CLARENDON COLLEGE

Odiong, Roxas, Oriental Mindoro

Tel fax: (043) 289-2538

PRELIMINARY EXAMINATION IN VISUAL ARTS IV

Jallores, Anna Shane G.

BCAED - III

Grade Level: Grade 6

Time Allotment: 60 minutes
Lesson Objectives:
By the end of this lesson, learners will be able:

1. Identify the texture of music

2. Interpret the texture of music
3. Perform a monophonic,, homophonic, and polyphonic with given
song Paro- parung bukid

Performance Standards:
Performs accurately a given song with monophonic, homophonic, and
polyphonic textures
Content Standards:
Demonstrates the concept of texture as:
1. Monophonic (one voice)
2. Homophonic (voice and accompaniment)
3. Polyphonic (many voice)
Learning Competencies:
1. Distinguishes monophonic, homophonic, and polyphonic textures.
MU6TX-IV-o-d-3
Topic: Music Texture

This lesson will be the basis for the learners, to know the different textures of
music. Also, learners will understand the value of texture in music by listening
to a song. Furthermore, the teacher will enlightened the student the existence
of music texture and appreciate it. At the end of this lesson, the teacher will
give a performance to the students that shows the music textures.
Learning Resources:
A. Teacher’s Guide Pages
B. Learner’s Materials Pages
C. Textbook Pages
D. Other Learning Resources

Learning Procedures
A. ELICIT
Reviewing previous lesson or
The teacher will play short audio
presenting the new lesson examples for each type of texture,
and discuss the characteristics of
each one with the students. The
teacher can also use a variety of
musical genres and eras to illustrate
these textures.

B. ENGAGE
Establishing a purpose for the lesson Ask the students if they know what
"music texture" means. Allow a few
responses and write down their ideas
on the board. After that, the teacher
will assign the student on what
musical texture they want to perform
either, solo with or without
accompaniment instruments, or choir
style and sing a specific song.
C. EXPLORE
Discussing new concepts and Show a short video clip of a live
practicing new skills #1 orchestra or a band playing together,
highlighting the different instruments
and their roles in creating music
texture. This visual exploration can
help students grasp the concept.
D. EXPLAIN
Developing mastery (Leads to Music texture
Formative Assessment)
describes how many musical
components, such as melody,
harmony, and rhythm, are blended
together to give a piece of music its
overall character and sound.
Depending on the richness and
interplay of musical layers, it can be
characterized as either thick or thin.

Present the three main types of music

texture: monophony, homophony, and
polyphony.

Monophony
PH
ON
Y
Homophony

Polyphony

a. Monophony: One melody line with

no harmonies or accompanying parts.
music consists of a single, unaccompanied
melodic line without harmonies or multiple
voices.
The teacher will assign at least one student
to sing an acapella song

b. Homophony: A melody with a

clear accompanying harmony, often
chords. music features a primary melody
with accompanying harmonies or chords.
The teacher will play the example
music of homophony

c. Polyphony: Multiple independent

melodies played or sung
simultaneously. Music is multiple
independent melodies or voices occurring
simultaneously. These voices often intertwine
to create complex harmonies and textures,
and each voice has its own unique melody.

The teacher will play example music

of polyphony.

Example of Polyphony
Choir

Marching Band
 Orchestra

Types of POLYPHONIC TEXTURE

1. Partner Songs
- songs that have rhythms and
melodies which are similar so that
they can be sung at the same time
thereby resulting in beautiful texture.

2.ROUND SONG
- it is a singing game where two or
more people are singing a similar
melody, but the words and starting
time are different from each person

3. DESCANT
is a countermelody that is sung or
played above the melody.

E. ELABORATE
Finding practical applications of Divide the class into small groups or
concepts and skills in daily living solo and provide them with
headphones or speakers and a list of
musical excerpts, each showcasing a
different texture (monophony,
homophony, or polyphony).

Each group will present the paro-

parung bukid song that showcase the
music texture.
 Encourage the students to talk about
how these textures make them feel in
the song.

In daily living, how will you find a

music texture?

In what way you find this in your daily

living?
Finding generalizations and Directions: Read the following
abstractions about the lesson situations. Identify the texture of the
song based on how it is sung. Write
monophonic, homophonic, or
polyphonic on your paper
1. Jecah marie playing cello
accompanied by Eva playing a piano
2. Jonaliza singing Twinkle twinkle
little star in a capella.
3. A group of boys and girls singing
and playing the piano with
philharmonic Orchestra.
4. James Rex and his bandmates
playing lively music on marching band
5. Rechia playing her bass guitar

F. EVALUATE
Evaluating learning Have each group or solo performer
showcase the Paro-parung Bukid
song in the assigned music texture
(monophony, homophony, or
polyphony). The teacher will assess
their performance for accuracy and
understanding of the respective
textures.

For oral presentation, the teacher will

ask each student to briefly explain
why they chose a specific music
texture for their performance and
what the characteristics of that texture
are.

G. EXTEND
Additional activities for application or Texture Analysis: The teaching will
remediation provide the students with a few music
pieces in different textures
(monophonic, homophonic,
polyphonic) and have them analyze
the texture of each piece, identifying
the elements that define each texture.
 Create Your Texture: The teacher will
encourage learners to compose their
own short music pieces in different
textures. They can use instruments or
even digital tools for this activity.

Texture Analysis: Provide the

students with a few music pieces in
different textures (monophonic,
homophonic, polyphonic) and have
them analyze the texture of each
piece, identifying the elements that
define each texture.

Create Your Texture: Encourage

students to compose their own short
music pieces in different textures.
They can use instruments or even
digital tools for this activity.
Remarks

Reflections:
A. No. Of learners who earned 80% in
the evaluation
B. No. Of learners who require
additional activities for remediation
who scored below 80%
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
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?