IJA-SLM Mu4Q4-01 Duration: Fourth Quarter: - Ntegrity - Esponsibility - Xcellence - Iscipline

IJA-SLM Mu4Q4-01 Duration: Fourth Quarter
Dear ______________,
Falicity
In this module, we will be studying tempo, texture, and

harmony. We will explore together how these musical
elements are used in creating a musical composition. Get
ready to have some singing activities as you go through
this module with me. Let’s start!
After going through this module, you are expected to be able to:
 use appropriate musical terms to indicate variations in tempo;

 identify aurally and visually an ostinato or descant in a music sample;
 recognize solo or 2-part vocal or instrumental music;
 identify harmonic intervals (2 pitches);
 write samples of harmonic intervals (2 pitches) and;
 perform 2-pitch harmonic intervals.
This module contains the following lessons:

Suggested Number of
Lessons Days to Study
1. Tempo 2
2. Texture 2
3. Harmony 2
Now, let us prepare the things needed for our lesson:
Pen and paper; Coloring materials

Audio and video recorder
(smartphones or tablet) and
flash drive
Let’s go, my friend! Time to learn more about MUSIC!
• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

IJA-SLM Mu4Q4-01 Page 2 of 25
CONTENT/CONCEPT Lesson 1: Tempo
SPEED OF MUSIC
In this lesson, we will be studying tempo. Just like other elements
in music, it contributes in emphasizing the mood that you like to
express in your song. Different tempo markings are used to
indicate the speed of music.
CONTEXT (Integration to Real Life)
Express your mood through poetry and visual art. Draw an artwork that expresses
your emotions. Then, use the space provided to explain your drawing through a
2-stanza poem. You may explain your work in English or in Filipino.
Draw here:

Write your poem here:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What emotion/s did you use in your artwork?

_________________________________________________________________________
If you will interpret your poem as a song, at what speed are you going to
sing your song to give emphasis to your emotion? Explain your answer.
_________________________________________________________________________
_________________________________________________________________________
Tempo in music is important in expressing mood, feelings, or

emotions. Slow songs normally give us an emotional effect such
as sadness, calmness, peace, and romance. On the other hand,
fast songs usually provide us excitement, happiness, fun, and
groove.
VALUES INTEGRATION SUBJECT INTEGRATION

Excellence English/ Filipino
Creativity Poem Writing
Integrity Arts
Self-expression Drawing

PRODUCT (Desired Outcomes)
In this part, you are expected to:
 explain what tempo is;
 differentiate the tempo markings used in music;
 relate body movements to the tempo of a musical example and;
 sing a song with the correct tempo.
PROCESS (Procedure)
Before we proceed, let’s check your prior knowledge about tempo.

A. Describe the following tempo markings.
it is a fast pace note
1. Allegro ________________________________________________________________
2. it is a slow pace note
Lento _________________________________________________________________
3. Moderato it has a moderate speed of note
___________________________________________________________
4. it is a very fast pace note
Presto _________________________________________________________________
5. it is broad and very slow note
Largo _________________________________________________________________
B. Classify the following tempo markings.
SLOW TEMPO MARKINGS FAST TEMPO MARKINGS

Lento Allegro
Adante Presto
Largo Allegretto
Lento Allegro Presto

Andante Largo Allegretto
Check your work using the Answer Key in the Appendices of this module.

How was the activity? How many correct answers did you get?
If you got all the correct answer in the Pre-test without looking at
any reference, then you may proceed to the PRACTICE PART of
the lesson. If not, continue reading on. I’ll guide you throughout
this module!
The speed at which the pace of the music is played is known as the tempo.
Tempo refers to the speed in music. Different tempo markings are used in
music and commonly expressed in Italian terms.
Oftentimes, a composer will write a tempo marking above the first bar of a
musical piece to tell us how fast or slow to play.
From slowest to fastest, the commonly used tempo markings in music are:
TEMPO DESCRIPTION
Largo Broad, very slow
Lento Slow
Andante Moderately slow
Moderato Moderate speed
Allegretto Fairly quick and lively
Allegro Fast
Presto Very fast
However, my idea of what slow is (example, largo) may be totally different to

what your idea about what largo is. So, if the composer wants to be absolutely
sure that their musical piece is played at the very exact tempo, he/she might
decide to add a metronome marking (beats per minute).
In this example, this

particular tempo marking
tells us that there are 60
quarter notes per minute.

Now, let us have some singing activity. Get ready to show
your singing skills by performing the given songs below.
You may tap, clap, and snap your fingers to create sounds
that will accompany your singing. Enjoy!
Sing the song below using the correct tempo markings written.
Lento
Moderato

PRACTICE
Identify what is being described in each item. Write your answer on the space
provided before each number.
Tempo
_______________ 1. It refers to the speed of music.
Andante
_______________ 2. It means moderately slow.
Presto
_______________ 3. It means very fast.
Moderato
_______________ 4. At moderate speed
Allegretto
_______________ 5. It is described as fairly quick and lively.
Slow
_______________ 6. English term for lento.
Fast
_______________ 7. English term for allegro.
Largo
_______________ 8. It means broad and very slow.
Arrange the following items from slowest to fastest using the seven tempo
markings that you have learned.
Allegro
_______________ 1. Biking
Moderato
_______________ 2. Jogging
Andante
_______________ 3. Marching soldiers
Presto
_______________ 4. Racing cars
Allegretto
_______________ 5. A running man
Largo
_______________ 6. Snails in the garden
Lento
_______________ 7. Turtle walking

Look for a simple song and identify its tempo. Incorporate

different body movements based on the tempo used. Tell
something about the song you chose by answering the items
below. Present your performance to your parent/guardian and
let them sign this page (see space below).
Title of the Song: _________________________________________________________
Performed by: ___________________________________________________________
What is the message of the song? _________________________________________
__________________________________________________________________________
What are the emotions expressed in the song? ______________________________
What tempo is used in the song? ___________________________________________
How does it feel after doing the actions? ___________________________________
___________________________________________________________________________
When did you perform this activity? Specify the date. _______________________
To the parents/guardians:
Please sign this part if you have watched your child’s performance in this lesson.
_______________________________/_____________
Guardian’s Signature over Printed Name/Date
CRITERIA DESCRIPTION YES or NO (if no, why?)

Completeness I listened to a song and has
and Content identified the correct tempo (I
accomplished the song analysis
above).
Execution I incorporated actions or body
movements based on the
correct tempo (witnessed by
my guardian)
CRITERIA
Assess yourself, were you able to:

 explain what tempo is;
 differentiate the tempo markings used in music;
 relate body movements to the tempo of a musical
example and;
 sing a song with the correct tempo.
How will you rate yourself in this lesson? Check the box of your
answer.
DEVELOPING PROFICIENT ADVANCED

I understand the lessons, but I understand the lessons very I passed all the pre-test
some parts bother me, and I well and I was able to answer activities and skipped the
need to clarify it. all the activities! process part. I was able to do
all the activities!
Any Question?
Write it here.
If none, share your experience while doing the

activities.
_________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
CONGRATULATIONS!
You have finished our first lesson.
Jesus Loves You!

CONTENT/CONCEPT Lesson 2: Texture
MELODIC TEXTURE
In this lesson, we will be studying texture. Let us see how to
create layers of sound in a song. Thick, thin, heavy, and light are
the words that are used to describe the texture. Get ready to
enjoy some activities in discovering texture.
Think of your favorite song. Listen to it carefully and answer the questions below.
What song did you listen to?

You Are My Sunshine
______________________________________
What instruments are used in the song
that makes the song sound the way it
does?
Guitar
______________________________________
______________________________________
Why do these instruments are
important?
It matches the tone of the voice and its mood
______________________________________
also it can be used for intro/outro in a song.
______________________________________
It creates melody for the song that makes it good.
______________________________________
All the sounds that you will hear in a song are part of its texture whether
it is the singer or the instruments that are playing. We hear texture all
the time in music. Normally, we think of texture as the roughness or
smoothness of an object just like in art. But in music, we use texture
when harmonies and melodies interact within a song.

Excellence Art
Keenness & Accuracy Visual Texture


 define what texture in music is;
 identify the texture of a song;
 sing two-part rounds and partner songs and;
 differentiate ostinato from descant.
PROCESS (Procedure)
Before we proceed, let’s check your prior knowledge about texture.
A. Identify the texture of the given examples below.
Homophonic
_______________ 1. A solo singer accompanied by a piano.
Monophonic
_______________ 2. A boy humming a tune.
Monophonic
_______________ 3. A group of students singing the Philippine National anthem.
Polyphonic
_______________ 4. A group of friends singing Mary Had a Little Lamb in round.
Polyphonic
_______________ 5. A rock band performing songs in a concert.
B. Arrange the following words to identify what is being described in each

item.
Round
_______________ 1. D N O U R – two or more individuals singing the same melody
but begin at different times.
Partner
_______________ 2. T N R R E A P – way of singing two different songs at the same
time.
Texture
_______________ 3. X T U E E R T – layers of sound in a musical composition
Ostinato
_______________ 4. I T S O T A N O – a musical line that is continuously played or
repeated throughout a song.
Descant
_______________ 5. C N T A D S E – separate melodic voices that are sung or
played higher than the main melody.

How was the activity? How many correct answers did you get?
If you got all the correct answer in the Pre-test, then you may
proceed to the PRACTICE PART of the lesson. If not, continue
reading on. I’ll guide you throughout this module!
Texture in music refers to the thickness and thinness of a musical sound. It is

also describes how the melodies and harmonies interact in a song.
There are three types of texture in music: monophony, homophony, and

polyphony.
(mono – means one) MONOPHONY (phony – means to sound)

(homo – means same) HOMOPHONY (phony – means to sound)
(poly – means many) POLYPHONY (phony – means to sound)
Observe the visual representation below. This will help you understand how these
three types differ from one another.
MONOPHONY HOMOPHONY
POLYPHONY
Assume that the lines in the given examples are the melodic lines we hear in a
song. You will notice that…
…in a monophonic texture, you will only hear one melodic line being
sung or played by one person or group of singers.

On the other hand, in homophonic texture, you will notice

that there are several similar musical lines that are sung or
played in the same way. And lastly, in polyphonic texture it is
obviously has two (or more) different melodic lines that are
sung or played simultaneously.
Take note that monophony is the thinnest texture. It is a pure melody. Homophony
is considered a thick texture with accompaniment melodies and polyphony is
also a thick texture that has complementary melodies.
What are the examples of these types of textures? Study the table below:
Texture Examples
a soloist singing a song without background singers or
Monophonic
instruments
singing a song while playing the guitar as an
Homophonic
accompaniment
Polyphonic an orchestral performance
Several singing activities apply texture.

Here are some:
Round song – sung by two or more individuals or groups where they sing the
same melody but begin at different times.
Let us try the song “Are You Sleeping” in a round song.

Ask someone to sing this round song with you by following the flow. One person
will be assigned to sing the first column (labeled as singer 1) and the other person
will sing the second column (labeled as singer 2). Singer 2 will start singing only
when singer 1 reached the second line of the song. Check the table below.
SINGER 1 SINGER 2
Are you sleeping
Are you sleeping Are you sleeping
Brother John, Are you sleeping
Brother John Brother John,
Morning bells are ringing. Brother John
Morning bells are ringing. Morning bells are ringing.
Ding-dong-ding. Morning bells are ringing.
Ding-dong-ding. Ding-dong-ding.
Ding-dong-ding.

In this example, you notice that you and your friend were singing different parts of
the song at the same time. Therefore, the texture of the song is polyphony.
Partner song – singing two different songs that are sung at the same time.
These songs have different melodies that fit and sound good together.
This may sound very tricky. So, the singers should master the rhythm and melody
of the song assigned to them. Try to do this:
SINGER 1 SINGER 2
Mary had a little lamb
Little lamb, little lamb London Bridge is falling down
Mary had a little lamb Falling down, down down
Its fleece was white as snow London bridge is falling down
My fair lady.
Ostinato – a musical line that is continuously played or repeated throughout a

song. It can be rhythmic (beats) or melodic (with pitches).
Clap this rhythmic ostinato repeatedly. Sing this melodic ostinato
SO MI
DO MI LA SO
You may also think of a song and feel the beat. The repeated beat patterns in
the song are what we called ostinato.
Descants – are separate melodic voices that is sung or played above or

higher than the main melody. This is commonly heard in church hymns.
Recall some performances from a choir (or simply our school’s glee club). If you
will listen carefully to the texture of some of their performances, you will hear a
singer (or sometimes a group of singers) who sings
a countermelody. This is the part
where a singer sings the same part
of the song higher than the normal
pitch. He/she sings together with the
other singers who, on the other
hand, singing the main melody.

PRACTICE
Write TRUE if the given statement is correct, and if it is false, change the
underlined word/s to make the statement true.
True
_______________ 1. The layers of the sound heard in a song is called texture.
True
_______________ 2. Phony means to sound.
Homophonic
_______________ 3. Monophonic texture has accompaniment melodies.
True
_______________ 4. If the music is pure melody, it means that it has a thin
texture.
Thick
_______________ 5. Polyphonic and homophonic textures are both thin
textures
Polyphonic
_______________ 6. Homophonic texture uses complementary melodies.
True
_______________ 7. Descant can be described as a countermelody.
Polyphonic
_______________ 8. An orchestral performance is an example of homophonic
texture.
Monophonic
_______________ 9. A boy singing in a capella is an example of polyphonic
texture.
True
_______________ 10. Ostinato is the repeated musical line throughout a song.
Write M if the given example is a monophonic texture, H if it is a

homophonic, and P if it is a polyphonic.
M
_______________ 1. A group of students is singing the school chant.
M
_______________ 2. My sister is singing while taking a shower.
H
_______________ 3. He likes to sing in karaoke.
P
_______________ 4. My friends and I sing the songs in round.
H
_______________ 5. Brian enjoys recording himself singing while playing his
guitar.
M
_______________ 6. The teacher asked the students to sing Leron leron sinta as a
group.
P
_______________ 7. Ara enjoys watching orchestral performances.
H
_______________ 8. Nash is playing his flute while his sister is singing the song.
P
_______________ 9. Me and my friends enjoyed the battle of the bands last
night.
M
_______________ 10. I am amazed on how she played her violin.

Sing the given song in round. Invite someone to sing with you! You may also do
this activity in groups. Apply what you have learned about round songs.
SINGER 1 (or Group 1) SINGER 2 (or Group 2)

Three blind mice,
Three blind mice, Three blind mice,
See how they run, Three blind mice,
See how they run! See how they run,
They all ran after the farmer’s wife See how they run!
She cut off their tails with a carving They all ran after the farmer’s wife
knife
Did you ever see such a sight in you life She cut off their tails with a carving
knife
As three blind mice? Did you ever see such a sight in you
life
As three blind mice?
I performed this round song with (write his/her/their name/s) _____________________

______________________________________________________________________________.
He/she/they is/are my (relationship to you) ____________________________________.
This time, let us use three songs in a partner song

performance. Sing the songs: “Three Blind Mice”,
“Row, Row, Row Your Boat”, and “Are You
Sleeping?”. Sing all these songs together at the same
time. If you prefer to perform only two songs, you
may do so.
I performed this round song with (write his/her/their name/s) _____________________
______________________________________________________________________________.
He/she/they is/are my (relationship to you) ____________________________________.
CRITERIA YES WHY NOT?

I participated actively in singing
round and partner songs.
I displayed effort, confidence,
and joy in performing round and
partner songs.

CRITERIA

 define what texture in music is;
 identify the texture of a song;
 sing two-part rounds and partner songs and;
 differentiate ostinato from descant.
How will you rate yourself in this lesson? Check the box of your answer.

all the activities!
Any Question?
Write it here.

activities.
_________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
CONGRATULATIONS!
You have finished our second lesson.
Jesus Loves You!

CONTENT/CONCEPT Lesson 3: Harmony
HARMONY
In this lesson, we will be studying harmony. We will recall the
different intervals used in music. Harmony is one of the musical
elements that helps the composer communicate the feelings he
or she wants to express in the song.
Observe the notes on the staff. Have you ever wonder how is this played in
music? Do you have any idea why notes are arranged this way?
timrohwer.blogspot.com
Music sheet is very important to the musicians. It guides the singers and
instrumentalists on how to perform a particular song. Knowing how to read
and write music on the staff requires knowledge about the different musical
elements. This will help you work with the other musicians in composing a well-
crafted musical composition. Also, your skills in putting up ideas into words will
help you express your emotions and feelings through music.

Excellence English/Filipino
Creativity and Mastery Expressing ideas through
Discipline writing
Following Guides

 describe what harmony is;
 identify the harmonic interval of two pitches.
PROCESS (Procedure)
Before we proceed, let’s check your prior knowledge about harmony.

Answer the questions below. Use the spaces provided.
1. How will you describe harmony in music?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. How can it be created in a musical composition?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. How will you describe harmonic intervals?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

How many correct answers did you get? If you got all the
correct answer in the Pre-test, then you may proceed to the
PRACTICE PART of the lesson. If not, continue reading on. I’ll
guide you throughout this module!
Harmony refers to the sounds created when two or more notes are played
together.
Intervals refer to the distance between two notes which separate the notes
that are played or sung together.
As you can recall, we already discussed melodic intervals last second quarter.
The concept of identifying the numeric interval we did before, is also applied in
harmonic intervals.
When notes are arranged vertically on the staff, it creates
harmonic intervals.
Harmonic Intervals – refer to the vertical relationship of

notes that are played simultaneously.
Harmonic intervals are identified as unison, seconds, thirds, fourths, fifths, sixths,
sevenths, and octave.
Observe the differences in each interval.
To identify the numeric interval, you need to count the number of lines and
spaces from the first note to the second note.
But if the notes on the staff did not move, or the notes are placed in the same
place which means that they have the same pitch, it will be automatically
identified as a unison.

PRACTICE
Read the statement carefully and identify the numeric interval described in each
item.
Octave
Recall the so-fa syllables on the staff. Practice the sound of each
pitch from lower do to higher do. Then, write your own
2-pitched harmonic intervals on the staff below (one
pair for each measure). Label your work by writing
down the so-fa syllables and numeric intervals used.
Invite someone to sing it with you. One will sing the lower note and the other will
sing the higher note. Ask her to sign the criteria below after doing the activity.
CRITERIA YES WHY NOT?

I was able to create my own 2-pitched
harmonic intervals.
I displayed effort, confidence, and joy in
performing the harmonic intervals with
____________________________.

CRITERIA

 describe what harmony is;
 identify the harmonic interval of two pitches.
How will you rate yourself in this lesson? Check the box of your answer.

all the activities!
Any Question?
Write it here.

activities.
_________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________
CONGRATULATIONS!
You have finished our fourth quarter module.
Jesus Loves You!

APPENDICES
Lesson 1 – Tempo
Process: Pre-Test
1. Allegro – fast
2. Lento – slow
3. Moderato – moderate in speed
4. Presto – very fast
5. Largo – broad, very slow
Slow Tempo Fast Tempo

Largo Allegro
Lento Allegretto
Andante Presto
Practice
Let’s Recall
1. Tempo
2. Andante
3. Presto
4. Moderato
5. Allegretto
6. Slow
7. Fast
8. Largo
Let’s Try
1. Allegro
2. Moderato
3. Andante
4. Presto
5. Allegretto
6. Largo
7. Lento
Let’s Do It
CRITERIA DESCRIPTION
Completeness and Listened to a song and has identified the correct
Content tempo (accomplished the song analysis above).
Execution Incorporated actions or body movements based on
the correct tempo (witnessed by the guardian)

Lesson 2 – Melodic Texture

Process: Pre-Test
1. Homophonic/homophony
2. Monophonic/monophony
3. Monophonic/monophony
4. Polyphonic/polyphony
5. Polyphonic/polyphony
1. ROUND
2. PARTNER
3. TEXTURE
4. OSTINATO
5. DESCANT
Practice
Let’s Recall
1. True 6. Polyphonic
2. True 7. True
3. Homophonic 8. Polyphonic
4. True 9. Monophonic
5. Thick 10. True
Let’s Try
1. M 6. M
2. M 7. P
3. H 8. H
4. P 9. P
5. H 10. M
Let’s Do It and Let’s Apply
CRITERIA Descriptions
Texture in Music The pupil participated actively in singing
round and partner songs.
Work Habits The pupil displayed effort, confidence,
and joy in performing round and partner
songs.

Lesson 3 – Harmony
Process: Pre-Test (possible answers)
1. Harmony – are two or more notes that are played together.
2. Harmony is created when two or more notes are arranged vertically on the
staff and are sung or played simultaneously.
3. Harmonic interval – is the vertical relationship of notes that are played
simultaneously.
Practice
Let’s Recall
1. Octave
2. Thirds or 3rd
3. Fifths or 5th
4. Unison or prime
5. Fourths or 4th
6. Sevenths or 7th
7. Sixths or 6th
8. Seconds or 2nd
Let’s Apply
CRITERIA DESCRIPTIONS
Harmonic Intervals The pupil was able to create 2-
pitched harmonic intervals.
Work Habits The pupil displayed effort,
confidence, and joy in performing the
harmonic intervals.
REFERENCES:
Muyot, F. R., Garcia, M. D., & Baarde, M. C. (2018). Soaring with MAPEH 4. Quezon
City: Bright House Publishing.
Reyes, E. B., Palallos, S. T., Ramos, G. G., Castro, R. V., Castro, Z. A., & Vergel, V. G.
(2018). Living with Music, Art, Physical Education, and Health. Quezon City:
Vibal Group, Inc.
Ylan, A. L., Castro, R. V., Prieto, J. V., Ellano, F. P., & Placer, D. P. (2017). The Joys of
MAPEH 4. Quezon City: Ephesians Publishing Inc.

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IJA-SLM Mu4Q4-01 Duration: Fourth Quarter

In this module, we will be studying tempo, texture, and

 use appropriate musical terms to indicate variations in tempo;

This module contains the following lessons:

Pen and paper; Coloring materials

Let’s go, my friend! Time to learn more about MUSIC!

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

CONTEXT (Integration to Real Life)

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

What emotion/s did you use in your artwork?

Tempo in music is important in expressing mood, feelings, or

VALUES INTEGRATION SUBJECT INTEGRATION

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

Before we proceed, let’s check your prior knowledge about tempo.

SLOW TEMPO MARKINGS FAST TEMPO MARKINGS

Lento Allegro Presto

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

However, my idea of what slow is (example, largo) may be totally different to

In this example, this

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

Look for a simple song and identify its tempo. Incorporate

Title of the Song: _________________________________________________________

Performed by: ___________________________________________________________

What is the message of the song? _________________________________________

What are the emotions expressed in the song? ______________________________

What tempo is used in the song? ___________________________________________

How does it feel after doing the actions? ___________________________________

Guardian’s Signature over Printed Name/Date

CRITERIA DESCRIPTION YES or NO (if no, why?)

Assess yourself, were you able to:

DEVELOPING PROFICIENT ADVANCED

If none, share your experience while doing the

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

CONTEXT (Integration to Real Life)

What song did you listen to?

VALUES INTEGRATION SUBJECT INTEGRATION

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

PRODUCT (Desired Outcomes)

In this part, you are expected to:

Before we proceed, let’s check your prior knowledge about texture.

A. Identify the texture of the given examples below.

B. Arrange the following words to identify what is being described in each

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

Texture in music refers to the thickness and thinness of a musical sound. It is

There are three types of texture in music: monophony, homophony, and

(mono – means one) MONOPHONY (phony – means to sound)

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

On the other hand, in homophonic texture, you will notice

Several singing activities apply texture.

Let us try the song “Are You Sleeping” in a round song.

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

Ostinato – a musical line that is continuously played or repeated throughout a

Clap this rhythmic ostinato repeatedly. Sing this melodic ostinato

Descants – are separate melodic voices that is sung or played above or

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

Write M if the given example is a monophonic texture, H if it is a

• iNTEGRITY • RESPONSIBILITY • EXCELLENCE • DISCIPLINE •

SINGER 1 (or Group 1) SINGER 2 (or Group 2)

I performed this round song with (write his/her/their name/s) _____________________

This time, let us use three songs in a partner song

CRITERIA YES WHY NOT?