S.

Y 2019- 2020

LEARNING PLAN in MAPEH 8

DATES: QUARTER: 4th

WEEK: TEACHER: MS. CHERRY MAE L.
CARREDO

CONTENT STANDARD: The student demonstrates understanding of common and distinct

musical characteristics of South Asia and Middle East.

PERFORMANCE STANDARD: The student performs Southeast Asia and the Middle East
music with appropriate pitch, rhythm, expressions, and style.

ESSENTIAL UNDERSTANDING:
The students will understand that..
1. Studying foreign music connects people of different nationalities.
2. Digital learning boosts the student’s confidence and enhances their musical works.

ESSENTIAL QUESTION:
The students will explore responses to the following questions:
1. How is the music of India distinct in musical form and style?
2. How does culture affect music?
3. How does one musical style influence another?
4. What determines a style of music? Why does each instrument and voice have its own
timbre?

LEARNING COMPETENCIES:
The learners will know:
1.

FIRST MEETING

Learning Targets:
1. explain how South Asian and Middle Eastern music relates to its geography and
culture;
2. listen perceptively to the music of India;
3. sings songs of India;
4. analyze musical elements songs and instrumental pieces heard and performed;
5. perform on available instruments from South Asia and the Middle East; and
6. evaluate music and music performances applying knowledge of musical elements
and style.

Subject Matter: Music of India

I. PRELIMINARIES (10 minutes)
A. Prayer
B. Checking of Attendance
C. Classroom Setting

II. LESSON PROPER

A. Explore (15 minutes)

1. Introduce the essential question.
2. Present the Lesson Objectives.
3. Motivation
a) Ask the students their own interpretation of this quote: “Different nations, one
purpose, one music.
b) Explain the importance/reasons of discussing music of different countries.
c) Ask the students: What for you is Indian music?
(Values Integration: Artistic Excellence)

B. Firm-Up (40 minutes)

1. Small Group Discussion
a. The teacher starts the discussion by showing picture of SAM YG, an Indian
descent but 100% Filipino at heart. Explain that he is an international recording
artist, Survivor Philippines winner, an actor/model, a deejay/host, and a television
host/actor.
b. Discuss the Indian music elements, vocal, and instrumental forms.
c. Show the music of Shiva and let the students understand its history to the
Indians.

2. Music Analysis/Instrument Playing

The teacher let the students sing song with proper application of Indian music
characteristics and they can use audiovisual materials and available musical
instruments.

C. Deepen (20 minutes)

1. To enhance the students’ understanding of the lesson, give and explain
prominent persons connected with Indian music like Ravi Shankar (“Let’s
Explain” part). Discuss also the Did you know part about George Harrison of the
Batles who used a sitar in the song “Norwegian Wood (This Bird as Flown).”
Show video clips of his performance.
Integration to other Subject: Araling Panlipuan (History of Indian Culture and
Tradition); Western Music

2. The teacher will make a Smart Check by asking the students to answer the
“Let’s Recall” and “Let’s Explain” questions on pages 5 and 6 of the textbook.

D. Transfer (25 minutes)

 1. The teacher will group the students into dyads for the “Small Group Discussions:
Determining key Ideas.”
2. The teacher will give these directions: Listen to Indian traditional music and
compare it with other traditional music from any country in South Asia. The students
may use the given graphics below;
COMPARE and CONTRAST
Main Topic/s:

Subtopic/s: Subtopic/s:

ALIKE

DIFFERENT

E. Summary of the Lesson (10 minutes)

1. The teacher will repose the Essential Question:
a. How is the music of India distinct in musical form and style?
b. How does culture affect music?
c. How does one musical, style influence another?
d. What determines a style of music? Why does each instrument and voice
have its own timbre? Emphasize the uniqueness of Indian music.
2. The teacher will facilitate the formulation of new big ideas and emphasize its
importance:
a. Studying foreign music connects people of different nationalities.

F. Assignment/Agreement:
Ask the students to read “Let’s Apply” and Going Beyond on pages and of the
textbook.

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS

K to 12 Curriculum Compliant MAPEH 2017. Learning Guide with Curriculum Map, The
Phoenix Publishing House Inc., Quennie S. Miranda, Laura R. Jugueta, Guinevere E. Sacdalan,
and Maria Teresa R. San Jose

Materials: Audiovisual materials

 available instruments
Speakers

V. REMARKS