LESSON PLAN MAPEH 8

School PANOYPOY Grade level GRADE 8

INTEGRATED SCHOOL
Teacher MARY ROSE P. PASACAS Learning area Mapeh
Teaching date FEBRUARY 12, 2024 Quarter Quarter 3
2:30-3:30
I. Objectives
A. Content standard: demonstrates an understanding of common and distinct musical characteristics of South
Asia and the Middle East.
B. Performance Standard: performs South Asia And the Middle East music with appropriate pitch, rhythm,
expression and style.
C. Learning Competencies/Objectives:
 MELC 1: Listens perceptively to music of South Asia and the Middle East. (MU8WS-IIIa-h-2)
 MELC 2: Analyzes musical elements of selected songs and instrumental pieces heard and performed.
(MU8WS-IIIc-h-4)
II. Content: SOUTH ASIAN MUSIC
III. Learning Resources
A. References:
1. Teacher’s/ Curriculum Guide Pages:
2. Learner’s Material’s Pages: : MELCs, Music and Arts of Asia 8 Page No.: 109-126
Music 8 – Unit 3 South, Central, and West Asian Music
3. Textbook Pages: Health 8 – Quarter 2 Module No. 1 Family Life
4. Additional Materials from Learning Resource (LR) Portal:https://burlingtonbasketball.ca/what-are-the-most-
important-basketball-skills/
B. Other Learning Resources: laptop, chalk, eraser, and ball

IV. Procedures
Preliminaries
 Prayer
 Orderliness
 Checking of Attendance
 Review

IV.1. Activity ACTIVITY 1

SING ALONG!
Direction: the teacher will group the students into two. Each group will sing a
song to entertain the audience.

IV.2. Analysis Processing Questions:

1. Did you enjoy the activity?
2. What did you feel during the performance?

IV.3. Abstraction
•Music of South Asia: India and Pakistan

Music of India

India's classical music tradition, includes Carnatic and Hindustani music

which have developed over many centuries.
One aspect of vocal music uses melismatic singing with nasal vocal quality.
The Samagana style of singing developed into a strong and diverse tradition
over several centuries becoming an established part of contemporary traditins
in India.

The hymns in Sama Veda, a sacred text, were sung as Samagana and not
chanted

Characteristics of Traditional Music from India:

Carnatic Music - 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)

Hindustani music - 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

Classification of Musical Instruments in India

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.

Avanaddh - described as a membranous percussive instrument. This class of

instruments typically comprise the drums.

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

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

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.

Music of Pakistan

Their music encompasses numerous different musical styles originating from

a large number of sources.

Pakistan is known for its unique vocals.

The distinctive Pakistani sound was formed with multiple influences not only
from various parts of South Asia.

Though Pakistan is part of South Asia, its western part is considered as

extended Central Asia.

Vocal Music of Pakistan

Pakistan is known for its two vocal styles in singing:

1.Ghazal
 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.

Its structural requirements are more strict than those of most poetic forms
traditionally written in English

Is considered by many to be one of the principal poetics forms the Persian
civilization.

It can be sung by both for men and women.

2.Qawwali

The devotional music of the Chishti Order

A vibrant musical tradition that stretches back more than 700 years.

Originally performed mainly at Sufi shrines throughout the subcontinent and

gained mainstream popularity.

IV.4. Application Acitivity 2

Direction: Answer the following questions

1. Described as a non-membranous percussive instrument but with solid

resonators. It is one of the oldest class of instrument in India.
2. Iinfluenced by ancient Hindu musical traditions, historical Vedic
religion/Vedic philosophy, native Indian sounds and enriched by the
Persian performance practices of the Mughal era.
3. Described as a membranous percussive instrument. This class of
instruments typically comprise the drums.
4. 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.
5. The devotional music of the Chishti Order.

V. Assessment Activity 3
Direction: Answer the following questions.

1. Describe the modern music of India

2. Identify and Describe the vocal music of Pakistan.

VI. Assignment
VII.. REMARKS
VIII. REFLECTION
A. No. of learners who earned
80% in the evaluation
B.No. of learners who require
additional activities for
remediation
C.Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
work well? Why did these work
F.What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover which
I wish to share with other teachers

Prepared by: Checked by:

MARY ROSE P. PASACAS SHERYL JEAN M. GARCIA
SST 1 School Head