8

Music
Quarter 2 – Module 2
East Asian Music
MU8SE-IIc-h4

English – Grade 7
1
Music – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 2
East Asian Music
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : MIguela SP. Santiago

Jonald DC. Santos
Language Reviewer : Ronacel L. Cortez
Content Editor : Laura R. Hernandez
Illustrator : Mara Vail U. Fabian
Layout Artist : Sofia M. Ignacio

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Marquez T. Cartel
EPS – MAPEH

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 8
7
Music
Quarter 2
East Asian Music
MU8SE-IIc-h4
 Introductory Message

For the Facilitator:

Welcome to the Music 8 Project CAP-LRE Alternative Delivery Mode (ADM) Module on East
Asian Music!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and the learners as they do the tasks
included in the module.

For the Learner:

Welcome to the Music 8 Project CAP-LRE Alternative Delivery Mode (ADM) Module on East
Asian Music!

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.

1
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
the current lesson with the previous one.

In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
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. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
2
 3. Read the instruction 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 through 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!

This module encourages you to learn about East Asian music. Various
activities are provided for you to perform to strengthen your knowledge and
skills regarding the topic.

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

• describe, compare, and classify how the musical elements reflect East
Asian culture;
• analyze representative songs from East Asia and how the musical
elements are used; and
• evaluate music and music performance of East Asian countries
applying knowledge of musical elements and style.

Before we formally begin our lesson, let’s find out if you know
something about East Asian countries.

Directions: Read the questions carefully and choose the letter of the correct
answer.
1. How is Chinese music described?
a. It is gentle and lyrical. b. It is slow in tempo and very peaceful.
c. It is meditative and highly ritualized. d. It is slow and melancholy.
2. What Japanese free reed musical instrument was introduced from
China during the Narra period?
a. nokan b. hichiriki
c. sho d. ryuteki
3. What meter is used in Japanese song, Sakura?
a. quadruple b. triple
c. duple d. compound
4. Which of the following does not belong to the group?

3
 a. tsuzumi b. odiko
c. taiko d. changgo
5. Which Korean music category is traditionally associated with the lower
class?
a. tang-ak b. chong-ak
c. sog-ak d. a-ak
6. How is the Arirang song classified?
a. welcome song b. love song
c. song for spring d. parting song
7. What melody is used in the folk song, Mo Li Hua?
a. melodic b. pentatonic
c. diatonic d. harmonic
8. Which of the following does not belong to the group?
a. koto b. shamisen
c. sheng d. erhu
9. Which Japanese instrument is called the dragon flute?
a. shimobue b. hichiricki
c. ryuteki d. shakuhachi
10. Which of the following statements about changgo is correct?
a. It is a single-headed drum in which tone is being altered by squeezing
it’s laces.
b. It is a Japanese drum that has become the central instrument of the
percussion ensemble.
c. It is large hanging barrel drum.
d. It is an hourglass-shaped double-headed drum made from animal
skin.
11. Which of the following does not belong to the group?
a. taiko b. odaiko
c. tsuridaiko d. koto
12. Which Japanese instrument is the counterpart of kayageum?
a. koto b. geomungo
c. shamisen d. zheng
13. What meter is used in Korean song, Arirang?
a. quadruple b. triple
c. duple d. compound
14. Which of the following is one of China’s most popular instrument?
a. haegum b. erhu
c. koto d. shamisen
15. Which group does Odaiko, taiko and tsuridaiko belong?
a. aerophone b. idiophone
c. chordophone d. membranophone

4
Directions: Look at the following instruments. Determine from which
country does each of the following musical instrument originated.

5
Directions: Using the links provided below, listen carefully to the sounds
produced by each instrument.

Sheng-http://www.youtube.com/watch?v=_iR-KrbeFs0&feature=ralated
Odaiko-http://www.youtube.com/watch?v=gkeqlQeyqK0
Haegum- http://www.youtube.com/watch?v=ZsylvJg_Dh8&feature=related

In this lesson you will discover the traditional music of some East
Asian countries through their vocal (folk song) and instrumental music.
Musical elements will be analyzed too.
This module is divided into two parts. In Part I, the instrumental
music of Japan, China, and Korea will be discussed. In Part II, the vocal
music of the said countries is enumerated.

JAPAN

Japanese vocal music is quite different from the Western vocal music
because it is based on the intervals of human breathing rather than
mathematical timing. Japanese musicians show their self-mastery in
mastering their instruments more than simply perfecting a technique of
some sort and giving value to their performance and composure.

Instrumental Music

Traditional Japanese music is basically meditative in character. Its

performance is highly ritualized, as much in the music itself, as in the
composure of the musicians when performing it. Japanese chamber and
solo music have meditative pace.

6
 The performance music has traditionally been of a spiritual character
similar to martial arts and other forms of arts such as tea ceremony and
calligraphy. It is usually about religious festivals, works, dance, love, and
regional song. Musicians show spiritual self-mastery in their performance
and composure as audience are looking forward to it. They work on an inner
strength in mastering their instruments more than simply perfecting a
technique of some sort and providing entertainment. Thus, music has
become highly ritualized.

Japanese Musical Instrument

Percussion Instruments (Membranophone)

Odaiko is a big, fat drum. The physical energy

and sheer excitement of an odaiko performance
is an integral part of many Japanese matsuri
(festival).
http://www.youtube.com/watch?v=gkeqlQeyq
K0
Tsuzumi is a drum with hourglass-shape.
There are two varieties of tsuzumi, the
kotsuzumi and otsuzumi.
Kotsuzumi is a small type of tsuzumi. It is
being held on the right shoulder, and the
player alters the tone by squeezing the laces.
Otsuzumi is the larger type of tsuzumi. It is
placed on the left thigh of a player. Both types
of tsuzumi are used in noh and kabuki
performances.
http://www.youtube.com/watch?v=FDq2Jq9P
A&feature=related

Tsuridaiko is a large, hanging barrel drum.

7
Taiko is a Japanese drum which comes in
various sizes and is used in playing varieties of
musical genre.
http://www.youtube.com/watch?v=8zSaZz2Zrs
&feature=related

String Instruments (Chordophone)

Koto is a 13-stringed zither with about two

meters long and is made of paulownia wood. It
is being plucked using pick on the thumb and
first two fingers on the right hand while the left
hand can be used to modify pitch and tone.
http://www.youtube.com/watch?v=L24Nb4CJz
V4s&feature=related

Shamisen is a plucked stringed instrument. Its

construction follows model similar to that a
guitar or a banjo employing a neck and some
strings stretched across a resonating body. The
neck of shamisen is fretless and slimmer than
the guitar or a banjo.
http://www.youtube.com/watch?v=w5rs7pfZu
Ps

Biwa is a Japanese short-necked fretted lute,

often used in narrative storytelling. The biwa is
the chosen instrument of Benten, the goddess
of music, eloquence, poetry, and education in
Japanese Shinto.
http://www.youtube.com/watch?v=f7s-
wXZWT5o&feature=related

Wind Instruments (Aerophone)

8
Shakuhachi is the most famous flute made
from bamboo. It has four or five finger holes on
the face and a thumb hole on the rear face. It
was imported from China for gagaku.
http://www.youtube.com/watch?v=ZE8WTIB4
kP0

Nokan a parallel bamboo flute (fue), is the only

melodic instrument used in noh. The melody of
the flute has no specific pitch relation with the
melody of chanting.
http://www.youtube.com/watch?v=1nOATkFs
BOQ&feature=related

Hichiriki is a double reed Japanese flute (fue)

used as one of two main melodic instruments
in Japanese gagaku music, the other being the
ryuteki.
http://www.youtube.com/watch?v=CYdCt9Xb
A8w

Sho is a Japanese free reed musical instrument

that was introduced from China during the
Narra Period.
http://www.youtube.com/watch?v=CYdCt9Xb
Asho
8whttp://.youtube.com/watch?v=yUpr1F1dZt0
&feature=related

Shinobue, also called takebue in the context of

Japanese traditional ats,is a Japanese
transverse flute or fue that has high-pitch
sound.
http://www.youtube.com/watch?v=57jwbZbQ
DpU

9
Ryuteki literally “dragon flute”, is a Japanese
transverse fue made of bamboo. It is used in
gagaku.
http://www.youtube.com/watch?v=e7IQb4Nx3
Sg

CHINA

For several thousand years, Chinese culture was dominated by the

teaching of the philosopher, Confucius. He conceived music in the highest
sense as a means of calming the passion and dispelling unrest and lust
rather than as form of amusement.

Traditionally, Chinese believe that sound influence the harmony of the

universe. Significantly, one of the most important duties of the first emperor
of each new dynasty was to search out and establish that dynasty through
standard of pitch. With this philosophical orientation, Chinese opposed
music performed solely for entertainment.

Chinese Musical Instrument

Watch and listen to a musical video clip about the instruments of China.
http://www.youtube.com/watch?v=HBeiYrJo9WE

10
String Instruments (Chordophone)

Yueqin is a moon-shaped lute with short neck and

four strings, played with a spectrum. It is used for
accompanying local operas.
http://www.youtube.com/watch?v=ZrttPkk8f38

Pipa is a four-stringed lute with 30 frets and a pear-

shaped body. This instrument has an extremely wide
dynamic range and remarkable expressive power.
http://www.youtube.com/watch?v=ZmAgFyVo48

Erhu, a two-stringed fiddle, is one of the most

popular Chinese instruments. It is used as solo
instrument in small ensemble or large orchestra and
by various ethnic groups.
http://www.youtube.com/watch?v=Rm7NodEks&feat
ure=ralated

Zheng is an ancient Chinese instrument that has an

arched surface and an elongated-trapezoid with 13 to
21 strings stretched over individual bride. It’s playing
range spans from three to four octaves.
http://www.youtube.com/watch?v=fsCAw-
ilf_c&feature=ralated

Wind Instruments (Aerophone)

Sheng is also called as Chinese mouth organ and

looks like a set of panpipes with 12 to 36 bamboo
pipes. Each pipe is of different length with a brass
reed at the bottom and a hole that must be blocked in
order for the note to sound.
http://www.youtube.com/watch?v=_iR-
KrbeFs0&feature=ralated

11
Dizi is the traditional Chinese flute. It can have a
membrane over an extra hole to give the
characteristic rattle effect. The player plays the dizi
by blowing across the mouthpiece then stopping on
the six holes found in the rod to produce different
notes.
http://www.youtube.com/watch?v=w9LRN5nag4s&fe
ature=ralated
Percussion Instruments (Idiophone)

Pengling are two small bells made of high-tin

bronze without internal clappers and
hemispheric or bottomless gourd-like shape. The
instrument has a delicate clarion and melodious
tone. It is a coloring rhythmic instrument, either
in ensemble or in theater music, bringing an
effect of peaceful dreams.
http://www.youtube.com/watch?v=WeNRwlFoZR
0

Yunluo, literally “cloud gongs”, is a set of ten

small tuned gongs mounted in a wooded frame.
The yunluo’s gongs are generally of equal
diameter but different thickness. The thicker
gongs produce higher pitch.

KOREA

12
 Korea’s folk music tradition, with its generous use of bright rhythms
and melodies, offers a more energetic and capricious contrast to the nation’s
collection of classical music works. Folk music represents the soul and
sound of traditional Korean villages with an eclectic array of music forms
including numerous folk songs, various forms of instrumental pieces,
pansori, and shaman ritual music.

Chong-ak means literally “right ( or correct ) music”. Its tradition includes

both instrumental and vocal music, which were cultivated mainly by the
upper-class literati of the Joseon society. Chong-ak also refers to ensemble
music for men of high social status outside of the court. In this category,
three important terms are a-ak, tang-ak, and hyang-ak.

Sog-ak or minsogak is a category of Korean music traditionally associated

with the lower classes or for the general public and are vibrant and
energetic. It includes genres such as pansori and minyo. Pansori is a kind of
music presented to audiences by skilled and unskilled vocal singer and
drummers.

Instrumental Music of Korea

Korean music, especially in South Korea has rich vocal tradition and
diverse instruments and music forms. Folk song, religious works, court
music, and shaman rituals all express the soul of the nation in which
history is filled with colourful and fascinating tales. Traditional Korean
music represent a word of captivating rhythms and melodies whose sounds
draw listeners in like a breath. Koreans sang song when they could not hold
their sadness in.

The Korean instruments can be broadly divided into three groups:

string, wind, and percussion instruments.
Http:www.youtube .com/watch=AZZtzYD2MK8

Korean Musical Instruments

String Instruments (Chordophone)

Kayagum (gayageum) is a traditional Korean

zither- like string instrument, with 12 strings,
although more recently variants have been
constructed with 21 or more numbers of strings.
It is probably the best-known traditional Korean
musical instrument.
13
http://www.youtube.com/watch?=tFe8nHQottl
Heagum (two-stringed vertical fiddle) has a rod-like
neck, a hollow wooden sound box, two silk strings,
and is held vertically on the knee of the performer
and play with bow.
http://www.youtube.com/watch?v=ZsylvJg_Dh8&fea
ture=related

Geomungo, six-stringed plucked zither, is a

traditional Korean stringed musical instrument of the
zither family of instruments with both bridges and
frets. Scholars believed that the name refers to
goguryeo and translated to goguryeo zither or that
refers to the color that translate to “black crane
zither”.
http://www.youtube.com/watch?v=nZZAsbAzx6M

Wind Instrument (Aerophone)

Piri is used in both folk and classical (court)

music of Korea. It is made of bamboo. Its large
reed and cylindrical bore gives it a sound
mellower than that many other types of oboe.
http://www.youtube.com/watch?v=5MWulb_B
qXA&featureand=related

Percussion Instruments (Membraniphone)

Changgo is the most widely used drum in the

traditional music of Korea. It is available in
most kinds, and has an hourglass-shaped body
with two heads made from animal skin. The
two heads produce sounds of different pitch
and timbre, which when played together are
believed to represent the harmony of man and
woman.
http://www.youtube.com/watch?v=iXrcY-tXiv4

14
VOCAL MUSIC
After listening and watching videos and recordings of traditional
instrumental and vocal music of Japan, China, and Korea, we can easily say
that the different cultural and musical practices of East Asia are revealed
through the musical elements used.

Vocal Timbre- nasal and throaty

Rhythm- duple, triple, quadruple
Melody-pentatonic scale, diatonic scale
Texture- monophony (acapella); homophony (with chordal
accompaniment); heterophony (same melody but
ornamented by several instrument)
Form- strophic (using the same tune on different verse)

Vocal Music of Japan

The main tone of Japanese music has two modes: the yo-sen and the
in-sen. Both consist of five primary tones based on a scale with seven tones.
The two remaining tones are considered as auxiliary tones. The ancient
melody of Japanese music is commonly based on these modes. However,
one melody is not always in one mode alone. The melody of Japanese music
commonly shifts on both modes. They often give emphasis on the second or
fourth tones of the mode.

Sakura “Cherry Blossom” is a traditional Japanese folk song

depicting spring, the season of cherry blossoms.

https://www.youtube.com/watch?v=jqpFjsMtCb0

15
 Mo Li Hua is a traditional Chinese song with gentle and lyrical
melody. The lyric about the jasmine flower also turn it into a love song.

Mo Li Hua

https://www.youtube.com/watch?v=_1wohhPhwlI

Arirang is a Korean folk song. It is sometimes used as a symbol of

Korea and Korean culture. Arirang is in essence a song of farewell.

https://www.youtube.com/watch?v=yV9UoCb1qvw

16
Independent Activity 1: Music Analysis
Directions: Listen and analyze some examples of folksongs from Japan,
China and Korea using the following links and English lyrics then answer
the question that follows.
Sakura
https://www.youtube.com/watch?v=jqpFjsMtCb0
Mo Li Hua
https://www.youtube.com/watch?v=_1wohhPhwlI
Arirang
https://www.youtube.com/watch?v=yV9UoCb1qvw

Sakura Mo Li Hua Arirang

(Cherry Blossoms) (Jasmine Flower) (My Beloved One)

Cherry blossoms, What a beautiful My beloved one

cherry blossoms, jasmine flower My beloved one
Blanketing the What a beautiful is going over the
countryside, jasmine flower mountain.
As far as you can see. Sweet-smelling, If you leave and
Is it a mist, or clouds? beautiful stems full of forsake me
Fragrant in the buds Lame you will be
morning sun. Fragrant and white, before going three
Cherry blossoms, everyone praises it miles.
cherry blossoms, Let me pluck you and
Flowers in full bloom. Give you to others
Cherry blossoms,
cherry blossoms,
Across the Spring sky,
As far as you can see.
Is it a mist, or clouds?
Fragrant in the air.
Come now, come,
Let’s look, at last!

What is the message and function of the following songs?

a.Sakura _________________________________________________________________
___________________________________________________________________________
b.Mo Li Hua ______________________________________________________________
___________________________________________________________________________
c.Arirang _________________________________________________________________
___________________________________________________________________________

17
Independent Assessment 1
Directions: Based on the activity you made in Independent Activity 1,
complete the table by describing the folk songs' musical elements.

Musical Sakura Mo Li Hua Arirang

Elements

Timbre

Rhythm

Texture

Tempo

Form

Independent Activity 2
Directions: Identify the country which associated with the following words.
Write your answer on your answer sheet
________1. Sheng _______6. Piri
________2. Koto _______7. Haegum
________3. Pipa _______8. Sakura
________4. Biwa _______9. Arirang
________5. Nokan _______10. Mo Li Hua

Independent Assessment 2
Directions: Read carefully each statement below and identify what is being
asked. Write your answer on your answer sheet.
_______1. It is a 13-stringed zither with about two meters long and made of
paulownia wood.
_______2. It is a Japanese free reed musical instrument that was introduced
from China during the Narra period.
_______3. It is a Korean folk song used as a symbol of Korea and Korean
culture.
_______4. It is a traditional Japanese folk song depicting spring, the season of
cherry blossoms.
_______5. It is a setoff ten small tuned gongs mounted in a wooden frame.
18
Independent Activity 3
Directions: Word Pool: Classify the musical instruments in the box according
to their group. Write your answer on your answer sheet.

Hichiriki Changgo Piri Taiko

Biwa Sho Odaiko
Erhu Yunluo Pengling

Aerophone Chordophone Idiophone Membranophone

1. 4. 6. 8.
2. 5. 7. 9.
3. 10.

Independent Assessment 3
Directions: Identify the name of the following East Asian musical
instruments. Write your answers on your answer sheet.

1.__________ 2. ____________ 3. ___________ 4. ___________ 5. ___________

Directions: Write a short reflection on how do music of Japan, China and

Korea reflects the different aspects of their culture.

My Reflections

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________
19
Rubric
CRITERIA Excellent Very Good Fair Poor
(5) Good (4) (3) (2) (1)
Content
Relevance to given
topic
Grammar
Sentence structure
Mechanic
Essay format
Vocabulary
Word/Idiom/Usag
e choice

Directions: In an oslo paper, draw a creative illustration about the

relationship of man and nature as reflected in the three folk songs that you
have learned.
Rubric:
CRITERIA Very
Excellent Good Fair Poor
Good
(5) (3) (2) (1)
(4)
1. Composition and
design
2.
Creativity/Originality
3. Proper usage of
materials and tools
4. Overall look of the
artwork
https://www.researchgate.net/figure/Composition-worksheet fig4 316533677

Directions: Choose the letter of the correct answer. Write your answer on
your answer sheet.

1. What meter is used in Japanese song, Sakura?

a. quadruple b. triple
c. duple d. compound
2. Which of the following is one of China’s most popular instrument?
20
 a. haegum b. erhu
c. koto d. shamisen
3. Which of the following does not belong to the group?
a. tsuzumi b. odaiko
c. taiko d. changgo
4. Which Korean music category is traditionally associated with the lower
class?
a. tang-ak b. chong-ak
c. sog-ak d. a-ak
5. How is the Arirang song classified?
a. welcome song b. love song
c. song for spring d. parting song
6. Which Japanese instrument is the counterpart of kayageum?
a. koto b. geomungo
c. shamisen d. zheng
7. Which of the following does not belong to the group?
a. taiko b. odaiko
c. tsuridaiko d. koto
8. What melody is used in the folk song, Mo Li Hua?
a. melodic b. pentatonic
c. diatonic d. harmonic
9. Which Japanese instrument is called the dragon flute?
a. shimobue b. hichiricki
c. ryuteki d. shakuhachi
10. What Japanese free reed musical instrument was introduced from
China during the Narra period?
a. nokan b.hichiriki
c. sho d. ryuteki
11. Which of the following statements about changgo is correct?
a. It is a single-headed drum in which tone is being altered by squeezing
its laces.
b. It is a Japanese drum that has become the central instrument of the
percussion ensemble.
c. It is large hanging barrel drum.
d. It is an hourglass-shaped double-headed drum made from animal
skin.
12. Which of the following is NOT a chordophone?
a. koto b. shamisen
c. sheng d. erhu
13. What meter is used in Korean song, Arirang?
a. quadruple b. triple
c. duple d. compound
14. Which group does Odaiko, taiko and tsuridaiko belong?
21
 a. aerophone b. idiophone
c. chordophone d. membranophone
15. How is Chinese music described?
a. It is gentle and lyrical.
b. It is slow in tempo and very peaceful.
c. It is meditative and highly ritualized.
d. It is slow and melancholy.

Directions: Based on what you have learned on this module, choose one
country in East Asia and make a brochure of its music. Carefully organize
the pictures and include a brief description about each instrument. Refer to
the following assessment rubric for the criteria.

Brochure Rubric

CATEGORY 4 3 2 1
Attractiveness The The The brochure The
& brochure brochure has adequate brochure's
Organization has has formatting, is formatting
attractive attractive in point form and
formatting, formatting, and is organizatio
is in point is in point somewhat n of
form and form and organized. material
has very well has are
organized organized confusing
information. information to the
. reader.
Informatio
n is not in
point form.
Content The The The brochure The
Accuracy brochure brochure has half of brochure
has all of the has all of the required has little of
required the information. the
information required required
and some information information
additional . .
information.
Writing All of the Most of the Half of the Much of
Mechanics: writing is in writing is writing is in the writing
Spelling complete in complete complete is not in
22
 Sentence sentences. sentences. sentences. complete
Form Capitalizatio Most of the Some of the sentences.
Grammar n, capitalizati capitalization Much of
Punctuation punctuation on, , punctuation the
Capitalization and spelling punctuatio and spelling capitalizati
are correct n and are correct on,
throughout spelling are throughout punctuatio
the correct the brochure. n and
brochure. throughout spelling is
the not correct
brochure. throughout
the
brochure.
Graphics/ More than Two neatly Two graphics Less than
Pictures two neatly colored are included two
colored graphics but do not graphics
graphics are are always go are used
included and included well with the and may or
go well with and go well text. may not go
the text. with the Graphics may with the
text. or may not be text.
colored or Graphics
neat. may or
may not be
colored or
neat.
https://www.incredibleart.org/files/Rubric.htm

23
24
 References
Textbook:
Anido, Belinda R., Baldoz, Augusto D., Basilio, Christine Ann V.,Gomez, Marcos S.,
Department of Education. “Learners’ Material for Grade 8 Music”, Book Media Press
Inc. Quezon City, First Edition 2013.
http://educationalprojams.weebly.com/lms-cgs-and-tgs/grade-8-learners-materials-lm

Websites:

“Composition worksheet. – Research Gate.” Accessed October 30. 2020.

https://www.researchgate.net/figure/Composition-worksheet fig4 316533677
“Sample Art Rubric – Incredible Art Department.”Accessed October 30, 2020.
https://www.incredibleart.org/files/Rubric.htm
”Sheng solo”.Youtube.Video File. 2007/08/28. Accessed October 30, 2020.
http://www.youtube.com/watch?v=_iR-KrbeFs0&feature=ralated
https://www.chicagoagr.org/ourpages/auto/2010/1/24/61135583/Brochure%20rubric.doc
http://www.youtube.com/watch?v=gkeqlQeyqK0
http://www.youtube.com/watch?v=ZsylvJg_Dh8&feature=related
http://www.youtube.com/watch?v=gkeqlQeyqK0
http://www.youtube.com/watch?v=FDq2Jq9PA&feature=related
http://www.youtube.com/watch?v=8zSaZz2Zrs&feature=related
http://www.youtube.com/watch?v=L24Nb4CJzV4s&feature=related
http://www.youtube.com/watch?v=w5rs7pfZuPs
http://www.youtube.com/watch?v=f7s-wXZWT5o&feature=related
http://www.youtube.com/watch?v=ZE8WTIB4kP0
http://www.youtube.com/watch?v=1nOATkFsBOQ&feature=related
http://www.youtube.com/watch?v=CYdCt9XbA8w
http://www.youtube.com/watch?v=CYdCt9XbAsho
http://www.youtube.com/watch?v=57jwbZbQDpU
http://www.youtube.com/watch?v=e7IQb4Nx3Sg
http://www.youtube.com/watch?v=HBeiYrJo9WE
http://www.youtube.com/watch?v=ZrttPkk8f38
http://www.youtube.com/watch?v=ZmAgFyVo48
http://www.youtube.com/watch?v=Rm7NodEks&feature=ralated
http://www.youtube.com/watch?v=fsCAw-ilf_c&feature=ralated
http://www.youtube.com/watch?v=_iR-KrbeFs0&feature=ralated
http://www.youtube.com/watch?v=w9LRN5nag4s&feature=ralated
http://www.youtube.com/watch?v=WeNRwlFoZR0
Http:www.youtube .com/watch?v=AZZtzYD2MK8
http://www.youtube.com/watch?v=ZsylvJg_Dh8&feature=related
http://www.youtube.com/watch?v=nZZAsbAzx6M
http://www.youtube.com/watch?v=5MWulb_BqXA&featureand=related
https://www.youtube.com/watch?v=yV9UoCb1qvw
https://www.researchgate.net/figure/An-example-of-Gyeonggi-or-Seoul-Arirang-without-
ornamentation-Source-Yong-2003-p-68_fig1_316533677/download
cynthia465988.

25
 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address:lrmdsbulacan@deped.gov.ph

26