Day & TIME Learning Areas Learning Competency Learning Tasks Mode of Delivery

Week 2 MAPEH 8 MUSIC 08 Personal submission by the

Tuesday Music The learners analyzes Music Module 1, Lesson 1(page 6-12 ) Quarter I, parent to the teacher in
1:00- 3:00 musical elements of Week 2 school
selected songs and MUSIC OF SOUTHEAST ASIAN
instrumental pieces Learning Task 1 : listen to the audio of Burung
heard and performed Kakatua and Rasa Sayang,
MU8SE -IIc-h-4 Activity 1: Music analysis (Rasa Sayang )
Instruction: Let the students listen to the Rasa Sayang
music and let them describe the following by
checking:
Time Signature Dynamics A. Dynamics B. tempo
timbre Pitch Form
___ 2 ___ soft ___ fast (allegro)
4 ___ moderate ___ moderate (moderato)
___ loud ___ slow (lento)
___ 3 ___ light
4 ___ bright
___ dark
___ high
___ 4 ___ low
4
___ neutral
___ strophic
___ binary
___ Ternary
___ Rondo

Q: How do you feel after hearing the Rasa Sayang?

Activity 2: Music analysis (Burung Kakatua )
Instruction: Let the students listen to the Rasa Sayang
music and let them describe the following by
checking:
Time Signature Dynamics A. Dynamics B. tempo
timbre Pitch Form
___ 2 ___ soft ___ fast (allegro)
4 ___ moderate ___ moderate (moderato)
___ loud ___ slow (lento)
___ 3 ___ light
4 ___ bright
___ dark
 ___ high
___ low
___ 4
4 ___ neutral
___ strophic
___ binary
___ Ternary
___ Rondo

Q: How do you feel after hearing the Burung Kakatua?

Learning Task 2: record a video of yourself singing
either Burung Kakatua or Rasa Sayang.
 WEEKLY HOME LEARNING PLAN
Day & TIME Learning Areas Learning Competency Learning Tasks Mode of Delivery
Week 2 MAPEH 9 MUSIC 09 Personal submission by the
Oct. 15, 2020 Music The learners explains Music Module 1, Lesson 1(page 12-15 ) Quarter I, parent to the teacher in
Thursday the performance Week 2 school
1:00- 3:00 practice(setting, Music of the Medieval, Renaissance, and
composition, role of Baroque Periods
performers, and Learning Task 1: Name each composer from the
audience) during Medieval, Renaissance and Baroque Period, found
Medieval, Renaissance on the next page. Identify from what period/era they
and Baroque periods; belong. (p. 12)
MU9MRB-Ia-h-2 Learning Task 2 : Read and carefully analyze each
statement.(p13)
Learning Task 3: Fill in the table with Performance
Practices of the Eras
according to the category. (Secular or Sacred).
(p14)
Learning Task 4 :Complete the concept map of
performance settings below by writing the things you
learned about musicians/composers, setting,
audience, performers, and themes of Medieval,
Renaissance and Baroque Period. (p15)
 WEEKLY HOME LEARNING PLAN
Day & TIME Learning Areas Learning Competency Learning Tasks Mode of Delivery
MAPEH 10 The learners describes MUSIC 10 Personal submission by the
Music distinctive musical Music Module 1, Lesson 1(page 3-7 ) Quarter I, parent to the teacher in
elements of given Week 1 school
pieces in 20th cetury MUSIC OF IMPRESSIONISM
styles; What I Know
MU10TC-Ia-h-2 Read the statements carefully and identify what is
being described. Choose the letter that represents
your best answer. Write your answer on a separate
sheet of paper.
What’s In
When you were in Grade 9, you learned about
Western Music and its history from Middle Ages to
the Romantic Period. Let us go back to those eras
of Music. Try to recall the characteristics of music in
the following periods:
What’s New (P. 5,6)
What I Can Do
Listen: Claire De Lune
https://www.youtube.com/watch?v=CvFH_6DNRCY.
While listening to the track, answer the following
guide questions. Use a
separate sheet of paper.
• What musical instrument is being played?
• How did the music affect your mood or feelings in
terms of the general atmosphere of the piece?
What I Can Do
Listen:Bolero
https://www.youtube.com/watch?v=b5V31O8ll14
While listening, answer the following guide
questions on a separate sheet of paper:
• What specific dance form can be performed with
Bolero as music?
• What feelings or emotions does the music evoke?
What’s More
COMPOSERS’ TABLE ACTIVITY. Fill out the table
below by indicating the name of the artists and their
works during the Impressionism Era and answer the
question that follows. Please use a separate sheet
of paper for your answers.
WRITING ACTIVITY. Which among the
compositions of Impressionism inspired you most?
Why?
MUSIC LISTENING ACTIVITY. Play from the
accompanying CD track 1 and write a 3-4 stanza
poem inspired by the musical piece Claire de Lune.