FOURTH QUARTER 20TH AND 21ST CENTURY

Philippine Opera, Philippine Ballet, Philippine Musical Plays

MULTIMEDIA FORMS
COMPETENCY 1:

Describes how an idea or story in a musical play is presented in a live

performance or video.

OBJECTIVE 1:

1. Visualize how a story in a musical play has been presented in a live

performance and in video presentation.

ACTIVITY:

Watch the following excerpt videos from Youtube:

* https://www.youtube.com/watch?v=rOgr6wmCuzM

a. Noli Me Tangere, The Opera

b. El Filibusterismo, The Opera

ASSESSMENT:

Ask: What have you observed from the video presentations?

Write down your observations, personal reactions about the video in your
journal notebook.

OBJECTIVE 2:

Create a role play, based on the following category:

a. Love
b. War
C. Family,

Use improvised musical instruments found in your locality, as an

accompaniment to the performance.

ACTIVITY

Group students into 3.Each group must create a 5 minute role play. Let
each group pick from one of the categories. Have it presented in front of the
class. Use a chosen music to accompany the play.

ASSESSMENT

Ask:

What is the relevance of music in a certain musical plays? Write your answer
on a ¼ sheet of paper.

OBJECTIVE 3:

Appreciate the idea of how a live performance in a musical play differs

from a music video.

ACTIVITY

Group students into 2. Let each group prepare a 5 minute musical play
from the internet (Youtube) on one of musical plays in the Philippines. Each
group may use musical instruments as an accompaniment, and wear
improvised costumes available in your surroundings.
 ASSESSMENT

Write your opinion about how effective a musical play is, based on the
following: Assign reporters to discuss your answer in front of the class.

A. Live Performance

B. Performance on a Video

COMPETENCY 2:

Creates/Improvises appropriate sounds, music, gestures, movements

and technology for a selected part of a musical play.

OBJECTIVE 1:

Determine appropriate sounds, music, gestures, movement and

technology applied in some movies which helps in performing a musical play.

ACTIVITY:

 Conduct a Film Showing of a movie “Pitch Perfect” and write down your
reaction about the movie, based on the different sounds, music, gestures,
movement and technology applied in the movie.

 WATCH ME

“Pitch Perfect”
ASSESSMENT:

 Complete the following diagram below: Write down your observations about
the movie and place your answer inside the circle.

MUSIC TECHNOLOGY

Pitch Perfect

MOVEMENT SOUND

 Express your answer in front of the class.

OBJECTIVE 2:

Create a simple musical play by improvising sound, music, gestures and

movements applicable in musical plays.

ACTIVITY:

“SOUND CHECK”

Group students into 5. Let them create their own simple musical performance
using improvised materials, in producing sounds and music available inside the
classroom,( paper, brooms, cans, nails, plastics, etc.), and have it presented in front
of the class.

Let Students record their performance using a camera/ cell phone.

Performance will be assessed through a rubric.

ASSESSMENT:

Ask: As a student, how will you promote music in your community?

OBJECTIVE 3:

Apply knowledge in improvising appropriate sound, music and movements in

performing schools’ musical plays.

ACTIVITY:

“BEAT BOX”

Choose a partner/ teammate. One will sing a song and the other will
accompany using just his/her own voice to produce a sound of a “Beat “Box”. Other
members will serve as a back- up dancers, to enhance the performance. Rubrics
will be used in assessing the performance of the students.

ASSESSMENT:

Fill in the Table below. Write reasons of how important improvisations of

sound and movements in creating musical plays in a certain
school/community activities.

Music/Sound Movements

1. 1.

2. 2.

3. 3.

COMPETENCY 3:

Sings selection of musical plays and opera expressively.

OBJECTIVE 1:

Analyze the nature of a musical play, its elements, gestures and costume
based on the excerpt video presented.

ACTIVITY

Conduct a video presentation of a musical play entitled “ Ibong Adarna”and

let students express their personal reactions or feelings about the video being
watched.

https://www.youtube.com/watch?v=PXU3sZNltC4
ASSESSMENT

Say something about the following based on the video:

Dialogue –
Emotions –
Movement/Gesture –

OBJECTIVE 2:

Create a scene or a segment from your favourite Teleserye. Integrate

melodies of folk songs or indigenous music in your area. Sing it expressively in front
of the class.

ACTIVITY:

Divide the class into 3 groups. Each group will choose a scene of their
favourite Teleserye. Use /incorporate the melodies of folk songs or indigenous music
of their area. Wear improvised costume, if appropriate.

The teacher will choose the “ Best Group Performance”.

Let students evaluate the performances of the group. Give students score
sheet:

Voice Quality – 40%

Expression – 20%

Stage Presence – 20%

Mastery of the Musical – 20%

ASSESSMENT:

Ask: As a student, how does your performance develop your skills?

OBJECTIVE 3:

Appreciate the nature of a Musical Play, it’s elements, movements/gesture,

and costume based on Group’s Performance.

ACTIVITY:

Group students into 3. Each group will compose their own musical plays,
enhanced with improvised music and costume. Have it presented in front of the
class.

Performances will be evaluated based on:

Musicianship – 50%

Audience impact – 20%

Stage presence – 20%

Stage discipline and deportment – 10%

ASSESSMENT

Ask: What Insights did I Gain from this activity? Ask volunteers to read their
answers.

COMPETENCY 4

Explains how theatrical elements in a selected part of a musical play are

combined with music and media to achieve certain effects.

OBJECTIVE 1:

Analyze and describe theatrical elements combined with media in enhancing

a musical play.

ACTIVITY

Listen/watch an excerpt video of a selected musical play and describe it

according to its theatrical elements, such as acting, scenery, costumes,
dance/movement).
ASSESSMENT:

Write on your journal your observation about the video based on the elements
of theatre presented such as acting, scenery, costumes, dance/movements).

OBJECTIVE 2:

Create a simple musical play based on common situations observe in the

community (environmental problems, drug addiction, pre-marital sex), applying
theatrical elements such as acting, scenery, costumes, dance/movements)

ACTIVITY:

Group students into 3. Each group will create a simple musical play based on
common situations observe in the community (environmental problems, drug
addiction, pre-marital sex), applying the theatrical elements. Have it presented in
front of the class.

Performances will be evaluated based on:

Musicianship – 50%

Audience impact – 20%

Stage presence – 20%

Stage discipline and deportment – 10%

ASSESSMENT:

After your performance, what have you felt? What can you say about your
performance? What have you learned from the activity?

OBJECTIVE 3:

Appreciate the importance of theatrical elements in the development of a

musical play using media to achieve certain effects.

ACTIVITY:

“My Music Video”

Group students into 3. Each group will present a short musical play, with their
chosen theme. The group may add musical instruments, simple movements and
wear improvised costumes available in the classroom. Record the performance
using their mobile phones, tablets, ipads, laptops, etc.
 Let them play the recorded performance or show the music video in front of
the class.

The “Best Video” will be chosen after the performance of the group.

ASSESSMENT:

How did media, multi-media, specifically radio, television, video, and

recordings, play a role in the development of a musical play?

COMPETENCY 5:

Present an excerpt from a 20th and 21st century Philippine Musical and
highlight its similarities and differences to other western musical play.

OBJECTIVE 1:

Evaluate and compare selected excerpt videos of 20th and 21st century
Philippine Musical performances and take note of the similarities and differences to
the western musical play.

ACTIVITY:

Watch a video of Philippine Musical performances from the 20th and 21st
century and write down your observations on their similarities and differences from
the western musical plays.

https://www.youtube.com/watch?v=VgXT3gJhZUo

https://www.youtube.com/watch?v=sykbOCeRhmo

https://www.youtube.com/watch?v=oteu4tJSNCU

ASSESSMENT:

After watching, express your personal reactions or feelings about the

performances through a group discussion and analysis. Report the outcome of the
group discussion in front of the class.

OBJECTIVE 2:

Compare the similarities and differences of Philippine Musical from Western

Musical Plays of the 20th and 21st Century.
ACTIVITY:

Watch an excerpt videos of Philippine Musical and Western Musical Plays of

the 20thand 21st Century and write your observation based on the videos presented.

https://www.youtube.com/watch?v=PXU3sZNltC4

https://www.youtube.com/watch?v=QWjovLg1JlM&spfreload=10

ASSESSMENT:

Answer the table below.

Philippine Musical Play Western Musical Play

OBJECTIVE 3:

Appreciate the importance of music as major exponents of our cultural

heritage expressed through Philippine musical plays.

ACTIVITY:

Compose your own song or adapt melodies of existing songs popular in your
community. Then, write your own lyrics suited to the melody for the song adaptation
from their musical play. Create or improvise appropriate sounds, music, gestures,
movements, and costume.

ASSESSMENT:

Answer the following questions. Write your answer on a ½ sheet of paper.

What Insights did I gain from this activity?

LYZIEL C. MANUBAG

Agsam Integrated School, Writer