QUARTER 2

MAPEH (Music) G8
 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by
their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective
copyright owners. The publisher and the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON Music G8

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

MAPEH (Music)
Grade 8

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Ronald Lozano
Content Creator & Writer

Jhonathan S. Cadavido
Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABARZON Music G8
 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in MAPEH (Music) as
prescribed by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Music G8

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Music G8

WEEK East Asian Music
1 Lesson
I
At the end of this lesson, you should be able to recognize the relationship
of socio-cultural aspect of Japan, Korea and China in the development of their
music and appreciate their music through listening perceptively.

Japan, Korea, and China are some of the countries in East Asia. These
three countries has wonderful and exceptional culture and tradition they share
with the world through their performances. Let’s discover the beauty of their
traditional vocal and instrumental music.

Japan

The traditional music of Japan is quite different from the western music.
The musical interval in Japan is based on human breathing, not on
mathematical timing.

The Japanese musicians show their spiritual self-mastery through

mastering the instrument than simply perfecting a technique. They give more
importance to their performance and composure.

Basically, the traditional music of Japan is meditative in character.

Traditionally, the Japanese music performance has been spiritual in

character. It is similar to martial arts and other forms of art such as the tea
ceremony and calligraphy. Usually, their music is about religious festivals,
work, dance, love, and regional songs.

Historically, the music of Japan has been greatly influenced by Chinese

music. Some of its forms and popular instruments are adopted from China.

China

China has a long and influential musical tradition. For centuries,

musician develops different styles in music and invented or adopt many
musical instruments.

The teaching of Confucius dominated the culture of Chinese for several

thousand years. Confucius conceived their music as a way of calming
passion and dispelling unrest, rather than as a form of amusement.

They believed that sounds influence the harmony of the universe.

PIVOT 4A CALABARZON Music G8 6

Korea

The traditional music of Korea is generous in the use of bright rhythms

and melody. It gives more energy and capricious contrast to the nation’s
collection of classical music works.

Their folk music represents the soul and sound of traditional Korean
villages with a wide-ranging array of music forms.

Two Major Divisions of Traditional Korean Music

1. Chong-ak

It means “right music”. It is the music correlated with the ruling classes. It
also pertains to ensemble music for men of high social status
outside of the court.

2. Sog-ak or minsogak

It is the music for lower classes or for the general public.

D
Learning Task 1: Fill out the table with the correct information. You may ask the
help of your guardian or you may research from the internet for this activity. Write
your answers on your answer sheet.

Country Location Neighboring Description of Music

countries
Japan

China

Korea

7 PIVOT 4A CALABARZON Music G8

Learning Task 2: Sing and interpret the 3 musical pieces and answer the
questions below. You may ask the help of your teacher, check the link or the
barcode beside each song to help you listen to the song. Write your answers on
your answer sheet.
Sakura
Suggested recording
Sakura sakura
Yayoi no sorawa https://
Mi-watasukagirl www.youtube.com/
Kasumika kumoka watch?
Nioizo izuru
Izaya zaya v=IKTRnO7SV68
Mini yukan

Cherry
Blossoms

Cherry blossoms,
Cherry blossoms
Across the Spring
sky,
As far as you can
see.
Is it a mist, or
clouds?
Fragrant in the air,
Come now, come,
Let’s look, at last

Mo Li Hua

Translation
What a beautiful jasmine flower
What a beautiful jasmine flower
Sweet-smelling, beautiful, stems
full of buds Fragrant and white,
everyone praises Let me pluck you
down Give to someone's family
Jasmine flower, oh jasmine flower

Suggested recording

https://www.youtube.com/
watch?v=za-V_2FBpTU

PIVOT 4A CALABARZON Music G8 8

 Arirang, Arirang, Arariyo...
Arirang gogaero
neommeoganda. Nareul
beorigo gasineun nimeun
Simrido motgaseo
balbbyeongnanda.
English Translation

Arirang arirang arariyo

Crossing over Arirang Pass
Dear who
abandoned me will not even
walk even ten Li before his/
her feet hurt

Suggested recording

https://www.youtube.com/
watch?v=f99tZQ8XtGM

1. Fill out the table with the correct information.

Song Country of Origin

Sakura

Mo Li Hua

Arirang

2. What do you think is the message of these songs?

Sakura
Mo Li Hua
Arirang

3. Do you think the melody and rhythm of the song are appropriate to deliver the
message of the song? Why?

9 PIVOT 4A CALABARZON Music G8

 E
Learning Task 3: In your answer sheet, compare and contrast the music of
Japan, Korea, and China on Learning Task 2. Answer the guide questions below.

Japan China Korea

Similarities

Differences

Guide Questions:
1. How is culture reflected in the music of Japan, China, and Korea?
2. What is the relevance of the music of Japan, China, and Korea in the society?

Learning Task 4: On your answer sheet, draw any symbol that will show the
relationship of culture in the music of Japan, China, and Korea. Write a short
explanation for each symbol.

________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________.

________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________.

________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________.

PIVOT 4A CALABARZON Music G8 10

Learning Task 5: Write TRUE if the statement is correct and FALSE if it is
incorrect. Write your answers on your answer sheet.
1. China has influenced the music of Japan.
2. The traditional music of Japan is based on social status.
3. Sakura song is about goodbye.
4. Koreans believed that music influenced the harmony of the
universe.
5. The Japanese are generous in the use of bright rhythm and melody.

A
Complete the paragraph below. Do this task on your answer sheet.

The _______________ show their spiritual _____________ through mastering

the instrument than simply perfecting a technique of some sort and how they give
importance to their performance and ________________.

______________ has a long and influential musical tradition. For centuries,

musician develops different styles in music and invented or adopt many musical
instruments.
EThe traditional music of _____________ is generous in the use of bright rhythms
and ____________. It gives more energy and capricious contrast to the nation’s
collection of classical music works.

11 PIVOT 4A CALABARZON Music G8

WEEK
East Asian Music: Musical Instruments
2 Lesson
I
At the end of this lesson, you should be able to analyze the musical
elements of selected songs and instrumental pieces heard and performed from
East Asia and show appreciation through Poster Making.

Japanese Vocal Music

Japanese music has two modes, the yo-sen and in-sen mode.
The two modes consist of five primary tones-based on a scale with
seven tone. The remaining tones are considered as auxiliary tones.
The classical Japanese melodies are based on yo-sen and in-sen mode but
not always in one mode alone. It usually shift on both modes.
Chinese Vocal Music
The prominent expressive features of Chinese music are the melody and
tone color. Chinese vocal quality is often described as being high-pitched and
nasal. This is generally true, but there are regional differences. The northern style
of singing (such as Peking opera) tends to be higher and more shrill than the
southern style of singing (such as Kun Opera or Nanguan).
Pentatonic scale or 5-tone scale is commonly used in Chinese music.
Korean Vocal Music
The music of Korea has a slow tempo that gives a very peaceful and pensive
character. Skilled singers and drummer perform Pansori Music.

Listening and watching of recording music representing Japan, China,

and Korea revealed through the musical elements used.
 Vocal timber— nasal and throaty
 Rhythm— duple, triple, quadruple
 Melody— pentatonic scale, diatonic scale
 Texture:
 monophony (acapella);
 homophony (with chordal accompaniment);
 heterophony (same melody but ornamented by several instruments
5. Form— Strophic (using the same tune on different verses)

PIVOT 4A CALABARZON Music G8 12

 D
Learning Task 1: Search the words related to East Asian music in the puzzle and
answer the questions below. Write your answers on your answer sheet.

M O L I H U A S Q K

A J S K V P K A W C

P A K E O R S K Y H

A P L T F R P U U I

D A J Y D H E R S N

R N C W S V S A D A

S A R O P B C M W Q

P P A R I R A N G P

1. What are the words that you found in the puzzle?

2. Are they related to East Asia? Why did you say so?

13 PIVOT 4A CALABARZON Music G8

Learning Task 2: Sing and interpret the 3 musical pieces below. You may ask the
help of your guardian or you may check the link or the barcode of each song you
listen.

Japanese song

Suggested recording

https://www.youtube.com/watch?v=IKTRnO7SV68

PIVOT 4A CALABARZON Music G8 14

 Chinese Song
Mo Li Hua

Translation Suggested recording

What a beautiful jasmine flower What a https://
beautiful jasmine flower Sweet- www.youtube.com/
smelling, beautiful, stems full of buds watch?v=za-V_2FBpTU
Fragrant and white, everyone praises
Let me pluck you down Give to
someone's family Jasmine flower, oh
jasmine flower

15 PIVOT 4A CALABARZON Music G8

 Korean Song

Arirang, Arirang, Arariyo... Arirang

gogaero neommeoganda. Nareul
beorigo gasineun nimeun Simrido
motgaseo balbbyeongnanda. Suggested recording

English Translation https://www.youtube.com/

watch?v=f99tZQ8XtGM
Arirang arirang arariyo Crossing
over Arirang Pass Dear who
abandoned me will not even walk
even ten Li before his/her feet hurt

PIVOT 4A CALABARZON Music G8 16

Learning Task 3: On your answer sheet, answer the following guide questions
and fill up the table based on Learning Task 2.
Guide Questions:
1. Describe the musical pieces using the table below.
2. Based on your answers, what can you conclude on the musical elements of

Musical Elements Japan folk Chinese folk Korean folk

song song song
Sakura Mo Li Hua Arirang

Meter

Melody

Form

E
Learning Task 4: Make a poster that will describe the music of Japan, China,
and Korea. Write a short explanation about the poster. Do this on your answer
sheet.

Criteria Points
Creativity 5 pts
Effort/Perseverance 5 pts
Relevance to the theme 5 pts
Craftmanship/Skill 5 pts 5 pts
Originality 5 pts

Learning Task 5: Write the similarities and differences of Japanese, Chinese, and
Korean music to the Philippine music on the table below. Do this activity on your
answer sheet.

Philippines
Country
Similarities Difference
Japanese
Chinese
Korean

17 PIVOT 4A CALABARZON Music G8

Learning Task 6: On your answer sheet, identify which country is being
described in the following statements.

1. It uses a pentatonic scale.

2. It uses two modes in their music.
3. It uses slow tempo that shows peaceful character.
4. It has two auxiliary tones.
5. Its music is more melodic rather than harmonic.

A
Complete the statement below. Write your answers on your answer sheet.

In this lesson, I realized that ___________________________________________________

________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________.
This lesson will help to ________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________.

PIVOT 4A CALABARZON Music G8 18

 WEEK
Musical Instrument of East Asian 3
I Lesson

At the end of this lesson, you should be able to recognize the different
musical instruments of Japan, China, and Korea, explore ways of producing
sounds on variety of sources that would simulate instruments being studied,
draw possible improvise musical instrument, and develop creativity through
searching possible materials in making improvised musical instrument.
Classification of Musical Instruments (Hornbostel-Sachs System)

1. Chordophone (String instruments)

2. Aerophone (Woodwind instruments)
3. Membranophone (Percussion instruments)

Musical Instruments of Japan

Percussion Instruments (Membranophone)

Odaiko is a big drum. The Odaiko

performance gives physical energy and
sheer excitement. It is an integral part of
many Japanese Matsuri.

Tsuzumi is an hourglass-shape
instrument. It has two varieties, the
smaller (kotsuzumi) and the larger
(otsuzumi). These instruments are used in
both Noh and Kabuki performance.

Tsuridaiko is a large hanging barrel

drum. The two mallets are used to play
tsuridaiko on the other side only.

Taiko is a drum that has various sizes

and it is used to play a variety of musical
genres.

19 PIVOT 4A CALABARZON Music G8

 String Instruments (Chordophone)
Koto is a 13-stringed zither. It is made of
Paulownia wood and about two meters
long. It performs through plucking using a
pick on the thumb and first two fingers of
the right hand, while the left hand can be
used to modify pitch and tone

Shamisen is a stringed instrument and

performs through plucking. The strings
stretched across a resonating body. The
neck is fretless.

Biwa is a short necked fretted lute. This

instrument is commonly used in narrative
storytelling.

Wind Instruments (Aerophone)

Shakuhachi is the most famous flute

made from bamboo. It consist of four or
five holes on the front face and a thumb
hole on the rear face. It was imported from
China for Gagaku.

Nokan is a bamboo flute (fue) is the only

melodic instrument perform in Noh. The
melody of this instrument has no specific
pitch relationship with the melody of the
chanting.

Hichiriki is one of the two main melodic

instruments in Japanese Gagaku music. It
is a double reed Japanese flute.

Sho was introduced from China during

the Nara period and it has free reed.

PIVOT 4A CALABARZON Music G8 20

 Shinobue has a high pitched sound and it is also
known as takebue.

Ryuteki is a Japanese transverse fue made of

bamboo and it literally means dragon flute. It is
used in Gagaku.

Chinese Musical Instruments

Yueqin is a moon-shaped lute with a shorter neck

and four strings. It is used to accompany local
operas.

Pipa is a four-stringed lute with 30 frets and a

pear-shaped body. It has extremely wide
dynamic range and remarkable expressive power.

Erhu is one of the most popular instruments in

China. It is fiddle with two strings. This
instrument can be performed as solo as well, in
small ensemble or large orchestra, and by various
ethic groups.

Yunluo is a set of ten small tuned gongs mounted

in a wood frame. It literally means cloud gongs or
cloud of gongs. This instrument is
generally equal in diameter, but different in
thickness. The pitch depends on the thickness of
the gongs.

Sheng is known as a Chinese mouth organ. It

consist of 12 to 36 bamboo pipes. The pipe has a
different length and it has a brass reed on the
bottom and a hole that must be locked in order to
make a sound.

21 PIVOT 4A CALABARZON Music G8

 Dizi is the traditional Chinese flute. It can have a
membrane over an extra hole to give the rattle
effect. To play Dizi, the performer blow across the
mouthpiece and to produce a different note by
stopping the six holes found in the rod.

Zheng is an elongated-trapezoid with 13 to 21

strings stretched over individual bridges. The
range spans of this instrument are three to four
octaves.

Pengling. The two small bells are made of

high-tin bronze. It is a coloring rhythmic
instrument.

Korean Musical Instruments

Stringed Instrument

Kayagum (gayageum) is a zither like string

instrument, with 12 strings, but recent variants
have been constructed with 21 or more
numbers of strings.

Geomungo is a traditional Korean six-string

plucked zither with bridges and frets.

Haegum has a two-string vertical fiddle. It has

two silk strings, rod-like neck, a hallow wooden
soundbox. It is played vertically on the knee
using with a bow.

PIVOT 4A CALABARZON Music G8 22

 Wind Instrument

Piri. Its large and cylindrical bore makes

it sound mellower than other types of
oboe. It is made of bamboo and performs
both folk and classical music of Korea.

Percussion Instrument

Changgo is an hourglass-shaped body

with two heads made from animal skin.
Both heads produce sounds with different
pitch.

D
Learning Task 1: Classify the following instruments using the Hornbostel-Sachs
System. Write your answer on your answer sheet.

Musical Instruments Hornbostel-Sachs System

(Idiophone, Membranophone,
Chordophone, Aerophone)

23 PIVOT 4A CALABARZON Music G8

Learning Task 2: On your answer sheet, answer the following questions.

1. Which East Asian musical instruments do you like most? Why?

2. What is the importance of understanding the Hornbostel-Sachs classification
of some East Asian musical instruments?
3. How would knowledge on playing East Asian musical instruments help you in
exploring the sounds most especially in creating improvised musical
instruments?

E
Learning Task 3: If you will make or create an improvised musical instrument
inspired by the East Asian Music, specifically Japan, China, and Korea, what
materials do you suggest to use for the following instruments:
A. Chordophone
B. Aerophone
C. Membranophone

Learning Task 4: In a bond paper, draw an improvised musical instruments.

Then, list down the materials to be used.

Materials:

Material Specifications

PIVOT 4A CALABARZON Music G8 24

Learning Task 5: Identify the name of the instrument and its place of origin.
Write your answers on your answer sheet.

Name of Instrument Place of

Origin
1. It is called as mouth organ.

2. It is a four-stringed lute with 30 frets

and a pear-shaped body.
3. It literally means dragon flute.
4. It is a two—string vertical fiddle.

5. It is a six string zither.

Learning Task 6: On your answer sheet, make a short essay on the question
below.
After answering the learning tasks in this lesson, what did you discover in
the Japan, Chinese, and Korean musical instruments?

A
Complete the paragraph below. Do this task on your answer sheet.

____________ is a zither like string instrument, with _____________, but

recent variants have been constructed with 21 or more numbers of strings.
Changgo is an ___________ body with two heads made from animal skin.
Both heads produce sounds with different pitch.
_____________ is a big drum. The Odaiko performance gives physical energy
and sheer excitement. It is an integral part of many Japanese Matsuri.

25 PIVOT 4A CALABARZON Music G8

WEEK Improvised Musical Instrument
4 Lesson
I
At the end of this lesson, you should be able to recall the musical
instruments of Japan, China, and Korea as your inspiration in creating
improvised musical instrument.

Observe the pictures of the musical instrument below. Try to name them in
your notebook.

1. 3.

2.

4. 5.

PIVOT 4A CALABARZON Music G8 26

 D
Learning Task 1: Make a project plan for your improvised musical instrument
using the format below as your guide. Do this activity in your answer sheet.

Improvised musical instruments are made from objects like plastic, bottle,
tin can or any materials that can be found in the house. It is designed like the
real musical instruments and the sound produced is almost like the real one.

Title: My Improvised Musical Instrument

Objectives:
Draw your possible
output
Possible Materials :
Procedure:
(Write the step by step
procedure)

E
Learning Task 2: On your answer sheet, answer the questions based on your
project plan on the improvised musical instrument.

1. Are the majority of the materials of the improvised musical instrument in

your project plan indigenous or be found in your home?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Did you achieve the sound or the tone that you desired for your performance?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

27 PIVOT 4A CALABARZON Music G8

 After you went through with the previous tasks, you may now create the
improvised musical instrument. Please note that your output here, the improvised
musical instrument that you will create will be used as your accompaniment in
your performance.

Learning Task 3: From any recyclable or indigenous materials at home, make a

simple improvised musical instrument reflecting. Be guided by the
abovementioned rubric.
Rubric for Assessment.

Criteria 4 3 2 1
Excellent Proficient Basic Below
Basic
Appearance of the
instrument

M u s i c a l
characteristics of the
instrument

Learning Task 4: On your answer sheet, answer the following questions.

1. How was the experience in making improvised musical instrument?
2. Why do we have to create improvised musical instruments?

Learning Task 5: On your answer sheet, write a simple essay relating the
quotation below on the lesson.
It’s not the lack of resources that cause failure, It’s the lack of
resourcefulness that cause failure” - Tony Robbins

A
Complete the paragraph below. Do this task on your answer sheet.

In this lesson, I learned that ____________________________________________

________________________________________________________________________________.
In creating improvised musical instrument, I realized that ________________
_____________________________________________________________________________.

PIVOT 4A CALABARZON Music G8 28 PIVOT 4A CALABARZON

 WEEKS
East Asian Folk Song Performance
Lesson 5-6
I
Now we come to the highlight of this module, your performance. Are you
not excited? This is your chance to apply or show your knowledge and skills on
East Asian Music through you performance. But before you go on with the show,
you must first know and understand the criteria in which you will be assessed
with.
Do your best because the show is a great evidence of your knowledge and
skills you attained in this module as a whole. Good luck and enjoy performing.
At the end of this lesson, you should be able to perform the
Sakura, a folk song from East Asia using one’s own accompaniment. You are also
expected to show confidence in your performance.

Observe the pictures below. Can you tell what they are doing? Do you think
they are performing? Do you think they are confident in their performances? Can
you perform with confidence?

How about the pictures below? Can you tell what improvised instruments
are they? Have you tried once an improvised instrument? Can they be used as
accompaniment?

29 PIVOT 4A CALABARZON Music G8

 D
Learning Task 1: Master the song and use your improvised musical instrument
as accompaniment. If you have an internet access you may use the link below.
The QR code is also provided for you so you can easily search the song.

Suggested recording

https://www.youtube.com/watch?v=IKTRnO7SV68

Learning Task 2: Describe the characteristics of Sakura folk song from Japan by
answering the given questions. Write your answers in your notebook.

1. What is the message of the song?

2. What is the time signature of the song?
3. Describe the melody and form of the song.

PIVOT 4A CALABARZON Music G8 30

 E
Learning Task 3: Perform the Sakura folk song with your improvised musical
instrument. Record your performance in your phone or any available mobile
device and send it to your teacher after. If you do not have a phone or mobile
devices, prepare a slideshow of pictures or drawing about this performance. Use
the rubric below as a guide.

Rubric for Assessment

Criteria Excellent Very Good Good Needs

Improvement
(5 pts) (4 pts) (3 pts)
(2 pts)

Mastery of the song

and the use of
improvised musical
instrument

Interpretation of the
song
Timing

Dynamics

Learning Task 4: Answer the given questions below and write your answers on
your answer sheet.
1. Which part of the song do you like most? Why?
2. How was the experience to sing a Japanese song?

Learning Task 5: Make an essay about your experience in performing Sakura folk
song. Write it on your answer sheet.

31 PIVOT 4A CALABARZON Music G8

 A
Learning Task 6: After you listen or read an Asian folk song, write on your
answer sheet at least five suggestions to improve your performance if given the
chance to render again an Asian folk song.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Follow the sample format below.

Sample Asian Folk Song Suggestions on how to perform this song

Ex. Sakura It is better if I will have a tribal music background.

PIVOT 4A CALABARZON Music G8 32

 WEEKS
Performance Evaluation
Lesson 7-8

I
How do you feel with your performance? Are you satisfied? Were all your
plans materialized? Congratulations! Whatever happened in your performance
you must be proud of yourself. This is a big step on your part. With this, you
learn more about yourself. Your knowledge, skills and even your limitations were
revealed. And, knowing all of these, there is a great possibility for you to improve
yourself.

At the end of this lesson, you should be able to evaluate your own
performance guided by the rubric and write a simple performance analysis to
show appreciation with your own skills.

D
Learning Task 1:
In your answer sheet, recall and write the characteristics of vocal and
instrumental music of Japan.

Vocal Music Instrumental Music

Characteristics

33 PIVOT 4A CALABARZON Music G8

Learning Task 2: In your previous lesson you’ve performed the Sakura song with
your improvised instrument. Now, you will assess your own performance using
the rubric below. Write your rating on your answer sheet.

Rubric for Assessment

Criteria Excellent Very Good Good Needs Im-

provement
(5 pts) (4 pts) (3 pts)
(2 pts

Mastery of the song

and the use of impro-
vised musical instru-
ment

Interpretation of the
song
Timing

Dynamics

E
Learning Task 3: Complete the statement below. Use your score in the rubric in
the previous activity. Write your answers on your answer sheet.

In the previous performance based test, my strength are __________________.

In the previous performance based test, my weakness are _________________.

PIVOT 4A CALABARZON Music G8 34

Learning Task 4: Make an essay that describes your performance and how you
will improve for the next performance. Do this activity on your answer sheet.

Rubric for Assessment

Points CRITERIA
Excellent The response is clearly demonstrates an understanding
5 pts of the task. It contains all requirements and gives an
insightful explanation and opinion that leads to extend
the aspects of the text.
Very Good The response is clearly demonstrates an understanding
(4 points) of the task. It contains all requirements, and gives some
explanation and opinion using situation or ideas from
the text as support.
Good The response addresses all of the requirements, but
(3 points) partially demonstrates understanding of the task, and
uses text incorrect resulting in an inconsistent
explanation.
Needs Improvement The response shows minimal understanding of the task,
(2 points) does not complete the requirements, and provides
unclear content.
Unacceptable The response is not connected to the topic.
(1point)

Learning Task 5:
Based on your self assessment, what are your strengths and weaknesses?
What can you suggest to yourself to improve your skills in music? Write your
answers on your answer sheet.

My Suggestion:
1.
2.
3.
4.
5.

35 PIVOT 4A CALABARZON Music G8

Learning Task 6: On your answer sheet, write a simple essay relating the
quotation below on the lesson.
“We do not learn from experience…
we learn from reflecting on experience”
- John Dewey -

A
Complete the paragraph below. Do this task on your answer sheet.

In this lesson, I learned that ___________________________________________________

________________________________________________________________________________
_______________________________________________________________________________.

In this lesson, I realized that ___________________________________________________

________________________________________________________________________________
_______________________________________________________________________________.

PIVOT 4A CALABARZON Music G8 36

PIVOT 4A CALABARZON Music G8 37
Week 4
1. Tsuzumi
2. Odaiko
3. Pengling
4. Yunluo
5. Shamisen
Week 4
Learning task 7 Learning task 1 Learning task 6
1. Sheng China 1. Idiophone 1. China
2. Pipa Japan 2. Chordophone 2. Japan
3. Ryuteki Japan 3. Chordophone 3. Korea
4. Haegum Korea 4. Membranophone 4. Japan
5. Geomungo Korea 5. Aerophone 5. China
Week 3 Week 2
Learning Task 7
Learning Task 1
1. True
Mo Li Hua, Japan,
Korea, Sakura, Arirang, 2. Korea
China
3. Cherry Blossoms
4. Chinese
5. Korea
Week 2 Week 1
Key to Correction
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8
Week 5 LP Week 6 LP Week 7 LP Week 8 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

PIVOT 4A CALABARZON Music G8 38

 References

Department of Education. (2020). K to 12 Most Essential Learning Competencies

with Corresponding CG Codes. Pasig City: Department of Education.

Department of Education Region 4A CALABARZON. (2020). PIVOT 4A Budget of

Work in all Learning Areas in Key Stages 1-4: Version 2.0. Cainta, Rizal:
Department of Education Region 4A CALABARZON.

Department of Education. Grade 8 Music and Arts Learner’s Module . Pasig City:
Department of Education.

Department of Education. Grade 7 Music and Arts Learner’s Module . Pasig City:
Department of Education.

39 PIVOT 4A CALABARZON Music G8

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

Email Address: lrmd.calabarzon@deped.gov.ph