Music Q2 Week 1

DEPARTMENT OF EDUCATION
DIVISION OF LAPU-LAPU CITY

MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines 6015
Telephone Number: 254 -4295
DAILY LESSON PLAN IN MAPEH 10

SY 2023-2024
Name: EDELWEISS VIENNA D.LUZORATA School: Marigondon National High School

Position / Designation: Teacher I Division: Lapu-Lapu City
Grade Level Grade 10 Quarter Second Date NOVEMBER

8,9,10,2023
Section and Wednesday
Class 10-Ouano (6:00-8:00)
Schedule 10-Buanghug (8:15-10:15)
10- Ornopia (10:15-12:15)
Thursday
10-Sentos (10:15-12:15)
Friday
10- Cordeta (6:00-8:00)
10- Heyrana (8:15-10:15)
10- Baring (10:15-12:15)
Learning Area MAPEH (MUSIC) Category Core Subject
MUSIC OF LATIN AMERICAN MUSIC (INSTRUMENTAL AND VOCAL)
Content
The learners demonstrates understanding of characteristic features of Afro-Latin
Content
American music and Popular music
Standards
performs vocal and dance forms of Afro- Latin American music and selections of
Performance Popular music.
Standard
1.Describes the historical and cultural background of Afro-Latin American and popular music.
MU10AP-IIa-g-2
Most Essential
Learning 2. Analyzes musical characteristics of Afro-Latin American and Popular Music through
Competency listening activities. MU10AP- IIa-h-5
Knowledge Describe the characteristics of Afro-Latin American and Popular Music.

Identify the classification of the instruments of Afro-Latin American music.
Skills Differentiate the distinct quality of Afro-Latin American Music through
Learning listening.
Outcomes/ Analyzes musical characteristics of Afro-Latin American and Popular Music.
Objectives Attitudes Exhibit appreciation and values the music of Afro-Latin American through
performances.
Values Develop obedience and creativity by following instructions carefully in doing
their task.
Learning Horizons Textbook, LM in MUSIC and ARTS 10, ppt, pictures, module in Music
Resources
Introductory *Prayer
Activity *Checking of the Class Attendance
5 minutes *Reminding of Classroom Rules
* Instruct students to check the cleanliness of the classroom surroundings
*Energizer
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“I am a Marigondonian. I believe I am skillful. I aspire to be globally competent. And I work
to achieve an impeccable integrity for today and tomorrow.”.
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*Review
1. Anyone from the class who would like to share, what transpired last meeting?
Activity Activity : Name That Instruments

15 minutes Instructions: Look at the pictures closely, then identify the name of the given instruments.
Choose the name from the box.
Axe Juju Balafon Rattles Agogo atingting kon Djembe

Shekere Rasp Talking Drum Lute Kudu Horn
1. ____________________________
2. ____________________________________
3. _________________________________
4. ______________________________
5. ______________________________
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6. ______________________________
7. _________________________________
8. __________________________________
9. ___________________________________
10. ____________________________________
Activity No. 2: MUSIC LISTENING

Instructions: The learners will draw lines that reflects their emotions while listening to the
different musical piece of the following:
1.Jive-----https://www.youtube.com/watch?v=QU6NBfuJv84
2.Apala----https://www.youtube.com/watch?v=degvsqRY0vg
3. Axe----https://www.youtube.com/watch?v=W4qP_GPTZR8
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Questions:
1. What have you observed on the pictures given?
2. Based on the pictures, can you identify the characteristics of the instruments?
Analysis
3. Can you identify the classification of the given instruments?
5 minutes
4. On Activity 2, what did you draw and what emotions did you feel while doing the
activity?
Abstraction Discussion:
5 minutes Music has always been an important part of the daily life of the African people, whether for
work, religion, ceremonies or even communication. Singing, dancing, hand clapping and the
beating of drums are essential to many African ceremonies, including those for birth, death,
initiation, marriage, and funerals. Music and dance are also important to religious expression
and political events. African music is a collective result of the cultural and musical diversity of
more than 50 ethnic divisions of the continent.
African traditional music is largely functional in nature, used primarily in ceremonial rites,
such as birth, death, marriage, succession, worship, and spirit invocations. Others are work
related or social in nature, while many traditional societies view their music as entertainment.
African music has a basically interlocking structural format, due mainly to its overlapping and
dense textures as well as its rhythmic complexity. Its many sources of influence have
produced such varied styles and genres as the following: Afrobeat is a term used to describe
the fusion of West African with black American music. Apala (Akpala) is a musical genre from
Nigeria in the Yoruba tribal style, used to wake up the worshippers after fasting during the
Muslim holy feast of Ramadan. Axe is a popular musical genre from Salvador, Bahia, and
Brazil. It fuses the AfroCaribbean styles of the marcha, reggae, and calypso, and is played by
carnival bands. Jit is a hard and fast percussive Zimbabwean dance music played on drums
with guitar accompaniment, influenced by mbira-based guitar styles.
Jive is a popular form of South African music featuring a lively and uninhibited variation of
the jitterbug, a form of swing dance. Juju is a popular music style from Nigeria that relies on
the traditional Yoruba rhythms, where the instruments are more Western in origin. Kwasa
kwasa is a dance style begun in Zaire in the 1980s, popularized by Kanda Bongo Man. In this
dance style, the hips move back and forth while the arms follow the hip movements. Marabi is
a South African three-chord township music of the 1930s-1960s which evolved into-African
jazz. It characterized by simple chords in varying vamping patterns and repetitive harmony
over an extended in period of time to allow the dancers more time on the dance floor. Latin
American Music Influenced by African Music Regggae is a Jamaican musical style that was
strongly influenced by the island’s traditional mento music, as well as by calypso, African
music, American music, American jazz, and rhythm and blues. One of reggae’s most
distinctive qualities is its offbeat rhythm and staccato chords. Salsa is a Cuban, Puerto Rican,
and Colombian dance music. It comprises various musical genres including the Cuban son
montuno, guaracha, chachacha, mambo and bolero. Samba is a Brazilian musical genre and
dance style. Is the basic underlying rhythm that typifies most Brazilian music that has a lively
and rhythmical beat with three steps to every bar, making the samba fell like a timed dance.
Soca is also known as the “soul of calypso.” It originated as a fusion of calypso with Indian
rhythms, thus combining the musical traditions of the two major ethnic groups of Trinidad
and Tobago. Were is Muslim music often performed as a wake-up call for early breakfast and
prayers during Ramadan celebrations. Zouk is fast, carnival-like rhythmic music, from the
Creole slang word for “party.” It originated in the Caribbean Islands of Guadaloupe and
Martinique and was popularized in the 1980s. Vocal Forms of African Music Maracatu first
surfaced in the African state of Pernambuco, combining the strong rhythms of African
percussion instruments with Portuguese melodies. The maracatu groups were called nacoes
(nations) who paraded with a drumming ensemble numbering up to 100. Accompanied by a
singer, a chorus, and a coterie of dancers.
Musical instruments used in Maracatu Alfia is a large wooden drum that is rope-tuned,
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complemented by the tarol which is a shallow snare drum, and the caixa-de-guerra which is a
war like snare. Gongue is a metal cowbell with clanging sound. The shakers are represented
by the agbe, a gourd shaker covered by beads. And the, miniero or ganza is a metal cylindrical
shaker filled with metal shot or small dried seeds. Blues is a musical form of the 19th century
that has deep roots in African - American communities. Blues create and expressive and
soulful sound. Performers of the blues genre are Ray Charles, James Brown, Cab Calloway,
Aretha Franklin, etc. Soul music was a popular music genre of the 1950s and 1960s. It
originated in the United States, and combined elements of African-American gospel music,
rhythm and blues, and often jazz. The catchy rhythms are accompanied by handclaps and
extemporaneous body moves which are among its important features. The important
innovators whose recording in the 195s contributed to the emergence of soul music include
Clyde Mc Phatter, Hank Ballard, and Etta James, Ray Charles, Little Richard, Otis Redding,
and James Brown who is known as the “Godfather of Soul.”while Sam Cooke and Jackie
Wilson are also often acknowledged as “soul forefathers.” Examples of soul music; Ain’t No
Mountain High Enough, Ben, All I Could Do Was Cry, Soul to Soul, Betcha by Golly Wow.
Spiritual In music it refers to a song form, known as the “Negro spiritual” sung by African
slaves in America who became enslaved by its white communities. The musical form became
their outlet to express their loneliness, anger, and was a result of the interaction of music and
religion from Africa with that of America. The texts are mainly religious, sometimes taken from
Biblical psalms or passages, while the music utilizes deep bass voices. Examples of spiritual
music are the following: We are Climbing Jacob’s Ladder, Rock My Soul, When the Saints Go
Marching In, and Peace Be Still. Call and Response is a method of succession of two distinct
musical phrases usually rendered by different musicians, where the second phrase acts as a
direct commentary on or response to the first. Examples of call and response songs are the
following: Mannish Boy, one of the signature songs by Muddy Waters; School Day-Ring, Ring
Goes the Bell by Chuck Berry; and Call Me Maybe by Carly Rae Jepsen. MUSICAL
INSTRUMENTS OF AFRICA African music incorporates all the major instrumental genres of
Western music, including strings, winds, and percussion, along with a tremendous variety of
specific African musical instruments for solo or ensemble playing. Classification of Traditional
African Instruments A. Idiophones- percussion instruments that era either struck with a
mallet or against one another.
1. Balafon- is a West African xylophone, a pitched percussion instrument with bars made
from logs or bamboo. 2. Rattles-are vessels made of seashells, tin, basketry, animal
hoofs, horn, metal, cocoons, palm kernels, or tortoise shells. 3. Agogo-is a single bell or
multiple bells that had its origins in traditional Yoruba music as well as in the samba
bateria(percussion) ensembles. The oldest samba instrument based on West African
Yoruba single or double bells. 4. Atingting kon- are slit gongs used as communication
between villages. They were carved out of wood to resemble ancestors and had a slit
opening at the bottom. 5. Slit drum- is a hollow percussion instruments which is
referred to as a drum which I more of an idiophone. 6. Djembe- (pronounced zhembay)
one of the best-known African drums, shaped like a large goblet and played with bare
hands. 7. Shekere- is a type of gourd and shell megaphone from West Africa,
consisting of a dried gourd with beads woven into a net covering the gourd. 8. Rasp- or
scraper is a hand percussion instrument whose sound is produced by scraping the
notches on a piece of wood with a stick, creating a series of rattling effects. B.
Membranophones- are instruments, usually drums, which have vibrating animal
membranes and are played with sticks, hand, or a combination of both. 1. Body
percussion- African people frequently use their bodies as musical instruments. Aside
from using their voices they also clap their hands, slap their thighs, pound their upper
or chest, or shuffle and stomp their feet. 2. Talking drum- is used to send messages to
announce births, deaths, marriages, sporting events, dances, initiation, or war.
Example of talking drum is luna. C. Lamellaphone- one of the most popular African
percussion instrument, which is plucked tongues or keys mounted on a sound board.
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It is known by different names according to the regions such as mbira, karimba,

kisaanj, and likembe. D. Chordophones- are instruments which produce sounds from
vibrating of strings.
1. Musical bow- is the ancestor of all string instruments, the oldest and one of the
most widely used string instruments of Africa.
2. Lute- originating from the Arabic states, is shaped like the modern guitar, and
played in similar fashion.
3. Kora- is Africa’s most sophisticated harp, while also having features similar with a
lute. Its body is made from a gourd or calabash.
4. Zither- is a stringed instrument with varying sizes and shapes whose strings are
stretched along its body.
5. Zeze- is a fiddle from Sub-Saharan Africa played with a box, a small wooden stick,
or plucked with the fingers. It has one or two strings, made of steel or bicycle brake
wire.
E. Aerophones- are musical instrument that produce sound primarily by trapping or
enclosing a body or column of air and causing it to vibrate.
1. Flutes- are widely used throughout Africa, they are usually fashioned from a single
tube closed at one end and blown.
2.Horns- are commonly made from elephant tusks and animal horns.
3. Reed pipes- are single reed pipes made from hollow guinea corn or sorghum stems,
where the reed is a flap partially cut from the stem near one end.
4. Whistles- are found throughout the continent and may be made of wood or other
materials.
5. Trumpets- African trumpets are made of wood, metal, animal horns, elephant tusks,
and gourd, ornamented with snake or crocodile skin or the hide of zebras, leopards,
and other animals.
MUSIC OF LATIN AMERICAN

The music of Latin America is the product of three major influences—indigenous,
Spanish-Portuguese, and African. At the same time, because of interracial relations
and migration, the name countries also came to be populated by five major ancestral
groups, the Indian, African, European, Asian descendant, and mixed descendants from
the above-named groups.
Influences on Latin American Music Before the arrival of the Spanish, Portuguese, and
other European colonizes the natives were found to be using local drum and
percussion instruments such as the guiro, maracas, zampońa and queńa. The
indigenous music of Latin America was largely functional in nature, being used for
religious worship and ceremonies.
Afro-Latin American Music
The African influence on Latin American music is most pronounced in its rich and
varied rhythmic patterns produced by drums and various percussion instruments.
Euro-Latin American Music
The different regions of Latin America adopted various characteristics from their
European colonizers. Other European influences were seen in the texture of Euro-Latin
American music.
Mixed American Music The diversity of races and cultures from the Native Americans,
Afro-Latin Americans, and Euro-Latin Americans account for the rich combinations of
musical elements. This musical fusion, combining native instruments with European
counterparts and musical theories, was further enriched by the instruments brought
by the African slaves.
Popular Latin American Music
1. Samba- is a dance form of African origin which evolved into an AfricanBrazilian
favorite in the working class and slum districts of Rio de Janeiro. Its 6 lively
rhythm consists of a 2/4 meter that is danced as three steps per measure, thus
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creating a feeling of a ¾ meter instead. 2. Son- is a fusion of the popular music or

canciones(song) of Spanish and the African rumba rhythms of Bantu origin.
Originated in Cuba, usually played with tres(guitar), contrabass, bongos, maracas,
and clave (two wooden sticks that are hit together) 3. Salsa- is a social dance with
marked influences from Cuba and Puerto Rico that started in New York in the
mid1970s. Its style contains elements from the swing dance and hustle as well as
the complex Afro-Cuban and AfroCaribbean dance forms of pachanga and
guaguanco. MUSICAL INSTRUMENTS OF LATIN AMERICA
1.Aztec and Mayan Instruments
1. Tlapitzalli – is a flute variety from Aztec culture made of clay with decorations of
abstract designs or images of their deities.
2. Teponaztli- is a Mexican slit drum hollowed out and carved from a piece of
hardwood.
3. Concha- is a wind instruments usually made from the shell of a large sea snail.
It is prepared by cutting a hole in the shell’s spine near the apex, then blown into
as if it were a trumpet.
4. Huehueti – is an upright tubular drum used by the Aztecs and other ancient
civilization, made of wood opened at the bottom and standing on three legs cut
from the base.
5. Whistles – are instruments made of natural elements such as bone from
animals and this can produce a wide variety of notes by varying the airflow and
pressure.
Incan Musical Instruments
1. Ocarina- is an ancient vessel flute made of clay or ceramic with four to 12 finger
holes and a mouthpiece that projects from the body.
2. Zampońas- are ancient instruments from the Andes Mountains South America.
Made of bamboo, played by blowing over the top of the tubes in the same way one
might blow over an empty soda bottle to create a musical note.
Andean Musical Instruments
1. Siku- is originally from the Aymaras of Peru and Bolivia. The pipes are made
from bamboo tubes, but have also been made from condor feathers, bone, and
many other materials. It is split across two rows of pipes.
2. Wooden Tarka- is a vertical duct flute with a mouthpiece similar to that of a
recorder, and used during the rainy season and in tribal ceremonies to mimic bird
sounds.
3. Quena- is a vertical cane flute made from fragile bamboo, used during dry
season, and has six finger holes and one thumb hole. Charango- is a ten-stringed
Andean guitar from Bolivia. It is the size of a ukulele and is a smaller version of the
mandolin, imitating the early guitar and lute brought by the Spaniards. It produces
bright sounds and often used in serenade in Southern Peru.
Application
20 minutes Instructions: Fill in the diagram below that refers to the Traditional African Instruments.
IDIOPHONE
INSTRUMENTS
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Assessment Written Task:

10 minutes
Instructions: Fill in what is being asked in the chart .
Latin American Music Influenced by Description
African Music
known as “soul of calypso”
originated as a fusion of calypso
with Indian rhythms, thus
combining the musical traditions of
the two major ethnic groups
is Muslim music often performed as
a wake-up call for early breakfast
and prayers during Ramadan
celebrations
is fast, carnival-like rhythmic music
from the Creole slang word for
“party”
Is a Jamaican musical style that
was strongly influenced by the
island’s traditional mento music
it’s a Cuban, Puerto Rican dance
music, comprises various musical
genre.
Performance No. 2: Create a dance

figure on the music assigned to
your group
Group 1:
https://www.youtube.com/results?
search_query=sample+music+for+jit
Group 2:
https://www.youtube.com/results?
search_query=sample+music+for+ju
ju
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Group 3:
https://www.youtube.com/watch?
v=Ro5QkFLMZ7Y&list=PLeavkvKck
5lA5YwBvWibYhqJ4HfywpVbK
Make a reflection notes:

Instructions: Complete the statement below.
Assignment
I have learned that ___________________________
________________________________________________________ _________________________________.
I would like to learn more about_____________________________________
Remarks
Prepared by: Checked by: Monitored by: Noted by:
EDELWEISS VIENNA D. LUZORATA DARIA S. NIMENZO MILANIE M. DAYDAY GILBERT Q. ENECUELA

Teacher I, MAPEH Master Teacher I, MAPEH Head Teacher III, MAPEH Assistant to the Principal
GARVIN Q. VELOS
Principal II
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Music Q2 Week 1

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DEPARTMENT OF EDUCATION

DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN IN MAPEH 10

Name: EDELWEISS VIENNA D.LUZORATA School: Marigondon National High School

Grade Level Grade 10 Quarter Second Date NOVEMBER

Knowledge Describe the characteristics of Afro-Latin American and Popular Music.

Activity Activity : Name That Instruments

Axe Juju Balafon Rattles Agogo atingting kon Djembe

Activity No. 2: MUSIC LISTENING

It is known by different names according to the regions such as mbira, karimba,

MUSIC OF LATIN AMERICAN

creating a feeling of a ¾ meter instead. 2. Son- is a fusion of the popular music or

Assessment Written Task:

Performance No. 2: Create a dance

Make a reflection notes:

Prepared by: Checked by: Monitored by: Noted by:

EDELWEISS VIENNA D. LUZORATA DARIA S. NIMENZO MILANIE M. DAYDAY GILBERT Q. ENECUELA

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