DETAILED LESSON PLAN

in MUSIC 8

I. OBJECTIVES

1. Distinguish the slowness and fastness of tempo of music.

2. Recognize the slowness and fastness of tempo of music attentively.
3. Demonstrate the slowness and fastness of tempo of music through body movement and
singing.

II. SUBJECT – MATTER: SLOWNESS AND FASTNESS OF MUSIC

A. Materials: Manila paper, markers, meta cards

B. Reference: Music & Arts 8 Learner’s Material (textbook), pp.
C. Value:
Attentiveness

III. PROCEDURES

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. PREPARATION
- Good morning Sir!
 Good morning Class! - Yes Please!
 Before we’ll start our class, let us have a short (Student is being called)
prayer. Who can lead the prayer?
(Calls a student volunteer) - PRAYING …
 PRAYING …
 Thank you! And before you take your seats, kindly
pick up the pieces of papers and plastic under your - Students are doing what the
chairs. teachers asked them to do.
(Classroom Management) - Students are already seated

 Alright, you may now be seated.

 This time, let us have your attendance check. For - Attendance is being checked
those students who are found not seated on their
respective seats, will be marked absent. As I call
your seat number, just please raise your hand.
(Checking of Attendance)

RECALL
- Student raises his hand
 Before we’ll start our lesson today, who among in
- Sir, our lesson yesterday was all
the class could still remember what our past lesson
about the dances.
was?
 Yes please! (Calls a particular student)

 Very good! What about the dances? - Student raises his hand

 Yes please!
 - We have learned the different types
 You are so great! Very good! of music that are used in some
dances.
- (Students clap their hands)

MOTIVATION

 Alright this time around, I would like you to look at

the pictures of some animals posted on the board. I (Students are listening attentively)
would like you to identify each one of them. Can
you? Alright, it’s very easy for you.

 (Post the pictures)

(Students are performing the
Dog Turtle Rabbit activity orally.)
Bird Cat

 Very good class! You are all amazing.

 (Raising motive questions based on the activity)

1. How do these animals move?

2. How do you distinguish their movements?
(Students’ answers vary)

B. PRESENTATION

 Are you now ready to listen?

 Our lesson for today is all about the FASTNESS (Students are listening attentively)
AND SLOWNESS OF TEMPO OF MUSIC.

 Are you familiar with the word “TEMPO”? (Students’ answers vary)

C. COMPARISON AND ABSTRACTION

 TEMPO – refers to how fast or slow the music is. (Students are listening attentively)
Tempo helps composer to convey a feeling of either
intensity relaxation.

Tempo is an important musical element that

affects human emotional processes when listening to
music. However, it remains unclear how tempo and
training affect individual’s emotional experience of
music.

The main effects of musicians and non-

musicians and tempo are significant to one’s music.

TWO TYPES of TEMPO:

FASTNESS - when music is too high and beat is also fast

in motion
SLOWNESS – when it follows a slow pace of movement
and is low in motion.
 D. GENERALIZATION

 That concludes our lesson for today. You already

learned how to distinguish the tempo of music.
 Again, who can tell to the class what a tempo is? (A student raises his hand)

 Yes please!  TEMPO refers to the fastness and

slowness of music.

 Very good! Well said

E. APPLICATION

 Since you already learned how to distinguish the (Students are listening attentively)
fastness and slowness of music, this time around we
shall have a short activity.

 Group yourselves into 4. Count from 1 to 4, then later (Students are grouping)
proceed to your respective groups. After counting,
form a circle by group.

TASK:

 Choose one animal, and think of their movement.

 Perform the movement of animals by simply singing
the song HAPPY BIRTHDAY. 😊

Performance Time:
 GROUP 1
 GROUP2 (Students are already performing
 GROUP 3
 GROUP 4

Performance Rubrics:
Rubrics for 5 3 1
Assessment
Mastery and Stage Performance and Performance is Performance is
Presence (Musical ideas are original, unique and incomplete, could
Principles and well-made and original, yet are show a little bit
Creativity) pleasing to the clearly from the more uniqueness
eye, colors used regional theme, and originality,
are vibrant and followed the set did not follow the
detailed, clearly guidelines and necessary
shows instructions, guidelines and
resourcefulness utilize color to instructions, did
with materials create an not utilize the
used, with all emotional effect proper use of
guidelines and or to define color to show
instructions character. detail of the
followed with an culture of the
advanced level of assigned region.
independence.
Functionality and Performance Performance Performance is
Relevance to the clearly depicts clearly supports creative, but are
theme/ lesson the character and the regional somewhat out of
the culture they detail and place, and only
are performing culture, and somewhat
and interpreting, portray or relative to the
making it easier showcase the assigned region.
for the audience exhibit properly.
to understand
and recognize
 IV. EVALUATION

Directions: Read and analyze carefully the questions. Write T if the statement is TRUE, and write F if the
statement is FALSE. Write your answer on the space provided for.

_________1.
_________2.

V. ASSIGNMENT

For the next meeting, please read in advance about the Social Dances.

Prepared By: Critiqued By:

PEEJAY A. SARIO ALFIE M. CUASITO

Pre-Service Cooperating Teacher