Music Quarter 3 To 4 PDF

7
Learner’s Material
(Quarters 3 and 4)
Department of Education
Republic of the Philippines
i
MUSIC LEARNING MODULES 1-2:
Composed Vocal Music 1: Nationalistic Songs and Love Songs
I TARGET GRADE LEVEL: Grade 7
II MODULES 1-2: Vocal Music 1: Nationalistic Songs and Love Songs
III TIME ALLOTMENT: 2 Hours
IV OVERVIEW OF THE MODULE
The lesson is an introduction to two classifications of Vocal Music composed by Filipinos –

the . Nationalistic Songs and Love Songs. The compositions Marangal na Dalit ng Katagalugan by
Julio Nakpil and Lupang Hinirang by Julian Felipe ( Nationalistic) , the Kundiman Nasaan Ka Irog ? by
Nicanor Abelardo and the ballad Gaano Ko Ikaw Kamahal by Ernani Cuenco ( Love Songs) will
complete the musical journey in this module. Throughout the lesson, one will discover how these
songs express the beliefs of a nation about patriotism and love and how a nation places a value on
artists’ creations. . A group song and dance performance on these four songs culminates the
educational experience.
V PERFORMANCE STANDARDS
 Analyzes musical elements and processes of Philippine music.

 Correlates Philippine music to Philippine culture.
 Performs examples of Philippine music, alone and with others, in appropriate tone, pitch,
rhythm, expression and style.
VI COMPETENCIES/OBJECTIVES
 Analyzes a representative example of a work by a Filipino composer, and describes how the
musical elements are used.
 Explains the distinguishing characteristics of representative works by Filipino composers, in
relation to history and culture of the area.
 Analyzes the relationship of functions of the representative works of Filipino composers to
the lives of the people.
 Sings accurately representative works of Filipino composers, alone and / or with others.
 Performs on available instruments works of representative Filipino composers, alone and / or
with others.
 Improvises simple rhythmic / harmonic accompaniments to selected works of representative
Filipino composers.
 Explores ways of producing sounds on a variety of sources that would simulate the sound of
instruments being studied.
 Evaluates music and music performances applying knowledge of musical elements and style.
VII CONTENT/TOPIC
Nationalistic Songs and Love Songs

 Vocal Music – Nationalistic Songs (Julio Nakpil and Julian Felipe), Love Songs ( Nicanor
Abelardo,Kundiman and Ernani Cuenco, Ballad)
 Cultural Context (History and Traditions) – Filipino conflict during the Spanish Period
(Aguinaldo and . Bonifacio), How a National Artist is proclaimed
 Compositions –Himno Nacional Filipino, Lupang Hinirang, Marangal na Dalit ng Katagalugan;
Nasaan Ka Irog?, Gaano Ko Ikaw Kamahal
 Social Functions – Patriotism, Artistry in the Society
VIII RESOURCES
Readings:
Epistola, Ernesto V. (1996) Nicanor Abelardo, the Man, the Artist: A Biography (1st ed., pp. 50-52).
Manila: Rex Book Store.
Himig: The Filipino Music Collection of FHL. (2012) Ernani Joson Cuenco. Retrieved 7 June 2012.
http://www.himig.com.ph/people/14-ernani-joson-cuenco?composer=true.
Lubang, Danalyn T. Tamang Pagkanta ng Pambansang Awit. The Varsitarian. (Vol LXXXi, No. 13).
http://www.varsitarian.net/filipino/20100507/tamang_pagkanta_ng_pambansang_awit. retrieved
on 06/13/2012 - 11:46.
Santos-Viola, Carlos N. Julio Nakpil: A Patriot and a Musician. http://julionakpil.blogspot.com/.
THE NATIONAL ARTISTS OF THE PHILIPPINES. http://www.ncca.gov.ph/about-ncca/org-

awards/org-awards-national-artist-list.php.
THE NATIONAL ARTISTS OF THE PHILIPPINES GUIDELINES.
http://www.ncca.gov.ph/about-ncca/org-awards/org-awards-national-artist-guidelines.php.
Supreme Court E-Library. Executive Orders. [Executive Order No. 236, September 19, 2003]
http://elibrary.judiciary.gov.ph/index10.php?doctype=Executive%20Orders&docid=a45475a11ec72
b843d74959b60fd7bd645fae1093b5c5.
Supreme Court E-Library. Executive Orders. [Executive Order No. 435, June 8, 2005]
http://elibrary.judiciary.gov.ph/index10.php?doctype=Executive%20Orders&docid=f50a99f950ea0
dd2453e89f5c9d6a397455a4894e8228.
Tiongson, Nicanor (Ed.). (1994). CCP Encyclopedia of Philippine Art (Vol. 6: Philippine Music). Manila:
Cultural Center of the Philippines.
Recordings:
Kundiman Art Song – Nasaan Ka Irog? – Sylvia La Torre. http://www.youtube.com/watch?v=W8-

NqGJJYkeE.
Lupang Hinirang Ang Pambansang Awit ng Pilipinas. ( ) [CD-ROM]. Philippines: .
IX ACTIVITIES
Philippine __________ Anthem: Musical Charades
Form two teams for the musical charades. Your teacher will give to each team strips of paper
containing phrases from Lupang Hinirang. To get a point, the team must sing the phrase, with correct
lyrics and correct melody. The first team to get 5 correct performances wins incentive points.
(SUBJECT for APPROVAL)
K-W-L Chart: Write what you currently know about Nationalistic Songs and Love Songs under
column 1 and what you want to know about Nationalistic Songs and Love Songs under column 2.
Nationalistic Song and Love Songs
What I want to What I've

What I Know
Know learned
Concept Map: With the help of the readings and links given above, complete the concept map by
writing details regarding Nationalistic Songs and Love Songs..
Socio-
Musical
historical
Forms
Context
Musical
Issues
Context
Nationalistic Songs: Julio Nakpil and Julian Felipe. Julian
PERMISSION NEEDED: source: http://www.oocities.org/valkyrie47no/Images/jn1.gif, http://3.bp.blogspot.com/_FFKau-

MIe2I/TUNAF1zzDHI/AAAAAAAACfA/Y_k6YS3Ti78/s320/Julian+Felipe%252C+the+anthem+composer%252C+with+Jose+Palma..jpg
With the help of the suggested readings, complete the chart below with information on the two
Nationalistic songs discussed in class. As for the musical elements part, listen to the songs before
filling up the chart. .
Composer Julio Nakpil Julian Felipe
Title Marangal na Dalit ng Katagalugan Lupang Hinirang
Lyricist
Also Known As
Year of Composition
Political Patron
Timbre
Melodic Contour
Rhythm: Time Signature
Rhythm: Tempo
Harmony: Key Signature
Musical Form
Lyrics in a jist (feelings,

story, etc)
Love Songs
With the help of the suggested readings, complete the e chart below with information on the two
Love Songs discussed in class. As for the musical elements part, listen to the songs before filling up
the chart.
Composer Nicanor Abelardo Ernani Cuenco

Title
Lyricist
Date of Composition
National Artist?
Timbre: Feeling Evoked by
the Musical Color
Melodic Contour
Rhythm: Tempo
Basic Rhythmic Pattern

(clue: accompaniment)
Modulation?
Musical Form

story, etc)
Did you know that...?
To be declared a National Artist, he/she should be a living Filipino citizen and artist at the
time of nomination or has passed away as a Filipino citizen after establishment of the award
in 1972.
Guide Questions for Music Listening:
These four songs are but a few examples of the works of our great Filipino composers . Your
teacher will assign one song to your group. The following questions will guide you in listening.
a. What is the function of the music? What do you think is the message of the music?
b. How were the varied musical elements (timbre, dynamics, rhythm, pitch, form) used in bringing about the message of
the music?
For more information, you may go to the Filipinas Heritage Library:
LIBRARY HOURS
Tuesday - Saturday (9 am-6 pm)
Makati Avenue, Ayala Triangle
Makati City, Philippines 1224
Trunkline: (632) 8921801
Fax: (632) 8921810
fhl_inquiry@filipinaslibrary.org.ph
or you may access online: http://www.filipinaslibrary.org.ph/
Group Activity
Create a song and dance performance of the song assigned to your group. The performance should
incorporate singing and movement. Chordal and/or rhythmic accompaniment is encouraged.
X ASSESSMENT
Rubrics for Group Performance
Basic –Unfocused tone, erratic rhythm, unstable pitch, inconsistent phrasing, dynamics and shows
minimal awareness of style and context; movement irrelevant to the lyrics and/or elements of music
present in the song.
Developing: Focused tone but inconsistent in extreme ranges, some repeated errors in rhythm and
pitch, consistent phrasing, discernible dynamics, some nuances in style as suggested by the
score/teacher.; some movements inconsistent with the lyrics and/or elements of music present in the
song.
Approaching Proficiency: Focused and clear tone in normal ranges, accurate rhythm and secure
pitch with isolated errors, accurate and consistent phrasing, accurate dynamics, with some nuances in
style as suggested by the score/teacher; some movements inconsistent with the lyrics and/or
elements of music present in the song.
Proficient: Focused, clear tone all throughout, accurate rhythm and secure pitch, consistent and
sensitive phrasing and obvious dynamics, with creative nuances in response to the style and music
score; movements relevant to the lyrics and/or elements of music present in the song
XI SYNTHESIS
Among the numerous composed vocal music of the Philippines, the two themes on : nationalism and
love are predominant.. The two representative nationalistic songs discussed throughout the lesson,
Marangal na Dalit ng Katagalugan (Nakpil) and Lupang Hinirang (Felipe), played very important roles in
our history, being iconic representations of our nation’s love of freedom, at this point in time,
from the Spanish regime. On the other hand, Nasaan Ka Irog ? (Abelardo) Gaano Ko Ikaw Kamahal ?
(Cuenco) are our artists’ creative expressions of love which are valued in our Philippine culture and
heritage..
MUSIC TEACHING GUIDES 1-2:
Composed Vocal Music 1: Nationalistic Songs and Love Songs
II MODULES 1-2: Nationalistic Songs and Love Songs
The module is an introduction to two classifications of Vocal Music composed by Filipinos – the .
Nationalistic Songs and Love Songs. The compositions Marangal na Dalit ng Katagalugan by Julio
Nakpil and Lupang Hinirang by Julian Felipe ( Nationalistic) , the Kundiman Nasaan Ka Irog ? by
Nicanor Abelardo and the ballad Gaano Ko Ikaw Kamahal by Ernani Cuenco ( Love Songs) will
complete the musical journey in this module. Throughout the lesson, one will discover how these
songs express the beliefs of a nation about patriotism and love and how a nation places a value on
artists’ creations. . A group song and dance performance on these four songs culminates the
educational experience.
V PERFORMANCE STANDARDS

 Analyzes an example of a representative work of Filipino composers, and describes how the
musical elements are used.
 Explains the distinguishing characteristics of representative a works of Filipino composers,
in relation to history and culture of the area.
 Analyzes the relationship of functions of representative works of Filipino composers, to the
lives of the people.
 Sings accurately representative works of representative Filipino composers, alone and / or
with others.
 Performs on available instruments music works of representative Filipino composers, alone
and / or with others.
Filipino composers.
 Explores ways of producing sounds on a variety of sources that would simulate the sound of
the instruments being studied.
VII CONTENT/TOPIC
 Nationalistic Songs and Love Songs

 Vocal Music – Nationalistic Songs (Julio Nakpil and Julian Felipe), Love Songs ( Nicanor
Abelardo,Kundiman and Ernani Cuenco, Ballad)
 Cultural Context (History and Traditions) – Filipino conflict during the Spanish Period
(Aguinaldo and . Bonifacio), How a National Artist is proclaimed
 InitaComposition – Himno Nacional Filipino, Lupang Hinirang, Marangal na Dalit ng Katagalugan;
Nasaan Ka Irog?, Gaano Ko Ikaw Kamahal
 Social Functions – Patriotism, Artistry in the Society (Order of National Artists)
VIII PRIOR SKILLS & ASSESSMENT
Short recitation on Quarter 3’s topics (Music of Mindanao)
a. Concept Map
Concept Map: Using the readings and links given above, complete the concept map by writing
details regarding Nationalistic Songs and Love Songs on the boxes.
•Filipino riff during the

Spanish Period
(Bonifacio vs. •Vocal Music (Nationalistic
Aguinaldo) Song - Nakpil and Felipe;
Love Song - Kundiman vs.
•How a National Artist Harana)
is Made
Socio-
Musical
historical
Forms
Context
•Patriotism Issues Musical

•Patriotism
•Value of Art in the Context •Courtship
Society •Artistry in the Society,
Order of National
Artist
b. ACTIVITIES & STEPS/ PROCEDURE –

1. Present the K-W-L chart to the students and ask them to fill up the K and W part.
2. Initiate tha game of musical charades using phrases from Lupang Hinirang. This game will give
you the opportunity to find out if the class knows the Philippine National Anthem by heart.
3. Have the class listen to the two Nationalistic Songs y Filipino composers, Julio Nakpil and
Julian Felipe. . Ask them to identify the similarities and differences between the two songs.
and to fill up the chart below .As for the other details, instruct them to use the suggested
readings and answer complete the chart as an assignment.
Composer Julio Nakpil Julian Felipe

Title Marangal na Dalit ng Katagalugan Lupang Hinirang
Lyricist Julio Nakpil From Jose Palma’s Filipinas
Also Known As Salve Patria Marcha Magdalo/ Himno
Nacional Filipino
Year of Composition 1896 1898 (music), 1899 (with lyrics)
Political Patron Andres Bonifacio Emilio Aguinaldo
Timbre
Melodic Contour
Rhythm: Time Signature 4 4
4 4
Rhythm: Tempo
Harmony: Key Signature C major F major
Musical Form

story, etc)
4. Then .inform l the students that aside from nationalistic themes, there is an array of themes
for composed vocal music. Here, introduce the two types of love song, the kundiman and
the ballad.
5. Have them listen to the two examples, Abelardo’s Nasaan Ka Irog? and Cuenco’s Gaano Ko
Ikaw Kamahal. Using the suggested readings, discuss the details of the songs, comparing the
kundiman and ballad. Include a brief discussion on the process of selecting National Artists.
6. After the discussion, ask the students to fill up the chart on Love Songs, followed by the
Concept Map.
7. Group the students into four and assign one song to each group. Ask them to perform a song
and create a dance and rehearse it as a group. Remind them that the movement should be
appropriate to the song assigned to them, especially Lupang Hinirang and Marangal na Dalit ng
Katagalugan. They may add actions and/or a musical accompaniment on the guitar/or
improvised musical instruments.
8. Discuss the rubrics for evaluation. Allot time for practice. Give feedback regarding group
practice.
9. Have the students introduce the music assigned to them before the performance.
10. Evaluate the group performance with performance rubrics.
11. Summarize what has been learned using the K-W-L chart (What I know, What I want to
know and What I learned about Nationalistic Songs and Love Songs).
12. Have the students relate what they have written in the K-W-L chart to the Synthesis segment
of the module.
VIII SUMMATIVE ASSESSMENT
Rubrics for Group Performance
 Basic –Unfocused tone, erratic rhythm, unstable pitch, inconsistent phrasing, dynamics and
shows minimal awareness of style and context; movement irrelevant to the lyrics and/or
 Developing: Focused tone but inconsistent in extreme ranges, some repeated errors in
rhythm and pitch, consistent phrasing, discernible dynamics, some nuances in style as
suggested by the score/teacher.; some movements inconsistent with the lyrics and/or
 Approaching Proficiency: Focused and clear tone in normal ranges, accurate rhythm and
secure pitch with isolated errors, accurate and consistent phrasing, accurate dynamics, with
some nuances in style as suggested by the score/teacher; some movements inconsistent with
the lyrics and/or elements of music present in the song.
 Proficient: Focused, clear tone all throughout, accurate rhythm and secure pitch, consistent
and sensitive phrasing and obvious dynamics, with creative nuances in response to the style
and music score; movements relevant to the lyrics and/or elements of music present in the
song
IX RESOURCES: READING & LISTENING MATERIALS – REFERENCES/LINKS IN

WEBSITE
Readings:
Epistola, Ernesto V. (1996) Nicanor Abelardo, the Man, the Artist: A Biography (1st ed., pp. 50-52).
Manila: Rex Book Store.
Himig: The Filipino Music Collection of FHL. (2012) Ernani Joson Cuenco. Retrieved 7 June 2012.
http://www.himig.com.ph/people/14-ernani-joson-cuenco?composer=true.
Lubang, Danalyn T. Tamang Pagkanta ng Pambansang Awit. The Varsitarian. (Vol LXXXi, No. 13).
http://www.varsitarian.net/filipino/20100507/tamang_pagkanta_ng_pambansang_awit. retrieved
on 06/13/2012 - 11:46.
Santos-Viola, Carlos N. Julio Nakpil: A Patriot and a Musician. http://julionakpil.blogspot.com/.


b843d74959b60fd7bd645fae1093b5c5.
dd2453e89f5c9d6a397455a4894e8228.
Tiongson, Nicanor (Ed.). (1994). CCP Encyclopedia of Philippine Art (Vol. 6: Philippine music). Manila:
Recordings:
Kundiman Art Song – Nasaan Ka Irog? – Sylvia La Torre. http://www.youtube.com/watch?v=W8-

NqGJJYkeE.
Lupang Hinirang Ang Pambansang Awit ng Pilipinas. ( ) [CD-ROM]. Philippines: .
X GLOSSARY OF MUSIC TERMS & SYMBOLS
1. Himno Nacional Filipino –known presently as Lupang Hinirang, the National Anthem of the
Philippines, with music by Julian Felipe, originally an instrumental march, known as either
Marcha Filipina Nacional or Marcha Filipino Magdalo, and lyrics from Jose Palma’s Filipinas, Letra
Para La Marcha Nacional. This work was commissioned by Emilio Aguinaldo and was played
during the declaration of Philippine Independence on June 12, 1898.
2. Marangal na Dalit ng Katagalugan – with music and lyrics written by Julio Nakpil in 1896.
Nakpil later changed the title to Salve Patria. This work was commissioned by Andres
Bonifacio, but Emilio Aguinaldo preferred the work of Julian Felipe. It was fist played to
commemorate the eighth anniversary of Rizal’s execution on December 30, 1904.
3. Kundiman – known as The Philippines’ signature love song; It is an art song in triple time.
According to Raymundo Bañas, there are three theories on the origin of the kundiman: a
shortened version of the phrase “kung hindi man”, derived from the verse “Hele hele nang
kandungan/ Hele hele ng kundiman”, and kundiman, referring to a red cloth worn by male dancers
or men in the Philippines. Aside from messages of love, it also expressed sentiments of
nationalism.
4. Nasaan Ka Irog? – a kundiman in slow triple time composed by Nicanor Abelardo in 1923,
which was inspired by his childhood friend Dr. Francisco Tecson’s personal experience on
love. The original Spanish was written by Narciso Asistio; the Tagalog lyrics were written by
Jose Corazon de Jesus. This song has inspired the filming of a 1936 movie, retaining the
title of the song.
5. Nicanor Santa Ana Abelardo (1893-1934) – He is one of our great composers, pianist, and a
teacher of composition at the University of the Philippines then Conservatory of Music. His
140 compositions include kundimans, sarswelas, instrumental works, and UP Beloved, a
university l hymn which won first prize in an open musical composition contest.
6. Ballad- a narrative song, ranging from indigenous forms to Hispanic-influenced themes. The
romantic themes of the contemporary ballad or urban popular love songs are closely related
to the kundiman.
7. Gaano Ko Ikaw Kamahal? – a ballad composed by Ernani Cuenco in 1979, with lyrics by
Levi Celerio, both National Artists for Music. It was used as a movie theme for a 1980s
movie with the same title, starring Lito Lapid.
8. Ernani Joson Cuenco (1936-1988) – proclaimed National Artist for Music in 1999; He was an
award-winning film scorer in the early 1960s, working in collaboration with National Artist
for Music Levi Celerio. He was also a teacher and a seasoned orchestra player.
9. Order of National Artists – The highest national recognition bestowed upon to Filipino
artists who have made significant contributions to the development of Philippine arts;
namely, Music, Dance, Theater, Visual Arts, Literature, Film, Broadcast Arts, and
Architecture and Allied Arts. The order is jointly administered by the National Commission
for Culture and the Arts (NCCA) and the Cultural Center of the Philippines (CCP) and
conferred by the President of the Philippines upon recommendation by both institutions.
(from NCCA Website)
COMPOSED VOCAL MUSIC
Solo and Choral Music (San Pedro and De Leon)
II MODULES 3-4: Composed Solo and Choral Music
The module is an introduction to representative solo and choral music by Filipino

composers with the compositions Sa Ugoy ng Duyan (Lucio San Pedro) and Payapang Daigdig (Felipe
De Leon). Throughout the lesson, one will not only learn about these two wonderful vocal
masterpieces, but will apply his/her skills in critical listening by identifying the texture of a vocal
piece heard (solo or choral). A group performance of these two songs culminates the educational
experience.
V PERFORMANCE STANDARD
 Correlates Philippine music to the Philippine culture.
 Recognizes the contributions of the prime exponents of Philippine music
 Gives value to Philippine culture as a vehicle towards national identity and unity
 Describes how a specific idea or story is communicated through Philippine Traditional
Musical Forms.
 Illustrates how the different elements of music are combined in creating Philippine
Traditional Musical Forms.
 Creates / improvises appropriate sound, music, gesture, movements, and costume for a
rendition of particular Philippine Traditional Musical Forms.
 Researches and analyzes the lives, works, and influences of early Filipino composers
 Performs examples of early Philippine music, alone and with others.
 Explores ways of producing sounds on a variety of sources that would emulate the
VII CONTENT/TOPIC

 Vocal Music Composition– Solo (Sa Ugoy ng Duyan, San Pedro)) and Choral (Payapang Daigdi,
De Leon)
 Cultural Context (History and Traditions) – How a National Artist is Declared,; Lives of
Lucio San Pedro and Felipe De Leon
 Social Functions – Artistry in the Society, Reflection of the Times , Art as Self-expression
 Performance Styles / Techniques – Solo , . Choral
VIII RESOURCES
Readings:
Estrella, Espie. What is Choral Music?.

http://musiced.about.com/od/lessonsandtips/f/choralemusic.htm
Felipe Padilla De Leon. http://www.filipinomusica.com/felipe-padilla-de-leon.html


b843d74959b60fd7bd645fae1093b5c5.
dd2453e89f5c9d6a397455a4894e8228.
Recordings:
Payapang Daigdig (A Peaceful World) – The Himig Singers.

http://www.youtube.com/watch?v=v7zp9Z8_pU0
Sa Ugoy ng Duyan (With English Translation). http://www.youtube.com/watch?v-zGeYwR6Vwtg.

IX ACTIVITIES
Art is a language. Like words, music and pictures, can tell a story. Let us view some pictures and
think about the stories these.
(source: http://commons.wikimedia.org/wiki/File:Sherman_intramuros.jpg)
Is this picture familiar to you? What do you think happened?

How about these pictures?
sources: http://en.wikipilipinas.org/index.php?title=Higantes_Festival, http://www.lakbaypilipinas.com/images/rizal_angono_sanclemente.jpg
Can you make a story for each picture?

K-W-L Chart: Write what you currently know about Solo and Choral Music (San Pedro and De
Leon) under column 1 and what you want to know about Solo and Choral Music (San Pedro and De
Leon) under column 2.

What I Know
Know learned
writing details regarding Solo and Choral Music (San Pedro and De Leon) in the boxes.
Socio-
Musical
historical
Forms
Context
Solo and Choral Music (San Pedro and De
Leon)
Musical
Issues
Context
Let’s go back to the pictures found at the start of the module.
The first picture, taken February 28, 1945, shows a Sherman Tank at the Sta. Lucia gate of
Intramuros, Manila.
Which world event does this picture depict?

Jumble the letters to find out.
LOWRD RAW 2
_____ ___ _
Felipe De Leon, National Artist for Music, composed Payapang Daigdig, his masterpiece
known for the music and the message of peace. .
What else do you know about Felipe De Leon?
The second set of pictures shows the Feast of San Clemente, commonly known as the Higantes
Festival, which is celebrated in the town of ______________, Rizal.
Jumble the letters to find out.
OGANON
______
From this town hailed National Artist for Music Lucio San Pedro, a well-known composer and
band master.. One of his famous masterpieces, Sa Ugoy ng Duyan, is also the fourth movement of
his orchestral work “Suite Pastorale,” which was written for his hometown.
What else do you know about Lucio San Pedro?

With the help of the suggested readings, fill in the chart with information about the two songs we’ve
discussed in class. As for the musical elements part, listen first to the songs before filling in the chart..
Composer Felipe De Leon Lucio San Pedro
Title
Lyricist
Year of Composition
How many voices are heard?

Solo? Choral?
Rhythm: Tempo
Draw the Melodic Contour
Musical Form

story, etc)
Did you know that...?
For someone to be included in the Order of National Artists, he should be a living Filipino
citizen artist at the time of nomination or has died after the establishment of the award in
1972 as a Filipino citizen at the time of his death.
These two songs are but one of many beautiful vocal music by our greatest Filipino composers.
Your teacher will assign a song to your group. The the following questions will guide you in listening
to the songs.
the music?
Group Activity
VMV: Vocal Music Video
Study the song assigned to your group (for Payapang Daigdig, sing only the melody). Make a live
music video for each song. Be creative in thinking of a story to accompany these songs.!
X ASSESSMENT
 Rubrics for Group Performance

shows minimal awareness to style and context; instrument/s used and movements irrelevant
to the theme of the composition
 Developing: Focused tone but inconsistent in extreme range, some repeated errors in
suggested by the score/teacher.; instrument/s used and some movements inconsistent with
the theme of the composition
 Approaching Proficiency: Focused and clear tone in normal range, accurate rhythm and
some nuances in style as suggested by the score/teacher; instrument/s used and some
movements inconsistent with the theme of the composition
and music score; instrument/s used and movements are consistent with the theme and are
helpful in conveying the message
XI SYNTHESIS
Music, even without the words, can tell us stories about a particular time, place, person, and
event – much more, music with words. Two of the most well-known songs by our National Artists
for Music - Sa Ugoy ng Duyan (San Pedro) and Payapang Daigdig (De Leon)are examples of
Philippine solo and choral music. By listening and singing these songs, we take part in the stories
behind each one, making it a story of our own.
MUSIC LEARNING MODULE 3-4:
COMPOSED VOCAL MUSIC 2:
II MODULE 3-4: Solo and Choral Music (San Pedro and De Leon)
The module is an introduction to representative solo and choral music by Filipino

composers with the compositions Sa Ugoy ng Duyan (Lucio San Pedro) and Payapang Daigdig (Felipe
De Leon). Throughout the lesson, one will not only learn about these two wonderful vocal
masterpieces, but will apply his/her skills in critical listening by identifying the texture of a vocal
piece heard (solo or choral). A group performance of these two songs culminates the educational
experience.
Musical Forms.
VII CONTENT/TOPIC

 Vocal Music Composition– Solo (Sa Ugoy ng Duyan, San Pedro) and Choral (Payapang Daigdig,
De Leon)
 Cultural Context (History and Traditions) – How a National Artist is Declared, ; Lives of
Lucio San Pedro and Felipe De Leon
 Social Functions – Artistry in the Society, Reflection of the Times, Art as Self-expression
 Performance Styles / Techniques – Solo vs. Choral

Short recitation on Modules 1-2
writing details regarding Solo and Choral Music Songs in the boxes.
•How a National Artist

is Made •Solo
•Choral
•Lives of Lucio San
Pedro and Felipe De
Leon
Socio-
Musical
historical
Forms
Context
Solo and Choral Music (San Pedro and De
Leon)
Musical
•Reflection of the Time Issues
•Value of Art in the Context •Art as Self-expression
Society •Artistry in the Society,
Order of National
Artist
a. ACTIVITIES & STEPS/ PROCEDURE –

1. Ask the students to view the two pictures at the start of the learning guide. Encourage them
to think of possible stories behind these pictures.
2. Inform the students that these pictures are related to two vocal masterpieces by the Filipino
composers, Felipe P. De Leon and Lucio D. San Pedro.
3. Take time to discuss the stories behind each song, and also, about the composers’ lives and
their being National Artists.
4. Have the students listen to the two songs and fill in the chart.
5. Discuss thoroughly the difference between solo and choral music. Ask students to give
examples of solo and choral music.
6. Group the students into four and assign one song to each group. Ask them to create a music
video for the song assigned to them. The live video should be relevant to the lyrics of the
song or the life of the composer.
practice.
8. Have the students introduce the music assigned to them before performing .
9. Evaluate the group performance using performance rubrics.
know and What I learned about Solo and Choral Music (San Pedro and De Leon)).
of the module.
WEBSITE
Readings:
Estrella, Espie. What is Choral Music?.

http://musiced.about.com/od/lessonsandtips/f/choralemusic.htm
Felipe Padilla De Leon. http://www.filipinomusica.com/felipe-padilla-de-leon.html
Musika Natin: Lucio San Pedro. http://www.musikanatin.com/lucio.php.


b843d74959b60fd7bd645fae1093b5c5.
dd2453e89f5c9d6a397455a4894e8228.
Recordings:
Payapang Daigdig (A Peaceful World) – The Himig Singers.

http://www.youtube.com/watch?v=v7zp9Z8_pU0
Sa Ugoy ng Duyan (With English Translation). http://www.youtube.com/watch?v-zGeYwR6Vwtg
1. Solo vocal music – a song with only one line (melody) that can either be sung a capella or
with instrumental accompaniment
2. Choral music – music that is meant to be sung by a choir. The common set-up of a choir is
made up of four voices: soprano, alto, tenor, and bass.
COMPOSED INSTRUMENTAL MUSIC
II MODULES 5-6: Representative Instrumental Music Composed by Filipino Composers
The lesson is an introduction to Instrumental Music Composed by Filipino Composers

and the search for a Filipino identity through Music. Four representative compositions complete the
musical journey of this particular module: Malikmata, (Antonio Molina) Mindanao Sketches (Antonino
Buenaventura), Dularawan (Lucresia Kasilag) and Udlot-Udlot (Jose Maceda). Performance of a group
composition inspired by these four compositions culminates the educational experience.
 Recognize the contributions of the prime exponents of Philippine music
 Give value to Philippine culture as a vehicle towards national identity and unity
Musical Forms.
VII CONTENT/TOPIC
Instrumental Music Composed by Representative Filipino Composers
 Instrumental Music – Solo, Orchestral, Large work, Opera

 Cultural Context (History and Traditions) – Contemporary Music as a Vehicle to Find and
Express National Identity, How a National Artist is Proclaimed
 Composition – Malikmata (Molina), Mindanao Sketches( Buenventura,) Dularawan (Kasilag) ,
Udlot-udlot (Maceda)
 Social Functions – Awareness and Quest for a a National Identity (League of Filipino
Composers), Artistry in the Society
 Performance Styles / Techniques – New Music in Southeast Asia
VIII RESOURCES
Readings:
Belleza, M.G. and Maceda, J. (1977). Udlot-udlot – Isang Bagong Musika na Maituturo sa High School. from
Musika Jornal (vol 1). Quezon City: Kagawaran ng Pananaliksik sa Musika Dalubhasaan sa Musika
Pamantasan ng Pilipinas.
Defeo, Ruben. (2004). Jose Maceda’s lifelong quest for traditional Filipino music.
. http://www.philstar.com/Article.aspx?articleId=249534
Features: Lucrecia Roces Kasilag. http://www.himig.com.ph/features/32-lucrecia-r-kasilag
Maceda, Jose. (1977). Ang mga Kaisipan sa Musika sa Timog-Silangang Asya from from Musika Jornal (vol
1). Quezon City: Kagawaran ng Pananaliksik sa Musika Dalubhasaan sa Musika Pamantasan ng
Pilipinas.
Music – National Commission for Culture and Arts: Antonino Buenaventura. http://www.ncca.gov.ph/about-
ncca/org-awards/music/antonino_buenaventura.php
Music – National Commission for Culture and Arts: Antonio Molina. http://www.ncca.gov.ph/about-
ncca/org-awards/music/antonio_molina.php.


Santos, Ramon P. (1977). Bagong Kamalayan sa Kontemporaryong Musika sa Pilipinas from Musika Jornal
(vol 1). Quezon City: Kagawaran ng Pananaliksik sa Musika Dalubhasaan sa Musika Pamantasan ng
Pilipinas.
b843d74959b60fd7bd645fae1093b5c5.
dd2453e89f5c9d6a397455a4894e8228.
Yan, Carrie B. (2011). Lucrecia Kasilag: First Lady of Philippine Music.

http://www.globalpinoy.com/gp.topics.v1/viewtopic.php?postid=4d22ca80b77ec&channelName=4
d22ca80b77ec.
Recordings:
 Use http://www.onlinevideodownloader.com for youtube videos

 Go to http://www.himig.com.ph/cart and follow instructions on getting tracks from
CDs.
2010 Udlot-udlot Senri Expo Park 1. http://www.youtube.com/watch?v=OBkZy5DAgSY

2010 Udlot-udlot Senri Expo Park 2. http://www.youtube.com/watch?v=lwxw5ACuHYU.
Antonio Molina – MALIKMATA – Enzo. http://www.youtube.com/watch?v=7o_Mhb84BAY
Dularawan (excerpts). (1969). From Pagdiriwang, A Song/Dance/Theater in Two Acts recorded live at the CCP
Theater for the Performing Arts on September 8, 1969 [CD].
Mindanao Sketches - A Village Festival Dance by UP Orchestra – Pt .
http://www.youtube.com/watch?v=9uVx5B14Opg.
Mindanao Sketches - Offering to the Gods by UP Orchestra.
http://www.youtube.com/watch?v=LPBBEXcBvD4.
Mindanao Sketches.wmv. http://www.youtube.com/watch?v=Sqbz7cd-z08
Mindanao Sketches.(1983). From The Best of Philippine Classics [CD].
IX ACTIVITIES
What is Philippine Instrumental Music to you?
How does a Filipino today view Philippine Music, especially if there are no words to define it? How
do you distinguish it from another nationality’s music? Does our music have an identity?
K-W-L Chart: Write what you currently know about Representative Instrumental Music by Filipino
Composers under column 1 and what you want to know about Representative Instrumental Music by
Filipino Composers under column 2.
Instrumental Music by Representative Filipino Composers

What I Know
Know learned
writing details regarding Representative Instrumental Music by Filipino Composers.
Socio-
Musical
historical
Forms
Context
Representative Instrumental Music by
Filipino Composers
Issues Musical
Context
Listening Chart
With the help of the suggested readings, fill in the chart below with information about the
composition assigned to your group. As for the musical elements. , listen first to the songs before
filling in the chart..
Composer
5 facts about the 1.

composer 2.
3.
4.
5.
Title
Year of Composition
Solo? Orchestral?
Large Work?
Timbre/ Color
Draw the Melodic

Contour
Rhythm: Time
Signature
Rhythm: Tempo
Harmony:
Key Signature
Musical Form
(Draw or describe)
Lyrics (feelings,
story, images, etc)
These four compositions are but a few examples of works that initiated the consciousness and quest
for a Filipino identity. Your teacher will assign a song to your group. The following questions will
guide you in listening to the song.
the music?
Group Activity
A Filipino Composition
Choose a current relevant topic (politics, environment, education, economics, etc.) and compose a 5-
minute piece relating to any of these topics. Use any instrument available (guitar, drums, piano,
tabletops, sticks, body percussion, etc). You may use Western notation and/or non-conventional
notation in writing down your composition.
X ASSESSMENT
Rubrics for Group Composition and its Performance
XI SYNTHESIS
In the search for a national identity, Filipinos made music as a means to express who they
were. Four of these composers – Molina, Buenaventura, Kasilag, and Maceda –have successfully
stamped a Filipino identity in their artistic creations. .. Their works drew inspiration from their being
Filipino; from our country, our people, our culture, our traditions, and freely used our own
instruments, system of notation, Filipino terms, and tunes to truly depict who we are.
MUSIC TEACHING GUIDES MODULE 5-6:
Composed Instrumental Music
II MODULE 5-6: Representative Instrumental Music Composed by Filipino Composers
The lesson is an introduction to Instrumental Music Composed by Filipino Composers

and the search for a Filipino identity through Music. Four representative compositions complete the
musical journey of this particular module: Malikmata, (Antonio Molina) Mindanao Sketches (Antonino
Buenaventura), Dularawan (Lucresia Kasilag) and Udlot-Udlot (Jose Maceda). Performance of a group
composition inspired by these four compositions culminates the educational experience.
Musical Forms.
VII CONTENT/TOPIC
Representative Instrumental Music Composed Filipino Composers
 Instrumental Music – Solo, Orchestral, Large work, Opera

 Cultural Context (History and Traditions) – Contemporary Music as a Vehicle to Find and
Express National Identity, How a National Artist is Made
 Composition – Malikmata,(Molina) Mindanao Sketches(Buenaventura), Dularawan, (Kasilag)
Udlot-udlot (Maceda)
 Social Functions – Awareness and quest for a National Identity (League of Filipino
Composers), Artistry in the Society
 Performance Styles / Techniques – New Music in Southeast Asia

Short recitation on Modules 3-4
writing details regarding Representative Instrumental Music by Filipino Composers in the boxes below.
•Contemporary Music as a
Vehicle to Find and
Express National Identity •Solo
•How a National Artist is •Orchestral
Made
Socio- •Large Work
Musical •Opera
historical
Forms
Context
Representative Instrumental Music by
Filipino Composers
Musical
Issues
•Finding a National Context
Identity •New Music in Southeast
•Artistry in the Society Asia
a. ACTIVITIES & STEPS/ PROCEDURE –
1. Have the students answer the first activity of the module, What is Philippine Instrumental
Music to you? Then , have a short discussion on the answers of the students.
2. . Introduce the four composers, Antonio Molina, Col. Antonino Buenaventura, Lucrecia
Kasilag, and Jose Maceda.
3. Ask the students to listen to Udlot-udlot while showing its notation (from Musika Jornal 1).
Ask the students how the composition looks like, (leading to answers such as there are no notes,
only words in Filipino, etc.) Inform the students that this is one way of expressing an identity –
to use something that we own (i.e. Filipino terms, and indigenous musical instruments.
4. Play the remaining audio/video recordings (Molina, Buenaventura, Kasilag). Ask the students
how each one showed a Filipino identity (i.e. Buenaventura – depiction of Mindanao ).
5. Group the class into four and assign one composition to each. Have each group fill in the
listening chart. As for the facts, encourage the students to read the suggested readings.
6. After filling in the charts, discuss with them the final requirement (a group composition).
Discuss the rubrics for evaluation. Allot time for practice. Give feedback regarding group
practice.
7. Have the students introduce their composition before performing their composition.
know and What I learned about Instrumental Music by Representative Filipino Composers).
of the module.
Rubrics for Group Composition and its Performance


WEBSITE
Readings:
Belleza, M.G. and Maceda, J. (1977). Udlot-udlot – Isang Bagong Musika na Maituturo sa High School. from
Musika Jornal (vol 1). Quezon City: Kagawaran ng Pananaliksik sa Musika Dalubhasaan sa Musika
Pamantasan ng Pilipinas.
Defeo, Ruben. (2004). Jose Maceda’s lifelong quest for traditional Filipino music.
. http://www.philstar.com/Article.aspx?articleId=249534
Features: Lucrecia Roces Kasilag. http://www.himig.com.ph/features/32-lucrecia-r-kasilag
Maceda, Jose. (1977). Ang mga Kaisipan sa Musika sa Timog-Silangang Asya from from Musika Jornal (vol
1). Quezon City: Kagawaran ng Pananaliksik sa Musika Dalubhasaan sa Musika Pamantasan ng
Pilipinas.
Music – National Commission for Culture and Arts: Antonino Buenaventura. http://www.ncca.gov.ph/about-
ncca/org-awards/music/antonino_buenaventura.php
Music – National Commission for Culture and Arts: Antonio Molina. http://www.ncca.gov.ph/about-
ncca/org-awards/music/antonio_molina.php.


Santos, Ramon P. (1977). Bagong Kamalayan sa Kontemporaryong Musika sa Pilipinas from Musika Jornal
(vol 1). Quezon City: Kagawaran ng Pananaliksik sa Musika Dalubhasaan sa Musika Pamantasan ng
Pilipinas.
b843d74959b60fd7bd645fae1093b5c5.
dd2453e89f5c9d6a397455a4894e8228.
Yan, Carrie B. (2011). Lucrecia Kasilag: First Lady of Philippine Music.

http://www.globalpinoy.com/gp.topics.v1/viewtopic.php?postid=4d22ca80b77ec&channelName=4
d22ca80b77ec.
Recordings:
 Use http://www.onlinevideodownloader.com for youtube videos

 Go to http://www.himig.com.ph/cart and follow instructions on getting tracks from
CDs.
2010 Udlot-udlot Senri Expo Park 1. http://www.youtube.com/watch?v=OBkZy5DAgSY

2010 Udlot-udlot Senri Expo Park 2. http://www.youtube.com/watch?v=lwxw5ACuHYU.
Antonio Molina – MALIKMATA – Enzo. http://www.youtube.com/watch?v=7o_Mhb84BAY
Dularawan (excerpts). (1969). From Pagdiriwang, A Song/Dance/Theater in Two Acts recorded live at the CCP
Theater for the Performing Arts on September 8, 1969 [CD].
Mindanao Sketches - A Village Festival Dance by UP Orchestra – Pt .
http://www.youtube.com/watch?v=9uVx5B14Opg.
Mindanao Sketches - Offering to the Gods by UP Orchestra.
http://www.youtube.com/watch?v=LPBBEXcBvD4.
Mindanao Sketches.wmv. http://www.youtube.com/watch?v=Sqbz7cd-z08
Mindanao Sketches.(1983). From The Best of Philippine Classics [CD].
1. Solo – music that is meant to be performed by a single performer
2. Orchestral – music that is arranged for and meant to be played by an orchestra. A basic
orchestra is composed of four sections of instruments: strings, woodwinds, brass, and
percussion.
3. Large work – music that is arranged for a variety of instruments, sometimes including human-
made sounds (i. e.voice). Performers can even reach up to a thousand.
4. New Music – originating from the term Neue Musik (German) that was coined by Paul Bekker
in 1919. This refers to “contemporary classical/serious music.”
Philippine Popular Music
II MODULES 7-8: Philippine Popular Music
The lesson is an introduction to Philippine Popular Music, its pioneers, some composers
and artists. The general - pop, fusion, novelty, and hip hop and folk rock, will complete your
musical journey in this module. Through the lesson, one will discover how contemporary Filipino
popular musicians express their ideals and beliefs though A class variety show on Philippine popular
music culminates the educational experience.

 Analyzes an example of Philippine popular music, and describes how the musical elements
are used.
 Explains the distinguishing characteristics of representative a worsk of Filipino popular
musicians, in relation to history and culture of the area.
 Analyzes the relationship of functions of the works of representative Filipino popular
musicians, to the lives of the people.
 Sings accurately Philippine popular music, alone and / or with others.
 Performs on available instruments Philippine popular music, alone and / or with others.
Filipino popular musicians.
VII CONTENT/TOPIC

 Vocal and Instrumental Music – pop, fusion, novelty, hip hop and folk rock
 Cultural Context (History and Traditions) – OPM and Songwriting Competitions, Non-
formal venues (bars, stadium, coliseum, outdoor, etc), Internet and Technology
 Composition –Kay Ganda ng Ating Musika, Batang-bata ka Pa; Magkaugnay, Panorama, and Alak,
Sugal, Kape, Babae, Kabaong; History of the Philippines; Anak, Mga Kababayan Ko
 Social Functions – Nationalism and Social Relevance, Self-expression, Entertainment
 Performance Styles / Techniques – Revivals vs. Originals
VIII RESOURCES
Readings:
Lockard, Craig A. (1998). Dance of Life: Popular Music and Politics in Southeast Asia. (pp. 114-161.) United
States of America: University of Hawai’I Press.
Mariano, Vicente D. (ed). (2009) Sining-Bayan: Art of Nation Building Social Artistry Fieldbook to
Promote Good Citizenship Values for Prosperity and Integrity. JAPI Printzone.
http://apohikingsociety.org/
http://www.joeyayala.com/
http://www.blafi.org/
Tiongson, Nicanor (Ed.). (1994). CCP Encyclopedia of Philippine Art (Vol. 6: Philippine music).
Manila: Cultural Center of the Philippines.
Recordings:
APO – Batang-bata ka Pa. http://www.apohikingsociety.org/popup_batakapa.shtml.
Aguilar, Freddie – Freddie Aguilar Anak (Orginal Version). http://www.youtube.com/watch?v=-n-

2lPzH7Do.
Ayala, Joey – Mariano, Vicente D. (ed). (2009) Sining-Bayan: Art of Nation Building Social Artistry
Fieldbook to Promote Good Citizenship Values for Prosperity and Integrity. JAPI Printzone. (Complementary
CD)
Cayabyab, Ryan – KAY GANDA NG ATING MUSIKA (Hajji Alejandro).
http://www.youtube.com/watch?v=t6MixeXSX5g.
De Leon, Diwa – Panorama. http://www.youtube.com/watch?v=eA9z8UPtCus.
Magalona, Francis - FRANCIS MAGALONA - MGA KABABAYAN [MY FELLOW

COUNTRYMEN]. http://www.youtube.com/watch?v=EBaYmRHLES8.
Radioactive Sago Project – Radioactive Sago Project. Alak, Sugal, Kape, Babae, Kabaong.
http://www.youtube.com/watch?v=e3ZVQ9FMsmY.
Villame, Yoyoy – History of the Philippines. http://www.youtube.com/watch?v=nCoEPnprS7Q.
IX ACTIVITIES
K-W-L Chart: Write what you currently know about Philippine Popular Music under column 1 and
what you want to know about Philippine Popular Music under column 2.

What I Know
Know learned
Concept Map: With the help of readings and links given above, complete the concept map by
writing details regarding Philippine Popular Music in the boxes.
Socio-
Musical
historical
Forms
Context
Musical
Issues
Context
Top of the Charts
Fill up the chart with the necessary information. For the music part, you may use graphic notation.
SONG TITLE (group-

assigned)
Artist’s Name
[ ] Composer [ ] songwriter [ ] MUSICIAN
Instrumentation
Tempo
Rhythm
Melody
Harmony
Message
SONG TITLE (own
choice)
Artist’s Name
[ ] Composer [ ] songwriter [ ] MUSICIAN
Instrumentation
Tempo
Rhythm
Melody
Harmony
Message
One of the eight Philippine popular songs will be assigned to your group. The following questions
guide you in listening to the songs.
a. What is the general impression that the music creates as a whole? What is the function of the music? What do you
think is the message of the music?
the music?
OPM Blog: What I Think About Today’s OPM
Answer either of the two questions:
Have you been listening to Original Philippine Music? What do you think about our original songs?
Do they send a good message to the youth or no? You may cite examples of songs. Be sure to quote
the title and artist (composer/songwriter/musician) involved.
Has technology helped us in promoting OPM or has it promoted more piracy? What do you think
about uploading existing songs and/or original songs into Youtube?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
________________________________________
Group Activity
Stage a class variety show showcasing different genres of Philippine popular music. Take note: no
two genres should be repeated, or at least, each song must be distinct in nature. You may
include a genre that has not been discussed but be sure to consult your teacher first.
Choose an original Philippine music (as much as possible, avoid revivals) and give an introduction,
including the title, artist (composer, artist, and songwriter (all, if possible)), and a short description of
the lyrics’ message. Live accompaniment on guitar, piano and/or rhythmic instruments, is highly
encouraged, but minus-one accompaniment may be used.
X ASSESSMENT

shows minimal awareness to style and context; instrument/s used and movements irrelevant to
 Developing: Focused tone but inconsistent in extreme range, some repeated errors in rhythm
and pitch, consistent phrasing, discernible dynamics, some nuances in style as suggested by the
score/teacher.; instrument/s used and some movements inconsistent with the theme of the
composition
 Approaching Proficiency: Focused and clear tone in normal range, accurate rhythm and secure
pitch with isolated errors, accurate and consistent phrasing, accurate dynamics, with some
nuances in style as suggested by the score/teacher; instrument/s used and some movements
inconsistent with the theme of the composition
 Proficient: Focused, clear tone all throughout, accurate rhythm and secure pitch, consistent and
sensitive phrasing and obvious dynamics, with creative nuances in response to the style and
music score; instrument/s used and movements are consistent with the theme and are helpful
in conveying the message
XI SYNTHESIS
Philippine popular music is the music of the majority, probably because it has more themes that
people can relate to. Because of the emergence of innovations such as high-technology instruments
and recording equipments, plus the internet, more and more people are able to access and also, create
their own music to express their ideas and address certain issues, such as on nationalism and social
relevance. Avenue for music is not just the classical concert hall, but is now practically anywhere.
Song writing contests support not only existing artists but also give encouragement to the emerging
song writers.
MUSIC LEARNING GUIDES 7-8:
II MODULES 7-8: Philippine Popular Music
The lesson is an introduction to Philippine Popular Music, its pioneers, some composers and
artists. The general - pop, fusion, novelty, and hip hop and folk rock, will complete your
musical journey in this module. Through the lesson, one will discover how contemporary Filipino
popular musicians express their ideals and beliefs though A class variety show on Philippine popular
music culminates the educational experience.

 Analyzes an example of Philippine popular music, and describe how the musical elements
are used.
 Explains the distinguishing characteristics of representative a work of representative Filipino
popular musicians, in relation to history and culture of the area.
 Analyzes the relationship of functions of the works of representative Filipino popular
musicians, to the lives of the people.
 Sings accurately Philippine popular music, alone and / or with others.
 Performs on available instruments Philippine popular music, alone and / or with others.
Filipino popular musicians.
VII CONTENT/TOPIC

 Vocal and Instrumental Music – pop, fusion, novelty, hip hop and folk rock
 Cultural Context (History and Traditions) – OPM and Songwriting Competitions, Non-
formal venues (bars, stadium, coliseum, outdoor, etc), Internet and Technology
 Composition –Kay Ganda ng Ating Musika, Batang-bata ka Pa; Magkaugnay, Panorama, and Alak,
Sugal, Kape, Babae, Kabaong; History of the Philippines; Anak, Mga Kababayan Ko
 Social Functions – Nationalism and Social Relevance, Self-expression, Entertainment
 Performance Styles / Techniques – Revivals vs. Originals

Short review on Module 5-6 (recitation)
a. Concept Map
Concept Map: Using the readings and links given above, complete the concept map by writing
details regarding Philippine Popular Music on the boxes.
•OPM and •Vocal and

Instrumental Music
Songwriting
genres:
Competitions
•pop
•Non-formal venues
•fusion and
(bars, stadium,
alternative
coliseum, outdoor,
etc) Socio- •novelty
Musical •hip hop and rock
•Internet and historical
Technology Forms
Context
Issues Musical •Vehicle for Ideas and

•Nationalism and Social Certain Issues
Relevance Context •Entertainment
•Self-expression
•Entertainment
b. ACTIVITIES & STEPS/ PROCEDURE –
1. Present the K-W-L chart to the students and ask them to fill up the K and W part.
2. Show pictures of international pop artists and if they know them. Then, ask the students if
they know certain popular local artists of today then have a discussion on which their
favourite local band/artist is and describe the kind of songs they have.
3. Inform them that before these artists, there were pioneers of Philippine Popular Music. Let them
watch the videos/listen to the recordings of the music. Inform them about the genre of each
song and have them think their impression of the song (musical elements and lyrics’
message) and reserve it for a later discussion ..
a. POP: Ryan Cayabyab (Kay Ganda ng Ating Musika) and APO (Batang-bata ka pa)
b. FUSION: Joey Ayala (Magkaugnay), Diwa De Leon (Panorama), and Radioactive Sago
Project (Alak, Sugal, Kape, Babae, Kabaong)
c. NOVELTY: Yoyoy Villame (History of the Philippines)
d. HIP HOP and FOLK ROCK: Francis Magalona (Mga Kababayan Ko) and Freddie
Aguilar (Anak)
4. Briefly discuss e about songwriting competitions, such as Metro Manila Pop Music, in which
Kay Ganda ng Ating Musika won Grand Prize and Anak became a finalist.
5. Assign the second chart and the activity OPM Blog: What I Think About Today’s OPM
as homework.
6. Group the class into 8 and have them answer Top of the Charts (the first chart), to be
reported to class next meeting. They may do research using the suggested readings.
7. While with their group mates, introduce the group activity, a class variety show on
Philippine Popular Music.
practice.
know and What I learned about Nationalistic Songs and Art Songs).
of the module.

shows minimal awareness to style and context; instrument/s used and movements irrelevant to
 Developing: Focused tone but inconsistent in extreme range, some repeated errors in rhythm
and pitch, consistent phrasing, discernible dynamics, some nuances in style as suggested by the
score/teacher.; instrument/s used and some movements inconsistent with the theme of the
composition
 Approaching Proficiency: Focused and clear tone in normal range, accurate rhythm and secure
pitch with isolated errors, accurate and consistent phrasing, accurate dynamics, with some
nuances in style as suggested by the score/teacher; instrument/s used and some movements
inconsistent with the theme of the composition
 Proficient: Focused, clear tone all throughout, accurate rhythm and secure pitch, consistent and
sensitive phrasing and obvious dynamics, with creative nuances in response to the style and
music score; instrument/s used and movements are consistent with the theme and are helpful
in conveying the message

WEBSITE
Readings:
Lockard, Craig A. (1998). Dance of Life: Popular Music and Politics in Southeast Asia. (pp. 114-161.) United
States of America: University of Hawai’I Press.
Mariano, Vicente D. (ed). (2009) Sining-Bayan: Art of Nation Building Social Artistry Fieldbook to
Promote Good Citizenship Values for Prosperity and Integrity. JAPI Printzone.
http://apohikingsociety.org/
http://www.joeyayala.com/
http://www.blafi.org/
Tiongson, Nicanor (Ed.). (1994). CCP Encyclopedia of Philippine Art (Vol. 6: Philippine music).
Manila: Cultural Center of the Philippines.
Recordings:
APO – Batang-bata ka Pa. http://www.apohikingsociety.org/popup_batakapa.shtml.

Aguilar, Freddie – Freddie Aguilar Anak (Orginal Version). http://www.youtube.com/watch?v=-n-
2lPzH7Do.
Ayala, Joey – Mariano, Vicente D. (ed). (2009) Sining-Bayan: Art of Nation Building Social Artistry
Fieldbook to Promote Good Citizenship Values for Prosperity and Integrity. JAPI Printzone. (Complementary
CD)
Cayabyab, Ryan – KAY GANDA NG ATING MUSIKA (Hajji Alejandro).

http://www.youtube.com/watch?v=t6MixeXSX5g.
De Leon, Diwa – Panorama. http://www.youtube.com/watch?v=eA9z8UPtCus.
Magalona, Francis - FRANCIS MAGALONA - MGA KABABAYAN [MY FELLOW

COUNTRYMEN]. http://www.youtube.com/watch?v=EBaYmRHLES8.
Radioactive Sago Project – Radioactive Sago Project. Alak, Sugal, Kape, Babae, Kabaong.
http://www.youtube.com/watch?v=e3ZVQ9FMsmY.
Villame, Yoyoy – History of the Philippines. http://www.youtube.com/watch?v=nCoEPnprS7Q.
1. OPM – Original Pinoy Music or Original Philippine Music; a label used for original popular
songs by Filipino artists
2. Genre – a distinct style of music
3. Pop – refers generally to music that is easily accessible by the public through mass media, and
is also subject to selling
4. Fusion – a style of music infusing World music elements
5. Novelty song – comical popular songs that may be for a current situation, holiday, or just a
can just be a dance fad
6. Hip hop – a style of music incorporating complex, stylized rhythms that is often accompanied
by rapping. It belongs to a subculture that also goes by the same name, hip hop.
7. Folk rock – a style of music combining folk and rock elements. It is a genre term that was
originally coined in the USA and/or UK. During the 1960s.

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7

Composed Vocal Music 1: Nationalistic Songs and Love Songs

I TARGET GRADE LEVEL: Grade 7

II MODULES 1-2: Vocal Music 1: Nationalistic Songs and Love Songs

III TIME ALLOTMENT: 2 Hours

IV OVERVIEW OF THE MODULE

The lesson is an introduction to two classifications of Vocal Music composed by Filipinos –

 Analyzes musical elements and processes of Philippine music.

Nationalistic Songs and Love Songs

Santos-Viola, Carlos N. Julio Nakpil: A Patriot and a Musician. http://julionakpil.blogspot.com/.

THE NATIONAL ARTISTS OF THE PHILIPPINES. http://www.ncca.gov.ph/about-ncca/org-

Kundiman Art Song – Nasaan Ka Irog? – Sylvia La Torre. http://www.youtube.com/watch?v=W8-

Lupang Hinirang Ang Pambansang Awit ng Pilipinas. ( ) [CD-ROM]. Philippines: .

Philippine __________ Anthem: Musical Charades

Nationalistic Song and Love Songs

What I want to What I've

Nationalistic Songs: Julio Nakpil and Julian Felipe. Julian

PERMISSION NEEDED: source: http://www.oocities.org/valkyrie47no/Images/jn1.gif, http://3.bp.blogspot.com/_FFKau-

Title Marangal na Dalit ng Katagalugan Lupang Hinirang

Rhythm: Time Signature

Harmony: Key Signature

Lyrics in a jist (feelings,

Composer Nicanor Abelardo Ernani Cuenco

Rhythm: Time Signature

Basic Rhythmic Pattern

Harmony: Key Signature

Lyrics in a jist (feelings,

Did you know that...?

For more information, you may go to the Filipinas Heritage Library:

or you may access online: http://www.filipinaslibrary.org.ph/

Rubrics for Group Performance

Composed Vocal Music 1: Nationalistic Songs and Love Songs

I TARGET GRADE LEVEL: Grade 7

II MODULES 1-2: Nationalistic Songs and Love Songs

III TIME ALLOTMENT: 2 Hours

IV OVERVIEW OF THE MODULE

 Analyzes musical elements and processes of Philippine music.

 Nationalistic Songs and Love Songs

•Filipino riff during the

•Patriotism Issues Musical

b. ACTIVITIES & STEPS/ PROCEDURE –

Composer Julio Nakpil Julian Felipe

Lyrics in a jist (feelings,

VIII SUMMATIVE ASSESSMENT

Rubrics for Group Performance

IX RESOURCES: READING & LISTENING MATERIALS – REFERENCES/LINKS IN

Santos-Viola, Carlos N. Julio Nakpil: A Patriot and a Musician. http://julionakpil.blogspot.com/.

THE NATIONAL ARTISTS OF THE PHILIPPINES. http://www.ncca.gov.ph/about-ncca/org-

THE NATIONAL ARTISTS OF THE PHILIPPINES GUIDELINES.

Kundiman Art Song – Nasaan Ka Irog? – Sylvia La Torre. http://www.youtube.com/watch?v=W8-

Lupang Hinirang Ang Pambansang Awit ng Pilipinas. ( ) [CD-ROM]. Philippines: .

X GLOSSARY OF MUSIC TERMS & SYMBOLS

COMPOSED VOCAL MUSIC

Solo and Choral Music (San Pedro and De Leon)

I TARGET GRADE LEVEL: Grade 7

II MODULES 3-4: Composed Solo and Choral Music

III TIME ALLOTMENT: 2 Hours

IV OVERVIEW OF THE MODULE

The module is an introduction to representative solo and choral music by Filipino

 Analyzes musical elements and processes of Philippine music.

 Correlates Philippine music to the Philippine culture.

 Recognizes the contributions of the prime exponents of Philippine music

Solo and Choral Music (San Pedro and De Leon)