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Music 2 Teachers Guide: Unit 1 Week 1 (Rhythm)

Content Standards: distinguishes between sound and silence Performance Standards: identifies the difference between sound and silence. Competency: associates visual images with sound and silence within a rhythmic pattern. Learning Objectives: associates visual images with sound and silence within a rhythmic pattern. identifies the difference between sound and silence. manifests care for ones belongings. Learning Content: A. Lesson :Rhythm: Basic Understanding of Sound and Silence in a Rhythmic Pattern B. Materials : - picture of a toy car - chart of the song - any object that produces sound C. Value Focus :care for ones belongings Developmental Activities: Priming Activity Show a real toy car. Ask: Do you have a toy car? (Aduna ba kamoy dulaan nga awto?) Describe it. (Ihulagway kini.) Do you have other toys? (Aduna pa bamoy laing mga dulaan?) Have you experienced breaking your toy accidentally? (Nakasulay naba kamo nga naguba ang inyong dulaan nga wala tuyo-a?) What did you do to fix it? (Giunsa man nimo pag-ayo ang imong naguba nga dulaan?)

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Presentation 1. Presenta lively song Ang Awtoni Juan. (Tune: Ang Fiera ni Juan).

AngAwtoni Juan

AngawtoniJuan May buslotsaligid (Repeat 3x)

2. Sing the presented song and do the actions. Let the pupils sing and follow the Gipapitlanog bubble gum. actions done. Ask: - Who owns the car? (Kinsay tag-iya sa dulaan nga awto?) What happened to the wheel of the toy car? (Unsa ang nahitabo saligidsadulaanni Juan?) What did Juan do to fix his toy car? (Giunsa pag-ayoni Juan ang iyang dulaan?) If you were Juan, would you do the same? Why? (Konikawsi Juan, buhaton ba nimo ang paagi nga gihimo niya? Ngano man?) If you have toys or belongings, how do you take care of them? (Unsaon man nimo pag-amping sa imong dulaan o butang?) What did you feel while singing? (Unsa ang inyong gibati samtang kamo nagkanta?)

3. Repeat the song but gradually substitute the underlined word with action only one at a time until all the underlined words are acted.

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4. Tap the table to the rhythmic pattern of the song. (Refer to the pattern below as guide for tapping.) Let the pupils sing the song again while tapping the table. 5. Have the pupils tap the table while singing. Ang Awto ni Juan

Ang

aw-to

ni

Ju- an

May

bus lot

sa

li - gid

(Repeat 3x) Gi- pa pit lan - og bub -ble gum

Ang Awto ni Juan (Beat Measurement) Ang aw-to ni Ju- an May

:
bus lot sa li - gid
1st, 2nd, 3rd

:
Gi- pa pit lan - og bub -ble gum

(Note: Time signature for this song is 4 4

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Every syllable is represented by a line(s).1 line receives 1 pulse beat/clap andconnected lines receive a half pulse beat or clap or use of the rhythmic stick of the Kodaly Method.) 6. Then let the pupils clapto the rhythmic pattern of the song (clap only without singing it). Make sure they pause for every underlined word one at a time as they repeat the song. Analysis/Discussion Ask: - How did we sing the underlined words? (Giunsa nato pagkanta ang mga gibadlisan nga mga pulong?) - The teacher discusses that sounds can be associated with actions. - Were we able to produce a pleasant visual image with the song? (Nakahimo ba kita og nindot nga mga lihok/talan-awon sa atong gikanta?) - What were those visual images? (Unsa man kini nga mga talan-awon?) - Did you notice silence and sound in the given song/rhythmic pattern? (Nakamatikodbakamoog kahilom ug tingog saatonggikanta?) - What part of the song/rhythmic pattern is in silence? (Unsangbahinasakantaangwalagitingog?) - What part of the song or rhythmic pattern is sung or sounded? (Unsangbahinasakantaanggitingog?) (The teacher explains more on sound and silence in rhythmic pattern. Application 1. Clap for the lines or beat marks and pause for marks. a. b. c. d. e.

II I III I I I II I I I

II I III I I I II II I
4

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2. Let the pupils sing the whole song first then let them sing the song below while clapping and gradually omit the underlined words and replace them with actions. Ulo, Abaga U - lo, a - ba - ga, ha - wak, da - pi-da - pi, Tu - hod,ti - il (3x) (Tang - tangta - nan) Generalization: What are created/produced through sound and silence? (Unsay mamugna pinaagi sa tingog og kahilom?)

Remember: 1. A rhythm is a pulse; essentially repeated patterns of long or short, stressed or unstressed sounds or silences which fit into the main beat. 2. Silence means a period of time with no sound. 3. Silence in rhythmic pattern is a pause after a series of sounds. 4. Sound is anything a human can hear. 5. Rhythmic patterns can be created with the combination of silence and sound. 6. Visual images can be drawn through sound and silence in a rhythmic pattern.

Evaluation: Divide the pupils into 5 groups. Let them do the following activities with reference to the song, AngAwtoni Juan. Group 1 Sing the whole song. Group 2 Clap with the correct rhythmic pattern of the song Group 3 Clap twice in every line of the song. Group 4 Clap once in every line of the song. Group 5 Do the action of the song without singing (Note: Have the pupils perform by group first. Then, have the groups perform simultaneously.

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SUGGESTED RUBRIC Expected Performance: Present the song, AngAwtoni Juan creatively associating visual images with sound and silence within a rhythmic pattern. RATING (PAGBILI) Very Good (10 points) INDICATORS (TIMAILHAN) Sings, claps/does action creatively with consistent accuracy and proper timing while associating visual images with sound and silence within a rhythmic pattern. Sings, claps/does action creatively with inconsistent accuracy but with proper timing while associating visual images with sound and silence within a rhythmic pattern. Sings, claps/does action creatively with inconsistent accuracy and timing while associating visual images with sound and silence within a rhythmic pattern. SYMBOLS (SIMBOLO)

Good (8 points)

Fair (6 points)

Agreement: Let the pupils practicesinging and clapping to the rhythmic patterns of the songs learned and gradually omitting the underlined words and replace with action.

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Music 2 Teachers Guide: Unit 1 Week 2 (Rhythm)


Content Standards: demonstrates understanding of rhythmic pattern. Performance Standards: maintains a steady beat when chanting, walking, tapping, clapping and playing musical instruments. Competency: claps, taps, chants, walks, and plays musical instruments in response to sound with the correct rhythm - in groups of 2s, - in groups of 3s, - in groups of 4s Learning Objectives: performs a steady beat when chanting, walking, tapping, clapping, and playing a musical instrument. demonstrates clapping, tapping, walking, and playing musical instruments in response to sound with the correct rhythm. manifests attentiveness and cooperation in doing a group work. Learning Content: A. Lesson:Rhythm: Understanding Steady Beats B. Materials: - chart of the song, - drum, - any object that produces sound C. Value Focus: attentiveness/cooperation Learning Activities: Priming Activity 1. Drill Let the pupils sing and perform the song Ang Awto ni Juan through tapping, clapping or body movement. 2. Motivation Say: I am thinking of something that twinkles in the sky at night. What do you think is it?

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Presentation Present a chant/song with steady beat (Tune: Twinkle, Twinkle). Sidlak, Sidlak Bitoon Sid - lak, sid - lak bi - to - on


Bi

- to - on

nga ma - si - ga

Dya - man - te kung tu - tu - kan

Bi - nu - hat sa Gi - no - o

Sid - lak, sid - lak

bi - to - on

Bi - to- on nga ma - si - ga

4 (Note: Time signature for this song is 4 . A syllable is represented by a line(s) A line receives 1 pulse beat/clap) 1. Let the class chant/sing three times with the correct rhythmic pattern. 2. Ask: - What is the song about? (Mahitungod sa unsa ang kanta?) - What can you say about the stars at night time? (Unsay ikasulti nimo sa bitoon sa kagabhion?) - Who made the stars? (Kinsa may naghimo sa mga bitoon?)

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3. Beat the drum with the pupils simultaneously clapping/tapping on the desks according to the rhythmic pattern of the song.Let the pupils observe the number of claps as they sing. Analysis/Discussion Ask: - What did you feel while doing the activity? (Unsa man ang inyong gibati samtang naghimo sa atong bulohaton? - Were you able to perform the activities? Why? (Nahimo ba ninyo ang mga buluhaton? Ngano man kaha?) - Is it important to be attentive and cooperative in doing any activity?Why? (Mahinungdanon ba nga maminaw ug aktibo kita sa atong pag-apil sa mga buluhaton? Ngano man?) - What did you do while singing? (Unsa ang gibuhat ninyo samtang nagkanta?) - Was there rhythm in our song? (Duna bay ritmo ang atong awit?) - Describe the rhythm of the song. Is it the same, fast ,or slow? (Unsa may ikasulti ninyo kabahin sa ritmo sa atong awit, pareho ba, paspas o hinay? - Does each clap represent a beat? (Ang usa ka pakpak nagpakita ba og usa ka beat? - What is represented by each beat in the song? (Unsay girepresentar sa matag beat sa atong kanta?) - How many beats does each syllable in the song contain? (Pila man ka beat ang matag silaba sa atong kanta?) - Was there a steady beat through out the song? (Duna ba moy nadunggan nga steady beat sa kinatibuk-an sa atong kanta?) Application: Group the pupils by 10s and have each group do the chant with the given movement. Group 1 ha ha ha ha ha ha ha ha ha ha ha ha (march in place)

Group 2 ta ta ta ta tata ta ta tata ta ta (hand movement forward,

upward, sideward and downward) Group 3 la la la lalala la lalala la la (walk forward and backward)

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Group 4 me me me me me me me me me me me me (clap)


or any instrument) Generalization:


ho ho ho ho


ho ho ho ho (play a drum

Group 5 ho ho ho ho

Ask: - How do you identify steady beatin a rhythmic pattern? (Giunsa ninyo pag-ila sa steady beat sa usa ka rhythmic pattern?)

Evaluation: Group the pupils by 2s, 3s or 4s and each group will present the chant/song Sidlak, Sidlak Bitoon (or any familiar folk song with steady beat) while beating a drum or playing any available musical instrument. (Assess their respective performance using rubric.) SUGGESTED RUBRIC (SUMBANAN) Expected Performance: Present a chant/song with steady beat and at the same time beat a drum or play any available musical instrument. RATING (PAGBILI) Very Good (10 points) INDICATORS (TIMAILHAN) Sings/chants with consistent steady beat Plays instrument with accurate and proper timing Sings/chants with frequent steady beat Plays instrument with proper timing Sings with inconsistent steady Plays instrument with inaccurate timing SYMBOLS (SIMBOLO)

Good (8 points)

Fair (6 points)

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Agreement: Have the pupils bring 2 pieces of any of the following. (Assign by group.) 1. 2. 3. 4. 5. bamboo sticks coconut shells empty cans pieces of wood blocks tambourine made of bottle caps

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Music 2 Teachers Guide: Unit 1 Week3 (Melody) Content Standards: distinguishes high and higher, low and lower tones. Performance Standards: matches the correct pitch of tones vocally. distinguishes high and higher, low and lower pitches of tones. Competency: identifies the pitch of tones as - high, - low, - higher - lower. Learning Objectives: identifies the pitch of tones as high, low, higher or lower. matches the correct pitch of tones vocally. involves oneself actively in the given activities. Learning Content: A. Lesson : Melody: Pitch Demonstrating High and Low Tonesthrough Singing or Playing Musical Instruments A. Materials : - pitch pipe, - chart of the song B. Value Focus : cooperation/active participation in an activity

Learning Activities: Motivation: Ask: -

What are the months of the year? What is the first month? The last month?

Presentation: 1. Present and lead in singing the song, Lubi-lubi. Emphasize and give the correct lower, low, high and higher pitch.

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Lubi Lubi
3 4

E - ne - ro, Peb- re - ro Mar - so

Ab - ril

Ma - yo

Hun - yo

Hul - yo

A - gos to

Z C

Z C

Set -yem - bre Ok - tub - re

Nob - yem - bre Dis - yem - bre Lu - bi Lu-

bi 2. Have the pupils sing the song again. 3. Ask: - What is the song about? (Unsa man mahitungod ang kanta?) - How many months are there in a year? (Pila man ka bulan ang usa ka tuig?) - Do you know of an important event celebrated in each month? (Duna ba moy nahibaw-an nga importanteng kasaulogan sa matag bulan?)

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Have you participated in the said event? Why or why not? (Miapil ka ba sa maong kasaulogan? Ngano?) What is the most significant month for you? (Unsa man ang kinakamahuluganon nga bulan para nimo?) Is it important to participate actively in an important event or activity? Why? (Mahinungdanon ba ang aktibong pag-apil sa usa ka importanteng buluhaton? Ngano man?)

4. Let each row sing a line of the song. Assign a particular pitch in each row. Give the correct lower, low, high and higher pitch for the pupils to follow. Row 1 Enero, Pebrero (sing in lower pitch) Row 2 Marso, Abril, Mayo (sing in low pitch) Row 3 Hunyo, Hulyo, Agosto (sing in high pitch) Row 4 Setyembre, Oktubre (sing in higher pitch) Nobyembre, Disyembre Lubi-Lubi. Analysis: Ask: -

What have you noticed with the pitch of the song, the same or different? (Pareha ba og tono sa kinatibuk-an nga kanta?) Did you sing the lines of the song in the same pitch? (Pareha ba og tono ang inyong pagkanta?) In whatpitchdid rows 1, 2, 3 and 4 sing the line of the song? (Unsay tono sa linya nga gikanta sa una, ikaduha, ikatulo ug ika-upat nga han-ay?) What are the different pitch that we can hear from the song? (Unsa ang nagkalain-laing tono nga atong madunggan sa kanta?) Can you produce low/lower and high/higher pitch? (Makahimo ba ta sa ubos/labing ubos nga tono ug taas ug labing taas nga tono?)

Application: 1. Group the pupils into 2. Let the pupils stand if you produce high pitch and sit if it is low pitch. 2. With the same group, let them produce the high/higher pitch if you raise your hand and low/lower pitch if you lower your hand using the line Happy Birthday To You. Generalization: - What are the different pitches that we learned? (Unsa ang nagkalain-laing tono nga atong nakat-onan?)

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Evaluation: Let 4 groups of pupils produce the different tones by singing KUMUSTA from lower to low and high to higher. The teacher models the different tones and sets a signal for every tone for the pupils to sing, Kumusta.

________ Kumusta (Higher) _______Kumusta (High) _______ Kumusta (Low) _____Kumusta (Lower) Agreement: Have the pupils practice singing the songs Lubi-Lubi with the correct tone.

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Teachers Guide: Unit 1 Week4 (Form) Content Standards: distinguishes same or different musical lines. Performance Standards: correlates geometric shapes to indicate understanding of similar-dissimilar lines. Competency: identifies musical lines assimilar and dissimilar through movements and geometric shapes or objects. Learning Objectives: identifies musical lines as similar and dissimilar through movements and geometric shapes or objects. manifests enthusiasm in participating any activity Learning Content: A. B. C. D. Lesson: Form: Distinguishing Some of Different Musical Lines Materials: geometric figures/ cut-outs, pictures Value Focus: enthusiasm in ones participation in an activity Background for the Teacher: Similar/Dissimilar may illustrate melodic form using motif as concept or rhythmical similarity using sequential pattern which can be interpreted using geometrical pattern.

Learning Activities: Pre-Activities 1. Review the term symmetrical and assymetrical shape. Show several geometric cut-outs e.g. circles, square, triangle, etc. Let the pupils identify each shape and describe each as to symmetrical or assymetrical. 2. Show different pictures of objects. Ask:

Which of the objects have a shape of a square, circle or rectangle? (Show different pictures of objects.)

Presentation 1. Present the musical scale of thesong, Lubi-Lubi to illustrate similar or dissimilar concept.

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Lubi Lubi
3 4

SIMILAR (PAREHA)

DISSIMILAR (MANAGLAHI) (DISSIMILAR)

Z C

Z C

SIMILAR RHYTHMIC PATTERN (PAREHA OG RHYTHMICPATTERN)

2. Guide the pupils in drawing lines on the board/chart connecting the notes of the first scale. The geometric figure below can be formed.

3. Let the pupils draw lines on air connecting the notes of the second scale. The lines below can be formed.

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4. Let the pupils draw lines on air connecting the notes of the third scale. The lines below can be formed.

Analysis/Discussion: What figures are formed when connecting notes in the first, second and third scale? (Unsay naporma sa una, ikaduha ug ikatulong linyang pangmusika?) What objects can you associate with those shapes? (Unsa nga mga butang nga maanggid sa maong mga porma?) Describe the figures. Are they symmetrical or assymetrical? Why? (Manag-angay ba o dili ang mga porma? Ngano man?) Which musical lines are similar and dissimilar? (Asa man nga linyang pangmusika ang pareha ug managlahi?) Application 1. Say: Connect the dots which represent the notes of a musical scale to form a shape and associate as to what object you have formed. Then, tell whether the musical lines are similar or dissimilar. (Isumpay ang mga tuldok nga nagpresentar sa mga nota aron makamugna og usa ka porma ug ilha kon unsa nga butang ang may susama og porma. Isulti pud kon pareha o dili ang mga linyang pangmusika.) a.

b.

c.

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d.

2. Flash the cards of musical lines. Let the pupils shake their hips for similar musical lines and let them shake their headfor dissimilar lines. Pattern A

Z C
Pattern B

Z C

Z C

Pattern C

Pattern D

Z C
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Pattern E

Z C

Pattern F

Pattern G

Generalization Ask: How do we differentiate similar from dissimilar musical lines? (Unsay kalainan sa pareha ug managlahing linyang pangmusika?) Evaluation: Directions: The dots represent the notes in a musical scale. Write S if the figure shows similar musical lines and D if it is a dissimilar musical line. Draw in the box any object that resembles to the object formed when connecting the dots. 1. _______

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2. _______

3. _______

4. ______

Assignment: Have the pupils draw similar and dissimilar musical lines with dots that represent musical notes and beside each draw also the figure that is formed when connecting the dots.

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Music 2 Teachers Guide: Unit 1 Week 5 (Timbre)

Content Standards: sings with pleasing vocal quality on pitch. Performance Standards: uses voice and other sources of sound to produce a variety of timbres. Competency: sings a song using appropriate breath control. Learning Objectives: sings a song with appropriate and pleasing voice quality or tone color. sings a song using proper breath control and posture. cites ways on how to be of help to the family. Learning Content: A. Lesson: Timbre: Introduction to Voice Production - Singing with Pleasing Vocal Quality on Pitch B. Reference: K-12 Curriculum Guide for 1st Quarter, Week 5 C. Materials: - cassette tapes sample songs etc. D. Value Focus : helpfulness in ones family

Learning Activities: Priming Activity 1. Have a breathing exercise inhale and exhale and a vocal warm-up exercises: - Have them say "Hmmm andpractice a basic scale of 3 notes within a 5 note range, humming from Do to Mi to So then back to Mi and Do - Do Mi So Mi Do. - Have them blow air out from their lips, producing a 'brbrbrbr' sound, and their lips will vibrate naturally and easily. - Have the boys sing do, re, mi, fa, so la, ti, do. Let also the girls do the same. (Determine who among the girls have high and medium high voice quality and those who low and medium low voice among the boys.)

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2. Show picture of a family.

3. Ask: Who are the members of this family? (Kinsay mga miyembro aning pamilya sa hulagway?) How about your family? (Kinsay mga miyembro sa imong kaugalingong pamilya?) Presentation 1. Present and sing the song Usa Kami Ka Panimalay.Emphasize the breathing points and proper posture while singing. Usa Kami Ka Panimalay (breath) Usa kami ka panimalay (breath) Malipayon kami sa balay (breath) Kaming tanan magtinabangay (breath) Aron malipay. (breath) Si Tatay ang punuang kahoy (breath) Si Nanay ang dahon sa sanga (breath) Kaming mga anak maoy bunga (breath) Sa paghigugma.

2. Ask: - What is the song about? (Unsa mahitungod ang kanta?) - What makes the family happy? (Unsay makapalipay sa pamilya?) - What do you do to make your family happy? (Unsay imong mabuhat aron malipay ang inyong pamilya?)

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3. Sing the song again with the pupils emphasizing proper breathing points and posture. 4. Group the girls with high and medium high voice and the boys with low and medium low voice. Have each group sing the same song. Then have them sing together but sticking to their voice range. Analysis What enables us to speak and sing? (Answer: voice) (Unsay mogawas sa atong baba nga maoy gigamit nato sa pagsulti ug pagkanta?) How did we sing the song? (Giunsa nato pagkanta?) When singing, what must we consider? Why? (Answer: proper breath control and posture) (Sa pagkanta, unsay angayan nga buhaton? Ngano man?) Describe the voice quality of the girls while singing the song. Is it high or low? (Unsa may kalidad sa tingog sa mga babaye, taas ba sila og tingog o mubo?) Describe the voice quality of the boys while singing the song. Is it high or low? (Unsa may kalidad sa tingog sa mga laki, taas ba sila og tingog o mubo?) Did you hear a pleasant sound when both boys and girls sing together? (Nindot bas a pangdungog ang tingog samtang gadungan ang mga lali ug babaye?) Did you hear different voice quality when the class sings together? (Nakadungog ba kamo og lain-laing kalidad sa tingog samtang gadungan kamo og kanta?) Application: 1. Have the pupils sing the song again by voice range or quality (hig, medium high, low and medium low) with proper breath control and posture. 2. Have all groups sing together. Generalization - What are the different voice qualities that are produced by both girls and boys in singing? (Unsa ang nagkalain-laing kalidad sa tingog ang mamugna sa babaye ug laki sa pagkanta?) Remember: 1. Timber is the color or quality of sound. 2. Soprano, alto, tenor and bass may illustrate timber. 3. To produce timber is also the use of musical instrument which carries a distinct pitch color.

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Evaluation: Group the pupils into 4(according to their voice quality high, medium high, low and medium low) and let each group practice and present the song Lubi-Lubi with proper breathing and posture. Lubi Lubi

Enero, Pebrero Marso, Abril, Mayo Hunyo, Hulyo, Agosto Setyembre, Oktubre Nobyembre, Disyembre Lubi-Lubi. SUGGESTED RUBRIC (SUMBANAN) Expected Performance: Sing the song, Lubi-Lubi with pleasant and appropriate voice quality along with proper breathing and posture. RATING (PAGBILI0 Very Good (10 points) Good (8 points) Fair (6 points) INDICATORS (TIMAILHAN) Sings with appropriate and pleasant voice quality with consistent and proper breathing and timing. Sings with appropriate and pleasant voice quality but inconsistent breathing and timing. Sings with unpleasant and inappropriate voice quality and inconsistent breathing and inaccurate timing. SYMBOLS (SIMBOLO)

Agreement: Have the pupils master the songs, Usa Ka Panimalay and Lubi Lubi with pleasant and appropriate voice quality with proper breathing and posture.

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Music 2 Teachers Guide: Unit 1 Week6 (Dynamics)

Content Standards: distinguishes between loud and soft in music. Performance Standards: applies dynamic levels to enhance poetry, chants, drama, and musical stories. Competency: distinguishes loud, medium, and soft in recorded music. Learning Objectives: distinguishes loud, medium, and soft in recorded music. cites examples of music that are loud, medium, and soft. manifests appreciation for friends Learning Content: A. Lesson: DYNAMICS Sound Volume in Music DistinguishingLoud, Medium, and Soft in Recorded Music B. Materials : - CD player - recording device - recorded music - cassette tapes C. Value Focus : friendliness Learning Activities: Priming Activity 1. Have them sing the song, Usa Kami Ka Panimalay with appropriate voice range and quality and with proper breathing/posture. 2. Ask: Have you experienced being with friends whom you have not seen for a long time? What did you feel? (Nakasuway ba mo nga nagkakitag usab sa inyong mga higala nga dugay-dugay na nga wala ninyo makit-i? Unsay inyong gibati sa dihang nagkakita kamo?) Presentation: 1. Lead the pupils in singing the song, Kon Kita Magakatigom with emphasis on the loud, medium and soft voice.

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Kon Kita Magakatigom Kon kita magakatigom (Katigom, katigom) Kon kita magakatigom Maglipay kita Ang imong (higala) Ako sang (higala) Kon kita magakatigom Maglipay kita. (Note: Sing underlined words in a loud voice. Sing line or words enclosed in parenthesis in a medium voice and without line and parenthesis in soft voice.)

Ask:

What is the song about? (Unsa man kabahin ang awit?) What does one usually feel when friends will gather together? Why? (Unsa may imong bation kon magkatigom kamong maghigalaay? Ngano man?) Is it important to give importance to ones friendship? Why? (MahinungdanoN ba nga tagaan nato og bili ang paghinigalaay? Ngano man?) 2. Let pupils sing the song again in a soft, medium and loud manner. Analysis Ask: How do you sing the song? (Giunsa man ninyo pagkanta?) Was it sung in a loud voice? In a soft voice? (Makusog ba o mahinay ang tingog sa atong pagkanta?) Which words or phrases in the song were sung in a loud voice? In a soft voice? (Unsa nga mga pulong o linya sa kanta ang gikanta og makusog ug mahinay?) Can you distinguish loud, medium and soft music? (Makaila ba kamo sa kalainan sa makusog, igo-igo ug mahinay nga tingog?)

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How do you feel while listening to loud music? medium music? soft music? (Unsay inyong gibati samtang naminaw kamo sa makusog? Igo-igo? Mahinay nga awit?) Application 1. Let the pupils listen to the lines of various recorded songs.Let them stand if the music played is in a loud sound, stomp their right foot if medium and clap their hands if the music played is in a soft sound. (Note: The songs below are just examples. The teacher may look for other songs suited for the pupils. If there is no available recorded music, the teacher will sing the songs.) 2. Group the pupils into three. Each group will sing a familiar folk song according to the assigned sound. First group sing in loud sound Second group sing medium sound Third group sing soft sound

Generalization: - How do you distinguish loud, medium and soft music? (Giunsa man ninyo pag-ila sa makusog, igoigo ug mahinay nga awit?) Evaluation: Directions: Listen to the recorded music. Write L if the song is loud, M if medium and S if it is softly sang. (The teacher may sing the song if there is no available recorded music.) 1. 2. 3. 4. 5. Usa Kami Kami Ka Panimalay ______ Magtanom Dili Tiaw ______ Batang Gamay _______ Dula, Dulag Bola ______ Gagmay nga Sundalo ________

Assignment: Let the pupils write down in their Music notebook the lyrics of a song with soft, medium or loud music.

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Music 2 Teachers Guide: Unit 1 Week7 (Dynamics)


Content Standards: - distinguishes between loud and soft in music. - distinguishes between louder and softer in music. Performance Standards: - applies dynamic levels to enhance poetry, chants, drama, and musical stories Competency: - replicates loud, medium and soft vocally or with instruments. Learning Objectives: - replicates loud/louder and soft/softer music vocally or with instrument. - produces loud/louder and soft/softer sound using any musical instrument - recognize the importance of the farmers work Learning Content: A. Lesson: DYNAMICS: Sound Volume in Music- Replicating Loud, Medium and Soft vocally or with instruments. B. Materials: - musical instruments like bass drum - lyre - castanets C. Value Focus: appreciation to farmers work Learning Activities: Priming Activity 1. Review: a. Recall the recorded songs as a continuation of dynamics in music. Ask: Which has a soft and loud sound? b. Call a pupil or two to sing their written song with soft, medium or loud sound.

2. Motivation: a. Show a picture.

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b. Ask: What do you see in the picture? (Unsa man ang imong mga nakita sa hulagway?) What are the farmers doing? (Unsay gibuhat sa mga mag-uuma?) Are farmers important in our community? Why? (Mahinungdanon ba ang mga mag-uuma sa atong kumonidad? Ngano man?) Presentation: 1. Present and sing the song, Magtanom Dili Tiaw (emphasizing loud, medium and soft voice) and have the pupils sing after. Magtanom Dili Tiaw (Tune: Magtanim ay Di Biro) Magtanom dili tiaw Magduko tibuok adlaw Dili ka makatindog Dili ka makalingkod. Magtanom dili tiaw Magyuko tibuok adlaw Dili ka makatindog Dili ka makalingkod Dali na Dali na mga kauban Atong ituyhad ang kalawasan Aron mabag-o ang atong kusog Para sa ugma nga panglimbasog 2. The teacher then sings together with the class with soft and loud beating of the drum (or any musical instruments). 3. Ask: What does the song tell us? (Unsa man kabahin ang awit?) Is it easy to become a farmer? (Sayon ba mahimong mag-uuma?) How do we show that we care for their hardwork in the field? (Unsaon nato pagpakita nga gihatagan nato og bili ang kakapoy sa mga maguuma sa pagpananom?) How did we sing the first, second and third line of the song? (Giunsa nato pagkanta ang una, ikaduha ug ikatulo nga linya sa awit?)

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How did we beat/play the musical instrument while singing the song for the first and second time? (Giunsa nato pagpatingog ang musical instrument?) 4. Divide the class into four groups. Assign a group to sing it in soft, softer, loud and louder voice. (Magtanom Dili Tiaw) Group 1 soft voice first stanza Group 2 softer voice first stanza Group 3 loud voice second stanza Group 4 louder voice second stanza Let all pupils sing the third stanza with the combination of soft, softer, loud and louder voice at your hand signal. Analysis / Discussion: Ask: - How do you feel while singing the song? (Unsay inyong gibati samtang kamo nagkanta?) - How did we sing each stanza of the song? (Giunsa nato pagkanta ang matag stanza sa awit?) - What did you do while singing the song? (Unsa man ang inyong gibuhat samtang nagkanta?) Application: Group the class into 4 and let each group sing each stanza of the song with the use of Group 1- first stanza with soft voice Group 2- second stanza with softer voice Group 3- third stanza with loud voice Group 4- fourth stanza with louder voice Generalization: How are we going to produce loud/louder, soft/softer music? Evaluation: Directions: Group the pupils with ten members each. Have each group sing the same song demonstrating soft/softer and loud/louder voice with the use of any available instrument (or any improvised instrument). Example: Group 1 bottle Group 2 sticks Group 3 - drum Group 4 tambourine 31

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(Use rubric to rate the pupils performance. Below is a suggested rubric.)

SUGGESTED RUBRIC Expected Performance: Demonstrate singing Magtanom Dili Tiaw with soft/ softer and loud/louder voice using any instrument. RATING Very Good (10 points) INDICATORS Sings with consistent clarity of soft/softer and loud/louder voice Plays instrument with accurate and proper timing Sings with frequent clarity of soft/softer and louder voice Plays instrument with proper timing Sings with inconsistent clarity of soft/softer and loud/louder voice Plays instrument with inaccurate timing

Good (8 points) Fair (6 points)

Agreement: Let the pupils master the song, Magtanom Dili Tiaw with the use of any available musical instrument/improvised instrument at home with emphasis on the soft, softer, loud and louder sound while singing the song.

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Music 2 Teachers Guide: Unit 1 Week 8 (Tempo)

Content Standards: distinguishes between fast and faster, slow and slower in music. Performance Standards: uses varied tempo to enhance poetry, chants, drama, and musical stories. Competency: distinguishes slow, slower, fast and faster in recorded music. Learning Objectives: distinguishes slow, slower, fast and faster in recorded music. uses varied temo in chanting or singing. manifests appreciation on recorded music. Learning Content: A. Lesson : TEMPO : Sound Speed in Music- Distinguishing Slow, Slower, Fast and Faster in Recorded Music B. Materials : - Cassette Recorder - Cassette Tapes - Chart C. Values : Love for Music D. Integration : Arts & Science E. Concepts : 1. The rate of movement in music is speed. 2. The speed in music is tempo. 3. Tempo has three kinds, namely: Lento which means slow, andante moderate and allegro - fast. Learning Activities: Priming Activity: 1. Have the pupils sing Magtanom Dili Tiaw with the use of varied instruments as practiced at home. 2. Motivation: Ask: - How does a horse run? How about a goat? Which runs faster? - How does a turtle walk? How about a carabao? Which walks slower?

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Presentation: 1. Say: Just like animals, music has also varied speed. Listen to this recorded music and take note of its speed. 2. Play the recorded music with varied tempo. (You may play it several times for the pupils to be familiar with the music.) (Below are just examples of the recorded music with varied tempo.)

Dula-dulag Bola (Tune: Those Were The Days)

Dula-dulag bola Hinay sa pagpasa Mag-amping ta Walay madisgrasya Magdula tas plasa Malingaw pa kita Ayayayay sigeng gakatawa.

Pobreng Alindahaw Akoy pobreng alindahaw Sa huyohuy gi-anud-anud Nangita ug kapanibaan ahay Sa tanaman ug sa mga kabulakan.

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Ako Kini si Angi Ako kini si Angi, Ang opisyo ko'y panahi; Adlaw ug gabii Kanunay ako nagtahi. Bisan nako'g unsaon, Wala'y kuwartang matigum, Kay ang akong pagpanahi Igo ra's panginabuhi.

Batang Gamay (Tune: Ili-ili Tulog Anay)

Batang Gamay Katulog na Wala dinhi Atong Mama Tuas Tyangge Namalit pa Batang Gamay Katulog Na.

3. Have the pupils sing the familiar recorded songs. Analysis: Ask: -

Do the different music have the same speed? (Pareha ba ang kapaspason/kahinayon sa mga musika?) Which music has slow tempo? (Asa man nga musika ang hinay nga tempo?) Which music has slower tempo? (Labing hinay nga tempo?) (Compare 2 music played.) 35

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Which music has fast tempo? (Asa man nga musika ang may tulin ngatempo?) (Compare 2 music played.) Which music has faster tempo? (Labing tulin nga kompas?)(Compare 2 music played.) Describe the varied tempo in recorded music. (Unsa may imong ikasulti sa mga tempo sa recorded nga musika?)

Application: 1. Pupils are grouped into 4. Assign a song for each group to sing with different tempo. Let the other group listen and distinguish the tempo. Group 1 slow Group 2 slower Group 3 fast Group 4 faster (Suggested songs: Bahay Kubo, Si Felimon) 2. The pupils will sing a song and at the same time clap their hands according to its tempo as directed by the teacher. (Example: Birthday song in different tempi) Generalization: What are the different tempi in chanting or singing? Evaluation: Directions: Draw a star ( ) for fast tempo, a sun ( ) for faster tempo, planet ( ) for slow tempo and a moon ( ) for slower tempo. The teacher will sing the song or play recorded music to be distinguished by the pupils. (Below are just examples. The teacher may present songs within the pupils context.) 1. Dula-dulag Bola (Tune: Those Were The Days) Dula-dulag bola Hinay sa pagpasa Mag-amping ta Walay madisgrasya Magdula tas plasa Malingaw pa kita Ayayayay sigeng gakatawa. Answer: _______________

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2. Pobreng Alindahaw Akoy pobreng alindahaw Sa huyohuy gi-anud-anud Nangita ug kapanibaan ahay Sa tanaman ug sa mga kabulakan. Answer: ______________

3. Ako Kini si Angi Ako kini si Angi, Ang opisyo ko'y panahi; Adlaw ug gabii Kanunay ako nagtahi. Bisan nako'g unsaon, Wala'y kuwartang matigum, Kay ang akong pagpanahi Igo ra's panginabuhi.

Answer: _____________

Batang Gamay (Tune: Ili-ili Tulog Anay)

Batang Gamay Katulog na Wala dinhi atong Mama Tuas Tyannge Namalit pa Batang Gamay Katulog Na.

Answer: _____________

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Assignment: Let the pupils practice the song, Leron, Leron Sinta with the assigned tempo per group for oral presentation. Group 1 Singing with slow tempo Group 2 Singing slower tempo Group 3 Singing with fast tempo Group 4 Singing with faster tempo

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Music 2 Teachers Guide: Unit 1 Week 9 (Tempo)


Content Standards: distinguishes between fast, faster and slow and slower in music. Performance Standards: uses varied tempi to enhance poetry, chants, drama, and musical stories. Competency: replicates slow, slower, fast and faster vocally or with instruments. Learning Objectives: replicates slow, slower, fast and faster vocally. demonstrates slow, slower, fast and faster through playing musical instrument. manifests appreciation of the gift of hearing through active listening Learning Content: A. Lesson : Tempo: Sound Speed in Music Replicating Slow, Slower, Fast, and Faster Vocally or with Instruments B. Materials: - musical instruments (drum, piano, flutes, xylophone, guitar, song ) C. Value focus : Attentiveness Learning Activities: Preliminary Activities: 1. Have a group presentation of the song, Leron, Leron in varied tempi as assigned in a group. 2. Review: Name the musical instruments in the picture (maracas, drum, guitar, trumpet, xylophone, cymbals).

3. Motivation:

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Ask: a) Have you participated in a parade? (Nakaapil nab a mo og usa ka parada?) b) What different sounds do you hear during parade? (Unsa nga mga tingog ang inyong madunggan sa parada?) c) What instruments produce the sounds you heard? (Sa unsang mga instrumento nagagikan ang mga tingog?) d) Can you play the instruments you mentioned? (Makamao ba kamong motugtog sa mga instrumento?) Presentation/Discussion: 1. Present and sing the song in varied tempo while the pupils listen. (If possible bring the instruments mentioned in the song.) Do You Know the Name of This Do you know the name of this Yes I know the name of that Its a little guitar That will sound tiring-ting-ting If you hear the sound of this Teacher loves you and me Tiring-ting-ting (3x) Violin Ngek-ngek-ngek Drum Boroom-boom-boom Trumpet Toot-torot-toot-toot

2. Ask: What instruments are mentioned in the song? (Unsa nga mga instrument ang gihisgotan sa awit?) Give the sound of each instrument. (Ihatag ang tingog sa matag instrumento.) What makes you hear those sounds? (Giunsa man ninyo pagkadungog sa maong mga tingog?)

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Who gives you the sense of hearing? (Kinsa man ang gahatag kanato og gasa sa pandungog?) How do you show that you are thankful for the gift of hearing? (Unsaon nato pagpakita nga mapasalamaton kita sa gasa sa pandungog?) (The teacher explains/expounds the importance of listening.) What instrument do you like to play? Why? (Unsa ang instrumento nga makamauhan nimong patugtogon? Ngano man?) Is it important for a child to learn how to play musical instruments? Why? Why not? (Importante ba sa usa ka bata nga makat-on og pagtugtog sa mga instrumento? Ngano man?)

3. Let the pupils sing the song in varied tempo. Model how to sing in different tempo. Analysis: - How did we sing the song? (Giunsa man pagkanta ang maong awit basi sa inyong nadungog?) (Possible answer: slower, slow, fast and faster) Application: Group the pupils into 4 and let each group sing the song, Do You Know the Name of This with their improvised musical instrument in varied tempi as assigned. (Sample improvised musical instruments: comb and paper, coconut leaves, sticks, empty cans, etc.) Group 1 slow tempo Group 2 slower tempo Group 3 fast tempo Group 4 faster tempo Generalization: - What are the different tempos demonstrated through playing musical instruments? Evaluation: (The teacher prepares a rubric in rating the groups presentation.) With the same group, let them present the song, Kon Kita Magakatigom accompanied by any available instruments replicating slow, slower, fast and faster tempo. Group 1 & 2 slow & slower tempo Group 3 & 4 fast & faster tempo

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SAMPLE RUBRIC (SUMBANAN) Expected Performance: Performs a song Magtanom Dili Tiaw , Kon Kita Magakatigom accompanied by any available instruments replicating slow, slower, fast and faster tempo.

RATING Very Good (10 points)

Good (8 points) -

Fair (6 points)

Agreement:

INDICATORS Sings with consistent clarity of voice replicating slow, slower, fast and faster tempo. Plays instrument with accurate and proper timing Sings with frequent clarity of voice replicating slow, slower, fast and faster tempo. Plays instrument with proper timing Sings with inconsistent clarity of voice replicating slow, slower, fast and faster tempo. Plays instrument with inaccurate timing

Let the pupils practice singing any song already learned accompanied by an instrument replicating slower, slow, fast and faster tempo.

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Music 2 - Teachers Guide: Unit 2 Week 1


Content Standard demonstrates understanding of rhythmic patterns Performance Standard plays simple ostinato patterns on classroom instruments and other sound sources

Competency imitates and replicates simple series of rhythmic sounds

Learning Objectives imitates and replicates simple series of rhythmic sounds performs the given task with accuracy and expression emphasizes the importance of the value of cleanliness

Learning Content A. Topic :Rhythm: Understanding of Rhythmic Patterns B. Materials: objects that produce sound, charts of the songs,charts of the rhythmic patterns C. Value Focus :Cleanliness Learning Activities Drill / Review Have the pupils sing the song, Ulo, Abaga by row as learned in the previous lesson. Row 1 sings the song Row 2 acts the song Row 3 claps the song Row 4 plays the instruments asked of them to bring Why did we act the song? clap?Why did we play instruments while singing the song?

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Introductory Activity Present the song, Duha Akong Kamot. DUHA AKONG KAMOT (Tune: I Have Two Hands) Duha akong kamot, Wala ug tuo, Ipataas Nindot kaayo. Ipalakpak, Usa, duha, tulo. Limpyong kamot, Maayong tan-awon. What is the song about? (Unsa kabahin sa kanta?) Why do we have to keep our hands clean? (Nganong kinahanglan nga limpyo ang atoang mga kamot?)

Emphasize the value of cleanliness. Have the pupils sing the song facing their seatmate. Clap according to the rhythm as they sing the song. - Have the pupils observe while the teacher claps the song. - Have the pupils clap with the teacher. Tell the pupils that they could also tap their lap. Presentation: Present the following patterns for echo clapping. Clap once for 1 then let the pupils follow. Clap twice for 2 then let the pupils follow. Do simultaneous clapping following the pattern. Note: 1 2 one pulse beat - two pulse beats

2 4 1 clap 2 clap clap 1 clap 2 clap clap

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2 4 1 clap 2 clap clap 1 clap 2 clap clap

3 4 1 clap 2 clap clap 1 clap 1 clap 2 clap clap 1 clap

3 4 1 clap 2 clap clap 1 clap 1 2 clap 1 clap clap clap

4 4 1 clap 2 clap clap 1 clap 1 clap 1 2 clap 1 clap clap 1 clap clap

4 4 1 clap 2 clap clap 1 clap 1 clap 1 2 clap 1 clap clap 1 clap clap

What have you observed with the patterns? (Unsa man ang inyong namatikdan sa sumbanan?) Is rhythm produced through clapping? (Aduna bay ritmong nahimo gumikan sa atoang pagpakpak?)

Analysis How did we go through the activity? (Giunsa nato ang mga buluhaton?) How many beats or claps does 1 receive? (Pila ka beats o pakpak ang madawat sa 1?) How many beats or claps do 2 r eceive? (Pila ka beats o pakpak ang madawat sa 2 ?) Why do you think we clap the patterns? (Nganong atoa mang gipakpak ang mga sumbanan?) What is rhythm?(Unsa ang ritmo?) In our activity, how did we perform rhythm? (Sa atoang buluhaton, giunsa nato pagpakita o pagbuhat ang ritmo?) Can you think of other ways of performing rhythm?

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(Aduna ba kamoy nahunahunaan nga mga laing pamaagi sa pagbuhat o pagpapakita sa ritmo?) What are rhythmic patterns?(Unsa ang rhythmic patterns?) Can you point out on the chart which is the rhythmic patterns? (Mahimo ba ninyong itudlo didto sa tsart kon asa ang mga rhythmic patterns?)

Application Show some patterns and play on available classroom instruments like empty bottles or empty glasses or other sound sources for the pupils to follow. 2 1 4 1 1 1

3 2 4 1 1 2 1 1

3 1 4 1 1 1 1 1

4 1 4 1 1 1 1 1 1 1

Generalization What is a rhythmic pattern?(Unsa ang rhythmic pattern?) Evaluation Group the class into four. First and second group will perform the first rhythmic pattern while the third and fourth group will perform the second rhythmic pattern. Note: Patterns follow the 44 time signature. Groups 1 & 2 1 1 1 1 1 1 1 1

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Groups 3 & 4 1 2 1 1 1 2 1 1

Rubrics

Note

Utilize this rubric in assessing pupil performance.

RATING Very Good (10 points)

INDICATORS Performs the patterns correctly with no error committed.

SYMBOL

Good (8 points)

Performs the pattern with one or two errors committed.

Fair (6 points)

Performs the pattern with three or more errors committed.

Assignment Practice the song, Sidlak, Sidlak Bitoon following the pattern.

SIDLAK, SIDLAK BITOON (Tune: Twinkle, Twinkle Little Star)

Sid - lak, sid - lak 1 1 1 1

bi - to - on 1 1 1 1

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Bi to on nga ma - si ga 1 1 1 1 1 1 1 1

Dya man - te kon tu tu - kan 1 1 1 1 1 1 1 1 Bi nu hat sa Gi no o 1 1 1 1 1 1 1 1

Sid - lak, sid - lak bi to on 1 1 1 1 1 1 1 1

Bi to on nga ma - si - ga 1 1 1 1 1 1 1 1

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Music 2 Teachers Guide: Unit 2 - Week 2


Content Standard distinguishes high and higher; low and lower tones

Performance Standard correlates musical pitches to visual imagery Competency responds to pitch range of tones through body movements, singing, and playing sources of sounds

Learning Objectives identifies high and higher, low and lower tones responds to pitch range of tones through body movements, singing, and playing sources of sounds performs the given task with accuracy and expression shows enthusiasm in doing the activity

Learning Content A. Topic : Pitch: Distinguishing High and Higher, Low and Lower Tones B. Materials :chromatic pitch pipe, objects that produce sound, charts of the songs C. Value Focus :Health Consciousness

Developmental Activities Drill / Review Sing Kumusta in lower, low, high, higher tones. __________Kumusta ___________Kumusta ____________Kumusta ____________Kumusta Let the pupils sing the song as a class in lower, low, high, higher tones. Have the pupils sing it by row.

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Row 1 lower Row 2 low Row 3 high Row 4 higher How did we sing the song? (Giunsa nato pagkanta ang kanta?) Why do people sing in different tones? (Ngano man ang mga tawo mokanta ug lain-laing tono?

Introductory Activity Have the pupils name the fruit trees and vegetables found in their backyard. Present and sing the song, Among Balay. AMONG BALAY (Tune: Bahay - Kubo) I Among balay Nindot bisan gamay Sa palibot may tanom Prutas ug utanon. Saging, kaimito, Tambis, abokado, Petsay, balatong ug repolyo. II Kamunggay, alugbati, Kapayas ug mga sili. May mga kalabasa, Labanos, mustasa, Sibuyas, tamatis, Ahos ug luy-a, Guyabano, Mangga ug mabolo.

What fruits are mentioned in the song? Vegetables? (Unsa ang mga prutas nga napanganlan sa kanta? mga utanon?) Do you eat those fruits? Vegetables? (Mokaon ba kamo aning mga prutasa? mga utanon?) Why do we have to eat those fruits? Vegetables? (Nganong kinahanglan man kita nga mokaon aning mga prutasa? mga utanon?) Stress the importance of eating nutritious food.

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Presentation: Sing the whole song again with the pupils. Set the song in the Key of C using pitch pipe. Sing the song with an accompaniment and then have the pupils follow. Set the song in the Key of F using pitch pipe. Sing the song with an accompaniment and then have the pupils follow. What have you noticed with the pitch of the song? (Unsa ang inyong namatikdan sa pitch sa kanta?) Emphasize the difference of the pitch of the song sang in the Key of C and in the Key of F. Elaborate further that the pitch of the song can be changed from high to low or low to high by changing the keys of the song or its tonality. Sing the song again in the Key of C, still with an accompaniment, demonstrating the created actions or body movements for the song. (Think of creative actions or body movements for the song.) Then, have the pupils sing and do the actions of the song. Sing the song again in the Key of F, still with an accompaniment, demonstrating the created actions or body movements for the song. Then, have the pupils sing and do the actions of the song.

Analysis How many times did we sing the song?(Kapila nato gibalik-balik og kanta ang kanta?) In what key did we set the song the first time we sing it? second time? (Unsa nga key ang atoang gitamdan sa unang higayon nga kita nanganta? ikaduhang higayon?) How did we sing the song the first time? second time? (Giunsa nato pagkanta ang kanta sa una nga higayon? ikaduhang higayon?) Can we associate actions or movements to a song when sang in different pitches?(Maubanan ba nato og mga lihok kon ang kanta gikanta nato sa nagkalahe-laheng pitches?) What actions or movements can we associate to a song sang in low pitch? high pitch? (Unsa nga mga lihok ang pwede natong mahimo kon ang kanta gikanta sa low pitch? high pitch?)

Application Sing any local song familiar to the pupils by line with low and high pitch. Set the standard of the song in the Key of C and in the Key of F with the use of pitch pipe. Have the pupils stand if its in the high pitch and sit on the chair if the pitch given is low.

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Generalization What are the different range of tones? (Unsa ang nagkalahi-lahi nga range of tones?) How did we respond to the pitch range of tones?(Giunsa nato pagtubag ang pitch range sa mga tono?)

Evaluation Group the class into four. Let groups one and two present Leron-Leron Sinta set in the Key of C using pitch pipe) and groups three and four present in high pitch set in the Key of F using pitch pipe. Have them create their own movement/action as they sing the song with an accompaniment using any instrument available or any other object in the classroom that produces sound. Rubrics Note : Utilize this rubric in assessing pupil performance.

RATING Very Good (10 points) Good (8 points) Fair (6 points) Agreement

INDICATORS Sings in the correct pitch perfectly well and acts the song correctly and creatively. Sings in the correct pitch moderately well and acts the song correctly. Sings well in the correct pitch and acts the song.

SYMBOL

Practice singing your favorite song in the Key of C and in the Key of F.

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Music 2 Teachers Guide: Unit 2 - Week 3


Content Standard distinguishes high and higher; low and lower tones

Performance Standard matches the melody of a song with correct pitch

Competency demonstrates high and low tones through singing or playing musical instruments

Learning Objectives demonstrates high and low tones through singing or playing musical instruments performs the given task with accuracy and expression listens attentively when somebody performs explains how to show hardwork

Learning Content A. Topic : Melody (Pitch): Distinguishing High and Higher, Low and Lower Tones B. Materials : chromatic pitch pipe, guitar or objects that produce sound, charts of the songs C. Value Focus : Sense of industry and hardwork Developmental Activities Drill / Review Have the class sing, Among Balay in low and high tones. Give the tone first in every variation. Have pupils change the pitch of the song according to the actions shown by the teacher. Hand in the forehead high pitch Hand in the chest - low pitch

How did we sing the song? (Giunsa nato pagkanta ang kanta?)

Introductory Activity Present pictures of a farmer or any pictures showing a person planting. Ask the pupils if they have tried planting. Let them describe their experience.

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Presentation / Discussion Present the song about planting.

MAGTANOM DILI TIAW (Tune: Magtanim ay Di Biro) Magtanom dili tiaw Magyuko tibuok adlaw Dili ka makatindog Dili ka makalingkod. Magtanom dili tiaw Magduko tibuok adlaw Dili ka makatindog Dili ka makalingkod.

Dali na, dali na, mga kauban Atong ituyhag ang kalawasan Aron mabag-o ang atong kusog Para sa ugma nga panglimbasog. What is the song about? (Kabahin sa unsa ang kanta?) Is planting rice an easy work to do? (Dali ba nga trabaho ang pagpananom og humay?) Have you experienced planting rice? (Nakasuway na ba kamo sa pagpananom og humay?) What lesson can we learn from the song? (Unsay atoang makat-unan gumikan sa kanta?) Sing the song in high pitch and in higher pitch. - How did I sing the song? (Expected answer: high or higher pitch) (Giunsa nako pagkanta ang kanta?) Then, sing the song in low pitch and in lower pitch. - How did I sing the song? (Expected answer: low or lower pitch) (Giunsa nako pagkanta ang kanta?) Have the pupils sing in varied keys or tonalities following the given pitch (by the teacher). - Key of F - Key of C 54

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Analysis What are the different pitches?(Unsa ang mga nagkalahe-laheng mga pitches?) In our activity, how did we demonstrate the highness or lowness of tones?(Sa atoang buluhaton, giunsa nato pagpakita ang kataason o kauboson sa mga tono?) Can you think of other ways of demonstrating the highness or lowness of tones?(Aduna ba kamoy nahunahunaan nga lain nga mga pamaagi sa pagpakita sa kataason o kauboson sa mga tono?)

Application Have the pupils sing the song, Kon Kita Magakatigom. Group the class into four. Note: Always give the pitch for each group before they present. Groups 1& 2 Sing in low pitch Groups 3 & 4 Sing in high pich Have them accompany it with an instrument or any other object in the classroom that produces sound.

Generalization How do we demonstrate the highness or lowness of tones? (Giunsa nato pagpakita ang kataason o kauboson sa mga tono?)

Evaluation With the same grouping, have the pupils sing the song, Usa Kami Ka Panimalay in high and low pitch (in Key of F and Key of C). Let the leader give the correct pitch using a pitch pipe. Have the group accompany with an instrument or any other object in the classroom that produces sound. USA KAMI KA PANIMALAY Usa kami ka panimalay Malipayon kami sa balay Kaming tanan magtinabangay Aron malipay. Si Tatay ang punuang kahoy Si Nanay ang dahon sa sanga Kaming mga anak maoy bunga Sa paghigugma.

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Rubrics Note : Utilize this rubric in assessing pupil performance.

RATING Very Good (10 points) Good (8 points) Fair (6 points)

INDICATORS Sings in the correct pitch and uses an accompaniment perfectly well. Sings in the correct pitch and uses an accompaniment moderately well. Sings in the correct pitch and uses an accompaniment well.

SYMBOL

Agreement

Sing the song Kon Kita Magakatigom in various keys or tonalities.

KON KITA MAGAKATIGOM Kon kita magakatigom, Katigom (2x) Kon kita magakatigom, Maglipay kita. Ang imong higala, Ako sang higala. Kon kita magakatigom, Maglipay kita.

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Music 2 Teachers Guide: Unit 2 - Week 4


Content Standard identifies the beginning and the end of a song Performance Standard creates melodic rhythmic or introduction and ending of songs

Competency demonstrates the beginning and ending of a song through movements and sounds (instrumental and vocal)

Learning Objectives identifies the beginning and the end of a song demonstrates the beginning and ending of a song through movements and sounds (instrumental and vocal) performs the given task with accuracy and expression listens attentively when somebody performs

Learning Content A. Topic : Form: Demonstrating Beginning and Ending of a Song B. Materials : objects that produce sound, charts of the songs C. Integration : Animal Movements Developmental Activities Review What are the different musical lines? (Unsa man ang mga nagkalahi-lahing mga musical lines?) Have pupils give examples by letting them draw it on the board. Motivation Show a picture of a frog. Produce the sound of a frog. Act out the movement of the frog. Move like a frog and produce its sound.

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Presentation/Discussion Tell the pupils that they are going to listen to a song about the frog, Ang Baki.

ANG BAKI Dunay baki sa may sapa Malipayon siya Gamay'g ilong, Dako'g baba, Kusog nga mokanta O gak gak gak O gak gak gak Naglangoy-langoy siya O gak gak gak O gak gak gak Mipauli siya. What is the song about?(Kabahin sa unsa ang kanta?) Describe the frog. (Ihulagway ang baki.) In our song, where does the frog come from? (Sa atoang kanta, diin man gikan ang baki?) Where will it go?(Asa man kini padulong?) How does the song end? (Unsay homan sa kanta?) Sing the song again with action. Have the pupils sing the song with action. Have the pupils read the first line of the song. - What is the first word of the first line of the song?(Unsa man ang unang pulong sa unang linya sa kanta?) Explain that the first word of the first line of the song is the beginning of the song. Have the pupils read the last line of the song. - What is the last word of the last line of the song? ( Unsa man ang katapusang pulong sa katapusang linya sa kanta?) Explain that the last word of the last line of the song is the ending of the song. Elaborate further that the end line of the song defines the home tone, rest tone or end tone of the song.

Analysis How do we identify the beginning of the song? end of the song? (Unsaon nato pag-ila ang sinugdanan sa kanta? katapusan sa kanta?) 58

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What indicates that it is the beginning of the song? end of the song? (Unsa may timailhan nga kana sinugdanan sa kanta? katapusan sa kanta?)

Application Group the class into four. Give the song, Ako si Takuri. Sing it first then have the pupils follow.

AKO SI TAKURI (Tune: Im a Little Tea Pot) Ako si takuri, gamay ug dako Kini ang kuptanan ug kini ang ipisan Kon mobukal, mokulo-kulo Haunon mo ako ug ibubo. Let each group sing and demonstrate the actions of the song. Let them identify the beginning and ending line and word of the song.

Generalization How do we identify and demonstrate the beginning of the song? end of the song? (Giunsa nato pag-ila ug pagpakita ang sinugdanan sa kanta? katapusan sa kanta?) Evaluation With the same grouping, give strips containing the lines of the song,Ako si Takuri to each group which they are going to arrange. Then, the group has to sing and act out the beginning and ending of the song.

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Rubrics Note : Utilize this rubric in assessing pupil performance. RATING INDICATORS Arranges the lines of the song with no error. Identifies the beginning and ending of the song with no error. Sings and acts out the beginning and ending of the song correctly and creatively. Arranges the lines of the song with one error. Identifies the beginning and ending of the song with one error. Sings and acts out the beginning and ending of the song correctly. Arranges the lines of the song with two or more errors. Identifies the beginning and the ending the song with two errors. Sings and acts out the beginning and ending of the song. SYMBOL

Very Good (10 points)

Good (8 points)

Fair (6 points)

Agreement

Practice at home the newly-learned songs and identify its beginning and ending.

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Music 2 Teachers Guide: Unit 2 - Week 5


Content Standard Responds to differences in sound quality coming from a variety of sound sources Performance Standard Uses voice and other sources of sounds to produce a variety of timbres Learning Objectives identifies the sources of sounds imitates sounds coming from animals, transportation and things around us manifests appreciation of sounds produced by nature Learning Content A. Topic : B. Materials : Learning Activities Drill/Review Inhale and exhale activities Singing a song Presentation: The teacher tells a story. Timbre - Identifying Sources of Sounds anything that produce sounds. e.g. horn, bell, etc.

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Si Busay, Dalugdog, ug si Hangin ni: Ronil D. Manayon May tulo ka managhigala nga ginganlan ug Busay, Dalugdog ug Hangin. Si Busaynagpuyo sa usa ka bukid ug aduna siyay malimpyo nga tubig. Magaduawan kaniya ang iyang duha ka higala nga si Dalugdog ug si Hangin. Si Busay adunay mabugnaw nga palibot nga usahay dinuyugan sa huyuhoy ni Hangin.Si Hangin malingaw og pagtan-aw sa mga kahoy ug mga tanaman nga mosayaw pinaagi sa iyang huni. Usa ka adlaw nasuko si Hangin ug siya misyagit sa makusog ug iyang gikusokuso pag-ayo ang tanan nga ningbabag kaniya. Dili lilong ni Dalugdog ang panghitabo. Kuyog sa simpatiya ni Dalugdog, kalit lang mingitngit ang palibot ug giduyugan niya si Hangin. Susama sa mabuak ang kalibutan sa kasuko ni Dalugdog.Ug matag tingog ni Dalugdog mao usab ang pag-ampo sa mga lumulopyo nga nagpuyo haduol kanila nga unta ihunong na ang tanan. Gidungog sa kahitas-an ang pangaliya sa katawhan, og mihunong na si Hangin ug si Dalugdog. Ug ang madungog na langsa palibot ang nag-inusarang inanay nga tingog ni Busay.

Falls, Thunder, and Wind By: Ronil D. Manayon There were three friends namely Falls, Thunder and Wind. Falls lived on a mountain and she has a clean source of water. She will be visited from time to time by her two friends, Thunder and Wind. Falls has a cooler place and sometimes accompanied with the breeze of Wind. Wind enjoyed watching the trees and plants dancing with her gentle sounds. One day, Wind got angry and shouted aloud and crashed everything that tries to stop her. Thunder knew what had happened. And to show Thunders sympathy to Wind, the whole place suddenly turned dark. The whole world seemed to crumble with the anger of Thunder.In every time Thunder roared, the people living near to them prayed to God that it will all and soon stop. The Lord heard the peoples prayer and soon Wind and Thunder stopped. And what can be heard around is the only and the soft voice of Falls.

What sounds did you hear? Can you tell me where those sounds came from? (Unsa nga tingog ang inyong nadungog? Nakahibalo ba kamo kung asa nagagikan ang maong mga tingog?)

Pupils Activity Let the pupils identify the different sounds they hear from the following animals.

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A.

C.

B.

D.

Let pupils identify different sounds produced by the following:

Do they have the same sounds? (Aduna ba silay managsamang tingog?) Which sounds did you like to hear? (Asa sa mga tingog ang imong ganahan nga paminawon?) Why do you like to hear these sounds? (Ngano man nga ganahan ka nga maminaw niini nga mga tingog?) Do you produce sounds? How? (Makahimo o makamugna ba kamo og tingog? Unsaon man?

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Application Group pupils and let each group select or identify objects, things or animals that produce sounds. Each group will also present each object, thing or animal and imitate the sounds it produced. Evaluation The teacher produced the sound and the pupil will select which pictures produced the sound.

A.

C.

B. Assignment Give at least 5 things at home that produced sounds.

D.

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MUSIC 2 TEACHERS GUIDE: Unit 2 - Week 6


Content Standard distinguishes between loud and soft in music distinguishes between louder and softer in music Performance Standard shows dynamic changes with movementss Learning Objectives interprets through movements the dynamics of a song responds to sound dynamics through movements follows movements correctly Learning Content A. Topic : B. Materials : Dynamics musical instruments, cassette tape, CD Player, recorded music

Developmental Activities Drill - Let the pupils recite the chant Usa, Duha, Tulo by rows.

Usa, Duha, Tulo Usa, duha, tulo, ako dunay liso Upat, lima, unom , akong gitanom Pito, walo, siyam, akong gibubuan Pagkanapulo akong gipupo.

- Teacher shows picture about the song. What do you see in the picture? (Unsay nakita ninyo sa hulagway?) Why do we plant trees? (Nganong kinahanglan nga mananom kita ug mga kahoy?) Presentation/Discussion - Let the pupils recite the chants and interpret thrugh body movements. - Through modeling of action by the teacher the pupils will imitate the body movements. - Then the teacher restates the chants and the pupils interpret the movements. - Let them distinguish the movements of their body in the first and second chants.

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What lines in the chant execute big movement/small movement?(Unsa ang linya sa kanta nga mihimo dinagko nga lihok/ginagmay nga lihok?) Application Let the pupils hear while the teacher plays the recorded songMAG-EXERCISE KITA

MAG-EXERCISE TA ( IN THE TUNE OF Mag-exercise Tayo tuwing Umaga) Mag-exercise ta sayo sa buntag, sayo sa buntag, sayo sa buntag Mag-exercise ta sayo sa buntag,Aron mabaskog ang atong lawas Sa gabii,musayo tag katulog, Ug sa buntag musayo ta ug mata Ug unya magjoggingjogging, Sa plasa magtumblingtumbling Ang liog ta atong ipalingpaling, Ang hawak ta atong ikindingkinding Brasog kamot nato, Atoa siyang isuntoksuntok. Usa,duha,tulo,upat,lima,unom,pito,walo Walo,pito,unom,lima,upat,tulo,duha,usa. Play the song again, the pupils do their movement. - First, in the form of jumping-signifies big movement. - Second, in the form of dribbling-signifies medium movement. - Third, in the form of stretching-signifies soft movement. Evaluation Divide pupils into four and have them sing the song with action Si Kristo ang Gisandigan(in the tune of Si Jesus ang Sandigan). Si Kristo ang Gisandigan Si Kristo ang gisandigan dili maguba (2x) Kusganon sama sa kabungturan Dili maguba. Agreement Memorize the song Si Kristo ang Gisandigan for the warm up exercise before we start our lesson next meeting.

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MUSIC 2 TEACHERS GUIDE: Unit 2 Week 7


Content Standard Distinguishes between fast,faster,slow and slower Performance Standard Uses varied tempi to enhance poetry, chants, drama and musical stories Learning Objectives Identifies tempo variations through movements Demonstrate tempo variations through movements Performs creative movement with enthusiasm Learning Content A. Topic: Tempo Variations with Movements B. Materials: charts with song Tayoy Sumakay and Que Sera Sera C. Values: Manifest enthusiasm in creating actions Learning Activities: Motivation

How does a rabbit run/ a turtle run? How does a rabbit/turtle run? (Unsa modagan ang kuneho o ang bao?) How does a clock /an electric fan rotate? (Giunsa sa pagtuyok sa orasan o sa electric fan?) Have you heard the news about typhoon Pablo that hit the Philippines recently in December 2012? (Nakadungog ba kamo sa balita mahitungod sa Bagyong Pablo nga miigo a Pilipinas niadtong Disyembre 2012?) What areas had storm signal number 1,2 and 3? (Asa nga mga lugar ang gipaubos sa Signal number 1, 2 and 3?)

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What other things you know that move fast or slowl? (Unsa pa ang laing mga butang nga imong nahibaw-an nga molihok og kusog o hinay?)

Presentation/Discussion: Present the chart on the board with the following patterns. 1. )

2. )

3. ) Note:

pulse beat 1 pulse beat 2 pulse beats

Let the pupils follow the teacher as she or he claps his or her hands faster with two lines connected by a bar. The lines without a bar are clapped slower. Let the pupils follow the teacher demonstrates the lines without a bar by stamping his or her feet. What different tempo have you learned? (Unsa ang mga nagkalain-laing tempo ang imong nakat-onan?) How do we clap our hands when it is a straight line? (Giunsa nato pagpakpak ang atong mga kamot kung kini tul-id nga linya?) How did we stump our feet when it is connected line? (Giunsa nato pag padyak ang atong mga tiil kung kini nagsumpay nga linya?) Which is faster connected lines or straight lines? (Asa may mas paspas ang gingsumpay nga linya o ang tul-id nga linya?) Which is slower straight line or right angle? (Asa may mas hinay ang tul-id nga linya o ang nagbuyon nga linya?) What tempo does the straight line represents? (Unsa nga tempo ang gipakita sa tul-id nga linya?) What tempo do the connected lines represent? (Unsa nga tempo ang gipakita gingsumpay nga mga linya?) Have them listen as the teacher sings and demonstrates actions with the song Tayoy Sumakay sa Kabayo in fast tempo and slow tempo. (Teacher creates their own action) 68

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Musakay Kita sa Kabayo ( Tune: Tayoy Sumakay sa Kabayo) . Manakay kita sa kabayo Kay kusog modagan ang kabayo Kon modagan morag ipo-ipo Dali na,manakay ta. Hiya pagdali (3x) Pakosgi ang dagan mo. Rakatak,katak,rakatak,hiya(3x) Pakosgi ang dagan mo Have the pupils sing the song and do the actions following with the teacher. Have them sing with fast and slow tempo.

Analysis: What do you feel when we sing the song fast? (Unsa ang inyong gibati samtang nagkanta kita og paspas?) What do you feel when we sing the song slowly? (Unsa ang inyong gibati samtang nagkanta kita og inanay?) What do you feel when we perform the actions? (Unsa inyong gibata samtang kita naghimo sa mga lihok?) Which tempo do you like when singing Mosakay Kita sa Kabayo? Why? Why not? (Asa nga tempo ang imong naganahan samtang nagkanta kita sa Mosakay Kita sa Kabayo? Ngano man? Nganong dili? Application Divide the class into four groups. Give them 10 minutes to practice and let each group perform in front of the class. ( Bahinon ang klase sa upat ka grupo. Hatagan og napulo ka minuto aron magbansay sa ilang ipasundayag). Let group 1 and 2 sing fast the song Tayoy Sumakay sa Kabayo. Children create their own actions. ( Ang grupo 1 ug 2 mukanta ug paspas sa Tayoy Sumakay sa Kabayo dayon gam an ninyo og kaugalingong aksyon. Let group 3 and 4 sing the song Usa Kami Ka Panimalay and perform it slowly. Have them create their own actions. ( Ang grupo 3 ug 4 mukanta sa Usa Kami Ka Panimalay nga hinay dayongam- an og kaugalingong aksyon ) Each group should show their love in performing their own creative actions. (Kada grupo kinahanglan nga ipakita ang paghigugma sa paghimoog kaugalingong aksyon)

Generalization

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What are the different movements that represents tempo? (expected answers: fast movements represents fast tempo and slow movements represents slow tempo) Evaluation Let the same group demonstrate the following as indicated in the lines. Let group 1 and 2 create their own actions as they sing Si Felimon with fast actions. Group 3 and 4 create their own movements as they sing Usa Kami Ka Panimalay with slow actions. Si Felimon, si Felimon Si Felimon, si Felimon, namasol sa kadagatan Nakakoha ,nakakohaog isdang tambasakan Gibaligya,gibaligya sa merkadong bag- o Ang halin poros piso(2x) Igo ra sa posporo. Usa Kami ka Panimalay Usa kami ka panimalay Malipayon kami sa balay Kaming tanan nagtinabangay Aron malipay Assignment: As preparation for the next lesson, write the names of the months in sheet of paper.

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MUSIC 2 - TEACHERS GUIDE: Unit 2 - Week 8


Content Standard distinguishes between fast, faster, slow, slower

Performance Standard uses terms fast, faster, slow and slower to identify tempo variations

Competency responds to tempo variations with movement or dance

Learning Objectives responds to tempo variations with movement or dance performs the given task with accuracy and expression shows cooperation and willingness in doing the activity Learning Content A. Topic : Tempo Variations with Movements B. Materials : charts of the songs C. Integration : Cooperation Developmental Activities Drill Have the pupils sing and clap the song, Usa, Duha, Tulo according to rhythm.

Presentation: Present the song Kini ang Adlaw. KINI ANG ADLAW (Tune: This is the Day) Kini ang adlaw, kini ang adlaw Nga gibuhat sa Diyos, nga gibuhat sa Diyos Managmaya, managmaya ug managkalipay. Kay kini ang adlaw nga gibuhat sa Diyos Managmaya ug managkalipay Kini ang adlaw, Kini ang adlaw Nga gibuhat sa Diyos. Sing the song and show actions like heel-toe, side by side alternately.

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Have the pupils sing and follow the actions of the song shown. Note: Innovate any action preferable. Sing the song in slow, slower tempo with actions. Have the pupils follow after the teacher demonstrates. Sing the song in fast, faster tempo with actions. Have the pupils follow after the teacher demonstrates. Analysis What have you observed with our actions when we sing the song slow? (Unsa man ang inyong namatikdan sa mga lihok samtang nagkanta kita og hinay?) What have you noticed with our actions when we sing the song fast? (Unsa man ang inyong namatikdan sa mga lihok samtang nagkanta kita og paspas?)

Activity / Application Group the class into four. Have them sing and do the actions of the songs, Manakay Kita sa Kabayo and Natulog Pa Ba Ka?.

Let them identify which song is to be sung fast and which is to be sung slow. Manakay Kita sa Kabayo (Tune: Tayoy Sumakay sa Kabayo) Manakay kita sa kabayo. Kay kusog modagan ang kabayo. Mura kinig ipo-ipo. Dali na, manakay ta.. Hiya! Pagdali. Hiya! Pagdali. Hiya! Pagdali. Pakusgi ang pagdagan. Rakatakatak! Rakatak! Hiya! Rakatakatak! Rakatak! Hiya! Rakatakatak! Rakatak! Hiya! Pakusgi ang pagdagan.

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Natulog Pa Ba Ka? (Tune: Are You Sleeping?) Natulog pa ba ka? Natulog pa ba ka? Batang gamay, Batang gamay, Nibagting nang kampana, Nibagting nang kampana, Bangon na, Bangon na.

Generalization What will happen to the movement or action if the tempo of the song is slow? (Unsay mahitabo sa atoang lihok kon hinay ang tempo sa kanta?) How about if the tempo of the song is fast? (Unsa usab kon paspas ang tempo sa kanta?)

Evaluation Using the same grouping, distribute the activity cards. Have the leader of the group pick out (through drawn by lot) as to what song they will sing and what tempo they will follow. Songs to be drawn by lot: - Tong, Tong, Tong - Magtanim ay Di Biro - Usa, Duha, Tulo - Usa Kami Ka Panimalay Have them perform the song with actions or dance steps and maybe accompanied by any percussion or string instrument or any other available instruments in the classroom that produces sound.

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Rubrics

Note RATING

Utilize this rubric in assessing pupil performance. INDICATORS SYMBOL

Sings the song with no error. Very Acts out or dances the song correctly and Good creatively. (10 points) Performs the song with an accompaniment using two or more instruments. Sings the song with one or two errors. Good Acts out or dances the song creatively. (8 points) Performs the song with an accompaniment using one instrument. Sings the song with three or more errors. Fair Acts out or dances the song. (6 points) Performs the song with no accompaniment.

Agreement Practice singing the song Kini ang Adlaw following the correct tempo.

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Music 2 Teachers Guide Unit 3: Week 1 Rhythm


Content Standard
demonstrates understanding of rhythmic patterns

Performance Standard
plays simple ostinato patterns on classroom instruments and other sound

sources Learning objectives


create simple ostinato patterns in groupings of 2s, 3s, and 4s

through body movements perform the created simple ostinato patterns in grouping of 2s,3s,4s through body movements respect ones creativeness Learning Content A. Lesson: Rhythm Creating Simple Ostinato Patterns in Groupings of 2s, 3s and 4s through Body Movements B. Materials: Chart for the song SHILO Chart for the pattern to be demonstrated Activity cards for group work Empty bottles Empty glass C. Value Focus: creativeness D. Concept: Ostinato a melody that is repeated at the same pitch Developmental Activities Motivation a. Have pupils sing the song SHELO SHELO Aduna koy gamayng iro Ginganlan nakog Shelo S H E L O (3x) Shelo iyang ngalan oh!

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b. Let them clap their hands while singing the song c. Following the number of beats stated below the lines in the chart, let them clap following the pulse beat. 1 one clap 2 one clap then close hands forward SHELO aduna koy gamayng iro 1 1 1 1 1 2 1 ginganlan nakog SHELO 1 1 1 1 1 2 1 S H E L O(3x) 2 2 1 1 2 SHELO iyang ngalan oh 1 1 1 1 2 2 Ask: What did you do while singing the song? How many counts are there in line 1? line 2? line 3? line 4? Presentation/Discussion 1. Teacher demonstrates the following rhythmic patterns by clapping the hands. a. clap rest clap rest clap rest clap rest clap rest clap rest

b. clap clap clap clap rest c. clap rest clap clap clap rest clap clap clap rest clap clap clap clap clap clap rest clap clap clap clap rest

2. Let the pupils follow the different patterns as demonstrated by the teacher. 3. Ask: What patterns are demonstrated? (Expected answer: rhytmic pattern. Guide the pupils to say this term. Introduce another term for rhythmic pattern which is simple rhythmic ostinato.) 4. Have the pupils do the activities again as stated in illustration 1,2 and 3.

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Analysis Ask What do you feel when you do the activities? (Unsa ang inyong gibati sa dihang inyong gihimo ang buluhaton?) How many claps are there in each measure of illustration number 1? (Pila ka pakpak aduna ang matag measure sa hulagway sa unang numero? How many counts are there in each measure of illustration 2? (Pila ka ihap ang anaa sa matag measure sa hulagway sa ikaduhang numero?) How many counts are there in each measure of illustration 3? (Pila ka ihap ang anaa sa matag measure sa hulagway sa ikaduhang numero?) How did we perform illustration 1,2 and 3? (Giunsa nato paghimo ang hulagway sa una, ikaduha ug ikatulo nga numero?

Application Ask for volunteer to perform the following simplerhytmic ostinato pattern such as: walking forward and backward (two step forward,two step backward in 8 counts) bending your head sideward moving to the left then moving to the right then position (1count to the left,to the right then 1 count position in 8 counts) What are other ways of performing ostinato pattern? Have the pupils respect the creativity of their classmates by appreciating their performance. Generalization What is a simple rhythmic ostinato pattern? Evaluation Group the class into 2s, 3s, and 4s. Let each group perform the activity written in the activity card. Group 2s Walk 2 steps forward then 2 steps backward in 16 counts. Group 3s Raise your arms forward count 1

Raise your arms sideward count 2 Raise your arms upward count 3

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Raise your arms down count 4 Group 4s Bend your head forward Then Position Bend your head backward Then Position Count 2 Count 1

Bend your head to the left Then Position Bend your head to the right Then Position (Do this in 16 counts). Count 4 Count 3

Rating Excellent Very Satisfactory Satisfactory

Indicator All members in the group perform well. Some members in the group did not perform well. Most of the members in the group did not perform well.

Agreement Let the pupils bring any instrument that can create sounds such as paper and comb or coconut leaves.

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Unit 3: Week 2 Melody


Content Standard recreate simple melodic patterns Performance Standard echo simple melodic patterns Learners Objectives sing with correct pitch using rote songs, echo songs, simple melodies perform the song with correct pitch using echo and simple melody. participate cooperatively during group activities childrens

Learning Content/ Topic Lesson: Melody: Singing with correct pitch using rote songs, echo songs, simple childrensmelodies Materials: Chromatic Pitch Pipe/charts of the song/ CD/ Recorded song/ picture of children riding on a boat Developmental Activities Review What are the different pitches? (Unsa ang mga lain-laing tono?) (high, higher, low, lower) Let the pupils sing by rows in high, higher, low and lower pitch of the song Kon Kita Magakatigom Give the correct high, higher, low and lower pitch Motivation Show picture of children riding on a boat - Who are riding on the boat? (Kinsa ang mga nagsakay sa sakayan?) - Have you experienced riding on a boat? (Nakasulay na ba kamo og sakay sa sakayan?) - What have you observed when riding on a boat? (Unsa ang inyong nabantayan samtang nagsakay kamo sa usa ka sakayan?)

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Presentation/ Discussion Present and sing the song Bugsay, Bugsay

Bugsay Bugsay A May duha ka sakayan naglumbaay Naglumbaay, naglumbaay Sa sakayan natulog si Hesus B Bugsay , bugsay kiling-kiling dyutay (line 1) Bugsay,bugsay kiling-kiling dyutay (line 2) Bugsay,bugsay kiling-kiling dyutay (line 3) Bugsay, bugsay sa barutong gamay (line 4)

Ask:

-How many boats are racing in the song? (Pila ka sakayan ang naglumbaay sa kanta?) -Who is sleeping on the boat? (Kinsa ang natulog sa baruto?) -If you were sleeping on the boat, how would you react? (Kon ikaw ang natulog sa baruto, unsay imong bation?)

Sing the song by lines and let the pupils follow the correct pitch. Let them observe which line/s in the lyrics is/are repeated. Sing the whole song together with the pupils. Let the pupils sing the whole song by themselves.

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Analysis Ask 1. What words were repeated in the song? (Unsa nga mga pulong ang gibalikbalik pagkanta?) 2. Did you follow the correct pitch given by the teacher? (Nakasunod ba kamo sa insaktong tono nga gihatag sa inyong magtutudlo?) 3. Are you enjoying while singing the song? Why? (Nalingaw ba kamo samtang nagkanta sa maong awit?Ngano man?) Application Divide the class in groups of 2 Let them sing the song Bugsay through echo singing. All groups will sing the first part of the song. Group 1- will sing first the underline word Bugsay Group 2- will echo the word Bugsay (Note: Let the group exchange roles.) Let each member of the group cooperate. Generalization Why is correct pitch important when we sing songs? (Ngano man nga importante ang saktong tono samtang magkanta og mga awit? Evaluation Let the same group sing the song Bangon, Bangon. Let the first and second group sing the whole song. Let group 1 sing: Let group 2 sing: Lines 1 Lines 2 3 4 5 6 7 8 (Note: Let the groups exchange roles.) Agreement Let the pupils practice the song, Bangon, Bangon with action and be ready to perform in the next meeting.

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Unit 3: Week 3 Form Content Standard

recognize repetitions within a song

Performance Standard repeat the designated musical lines in a song

Learners Objectives indicate repeated musical passages through movements. show respect to family members

Content Topic Lesson: Recognizing repetitions within a song Materials: pitch pipe, strips of musical lines, chart of the song Value focus: respectfulness Concept: Movements mean the act of moving to change position Developmental Activities Motivation Ask: Have you played puzzle games? (Nakasulay na ba kamo og dula og mga puzzle games?) Show strips of paper/Cartolina with musical lines of a song. Give the strips to selected pupils and have them read each line and arrange the strips to form the whole song. Ask: What have you formed? What is the title of the song? (Unsa man ang inyong namugna? Unsa ang ulohan kanta? Presentation Present the whole song formed by the pupils. Asa si Tatay? (Tune: Are You Sleeping?) Asa si Tatay, asa si Tatay Dia ra ko, dia ra ko Kumusta ka Tatay, kumusta ka Tatay Maayo man, maayo man. (Note: The underlined word can be replaced with Nanay, Inday, Dodong)

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Discussion Who is mentioned in the song? (Kinsa ang gihisgutan sa kanta?) Is the father important in a family? Is the mother important in a family? (Mahinungdanon ang tatay sa usa ka pamilya? Mahinungdanon ba ang nanay sa usa ka pamilya?) How do you show respectand love to your parents? (Unsaon nimo pagpakita ang imong respeto ug gugma sa imong mga ginikanan?) Demonstrate each line and its corresponding actions. Ask: Which lines are repeated? (Asa nga mga linya sa kanta ang gibalik-balik? Have the pupils indicate the repeated lines. Have the pupils create their own actions with the repeated lines. Give the correct tune of the song. Have pupils follow the created actions of the repeated lines. Analysis Ask: Do you like the song and its movements? (Nagustuhan ba ninyo ang kanta ug ang iyang mga lihok?) Are there repeated actions in each repeated lines of the song? (Aduna bay gabalik-balik nga mga lihok sa gabalik-balik nga pulong sa kanta?) Application Let the class sing the song, Asa si Nanay? with the same tune and call a pupil to lead the actions. Let them show their own creative movements Asa si Nanay? (Tune: Are You Sleeping?) Asa si Nanay, asa si Nanay Dia ra ko, dia ra ko Kumusta ka Nanay, kumusta ka Nanay Maayo man, maayo man Generalization How do you identify repeated musical lines? (Giunsa nimo pag-ila ang mga gabalik-balik nga musical lines?) Ask:

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Evaluation Divide the class into four groups. Distribute an activity card to each group with the following activities to be done for the presentation. Let them choose who will act as Nanay, Tatay, Inday and Dodong in each group. Have them create their own movements. Have them sing the song and indicate the repeated passage with actions then let them sing the song with all the members of the family. (Note: Teacher utilizes rubric in assessing group performance) Agreement Let them bring a family picture/cut-out or let them draw it in a paper and label each family member.

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Unit 3: Week 4 Timber


Content Standards respond to differences in sound quality coming from a variety of sound sources Performance Standards respond to differences in sound quality coming with appropriate movement Learners Objectives Replicate different sources of sounds and associates them with body movements. Produce different sounds and associate them with body movements. Show love and care of house pets. Content Topic Lesson: Different sources of sounds and associate them with body movements Materials: pictures of animals, objects producing sounds, charts with songs Value focus: love and care of house pets Learning Activities Preliminary Activities Checking of Assignments Review: Ask the pupils to sing the song Asa si Tatay Ask: What are the repeated lines in the song? Drill: Have pupils produce sounds of objects, animals and transportation and ask: What is the sound of an ambulance? A cat? A jeepney? Etc. Motivation Present pictures of animals and other objects that produce sounds. Have pupils tell something about the pictures and let them produce the sound of each picture shown. Presentation/Discussion Have pupils chant the given lines below. Have them chant with action of the animals. Have the pupils create/think of an action of the animals mentioned in the passages. Eg. Katy jump Doggy walk Ducky wiggle

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Katy,katy meow Katy,katy meow Katy,Katy,meow Meow,Meow,Meow (2x)

Doggy,doggy aw Doggy,doggy, aw Doggy,doggy, aw Aw,aw,aw (2x)

Ducky,ducky, kwak Ducky, ducky, kwak Ducky,ducky, kwak Kwak, kwak ,kwak(2x)

Ask: What is the sound of the cat, the dog and the duck? (Unsa ang tingog sa iring, iro ug itik?) What other animals produce sounds? (Unsa pa nga mga hayop ang inyong nailhan ug unsa ang ilang tingog?) How do we show that we care and love our pets at home? (Unsaon nato pagpakita nga gihigugma ug gipangga nato ang atong mga binuhi nga hayop sa atong panimalay?) Tell the pupils that we can create sounds from objects or other things such as empty bottles, musical instruments that can be associatedwith body movements. Tell the pupils that musical instruments like drums, trumpets,and guitars are commonly used to produce sounds. Application Divide the class into four groups. Let the first two groups name two animals that produce sound and demonstrate the actions of animals. Eg: Unggoy jumping while swaying their hands ngook, ngook, ngook Baka walking while swaying their hips ngaa, ngaa, ngaa The third and fourth groups name objects that produce sounds. Evaluation Let the same group do the following activities. Distribute the activity cards to each group. Let each group give the sounds associated with actions. Each group will select a leader and let her/him lead the activities assigned. Group I Baki molukso sulod sa 16 ka ihap Tingog kokaak, kokaak, kokaak, kokaak Group II Ambulance modagan upat ka tuyok Tingog weh, weh, weh Group III Kanding ihimbay ang lawas nga galakaw sulod sa 16 ka ihap Tingog meee, meee, mee Goup IV empty bottle molakaw nga nagtul-id ang lawas sulod sa 16 ka ihap (Note: Teachers utilizes rubrics in assessing group performances) Assignment Let the pupils write in their paper two animals with their sounds.

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Unit 3: Week 5 Dynamics

Content Standards Distinguish between loud and soft in music. Distinguish between louder and softer in music. Performance Standards apply dynamic levels to enhance poetry, chants, drama, and musical changes with movements. show dynamic changes with movements. Learning Objectives Distinguish music as to loud, medium, and soft Associate movements of animals to dynamics Show love of animals Learning Content / Topic: Lesson: Association of Animal Movements to Dynamics Materials: pictures, charts, meta strips Value focus: Love of animals Developmental Activities Preliminary Activity Drill: Name animals that produce sound Introduce a guessing game to the pupils. Form groups of two. Let Group Ido the action of an animal and Group II will name the animal doing the action and vice versa. Group I Group II rabbit cat chicken horse carabao cow

Let them act the way they moveand ask: How does group I move? (Giunsa paglihok sa unang pondok?) 87

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How about group II? (Ikaduhang pondok?) How do they differ from each other? (Unsaangkalainansa matag usanila?) How do you show your love of animals? (Unsaon pagpakita nga duna kay paghigugma sa mga mananap?) Application Display pictures of different animals: a. Horse running b. Carabao walking c. Turtle walking slowly. (Teacher may provide other examples) Have children imitate animal movement seen in the picture. Let them identify the movement if it is loud, medium or soft. Generalization What are the different movements of animals? Evaluation Identify the different movements of animals/insects. Write L if it is loud, M if it is medium and Sif it soft on the space provided. 1. Cow __________ 2. Monkey __________ 3. Rabbit __________ Assignment Let the pupils copy the following and answer if it moves loud and answer if it moves slow. 1. 2. 3. 4. Dog Chicken Rat Cat 4. Pig 5. Ant 6. Snail

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Unit 3: Week 6 Tempo


Content Standard Distinguishes between fast, faster, slow and slower Performance Standard Shows tempo variations with movements Uses terms fast, faster, slow and slower to identify tempo variations Learning Objectives: Identify tempo variations using terms like fast, faster, slow and slower in animal movements. Mimic animal movements like fast, moderate and slow. Show importance of animals Learning Content / Topic: Lesson: Tempo speed at which music is performed Materials: Animal Pictures, Word strips, & Charts Value focus: Love of Animals Developmental Activities Preliminary Activity Recall the two songs learned Tayoy Sumakay sa Kabayo (Manakay Kita sa Kabayo) and Are You Sleeping (Natulog Ka Pa Ba?) Ask: What is the tempo of the song Tayoy Sumakay sa Kabayo? How about Natulog Ka Pa Ba? Motivation 1. Guessing game Divide the class into 2 groups. The first group will give the sound and the 2 nd group will guess and pick up the picture that resembles the sound. (Note: Teacher prepares different pictures of animals, objects and transportations) Presentation Let the pupils group the following animals as to how they move: A. slow B. slower C. fast horse cow duck 89 D. faster snail dog

turtle cat worm

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(Note: Animals are presented in pictures) Ask the following questions: How do these animals move? (Unsa ang mga lihok sa mga mananap?) Which animals move slow / slower? fast/faster? Explain that animals have varied movements. Have the pupils give other examples of animals that move slow, slower, fast and faster. Ask: Why are animals important to us? (Nganong importante ang mga mananap?) Application Divide the class into 3 groups. Choose a leader and let him/her pick up a picture of an animal for the group to act out following the correct tempo assigned by the teacher. Horse Carabao Dog Turtle

Generalization Why do animals differ in the way they move? (Nganong ang mga mananap managlahi sa paagi sa ilang paglihok?) Evaluation Each group will perform through a chant or rap following an animal movement. Eg. Chant Kami ang mga (name of animal) Hinay/Kusog modagan Makatabang sa mga katawhan Sa panahon sa kalisdanan. a) b) c) d) Assignment Let the pupils choose a song and practice singing following any movement of an animal. turtle bao (slower) duck itik (slow) horse kabayo (faster) pig baboy(fast)

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Unit 3: Week 7 Texture


Content Standard Distinguish between thinness and thickness of musical sound through layering of sound.

Performance Standard distinguish between single musical line and multiple musical lines which occur simultaneously show awareness of texture by correlating visual images to music

Learning Objectives: Demonstrate the concept of texture by singing two-part round. Sing properly and correctly the round songs. Learning Content / Topic Lesson: Concept of Texture in Music through Round Singing Materials: Song charts Value focus: Love of Music Integration: Arts (Scribbling) Developmental Activities: Preliminary Activity Pupils will sing a song together with a hand/dance movement. Tuhod,Abaga, Ulo Presentation Ask: Who do you look for when you arrive at home? Present and sing the song AsasiTatay AsasiTatay (Tune: Are you Sleeping) AsasiTatay, asasiTatay (Nanay) Aniara, aniara KumustakaTatay (2x) Maayora (2x) Eg. Tiil,

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Ask: How did you feel upon listening to the song? (Samtang namati ka sa kanta unsay imong gibati?) Discussion Teach the children on how to sing a two-part round song. Divide them into two. Let the first group sing the first line then followed by the second group when the first group sings the second line until the whole song is being sang into two-part round . Have them exchange part. Ask: a) How did you feel while singing the two-part round song?(Unsay gibatinimosadihangmikantaka?) b) Why were you able to sing the song in two-part round song?(Nganongnakahimokapagkanta?) c) Do you like the way we sing the song? (Nagustuhanbanimoangpamaagisapagkanta?) d) Did you find difficulty in singing the song and why? e) What are the things that you need to do in order to sing it properly? (Unsay imongbuhatonaronmakahimokapagkantasa insakto?) Application Let them sing again the song AsasiTatay replacing the word Tatay to Nanay, Dodong and Inday in two-part round song. (Note: Teacher will let the pupils sing with thinness and thickness of voice)

Generalization How did you sing the two-part round song? (Giunsa ninyo pagkanta ang duha ka libot o tuyok nga kanta?

Evaluation Let the pupils sing another two-round song. Eg. Row, Row, Your Boat

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Bugsay ,BugsaysaSakayan (Simplified by: F Girasol)

Bugsay, bugsaysasakayan Padulongsasapa Maglipay ta (2x) Kay abotna ta!

Agreement Let the pupils practice singing the two-round Bugsay, BugsaysaSakayan song for an oral presentation next meeting.

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Music 2 Teachers Guide Unit 4: Week 1 Rhythm


Content Standard: - demonstrates understanding of rhythmic patterns Performance Standard: - plays simple ostinato patterns on classroom instruments or other sound sources. Learning Objectives: - play simple ostinato patterns on classroom instruments or other sound sources (eg. sticks, drums, triangle, nails, coconut, shells, bamboo, empty boxes, etc.) - show appreciation of the sounds produce by the different musical instrument. - manifest proper care of the different musical instrument. Learning Content: A. Lesson: Ritmo MakanunayonngaKumpas (Steady BeatsOstinato Pattern) B. Galamiton: maracas, platilyo (cymbals), tambol, tamborin,triyangulo, ug silopon, mgatukog, tukogsakawayan,bagol, lansang, basiyo sa karton uguban pa C. Value: Care for Musical Instruments Developmental Activities: Preliminary Activities: Review: Model the clapping and stomping of the rhythmic pattern. Let the pupils clap or stomp the steady beats following simple rhythmic patterns. Pattern A

Pattern B


Presentation/Discussion: 1. Present 3 realia/pictures of different musical instruments (eg. Drum, maracas, tambourine). 2. Let pupils identify these musical instruments. 3. Play different musical instruments/other sources one at a time in different simpleostinato patterns previously learned.

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Pattern A

Pattern B


3 4

4 (Note: Time signature for pattern A is 4 and pattern B is 1 line receives 1 pulse beat/clap 1 Connected 2 lines receive 2 times beats /claps) 2

4. Ask: How did we clap in the first pattern? (Giunsa nato pagpakpak sa unang kumpas?) How about in the second pattern? (Expected answers: pattern A 4 counts in every measure/pattern B 3 counts) Let the pupils repeat the activity several times. 5. Pupils take turns in playing the instruments. (Make use of any available musical instruments/other sources. No pointed or sharp objects should be used.)

(Marakas, tukog sa kawayan, tambol, tamborin, bagol ug botelya)

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6. Ask: a. What were the instruments played? (Unsa ang mga tulonggon nga atong gitugtog?) b. What rhythmic patterns did we follow? (Unsa nga kumpas ang atong gisunod sa pagtugtog sa mga tulonggon?) (4 ug 3 ka ihap) c. Were the patterns you performed showed the same counts/beats? (Pareho ba ang mga patterns o kumpas nga inyong gipatugtog?) d. What did you feel while playing the instruments with different rhythmic patterns?Why? (Unsay inyong gibati samtang nagtugtog sa mga instrumento subay sa mga lain-lain nga mga kumpas?) Ngano man? e. If you have musical instruments,how will you take care of them? (Kung aduna kamoy mga nagkalain-laing tulonggon unsaon man nimo kini pag-atiman?) f. Can you play now simple ostinato pattern? How? (Makatukar ba kamo karon og yano nga kumpas nga ostinato? Unsaon?) Application 1. Divide the class into 4 groups. Provide each group with instruments and let them play simple ostinato pattern they choose. 2. Let the pupils perform different ostinato patterns with the use of any available instruments. Group 1 Sticks


Group 3 Empty boxes

Group 2 Drums/improvised drums

Group 4 Spoons

3. Ask: What were the patterns you followed? (Draw out answers in each group) (Unsa nga mga kumpas ang gisunod ninyo?)

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Evaluation: Let the pupils do synchronized performance by playing simpleostinato patterns by 10s using their improvised musical instruments.

Agreement: Have the pupils make their own simple ostinato pattern and let them practice it by playing with any improvised instrument.

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Music 2 Teachers GuideUnit 4: Week 2 Melody


Content Standard: - correlates melodic patterns to visual imagery Performance Standard: - illustrates appropriately the melodic contour through body staff, writing melodic line on the air and line notation Learning Objectives: - illustrate the melodic contour through i. body staff ii. writing the melodic line on the air iii. line notation - tell what musical staff is - identify the letter names of the lines and spaces - identify the singing names of the lines/spaces - participate actively in group activities Learning Content: A. Melody Simple Melodic Contour B. Materials: ukulele, or any musical instruments available C. Value Focus : cooperation in group activity Developmental Activities: DAY 1 Preliminary activities: Pupils sing the so-fa syllables (do, re, mi, fa, sol, la, ti, do) Presentation: Present a musical staff. the

line 5
4th space

1st space

line 4 line 3 line 2 line 1

3rd space 2nd space

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Ask: How many spaces did you see? (Pila ka hawan/bakante nga lugar ang inyong nakita?) How many lines did you see? (Pila ka linya ang inyong nakita?) What is a musical staff? (Unsa ang musical staff?)

Present the pitch names/letter names.

F D B G E
Ask:
F

E C A F

What are the pitch/letter names of the lines? (Unsay letter names sa matag linya?) What are the pitch/letter names of the spaces? (Unsay mga letter names sa matag hawan/bakante nga lugar?)

Show the singing/letter names and the equivalent letter names of the lines/spaces.

F D B G E
Ask: What are the so-fa syllables? (Unsa man ang mga so-fa syllables?) What are the singing names on the lines? (Unsa man ang mga singing names sa matag linya?)

fa ti re sol mi

Show the singing names on the spaces.

E C A F

mi do la fa
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Ask: What are the singing names on the spaces? (Unsa man ang mga singing names sa matag hawan/bakante sa musical staff?) (Note: Teacher should emphasize the letter names and singing names.) Present the pitch names/letter names in the musical staff again. What are the pitch/letter names of the lines? (Unsa ang mga letter names sa matag linya?) What are the pitch/letter names of the spaces? Unsa ang mga letter names sa matag hawan/bakante sa musical staff?) (Note: Letter for the lines are E, G, B ,D, F, letter names for the spaces are F A C E. Singing names/pitch names for the lines are mi, sol, ti, ri, fa, singing names/pitch names for the spaces are fa, la, do, mi.) What is the importance of a musical staff?

Present a GClef on a musical staff.

(Note: GCleff is a symbol placed at the beginning of the staff.) Ask: What is a G-Clef?(Unsa ang G- Clef?) Where can you find the G- Clef? (Asa makita ang G-Clef sa musical staff?) Application: Let the pupils work in groups. Have them draw a musical staff and write the letter names of the lines and spaces. Have them draw another musical staff and write the singing names of the lines and spaces. Check if there is cooperation among group members while doing the activity. Evaluation: Oral test: 1. What is a musical staff? (Unsa man ang musical staff?)

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2. What are the letter names of the lines? (Unsa ang mga letter names sa matag linya?) 3. What are the letter names of the spaces? (Unsa man ang mga letter names sa matag hawan/bakante nga lugar sa musical staff?) 4. What are the singing names of the lines? (Unsa man ang mga singing names sa matag linya sa musical staff?) 5. What are the singing names of the spaces? (Unsa man ang mga singing names sa matag hawan/bakante nga lugar sa musical staff?) Assignment: Let the pupils draw a musical staff with G- Clef symbol in their notebook and let them write the singing names and letter names on the line/spaces.

DAY 2 Preliminary activities: Ask: What is staff? How many lines and spaces are there in a staff? (Note: Teacher may show a body staff.)

Presentation/ Discussion: Present the DO-RE-MI/ So-fa Syllables Song DO Lagsaw, baye nga lagsaw RE Ang silaw sa adlaw MI Nagpasabot nako FA Daganon halayo SO Sigi ug panahi LA Ang mosunod SO TI Manginom ta og tsa, ug mobalik ta sa DO. Oh! Oh! Oh! Ask:

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What is the song all about? (Unsa man ang kanta?) How many names of the so-fa syllables are there?(Pila man ka so-fa silaba ang anaa?) What are they?(Unsa man kini?)

Present a body staff showing the positions of the so-fa of the corresponding notes of the so-fa syllables. (Note: Teacher sings it.)

do

re

mi

fa

so

la

ti

do

Ask: What are found in the body staff? (Unsay makita sa body staff?) Where are they written? (Asa man kini gisulat?) How are they arranged? (Giunsa man kini paghan-ay?)

Pupils sing the so-fa syllables slowly going up. Present a body staff with the tones going downward. (Note: Teacher sings it.)

do

ti

la

so fa mi re do

Ask: What have you noticed with the tones as you sing the song? (Unsay inyong nabantayan sa tono sa kanta?) Look at the arrangement of the notes, where are theygoing?

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(Tan- awa ang pagkahan-ay sa mga nota, asa man kini padulong?) What have you noticed with the tones? (Unsay Inyong naobserbahan sa tono sa kanta?)

Pupils sing it slowly downward. Elicit from the pupils that tones/ notations maybe going upward (ascending) and going downward (descending) and they are written on lines and spaces. Activity Let the pupils practice writing the melodic outline/ contour on the air.

do

re

mi

fa

so

la

ti

do

do

ti

la

so fa mi re do

Evaluation: Let the pupils copy the staff and write/draw the notes as indicated below. The first has been given.

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do

re mi fa so la ti

do

do Assignment:

ti

la so so so fa mi re do

Copy the staff. Draw the notes of the given so-fa syllables.

fa

so

la

ti

do

ti

la

mi

re

do

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Music 2 Teachers GuideUnit 4: Week 3 Form


Content Standards: recognizes repetitions within a song Performance Standards: repeats the designated musical lines in a song Learning Objectives: echo repetition of musical lines perform the given task with accuracy show appreciation of Gods creation Learning Content: A. Lesson: Form Repeats in Music B. Materials: pictures, charts and songs C. Value Focus: cooperation Developmental Activities: Preliminary activities: 1. Checking of assignment. 2. Let pupils write melodic contour on the air. Motivation Present picture of a farm. Let the pupils enumerate the animals found in the farm. Ask: What animals arefound in the farm? (Unsay mga hayop nga nakita ninyo sa uma?) Who made these animals? (Kinsay naghimo sa mga hayop? Are they helpful to us? Why? (Nakatabang ba ang mga hayop kanato?Sa unsang paagi?) Presentation Present andsing thesong below and let the pupils repeat each line correctly.

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Si Noy Dodo (Tune: Old Macdonald) Si Noy Dodo, mayuma, Eey, Aay, Eey, Aay Oh, Sa iyang uma may baka Eey, Aay, Eey, Aay Oh, Moo, moodiri Moo, moodidto Bisanasa Moo, moo, moo Si Noy Dodo may uma Eey, Aay, Eey, Aay Oh, (Underlined words can be replaced by the following: baboy oynk-oynk; itik kwak-kwak; kanding mee-mee; iro aw-aw) Ask: 1. What are the repeated lines found in the song? (Unsay mga gibalik-balik nga mga linya sa kanta?) 2. What have you observed in the melody or tune of the repeated lines? (Unsay inyong naobserbahan sa tono sa mga gibalik-baliknga linya?) 3. Is it easy to sing songs with repeated lines? Why? (Sayon ba ang pagkanta sa mga linya sa kanta nga gibalik-balik? Ngano man? 4. How did you feel while singing the song? Why? (Unsay inyong gibati samtang kamo nagkanta? Ngano man?) 5. Sing the whole song again emphasizing the repeated musical lines.

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Application Form two groups. Group 1 will sing the line marked (A)while group 2 will sing the line marked (B).Lines marked A&B to be sung by the two groups. MartsaGagmayngaSundalo (Tune: Here We Sit Like Birds in the Wilderness) Martsa, martsa (A & B) Gagmayngasundalo (A) Gagmayngasundalo (B) Gagmaynga sundalo (A) Martsa, martsa (A & B) Gagmayngasundalo (A & B) SundalosaGinoo (A & B) SundalosaGinoo (A) Sundalosa Ginoo. (B) Martsa, martsa (A & B) Gagmayngasundalo (A & B) SundalosaGinoo. (A & B) Direct pupils to box the repeated lines in the song and read it. Ask: What are the repeated lines in the song? (Unsay mga gibalik-balik nga linya sa kanta?) What can say about the tune of the repeated lines? (Unsay imong masulti sa tono sa mga gibalik-balik nga linya sa kanta? Can you echo the repeated lines in the song? (Maka echo ba mo sa gibalik-balik nga linya sa kanta?)

Evaluation Divide the class into 2 groups. Let each group sing the song. Group 1 will sing the lines marked 1, and group 2 will sing the lines marked 2.

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Have each group create their own actions as they sing the song. (Preparation 5 minutes; Presentation 5 minutes) (Note: Teacher may provide any local familiar repeated song.)

Bangon, Bangon (Tune: Are you Sleeping)

Bangon, Bangon(1) Bangon, Bangon(2) Dodong Juan (1) Dodong Juan(2) Bagting nang Kampana(1) Bagting nang Kampana(2) Ding, Ding, Dong(1) Ding, Ding, Dong(1)

Agreement: Practice singing the repeated songs you learned.

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Music 2 Teachers Guide Unit 4: Week 4 - Timber

Content Standard: responds to differences in sound quality coming from a variety of sound sources Performance Standard: associates common musical instruments by their sound and image Learning Objectives: identify common musical instruments by their sounds and images. show appreciation of the different sounds of the musical instruments. manifest proper care of musical instruments. Learning Content: A. Lesson:Timber Introduction to voice production Differentiation in sound quality Introduction of musical instruments B. Materials: realia or pictures of the different musical instruments, recorded music/sounds C. Value Focus: Appreciation of the different musical sounds/instruments. Developmental Activities: Preliminary Activities: Ask: 1. Do you have any musical instruments at home? (Aduna baka moy tulonggon sa balay?) 2. Can you name them? (Nganli kini) 3. What are their sounds? (Unsay ilang tingog?) The teacher presents real instruments or pictures.Let the pupils name them.

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Presentation /Discussion Present any song, poem, rhyme, jingle, and rap about musical instruments.(Teacher may use these songs below.)

TAMBOL Bum taratatat (2x) Tararat,Tararat Bum, Bum,Bum (Repeat)

GITARA, SISTA Kuting kuting dala dalag gitara Libot libot sa balay ni Ana Pagmata na Ana, Kay naay nangharana Nagkanta bahin sa gugma. TRUMPETA Ang trumpeta patingugon(2x) Torototot! Gusto kong mouban sa Diyos Ang trumpeta patingugon Torototot! Ask: 1. What are the songs all about? (Kabahin sa unsa ang mga kanta?) 2. What are the instruments mentioned in the song? (Unsa man ang mga tulonggon nga gihisgotan sa kanta? 3. Do the instruments have the same sounds?

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(Pareho ba sila tanan og tunog?) 4. Can you identify the sound of each instrument? (Kaila ba mo sa tingog aning mga tulonggon?)

(Teacher may play any musical instruments or presents recorded sounds of the different musical instruments.) 5. What is the sound ofa drum, cymbals, trumpet, violin, clarinet,and other musical instruments? (Unsay tingog sa tambol, ukelele, trumpeta, biyolin, gitara ug uban pa?) 6. Can you identify the sound of each musical instrument? (Nakaila ba kamo sa tunog sa matag tulonggon?)

For Value Integration, ask: How will you take care of these musical instruments? (Unsaon man ninyo pag-atiman ang mga tulonggon sa musika? Pupils Activity Play real instruments/recorded sounds of the different musical instruments and let the pupils identify the source of its sound. (Note: Teacher may use any local musical instruments e.g. sticks, coconut shells, etc.) guitar drum cymbals

triangle

violin

tambourine

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Application Group the pupils into 2, first group holds pictures of musical instruments, second group has flashcards with the corresponding sound of the musical instruments. (Do the activity in 5 minutes) At a go signal,let the pupils find their pair.(Using Think, Pair and Share)

Ask: 1. How did you find the activity? (Unsay inyong ikasulti sa inyong gibuhat?) 2. Were you able to match the picture of the musical instrument to its sound? (Husto bang pagkapares ang mga hulagway sa mga tulonggon ngadto sa iyang tunog?)

Generalization: What are the different musical instruments? (Unsa ang mga nagkalain- lain nga instrumento sa musika?) What are their sounds?(Unsa ang ilang mga tingog?)

Evaluation: Draw a line to connect the musical instruments in column A with its corresponding soundin column B.(Iparesangmgatulonggonsakolom A sailangtingogsakolom B.)

Kolom A

Kolom B kuting-kuting

1. pompyang 2.

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eeng-eeng 3.

tssk-tssk 4.

bum-bum 5. Agreement: Practice playing anymusicalinstrument available at home. (Ukelele, guitar, flute, sticks, coconut shells, etc.)

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Music 2 Teachers Guide Unit 5: Week 5 Dynamics


Content Standards: distinguishes between loud, andsoft in music. distinguishes between louder and softer in music Performance Standard: uses appropriate terminology to indicate understanding of volume variations. Learning Objectives: use terms loud, louder, soft and softer to identify volume variations. make loud, louder, soft and softer sounds cooperate with others while performing the activities Learning Content: A. Topic:DYNAMICS- Sound Volume in music B. Materials: CD Player/VCD player, recorded music C. Value Focus:care for other siblings D. Concept : Volume loudness or fullness of sounds Variation a change in the normal movement Loud making a great sound Soft a pleasant sound Developmental Activities: DAY 1 Review: - Pupils sing the song, MartsaGagmayngaSundalo in a soft voice. Motivation - Present picture of a farmer planting in the field. - Ask about the picture. Presentation/Discussion: 1. Present and sing the song MagtanomDiliTiawin a regular melody 2. Sing it also with varied dynamics loud to louder. Lines labelled 1 shall be sang in loud voice, and lines labelled 2 shall be sang in louder voice. Magtanom DiliTiaw (Tune:Magtanim ay Di- Biro)

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1 Magtanom dili tiaw 2 Magyuko tibuok adlaw 1 Dili ka makatindog 2 Dili ka makalingkod (Repeat)

Ask: 1. In lines 1, how did we sing it? (Giunsa nato pagkanta ang mga linyanga gimarkahan og 1? 2. In lines 2, how did we sing it? (Giunsa nato pagkanta ang mga linyanga gimarkahan og 2? 3. How did we sing the song? (Giunsa nato pagkanta angMagtanomDiliTiaw?) 4. Were there changes in the volume as we sing the song? What are they? (Aduna bay kausaban sa gikusgon sa atong tingog samtang kita nagkanta? Unsa man kini?) Emphasize the different dynamics in music using the terms loud and louder by singing the sing again ) Application: Group activity: Divide the class into 2 (boys and girls). Let each group sing following the dynamics as indicated below: (Girls loud voice, Boys louder voice)

Among Balay (Tune: Bahay Kubo) Among balay (girls) Nindot bisan gamay (boys) Sa palibot may tanom

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(girls) Prutas ug utanon (boys) Saging, kaimito, tambis,abokado (girls) Petsay, balatong, ugrepolyo (boys)

Ask: 1. How did the girls sing their assigned lines in the song? (Giunsa pagkanta sa mga babaye ang linya sa kanta nga gigahin alang kanila?) 2. How about the boys? (Giunsa man usab pagkanta sa mga lalaki?) 3. What were the two volumes emphasized in ouractivity? Evaluation: Distinguish the volume/dynamics of the song whether it is loudor louder. Write L on the blank if it is loud and write LR if it is louder. (Teacher may play recorded music or sing the songs below) ______ 1. (louder)Tong, tong, tong Pakitong-kitong ______2. (loud) May Masadyang Panimalay ______ 3. (louder)Boom Tarat Tarat ______ 4.(loud) Watermelon

Agreement: Have the pupils practice singing the song learned Among Balayfrom loud to louder.

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DAY 2 Developmental Activities Preliminary Activities Review: What are the two kinds of volumes you have learned? Ask: Who are the members of your family? (Kinsa ang mga miyembro sa inyong pamilya?) How important are they to you? (Unsa sila ka importante sa imo?)

Presentation/Discussion 1. Present and sing the song Usa Kami Ka Panimalay in a regular melody. 2. Sing it with varied volume from soft to softer. (First round: soft volume; second round: softer volume) Usa Kami Ka Panimalay (Folk Song) Usa kami ka panimalay Malipayon kami sa balay Kaming tanan nagtinabangay Aron malipay Si Tatay ang punoang kahoy Si Nanay ang dahon sa sanga Kaming mga anak maoy bunga Sa paghigugma

Ask: 1. What is the song all about? (Mahitungod sa unsa angkanta?) 2. How do you show your love to your family? (Unsaon nimo pagpakita sa imong gugma sa imong pamilya?) 3. How did we sing the song in the first round?second round? (Giunsa nato pagkanta sa unang hugna?Sa ikaduhang hugna) 4. Which is pleasant to hear? Why? (Hain ang maayo paminawon? Ngano man?) Emphasize the different volumes in music using the terms soft and softer by singing lines of the song again. (Hatag ug pahinung-at ang lain-laing kabag-on sa tingog sa musika gamit ang mga pulong humok ug mas humok,pinaagi sa pagkanta pag-usab sa mga linya sa awit) Application Divide the class into 2 groups. Let them sing the song May MasadyangPanimalay

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Group 1 Humok (Soft Volume) Group 2 Mas Humok (Softer Volume) Evaluation: Distinguish the volume of the song whether it is softor softer. Write softorsofter on the blank. _______ 1. _______ 2. _______ 3. _______ 4. (soft) (softer) (softer) (soft) Duha AkongKamot Ang Kang Indayng mga Saging Asa siTatay Pulo ka mgaTudlo

Agreement: Practice singing songs with soft/ softer volume.

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Music 2 Teacher Guide Unit 4: Week 6 Tempo


Content Standard: distinguishes between fast, faster, slow and slower Performance Standards: shows tempo variations with movements uses terms fast, faster, slow and slower to identify tempo variations Learning Objectives: respond to correct tempo of a song as guided by the hand signal of the teacher (e.g. The teachers slow hand movement means slow while fast hand movement means fast.) find enjoyment in doing different activities cooperate with others while performing movements Learning Content: A. Lesson: TEMPO Sound Speed in music B. Materials: Charts of songs, recorded music C. Value Focus: Appreciate music and love for singing Developmental Activities: DAY 1 Drill/Review Let the pupils sing the song Usa Kami Ka Panimalay following the dynamics they learned (from loud to louder). Presentation/ Discussion: Present the song and sing with varied tempo(fast, faster) Pupils sing songs with varied tempo following the hand signals/movements of the teacher (fast to faster)

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Pulo Ka MgaTudlo Tune :SampungMgaDaliri Pulo ka mga tudlo Sa kamot ug tiil Duha kadalunggan, Duha ka mata Ilong nga nindot pa. Limpyo nga mga ngipon Lami ikaon Dilang gamay ang nagsulting Dili ka manglimbong.

Sing the song in two rounds with varied tempo. Emphasize/show hand movements while singing the song from fast to faster. Let the pupils sing the song with hand movements following the teachers signal. Ask: 1. Which round of the song shows fast hand movements? (Haing hugna sa awit ang nagpakita og paspas nga tempo?) 2. Which round of the song shows faster hand movements? (Haing hugna sa awit ang nagpakita og mas paspas nga tempo?) 3. What have you observed with the hand signals of the teacher while singing? (Unsay inyong namatikdan sa mga lihok sa kamot sa magtutudlo samtang nag-awit?) 4. What will be the tempo of the song if my hand moves fast? How about if it moves faster? (Unsay mahitabosa tempo sa awit kon paspas ang kumpas sa kamot sa magtutudlo?Unsa man usabangmahitabosa tempo sa kanta kon mas paspas pa ang lihok sa kamot? ) 5. When shall we use fast and faster hand movements? (Kanus- a gamiton ang paspas ug mas paspas pa nga kumpas sa kamot?) 4. How did you feel while singing the song with different tempo? (Unsay inyong gibati samtang nagkanta sa kanta nga adunay nagkalain-lain nga tempo)

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Application: Divide the class into 2 groups. Let each group choose a leader. Let them sing the song with the tempo assigned to them. Group members sing the song following the hand signals of their respective leader.(Note: Leader act as teacher) May Masadyang Panimalay (Tune: Mulberry Bush) Group 1 fast tempo Group 2 faster tempo May MasadyangPanimalay Tune: This is the Way May masadyang panimalay May masadyang panimalay May masadyang panimalay Akong nahibaloan Si Tatayug si Nanay Si Dodong ugsi Inday Silang tanan naghigugmaay Sa usa ka panimalay.

Evaluation: The teacher sings songs with different tempo. Let the pupils distinguish whether it is fast, faster. Have them write the answers on their paper. (Fast Tempo) 1. Ang Kang IndayngmgaSaging) (Faster Tempo) 2. May Sinina Kong Bag-o

AngkangIndayngmgasaging Walanamungakaygihangin Konwala pa hangin-hangina Angkangindayngsaging Daghanugbunga.

May seninakong bag-o Pinalitsamerkado GitahisaakongNanay Kanakogipaangay May laso, may medyas, may sapatoskong bag-o Giparesansapetikot, sadalanpakimbotkimbot.

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3.

Usa Kami kaPanimalay

4.

May MasadyangPanimalay Tune: This is the Way

Usa kami kapanimalay Malipayon kami sabalay Kamingtanannagtinabangay Aronmalipay. Si Tatayangpuno-anngakahoy Si Nanayangdahonsasanga Kamingmgaanakmaoybungasa paghigugma.

May masadyangpanimalay May masadyangpanimalay May masadyangpanimalay Akongnahibaloan Si TatayugsiNanay Si DodongugsiInday Silangtanannaghigugmaay Sa usakapanimalay.

Agreement: Practice singing at home the songs you learned with the different tempo. (fast, faster) DAY 2 Developmental Activities: Preliminary Activities: Review: What are the types of tempo you learned last meeting? Motivation: Teacher shows a picture of a basket full of different kinds of local fruits. Then ask: What is your favorite fruit? (Unsa ang paborito nimo nga prutas?) Why do you like it? (Nganong gusto man nimo kini?) Who likes bananas? Why? (Kinsay ganahan og saging? Ngano man?) Presentation: 1. Teacher presents and sings the song Ang Kang Indayng Mga Saging. 2. Vary the tempo of the song.(First round slow, second round slowerwith hand signals of the teacher.) 3. Pupils sing the song with slowtempo following the hand movements of the teacher. 4. Movethe hands slower than the first and let the childrensing with slower tempo. Ang Kang IndayngmgaSaging) ( Folk Song) AngkangIndayngmgasaging Walanamungakaygihangin Konwala pa hangin-hangina Angkangindayngsaging Daghanogbunga Ask: 1. What is the song all about? (Bahinsaunsa man angkanta/ Unsay buotipasabot sa kanta?) 2. What benefits can you get from eating fruits? (Unsay mga kaayohan nga atong makuha kon mokaon kita og prutas?)

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3. How did we sing the song in the first round? (Giunsanatopagkantasaunanghugna?) 4. How about in the second round? (Unsa man usabsaikaduhanghugna?) 5. What is the tempo of the song, if the hand movement is slow? (Unsay tempo sakanta kung hinayangkumpassakamot?) 6. What is the tempo of the song, if the hand movement is slower? (Unsay tempo sakanta kung mas hinay pa ang kumpas sa kamot?) 7. What are the 4 tempo of the song? (Unsaang 4 kamga tempo sakanta?) 8. How did you feel while singing the song? (Unsayinyonggibatisamtangkamonagkanta?). Application (Using Total Physical Response-TPR) Have the class sing the song Ang Kang Indayng mga Saging. If the tempo is slow, let them dance. If the tempo is slower, let them sit, basing upon the hand signals/movement of the teacher. Ang Kang IndayngmgaSaging) ( Folk Song) AngkangIndayngmgasaging Walanamungakaygihangin Konwala pa hangin-hangina Angkangindayngsaging Daghanugbunga.

Evaluation: Group Activity Divide the class into 2 groups. Let each group choose a leader to act as the teacher.Have them sing any song they choose following the hand signals of their leader. Group 1 Sing with slow tempo (leader shows slow hand movement) Group 2 Sing with slower tempo (leader shows slower hand movement) BatangGamay (Tune: Ili-Ili) Batang gamay katulog na Wala dinhi atong mama Tuas tyangge namalit pa Batang gamay katulog na

Agreement

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Practice singing songs with slow/slower tempo.

Music 2 Teachers Guide Unit 4: Week 7 Texture


Content Standards: distinguishes between thinness and thickness of musical sound through layering of sound Performance Standards: shows awareness of texture by correlating visual images to music Learning Objectives: identify musical density using recorded music ex. music with layered orchestration vs. music with single instrument accompaniment. listen to music with appreciation participate in group activities Learning Content: A. Lesson: TEXTURE Musical Layering B. Materials: VCD/ DVD player, recorded music C. Value Focus: Love for Music D. Concept: Texture is one of the basic elements of music. Texture refers to the way multiple voices (or instruments) interact in a composition. Musical density refers to the thinness or thickness of musical sound or the number of instruments used for accompaniments. Developmental Activities: Preliminary Activities: Review:What are the four types of tempo in music? Motivation: Show pictures with single instrument or orchestra

A Ask:

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1. What musical instrument/s is/ are being used in figure A? (Unsang tulonggon ang gipakita sa ludlis A?) 2. How about in figure B?(Unsa man sa ludlis B?) Presentation: Pupils listen toanysongwith one accompaniment (use any available instruments). Play recorded music with several instruments/ orchestration. Ask: 1. In the first song you heard, how many instrument was played? (Sa unang kanta nga inyong nadungog, pilaka tulonggon ang gigamit?) 2. In the second song played, how many musical instruments did we hear? (Sa ikaduhang kanta nga inyong nadungog, pila ka tulonggon ang inyong nadungog? 3. How do you compare the first song to the second song played? (Unsaon pagtandi ang unang tugtog sa ikaduhang tugtog?) 4. Which of the two songs you like most? Why? (Hain sa duha katugtog ang imong nagustuhan? Ngano man?) 5. What did you feel while listening to the songs? (Unsay inyong gibati samtang naminaw kamo sa mga awit? Teacher explains musical orchestration and music with single musical accompaniment.) The density of the music is thin if it has single instrument accompaniment or with single musical line only. However, if the music has layered orchestration, then the density is thick. Application: (Using Total Physical Response-TPR) Game: Play any song with one musical accompaniment or with two or more musical instruments. If they hear one musical accompaniment they stand, and if they hear two or more musical accompaniment they dance. Evaluation: The teacher plays recorded music, and the pupils will identify whether the music is thin or thick. (Teacher may use any recorded music/using the CD provided) Agreement: Practice singing songs accompanied by any musical instrument.

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