8

NOT

MUSIC
Quarter 3- Module 1
UNIT III
South, Central, and West Asian Music

Department of Education ● Republic of the Philippines

Music - Grade 8
Alternative Delivery Mode
Quarter 3 – Module 1: South, Central, and West Asian Music
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Writer: Irene F. Tabunan
Reviewers: Sherwin A. Cuerdo, SEPS-SMN/ OIC, EPS MAPEH
Julita A. Lauroza, MT-I

Illustrator: Joemar P.Valdevilla

Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD.

Assistant Schools Division Superintendent
Pablito B. Altubar
CID Chief
Members: Sherwin A. Cuerdo, SEPS-SMN/ OIC, EPS MAPEH
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II
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8
 Music
Quarter 3 - Module 1
UNIT III
South, Central, and West Asian Music
 This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

This page is intentionally blank
 Table of Contents

What This Learning Package is About ............................................................................................... i

What I Need to Know .............................................................................................................................. ii
How to Learn from this Learning Package ........................................................................................iii
Learning Competencies/Objectives…………………………………………………………………. .iv
Icons of this Learning Package ............................................................................................................v

What I Know ……………………………………………………………………………………….vi

Lesson 1:
(Music of INDIA)
What I Need to Know..................................................................................................1
What is It ........................................................................................................................2
What’s New Activity 1: Hear Me or Watch Me ................................................3
What’s More Activity 2:Music Listening/Video Watching ...........................4
What Is It Instrumental Music of India………………………………………......5
What’s More .................................................................................................................12

What I Have Learned Activity 3: Listen to Discover…………………………….13

Activity 6: Knowing You More…………………..………..14
Activity 7: Name It!...................................................................15

What I Can Do Activity 8: Scrapbook Making……………………………...……..16

Lesson 2:
(Music of PAKISTAN)
What I Need to Know..................................................................................................18
What’s New KWLR Chart ....................................................................................... ..19
What Is It Vocal Music of Pakistan ....................................................................... ..19
What’s More Activity 2: Hear Me! ……………………………………………………20
What I Have Learned Activity 4: Peace, Order and Organize…………...……23

What’s In Activity 8: Sing It Move It!..........................................................................24

What I Can Do Activity 6: Scrapbook Making……….……………………………26

Lesson 2:
(Music of West Asia-ISRAEL)
What I Need to Know……………………………………………………………….....28
What’s New Activity 1: Music Listening and Video Watching ................................. .30
What I Have Learned Activity 3: Word Search in the Middle Earth………….…..34
 What I Can Do Activity 6: Watch and Perform……………………………………...35
What’s More Activity 4: Speed Instrumental Music-Cussion…………………..........37
What’s In Activity 5: It’s Singing Time!..............................................................................38
What’s More Activity 6: Rig Your Heart with Pasyon………………………………………..40
What I can Do Activity 7: Scrapbook Making………………………………………………..41
Activity 8: Show What You GOT!CELEBRATION…………………….…...43

Assessment: (Post-Test)………………………………………………………………..….44
Key to Answers………………………………………………………………………………….....45
Summary…………………………………………………………………………………...46
References……………………………………………………………………………………....48
This page is intentionally blank
 What
What ThisThis Module
Module is About
is About
In this module, they are expected to demonstrate understanding of the Music of Central
Asia, South Asia and West Asia focusing in:
➢ The prominent features of the vocal and instrumental music of South, Central,
and West Asian Music of India, Pakistan and Israel.
➢ How the music of South, Central, and West Asian Music of India, Pakistan
and Israel reflect the different aspects of West Asian culture through its
Cultural Context (history & traditions) Composition
➢ The different cultural and musical practices of India, Pakistan and Israel as
expressed through their feelings towards each other, to the environment, their
Social functions Performance styles/techniques.

www.freeworldmaps.net

I
 What I Need to KNOW!

At the end of this module, you as a learner are expected to:

➢ demonstrate understanding of musical elements and processes by

synthesizing and applying prior knowledge and skills. (MU8WS-IIIa-g-1)
➢ demonstrate understanding of salient features of music from Music of
Central Asia, South Asia and West Asia by correlating musical elements and
processes to our native forms. (MU8WS-IIIc-h-8)

How to LEARN from this Module

To achieve the objectives cited above, you are to do the following:

1. Put a smile on your face.
2. Pray for Wisdom, Endurance and Understanding upon reading and
answering this module.
3. Remove anything that will disturb/distract your work and please
FOCUS.
4. Carefully read all the lessons diligently.
5. Answer this module honestly and seriously.
6. Give ample time on going thru each lesson.
7. Answer the pretest honestly; the purpose of the pretest is for you to
determine your prior knowledge before going thru the lessons and
activities.
8. If you have a hard time understanding the lessons and activities,
please do take a break. Having breaks between lessons and activities
will give you some space where you can absorb the lesson well.
9. You can use the internet if you need more information about the
lesson.
10. Contact your subject teacher if you have some questions about the
submission of your output.

II
 Icons of
Icons of this
thisModule
Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

III
 Pre-test

STUDENTS: Before you start answering, let us

find out how much you know about South,
Please FOCUS Central and West Asia. Here are some activities
prepared for you.
Are you ready?

What I Know

Activity 1: Name It!

Direction: From the pictures of costumes, folk symbols, artworks, scenery and other
aspects of culture of the South, Central and West Asian countries (India, Pakistan and
Israel);identify the origin of the objects. Write your answers on your activity notebook. Are you
familiar with these instruments? Name as many as you can!

https://en.wikipedia.org/wiki/Tabla

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

Table Oud Harmonium sitar Jewish Lyre shofar Goblet Toft Rubab

IV
So do you now have an idea of the things that we will
be learning this quarter?
It’s time to make your learning goals and specify the
things that you would want to learn about the music
of Central Asia, South Asia and West Asian
Countries.

Write your goals in your Activity Notebook. Follow the guide below:

Learning Goals and Target

At the end of this module,

a. I would like to know about __________________________________

b. I would like to be able to do the ff_____________________________
c. I would like to understand ___________________________________
d. I would like to perform or produce_____________________________

Students will write their goals in their Activity Notebook

Now that you have

written your goals for
this quarter, it’s time for
us to officially start the
lesson.

www.Pinterest.com

Reading Time!
MUSIC has always been viewed as a universal language. In the
vast region of Asia, religious music has been a common ground in
uniting people with different languages, cultures and norms.

www.Pinterest.com

V
 Title of the Lesson

Lesson MUSIC OF INDIA

1
What I Need to Know

INDIA
is the largest country in South Asia. Its music is
as vast as its geographic location and as large as
its demographic population. The music of India
reflects different aspects of Asian culture through
its timbre, rhythm, melody, texture, form and
style. In general, Indian music remains
fundamental to the lives of the people of India as
sources of spiritual inspiration, cultural
expression and entertainment.
https://www.google.com/search?q=bitly+image

https://www.google.com/search?q=bitly+image%2FGalaxy+of+Musicians+by+Raja+Ravi+Varma+&tbm=isch&ved=2ahUKEwiuxZaRpanqAhVYA6YKHcZVAkoQ2-

Galaxy of Musicians by Raja Ravi Varma

1
 Have you ever watched a Hindu singing or
dancing?
What is your impression on their way of
singing or dancing?
How important is music to their daily life?

What Is It

VOCAL MUSIC

India's classical music tradition, includes Carnatic and Hindustani music which
have developed over many centuries.Music of India also includes several types of folk
and popular music. One aspect of vocal music uses melismatic singing with nasal vocal
quality, as compared to the Philippine music which uses melismatic singing only in
chanting epics and the pasyon.
Singing based on a set of pitches was popular even from the Vedic times. The
Samagana style of singing developed into a strong and diverse tradition over several
centuries becoming an established part of contemporary traditions in India. The hymns
in Sama Veda, a sacred text, were sung as Samagana and not chanted. Sama Veda
is the third of the four Vedas of Hinduism but ranks next to Rig Veda (Rigveda) in terms
of its sanctity and liturgical importance.
Rig Veda is also sung in the Samagana traditional singing style. Because of
its liturgical importance, Rigveda is counted as first among the four canonical sacred
texts of Hinduism known as Vedas. Rig Veda is an ancient Indian sacred collection of
Vedic Sanskrit hymns. Some of its verses are still recited as Hindu prayers at religious
functions and other occasions.
Characteristics of Traditional Music from India:
1. Carnatic music
o refers to music from South India
o directed to a Hindu god, which is why it is called “temple music”
o unlike Hindustani music, Carnatic music is unified where schools are
based on the same ragas, same solo instruments (veena, flute, violin)
and the same rhythm instrument (mridangam and ghatam)
o music pieces are mainly set for the voice and with lyrics o compositions
called krti are devotional songs

2
 What’s New

Activity 1: Hear Me or Watch Me!

Direction: 1 You can either watch @ youtube channel if you have internet connection
at home. If none, you can listen to radio.
2.Listening Radio Base Instruction (RBI)
Listen to learn more about Carnatic Music. Then, write your observation in
your activity notebook.

3. Watch to the examples of Carnatic vocal music of India.

For you to understand and enjoy this activity, use the guide questions
provided. Additional Audio/Visual Activity : You may watch the
following links online:
o Carnatic Flute – Tamboori by Heramba &
Hemantha
www.youtube.com./watch?v=GvWkHsfXFGQ
o Carnatic Vocal, www.carnaticsangeetham.com

Based on the videos, answer the guide questions in your activity notebook:
1. What is your impression about the music you have heard?
_________________________________________________________________________
________________________________________________________________________
2. What instruments were used in the music samples?
_________________________________________________________________________
_________________________________________________________________________
3. What is your impression on their way of singing or dancing?
_________________________________________________________________________
________________________________________________________________________
4. How would you compare the kind of music they have to the types of music we have in
this generation?
_________________________________________________________________________
_________________________________________________________________________
5. Is the song fast, slow or does the tempo vary?
_________________________________________________________________________
_________________________________________________________________________

3
1. Hindustani music
o goes back to Vedic period times around 1000 BC
o further developed in the 13th and 14th centuries AD with Persian influences
and from existing religious and folk music
o predominantly found in the northern and central regions
o 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
o Nasal singing is observed in their vocal music
o in North India, the most common style of singing is called khyal, a word
which means imagination

What’s More
Activity 2: Music Listening/Video Watching
Direction: 1. You can either watch @ youtube channel if you have internet
connection at home. If none, you can listen to radio.
1.Listening Radio Base Instruction (RBI)
Listen to learn more about Hindustani Music. Then, write your observation
in your activity notebook.

2. Watch to the examples of Hindustani vocal music of India.

For you to understand and enjoy this activity, use the guide questions
provided.
Additional Audio/Visual Activity : You may watch the following
links online:
o Hindustani Classical Music, www.wildfilmindia.com
o Pt.Bhimsen Joshi-Classical Vocal,
www.youtube.com//watch?v=KAJYXm067ns

Based on the videos, answer the guide questions in your activity notebook:

1. What is your impression about the music you have heard?

________________________________________________________________

_______________________________________________________________

4
 2. What instruments are used in the music samples?

________________________________________________________________

________________________________________________________________

3. What mood of feelings does it express?

________________________________________________________________

________________________________________________________________

4. How do the instruments help express the mood of the piece?

________________________________________________________________

________________________________________________________________

5. Is the song fast, slow or does the tempo vary?

_______________________________________________________________

What is it!

After learning about the VOCAL music of India, the next topic
will help you learn the INSTRUMENTAL music of India.

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 system for 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 class of instrument in India. It may also be a melodic
instrument or instruments to keep tal.

1. Ghatam - large, narrow-mouthed

earthenware water pot used as a
percussion instrument in India.
Unlike other Indian percussion
instruments,
https://www.google.com/search?q=bitly+image%2Fmusical+instrumen

5
 2. khartal or kartal - is a
percussion instrument of India.
Khartal is an
ancient instrument mainly used in
devotional / folk songs. It has
derived its name from Sanskrit
words 'kara' meaning hand and
'tala' meaning clapping.
https://www.google.com/search?q=wikipedia+images%2Fkarta%2Fmusical+instrument6QVtQ-23sM&imgdii=BL2zIoXGt4OE2M

3. Manjira - (also spelled manjīrā

or manjeera), jalra, or gini is a pair of
clash cymbals, originating in
the Indian subcontinent, which make
high-pitched percussion sounds. In its
simplest form, it consists of a pair of
small hand cymbals.

https://www.google.com/search?q=wikipedia+images%2FManjira%2Fmusical+instrumeni

4. Nout(a.k.a. Nuht) - , is a small

pot used in Kashmir as a percussion
instrument. It may be thought of as
a north Indian ghatam.

https://www.google.com/search?q=Bitly+Image/musical+instrument+of+india/Nout&hl=en&sxsrf=ALeKk02-hC3302ve5Hl2L6nYcR1t3XyhOw:1593660302985&tbm=isch&source=iu&ictx=1&fir=vrL9IX9Se8JGAM%2

6
2. Avanaddh - described as a membranous percussive instrument. This class of
instruments typically comprise the drums.

1. daf is a large Kurdish and

Persian frame drum used in
popular and classical music.
Moreover, is it also used in
religious ceremonies among
Kurds. The Daf is also
considered as the
national musical instrument of
Pakistan. ... Some pictures of
dap have been found in
paintings that date before the
https://www.google.com/search?q=bitly+image%2Fmusical+instrument
Common Era.

2. Dhol is depicted in earliest

ancient Indian sculptural arts
as one of the chief
percussion instruments for
ancient Indian music along
with tabla. Ain-i-Akbari, .

https://www.google.com/search?q=bitly+image%2Fmusical+instrument

3. Tabla is a membranophone
percussion instrument originating
from the Indian subcontinent,
consisting of a pair of drums, used in
traditional, classical, popular and folk
music. ... Each is made of hollowed
out wood or clay or brass, the daya
drum laced with hoops, thongs and
wooden dowels on its sides.

https://www.google.com/search?q=bitly+image%2Fmusical+instrument

7
3.Sushir – also known as blown air. It is characterized by the use of air to excite the
various resonators

1. Shank - It is the shell of a large

predatory sea snail, Turbinella
pyrum, found in the Indian Ocean..
In Hindu mythology, the shankha
is a sacred emblem of the Hindu
preserver god Vishnu. It is still
used as a trumpet in Hindu ritual,
and in the past was used as a
war trumpet

https://www.google.com/search?q=indian%20shankh%20instrument

2. Bansuri - is a side
blown flute originating from
the Indian subcontinent. It is an
aerophone produced from
bamboo, used in Hindustani
classical music.
Other names: Baanhi, Baashi,
Bansi, Basari, M...
Classification: woodwind
instrument
https://www.google.com/search?q=bitly+image%2Fmusical+instrument

3. Shehnai - double-reed
conical oboe of North India. The
shehnai is made of wood, except for a
flaring metal bell attached to the
bottom of the instrument, and
measures about 12–20 inches (30–50
cm) in length, with six to eight keyless
finger holes along its body.

https://www.google.com/search?q=bitly+image%2Fmusical+instrument

8
 4. shruti box (sruti box
or surpeti)- is an instrument,
originating from
the Indian subcontinent, that
traditionally works on a system
of bellows. It is similar to a
harmonium and is used to
provide a drone in a practice
session or concert
of Indian classical music.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+india%2Fshruti+box&tbm=isch&ved=2ahUKEwiOxsjb0avqAhVFUpQKHTZQAswQ2-

4. Tat – referred to as vina during the old civilization. This class of instruments
are plucked (stringed instruments)

1.Sitar (English: /ˈsɪtɑːr/ or /sɪˈtɑːr/; सितार,

Punjabi: ਸਿਤਾਰ, sitāra pronounced [sɪˈtaːr])
is a plucked stringed instrument,
originating from the Indian subcontinent,
used in Hindustani classical music. The
instrument was invented in medieval
India and flourished in the 16th and 17th
centuries and arrived at its present form in
18th-century India.

https://www.google.com/search?q=Bitly+image%2Fmusical+instrument

2. Gutovadyam also known as

veena (IAST: vīṇā) comprises a
family of chordophone instruments
from the Indian subcontinent.
Ancient musical instruments evolved
into many variations, such as lutes,
zithers and arched harps.

https://www.google .com/search?q=wikipediaimage%2Fmusical+in strument+of+india %2FGotuvadyam&tbm=isch&ved=2ahUKEwjn0prX16vqAhVIdJQKHXXBBIMQ2-

9
 3. Ektar or gopi yantra is a very simple
folk instrument mainly played by Baul
singers in Bengal. The single string is
plucked openly with one finger or a
plectrum. The pitch can be lowered
considerably by pressing both halves of
the forked bamboo neck together, thus
reducing the tension of the string.

https://www.google.com/search?q=wikipediaimage%2Fmusical+instrument+
AoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=cVD8XtbRLoPo0QSSn4KoCg&bih=657&biw=1366#imgrc=utpG1QRZSEqxHM&imgdii=KobmmXIYMXyOeM

4. Gopichand like the ektara, is a one-string

instrument used in Bangladesh, India and
Pakistan. In origin the gopichand and ektara is
a regular string instrument of wandering bards
and minstrels from India and is plucked with
one finger. The gopichand usually has a
stretched single string, an animal skin over a
head (made of dried pumpkin/gourd, wood or
coconut) and pole neck or split bamboo cane
neck.

https://www.google.com/search?q=Bitlyimage%2Fmusical+instrument+of+india%2FGopichand&tbm=isch&ved=2ahUKEwi-
sNSv26vqAhVqGKYKHfKtBGkQq4c5B__aeiRXM&imgdii=O3o87YiyK2ylSM

5. Rabab was introduced to

the Indian classical music scene
around the fourteenth and fifteenth
centuries. It rose to the zenith of fame
in the sixteenth century and remained
there as the most popular
string instrument along with the rudra
veena till the eighteenth century.

https://www.google.com/search?q=Bitlyimage%2Fmusical+instrument+of+india%2FRabab&tbm=isch&ved=2ahUKEwjmhpCk3avqAhVHUpQKHdBB COMQ2- J1CfDVj8 KWDcMWgAcAB4AIABzQKIAdQWkgEHMC44LjQuMpgBAKABAaoBC2d3cy13aXota

10
 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.

1. Banam – is a
class of folk
fiddles found
among the Santal
people of North
East India and
Bangladesh

https://www.google.com/search?q=Bitly+Image/musical+instrument+of+india/Banam&hl=en& 2ahUKEwiIs62D46vqAhUCFogKHapIBdUQ_AUoAXoECA4QAw&biw=1366&bih =657#imgrc=VxgJpYsUX26LxM

2. Esraj is an Indian
stringed instrument found in two
forms throughout
the Indian subcontinent.
It is a relatively
recent instrument, being only
about 300 years old. It is found
in North India, primarily Punjab,
where it is used in Sikh music
https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+in dia%2FEsraj&tbQYKqPEGgAcAB4 AIABhQKIAZwQkgEFMC40LjaYAQCgAQGqAQtnd3Mtd2l6 LWltZw&sclient=

3. Chikara is a simple spike

fiddle played, similarly to
the sarangi or sarinda, by
sliding fingernails on the strings
rather than pressing them to
touch the fingerboard.[1] It has 3
strings, two horse hair and one
steel,[2] in 3 courses and is
tuned C, F, G

https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+india%2Fchikara&tbm=isch&ved=2ahUKEwjFlIj65avqAhUIdJQKHelEC7wQ2-

11
 4. Sarangi is a bowed
stringed instrument with a
skin-covered resonator. The
typical sarangi is made by
hand, usually from a single
block of wood. The four
playing strings on this
instrument are made of goat
gut, and the seventeen
sympathetic strings are made
of steel.

https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+india%2FSarangi&tbm=isch&ved=2ahUKEwj-uan-5avqAhUNvZQKHU3hCwUQ2-

What’s More

TALA

Rhythm plays an important role in Indian music. It is fundamental to the creation

of any musical system. Certainly, from a historic stand point, 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;’ variously transliterated as “tal”, “taal” or “taala”

- is a regular, repeating 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

Tabla - most common instrument for keeping rhythm in Hindustani music

Mridangam - most common instrument for keeping rhythm in Carnatic music

- also transliterated as “mridang”

12
 Student’s Performance Task

What I Have Learned!

Activity 3: Listen to discover!

Direction: Radio Base Instruction (RBI)
1. Listen to learn more about Interactive Music featuring Musical
Instruments of India. After you tune in, write your observation in your
activity notebook.

www.Pinterest.com

Activity 4: Watch ME!

Direction: 1.Watch a short video clip about Interactive Music featuring Musical
Instruments of India from the given links below and write down your observation
about the presentation in your activity notebook.

If available, use the interactive listening tools

by William Alves, in his audio-cd
recordings: Interactive Music of the World,
featuring musical instruments of India.
www.youtube.com
www.Pinterest.com

ACTIVITY 5: Which Is Which?!

Direction:Study the words written in the box. Identify which word fits the description
of Carnatic and Hindustani music. Write your answers on your Activity Notebook.

Khyal Southern Nasal

Temple Music Singing Lyrical
Unified Persian Influence CARNATIC MUSIC HINDUSTANI MUSIC
Northern Krti Imagination
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
 13
What’s More

Activity 6: Knowing You More!

Direction: Use graphic organizers as illustrated below or make your own
organizer to present ideas effectively. On your Activity Notebook, make a
diagram that can describe both musical ensembles. Use the following as your
guide.

Carnatic Hindustani
Music Music

Carnatic Music Common Hindustani Music

n

14
ACTIVITY 7: Name It!
Direction: Name the following Indian musical instruments. Write the answers in your Activity

2.________________________ 3.___________________________

1._________________________

4._________________________ 5.__________________________ 6.__________________________

7.__________________________ 8._________________________ 9._________________________

10.________________________ 11._______________________ 12._______________________

13.______________________ 14________________________ 15.______________________

Notebook.
15
 What I can do

ACTIVITY 8: Scrapbook Making

Direction:Make a scrapbook of INDIA musical instruments. Carefully organize

the pictures in your scrapbook and include a brief description about each
instrument. Refer to the following assessment rubric for the criteria.
Scrapbook Rubrics
Points 4 3 2 1 Earned
Assessm
ent
Advanced Approaching Developing Beginner Sel Tea
Proficiency f cher
Content Information is Main points Some main Main points
complete and are covered points and are not
is enhanced but lack details are complete
by accurate some missing and are
and details greatly
appropriate lacking in
details detail
Pictures, Number and More and Very little
photographs, types of better pictorial
or other similar visuals are visuals representatio
devices add to adequate, could be n is present;
overall as are used;
effectiveness captions captions captions are
of the only incomplete
scrapbook; identify and
captions are label rather
relevant and than
explanatory explain
Space, shapes Design Shows There is no
and colors elements evidence of consideration
provide and use of of design
information principles some elements
themselves and used are design and
add to the adequate elements principles
overall and
effectiveness of principles
scrapbook
All sources are The Sufficient The list of
properly and minimum number/typ sources is
thoroughly number/type es of inadequate
cited; the s of sources sources in number /
number / types are present are lacking; types and
of sources are and are not all format of
exceeded cited citations items
properly are
formatted
properly

16
Theme There is Most of the Only a Confusing
wholeness about information portion of the and/ or
the scrapbook; the relate to the information inconsistent
theme is theme of the relates to the
consistent scrapbook. The theme of the
throughout. The cover is scrapbook.
cover clearly relevant to the The cover is
identifies the contents. unclear
theme. in its
message.

Overall The All the Only some Few of the

effectiv requirements of requirement s of the assignment
eness the assignment of the assignment requirements
have been assignment requiremen ts have been met.
exceeded. The have been are fulfilled. The
scrapbook is very fulfilled. The The presentation as
creative and scrapbook scrapbook a whole lacks
interesting. is neat and lack neatness.
presentable. neatness.

Congratulations! Well done!

17
 Title of the Lesson
Lesson
PAKISTAN MUSIC
2
What I need to Know

https://www.google.com/search?q=bitly+image%2Fculture+of+pakistan+&tbm=isch&ved=2ahUKEwjyw5H6-a3qAhUJCpQKHY1HDJwQ2-

Pakistan
Central Asian music encompasses numerous different musical styles
originating from a large number of sources. Though Pakistan is part of South Asia, its
western part is considered as extended Central Asia.

Pakistan is known for its unique vocals. The distinctive Pakistani sound was
formed with multiple influences not only from various parts of South Asia but also
includes diverse elements from Central Asia, Persia, Turkey and the Arab world.
This lesson will show you the traditional instrumental and music vocal of

Pakistan.

18
 What’s New

Activity 1: KWLR Chart

Direction: Fill in the information needed on the first and second column of the chart

about the Music of India, Pakistan and Israel. The third and the fourth column will be

use at end of the lesson.

What you Want to

What you Know know What you Learned What you Realized

What is it

VOCAL MUSIC OF PAKISTAN

Pakistan is known for its two vocal styles in singing:
1. Ghazal
o are traditional expressions of love, separation and loneliness; it tells about both
the pain of loss of the lover and the beauty of love in spite of that pain
o its structural requirements are more strict than those of most poetic forms
traditionally written in English
o is considered by many to be one of the principal poetic forms the Persian
civilization can be sung by both for men and women.

2. Qawwali
o the devotional music of the Chishti Order
o a vibrant musical tradition that stretches back more than 700 years
o originally performed mainly at Sufi shrines throughout the subcontinent and
gained mainstream popularity

19
 What’s More

Activity 2: HEAR ME!

Direction: (RBI)
Listen to learn more Ghazal and Qawwali vocal music of Pakistan. After you tune in,
write your observation in your activity notebook.

Activity 3: LEARN from ME!

Direction: Watch to the examples of Ghazal and Qawwali instrumental and vocal music
of Pakistan from the given links below and wrote down your observation about the
presentation in your activity notebook.
Additional Audio/Visual Activity: You may watch the
following links online::
o Rahat fateh ali khan-best qawwali,
www.youtube.com
o Nusrat fateh ali khan-best qawwali,
www.youtube.com
Additional Audio/Visual Activity: You may watch the
following links online::
Pakistani Ghazal-Payam e Mashriq’s Ghazal,
www.youtube.com

Based on the videos, answer the guide questions in your activity notebook:

1. What is your impression about the music you have heard?

_________________________________________________________________

2. What mood of feelings does it express? ___________________________________

___________________________________________________________________

3. How do the instruments help express the mood of the piece? __________________

___________________________________________________________________

4. Is the song fast, slow or does the tempo vary? ______________________________

___________________________________________________________________

20
 What is it

INSTRUMENTAL MUSIC OF PAKISTAN

Punjabi music strengthens the importance of musical instruments in Pakistan.

Punjab is a region in South Asia which 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.

Significant Instrument of Pakistan

1. Tabla - is a membranophone
percussion instrument originating
from the Indian subcontinent,
consisting of a pair of drums, used
in traditional, classical, popular and
folk music. ... Each is made of
hollowed out wood or clay or brass, the
daya drum laced with hoops, thongs
and wooden dowels on its sides.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Tabla&tbm=

2.Dholak - is mainly a
folk instrument, lacking the
exact tuning and playing
techniques of the tabla or the
pakhawaj. The drum is pitched,
depending on size, with an
interval of perhaps a perfect
fourth or perfect fifth between the
two heads. It is related to the
larger dhol and the
smaller dholki.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Dholak

21
 3.Rubab - is one of the
national musical
instruments of Afghanistan. It
proliferated throughout West,
Central, South and Southeast
Asia. It derives its name from
Arabic rebab 'played with a bow';
in Central Asia, however,
the instrument is plucked and is
distinctly different in
construction.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Rubab

4.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 musical notes.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Harmonium

22
 Student’s Performance Task

What I have Learned

Activity 4: Peace, Order and Organize!

Direction: Compare and contrast the vocal/instrumental music of Pakistan from the
music of India. Draw this diagram on your Activity Notebook and answer.

VOCAL and INSTRUMENTAL MUSIC

Pakistan India
Similarities

Differences

23
 What’s In

ACTIVITY 5: SING It! MOVE it!

Direction:You are going to make a video singing presentation on one PAKISTAN

song and one INDIA song either learned from this module or through research.
Enhance your performance with the use of improvised musical instruments
as accompaniments and incorporate body movements. (make your own
version of substitute improvised musical instruments). .Submit your video and
assessment on time.
Please refer to the following criteria. Before performing, explain your answers to
the following questions:

1. Describe how a musical element reflects the culture of each country.

2. What is the difference between the traditional and contemporary folk
songs of South, Central, and West Asian Music?

Criteria 5 4 3 2 1
Correct expression and style
Accurate rhythm
Appropriateness of accompaniment and
movements
Correct pitch
Sensitive phrasing
Well-defined dynamic level
Creativity

Rubrics for Designing an Instrument Substitute

Basic Developing Approaching Proficient

Proficiency
Inappropriate; Most materials Appropriate Appropriate and
Messy and appropriate; materials; creatively modified
incomplete Decorated but Decorated, materials;
materials; messy; neat; Sound Decorated within
Sound quality Neat but fragile; quality almost the context of the
lacks similarity Sound quality similar to that instrument;
with that of the somewhat similar of the original Neat and durable;
original but not instrument Sound quality
instrument exactly similar to most similar to
that of the original that of the original
instrument instrument

24
 Example Substitute Improvised Musical
Instruments

www.pinterest.com
25
 What’s More

ACTIVITY 6: SCRAPBOOK MAKING

Direction: Make a scrapbook of PAKISTAN musical instruments. Carefully
organize the pictures in your scrapbook and include a brief description about each
instrument. Refer to the following assessment rubric for the criteria.

Scrapbook Rubrics
Points 4 3 2 1 Earned
Assessm
ent
Advanced Approaching Developing Beginner Sel Tea
Proficiency f cher
Content Information is Main points Some main Main points
complete and are covered points and are not
is enhanced but lack details are complete
by accurate some missing and are
and details greatly
appropriate lacking in
details detail
Pictures, Number and More and Very little
photographs, types of better pictorial
or other similar visuals are visuals representatio
devices add to adequate, could be n is present;
overall as are used;
effectiveness captions captions captions are
of the only incomplete
scrapbook; identify and
captions are label rather
relevant and than
explanatory explain
Space, shapes Design Shows There is no
and colors elements evidence of consideration
provide and use of of design
information principles some elements
themselves used are design and
and add to the adequate elements principles
overall and
effectiveness principles
of scrapbook
All sources are The Sufficient The list of
properly and minimum number/typ sources is
thoroughly number/type es of inadequate
cited; the s of sources sources in number /
number / types are present are lacking; types and
of sources are and are not all format of
exceeded cited citations items
properly are
formatted
properly

26
 Theme There is Most of the Only a Confusing
wholeness information portion of and/ or
about the relate to the the inconsistent
scrapbook; the theme of the information
theme is scrapbook. relates to
consistent The cover is the theme
throughout. relevant to of the
The cover the scrapbook.
clearly contents. The cover
identifies the is unclear
theme. in its
message.
Overall The All the Only some Few of the
effectiv requirements requirement of the assignment
eness of the s of the assignment requirements
assignment assignment requiremen have been
have been have been ts are met. The
exceeded. The fulfilled. The fulfilled. presentation
scrapbook is scrapbook The as a whole
very creative is neat and scrapbook lacks
and presentable. lack neatness.
interesting. neatness.
You can create your own
and be creative.

27
 Lesson Title of the Lesson
Music of West Asia
3 ISRAEL

What I need to Know

https://www.google.com/search?q=map+of+Israel&sxsrf=

https://www.google.com/search?q=music+and+culture

In general, music of West Asia is modal. Harmony is not emphasized but rather
includes salient features such as melodic complexity and ornamentation, including ¼ tones
and rigorous rhythmic development. West Asian music is commonly used during:
Communal worship (in Mosque, Synagogue and Church)
Mystic rituals (Sufis, Hassidic)
Life passage events (Weddings, Bar Mitzvas, Bat Mitzvas, Anniversaries)
Entertainment (Belly Dancing, Folk Dancing)
 28

VOCAL MUSIC OF ISRAEL AND ARABIA

A. Israeli Music
https://www.youtube.com/watch?v=2fKf9fXgFlQ&list=PLf-67l2J2EngUcEBA33FmSQexTsGWkiVW
Israeli singers have distinctive vocal style. They sing with guttural and throaty
enunciation.

Two Divisions of Jewish Music

1. Devotional https://www.youtube.com/watch?v=lK-aXgSMj90
almost entirely vocal
featured during Sabbath and other holy days
the art of Hazan (leader of prayer in synagogue) has always been evident in the
culture
shofar is a special call to prayer and repentance; it is sounded on the High Holidays
(the Jewish New Year and Day of Atonement)
2. Secular https://www.youtube.com/watch?v=SeMhQBdkNQc
instruments and voice are used
played during life passage events
context lies outside the religious domain
very rhythmic and have popular and romantic texts
B. Arabic Music https://www.youtube.com/watch?v=AJolx_NrDto&list=PLrAbRK1edFcQ0XsMy7BQ_BDqfeTZqPjI_
Arabic Maqam is distinctively unique to Arabian music because of its technique of
improvisation. It is the system of melodic modes used in traditional Arab music.
Arabian rhythmic pattern or cycle is analyzed by means of rhythmic units.
1. Wazn - literally means “measure” performed on the goblet drum, frame drum
and kettle drum only used in musical genres with a fixed rhythmic-temporal
organization including recurring measures, motifs and pulse

29
 2. Iqa https://www.youtube.com/watch?v=ySoEE4FhBOA

the rhythmic pattern in Arabian music

reputed to be over 100 iqa, but many of them have fallen out of fashion and are
rarely used in performance
the greatest varieties of iqa (or iqa’at as pronounced) range from two to 48 beats
are used in the muwashahat (an Andalusian musical form) where every syllable of
the lyric must fall on a beat.

What’s New

Activity 1: Music Listening/Video Presentation

Direction: Listen or Watch @ youtube channel if you have internet connection at home,

the examples of traditional instrumental and vocal music of Arabia. For you to

understand and enjoy this activity, use the guide questions provided.

Additional Audio/Visual Activity: You may watch

the following links online::
Habib Yammine-Wazn il mu’allaqat imru’al Qays
www.youtube.com

Based on the videos, answer the guide questions in your activity notebook:

1. What is your impression about the music you have heard?

__________________________________________________________________

2. What mood of feelings does it express? ___________________________________

___________________________________________________________________

3. How do the instruments help express the mood of the piece? __________________

___________________________________________________________________

4. Is the song fast, slow or does the tempo vary? ______________________________

___________________________________________________________________

30
 What’s In

Activity 2: Music Listening/Video Presentation

Direction: Listen or Watch to the examples of traditional instrumental and vocal music

of Arabia. For you to understand and enjoy this activity, use the guide questions

provided. Additional Audio/Visual Activity: You may watch the

following links online::
Michigan Arab Orchestra-Fantasie Nahawand Mona and
Ahmed Fekry- Muwashahat www.youtube.com

Based on the videos, answer the guide questions in your activity notebook:

1. What is your impression about the music you have heard?

___________________________________________________________________

___________________________________________________________________

2. What mood of feelings does it express? ___________________________________

___________________________________________________________________

3. How do the instruments help express the mood of the piece? __________________

___________________________________________________________________

4. Is the song fast, slow or does the tempo vary? ______________________________

After knowing about the vocal music of West

Asia, let’s move on to instrumental music.
Do you have any idea of what instruments
looks like in this part of Asia?
 31

INSTRUMENTAL MUSIC OF ISRAEL

The lute such as the Philippine bandurria and Laud traces its origins from 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.

SIGNIFICANT INSTRUMENTS OF ISRAEL

1.Jewish Lyre- ancient Hebrew lyre,

the musical instrument of King
David. According to the
Roman Jewish historian Josephus
(1st century ad), it resembled the
Greek kithara (i.e., having broad arms
of a piece with the boxlike neck), and
kinnor was translated as “kithara” in
both the Greek Old Testament and
the Latin Bible.

2. Psalterion Harp -
Psaltery, (from Greek
psaltērion: “harp”), musical
instrument having plucked
strings of gut, horsehair, or
metal stretched across a flat
soundboard, often trapezoidal
but also rectangular,
triangular, or wing-shaped.
The strings are open, none
being stopped to produce
different notes.A https://www.google.com/search?q=Bitly+image%2F+Psalterion+Harp&tbm=isch&ved=2ahUKEwjAutvC7LXqAhXYzYsBHZEwB8wQ2cCegQIABAA&oq=Bitly+image%2F+Psalterion+Harp&gs_lcp=CgNpbWcQAzoECCMQJzoECAAQHlDG6xFYvKESYJ-

https://www.google.com/search?q=Bitly+image%2F+shofar&tbm=isch&ved=2ahUKEwi056DS7bXqAhXyIaYKHYLWCKgQ2-
 32

OTHER SIGNIFICANT INSTRUMENTS OF ARAB COUNTRIES

1.Goblet o darbuka (also

called a doumbek, tablah, or
goblet drum) is an hour-glass-
shaped drum popular
throughout the Middle East.
The drum head or skin is
stretched tight with rope or
leather thongs or even nails.

https://www.google.com/search?q=wikipedia%2FGoblet&tbm=isch&ved=2ahUKEwirr9

2. Toft (Bendir) o The term

Bendir means in Turkish
language a big hand frame
drum, which is known as
Duff in Arabic language. o
The drum is played kept
vertical by inserting the
thumb of the left hand in a
special holes in the
frame.Jan 7, 2018 https://www.google.com/search?q=wikipediaimage%2Fmusical+intrument+from+arabia%2Ftoft&tb

OTHER SIGNIFICANT MIDDLE EASTERN INSTRUMENTS

1. Oud (Arabic: ‫ عود‬ʿūd [ʕuːd]) is a

short-neck lute-type, pear-shaped
stringed instrument (a chordophone
in the Hornbostel-Sachs
classification of instruments),
usually with 11 strings grouped in 6
courses, but some models have 5 or 7
courses, with 10 or 13 strings
respectively.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument-

2. Darbuka drums appear to be a

more modern variation of
the doumbek. Still goblet-shaped,
a darbuka drum is smaller than
a doumbek (9-16 inches tall) and is
almost always made from metals like
copper or aluminum.
However, darbuka drums have a
drum head that is easier to access
than a doumbek.Dec 31, 2014
https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+from+arom+arabia%2FDarbuk& M
 33

What I Have Learned

Activity 3: Word Search in the Middle Earth

Direction: Search for the terms used in vocal and instrumental music of West Asia.
Encircle/highlight the words that you found.

S E C U L A R D F G A
A B T A G M N U Y K R
I R O J C O G W M N A
Q T F S M X B E H B B
A F T O N P A L T G I
I E I S R A E L E H C
D E V I O N A L D T I
W Y A E F K L O I T U
S H O F A R A U U Y Y
Q D A R B U K A A D A

Explain the meaning of these terms, write it in your Activity Notebook.

Example:
1. TOFT – it is a drum which is played kept vertical by inserting a thumb.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Did you notice how rhythm plays an important

role in the music of South, Central and West
Asia? Most of their music, religious or cultural,
is based on rhythm.

It’s time to experience music from India,

Pakistan, Israel and Arabia.

Do you play drums? If not, now’s the time to

learn how. Get hold of that rhythmic sense
because you’re going to need it for the next
activities.
This is a compilation of performances meant
to enhance your rhythmic sense.

34
 What I can do

Activity 3: Watch and Perform!

Materials: Create Improvised Percussion iinstruments
Directions
1. Watch the West asian Instruments by HAIRO.
https://www.youtube.com/watch?v=4aYMhm5hfm0
https://www.google.com/search?q=West+asian+instruments+by+Hairo
2. Listen to the various sounds and rthythms played.
3. Simulate the rhythm by using any improvised percussion instrument
4. Make a video of your performance..Submit your video and assessment on time.

Assessment: RHYTHMIC RUBRIC

TEACHER: Students will write their goals in their notebooks.

Points 5 pts. 4 pts. 3 pts. 2 pts. 1 pt. 0 pt

Tempo Appropriate Fluctuates Fluctuates Mostly Not Cannot

slightly often wrong appropriate play

Steady Consistent Fluctuates Fluctuates Mostly Not Cannot

Beat slightly often Wrong Appropriate Play

Rhythmic No A few Many Mostly Consistently Cannot

Pattern mistakes mistakes mistakes wrong wrong Play

Rest No A few Many Mostly Consistently Cannot

Rhythm mIstakes mistakes Mistakes wrong wrong play

Overall Superior Very Good Fair Poor Cannot

Rhythm Good Play

The music of India, Pakistan, Israel and West Asia are widely used as an expression of
their way of life and spiritual beliefs. Instruments add texture to any musical
performances. See if you can do the activity with SPEED...

Isn’t it fun to play percussion instruments?

In the next activities, we’ll be checking if you
remember their musical instruments.
Are you ready?

35
https://www.pinterest.co.uk/pin/20055160817659285/
 36

What’s More

Activity 4: Speed Instrumental Music-cussion (you can include your family in this
activity).
You will need:
Pictures of musical instruments of India, Pakistan, Israel and West
Asia countries placed and pasted on cardboard
Procedure/Direction:
1. Paste a picture of a musical instrument in a cardboard with its corresponding
number.
2. Sit in a circle with ten members.
3. Pass the picture you prepared to your right.
4. You will be given 10 seconds to identify the name of the instrument passed to
you. Write down the name of the instrument guided by the indicated number
for each instrument.
5. Then, write the country where that instrument originated.
6. After 10 seconds, pass the picture you are holding to your right.
7. Repeat the procedure until all 10 musical instruments have been passed.
8. Write your answer on your Activity Notebook.
Answer sheet:

NAME OF THE MUSICAL INSTRUMENT COUNTRY OF ORIGIN

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
 37
What’s In

Activity 5:It’s singing time!

Below is a simple but beautiful Israeli folk song. Listen and follow the musical score
of the song Zum Gali Gali. Try to sing the song on your own.

ZUM GALI GALI (Israeli Lyrics) ZUM GALI GALI

(English Translation)
Zum gali gali gali, zum gali gali
Zum gali gali gali, zum gali gali
Zum gali gali, zum gali gali Zum gali gali, zum gali gali

Pioneers work hard on the land

Hechalutz le’maan avodah
Men and women work hand in
Avodah le’ maan hechalutz
hand
Hechalutz le’ maan avodah
As we labor all day long
Avodah le’maan hechalutz
We lift our voices in song
Zum gali gali gali, zum gali gali
Zum gali gali gali, zum gali gali
Zum gali gali, zum gali gali
Zum gali gali, zum gali gali
 38

Answer the following questions:

1. What is the message and function of the song?

2. Describe how the musical elements reflect Israel Culture? (Copy the table)

Musical Elements Description that reflects Israel Culture

TIMBRE

DYNAMICS

RHYTHM

MELODY

FORM

3.Identify similarities and differences of your music and culture with the Philippines?

India Pakistan Israel Philpiines

Similarities

Differences
 39

What’s More

Activity 6: Rig Your Heart with Pasyon www.youtube.com

You will need: A recorded selection of Rig Veda by Sri Suktam and a Pasyon

Directions:

1. Watch a music video of Rig Veda with English subtitles performed by Sri Suktam
and a video example of Philippine Pasyon filmed in Bulacan.

2. Listen to the melody and rhythm of both selections.

3. Describe the music elements of the vocal and instrumental parts used in both
songs.

Elements of Music Music #1 Rig Veda by Music #2 Philippine

Sri Suktam Pasyon in Bulacan

Timbre

Dynamics

Pitch

Rhythm

Form

Texture

Harmony Style

Rig Veda is enlightening and inspiring to listen to. It is used for religious purposes just
like the Pasyon of the Philippines. Here are some recommended Rig Vedas for
you:

o Sanskrit Veda

o Vedas – Universe Creation

 40

What I Can do

Activity 7: SCRAPBOOK MAKING

Direction: Make a scrapbook of WEST ASIAN-ISRAEL/ARABIA musical instruments.
Carefully organize the pictures in your scrapbook and include a brief description about each
instrument. Refer to the following assessment rubric for the criteria.
Scrapbook Rubrics

Points 4 3 2 1 Earned
Assessm
ent
Advanced Approaching Developing Beginner Sel Tea
Proficiency f cher
informat Information is Main points Some main Main points
ion complete and are covered points and are not
Content is enhanced but lack details are complete
by accurate some missing and are
and details greatly
appropriate lacking in
details detail
Pictures, Number and More and Very little
photographs, types of better pictorial
or other similar visuals are visuals representatio
devices add to adequate, could be is present;
overall as are used;
effectiveness captions captions captions are
of the only incomplete
scrapbook; identify and
captions are label rather
relevant and than
explanatory explain
Space, shapes Design Shows There is no
and colors elements evidence of consideration
provide and use of of design
themselves and principles some elements
add to the used are design and
overall adequate elements principles
effectiveness of and
scrapbook principles

All sources are The Sufficient The list of

properly and minimum number/typ sources is
thoroughly cited; number/type es of inadequate
the number / s of sources sources in number /
types of sources are present are lacking; types and
are exceeded and are not all format of
cited citations items
properly are
formatted
properly

41
Theme There is Most of the Only a Confusing
wholeness information portion of and/ or inconsistent
about the relate to the the
scrapbook; the theme of the informatio
theme is scrapbook. n relates
consistent The cover is to the
throughout. relevant to the theme of
The cover contents. the
clearly scrapbook.
identifies the The cover
theme. is unclear
in its
message
Overall The All the .Only some Few of the
effecti requirements of requirement s of the assignment requirements
v the assignment of the assignmen have been met. The
eness have been assignment t presentation as a whole
exceeded. The have been requireme lacks neatness.
scrapbook is fulfilled. The n ts are
very creative scrapbook fulfilled.
and is neat and The
interesting. presentable. scrapboo
k lack
neatness.

42
 What I Can Do

Activity 7: Show what you GOT! CELEBRATION

Here’s what you need to do:
Perform only one task . Each task should be appropriate to the members’ performing
skills. Assess yourself according to how you performed your tasks.
Perform the Israeli Hora, Belly Dance and Bhangra – For those who can dance
Sing or Interpret the Zum Gali Gali of Israel- For those who can sing
Sing and act as Hazan –For those who can sing or act
Showcase an improvised group of music instruments of a Middle Eastern country in
accompanying a secular song – For those who can play musical instruments
Perform any modern renditions of vocal or instrumental folk music from India,
Pakistan, Israel or the Arab Nations – For musically advanced students

NOTE: Make a video of your performance. Make your own rubrics and allow 3 persons
to assess your performance. Submit your video and assessment on time.

What I Have Learned

Activity 1: KWLR Chart

Direction: Fill in the information needed on the first and second column of the chart

about the Music of India, Pakistan and Israel. The third and the fourth column will be use at

end of the lesson.

What you Want to

What you Know know What you Learned What you Realized

43
 Assessment: (Post-Test)

Multiple Choice
Direction: Write the letter of the correct answer to the given choices.

1. It is a secred text from india were sung as Samagana and not chanted.
a.Sama Veda b. Rig Veda c.Melismatic d.Vedic Sanskrit
2. Refers to music from South India directed to a Hindu God, which is why it is
called “temple Music”.
a. Hindustani Music b.Carnatic Music c. Vocal Music d.Melismatic Music
3. Described as a non-membranous percussive instrument but with solid
resonators.
a. Sarangi b. Tala c. Toft d. Ghan
4. It is a small pot used in Kashmir as a percussion instrument. It may be thought of
as a north Indian Ghatam.
a. Nout b. Manjira c. Khatal d. Daf
5. Described as a membranouus percussive intrument.
a. Tabla b. Dhol c. Avanaddh d. Daf
6. A country in Central Asian music encompassess numerous different musical
styles originating from a large number of sources.
a. India b. Pakistan c. Arabia d. Israel
7. Is considered by many to be one of the principl poetic forms the Persian
civilization.
a. Ghazal b.Qawwali c. Dholak d.Punjabi
8. Musical Instrument having plucked strings of gut, horsehair, or metal streched
across a flat soundboard, often trapezoidal but also rectangular, triangle, or wing-
shaped.
a. Jewish Lyre b. Psalterion Harp c. Goblet d. Toft
9. Drums appear to be a more modern variation of the doumbek. Is almost always
made from metals like copper or aluminum.
a. Oud b. Wazn c. Iqa d. Darbuka
10. Literally means “measure” performed on the goblet drum, frame drum and kettle
drum. Only used in musical genres w/ a fixed rhythmical-temporl organization
including recurring measures, motifs and pulse.
a. Wazn b. Secular Music c. Devotional Music d. Arabic Music

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 Key to Answers

Pre-Test
1. Tabla
2. Oud
3. Harmonium
4. Gutoyadyam
5. Jewish Lyre
6. Shofar
7. Psalterion
8. Shank
9. Toft
10. Rabab

Post Test
1. Sama Veda
2. Carnatic Music
3. Ghan
4. Nout
5. Avanaddh
6. Pakistan
7. Ghazal
8. Psalterion Harp
9. Darbuka
10.Wazn

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 ➢ The two main traditions of classical Indian music are Carnatic music (southern) and
Hindustani music (northern).
➢ Rigveda is an ancient Indian sacred collection of Vedic Sanskrit hymns. It is counted
among the four canonical sacred texts of Hinduism known as Vedas. Some of its
verses are still recited as Hindu prayers at religious functions and other occasions.
➢ Tala (variously transliterated as “tal”, “taal” or “taala” ) is the Indian system of rhythm.
➢ There are five known traditional system for classification of instruments. These are
Ghan, Avanaddh, Sushir, Tat and Vitat.
➢ Middle Eastern music is generally modal. Harmony is not emphasized.
➢ There are two division of Jewish music, devotional and secular.
➢ Arabic Maqam is distinctively unique because of its technique of improvisation.
➢ Musical instruments are used in accompanying Israeli Hora and other rhythmic dances.
➢ Pakistan is known for its two vocal singing, Ghazals and Qawwali.
➢ Punjabi music strengthens the importance of musical instruments in Punjab regions

GLOSSARY OF TERMS

Bar Mitzvah - a ceremonial event for a Jewish boy of 13 years of age, when he becomes a full-
fledged member of the religious community.
Bat Mitzvah - The same as Bar-Mitzva, but for a girl, and occurring at the age of 12 rather than
13.
Chautal - variously referred to as Chartal, Chowtal, and even occasionally as Dhrupad tal, was
a very common tal in the past. Means "four claps"; in reference to the four claps of its vibhag
structure.
Guttural- characterized by harsh and grating speech sounds made in the throat or toward the
back of the mouth.

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Hassidic –Jewish devotional tradition, the central idea being that simple faith and a prayer that
comes from the heart is more important than intellectual brilliance.
Hazan -the leader of prayer in a traditionally, only men lead the prayers, but today, in many
denominations, women also perform this function. The Hazan must have a good clear voice
and know how to recite the prayers utilizing the traditional modes of prayer.
High Holidays -the holiest days of the year in Judaism; they include Rosh Hashana (the Jewish
New Year) and Yom Kippur (the Day of Atonement). These days fall around September/
October time - the variability is due to the fact that the Jewish.
Hinduism -the predominant religion of the Indian subcontinentand one of its indigenous
religions.
Matra –refers to the beat in Indian music.
Pasyon –commonly sung during Holy Week in the Philippines. It is a verse narrative about the
life and suffering of Jesus Christ.
Raga –also termed as rag, may be thought of as an acoustic method of colouring the mind of
the listener with an emotion. Musically, it is not a tune, melody, scale, mode, or any concept
for which an English word exists. It is instead a combination of different characteristics.
Sabbath -a Jewish holy day of rest, occurring once a week, beginning at sundown on Friday
and ending Saturday at nightfall. On this day Jews refrain from work and go to the Synagogue,
where special prayers are recited and special rituals are performed. Samagana –also known
as Sām, is composition of words in Rigvedic hymns from notes.
Sāmagān is not merely a name given to singing hymns of Veda but represents the philosophy
and science of uniting thought, sound and music. –a Sanskrit term “saman” which means
melody and “veda” which means knowledge –Refers to as the third of the four Vedas in the
ancient core Hindu scriptures
Sangeet-Indian term referring to music Hindu scriptures
Shofar - a musical instrument made of a ram's horn, utilized in Synagogue ritual on Rosh
Hashana and Yom Kippur
Synagogue - Jewish house of prayer. Tintal -referred to as the most common tal in the
Hindustani music. It is variously referred to as teental or trital. Vedic Sanskrit –referred to as
the language of the Vedas. It has predated the advent of alphabet writing in India which has
been orally preserved as a part of the tradition of Vedic chanting.

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Illustrations/Readings
➢ Galaxy of Musicins.jpg
➢ www.Bitly.image.com
➢ Goindia.about.com
➢ http://chandrakantha.com
➢ www.wikipedia.org/wiki/Rigveda
➢ www.jewishviruallibrary.org.
➢ www.knowyourraga.com
➢ www.makingmusicfun.net
➢ www.soastrings.org/perform
➢ www.sscnet.ucla.edu/southasia
➢ www.tabla.sr
➢ www.google.com
➢ “Music of israel.” Wikipedia: The Free Encyclopia. Wikimedia Foundation, Inc.
➢ “Music of pakistan.” Wikipedia: The free Encyclopida. Wikimedia
Foundation,Inc.
➢ “Music of India.” Wikipedia: The Free Encyclopidia. Wikimedia Foundation, Inc.
➢ “Middle Eastern Music.” Wikipedia: The Free Encyclopidia. Wikimedia
Foundation, Inc.
➢ Teaching Guide: Music South and Central (UBD)

Recordings:
➢ www.youtube.com
➢ www.makingmusicfun.net
➢ Interactive Music of the World by William Ave

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For inquiries and feedback, please write or call:
Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City

Telefax: 088 328 0108/ 088328 0118

E-mail Address: gingoog.city@deped.gov.ph

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