MAPEH 5

MUSIC ( Module )
1st Quarter
By: Eric Dane D. Piamonte
LESSON 1
Content Standards
The student will be able to…
Recognize the musical symbols and
demonstrate understanding of concepts
pertaining to rhythm
Learning Competency
1. Respond to metric pulses of music heard with
appropriate conducting gestures.
2. Identify accented and unaccented pulses in 2/4,
3/4 and 4/4 ( Simple Time Signatures )
3. Perform songs in 2/4, 3/4 and 4/4 ( Simple Time
Signatures )
4. Determine the meter of the music by listening (
aural identification )
5. Explain and Demonstrate the meaning of the
time signatures 2/4, 3/4 and 4/4 Time Signatures.
Activity 1.1
Please answer the following activities as best
as you can.
Activity Hours Minutes Seconds
1. How long does it take for you
to take a shower or a bath in the
morning before going to school?
2. How long does it take for you
to eat your breakfast before you
go to school?
3. How long does it take for you
to arrive in school from your
house?
• It is always good to know how to measure
your time in doing your routine and be aware
of the IMPORTANCE of respecting TIME. We
must be ON TIME. We must be PUNCTUAL.
You should always be on time in the things
that you are doing. Because if we are LATE.
We will be left behind, or we end up MESSING
up the events and everybody.
• EVEN in MUSIC. You always have to move in
time because music is made up of patterns of
sounds moving in time.
Let’s Reflect

What is the IMPORTANCE of being able to

identify the meter or the song or the music
that you perform or listen to?
METER – measures how many beats there are
in a set. It is the pattern of accented and
unaccented beats.

It can be in twos, threes, and fours depending

on the patterns of beats.
Bar Line – encloses the beats into measures.

Time Signature – they are symbols found in

the beginning of a musical piece, tells us the
number of beats in each measure and the
note that receives one beat.
The upper number tells us that there are two beats in
each measure.

2
4
The lower no. tells us that the quarter note gets one beat.
• Refer to page 5 ( Enjoying Life Through MAPEH
) textbook for reference.

samples of different meters

samples of conducting patterns for 2/4, 3/4
and 4/4 Time Signatures. ( Students will have
to USE their RIGHT HAND / ARM for the
conducting patterns )
Activity 1.2
Responding to metric pulses of music heard with
appropriate conducting gestures.

A. Students will listen to a set of songs and will have

to identify its meter.
B. Students will demonstrate by using appropriate
conducting gestures to a set of songs played or
sung.
C. Students will be able to be in time with the
Metronome for the appropriate speed in cadence
to the time signature.
SONG Samples for the activity.

1. Leron, Leron Sinta ( 2/4)

2. Take a Chance on Me ( 4/4 )
3. Piano Man ( 3/4 )
Activity 1.3
Look for songs in 2/4, 3/4 & 4/4. Write at least
three titles of songs under the correct
heading.
2/4 3/4 4/4
LET’S PERFORM
PERFORMANCE OUTPUT 1 ( Ind. / groups of 3 )
Choose one song that you have written in
Activity 1.3 and sing it while demonstrating
the appropriate conducting pattern.
 RUBRIC
Criteria Advanced Proficient Approaching Developing Beginning
5 4 Proficiency 2 1
3
Conducting Can show the Can show the Can show the Can show the Cannot show
Pattern / correct correct correct correct the correct
beat conducting conducting conducting conducting conducting
pattern and pattern and pattern and pattern but pattern and
can move on can move on can move on can rarely cannot move
the beat all the beat the beat move on the on the beat
the time most of the sometimes beat but
time attempted to
perform.
Poise / Can conduct Can conduct Can conduct Can conduct Can conduct
Confidence with an with a very with a good with fair with very
excellent good posture posture and posture and poor posture
posture and and poise poise but poise and and poise
poise with with with few lacks and no
much confidence hesitations confidence confidence.
confidence
Checklist
Write this on your NOTEBOOK
Competencies NO YES
1. I can respond to metric pulses of music heard with appropriate
conducting patterns.
2. I can identify accented and unaccented pulses in 2/4, ¾ and 4/4
3. I can perform songs in 2/4, ¾, and 4/4
4. I can determine the meter of the music heard.
5. I can explain the meaning of the time signatures 2/4. ¾ and 4/4
LESSON 2
Content Standard
The student will be able to…

To read and write rhythms, notes, and rests

and perform a rhythmic composition in their
chosen meter.
Learning Competency
1. Identify visually and aurally different kinds of notes
and rests in a song.
2. Recognize rhythmic patterns, using different notes
and rests in simple time signatures 2/4, 3/4 & 4/4.
3. Identify accurately the duration of notes and rests in
2/4. 3/4 and 4/4 time signatures.
4. Perform rhythmic patterns in 2/4, 3/4 & 4/4.
5. Create different rhythmic patterns using notes and
rests in time signatures as 2/4, 3/4 & 4/4.
6. Use bar line to indicate groupings of beats in 2/4, ¾ &
4/4.
Does the ARTWORK show repetition?
Does the ARTWORK show pattern?
What do patterns contribute to the artwork?
Activity 1.4
Give 5 - 10 minutes for the students to go
around and list down 5 things that they see
that shows patterns, including nature. They
have to list it down using this template.
Name of Object / Thing Kind of Pattern Natural / Man-
made
1. Metal Bars at the gate. ( example ) Straight line Man-made
2.
3.
4.
5.
In art, repeated elements like lines, shapes,
and colors that form patterns is called
RHYTHM. It provides organization and unity.

MUSIC too has RHYTHM. Rhythm in music

consists of patterns of sounds, and silences or
different durations that move through time.
• What are NOTES?

• What are RESTS?

• What are their USES in MUSIC? Why are they

IMPORTANT in MUSIC?
Sounds and Silences are represented by
NOTES and RESTS. These notes and rests have
different duration or value. These are some of
the commonly used notes and rests and their
duration in 2/4, 3/4 & 4/4 time.

( refer to page 11 – 12 of Enjoying Through MAPEH textbook )

For the application of the notes and rests use the sample: “Mang Kiko” pp.
12 ( complete number )
“ Happy Birthday “ pp. 12 ( incomplete number )
These notes and rests are arranged to form
RHYTHMIC Patterns. These are organized into
sets with twos, three or four beats.
Example “ MANG KIKO”

Some rhythmic patterns have incomplete

number of beats on the first and the last
measures. But when you add up the values of the
notes and rests it will get the correct number of
beats. THIS means that the pattern does not start
on an accented beat but it starts with an
unaccented beat. Example “ HAPPY BIRTHDAY. “
Activity 1.5
Identifying accurately the duration of notes and rests 2/4, 3/4 & 4/4 in
time signatures.

Write the duration of the following notes and rests on the line.
1. Eight note = ¼ beats of sound
2. Dotted Half note = 3 beats of sound
3. Quarter note = 1 beat of sound
4. Half note = 2 beats of sound
5. Whole note = 4 beats of sound
6. Quarter rest = 1 beat of silence
7. Half rest = 2 beats of silence
8. Dotted quarter note = one and a half beat of sound
9. Whole rest = 4 beats of silence
10. Eight rest = ¼ beats of silence
Activity 1.6

Have the students create FLASH CARDS of the

different notes and rests and their respective
values. ( cardboard ) 2”x3” inches. 12 pieces.

Call the students and have them IDENTIFY

- Beat
- name
- Note or Rest ( Duration of Sound / Duration of
Rest )
 Activity 1.7
Identifying aurally and visually different kinds
of notes and rests in a song

( refer to pp. 13 textbook Enjoying Through MAPEH )

1. Bahay Kubo
2. Magtanim ay di Biro
3. While by My Sleep ( check youtube for sample )
 Activity 1.8
Using a Bar line to indicate groupings of beats
in 2/4, 3/4 & 4/4.

refer to pp. 15 of Enjoying Through MAPEH. ( photocopy the part and have
the students paste it in their NOTEBOOK. And have them answer it.
Sounds and Silences are represented notes
and rests that may be grouped into simple
meters such as duple, triple and quadruple. (
two’s, three’s and fours. )
Notes and rests can be arranged into rhythmic
patterns.
These are rhythmic patterns with broken
measures that are found at the beginning of
the pattern and at the last measure. (
incomplete patterns )
LET’S PERFORM
PERFORMANCE OUTPUT 2
Have students group themselves, they will
create a rhythmic composition with varied
notes and rest values. Have them write their
composition on a piece of sheet music. They
may perform their composition in a creative
way, they may use percussion, body
percussion or any sound source and with
proper timing.
 RUBRIC
Criteroa Advanced Proficient Approachin Developing Beginning
g
Proficiency
Compostion Can compose a Can compose a Can compose a Can compose a Can compose a
rhythmic rhythmic rhythmic rhythmic rhythmic
composition composition composition but composition but composition
that has correct that has correct some with many with incorrect
number of number of inaccuracy with inaccuracies number of
beats and is beats and is the number of with the beats.
very interesting interesting beats and is less number of
interesting beats.

Timing / beat Can perform Can perform Can perform Can rarely Can perform
with proper with proper with proper perform with but without
timing all the timing most of timing proper timing proper timing.
time the time sometimes

Creativity Can perform in Can perform in Can perform in Can perform in Can perform
a very creative a creative a somewhat a less creative with no
way manner creative manner manner creativity
Check list
Write this on your NOTEBOOK
Competencies NO YES
1. I can identify visually and aurally different kinds of notes
and rests in a song.
2. I can recognize rhythmic patterns using different notes and
rests in 2/4. ¾ & 4/4.
3. I can identify accurately the duration of notes and rests in
2/4. ¾ & 4/4.
4. I can use bar lines to indicate groupings of notes and rests.
5. I can perform rhythmic patterns in 2/4, ¾ & 4/4 .
6. I can create different rhythmic patterns using notes and
rests in time signatures as 2/4, ¾ & 4/4.
LESSON 3
Content Standard

The students will be able to…

identify and Understand what a tempo and
dynamics do to a musical piece and its
concepts and perform a rhythmic composition
with the proper and appropriate expression.
Learning Competency
1. Identify the different dynamic levels used in a song.
Use appropriate musical terminology to indicate
variation in dynamics, specifically piano. Mezzo piano,
forte, mezzo forte, crescendo and decrescendo.
2. Identify the various tempo used in a song.
3. Use appropriate musical terminology to indicate
variations in tempo.
4. Perform songs following the tempo and dynamic
markings appropriately.
5. Create and Perform a rhythmic composition with
appropriate tempo and dynamics.
Sample Video Clip
- Never Enough ( Greatest Showman )

- A Million Dreams ( Greatest Showman )

- Poco Loco ( COCO )

In the video samples or clips, various ways are
being expressed on the different emotions of
the characters through the way they sang the
song, their facial expressions. All of this would
easily tell us about how the person feels.

IN MUSIC, there are ways to convey the mood

and its meaning through the expressive
elements such TEMPO and DYNAMICS.
Activity 1.9
Learn the song. ( refer to pp. 20 ) Enjoying Life
Through MAPEH
“ GING GANG GOOLI”

How Should the Song Be Sung?

• Tempo refers to the speed of the beat of the
music. It can range from very slow to very fast.
Musicians use Italian words to mark the
tempo of a musical piece. These are called
“tempo marks”.
( refer to page 21 ) Enjoying Life Through MAPEH.
• Dynamics refers to the loudness and softness
of sound in music. It can range from very soft
to very loud.
( refer to pp. 21 )