Learning Module in MAPEH-8

Opening Prayer:
Let us remember Jesus in our hearts and our midst as we pray,
In the name of the Father, and of the Son, and the Holy Spirit, Amen.
We pray to You, O God, to enlighten our minds, to direct our wills, so that we may seek only what is right and just, Amen.

I. LEARNING TARGETS:
➢ Listen perceptively to the music of South and West Asia; MU8WSIIIa-h-2
➢ Analyze musical elements of selected songs and instrumental pieces heard and performed;
MU8WSIIIc-h-4
➢ Explore ways of producing sounds on a variety of sources that would simulate instruments being
studied; and MU8WSIIIc-h-5
➢ Improvise simple accompaniment to selected South Asia and the Middle East music;
MU8WSIIIb-h-6

LESSONS: MUSIC OF INDIA, PAKISTAN, AND ISRAEL

VALUES INTEGRATION: (PVMGO-CV) Honesty, Cleverness, Integrity, and Excellence
21st Century Skills: Critical Thinking and Doing, Creativity

II. ACTIVATION ZONE

SIMPLE ACTIVITY:
Listen to the Music of South Asia and the Middle East. Identify what country that the type of music belongs.
1. Audio/Visual Activity:
• Carnatic Flute- Tamboori by Heramba and Hemantha
www.youtube.com./watch?v=GvWkHsfXFGQ
• Carnatic Vocal, www.carnaticsangeetham.com
2. Audio/Visual Activity:
• rahat fateh ali khan-best qawwali, www.youtube.com
• nusrat fateh ali khan- best qawwali, www.youtube.com

LESSON 1: MUSIC OF INDIA

III. LEARNING ZONE

Key Point/s:
Music has always been viewed as a universal language. In the vast region of Asia, religious music
has been common ground in uniting people with different languages, cultures, and norms.

LECTURE:
India is known as the “land of spirituality and philosophy.” This is the birthplace of some major religions
that exist in the world like Buddhism, Hinduism, Jainism, and Sikhism.
Indian musical traditions are deeply rooted in ancient customs. Their cultures and traditions are very
rich in terms of religious ceremonies, theatrical performances, dances, and festivals. Chants and hymns
are devotional practices with the Indians perform during religious services and festivals. Their theatrical
music and dance convey a religious meaning.

VOCAL MUSIC
• Includes Carnatic and Hindustani Music.
• Includes several types of folk and popular music.
• Uses Melesmatic singing with nasal vocal quality.
• Samagana is a traditional singing style of India. Used to sing sacred text: Sama Veda and Rig Veda.

CHARACTERISTICS OF TRADITIONAL MUSIC FROM INDIA

1. CARNATIC MUSIC
• refers to music from South India.
• directed to a Hindu god, which is why it is called “temple music”
• unlike Hindustani music, Carnatic music is unified where schools are based on
the same ragas, the same solo instruments (veena, flute, violin), and the same
rhythm instrument (mridangam and ghatam)
• music pieces are mainly set for the voice and with lyrics.
• compositions called krti are devotional songs.

2. HINDUSTANI MUSIC
• goes back to the Vedic period times around 1000 BC
• further developed in the 13th and 14th centuries AD with Persian influences and from existing
religious and folk music

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 Learning Module in MAPEH-8
• predominantly found in the northern and central regions
• influenced by ancient Hindu musical traditions, historical Vedic religion/Vedic philosophy, native
Indian sounds, and enriched by the Persian performance practices of the Mughal era
• nasal singing is observed in their vocal music
• in North India, the most common style of singing is called khyal, a word that means imagination
Additional Audio/Visual Activity • Hindustani Classical Music, www.wildfilmindia.com

INSTRUMENTAL MUSIC
There are many musical instruments in India. Some instruments are used primarily in North Indian
music (Hindustani Sangeet) while many other instruments are used in South Indian music (Carnatic
Sangeet). Instrumental music is often similar to vocal music but sometimes they have distinctive
instrumental styles. There are five known traditional systems for the classification of instruments.

Classification of Musical Instruments from India:

1. Ghan – described as a non-membranous
percussive instrument but with solid resonators. It is
one of the oldest classes of instruments in India. It
may also be a melodic instrument
or instruments to keep tal.

2. Avanaddh - described as a membranous percussive

instrument. This class of
instruments typically comprise the drums.

3. Sushir – also known as blown air. It is characterized

by the use of air to excite the
various resonators.

4. Tat – referred to as vina during the old civilization. This

class of instruments is plucked (stringed instruments)

5. Vitat – described as bowed stringed instruments.

One of the oldest classifications of instruments and yet
did not occupy a place in classical Indian music until
the last few centuries.

Rhythm plays an important role in Indian music. It is fundamental to the creation of any musical system.
Certainly, from a historic standpoint, rhythm existed many centuries ago before the word “rag” was ever
used. Given this historical preeminence, it is not surprising that rhythm occupies an important position in
the Indian system of music.
Tala - literally meaning ‘clap or “rhythm,” is the arrangement of beat patterns arranged in groups. A tala
of ten beats, for example, might be 3+2+3+2 or 2+3+2+3. The tempo has three basic types – slow,
medium, and fast; variously transliterated as “tal”, “taal” or “taala”
- is a regular, repeating the rhythmic phrase, particularly as rendered on a percussive instrument with
an ebb and flow of various intonations represented as a ''theka''
- is the common Indian system of rhythm
Theka - a sequence of drum-syllables or ''bol''
- in Indian classical music, both Hindustani classical music and Carnatic music use complex rules to
create elaborate patterns of rhythm
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 Learning Module in MAPEH-8
Tabla - most common instrument for keeping rhythm in Hindustani music
Mridangam - most common instrument for keeping rhythm in Carnatic music
- also transliterated as “mridang”

Sam YG is of Indian descent but 100% Filipino at heart. He is an international recording artist,
an actor/model, a deejay/host, and a television host/actor.

LESSON 2: MUSIC OF PAKISTAN

The music of Pakistan developed through influences received from various parts of South Asia as
well as Central Asia, Persian, Turkish, Arabic, and some Western popular music influences.

Pakistan’s classical music has two main principles, sur (musical note) and lai (rhythm). The raag is
the systematic organization of musical notes into a scale and the taal is the cycle of rhythms. Improvisation
is also a distinct feature of Pakistan music.

There are two types of vocal singing styles in Pakistan:

1. Ghazal – It is a traditional expression of love, loneliness, and separation. It follows strict structural poetic
forms and is considered the main poetic form in the Persian civilization. Ghazal may be performed
both by men and women.

It consists of couplets that share a rhyme and a refrain. Most ghazal singers are trained in classical
music and perform in either Khyal (a modern classical singing genre) or (a semi-classical music
genre).

2. Qawwali – It is the devotional music of the Chishti Sufis. It is originally performed at Sufi shrines all over
Pakistan. The central themes of qawwali are love, devotion, and longing (of man for the Divine).

Humnawa is a group of qawwali musicians in Urdu. It consists of eight or nine men. Women are given high
respect and are prohibited from singing on mixed-gender public occasions, so they are excluded from
traditional Muslim music.

PAKISTANI MUSICAL INSTRUMENTS

Punjab Music strengthens the importance of musical instruments in Pakistan.

Punjab is a region in South Asia that is divided into West Punjab, Pakistan, and East Punjab, India. Bhangra,
one of the most recognized forms of Punjab, is based on the drum rhythm of dhol.

Some Pakistani musical instruments have similarities to India. The instruments below are considered
major Pakistani instruments.

1. Rubab
This is a short-necked plucked blue that originated in
Afghanistan and West Pakistan. This has three strings
tuned in fourths, three drone strings, and eleven to
twelve resonance strings.
https://www.youtube.com/watch?v=feYg0GzZE_0

2. A harmonium, also called a "melodeon", "reed organ"

or "pump organ", is a keyboard instrument that is a lot
like an organ. It makes sound by
blowing air through reeds, which are tuned to
different pitches to make
https://simple.wikipedia.org/wiki/Harmonium

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 Learning Module in MAPEH-8
3. Tabla
This is a two-drum instrument that originated in India.
This is considered the most important accompaniment
in classical music.
https://www.youtube.com/watch?v=cszCI8dh2yM

4. Dholak
This is a two-headed hand drum from South Asia. This is
a pitched instrument used during weddings.
https://www.youtube.com/watch?v=nR9vDm9iu3c

PRACTICE: 1
DIRECTION: Compare and contrast the vocal/ instrument music of Pakistan from the music of India.

PAKISTAN Vocal and Instrument Music INDIA

SIMILARITIES

DIFFERENCES

LESSON 3: MUSIC OF ISRAEL

Israeli music is a mixture of Jewish and non-Jewish music traditions with significant influences from
nearby countries like West Asia and Russia. On the other hand, the Israeli musicians shared significant
contributions to classical, jazz, and pop-rock genres. Many compositions of Israeli classical composers
have been performed by famous orchestras globally.

INSTRUMENTAL MUSIC OF ISRAEL

The lute which is similar to the Philippine Bandurria and the Laud, traces its origins to the Middle
Eastern Oud and Indian sitar. Goblet drum, darbuk, the tambourine, and other instruments associated with
Middle Eastern music are used as accompaniment.
One of the dances where accompaniment is used is Hora, a dance that often has strong off beats and
asymmetric meters.

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JEWISH ORCHESTRA
The first Jewish orchestra was formed by the settlers in 1895. This orchestra is located in the town of
Rishon Le Zion. The members used wind instruments playing light classics and marches.

TRADITIONAL INSTRUMENTS

1. Kinnor - an ancient Israelite harp instrument. This is known as the “national instrument” of the Jewish
people.https://www.youtube.com/watch?v=XfdAmr9egAQ

2. Shofar - horn instrument used for Jewish religious purposes, no fingering keys, a bugle-type
instrument. To produce melodies from this instrument, the pitch must be controlled through the
release of air by the player’s embouchure. https://www.youtube.com/watch?v=9ht0ailWQf8

3. Timbrel or Timbret - a tambourine-like instrument, principal instrument of the percussion section of

the Israelites; https://www.youtube.com/watch?v=JhP1hraNXWs

4. Darbuk - a single head goblet-shaped membranophone used mainly in West Asia, South Asia,
North America, and Eastern Europe; https://www.youtube.com/watch?v=hXryYh8Ue1k

PRACTICE: 2
DIRECTION: Countries are written on the box below. Share your ideas regarding their vocal music. You may
search them on the internet to help you answering the box.

PAKISTAN INDIA ISRAEL

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 Learning Module in MAPEH-8
IV. DISCOVERY ZONE
ACTIVITY: 1
GROUP WORK: Teachers will provide the materials
Materials: Pictures of musical instruments of India, Pakistan, Israel, and West Asian countries placed
and pasted on cardboard
1. Groups will meet in Breakroom through Schoology.
2. Each member will be given 15 seconds to identify the name of the instrument posted on
the screen then writes down the name of the instrument guided by the indicated number
for each instrument.
3. Write the country where that instrument originated.
4. After 15 seconds another picture will pup up, the procedure will be repeated till all
instruments were identified.

ACTIVITY: 2
PERFORMANCE TASKS
DIRECTION: Hope you enjoyed the lessons! These past few weeks had been very meaningful for all of us.
We just did not study the culture and traditions of other countries, it also enlightened, gave us
the privileged to explore the inexplicable wonders of these nearby countries. Now it's time to
share what you have learned. Choose one from the given tasks below.
• Perform the Israeli Hora, Belly dance
• Sing and act as one of the singers belong to South Asia, Central Asia, and West Asia.
• Perform any modern renditions of vocal lof instruments (folk music) from any of the countries
mentioned before.

DETAILED INSTRUCTIONS WILL BE PROVIDED DURING ONLINE CLASS. HAPPY LEARNING!

V. AHA! MOMENT
Direction: For every verbal interpretation, there are four (4) possible answers with numbers
1-4 for the Learning Module. Put a check on the number that corresponds to your answer.

Weight Verbal Interpretation

___4 The information in the learning module is very clear. I can easily understand the details
of the lesson and I can answer the practices and activities.
___3 The information in the learning module is clear. I can understand the details of the
lesson and I can answer the practices and activities.
___2 The information in the learning module is quite clear and the details are confusing. I am
having difficulty in answering the practices and activities.
___1 The information in the learning module is difficult to understand and I need more time
to answer the practices and activities.

Complete the sentence:

The most important thing/s I learned or discovered in this lesson that I can apply in real life is/are
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

Closing Prayer:
Let us remember Jesus in our hearts and our midst as we pray,
We give you thanks O Lord, for those who saw and harvest, for those who teach and who are taught, Amen.
Saint John Nepomucene, pray for us!

Jesus, You are my Lord, my happiness lies in You alone.

In the name of the Father, and of the Son and of the Holy Spirit, Amen

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 Learning Module in MAPEH-8
REFERENCES:
Online References:
Datu, J. (2013, November 12). Music of South, Central, and West Asia. Retrieved January 08, 2021, from Slideshare:
https://www.slideshare.net/teacherjo19/music-of-south-central-and-west-asia
Music of West Asia. (n.d.). Retrieved January 08, 2021, from Act Music Guide:
https://actmusicguide.wordpress.com/category/music-of-west-asia/
Naypes, J. (2015, December 6). South, Central, and West Asian music. Retrieved January 08, 2021, from Slideshare:
https://www.slideshare.net/jannanaypes/south-central-and-west-asian-music
https://www.youtube.com/watch?v=xiFLYCjb7Iw
https://www.youtube.com/watch?v=vhH-8m1oZqk
https://www.youtube.com/watch?v=JqH5GKJ-ByM
https://www.youtube.com/watch?v=tTbY_EeC9Wg
https://www.youtube.com/watch?v=RUkRwMAW0NQ
https://www.youtube.com/watch?v=eaQvIL-leCo
https://www.youtube.com/watch?v=8Rnr11o4_X4
https://www.youtube.com/watch?v=w0xOpxm9KF4
https://www.youtube.com/watch?v=quWmlqlILA0
https://www.youtube.com/watch?v=feYg0GzZE_0
https://www.youtube.com/watch?v=ywfW_ZL8GSg
https://www.youtube.com/watch?v=cszCI8dh2yM
https://www.youtube.com/watch?v=nR9vDm9iu3c
https://www.youtube.com/watch?v=XfdAmr9egAQ
https://www.youtube.com/watch?v=9ht0ailWQf8
https://www.youtube.com/watch?v=JhP1hraNXWs
https://www.youtube.com/watch?v=hXryYh8Ue1k
https://www.slideshare.net/iamcarloluna/mapeh-8-music-3rd-quarter-music-of-israel
https://www.depednegor.net/uploads/8/3/5/2/8352879/music_teachers_guide_3.pdf
https://www.slideshare.net/iamcarloluna/mapeh-8-music-2nd-quarter-music-of-india
https://www.slideshare.net/teachermarley/gr-8-music-q3-page-121-173-2
https://znnhs.zdnorte.net/wp-content/uploads/2021/03/Grade-8-MUSIC-Q3_M1.pdf
https://www.slideshare.net/lecressini13/grade-8-music-and-arts-module

`PARENT’S/ GUARDIAN’S FEEDBACK/QUESTION:

Signature

Ephesians 5:19
“Addressing one another in psalms and hymns and spiritual songs,
singing and making melody to the Lord with your heart”

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