UNIVERSITY OF THE EAST

CALOOCAN
College of Arts and Sciences
ELEMENTARY AND HIGH SCHOOL DEPARTMENT

VERTICAL ALIGNMENT OF SYLLABUS IN MAPEH

(MUSIC EDUCATION)
TOPICS OBJECTIVES
GRADE 7 GRADE 8 GRADE 9 GRADE 10
FIRST QUARTER
Music of Luzon (Lowlands)  To identify the musical
characteristics of
Geographical and Cultural representative music
Background selections from the
lowlands of Luzon after
Vocal Music listening;
a) Performance practice;  To analyze the musical
b) Folk songs; elements of some
c) Sacred (Liturgical and Lowland vocal and
Devotional) music: Mass, instrumental music
Pastores, Senakulo, selections;
Pasyon, Salubong, Flores  To explain the
de Mayo, Santacruzan; distinguishing
d) Secular music: Harana, characteristics of
Balitaw, Kumintang, Polka; representative
e) Art music: Kundiman. Philippine music
selections from Luzon
in relation to its culture
and geography
  To be able to sing
folksongs from the
lowlands of Luzon;
Music of Southeast Asia  To explain how the
music of a Southeast
Geographical, Historical and Asian country relates
Cultural to its geography and
Background culture
 To listen perceptively
Indonesia – Gamelan to music of
a. Javanese Southeast Asia
b. Balinese  To be able to sings
Thailand – Piphat songs of Southeast
Cambodia – Pinpeat Asia.
Myanmar – Saung Gauk  To analyze musical
elements of selected
songs and
instrumental pieces
heard and
performed.
 To improvise simple
accompaniment to
selected Southeast
Asian music.
 To be able to
perform on available
instruments from
Southeast Asia.
 To evaluate music
and music
performances
applying knowledge
of musical elements
and style
HISTORY OF WESTERN  To listen perceptively
MUSIC to selected vocal and

Music of Medieval (700-1400)
 Historical and cultural
background
 Gregorian chants
 Troubadour music
 Composer (Adam de la
Halle
Renaissance Period (1400-
1600)
 Historical and cultural
background
 Mass
 Madrigal
 Composers (Giovanni
da Palestrina, Thomas
Morley)
Music of the Baroque Period
(1685-1750)
 Historical and cultural
background
 Concerto Grosso,
Fugue
 Oratorio and chorale
 Composers (Johann
Sebastian Bach, Georg
Friedrich Handel)
UNDERSTANDING THE
MUSIC OF THE 20TH
CENTURY
instrumental music of
Medieval,
Renaissance and
Baroque music.
 To analyze an
example of music
from the Medieval,
Renaissance and the
Baroque and
describe how the
musical elements are
used
 To analyze the
relationship of
functions of the music
of Medieval,
Renaissance and
Baroque to the lives
of people in those
times.
 To be able to sing
accurately alone
and/or with others the
representative
examples of songs of
the Medieval,
Renaissance and
Baroque period.
 To evaluate music
and music
performances using
knowledge of musical
elements and styles.
 To listen perceptively to
selected 20th century music

Impressionism
a. Historical and cultural
background
b. Composers and music
o Claude Debussy
o Maurice Ravel
Expressionism
a. Historical and cultural
background
b. Composer and music
 Schoenberg
Others
 Electronic music
 Chance music
Instrumental Music
a) Rondalla;
b) Brass Band;
c) Musikong Bumbongl
d) Bamboo organ;
e) Angklung ensemble;
f) Himig Pangkat Kawayan
Music of Cordillera
Geographical, cultural, and
historical background
 To describe distinctive
musical elements of given
pieces in 20th century styles
 To relate 20th century music
to its historical and cultural
background
 To explain the performance
practice (setting, composition,
role of
composers/performers, and
audience) of 20th century
music
 To sing melodic fragments of
given Impressionism period
pieces
 To explore other arts and
media that portray 20th
century elements through
video films or live
performances
 To create short electronic and
chance music pieces using
knowledge of 20th century
styles
SECOND QUARTER
 To identify the
musical
characteristics of
representative
selections of
Cordillera, Mindoro,
Palawan and of the
Visayas after
listening;
 To analyze the
musical elements of
1. Vocal Music;
a) Performance practice;
b) Representative
songs/genre (salidummay,
oggayam, ba-diw).
2. Instrumental Music
a) Gangsaensemble;
b) Bamboo solo/ensemble.
Music of Mindoro and Palawan
1. Vocal Music;
a) Performance practice;
b) Representative
songs/genre
(Vocal chants -Ambahan,
Igway).
2. Instrumental Music
a) Instrumental ensembles:
Bamboo / Gong
ensemble ;
b) Solo instruments.
Music of Visayas
1. Vocal Music
a) Performance practice;
b) Representative
songs/genre: BalitaoVisayan,
PastoresChristmas,
KantaFolksong, Ballad,
Lullaby, Courtship,
and Composo Ilonggo narrative
song.
2. Instrumental Music
a) Instrumental
ensembles: Rondalla,
Tultogan, Harp, Band,
some Lowland vocal
and instrumental
music selections from
Cordillera, Mindoro,
Palawan and of the
Visayas after
listening;
 To explain the
distinguishing
characteristics of
representative
Philippine music
selections from
Cordillera, Mindoro,
Palawan and of the
Visayas.
 To sing folksongs
from Cordillera,
Mindoro,
Palawan and of the
Visayas.
 To analyze the
musical elements of
some Cordillera,
Mindoro,
Palawan and of the
Visayas, vocal and
instrumental music
selections;
 To improvise simple
rhythmic/melodic
accompaniments
 To create appropriate
movements or
gestures to
accompany the music
“Bird Dance” Binanog selections of the
(Panay, Bukidnon) Cordillera, Mindoro,
Palawan and of the
Visayas.
 To evaluate music
selections and music
performances
applying knowledge of
musical elements and
style.
MUSIC OF EAST ASIA  To explain how the
music of East Asian
a. China country relates to its
geography and
b. Japan culture
 To listen perceptively
c. Korea to music of East
Asia.
 To be able to sing
songs of East Asia.
 To analyze musical
elements of selected
songs and
instrumental pieces
heard and
performed.
 To improvise simple
accompaniment to
selected East Asian
music.
 To perform on
available instruments
from East Asia.
 To evaluate music
and music
performances
 applying knowledge
of musical elements
and style.
Music of the Classical Period  To narrate the life
(1750-1820) and works of classical
 Historical and cultural composers after
background video and movie
 Sonata, sonata allegro showing
form, concerto  To analyze an
symphony example of music
 Composers (Franz from the Classical
Joseph Haydn, and describe how the
Wolfgang Amadeus musical elements are
Mozart, Ludwig van used
Beethven  To analyze the
relationship of
functions of the music
of Classical to the
lives of people in
those times.
 To be able to sing
accurately alone
and/or with others the
representative
examples of songs of
the Classical period.
 To evaluate music
and music
performances using
knowledge of musical
elements and styles.
AFRO-LATIN AND POPULAR  To observe dance styles,
MUSIC instruments, and rhythms of
Afro Latin American and
popular music through video,
a. Historical and (cultural movies and live
background of African and Latin performances
American music  To describe the historical
 Background of Popular and cultural background of
music Afro-Latin American and
 African music Rhythms: popular music
Maracatu
o Vocal forms: blues,  To listen perceptively to
soul, spiritual, call and Afro-Latin American and
response popular music
b. Latin American music
o InstrumentsVocal and  To dance to different
Dance form: Cumbia, selected styles of Afro-Latin
tango, cha-cha. American and popular
Rumba, bossanova,
music
reggae, foxtrot,
pasadoble,Jazz  To sing selections of Afro-
o Instrumental forms: Latin American and popular
ragtime, big band, music in appropriate pitch,
bebop, jazz rock rhythm, style, and
c. Popular music expression
Ballad, standard, rock and
roll, alternative music, disco  To improvise simple
vocal/instrumental
accompaniments to selected
songs
THIRD QUARTER
Music of Mindanao  To identify the musical
characteristics of
A. Music of Islamic Music representative
1. Vocal music: selections of Mindanao.
a) chants;  To analyze the musical
b) lullaby. elements of some vocal
and instrumental music
Instrumental Ensemble selections from
a) Kulintang ensemble; Mindanao after
listening.
b) bamboo ensemble c) solo  To explain the
instruments. distinguishing
characteristics of
Music of Non-Islamic representative
a) Christian; Philippine music
b) Lumad: selections from
(Folk songs of Mindanao.
Zamboanga, Butuan and  To be able to sing
Tausug). folksongs from
Mindanao.
 To analyze the musical
elements of some
Mindanao vocal and
instrumental music
selections;
 To improvise simple
rhythmic/melodic
accompaniments
 To create appropriate
movements or
gestures to accompany
the music selections of
the Mindanao.
 To evaluate music
selections and music
performances applying
knowledge of musical
elements and style.
MUSIC OF SOUTH ASIA AND  To explain how the
MIDDLE EAST music of South Asia
and Middle East
a. India country relates to its
geography and
b. Israel culture
 To listen perceptively
to music of South
 Asia and Middle
East.
 To be able to sing
songs of South Asia
and Middle East.
 To analyze musical
elements of selected
songs and
instrumental pieces
heard and
performed.
 To improvise simple
accompaniment to
selected South Asia
and Middle East
music.
 To perform on
available instruments
from South Asia and
Middle East.
 To evaluate music
and music
performances
applying knowledge
of musical elements
and style.
Instrumental Music of the  To narrate the life
Romantic Period (1820-1900) and works of
 Historical and cultural romantic composers
background after video and movie
 Program music showing
 Piano music  To relate Romantic
 Composers (Frederic period music to its
Chopin, Peter Illych historical and cultural
Tchaikovsky, Franz background
 Liszt, Camille Saint-  To explain the
Saens) performance practice
during the Romantic
period
 To listen perceptively
to selected Romantic
period music
 To sing themes or
melodic fragments of
given Romantic
period
 To improvise
appropriate
accompaniment to
given short and
simple Romantic
period pieces
CONTEMPORARY  To listen perceptively to
PHILIPPINE MUSIC excerpts of major
Contemporary works
a. Traditional Composers
 To describe the
b. New Music characteristics of traditional
and new music
c. Song Composer  To sing selections of
Contemporary music with
appropriate pitch, rhythm,
style, and expression
FOURTH QUARTER
Philippine Festivals  To identify musical
a) Aklan – Ati-atihan characteristics
b) Davao - Kadayawan of selected Philippine
c) Marinduque – Moriones festivals
d) Cebu – Sinulog
e) Bicol – Ibalon
f) Batangas – Sublian and theatrical forms
through video or live
Theatrical Forms performances.
 To narrate the origins
a) Komedya/ and cultural background
Moromoro/Arakyo of selected Philippine
b) Sarsuela festival/s.
c) Bodabil  To create movements to
Music of Non-Islamic music of a particular
a) Christian; Philippine festival.
b) Lumad:  To explain the
(Folk songs of distinguishing
Zamboanga, Butuan and characteristics of
Tausug) representative
Philippine festivals and
theatrical forms;
 To be able to sing
selection/s from chosen
Philippine musical
theatre.
TRADITIONAL ASIAN  To identify musical
THEATER MUSIC characteristics of
selected Asian
a. Wayang Kulit musical theater
through video films or
b. Kabuki live performance
 To describe how the
C. Peking Opera musical elements
contribute to the
performance of the
musical production
 To identify the
instruments that
accompany Kabuki,
Wayang Kulit, Peking
Opera
  To explain the
distinguishing
characteristics of
representative Asian
musical theater
 To create/improvise
appropriate sound,
music, gesture,
movements, props
and costume for
performance of a
chosen Asian
traditional musical
and theatrical form
 To evaluate music
and music
performances
applying knowledge
of musical elements
and style.
Vocal Music of the Romantic  To narrate the plot,
Period musical and theatrical
 Art song elements of an opera
 Opera after video and movie
 Composers (Franz showing
Schubert, Guiseppe  To listen perceptively
Verdi, Giacomo Puccini, to selected art songs
Richard Wagner) and excerpts of opera
 To be able to sing
themes or melodic
fragments of given
selected songs
 To create/improvise
appropriate sound,
music, gestures,
movements and
 costumes for a
chosen opera
20th and 21st century  To describe how an idea or
MULTIMEDIA FORMS story in a musical play is
presented in a live
a. OPERA performance or video
 To explain how theatrical
elements in a selected part
b. BALLET of a musical play are
combined with music and
c. MUSICAL PLAY media to achieve certain
effects
 To create/ improvise
appropriate sounds, music,
gestures, movements, and
costume using media and
technology for a selected
part of a musical play
 To present an excerpt from
a 20th or 21st century
Philippine musical and
highlight its similarities and
differences to other western
musical play

Prepared by: Checked by:

Mr. Jessie M. Abrencillo Ms. Joan B. Abiera

Subject teacher Academic Coordinator