PRE-COLONIAL MUSIC AND DANCE

A Millii Thoughts Thursdays: Aristel Delacruz, Verma Zapanata, Maurus Dumalaog

September 25, 2008

Description: We will be teaching the students about cultural dances that remained
untouched by the Spanish and those of which have no Western influence. Through dance
descriptions and costumes, we will give the students an idea of how the dances were
performed and their purpose. We will also be exposing the students to the individual
instruments that make up the Kulintang Ensemble and lastly give them the opportunity to
learn how to play some of the instrument and learn some of the dances.

Lesson Plan Materials:

 Instruments: Drums, Gongs, Sarunay, etc.

 PowerPoint
 Costumes: Malongs, Ifagao Suite, Kalinga Suite, Necklaces, Headpeice
 Worksheet

Lesson Plan Definition and Rationale for choosing this word, Idea for pre-
CRITICAL phrase, or concept teaching or front-
VOCABULARY loading the
concept.

PRE- COLONIAL Period of time before colonization of a region or territory.

All events prior to the Spanish invasion into to the

Philippines- explaining how certain dances were able to be
preserved without any Spanish or Western influence.
ANIMISM The belief in the existence of individual spirits that inhabit
natural objects and phenomena.

Tying this concept into the Indigenous dances of the

Philippines and how the Northern Highlands based their
dances towards rituals and sacrifices to appease the
ancestors, cure ailments, ensure success in war, ward off ill
luck, bountiful harvest, favorable weather, birth, marriage
and death.

PART 1: CULTURAL ENERGIZER

Malong Battle: Each student will be given a Malong to wear and will compete to see which
group can come up with the most functions. Music will be playing in the background from the
Sarunay and drums using them as a time keeper. At the end of each song, every groups has to
have at least one new way to use the Malong. Of course, the group with the most points wins!

Step 1 Each student will be handed a Malong to wear.

Step 2 Split the classroom into four groups.
Step 3 Start playing the instruments, starting off slow and then increasing the tempo to give them less
and less time to come up with ideas.
Step 4 Each group will present their function.
Step 5 Each group to have a legitimate function receives a point.

PART 2: COMMUNITY COLLABORATION AND CULTURAL PRODUCTION

Part A.
Worksheet: Each of the students will receive a worksheet designed to follow along with
the PowerPoint smoothly, learning all the concepts and ideas.
Step 1 Pass out a worksheet.

Step 2 Instruct the students to fill in the answers as we go through the PowerPoint.
Step 3 Students will discuss the answers they got.
Step 4 Students will share and ask any questions that need clarification.

Part B.
Sayaw a’t Laro: After going through the Powerpoint, the students will get into
two groups. The first group will learn how to play all the different instruments we
brought in and the second group will learn a dance from the Muslim South.
Step 1 Get into two groups.
Step 2 Group one will pick an instrument between the gongs, drums, or sarunay. They will then learn
a beat which they will have to replicate.
Step 3 Group two will learn a Muslim dance using the Malongs and dancing to the beat of the drums.
Step 4 After five minutes the groups will switch.

PART 3: CONCLUSIVE DIALOGUE/CRITICAL CIRCULAR EXCHANGE

Problems/Questions of the Day: Based on the dances we exposed you to, how are they
similar to other cultures? After teaching you about the Kulingtang Ensemble and learning
that the woman are in the front, what does that say about gender roles in our culture?
How is Music and Dance important to one’s culture?
Connection: Because we are a multicultural class, we will explore more ways of how
the Filipino culture is similar to others.
Assessment: Do the students have a clear understanding of Pre-Colonial Music and
Dance? Can they name the two regions where they can be found and their purposes? How
does Music and Dance shape one’s culture?
 Name
Date

Pre- Colonial Music and Dance Worksheet

1.) Define the following terms:
A.) Pre- Colonial-
B.) Animism-

2.) Where in the Philippines can you find “un-colonized” style dances?

______________________ and ______________________

3.) Name the six main tribes of the Mountain Region.

______________________________________________________________________________

4.) What is another word for “Mountain People?”

_____________________

5.) What are the four main Muslim groups in the South?

______________________________________________________________________________

6.) Name 2 pieces of the Mountain Dance Costume and the Muslim Dance
Costume.

7.) Name and describe the following instruments:

__________________ ___________________ ___________________