Jehovah Shammah Christian Community School

645 ZINNIA ST., PACIANO RIZAL, LAGUNA

SY: 2019-2020
1ST QUARTER

LEARNING PLAN
MUSIC 8
UNIT TOPIC: Southeast Asian Music
LESSON 1: Indonesia – Gamelan a. Javanese; b. Balinese
Time Frame: 1 meeting
Date: June 10, 2019

CONTENT STANDARD:
The learner demonstrates understanding of common musical characteristics of the region as
well as unique characteristics of a particular Southeast Asian country.

PERFORMANCE STANDARD:
The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.

LEARNING COMPETENCIES:
The learner……
 explains how the music of a Southeast Asian country (Indonesia) relates to its geography and
culture;
 listens perceptively to music of Southeast Asia (Indonesia);
 sings songs of Southeast Asia (Indonesia);
 analyzes musical elements of selected songs and instrumental pieces heard and performed
(Indonesia);
 explores ways of producing sounds on a variety of sources that would simulate instruments
being studied (Indonesia);
 improvises simple accompaniment to selected Southeast Asian music (Indonesia);
 perform a song from Southeast Asia (Indonesia);
 evaluates music and music performances applying knowledge of musical elements and style
(Indonesia)

ESSENTIAL UNDERSTANDING
 The teacher will ask the question. “What are geography and culture in Indonesia?”
 The teacher will ask the question. “Why do you need to learn the geography and culture to
relate the music in Indonesia?”
 The students’ creativity to perform a song with the given language.

ACQUISITION
 State the topic in the link provided.
https://www.slideshare.net/ianbernardino1/southeast-asian-music-grade-8-mapeh-first-quarter
 Identify the geography and culture that can be related to the music of Indonesia.
 Differentiate the variance of Javanese and Balinese using a chart.
MAKE MEANING
 Music analysis (Sabilulungan)
Instruction: Let the students listen to the Sabilulungan music and let them describe the
following by checking:

Time Signature Dynamics timbre Pitch

___ 2/4 A. Dynamics ___ light ___ high
___ soft
___ 3/4 ___ bright ___ low
___ moderate
___ loud
___ 4/4 ___ dark ___ neutral
B. tempo
___ fast (allegro)
___ moderate (moderato)
___ slow (lento)

TRANSFER
The students will be divided into four groups. The teacher will provide print lyrics of different
Christian song to each group that has Indonesian language. The accompaniment will be use is
“tunog-tao.”

HERE ARE THE CRITERIA FOR JUDGING:

1. UNITY- 10%
2. TUNE- 20%
3. CREATIVITY- 20%
4. OVER ALL PERFORMANCE- 50%
 Jehovah Shammah Christian Community School
645 ZINNIA ST., PACIANO RIZAL, LAGUNA
SY: 2019-2020
1ST QUARTER

LEARNING PLAN
MUSIC 8
UNIT TOPIC: Southeast Asian Music
LESSON 2: Thailand – Piphat
Time Frame: 1 meeting
Date: June 12, 2019

CONTENT STANDARD:
The learner demonstrates understanding of common musical characteristics of the region as
well as unique characteristics of a particular Southeast Asian country.

PERFORMANCE STANDARD:
The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.

LEARNING COMPETENCIES:
The learner……
 explains how the music of a Southeast Asian country (Thailand) relates to its geography and
culture;
 listens perceptively to music of Southeast Asia (Thailand);
 sings songs of Southeast Asia (Thailand);
 analyzes musical elements of selected songs and instrumental pieces heard and performed
(Thailand);
 explores ways of producing sounds on a variety of sources that would simulate instruments
being studied (Thailand);
 improvises simple accompaniment to selected Southeast Asian music (Thailand);
 perform a song from Southeast Asia (Thailand);
 evaluates music and music performances applying knowledge of musical elements and style
(Thailand)

ESSENTIAL UNDERSTANDING
 The teacher will ask the question. “What are geography and culture in Thailand?”
 The teacher will ask the question. “Why do you need to learn the geography and culture to
relate the music in Thailand?”
 The students’ creativity to perform a song with the given language.

ACQUISITION
 State the topic in the link provided.
https://www.slideshare.net/ianbernardino1/southeast-asian-music-grade-8-mapeh-first-quarter
 Identify the geography and culture that can be related to the music of Thailand.
MAKE MEANING
 Music analysis (luk thung)
Instruction: Let the students listen to the luk thung music and let them describe the following by
checking:

Time Signature Dynamics Timbre Pitch

___ 2/4 A. Dynamics ___ light ___ high
___ soft
___ 3/4 ___ bright ___ low
___ moderate
___ loud
___ 4/4 ___ dark ___ neutral
B. tempo
___ fast (allegro)
___ moderate (moderato)
___ slow (lento)

TRANSFER
The students will be divided into four groups. The teacher will provide print lyrics of different
Christian song to each group that has Thailand language. The accompaniment will be use is “tunog-
tao.”

HERE ARE THE CRITERIA FOR JUDGING:

1. UNITY- 10%
2. TUNE- 20%
3. CREATIVITY- 20%
4. OVER ALL PERFORMANCE- 50%
 Jehovah Shammah Christian Community School
645 ZINNIA ST., PACIANO RIZAL, LAGUNA
SY: 2019-2020
1ST QUARTER

LEARNING PLAN
MUSIC 8
UNIT TOPIC: Southeast Asian Music
LESSON 3: Cambodia – Pinpea
Time Frame: 1 meeting
Date: July 10, 2019

CONTENT STANDARD:
The learner demonstrates understanding of common musical characteristics of the region as
well as unique characteristics of a particular Southeast Asian country.

PERFORMANCE STANDARD:
The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.

LEARNING COMPETENCIES:
The learner……
 explains how the music of a Southeast Asian country (Cambodia) relates to its geography and
culture;
 listens perceptively to music of Southeast Asia (Cambodia);
 sings songs of Southeast Asia (Cambodia);
 analyzes musical elements of selected songs and instrumental pieces heard and performed
(Cambodia);
 explores ways of producing sounds on a variety of sources that would simulate instruments
being studied (Cambodia);
 improvises simple accompaniment to selected Southeast Asian music (Cambodia);
 perform a song from Southeast Asia (Cambodia);
 evaluates music and music performances applying knowledge of musical elements and style
(Cambodia)

ESSENTIAL UNDERSTANDING
 The teacher will ask the question. “What are geography and culture in Cambodia?”
 The teacher will ask the question. “Why do you need to learn the geography and culture to
relate the music in Cambodia?”
 The students’ creativity to perform a song with the given language.

ACQUISITION
 State the topic in the link provided.
https://www.slideshare.net/ianbernardino1/southeast-asian-music-grade-8-mapeh-first-quarter
 Identify the geography and culture that can be related to the music of Cambodia.
MAKE MEANING
 Music analysis (Khmer Loeu)
Instruction: Let the students listen to the Khmer Loeu music and let them describe the following
by checking:

Time Signature Dynamics Timbre Pitch

___ 2/4 A. Dynamics ___ light ___ high
___ soft
___ 3/4 ___ bright ___ low
___ moderate
___ loud
___ 4/4 ___ dark ___ neutral
B. tempo
___ fast (allegro)
___ moderate (moderato)
___ slow (lento)

TRANSFER
The students will be divided into four groups. The teacher will provide print lyrics of different
Christian song to each group that has Cambodian language. The accompaniment will be use is
“tunog-tao.”

HERE ARE THE CRITERIA FOR JUDGING:

1. UNITY- 10%
2. TUNE- 20%
3. CREATIVITY- 20%
4. OVER ALL PERFORMANCE- 50%
 Jehovah Shammah Christian Community School
645 ZINNIA ST., PACIANO RIZAL, LAGUNA
SY: 2019-2020
1ST QUARTER

LEARNING PLAN
MUSIC 8
UNIT TOPIC: Southeast Asian Music
LESSON 4: Myanmar – Saung Gauk
Time Frame: 1 meeting
Date: July 15, 2019

CONTENT STANDARD:
The learner demonstrates understanding of common musical characteristics of the region as
well as unique characteristics of a particular Southeast Asian country.

PERFORMANCE STANDARD:
The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.

LEARNING COMPETENCIES:
The learner……
 explains how the music of a Southeast Asian country (Myanmar) relates to its geography and
culture;
 listens perceptively to music of Southeast Asia (Myanmar);
 sings songs of Southeast Asia (Myanmar);
 analyzes musical elements of selected songs and instrumental pieces heard and performed
(Myanmar);
 explores ways of producing sounds on a variety of sources that would simulate instruments
being studied (Myanmar);
 improvises simple accompaniment to selected Southeast Asian music (Myanmar);
 perform a song from Southeast Asia (Myanmar);
 evaluates music and music performances applying knowledge of musical elements and style
(Myanmar)

ESSENTIAL UNDERSTANDING
 The teacher will ask the question. “What are geography and culture in Indonesia?”
 The teacher will ask the question. “Why do you need to learn the geography and culture to
relate the music in Indonesia?”
 The students’ creativity to perform a song with the given language.

ACQUISITION
 State the topic in the link provided.
https://www.slideshare.net/ianbernardino1/southeast-asian-music-grade-8-mapeh-first-quarter
 Identify the geography and culture that can be related to the music of Indonesia.
MAKE MEANING
 Music analysis (Byaw)
Instruction: Let the students listen to the Byaw music and let them describe the following by
checking:

Time Signature Dynamics timbre Pitch

___ 2/4 A. Dynamics ___ light ___ high
___ soft
___ 3/4 ___ bright ___ low
___ moderate
___ loud
___ 4/4 ___ dark ___ neutral
B. tempo
___ fast (allegro)
___ moderate (moderato)
___ slow (lento)

TRANSFER
The students will be divided into four groups. The teacher will provide print lyrics of different
Christian song to each group that has Myanmar language. The accompaniment will be use is
“tunog-tao.”

HERE ARE THE CRITERIA FOR JUDGING:

4. UNITY- 10%
5. TUNE- 20%
6. CREATIVITY- 20%
7. OVER ALL PERFORMANCE- 50%