Republic of the Philippines

BATANGAS STATE UNIVERSITY JPLPC-Malvar

Malvar, Batangas
Tel. Nos.: (043) 778-2170/ (043) 406-0830 loc. 124
Website Address: http://www.batstate-u.edu.ph

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAM

COURSE SPECIFICATION
SOLFEGGIO AND APPLIED PIANO (MAPEH 306)
First Semester, AY 2017-2018

VISION
A globally recognized institution of higher learning that develops competent and morally upright
citizens who are active participants in nation building and responsive to the challenges of 21st
century

MISSION
Batangas State University is committed to the holistic development of productive citizens by
providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national
economy for sustainable development.

CORE VALUES
Faith Integrity
Patriotism Mutual respect
Human dignity Excellence

PROGRAM GOAL
The Bachelor of Secondary Education (BSEd) program aims to develop globally competent and
morally upright secondary education graduates who are research and community service-oriented
and are committed to the holistic development of 21st century learners.

PROGRAM EDUCATIONAL OBJECTIVES

The BSEd program aims to produce secondary teachers who have the ability to:
1. demonstrate comprehensive and up-to-date knowledge in a specific field of specialization in
the secondary education curriculum by engaging in scholarly and research activities, and by
maximizing opportunities for lifelong learning;
2. provide meaningful learning experiences to secondary students by using emerging
educational technologies for quality and effective teaching, and by creating an environment
that encourages positive social interaction, active engagement, and self-motivation;
3. demonstrate competence in teaching and testing through the design, adoption and utilization
of teaching methods, instructional materials, and assessment tools that are appropriate to the
cognitive, affective and psychomotor development of secondary learners;
4. observe the professional code of ethics for teachers and internalize the importance of
continuous professional development, as well as the need to work cooperatively and
harmoniously with all members of the academic community; and
5. establish sustainable partnerships and linkages with the professional community and provide
assistance to the underserved, depressed, illiterate and less skilled members of society
through extension activities and community service.

1. PHILOSOPHY
Mastery of the piano is more than learning to press the right keys at the right time. Music is
about expressing and sharing human emotions and feelings. For this reason, students will be taught with
an emphasis on the importance of making a piece of music truly sound like a work of art. The goal of
this course is to develop students’ comprehensively understanding of music enabling them to play the
piano with utmost enjoyment and musicality. Quality piano instruction is achieved through focused
private lessons and a variety of studio events. Private lessons typically focus on artistic performances of
piano repertoire, sight-reading, and learning rudimentary exercises -- with some time reserved for

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theory/ear training assignments, improvisation/composition activities, and ensemble work. Although an
emphasis is placed on classical repertoire, the students’ curriculum is always tailored to the students’
interests and goals.

2. AUDIENCE
The course is intended for third year Bachelor in Secondary Education MAPEH major students.

3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire upon the
completion of their program. These skills are essential in performing their various tasks as educators.
After finishing the program, the BSEd graduates must have the ability to:
a. design lessons, adopt instructional methods, and develop teaching-learning strategies
according to the stages of secondary learners’ growth and development and in consideration of
the potentials and uniqueness of young adult learners;
b. discuss and share profound yet age-appropriate insights on a specific subject area’s learning
goals, instructional procedures, and content in the secondary education curriculum;
c. select, develop, and/or adopt updated technology, instructional materials and both traditional
and non-traditional assessment techniques, utilizing assessment data to improve teaching and
learning;
d. utilize research skills in solving problems and generating innovative ways of teaching and
testing;
e. be involved in community-oriented activities by rendering free service in the specific area they
are needed;
f. show commitment, dedication and competence in performing their tasks and responsibilities as
mandated by relevant laws and regulations;
g. possess positive interpersonal skills, as well a good oral and written communication skills; and
h. engage in activities that would foster personal and professional advancement.

4. INTENDED LEARNING OUTCOMES

By the end of the course, the students must be able to:
ILO 1. define chromatic signs and symbols in Grand Staff,
ILO 2. explain the concepts of notes, rests, and scales,
ILO 3. demonstrate clapping and note reading
ILO 4. demonstrate the WWHWWWH scale,
ILO 5. perform a piece using a piano.

The following table maps the intended learning outcomes with the student outcomes. This also
illustrates the relationship of the intended learning outcomes (ILOs) with the student outcomes (SOs).

Intended Learning Outcome Applicable Student Outcomes

ILO 1 a d g
ILO 2 a e g
ILO 3 a f g
ILO 4 e f g
ILO 5 d f g

5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives
congruent with each topic outlined in the course.

Intended Learning Outcomes

Topics and Objectives ILO ILO ILO ILO ILO
1 2 3 4 5
A. INTRODUCTION AND BACKGROUND IN

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 SOLFEGGIO AND PIANO
a. Describe the uses of music symbols. +
b. Write a reflection paper on the importance of note
+
reading, clapping, and scaling.
B. GRAND STAFF
a. Discuss parts of staff and its uses. +
b. Determine the proper way of playing piano. +
C. THE PIANO
a. Examine different parts of a piano. +
b. Apply the WWHWWWH scaling using listening
+
activities.
D. PIANO PLAYING
a. Determine the proper use of hands in playing piano. +
b. Create rubrics to be used in music activities. +
c. Demonstrate different scales in piano. +
d. Demonstrate piano playing using piano sheets. +

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies

A. Active Learning. This is includes question-posing, inquiry, and self-directed learning.
B. Cooperative Learning. This allows students to work in groups and be responsible for
each other’s learning, and each accountable for their own learning.
C. Critical Thinking. This approach to thinking emphasizes stating original claims or
opinions and supporting them with reasons. Critical thinking is used expressively when
students make interpretations and support them verbally or in writing. Critical thinking is
used receptively when students critique other people’s arguments.
D. Hands-On. This encourages the students to design activities that they are actively
involved. Hands-on participation is as important as verbal participation in the activity.
E. Music Workshop. A music activity usually used in the consolidation phase of a lesson in
which students consider creative way in playing instruments.
F. Recital. A music activity that showcases the knowledge and skills of students in piano
playing.
G. Peer teaching. Students receive more time for individualized learning. Direct interaction
between students promotes active learning and reinforces their own learning by
instructing others.
H. Computer-assisted instruction. This is an interactive instructional technique whereby a
computer is used to present the instructional material and monitor the learning that takes
place.
I. Group Dynamics/Activities. Instructor will prepare set of activities for the students. The
output of the activity will be presented on class.
J. Integrated Teaching Strategy. This put together the parts of a whole in order to arrive at
a wholistic, complete and more accurate view of reality.

Assessment and Evaluation Methods

A. Formative and Summative Assessments. Formative assessment covers activities that
generate information on how well students are engaged in classroom interactions such as
recitations and discussions. On the other hand, summative assessment includes major
examinations that describe and measure students’ learning outcomes.
B. Performance-Based Assessment. Instructor observes and makes judgements about
students’ demonstration of skills and competencies in creating a product, constructing a
response and the like in line with the criteria communicated by the instructor through
rubrics and other assessment organizers.
C. Affective Assessment. Students’ affective traits and dispositions are recorded through
instructor’s observation, student self-report, and peer ratings.

7. COURSE REQUIREMENTS
A. Homework and Seatwork. Homework and seatwork are integral part of the course. This
may come in various tasks such as group work, individual activity, research work,

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 extended reading and the like. This will provide opportunities for the students to transfer
the concepts they have learned in class to a more concrete situation and to equally
participate in class discussion
B. Examinations. There will be four major examinations to be administered on the date set
by the department otherwise specified. These will evaluate students’ knowledge on the
topics covered in the class. Make-up tests will only be given to a student having a valid
reason for not taking the examination on the prescribed date. The instructor has the right
to disapprove any explanations for absences presented without prior notice and to void
opportunity for a make-up test.
C. Class Engagement. Students are expected to actively participate in the various activities
prepared by the instructor. To be part of the learning community, students are required to
accomplish various tasks required in the course while adhering to the set standards
prescribed by the instructors.

8. COURSE POLICIES
A. Academic Misconduct. Academic misconduct will be subject to disciplinary action. Any
act of dishonesty in academic work constitutes academic misconduct. This includes
plagiarism, changing or falsifying any academic documents or materials, cheating, and
giving or receiving unauthorized aid in tests, examinations, or other assigned school
works. Punishment for academic misconduct will vary according to the seriousness of the
offense. Punishment for such offenses includes expulsion, suspension, non-credit of
examination and the like.
B. Grading System. The computation of grades will be based on the given policy.

Average of Major Examinations 80%

Class Standing 20%
TOTAL 100%

Moreover, the transmutation formula for major examinations is (Score/number of

items)*62.5+37.5.
The passing final grade is 75%. If one obtained a final grade ranging from 70-74,
he or she will be given a removal examination. Below is the numerical grade and its
equivalent.

Numerical Grade Equivalent Numerical grade Equivalent

1.00 98-100 2.50 80-82
1.25 94-97 2.75 78-79
1.50 90-93 3.00 75-77
1.75 88-89 4.00 70-74
2.00 85-87 5.00 Below 70

C. Dropping. Dropping of the course is the responsibility of the student. If you

decide to stop attending the class, submit a copy of a duly signed dropping form not later
than the date set by the registrar. Failure to comply with this requirement would mean a
grade of 5.00, please be guided accordingly.
D. Attendance. It is an important part to successfully complete any course. Students
who have valid reasons for missing a class may be allowed to make-up missed work or
activity. Please be reminded that it is the responsibility of the student to determine what
work/activity that he/she has been missed and must take the initiative to properly
coordinate it to the course instructor
Note: For further information and understanding, please refer to the University Student
Handbook for the policies on Grading System, Attendance and Dropping and on
Scholastic Delinquency.
E. Regulations and Restrictions in the Classroom
The students should be completely aware of their behaviour and attitude inside the
class. They must avoid interrupting or distracting the class on any level. The following
must be strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained before,
during and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and kept.

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 c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.
e. Being excused by friends or peers from the class for any reason is not allowed
except for emergency cases concerning family problems or administrative
reasons.

9. ACADEMIC INFRASTRUCTURE
Textbook:
Rivadelo, Rosita., Music Education: Materials & Methods. National Book store, 2008.
Sorneo, Higino., Teaching The Fundamentals of Music. 2009.
Rivadelo, Rosita., Fundamentals of Music. National Book store, 2010.
References:
Gloria, Loreto., Music for the Classroom Teacher, Rex book Store, 2008.
Giddings, Thaddeus. Music Appreciation in the Classroom. Silver Berdett. 2009.
Rivadelo, Rosita., Music Education: Materials & Methods. National Book store, 2011.
Sacks, Oliver., Musicophilia, 2008.
Levitin, Daniel., This Is Your Brain in Music, 2012.
Ortiz, John., The Tao of Music, 2009.
Alfred Lorenz., Teach Yourself to Play Piano, 2010.
Palmer, Willard.,The Complete Book of Scales, Chords, Arpeggios and Cadences, 2011.
Ross, Alex., The Rest Is Noise: Listening To the 20th Century ,2008.
Levitin, Daniel., The Young Musician’s Survival Guide: Tips from Teens and Pros, 2012.
Software:
Emedia my piano. 2008.

10. COURSE CALENDAR

The following is the list of topics and required readings for the course. However, the instructor
has the right to alter the outline any time due to inevitable circumstances such as scheduling problems,
affairs and official functions for the university, or presence of other resources which he deems essential
for the class. Such adjustments should be made for the benefit of the students.

Week Topics Recommended Readings

1 Introduction, Staff, Notes (Sol-fa names, letter Rivadelo – (pages 1-3, 10-15)
names), Rests, dotted notes, dotted rests,
2 Clapping, Clefs, Scales, Intervals, Tonality, Sorneo – (pages 5-9,)
Polyphony, (pages 18-23)
3 Round, Canon, chromatic signs and symbols, Rivadelo – (pages 23-40)
major chords,
4 time signature Sacks – (pages 51-54)
5 PRELIM EXAM
6 Duple, triple, quadruple, common time, beat, Gloria – (page 23)
rhythm, round
7 descant, ostinato, Fugue, dynamics, Counterpoint, Giddings – (pages 23- 40)
Polytonality

8 Time Signature, Broken Time, Syncopation, Cycle Rivadelo – (pages 51-55)

of fifths, WWHWWWH pattern, Notation and ear Levitin – (pages 30-37)
training
9 MIDTERM EXAM
10 Creative Singing Ortiz – (pages 132-143)
The Art of Singing
11 Correct posture Alfred Lorenz – (pages 132-
Correct Breathing 143)
12 Correct Placement Palmer – (pages 132-143)
Diction
13 Interpretation Ross – (pages 132-143)
Style in Singing
14 SEMI-FINAL EXAM
15 The Piano Levitin – (pages 95-102)

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 15 - 16 Playing of portable organ/piano E-media Piano
17 Singing and playing of instruments E-media Piano
18 FINAL EXAM

Prepared by:

TEEJAY D. PANGANIBAN
Instructor I
Date: __________

Reviewed by:

NORA V. MARASIGAN
Department Chairperson, CTE
Date: __________

Approved by:

AMADO C. GEQUINTO, Ph.D.

Dean of Colleges
Date: __________

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