Detailed Lesson Plan in Music IV

I. Objectives:
At the end of the lesson, the students are expected to:
1. Identify nationalism in music which flourished in Europe and the contributions of
Filipino composers for our country.
2. Sing and listen to nationalistic songs
3. Appreciate the importance of nationalism in music
II. Subject Matter
A. Input/ Content

Lesson 8: Nationalism in Music

B. Reference
MAPEH for a Better You
pages 54-59
C. Instructional Materials

PowerPoint Presentation

LCD Projector/ Laptop

Visual Aids/ Pictures

CD player

Guitar or Keyboard
D. Values infused
Appreciate Nationalistic Songs
III. Procedure
Teachers Activity
A. Preparation
1. Greetings
Good morning class?
Hows your day?
2. Prayer
Whos in charge to lead todays prayer?
Well then, let us stand and bow our heads in
prayer.
Thank you ____________.
Please remain standing.

Pupils Activity

Good Morning Sir!

Its good Sir!
A student raises his/her hand and leads the
prayer.

3. Checking of cleanliness and orderliness

of the room.
Before you sit, kindly check your
surroundings for some pieces of paper and
trash and arrange your chairs properly.
Thank you. You may all sit.
4. Attendance
May I ask the class secretary to report todays
attendance.

Class secretary: Todays class attendance is

_______, consists of ____boys and
_____ girls.

Very good! Im happy you are all here.

Thank you. You may sit.
Alright, before we discuss anything about the
new lesson for today, let us have a little
review about our past lesson.
5. Review
Last meeting we have talked about Program
Music isnt it?
Now, let us have an exercise before Ill hear
some of your thoughts regarding our past
lesson.
Class let us read the direction in unison

Column A
Miguel de Cervantes
Hector Berlioz
Prelude
Program Music

Richard Strauss

Peter Tchaikovsky

Column B
Introduction
Sounds
Don Quixote
Symphonic
Fantastique
Romeo and
Juliet
Don Juan

Excellent!
Anybody, who can give me a summary of
what you had learned regarding the past
lesson?

Yes Sir!

Direction: By drawing a line, connect the

words in column A which is closely related to
another set of words in column B.

Column A
Miguel de Cervantes
Hector Berlioz
Prelude
Program Music

Richard Strauss

Peter Tchaikovsky

Column B
Introduction
Sounds
Don Quixote
Symphonic
Fantastique
Romeo and
Juliet
Don Juan

(There are few who raise their hands)

Student 1: As far as I can remember,
program music is a narrative instrumental
music linked to a scene, idea, poem, or story.

Anyone else?

(A student raise his hand)

Student 2: In addition to what _________
had said, program music is a program
preface added to a piece of instrumental
music to direct the listeners attention to the
poetical idea of the play. It uses different
kinds of sounds by using human voice.

How about the four main forms of Orchestral

Program Music? Anybody?
(the students started to recall what are those)
At all times, these musical forms are used in a
particular play, scene or a story. Without
these, a scene or story lacks emotions and
feelings. Therefore, these musical forms are
very important for it brings life to a story.
Alright, so what are those musical forms?

(a student raised her hand) Sir!

The four main forms of Orchestral Program
Music are the Program Symphony, Concert
Overture, Symphonic Poem, and Incidental
Music.

Very Good Class!

Its nice to hear that youve had a good recall
of what you have learned regarding our past
lesson.
Do you have any questions or some sort of
clarification?

None Sir!

Alright, if theres none, let us move on.

B. Procedure
1. Motivation
But before we proceed, let us play a game
Do you know the game show Singing Bee?

(student felt excited)

Yes Sir! (most of them raised their hands)

Alright let us play this game but first, let us

divide the class into five .

(the students felt excited and started to group

themselves)

I will give you 30 seconds to prepare.

Can we begin now? Ok listen.

(the class groups themselves, there are five

groups)
Yes Sir!

For me to recognize you, I will now give to

you the sounds of buzzers which you will

(the class prepares themselves for the

activity)

imitate. Let us only presume that these are the

sounds produced by these musical
instruments.

Yes Sir!

Repeat the sound after me.

For group #1, the sound of violin
For group #2, the sound of a triangle..
For group #3, the sound of the drum
For group #4, the sound of the flute..
For group #5, the sound of the guitar..

Eng-eng-eng
Ting-ting-ting
Bom-bom-bom
Flut-flut-flut
Gring-Gring

Let us now begin. This is a very simple game.

I will sing songs with incomplete lyrics, after
me, you will going to fill in the missing lyrics
by singing.
Do you understand class?
Are you ready?
#1 song Akoy Isang Pinoy
Akoy isang Pinoy sa pusot diwa, pinoy na
isinilang sa ating bansa. Akoy hindi sanay sa
wikang mga banyaga, ____ ______ __
___________ __________ _____.
#2 song Isang lahi, Isang Lipi
Aanhin ko pa dito sa mundo, ang mga matang
nakikitay di totoo, may ngiting luha ang
likuran at paglayang tanong ay kailan, bakit di
natin isabog ang pagmamahal. Sundan mo
___ ______ ___ ______, _______ ___
______ ___ ___ _______ _________
_________, _____ _____ ____ ______
_____ _____ _____ ___ ______ _____.
#3 song Ako ay Pilipino
Ako ay Pilipino ang dugoy Maharlika
Likas sa aking puso adhikaing kayganda
Sa Pilipinas na aking bayan _____ __
______ __ _____________, _____
_________ __ ____________ ___
_________.
Very Good class! Good luck to your singing
career!

Yes Sir!
(Yes Sir! the students shouts in unison)

Akoy Pinoy na mayroong sariling wika

Sundan mo ng tanaw ang buhay, mundo ay

punan mo ng sayat gawing makulay, iisa
lang ang ating lahi, iisa lang ang ating lipi,
bakit di pagmamahal ang iaalay mo,
pangunawang tunay ang siyang nais ko, ang
pagdamay sa kapway nandyan sa palad mo

lantay na perlas ng silanganan, wariy

natipon na kayamanan ng Maykapal

Ok class, can you give me a one word or

simple description about the songs we have
sung earlier? What do these songs imply or
portray?
Excellent Idea!

(a student raised her hand)

Sir, the songs shows love for the language
(a student raised his hand)
Sir, the word Patriotism describes the songs.

Very Good! All your ideas are correct!

Now, who can identify the title of our lesson
for today? Did you know already our new
lesson for today?
Exactly! Very Good!

(silence...the students think for the best

word)
Sir yes Sir, our lesson is all about
Nationalism.

C. Presentation of the Lesson

Yes, our lesson for today is nationalism
Nationalism in Music.
But to give us more ideas and thoughts about
our new lesson, let us watch a short video
clip.
* This video clip used the song Bayan
Ko, which was played as the background
music in the EDSA Revolution on the year
1986.
In addition to the songs we just sung a while
ago, this video also displays nationalism,
patriotism or love and support of people
towards his country and fellowmen. A video
that shows the great fight of Filipino people
for freedom.
While watching the video clip and hearing the
song, what words came to your mind?

(the students started to raise their hands one

by one)
Sir, Patriotism

Very Good! Another?

Sir it is about sacrifice for others and

longing for freedom.

Other ideas?

Sir it shows nationalism.

Very rich ideas! Excellent!

Sir, its because, the people shows great love

for the country.

For the last couple of weeks, we have been

talking about the Romantic Period of Music
which began from about 1820 1900. Isnt it?
Now, let us go back again and identify the
reasons why nationalism in music became the
primary theme of Romantic Music Era. Let us
go over with Europe but we will focus more
about the nationalism of music in the
Philippines.
Anyone who can read from the class the
development of nationalism in Europe?

(a photo slide about the different events

happened during the Romantic Period which
affect the social, economic and cultural order
of that time)

(A student will now start to read)

In Europe there was a momentous progress
in science like the discoveries of many types
of machinery that affected the economic,
social, and cultural order of the time,
different wars and other problems that gave
rise to nationalism. The music reflected the
social, cultural, and economic conditions
during that time. Others also desired to
escape from the harsh realities of the difficult
economic conditions through their music that
characterized fantasy, subjectivity, and love
of nature.

(Another student will be called to read the

following events)

These are some of the events which affected

the life of the composers.

(pictures of what happened during the

dictatorship of Hitler)

In Europe
Many kinds of wars, dictatorship of
German Empire
Discoveries

(pictures of what happened during the

Spanish Regime and Edsa Revolution)
Meaning to say, an individuals expression of
his sentiments of the social, cultural, and
economic events of the period reflected his
music. A cultural movement that stressed
emotion, individuality in style and selfexpression of the composers in the Romantic
Period.
Any student who can read this information

In the Philippines
Spanish Regime
EDSA revolution

about composers in Romantic Period?

(The pictures of the nationalistic composers
of Europe is shown and their music is played
one by one)

Many composers from Europe, like Edvard

Grieg of Norway, Peter Tchaikovsky,
Giuseppe Verdi of Italy and Frederic Chopin
of Poland, fostered their national qualities in
their music like Edvard Grieg composition
used Norways legends.

These composers not only focused their songs

in showing love towards a woman, but also
produce songs which have nationalistic sense.
Here in the Philippines, nationalism in music
also developed in Romantic Period
Who want to read this?
(some protest songs include Patriotic Maria
Clara Song and Bayan Ko)
(listening of the song Maria Clara Song)
(the pictures of the Filipino Composers are
projected on the screen)
Now, who is Constancio de Guzman?
(the Music of Constancio de Guzman and
Julio Nakpil is played in between readings)

How about the short biography of Julio

Nakpil, who can read?

During the Philippine Revolution, Julio

served as a commander for revolutionary
troops in the northern Philippines under
Andres Bonifacio.

(a student raised his hand)

Protest songs are songs created by artists or
by anonymous members of social
movements to call attention to issues or
sufferings under Spanish Regime.
Composers like Constancio de Guzman and
Julio Nakpil are the famous nationalistic
composers in the Philippines during the
Romantic Period.
(a student raised his hand and read the
presentation)
Constancio de Guzman was the composer of
Bayan Ko which was played at the
background of EDSA revolution in 1986. His
other famous compostition to mention a few
are Maala-ala Mo Kaya, Ang Tangi Kong
Pag-ibig and Babalik Karin.
(a student raised his hand)
Julio Nakpil was born on May 22,1860. He
is known as the revolutionary musician and
composer. He composed a national anthem
for the Katipunan at the request of Andres
Bonifacio. The Tagalog title was marangal
na Dalit ng Katagalugan (Himno Nacional
in Spanish). He married Gregoria de Jesus,
Andres Bonifacios widow.

Many of Julio's compositions during this time

were inspired directly by the Revolution.
These composers contributed not only their
talents in composing but also their lives. They
had sacrificed themselves just for the benefit
of many and for the country.
Should we appreciate our own music?

Yes Sir!

So let us love and appreciate our own music

because it preserves our culture and history
and also recognize those people who
contribute for our freedom.
Alright do you still have ideas youd like to
add & share to us regarding our lesson?

None Sir!

If there is none, let us first sing the song

Bayan Ko before we end our discussion.
Let us dedicate this to the people who brought (the whole class will sing the song together
freedom to this land and let us sing it by heart. with the teacher playing the keyboard)
(a student answered)
Since Bayan Ko"is one of the protest song in
times of war, wherein Filipinos use this as
instrument to express their feelings about the
country, what can you say about the song?

Sir, I feel very proud as a Filipino and as a

citizen living here in the Philippines and I
like to sing these kinds of songs over and
over again.

Very good! Nice sharing!

Are you still there?
Again, let us have another activity.
Let us have another game.

Yes Sir! (smiling)

F. Application
Are you familiar with the TV game show
GAME K N B?
Good!
Now, let us have a unique version of this
game. I will act as the host and each of you
will act as the contestant

(the students prepare themselves and find

the activity amusing)

But before we start, again, call on the

attention of all the members of your group.
Alright, so lets us start!
Game KNB?

Welcome to our daily TV show, GAME

KNB?

Game na!!! (the class imitates the action of

the original show by raising the hands)
Game na!!!

First I would like to introduce myself, I am

Mr. Gerard, your host.
Now, let us test your buzzers, group 1? How
about 2? 3? 4? 5? 6?
Alright, listen, this game is very simple.
Choose only the right letter or correct answer
to the questions provided.
After each question, you may call my
attention by your buzzers.
The first buzz that I will hear will be the first
to answer the question, but if they didnt
answer it correctly, the other group can steal
for a chance.

(the students prepares themselves to listen)

Now, let us test your buzzers. Group 1? How

about 2? 3? 4? 5? 6?
Let us begin
For question number 1..23.

(in every questions, the students will produce

the sound of their buzzers)

1. The following are Filipino nationalistic

composers except for one.
C. Frederic Chopin
A. Constancio de Guzman
B. Julio Nakpil
C. Frederic Chopin
D. Antonio Molina
2. He is the composer of Bayan Ko, a song
which was played at the background of EDSA
revolution.
B. Constancio de Guzman
A. Felipe Padilla de Leon

B. Constancio de Guzman
C. Antonio Molina
D. Julio Nakpil
3. A national hero who requested Julio Nakpil
to compose a national anthem for the
Katipunan.
A. Andres Bonifacio
A. Andres Bonifacio
B. Juan Luna
C. Jose Rizal
D. Emilio Jacinto
4. He is known as the revolutionary musician
and composer.
A. Constancio de Guzman
B. Julio Nakpil
C. Felipe Padilla de Leon
D. Antonio Molina

B.Julio Nakpil

5. The following are famous nationalistic

composer in Europe except for 1.
D. Antonio Molina
A. Frederic Chopin
B. Peter Tchaikovsky
C. Giuseppe Verdi
D. Antonio Molina
6. The following are some of the famous
compositions of Constancio de Guzman
except for one.
A.Marangal na dalit ng Katagalugan
A. Marangal na Dalit ng Katagalugan
B. Maalaala Mo Kaya
C. Ang Tangi Kong Pag-ibig
D. Babalik Ka Rin
7. To which historical event in the Philippines
do the song Bayan Ko was played as a
background music.
B. EDSA 1
A. Martial Law Declaration
B. EDSA 1
C. Plaza Miranda Bombing
D. EDSA 2

8. A Norwegian composer who composed the

song Sunshine Song.
D. Edvard Grieg
A. Frederic Chopin
B. Giuseppe Verdi
C. Peter Tchiakovsky
D. Edvard Grieg
9. A European composer who used legends
and musical dialects in his compositions.
A. Edvard Grieg
A. Edvard Grieg
B. Giuseppe Verdi
C. Frederic Chopin
D. Peter Tchaikovsky
10. Nationalism in music arose and developed
in this period.
B. Romantic Period
A. Classical Period
B. Romantic Period
C. Renaissance Period
D. Baroque Period
Very Good class!
You got it all correct!
Have you enjoyed it class?
E. Generalization
Like we sung and discussed a while ago about
nationalistic music, Is music important in
developing nationalism?
How important is it?

Any ideas?
I guess there is none.
Very Good! You have learned a lot from our
lesson today, am I right?
IV. Evaluation
Now, let me see if you clearly understand our
lesson for today. Get lengthwise paper and

E. Ed
F. Ed
Yes Sir!

Yes Sir!
By using music, one can express his/her
feelings, ideas, and even ones moods and
sentiments about a particular situation or
event.
(silence)
(smiling)
(Yes Sir!!)

lets have a quiz

Direction:
Identify the name of the composers, the title
of the songs, and nationalism acts that
contributed in promoting patriotism in both
Europe and in Philippines.
Draw
if it is nationalism act,
if it is a title of a song, and
if it is
about a person or musician.
________ 1.
________ 1. Antonio Molina is one of the
famous nationalistic composers in the
Philippines.
________ 2.
________ 2. The song Bayan Ko was played
as a background music during the EDSA
revolution.
________ 3. Lupang Hinirang is the title of
the National Anthem of the Philippines.

________ 3.

________ 4.
________ 4. Julio Nakpil was known as a
revolutionary composer and musician during
his time.
________ 5.
________ 5. Constancio de Guzman wrote
many songs that depicts nationalism.
________ 6.
________ 6. To buy your own goods is to
love your country
________ 7.
________ 7. Edvard Grieg used Norways
legends and musical dialects in his
compositions
________ 8. Sunshine song is one of the
composition of Edvard Grieg which has
nationalistic sense.

________ 8.

________ 9.
________ 9. Maalala Mo Kaya is a famous
composition of Constancio de Guzman
________ 10
________ 10. Practicing our music as a
lifestyle will help us to preserve our culture

V. Assignment
Class eyes on the presentation.
Let us watch a short video clip, a dance
interpretation about a song with nationalistic
idea.
Class for your assignment...
Research for other nationalistic songs and be
ready to sing it in class, interpret the songs
either through dancing depending on its
message.
Any questions regarding your assignment?
Then lets call it a day! Goodbye class!

None, sir/maam.
Goodbye and thank you Sir!