Music 1 - Module 7

I. Target Grade Level: Grade One

II. Module Title: Learning Module Seven
III. Time Allotment: 2 Meetings X 30 Minutes

IV. Overview of the Module

The module introduces the element of RHYTHM in music and aims to have
children demonstrate their basic understanding of Sound, Silence, and Rhythm
through performing, creating, listening, observing and responding activities.

V. Competencies/Objectives
The learner
 Claps, taps, chants, and plays musical instruments in response to sound with
correct rhythm:
- In groupings of 2’s
- In groupings of 3’s
- In groupings of 4’s
 Plays simple patterns in grouping s of 2’s, 3’s, and 4’s on classroom
instruments or other sound sources.
 Creates simple ostinato patterns in groupings of 2’s, 3’s and 4’s with body
movements.

VI. Content/Topic: RHYTHM – organization of sound and silence in time.

VII. Resources
a. “Bounce High” Children’s Song
b. “Pan de Sal” Nursery Rhyme
(translation of “Hot Cross Buns” by D. De Vera)

c. “Engine, Engine No. 9” Nursery Rhyme

d. “Pedro Penduko” Philippine Children’s Chant by M. Isleta
VIII. Activities
In music, beats can be grouped into 2’s and 3’s. Let us learn the song
“Bounce High” and pretend you have a big ball in your hands.

“Bounce High” PLEASE PUT

Bounce high, Bounce low PICTURE OF A BIG
BEACH BALL.
Bounce the ball to Shiloh!

Activity 1

Bouncing the Ball

1. Pretend to bounce the ball and catch it while singing.
2. After 2 rounds, put your hands behind your back and put the bouncing ball in
your voices.
3. What did you notice?

Directions: Below are vertical lines that represent the beats of the song “Bounce
High”. Below each line, write an X to show which beat sounded strong. The first
one is done for you.

I I I I I I I I
X
Check your work by singing the song again with the bouncing ball in your
voice. In MUSIC, the beats marked with an X are called STRONG BEATS. Those
without a mark X are called WEAK BEATS.

Examine the vertical lines below.(S = STRONG & W = WEAK ). Choose a

fitting body movement that would clearly show the STRONG BEATS and a
different r body movement that would clearly show the WEAK BEATS.
 Then, using the movements you have chosen for the STRONG and WEAK
BEATS, perform the vertical lines below. Make sure your body movements are
clear.

I I I I I I I I
S W S W S W S W
To make reading music easier, musicians use a line before a strong beat.
These lines are called BAR LINES. The space created between the BAR LINES
is called a BAR.

Activity 2

Counting Bars

I I I I I I I I
S W S W S W S W

Can you count the bars between the bar lines? ______
Did you notice the number of beats in each BAR?

When music has 2 beats in every BAR, the music or the song is moving in
two’s (or in PAIRS)
 If this is so, a big number 2 is then placed at the beginning of the song to
indicate the flow of the song. We now refer to this number as the METER of the
song.

This is why songs/rhymes which move in 2’s, are i called songs in 2 meter.

Do the same by adding the number 2 at the beginning of the beats above.
Sing the “BOUNCE HIGH” again while following the beats above.

Think of a body movement that would clearly show the STRONG beats of the
song and perform the action whenever you sing a STRONG beat.

Activity 3

Drawing the Bar lines

Directions: Recall some of the rhymes or songs that you have learned in the
past modules. Draw vertical lines to represent the beats of the song/rhyme below
and mark the STRONG BEATS with an ACCENT ( ˃ ). Then , draw the BAR
LINES in the correct places. At the beginning of the song/rhyme, write the
number that is the same as the number of beats in each of the BARS.

____________________________________________
TITLE
meter

LINE 1

LINE 2
LINE 3

LINE 4

What did you notice about the location of the STRONG BEATS in your song?
Where are the STRONG BEATS always located inside the BAR?

Activity 4

Guess the Meter

Directions:
1. Let us learn the song “Pedro Penduko” and draw the beats of each line on the
space provided below.
2. Find out the meter of the song by marking the STRONG beats with an
ACCENT ( ˃ ) and keeping the WEAK beats unmarked . Write the correct
meter on the blank provided.

“Pedro Penduko” PLEASE INSERT PICTURE

OF LITTLE BOY WHO
Children’s Chant HASN’T TAKEN A BATH
adaptation by: C. Mirandilla

Pedro Penduko, kumain ng itlog,

Nang hindi maligo iniwan ng kalaro.

LINE 1
meter
 LINE 2
IX. Assessment
With minimal help from your teacher, clap the BEATS again of the rhyme
“Engine, Engine number 9” or the song “Pan de Sal” and choose a body
movement that would clearly demonstrate both the STRONG and WEAK beats.

Using the Rubric below, rate your performance.

SKILLS Can Do Not Yet

1. Can hear and identify a BEAT.

2. Can follow labels of STRONG and WEAK BEATS.

3. Can follow a given beat with the use of body

movements.

4. Can identify the meter of a familiar song.

5. Can correctly move to songs/rhymes in 2 meter

and 3 meter.

X. Synthesis
We have learned in this module that BEATS can be STRONG or WEAK, and
that they can be grouped in 2’s ( 2- Meter) or 3’s ( 3- Meter).
 What do musicians look at before drawing the bar lines between the beats?
 Complete the sentence: To identify the METER of a song/rhyme one must

count the found in every .