rhythmic movement often
called eurhythmics, ear training and improvisation.
This unique approach to musical learning makes
music vivid for everyone, from young beginners
through adult professionals when experiencing a
dalcroze class, you begin to feel, express and master
the flow that is essential to music, dance and the
other performing arts. Dalcroze education has been
around for more than a century.
 LESSON 6

THE CARABO CONE METHOD

The psychological background of the Carabo Cone
Method of teaching music, which is based on the theory
that structured subject matter can be assimilated if
transmitted into a concrete explorable environment is
discussed. Comparism is made with other methods and
the arrangement of the room as a learning environment
and the musical staff as a mental gymnasium are
considered. Attention is giving to the child’s own body as
a learning aid, his motivation, the mental and visual focus
of attention, methods of building skills some general
suggestion for teachers and descriptions of the suggestion
for teachers and descriptions of the rest of the Carabo
Cone Method series of pamphlets.
 LESSON 7

Worksheet 14

https://drive.google.com/file/d/1FRydhB1viK3qe1H-
I5dHyXe0Y4KYJzSF/view?usp=sharing
 LESSON 8

LESSON PLANNING

A lesson plan is a teacher’s detailed description of the

course of instruction or learning trajectory for a lesson. A
daily lesson plan is developed by a teacher to guide class
learning. Details will vary depending on the preference of
the teacher, subject being covered and the needs of the
students. A lesson plan is a teacher’s daily guide for what
students need to learn, how it will be taught and how
learning will be measured. Lesson plan help teachers be
more effective in the classroom by providing a detailed
outline to follow each class period. It is important because
this gives the teacher confidence when delivering the
lesson in the classroom. A confident teacher inspires
respect from students which in turn reduces discipline
problems. Lesson plan are also important for outlining
your classroom objectives which can help you evaluate
whether or not students are on track.
 LESSON 9

Worksheet 15

PROJECTOR

LAPTOP
 LESSON 10

ASSESSMENT STRATEGIES IN
TEACHING MUSIC
Assessment of students learning is at the heart
of effective teaching. Understanding student’s
performance, diagnosing what done well, what
has yet to be improved and providing specific
feedback to student’s has the potential to
significantly improve your music program in
very real and meaningful ways. Assessment data
can become an integral component of improving
any music program if it addresses learning
outcomes that are clear and focuses on the
aspects of students performance that are most
important.
 Detalyadong Banghay Aralin sa Musika 4

I. Layunin
Pagkatapos ng aralin ang mga mag-aaral ay inaasang;

a. naipapakita ang pagkaunawa ng mga konsepto tungkol sa daloy o bilis o bagal

ng musika
b. nakalilikha at naisasagawa ang mga galaw o kilos ayon sa tempo
c. natutukoy and mga katawagan para sa amabilis at mabagal na tempo
II. Paksangralin
A. Paksa: Tempo: Pagtukoy ng mga katawagan para sa amabilis at mabagal na
tempo
B. Sanggunian: TG in Music 4 pp. 147-150
C. Kagamitan: Pantulong na biswal, larawan at CD player or speaker.
D. Moral na Pagpapahalaga: Pagiging maingat

III. Pamamaraan

Gawaing Guro Gawaing Mag-aaral

A. Panimulang Gawain
1. Pagbati
Magandang umaga mga bata! Magandang umaga din po
2. Panalangin Ma’am!
Mga bata, maaring tumayo ang lahat para
sa panalangin. (Pangalan ng mag-aaral), umpisahan Ang inatasang mag-aaral ay
mo ang panalangin. pupunta sa unahan para
3. Pag-alam sa lumiban umpisahan ang panalangin
May lumiban ba sa araw nato?

Mabuti dahil ang lahat ay narito

Wala po.
4. Pagsasanay

Iparinig ang hulwarang ritmo at

gagayahin ito ng mga mga bata.
 Magaling! (Ginagaya ng mga mag-
aaral ang hulwarang ritmo)

5. Balik-aral

Ano-anong kilos ang maaaring ipakita

upang mailarawan ang tempo?

Magaling!
Nailalarawan ang tempo sa
Magpatugtog ng awitn o kanta. Ipakilos o pamamagitan ng mabilis at
ipagalaw sa mga mabagal na kilos o galaw.
mag-aaral ang katawan nang naaayon sa
tempo ng tugtugin.

(Isinasagawa ang kilos o

Magaling! Nag-enjoy ba ang lahat? galaw na naayon sa tempo
nang tugtugin)

B. Paglinang na Gawain

1. Pagganyak
Opo Ma’am
Magpapakita ng isang larawan ng
sasakyan.

Anong sasakyan ang nasa larawan?

Magaling!

Ilarawan ang takbo nito.

Kalesa.
 Magaling!

2. Paglalahad Ang takbo ng kalesa ay iba-

iba. Minsan ito ay mabagal
Ang ating pag-aaralan ngayon ay tungkol at may pagkakataon na ito
sa pagtukoy ng mga katawagan para s ay mabilis.
amabilis at mabagal na tempo.

Iparinig ang awitin “Kalesa”

https://www.youtube.com/watch?v=Anqa7al-a6s

KALESA
By: Levi Celerio

Kalesa’y may pang-akit na taglay

Maginhawa’t di maalinsangan
Nakakahalina kung pagmasdan
Kalesa’y pambayang sasakyan

Kabayo ay di natin problema

Pulot at damo lang ay tama na
Matulin din sa kalsada
Tumatakbong maginhawa
Wala pang gasolina

Ulitin lahat

Kalesa ay panghatid tuwina

Nung panahon nina maria clara
Mga bayani nitong bayan
Sa kalesa’y dinuduyan

Kalesa’y nakaaaliw
Lalo nap ag gumagabi
At kung kasama ko ang aking giliw
Mangangalesa na rin kami

Ulitin ang Una at Pangalawa

Matulin din sa kalsada

Tumatakbong maginhawa
Wala pang gasilina
3. Pagtatalakay

Tungkol saan ang awitin?

Magaling!

Ano ang kahalagahan ng sasakyang

kalesa?

Ang awitin ay tungkol sa

Mayroon pa bang kalesa sa panahon Kalesa.
ngayon?

Saan natin ito makikita? Ang kahalagahan nito ay

nag sisilbi parin itong
transportasyon sa iba’t-
ibang lugar.

Napakagaling!
Opo.
Ano ang masasabi ninyo sa tempo ng
awitin
Sa ngayon makikita ang
mga kalesa sa mga
Magaling? dinadayong bahagi ng bansa
o mga tourist spots tulad ng
Intramuros, Luneta o Rizal
Park at Vigan.
Tatalakayin ang dalawang katawagan
para sa amabilis at mabagal na tempo.

Ano ang Largo?

- Ang largo ay ang mabagal na tempo May bahagi sa awitn na
ng awitin. mabilis at mayroon ding
Ano ang Presto? mabagal.
- Ang presto at ang mabilis na tempo
ng awitin.

May ipaparinig na awitin at ipatukoy

sa mag-aaral kung ito ay largo o
presto.

Ili-Ili Tulog Anay

 Magaling!

Boom Boom

Magaling!

4. Paglalahat
Ano ang katawagan para sa amabilis at
mabagal na tempo? Ano ang Largo? Ano
ang Presto?
Ito ay mabagal.
Magaling!

5. Paglalapat
Magpaparinig ng awitin at ipatukoy kung
ano ang tempo nito. Sabihin kung ito ay Ito ay mabilis.
Largo o Presto.

a.
https://www.youtube.com/watch?v=F3G5CKxen5U
(Dandansoy) Ang largo ay tempo ng
musika na mabagal at ang
b. presto ay tempo na
https://www.youtube.com/watch?v=3JYOvVSCKIQ amabilis.
(Si Nanay si Tatay)
c.
https://www.youtube.com/watch?v=L_lAsM3LoSk
(KUdut-kudutan)

Largo

Largo

Presto

IV. Pagtataya
 Panuto: Piliin ang letra ng tamang sagot.
1. Anong elemento ng musika na naglalarawan ng bilis o bagal ng awitin?
a. Rhythm
b. Tempo
2. Ito ay ang tempo ng mabagal.
a. Largo
b. Presto
3. Ano ang tawag sa tempo ng awitin na maibilis?
a. Largo
b. Presto
4. Alin ang awitin ng ma tempong presto?
a. Ili-ili Tulog Anay
b. Leron-Leron Sinta
5. Ano ang tempo ng awiting “Tong Tong Tong Pakitong Kitong”?
a. Mabilis
b. Mabagal

V. Takdang Aralin

Magtala ng awitin ayon sa tempo.

Largo Presto

Prepared by: Jonalyn D. Billones

Ma. Princess G. Amuyan
BEED-3B

https://drive.google.com/file/d/1F6fOgev9BFcVQDDBGv30shtJBD-
HgKOt/view?usp=sharing