7

MUSIC
Quarter 2 – Module 5:
Rhythmic/Melodic
Accompaniments of Music from
Cordillera, Mindoro,
Palawan and Visayas
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 7

Music
Quarter 2 – Module 5:
Rhythmic/Melodic
Accompaniments of Music from
Cordillera, Mindoro, Palawan and
Visayas
Introductory Message
For the facilitator:

Welcome to the Music – Grade 7 Alternative Delivery Mode (ADM) Module on

Rhythmic/Melodic Accompaniments of Music from Cordillera, Mindoro, Palawan and
Visayas!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

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For the learner:

Welcome to the Music – Grade 7 Alternative Delivery Mode (ADM) Module on

Rhythmic/Melodic Accompaniments of Music from Cordillera, Mindoro, Palawan and
Visayas!
The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create, and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a
poem, a problem opener, an activity, or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

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 Additional Activities In this portion, another activity will be given to you
to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 T able of Contents

Introductory Message…i
For the Facilitator……....i
For the Learner……….…....iii
What I need to know………...……....1
What I know……………...……….2
Lesson Title…………………….......….4
What’s in……………………..…..………5
What’s new……………….…….…………….….7
What’s it………………….….…………………....8
What’s more…………………….…..………………….…..13
What I have learned……………………….…..………..………..……….15
What I can do………………….……………..…………………………..16
Assessment………………………………………...………………… ………17
Additional Activities…………………………………………….………………………….18
Answer keys………………….………………………………...……..…………………19
References………………………………………….…………………………….…………....20

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 What I Need to Know

This module was designed and written with a learning

competency of:

❖ Rhythmic/Melodic accompaniments from Cordillera, Mindoro,

Palawan, and Visayas. (MU7LV-11b-g-7)

This will help you identify and analyze the rhythmic and melodic
characteristics of selected music from Cordillera, Mindoro, Palawan, and
Visayas.

At the end of this module, you will learn the following objectives:

Identify the Compose a

1
rhythmic/melodic
accompaniment of the
selected music from
2 rhythmic/melodic
accompaniment of selected
music.
Cordillera, Mindoro,
Palawan, and Visayas.

Share the value of one’s

3 creativity and skills in

creating
rhythmic/melodic
accompaniment.

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 What I Know

Activity 1

Check the box with the correct answer.

1. 1. Characterized by imitations of sounds
Palawan music Gangsa Palook
from nature and the environment. It is
also highly influenced by the native Melismatic Gangsa Topayya
language of the province.

2. Soundscape Mimetic Tribal

Music Sound of Nature

3. Musical meter without time signature.

Free Meter Dagdagay

Octavina Kalutang

2. 4. Poetic Chant
Ambahan Gregorian

Hudhud Dagdagay

3. 5. Characteristic of Vocal Music, vocal Melismatic Ibaloi Badiw

passage with one syllable, sung against
several note passages. Tongali Palawan Music

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 Activity 2

Read carefully and check the correct box.

(Fact – True / Fake News – False)

Fact Fake News

1. Off-beat Syncopation

2. Matud Nila Cordillera

3. Pentatonic Seven Notes

4. Free meter Free Flowing

5. Rosas Pandan Palawan

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 Rhythmic/Melodic
Lesson
Accompaniments of Music
5 from Cordillera, Mindoro,
Palawan and Visayas

The traditional music of Cordillera, Mindoro, Palawan, and Visayas is

indigenous. They are either instrumental or vocal, or a combination of both. Their
music relate to the social, political, and economic life of the people. They are
connected to their spiritual belief and their relationship to the natural environment.
Music is deeply integrated with the daily activities. They have music practically for
all occasions, for every phase of life, from birth to death. Let’s learn the
rhythmic/melodic music of selected songs and instruments from this module.

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 What’s in

Activity 1
1. Observe the direction
of the melodic line of
the song SALIDOMAY.
2. Draw a line to connect
the movement of the
notes starting from the
first note to the last
note. (1 point)
3. Describe the lines that
have created on 2 to 3
sentences. (1 point)

SALIDOMAY (Welcome Song)

lok- kat- tam yo lu- wa- ngan, lo- kat- tam yo lu- wa- ngan.
ay- yon da i- ta- nga- dan, ay- yon da i ta- nga- dan.

in- sa- li— do- may di- was, il- la- li-la- li- lay do dan pa-gay
in- sa- li— do- may di- was, il- la- li-la- li- lay do dan pa-gay

Your Description of the lines created:

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Activity 2

Complete the table by classifying the keywords according to its place of

origin.
Keywords:
Gangsa Gitgit Kulial
Kalutang Gabbang Hanunuo
Banduria Bungkaka Rondalla
Hudhud Mangyan Bontoc
Pagang Octavina Kusyapi
Guitar Tongatong Laud

1. CORDILLERA

2. MINDORO

3. PALAWAN

4. VISAYAS

Excerpt: Music and Arts - Grade 7 Teacher’s Guide

Notes to the Teacher

This module prepares learners to develop their skills and interest
in understanding rhythmic/melodic accompaniments from
Cordillera, Mindoro, Palawan, and the Visayas.

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 What’s New

AMBAHAN

This is an example of Ambahan from the Mangyan of Mindoro. Read the

poem/chant and answer the questions below.
1. What do you think is the message of the poem/chant?

2. What is the function of this poem/chant in the lives of the Mangyan?

3. How can you relate this poem/chant to your life?

4. Etch the Ambahan from above example to a bamboo and send the photo to
your teacher.

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 What’s It

The Songs from Cordillera are usually in unison

CORDILLERA
of pentatonic melodies, melismatic and free
meter.

PENTATONIC scale, In music, UNISON is

also called five-note
scale or five-tone scale,
is a musical scale
containing five different
tone.
MELISMATIC – Melisma
is singing a single syllable
of text while moving
between several different
notes in succession.
two or more musical
parts that sound either
the same pitch or
pitches Rhythmic
unison is another term
for homorhythm.
FREE TIME is a type of
musical anti-meter free
from musical time and
time signature. It is
used when a piece of
music has no
discernible beat.
Instead, the rhythm is
intuitive and free-
flowing. (ex. Hudhud)

The Music of the Highland Luzon may be

characterized as:
Rhythmical, with expressive pauses;
Free flowing, improvised and spontaneous;
Recitative;
Mostly simple two note music.

Watch this link for example of music from Cordillera:

https://www.youtube.com/watch?v=StdCqJ9qCiU

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 How to Play Gangsa (Toppaya)
Among the Kalinga people in the Cordillera
region of Luzon Island, the gangsa is played in two
ways. One way is called "toppaya" and the other is
called "palook." In "toppaya" style, the musicians
play the surface of the gangsa with their hand while
in a sitting position, with a single gangsa resting on
the lap of each musician. In the "palook" style, a
gangsa is suspended from the musician's left hand
and played with a padded stick held in the
musician's right hand. In the "palook" style of
playing, the players are standing, or they keep in
step with the dancers while bending forward
slightly.
st
Left hand: 1 beat on gangsa,
1 tap on position as below.

2 Right hand: 2nd beat on gangsa,

tap on position and slide forward
as below.

Watch this link on how a gangsa from the cordillera was played:

https://www.youtube.com/watch?v=9eGbQKK_esk

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 MINDORO

The music of the Mangyans of Mindoro is characterized by its chanting

song style called Ambahan. It has no specific tone style but it is monophonic in
texture. Basically, it made up of seven syllables in one line.
The Ambahan ranges from three to 134 lines. It is expressed in an
allegorical manner. The Ambahan is a means to encourage the parent in guiding
their children, in expressing their love to them and in sharing valuable
experiences that can be applied to their day to day living.
Ambahan- songs that have rhythmic poetic expression with a meter of
several syllable lines and having rhythmic end-syllables. They are most often
presented as a chant without a determined musical pitch or accompaniment by
musical instrument.
A Chant (from French chanter, from Latin catare, “to sing”) is the iterative
speaking or singing of words or sounds, often primarily on one or two main pitches
called reciting tones. Chant maybe considered speech, music, or heightened or
stylized form of speech.
Monophonic in music, monophony is the simplest of musical textures,
consisting of a melody (or tune), typically sung by a single singer or played by a
single instrument player (e.g. a flute player) without accompanying harmony or
chords. Many folk songs and traditional songs are monophonic, with a meter that
consist of two beats.

Watch this link for example of music from Mindoro:

https://www.youtube.com/watch?v=xOYQhRWdTHg

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PALAWAN
Music of Palawan – the subtle threads
between mankind and nature involve all our sense
and more particularly our auditive sensitivity.
Capturing tonalities, rhythms, and melodies, we can,
like a bird fly down from the celestial vault to the
earth, dwelling-place of Highlander – Islanders known
as Palawan who live in the southern part of the island
by the same name.
The music of Palawan is a brief survey of the music from different
indigenous groups from Palawan such as the Batak, Tagbanua, and
Palaw’an. The analysis of the music is done by relating the music to
concepts of soundscape, music suggesting/representing elements of
nature, spiritual and human emotional expressions through the language.
An application of the kulial (song) culminates the module through musical
composition and performance.

A Soundscape is the acoustic environment as perceived by humans, in

context, the sounds of nature. Their music imitates the sounds of animals and
makes use of different musical forms like repetitions and syncopations.
Repetition is important in music, where sounds or sequences are often
repeated.
Syncopation involves a variety of rhythms played together to make a piece
of music, making part or all of a tune or piece of music off-beat. More simply,
syncopation is “a disturbance or interruption of the regular flow of rhythm”: a
“placement of rhythmic stresses or accents where they would not normally occur.

The definition of an Offbeat is a beat in music that is not

accented. An example of offbeat is a beat played in a musical
piece that you would not clap or tap your feet to because they
are not major beats in the music.
Accent is a stress or special emphasis on a beat to mark
its position in the measure.

Watch this link for example of music from Palawan:

https://www.youtube.com/watch?v=MSHheytgruw

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 VISAYAS
Most Visayan songs or music are written in duple or triple meter with
a simple melody that is easy to sing. Folk songs like Si Pilemon, Pakitong-
kitong, Ili-ili Tulog Anay, Rosas Pandan and Matud Nila originated from this
region.

Most of Visayan music is improvised.

Visayan Songs are slower and more melodic as compared to Luzon and
Mindanao.

A rhythmic pattern with the measure being divisible by two. This

includes simple double rhythm such as 2 2
2 , 4 but also such compound
rhythms as 6 . A meter that consists of two beats.
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Watch this link for example of music from Visayas:

https://www.youtube.com/watch?v=aasmloCb8PM

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 What’s More

Activity 1. Music Sheet

Challenge: Answer the following questions:

1. How would you describe the music of Cordillera?

2. Why do you think some of these musical airs have gone extinct?

3. What are some of the ways to preserve these types of songs?

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Activity 2
Indyang Pana Kakana-kana.

Get a cover of a can of

biscuit or milk. Use an old
pencil as stick.

Tap the stick on the tin

can cover, following the
given patterns below.
Repeat twice. Count as you
play.

The elements of music are the ingredients of a music. It has all the variety but the
creation of a beautiful music depends on the composer. When singing, we have to
be aware of the elements so that we will not be out of tone.

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What I Have Learned

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 What I can do

Listening Activity:

Listen to the Hudhud Chant of the Ifugao and the Gangsa ensemble.

Hudhud ni Aliguyon “Hudhud chants of the Ifugao

https://www.youtube.com/watch?v=qDImhwTKMOk

Kalinga gangsa topayya (flat fongs played with the hands)

https://www.youtube.com/watch?v=AIqyrmCe7yo

Kalinga gangsa patting/palook (flat gongs played with the sticks)

https://www.youtube.com/watch?v=auokdZ_7G78

Identify the Hudhud Chant according to the elements of music by

answering the table below on a bond paper.
Draw a Star ( ) to corresponds to your answer.

“Hud-hud” Chants of Ifugao Gangsa Toppaya amd Gangsa Palook

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Assessment

Fill in the Blanks.

1. Music of highland Luzon may be characterized as
_________________ with expressive pauses.
2. The rhythm is intuitive and _____________.
3. Rhythmic ______________ is another term for
homorhythm.
4. Ambahan songs have rhythmic poetic expression
with a _________ of several syllable lines and having
rhythmic end-syllables.
5. ___________ is the simplest of musical textures,
consisting of a melody.
6. Many folk songs and traditional songs are
monophonic, with a meter that consist of________
beats.
7. _____________ is “a disturbance or interruption of the
regular flow of rhythm”.
8. Offbeat is a beat in music that is not _______________.
9. Accent is a stress or special emphasis on a beat to
mark its position in the ________________.
10. Visayan Songs are slower and more
____________ as compared to Luzon and Mindanao.

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 Additional Activities

Written reflection:
1. What are the similarities and differences of the rhythm and
the melody of music of Cordillera, Mindoro, Palawan and
Visayas?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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 19
Assessment What I can do What’s In
1. Rhythmical Activity 2
2. Free flowing Cordillera
3. Unison 1. Gangsa
4. Meter 2. Bungkaka
5. Monophonic 3. Tongatong
6. Two 4. Bontoc
7. Syncopation 5. Hudhud
8. Accented Mindoro
9. Measure 1. Hanunuo
10. Melodic 2. Mangyan
3. Gitgit
What I know 4. Kalutang
Activity 1 Palawan
What I have learned 1. Pagang
1. Palawan Music 2. Kulial
2. Sound of 3. Kusyapi
Nature 4. Gabbang
3. Free Meter Visayas
4. Ambahan 1. Banduria
5. Melismatic 2. Guitar
3. Octavina
Activity 2 4. Rondalla
1. Fact 5. Laud
2. Fake News
3. Fake News What I know
4. Fact
Activity 1
5. Fake News
6. Palawan Music
7. Sound of
Nature
8. Free Meter
9. Ambahan
10. Melismatic
Activity 2
6. Fact
7. Fake News
8. Fake News
9. Fact
10. Fake News
Answer Key
References

BOOK

Music and Arts Teacher’s Guide

First Edition 2017

Soaring with MAPEH (with KPUP Learning Guide)

2015

ONLINE SOURCES
Images
https://www.slideshare.net/elmerllames/music-of-cordillera-grade7-1st-
quarter
http://ffemagazine.com/musical-instruments-philippines/
https://wat-watcar.blogspot.com/2017/05/cordilleras-musical-
instruments.html
https://www.endangeredalphabets.net/alphabets/hanunuo/
https://www.flickr.com/photos/globalcitizen01/6096503465/
http://two2travel.com/sinulog-sa-sugbu-2012/
https://philippinestravelsite.com/traditional-costumes-philippines/
https://www.unchartedphilippines.com/en/community/travel-
stories/discovering-three-of-the-philippines-top-hikes/
https://www.pinterest.ph/pin/63050463506016459/
https://rappler.com/life-and-style/travel/baragatan-festival-palawan-
puerto-princesa-philippines-travel
https://www.slideshare.net/ElaineLachica/music-education-7-2nd-quarter-
lesson-2-music-of-mangyan-of-mindoro-110939209
https://www.jacobimages.com/2012/12/the-mangyan-of-mindoro
https://www.slideshare.net/AndreaAudineJandonga/music-of-mindoro-
visayas-and-mindanao
https://www.flickr.com/photos/nccaofficial/18444399445

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Videos
https://www.youtube.com/watch?v=StdCqJ9qCiU
https://www.youtube.com/watch?v=xOYQhRWdTHg
https://www.youtube.com/watch?v=MSHheytgruw
https://www.youtube.com/watch?v=aasmloCb8PM
https://www.youtube.com/watch?v=9eGbQKK_esk
https://www.youtube.com/watch?v=qDImhwTKMOk
https://www.youtube.com/watch?v=AIqyrmCe7yo
https://www.youtube.com/watch?v=auokdZ_7G78

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph