LESSON PLAN

Level: Grade 5

I. Objectives: Students will:

1. Perform as an ensemble the Kalinga song, “Tullakuk”, with accurate rhythm and pitch.
2. Identify the instruments of the Maguindanao Kulintang ensemble, the Palabunibunyan.
3. Improvise on Orff instruments an imitation of the Palabunibunyan.
4. Demonstrate appreciation for the music and culture of Maguindanao through active
participation in classroom activities.
Materials to use:
1. “Tullakuk”
2. Visuals: Phil. map, the Palabunibunyan
3. Video clips of the Palabunibunyan
4. Orff instruments: Glockenspiels, Metallophones, Drum, mallets
Equipment:
1. Laptop
2. Speakers

II. Assessment: The students will be able to:

1. Perform “Tullakuk” with pitch and rhythmic accuracy.
2. Show recognition of the instruments in the Palabunibunyan by correctly identifying them and
their functions.
3. Exhibit an understanding of the function of the instruments in the Palabunibunyan by being
able to effectively adapt it to Orff instruments.
III. Evaluation:

Accuracy: Singing and body ostinato (pitch and rhythm) = 4 pts.

Playing (pitch and rhythm)
Improvisation: Effort and overall musicality = 4 pts.
Participation and behaviour = 2 pts.
TOTAL = 10 pts.

IV. Procedure:
A. Motivation:
1. Flash “Heavy Metal Music. It’s more fun in the Philippines.” picture.
2. Ask the class what flat gongs in the North are generally called. (Gangsa)

B. Objectives : “Today we will continue on with our lesson theme on Philippine music.”

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C. Review/Prerequisite:
1. Rhythm – knowledge of whole, half, quarter, eighth and sixteenth note values; knowledge of
syncopation; good rhythmic sense and independence.
2. Melody – pentatonic scale.
3. Song – “Tullakuk” taught in the previous lesson.
4. Skill – performing in an ensemble.

D. Information and exercises:

1. As review, have the class sing the song, “Tullakuk”.
2. Have the class sing the song with various body ostinati in preparation for the accompaniment
on Orff instruments.
a. (Glockenspiel): Clap the rhythm of the song
b. (Glockenspiel): Patschen

c. (Metallophone): Clap and circle arms

d. (Xylophone): Alternately pat thighs, with the left hand crossing over to tap the right thigh
on the 3rd beat

e. (Drum): Alternating left and right hand patschen

3. Teach the accompaniment to the song on Orff instruments. Have the class perform the piece as
an ensemble until mastery and desired musicality is achieved.
4. Ask the class to observe what instruments were played in accompaniment to the song, and
what rhythmic pattern each instrument played. Write observations on the board.
5. Say that an instrument ensemble in Southern Philippines is very much like the ensemble they
just performed in, with minor differences and details. Introduce the Palabunibunyan ensemble:
a. Ask the class how far down south of the Philippines they’ve gone.
b. Maguindanaons are a Muslim group living in Maguindanao province. They have an
agricultural economy growing rice, corn, coconuts, fruits and root crops. They also engage
in cottage industries such as brassware-making and the weaving of malong, mats and
baskets.
c. The gong and drum ensemble is the most important instrumental music of Muslim Filipinos.
The ensemble is commonly known as the kulintang ensemble. Show picture.
d. Let the class watch one video clip. Ask them to describe the music and associations they
can think of afterwards. T. should elicit the answers metal, gongs, fiesta, Muslim (or related
to such).
e. Explain that the music they just heard is the Maguindanaon Palabunibunyan, which means
an ensemble of loud-sounding instruments. It is an ensemble composed of 5 kinds of
instruments.

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 f. Discuss the following:
a. Kulintang – high, metal sound, melodic. It is a series/set/row of 8 graduated bossed or
knobbed gongs in a wooden frame.
b. Dabakan – fast, beating sound, repetitive. A single-headed goblet-shaped drum.
c. Babandil – high, repetitive, clanking sound. It is a narrow-rimmed bossed gong.
d. Agong – deep, repetitive. It is a big wide-rimmed bossed gong, suspended from a pole.
e. Gandingan – melodic, repetitive. A set of 4 graduated narrow-rimmed bossed gongs
suspended from a pole.

E. Practice and Feedback:

1. Show the 2nd video clip. Ask the class to name the instrument the Teacher points to.
2. Discuss which of the instruments in the Orff instrumentarium used is parallel to an instrument
in the Palabunibunyan.
3. Discuss the playing style in the Palabunibunyan:
a. The dabakan or babandir enters first with steady strokes to set the tempo.
b. The kulintang enters with a brief introduction.
c. The remaining instruments, agong and gandingan, join the ensemble as the kulintang
proceeds to the main melody/body of the piece.
4. Have the students improvise rhythmically and melodically: the students singing may come up
with their own body ostinato; the students playing instruments may change their ostinati
provided that the melodic instruments still play the number of notes available to them (i.e., 4
for the gandingan, 2 for the agong).
5. Ask the class to evaluate their performance after.

F. Summary:
1. What is the Palabunibunyan?
2. What are the instruments in the Palabunibunyan?

G. Assignment:
1. Read on Islamic Mindanao and write a 1-page reflection paper (worth 10 pts.) on personal
feelings towards Muslim people and culture. Their reflections will be shared in class next
meeting.
2. Bring the following materials for next meeting:

V. Anecdotal Record: