7

Music
Third Quarter – Module 1
Introduction to Music from
Mindanao

Department of Education ● Republic of the Philippines

Music – Grade 7
Alternative Delivery Mode
Third Quarter – Module 1: Introduction to Music from Mindanao
First Edition, 2020
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Published by the Department of Education

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V
Development Team of the Module
Author: Jeepee C. Magallanes, T1
Reviewers: Fe C. Tauto-an, HT III Maria Corazon C. Jumawan, MTII
Maria Rizza G. Jain, T-III Marylene N. Tizon, TII
Jane Marie A. Sumicad, T-1 Genevive J. Cabatania, T-1
Lotis S. Luceñada, T-III
Illustrator and Layout Artist:Markleen L. Guimbao, T1 Jeepee C. Magallanes, T1
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director

Edwin R. Maribojoc, EdD, CESO VI

Schools Division Superintendent

Myra P. Mebato,PhD, CESE

Assistant Schools Division Superintendent

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Bienvenido U. Tagolimot, Jr., EPS-ADM
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de Oro City
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E-mail Address: region10@deped.gov.ph
 7
Music
Third Quarter – Module 1
Introduction to Music from
Mindanao

This instructional material was collaboratively developed and reviewed by

educators from public secondary schools in the Division of Misamis Occidental.
We encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education- Region 10 at
region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

FAIR USE AND CONTENT DISCLAIMER: This SLM(Self Learning Module) is for
educational purposes only. Borrowed materials (i.e., songs, stories, poems, pictures,
photos, brand names, trademarks, etc.) included in these modules are owned by their
respective copyright holders. The publisher and authors do not represent nor claim to
ownership over them. Sincerest appreciation to those who have made significant
contributions to these modules.
 Introductory Message

For the learner:

Welcome to the Music 7 Alternative Delivery Mode (ADM) Module on
Introduction to Music from Mindanao!

The hand is one of the most symbolized parts of the human body. It is often used
to depict skill, action and purpose. Through your hands, you may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner are
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.

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.

What I Have Learned This includes questions or blank

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

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 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.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also provides 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.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions 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 done 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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 Table of Contents

What I Need to Know - - - - - - - - - - - - - -- - - - - - - - - - 1

What I Know - - - - - - - - - - - - - -- - - - - - - - - - 1
What’s In - - - - - - - - - - - - - -- - - - - - - - - - 3
Take Me Back - - - - - - - - - - - - - -- - - - - - - - - - 3
What’s New - - - - - - - - - - - - - -- - - - - - - - - - 3
Watch Me - - - - - - - - - - - - - -- - - - - - - - - - 3
Compare Me - - - - - - - - - - - - - -- - - - - - - - - - 4
What is It - - - - - - - - - - - - - -- - - - - - - - - - 5
What’s More - - - - - - - - - - - - - -- - - - - - - - - - 6
Look at Me - - - - - - - - - - - - - -- - - - - - - - - - 7
Describe Me - - - - - - - - - - - - - -- - - - - - - - - - 8
Side by Side - - - - - - - - - - - - - -- - - - - - - - - - 9
What I Have Learned - - - - - - - - - - - - - -- - - - - - - - - - 9
Fill Me - - - - - - - - - - - - - -- - - - - - - - - - 9
What I Can Do - - - - - - - - - - - - - -- - - - - - - - - - 10
What’s my Function? - - - - - - - - - - - - - -- - - - - - - - - - 10
Assessment - - - - - - - - - - - - - -- - - - - - - - - - 11
Additional Activities - - - - - - - - - - - - - -- - - - - - - - - - 12
Ask me - - - - - - - - - - - - - -- - - - - - - - - - 12
Answer Key - - - - - - - - - - - - - -- - - - - - - - - - 13
References - - - - - - - - - - - - - -- - - - - - - - - - 15

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 What I Need to Know

This module will help you understand and appreciate indigenous music
to strengthen your cultural identity as Filipino. You will be introduced to
various indigenous music and you will correlate its importance to the
community. You will have fun hearing different listening activities focusing on
music from Mindanao.

After going through this module, you are expected to describe the
musical characteristics of representative music selections from Mindanao
after listening (MU7MN-IIla-g-1).

Specifically, you will be able to:

1. identify the musical characteristics of music from Mindanao;

2. compare and contrast the music of the cultural communities; and,
3. write a reflection on the importance of music in society.

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 What I Know

Instructions: Read the statements carefully. Then, write TRUE if the

statement is correct and FALSE, if it is not.

_____________1. Music of Mindanao does not have symbolic

meanings to the community.
_____________2. Western musical education will always fit with the
music from Mindanao.
_____________3. Cultural communities that live near each other will
never have similar musical characteristics.
_____________4. Vocal music of Mindanao follows a strict notation.
_____________5. Mindanao music is diverse and even contrasting.
_____________6. Epic songs only last for an hour.
_____________7. Music is created for entertainment purposes.
_____________8. Vocal music of Mindanao uses melisma, long
phrases, narrow range, fluid singing, and tremolo.
_____________9. People create melodic chants and indigenous
instruments based on the materials available in their
locality.
_____________10. When we study music, we also study culture.
_____________11. The Lumads are the only sources of music in
Mindanao.
_____________12. Mindanao hosts more varied indigenous
communities interacting with Islamized, settler, and
cosmopolitan cultures than any region in the
country.
_____________13. Vocal repertoire is performed either in responsorial
or solo manner.
_____________14. Music in Mindanao can never be performed
together with dances.

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 _____________15. Cultural communities that live near each other may
influence the music of one another.

Introduction to Music from

Lesson
Mindanao

What’s In

Activity 1: Take Me Back!

Instructions: Match the term in Column A to its definition in column B. Write
only the letter of your answer.
Term Definition
A. A trembling effect
1. Melisma B. A group of notes sung to one syllable of text.
C. Relatively small distance between the highest

2. Tremolo and lowest pitches.

D. List of compositions that an individual or
ensemble is prepared to perform or that are
3. Repertoire
available for performance.

What’s New

Activity 2: Watch Me!

Instructions: Watch a T’boli chant at https://tinyurl.com/tbolichant or ask a
copy of the video file from your teacher and answer the
following questions.
1. Is there a musical accompaniment?
2. Did the chant follow a musical score?

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 You are correct. There is no musical accompaniment nor it follows a
musical score.

Activity 3: Compare Me!

Instructions: Below are the pictures of the two boat lutes from two different
cultural communities. Copy the descriptions and connect the
similar descriptions using a straight line ( ) and dissimilar
descriptions using broken lines( - - - - -).

Piyapi of the Higaonon Manobo Kutiyapi of the Maguindanao

Images taken from: Brandeis, Hans. 2017. "A Boat Lute of Odyssey". Agung, 2017.

Two Stringed Instrument Two Stringed Instrument

Piyapi Kutiyapi

Symbolic meaning: Symbolic meaning:

Crocodile or monitor lizard heron or peacock

Boat Lute Boat Lute

Box shape, with carved Boat shape, with a head

crocodile or lizard head as extension in the shape
body extension of the bird head and flat
back cover

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 What is It

In Mindanao, Christians, Muslims, and Lumads live together. These

various communities speak of multifarious lifeways, diverse and even
contrasting. There are communities that reside beside each other. One
influences the other. Their practices and values are also overlapping.

It is peopled by about 18 indigenous communities and multifarious

settler groups from the North. Mindanao is likewise home to 13 Islamized
communities with cultural ways manifested in their creative expressions.

Music is organic to these cultural communities which used music in

different social functions. Some of these are sacred in nature and they play an
important role in the society. Thus, careful understanding and respect should
be observed at all times.

With these, music in Mindanao is an intricate yet an interesting matter

to study with. Sometimes formal parameter of musical expressions from the
west may not work for music from Mindanao.

Characteristics of music from Mindanao:

1. Music has functions. The music could be for, rituals of children,

lullabies, courtship and marriage, death, occupation, good
harvest, socialization, etc. It reveals how important are the
creative expressions to the life of the community;
2. Cultural communities occupying shared boundaries exhibit
similarities in their music (Vocal and Instrumental);
3. The styles of singing used for vocal music are melismatic (group
of notes sung to one syllable of text), long phrases, narrow
range, fluid singing, and tremolo (trembling effect);
4. Vocal repertoire is performed either in responsorial or solo
manner;

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 5. Epic songs may be chanted at weddings, gatherings to entertain
guests or simply as evening entertainment for the villagers
themselves. This may last for one or more nights;
6. In some cultural practices, music should be mixed with literature,
dance, etc. to yield a specific performance. Thus, music cannot
be detached from the other art forms; and,
7. People create melodic chants and indigenous instruments
based on the materials available in their place.

Listen to a musical performance of a Higaonon at

https://tinyurl.com/higaononG7 or ask a copy of the audio/video file from your
teacher. Discover the musical characteristics of Mindanao music present in
the performance.

The video is indeed captivating. It also revealed the following musical

characteristics:

1. Music has functions. It reveals how important are the creative

expressions to the life of the community.
2. Vocal music uses melisma, long phrases, narrow range, fluid
singing, and tremolo.
3. In some cultural practices, music should be mixed with literature,
dance, etc. to yield a specific performance. Thus, music cannot be
detached from the other art forms.
4. People create melodic chants based on the materials available
where they lived.
5. Vocal repertoire is performed in a solo manner.

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 What’s More

Now that you have practiced your listening skills to the beautiful
music of your homeland, enrich it with the succeeding activities.

Activity 4: Look at Me!

Instructions: Watch Darangen at https://tinyurl.com/g7darangen. Name
five characteristics of Mindanao music that you can conclude
from the video. After which, identify the social functions of
Darangen.

Darangen is a Maranao epic chant. It is awarded as Philippine

masterpiece of oral and intangible heritage of humanity by United Nations
Educational, Scientific and Cultural Organization (UNESCO).
Comprising 17 cycles and a total of 72,000 lines, the Darangen
celebrates episodes from Maranao history and the tribulations of mythical
heroes. In addition to having a compelling narrative content, the epic explores
the underlying themes of life and death, courtship, love and politics through
symbol, metaphor, irony and satire. The Darangen also encodes customary
law, standards of social and ethical behavior, notions of aesthetic beauty, and
social values specific to the Maranao.

1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________

Functions:
______________________________________________________________
______________________________________________________________

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Activity 5: Describe Me!

Instructions: Below the pictures are descriptions of the musical instruments.

Copy the succeeding table and write their similar and dissimilar
descriptions. After which, complete the statement that will
explain your answer in the table.

Images taken from: Brandeis, Hans. 2017. "A Boat Lute of Odyssey". Agung, 2017.

Name: Kuglung Kuglung

Cultural Community: Tagabawa Manobo Ata Manobo

Place: Davao del Sur Davao City

Southern Mindanao Central Mindanao

Symbolic Meaning: Monitor Lizard Monitor Lizard

Horse Horse

Shape: Boat shape; Medium-sized; Bilateral, oblique and,

head extension in the shape thus, intersecting tuning

of a horse head. pegs.

No. of Strings: two two

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 Similarities Differences

1. 1.

2. 2.

3. 3.

Kuglung of Tagabawa Manobo and Ata Manobo has similarities

because
________________________________________________________.

Activity 6: Side by Side!

Instructions: After listening to a T’boli chant at

https://tinyurl.com/tbolichant and Darangen at
https://tinyurl.com/g7darangen complete the table by
supplying the correct details.

T’boli Chant Darangen

Style of Singing

Function

Cultural Community

What I Have Learned

Activity 7: Fill Me

Instructions: Copy the paragraphs below and complete the statements by

filling in the correct answers.

Mindanao is the home of Christians, Muslims and Lumads. The

communities that live near or have constant interaction with each other will

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exhibit 1.___________ in their music. Mindanao music does not only exist for
entertainment but also plays an important role in the community. Therefore, it
has 2. __________.

Vocal music uses 3.___________, 4.___________, 5.___________,

6.___________, and 7.___________. There are indigenous music in cultural
communities that cannot be separated from other art forms like literature,
dance, etc.

It is important to understand and respect the cultural communities of

Mindanao in order to live harmoniously with each other.

What I Can Do

Activity 8: What’s my Function?

Instructions: Observe the people in your barangay whenever they are using
or making music. Write their names and the song or instrument
used and its purpose. Complete the table below.

Name Name of Song or Instrument Function

John Cabatsa Budots Socialization –

Gatherings (disco)

1.

2.

3.

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 Assessment

Instructions: Read the statements carefully then write TRUE if the statement
is correct and FALSE, if it is not.

________1. Music is created for entertainment purposes only.

________2. The Lumads are the only sources of music in Mindanao.

________3. Western musical education will always fit with the music of
Mindanao.

________4. Vocal repertoire is performed either in responsorial or solo

manner.

________5. Vocal music of Mindanao follows a strict notation.

________6. Mindanao hosts more varied indigenous communities interacting

with Islamized, settler, and cosmopolitan cultures than any region
in the country.

________7. Cultural communities that live near each other will never have
similar musical characteristics.

________8. Music of Mindanao does not have symbolic meanings to the

community.

________9. Mindanao music is diverse and even contrasting.

________10. Music in Mindanao can never be performed together with

dances.
________11. Vocal music of Mindanao uses melisma, long phrases, narrow
range, fluid singing and tremolo.
________12. People create melodic chants and indigenous instruments
based on the materials available in their locality.
________13. When we study music, we also study culture.
________14. Cultural communities that live near each other may influence the
music of the other.

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________15. Epic songs only last for an hour.

Additional Activities

Activity 7: Ask Me!

Instructions: Interview any member of the family. Ask him/her the following
guide questions and complete the sentence by writing his/her
responses on the space provided for.

1. What song is very important to you?

_________________ is very important to me.
2. Why is it important?
It is important to me because
______________________________________________________
_____________________________________________________.

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 Answer Key

What’s More
Activity 3: Look at Me

 Music has functions. It reveals how important are the creative

expressions to the life of the community.
 Vocal music uses melisma, long phrases, a narrow range, fluid singing
and tremolo.
 Epic songs may be chanted at weddings, gatherings to entertain guests
or simply as evening entertainment for the village themselves.
 music is incorporated with literature, dance, etc. to yield a specific
performance.

Social relevance: Source of information regarding the Maranao value system,

social etiquette, mythology and marriage customs and traditions.

What I Know Assessment What’s More

1. FALSE 1. FALSE Activity 4: Describe Me
2. FALSE 2. FALSE
Similarities:
3. TRUE 3. FALSE  Name
4. FALSE 4. TRUE  Symbolic Meaning
 No. of strings
5. TRUE 5. FALSE
6. FALSE 6. TRUE Differences:
 Cultural Community
7. FALSE 7. FALSE  Place
8. TRUE 8. FALSE  Shape
9. TRUE 9. TRUE Kuglung of Tagabawa
10. TRUE 10. FALSE Manobo and Ata Manobo has
11. FALSE 11. TRUE similarities because cultural
12. TRUE 12. TRUE communities music occupying

13. TRUE 13. TRUE shared boundaries exhibits similar

14. TRUE patterns.

14. FALSE
15. TRUE 15. FALSE

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 What I Have Learned
1. Similarities
2. Function
3. Melisma
4. Long phrases
5. Narrow range
6. Fluid singing
7. tremolo

What’s New
Activity 2: Compare Me!

Two Stringed Instrument Two Stringed Instrument

Piyapi Kutiyapi

Symbolic Meaning: Symbolic Meaning:

Crocodile or monitor lizard heron or peacock

Boat Lute Boat Lute

Box shape, with carved Boat shape, with a head

Crocodile or lizard head as extension in the shape of
Body extension the bird head and flat back
Cover

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 References

Book

Fernandez, Steven Patrick. 2018. Representation, Meaning, And

Identity. Iligan City: MSU-Iligan Institute of Technology Culture
and Arts Studies Center.

Ebook

Peralta, Jesus. 2000. GLIMPSES: Peoples Of The Philippines. Ebook.

1st ed. Manila: National Commission for Culture and the Arts.
https://docs.google.com/viewerng/viewer?url=http://ncca.gov.ph/w
p-content/uploads/2018/10/GLIMPSES-Peoples-of-the-
Philippines.pdf&hl.

Magazine

Brandeis, Hans.
2017. "A Online Journal
Boat Lute of
Odyssey".  Brandies, Hans. 2019. "The Boat Lutes Of
Agung, The Philippines".
2017. ETNOGRAFIA.http://etnografia.kunst
kamera.ru/files/etnografia_journal/
2019_01/brandiesh.pdf.

Online Video

BCFilms. 2018. Higaonon Sings About A Story Of Peace And

Reconciliation. Video. Retrieved on July 18, 2020 from
https://www.youtube.com/watch?v=0vzS0PjwgDY.

Brandies, Hans. 2018. Tboli Chanting – Ye Gas Sings!. Video. Retrieved

on July 18, 2020 from https://www.youtube.com/watch?
v=o_MaPJuzLKQ.

NCCA Philippines. 2012. The Darangen - Kapagondoga. Video.

Retrieved on July 18, 2020 from https://www.youtube.com/watch?
time_continue=101&v=ROqbx9VptlA&feature=emb_logo

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For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang,

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph