Music: Learning Activity Sheets

7
Music
First Quarter
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
COPYRIGHT PAGE
Learning Activity Sheet in MUSIC
GRADE 7
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material 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.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an enhancement of supplementary
work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON, EdD,CESO V, DepEd R02
Schools Division Superintendent : CHERRY S. RAMOS, EdD,, CESO V, Santiago City
Asst. Schools Division Superintendent : CHERYL R. RAMIRO, PhD, CESE, Santiago City
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : JANETTE V. BAUTISTA, EdD
Development Team
Writers: MICHAEL R.PONCE, SANTIAGO CITY NATIONAL HIGH SCHOOL, Santiago City
MARY GRACE A. ALINDADA, SANTIAGO CITY NATIONAL HIGH SCHOOL, Santiago City
LILEN KATHY MAE A. BAHINGAWAN, PATUL NATIONAL HIGH SCHOOL, Santiago City
AURELIO NICOLAS, PATUL NATIONAL HIGH SCHOOL, Santiago City
RONA MACADENDEN, ROSARIO NATIONAL HIGH SCHOOL, Santiago City
MICHAEL TORRES, ROSARIO NATIONAL HIGH SCHOOL, SANTIAGO CITY
MANUEL D. GARCIA JR., SANTIAGO CITY NATIONAL HIGH SCHOOL, Santiago City
VIVIEN LOU MAY A. VELASCO, SANTIAGO CITY NATIONAL HIGH SCHOOL, Santiago City
Content Editors: BENEDICT B. SANTIAGO, DPA, SDO, Santiago City

CONSTANTINO T. AGPALO II, SANTIAGO CITY NATIONAL HIGH SCHOOL, Santiago City
NIDA JEMIMA C. TORINO, TIII, CAGAYAN NATIONAL HS, Tuguegarao City
Language Editor: JANETTE B. HADUCA, SANTIAGO CITY NATIONAL HIGH SCHOOL, Santiago City
RONNIE F. TEJANO, EPS-ENGLISH, CLMD DepEd RO2
Illustrators:
Layout Artists: PHOEBE A. POBRE, Dubinan Elementary School
JENELYN B. BUTAC, Division Librarian
Focal Persons: BENEDICT B. SANTIAGO, DPA, Division Education Program Supervisor– MAPEH
MARIVEL G. MORALES, Division LRMDS Coordinator
DENIS AGBAYANI, Regional Education Program Supervisor– MAPEH, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City
Practice Personal Hygiene Protocols at all i

Table of Contents
Competency Page number
*Describes the musical characteristics of

representative music selections from the
lowlands of Luzon after listening …………………………………… 1-3
*Analyzes the musical elements of some

Lowland vocal and instrumental music
selections …………………………………… 4-8
*Identifies the musical instruments and

other sound sources from the lowlands of
Luzon …………………………………… 9-18
*Explores ways of producing sounds on a

variety of sources that is similar to the
instruments being studied …………………………………… 19-21
*Improvises simple rhythmic/melodic

accompaniments to selected music from
the Lowlands of Luzon …………………………………… 22-23
*Performs music from Luzon lowlands with

own accompaniment …………………………………… 24-28
*Evaluates music and music performances

with rubrics on musical elements and …………………………………… 29-31
styles
Practice Personal Hygiene Protocols at all ii

MUSIC 7
Name of Learner: ___________________________________ Grade Level: ________
Section: ___________________________________________ Date: ______________
LEARNING ACTIVITY SHEET

Music from Lowlands of Luzon
Background Information for Learners

The lowlands of Luzon are comprised of various ethno-linguistic groups. The people
are expressive, creative and artistic in music. They express their feelings towards each other
and the environment, their history, and religious beliefs through the mediums of voice and
musical instruments. Their music plays an important role in their lives. Their music is
composed of two forms - the vocal and the instrumental.
In this activity you will learn to appreciate the different vocal forms of the music of the
lowlands of Luzon. The lesson is intended to introduce to you and identify characteristics of
the different vocal music from the lowlands. The music is an integral part of the culture of the
people from the lowlands.
Learning Competency
Describes the musical characteristics of the representative music selection from the
lowlands of Luzon after listening. (Q1/Week 1- MU7LU-la-1)
Directions:
You will listen to the music entitled Leron-leron Sinta, Atin Cu Pung Singsing,
Pamulinawen, and Ti Ayat Ti Maysa Nga Ubinng, from the links provided at the reference part
of this activity sheet. After listening, you will describe the characteristics of these music using
the guide statements below entitled “how will you know it’s me”
“How will you know it’s me?”

• I am intended to sing in native language.
• I am a work song from Region III usually sang by novo Tagalog people, representing
those who work in the field.
• I am a folk music from the Central Luzon and the woman behind this song is looking
for the missing ring.
• I am a song from Region I, a popular old Ilocano folk song, and my story is about
hardened-hearted girl who doesn’t need a plea from her lover. I am translated as
Alabaster a very hard stone symbolizing woman’s resistance to the courteous gestures
of my lover.
• I am a song from the Ilocos Region which symbolizes the love of a child.
Practice Personal Hygiene Protocols at all 1

ACTIVITY 1. LISTEN TO ME!
Directions: Listen to the links below about the different vocal music the lowlands of Luzon
and complete the table below based from your activity.
http://www.youtube.com/watch?v=gVZgJGC8u2k&feature=share
http://www.youtube.com/watch?v=nNNFODXnvIE&feature=share
http://www.youtube.com/watch?v=TZcw99C8oWI&feature=share
http://youtu.be/zrobo1dGmes
Traditional Vocal Music of the Low land of Characteristics

LUZON {how will you know it’s me}
1.
2.
3.
4.
ACTIVITY 2. THE STORY TELLER

Directions: Choose one music from the Lowland of Luzon and create a simple story line based
from the music you pick. Record an audio presentation of your output.
ACTIVITY 3. TUNE ME NOW!

Directions: Make your own lyrics and tune it to the title of the music you have previously
chosen. You can practice and perform it with your family and don’t forget to record a video
of your performance.
Rubrics for Scoring:

Indicators Remarks Points
Accomplished 10 Points -Complete 10
properly the first 5 Points- Incomplete
activity. 0 Point-No output
Created LYRICS 20 Points-Best tuned lyrics 20
and have tune 15 Points-Better tuned lyrics
exactly to the 10 Points-Good tuned lyrics
measures of the 5 Points-Basic tuned lyrics
melodic contour of 0 Point-No output
the music
Performed well the 20 points- Student included all components required in 20

given activity the presentation.
15 points- Student included most components required in
the presentation
10 points- Student includes some components required in
the presentation
5 points- Student has to be prompted to provide any
components.
Total Points 50

Reflection
In this activity I have learned that _______________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References
Prepared by:
MICHAEL R. RONCE
Writer

MUSIC 7
Name of the Learner: _______________________________ Grade Level: _________

Section: __________________________________________ Date: ________________

Elements of Selected Lowland Vocal and
Instrumental Music Selections

The religious music of the lowlands of Luzon reveals the impact of Spanish
colonization to the Philippines which lasted for almost three centuries. With the introduction
of Christianity came the different Western forms of music that are used for religious rites. Some
of these were adapted by Filipino musicians to suit Philippine culture and traditions. At the
same time, some indigenous Philippine musical forms were incorporated into Christian
practices (i.e, Obando Fertility Rites and Pasyon chant). Throughout the activity, learners will
discover and analyze musical elements of how the people of the Lowlands of Luzon express
their feelings towards each other and the environment, their history, and their religious beliefs
through voice and musical instruments.
Learning Competency
Analyzes the musical elements of some Lowland vocal and instrumental music
selections. (Q1/Week 2 - MU7LU-la-2)
ACTIVITY 1. WATCH AND LEARN

Direction: Watch the following video concepts:
a. Pasyon – http://www.youtube.com/watch?v=DyfyEWzlHL8
b. “Regina Coeli” performed during Salubong -
http://www.youtube.com/watch?v=yzMa0qzwagA
c. “Alay” preformed during the Flores de Mayo –
https://www.youtube.com/watch?v=uKTSB3qQupg
d. “Dios te Salve” performed during Santacruzan -
http://www.youtube.com/watch?v=_tT0NEcrx6Q
http://www.youtube.com/watch?v=QCGH5wwpnY90
ACTIVITY2: LET’S MAKE IT DEEPER

Directions: Analyze the different religious music.
Among the following suggested video concepts, which song are you familiar with? Can
you write a familiar line from your chosen religious song?
Answer: ______________________________________________________________

ACTIVITY 3: LET’S GO FARTHER
Directions: Analyze the elements of these religious music. Write your answer on the table
below.
Religious music Melody Pitch Timbre Texture Rhythm

Pasyon
Regina Coeli
Alay
Dios te Salve
EXERCISE 4: LET’S SING A SONG

Directions: Analyze the manner of singing the Pasyon, Santacruzan, Flores de Mayo, and
Salubong.
Manner of Singing
Pasyon
Santacruzan
Flores de Mayo
Salubong
In this lesson, you will learn the colonially influenced secular music in Luzon. Secular
music refers to any music that is not religious in nature.
ACTIVITY 5: ANALYZING EXAMPLES OF SECULAR MUSIC
Directions: You are assigned to choose only one (1) topic to present/report the history
composers and sample music from the following topics/songs.
a. Harana c. Pandanggo e. Balitaw
b. Kumintang d. Polka f. Kundiman
Rubric for Scoring
5 4 3 2 1 Total/
comments
Topic Complete A lot of Good Little No mastery
Mastery mastery of mastery of mastery of mastery of of topic
(Clarity) topic topic topic topic
Posture Excellent Very good Good posture and
posture and
and Tone posture and posture and posture and tone could
tone need to
tone tone tone be better
improve
Creativity Unique Very Creative Somewhat
Needs to be
creative creative
more
creative
Organi- Excellent Very good Good Organization Organization
zation organization organization organization could be needs
better improvement
Behavior Excellent Very good Good Behavior Behavior
behavior behavior behavior could be needs
better improvement

ACTIVITY 6: SONG ANALYSIS
Directions: Analyze the song below.
Kumintang originated from Balayan, Batangas. This song is in triple meter with themes
of love and courtship.
In 1926, when Pasig became the venue of carnival performances, Nicanor Abelardo
was inspired to compose the “Mutya ng Pasig” in Kumintang Tempo. In this song, the mutya
expresses her feelings under the light of the moon. She is mourning the loss of her love, which
symbolizes the country’s loss of freedom.
Mutya ng Pasig
by: Nicanor Abelardo
Kung gabing ang buwan
sa langit ay nakadungaw;
Tila ginigising ng habagat
sa kanyang pagtulog sa tubig;
Ang isang larawang puti at busilak,
Na lugay ang buhok na animo’y agos;
Ito ang Mutya ng Pasig,
Ito ang Mutya ng Pasig.
Sa kanyang pagsiklot
sa maputing bula,
Kasabay ang awit,
kasabay ang tula;
Dati akong Paraluman,
Sa Kaharian ng pag-ibig,
Ang pag-ibig ng mamatay,
Naglaho rin ang kaharian.
Ang lakas ko ay nalipat,
Sa puso’t dibdib ng lahat;
Kung nais ninyong akoy mabuhay,
Pag-ibig ko’y inyong ibigay.

Your Task:
Choose one of the activities below:
a. Interpret the song Mutya ng Pasig through dance and movement

b. Interpret the song through illustration on one (1) whole cartolina or ¼
illustration board
c. Interpret the song through a collage using photos, newspaper clippings, or
magazines.
Rubric: (Dance and Movement)

Category 4 3 2 1
Movements Approximately 1 to 2 Some movements Many
moves and movements are are irrelevant to movements are
focuses on the not appropriate the theme irrelevant to the
theme and clearly on the theme. theme
expresses it
Quality of Provides Provides high Provides Provides
performance performance of quality performance that performance that
the highest quality performance occasionally usually needs to
needs to be be checked to
checked one to ensure quality
ensure quality
Rubric: (Illustration)
Category 4 3 2 1
Drawing Drawing is Drawing is Drawing has few The drawing
expressive and expressive and details lacks almost all
detailed somewhat detail or it is
detailed unclear what the
drawing is
intended to be.
Design/ Student applies Student applies Student tries to Student doesn’t
Composition design principles design apply design appear to be able
with great skill principles with principles but the to apply most
fair skill overall result is design principles
not pleasing. to his/her own
work.
Creativity Student has taken Student has Student has Student has no
the technique taken the copied some made much
being studied and technique painting from the attempt to meet
applied it in a being studied source material the requirements
way that is totally and has used of the assignment
his/her own source material
as starting
place.

Rubric: (Making a Collage)
Category 4 3 2 1
Attention to Gives a Gives a Gives a fairly Explanations
theme reasonable reasonable reasonable are weak and
explanation of explanation of explanation of illustrate
how every item how most item in how most item in difficulty
in the collage is the collage is the collage is understanding
related to the related to the related to the how to relate
assigned theme assigned theme assigned theme items to the
assigned theme
Creativity Several of the One or two of the One or two of the Did not make
graphics or graphics or graphics or or customize
objects used in objects used in objects were any of the
the collage the collage made or items on the
reflects an reflects an customize by the collage
exceptional exceptional student, but the
degree of degree of ideas were
creativity. creativity. typical rather
than creative
Quality of The collage The collage The collage The collage
construction shows shows attention to shows some was put
considerable construction attention to together
attention to construction sloppily.
construction
Reflection:
Complete the statement below.
What I have learned in this activity_________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference:
Siobal, L.R, et al., Music and Arts 7 Learner’s Material, pg 19-35
Answer Key:
For exercises No. 1-6, the answers may vary
Prepared by:
MARY GRACE A. ALINDADA

Writer

MUSIC 7
Name of Learner: __________________________________________ Grade Level: ______
Section: __________________________________________________ Date: ____________

Musical Instruments from Lowland of Luzon
The music of the lowlands of Luzon is composed of Vocal and Instrumental music, which
varies in every province of Luzon.
The lowlands folks are composed mostly of farmers, fishermen, artisans, vendors, traders, and
common people. Group performances featuring the songs for different types of voices and musical
instruments will culminate the educational experiences.
The function of instrumental music of the lowlands of Luzon is similar to their vocal music.
Instruments are played during ceremonies, rituals and celebrations. Their musical instruments have
been used for various purposes. These are used to accompany songs and dances.
These musical instruments are divided into the following categories: Chordophones,
Membranophones, Idiophones, Electrophones, and Aerophones.
Learning Competency and Code

Identify the musical instruments and other sound sources from the lowlands of Luzon.
(Q1/Week 3 MU7LU-Ib-3)

ACTIVITY 1: IDENTIFY ME!
Directions: Identify the musical instruments according to their classifications.
No. Musical Instruments Classifications

1
Image credits: Getty Images/iStockphoto
Image credits: Sinenkiy
Image credits: Lisyl Songco
Image credits: Getty Images
Image credits: nahariyani

6
Image credits: mekcar

7
Image credits: Africa Studio

8
Image credits: Venus Angel
Image credits: Mega Pixel
10
Image credits: Jaturong Srilek
ACTIVITY 2 CLASSIFY ME!

Directions: Classify the musical instruments used by the group of musicians in the lowlands of
Luzon.
Group of
Musical Aerophones Chordophones Membranophones Idiophones
Instruments
Brass Band

Musikong
Bumbong
Pangkat Kawayan
ACTIVITY 3 FAMILIARIZE ME!

Directions: Write down, as many as you can, descriptions of the musical instruments used by
the group of musicians in lowlands of Luzon. (1pt each)
No. Instrument’s Name Descriptions

Brass Band
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Las Piñas Bamboo Organ
14.
Musikong Bumbong
15.

Pangkat Kawayan
20.
21.
22.
23.
24.
25.
26.
27.
Angklung Ensemble
28.
ACTIVITY 4: TIME TO REACT!

Direction: As a student, how are you going to preserve and promote the music of lowlands of
Luzon?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________.
Reflection
Directions: After you answer all the activities, did you find it very easy, average or difficult? choose
and encircle the emoji icon that correspond to your feelings and why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
References
Roxas, R.C., Roxas, J.A. (2017). Music and Arts 7, Deparment of Education.
Siobal, L.R., Capulong, M.A., Rosenbenger, L.G., Santos, F.M., Mendoza, J.C., Samoy, C.P.,

Answers Key
Activity 1: Identify Me!
No. Musical Instruments Classifications

1
Aerophones
Image credits: Getty Images/iStockphoto
Chordophones
Image credits: Sinenkiy
Idiophones
Image credits: Lisyl Songco
Idiophones
Image credits: Getty Images
Chordophones
Image credits: nahariyani

6
Electrophones
Image credits: mekcar

7
Electrophones
Image credits: Africa Studio
Membranophones
Image credits: Venus Angel

9
Aerophones
Image credits: Mega Pixel
10
Chordophones
Image credits: Jaturong Srilek

Group of
Musical Aerophones Chordo-phones Membrano- Idiophones
Instruments phones
Brass Band • Piccolo • Cymbals

• Clarinet • Snare drum
• Alto saxophone • Bass drum
• Tenor saxophone
• Flute
• Trombone
• Trumpet
• Euphonium
• Sousaphone
• French horn
Musikong • Piccolos
Bumbong • Tubas
• Clarinet
• Flutes
• Saxophones
Pangkat • Tulali • Angklung
Kawayan • Pan pipes • Bumbong
• Kalatok
• Talunggating
• Kalagong
• kiskis
ACTIVITY 3: FAMILIARIZE ME!

No. Instrument’s Descriptions
Name
Brass Band
1. Piccolo  Shorter than the flute
 The sounds it produces is thinner than the flute
2. Clarinet  Has a single-reed mouthpiece
 A straight cylindrical tube with cylindrical bore, and a flared
bell
3. Alto  Commonly used in classical music concert bands, chamber music, and solo
saxophone repertoire, military bands, marching bands, and jazz bands
4. Tenor Saxophone  A medium-sized member of the saxophone family
 Uses a large mouthpiece, reed and ligature than the alto and soprano
saxophones
5. Flute  Sound it produces is thin in timbre.
6. Trombone  Sound is produced when the player’s vibrating lips cause the air column
inside the instrument to vibrate
 Pitch is produced by sliding the valve
7. Trumpet  Has the highest register in the brass family

•  Played by blowing air through almost-closed lips, producing a “buzzing”
sound that starts a standing wave vibration in the air column inside the
instrument

8. Euphonium  A valve instrument
 It is a non-transposing instrument
 Known for its distinctive tone color, wide range, variety and character
9. Sousaphone • Known as the bass, is a type of tuba designed to easier than the concert tuba to
play while standing or marching
 • Widely employed in marching bands and various other musical genres.
10. French Horn  Commonly known as the horn

 brass instrument made of tubing wrapped into a coil with s flared bell
11. Cymbals  Consist of thin, normally round plates of various alloys

 The heavier the cymbals the louder the volume
 Thin cymbals have a fuller sound, high pitch, and faster response
12. Snare Drum  Often used in orchestras, concert bands, marching bands, parades, drum
lines, drum corps
 Played with drum sticks or brush
13. Bass Drum 

• Produces a note of low definite and indefinite pitch
 Known as percussion instrument and vary in sizes
Las Piñas Bamboo Organ

14. Bamboo Organ  is a 19th-century church organ completed in 1824 by Father Diego Cera who
was from a family of organ-builders in Graus,
Hauesca. Unlike Spain's pipe organs made of wood, Fr. Cera
Musikong Bumbong  designed the Las Piñas organ with pipes made of bamboo.
Woodwind Instruments it is a band that plays piccolos, tubas, clarinets, flutes and saxophones crafted
from bamboo. Musikong bumbong translates literally as "bamboo music."
Many band members craft their own
instruments
Pangkat Kawayan
15. Angklung bamboo-rattle tubes attached to a bamboo frame

tubes are carved to have a resonant pitch when struk, each angklung represent
a note and is tuned to octaves
16. Bumbong it is made of hollow pieces of bamboo that has been put together and serve as
the orchestra’s wind section
it is divided into bass (lower) and horn (higher) sections
17. Kalatok a percussion instrument made of pieces of bamboos that are strung together
with pieces of bamboo with varying tones when struck by a
rubber mallet
18. Talunggating made from bamboo that follows the musical scale and style of the typical
xylophone
it plays the melody
19. Kalagong wind instruments that produces a hollow gong-like sound

played by tapping the top wholes of the bamboos by two flat and flexible
surface tapper
it serves as bass of the group
20. Pan pipes small pieces of bamboo in graduated small tubes that has been put
together by a string
the sound and styling of the wind instruments found in northern
Philippines
each pipe represents a note and is blown to produce the sound

21. made of baga
a bamboo opening encircled by a banana leafing to a pentatonic scale played
on four holes, one found
 below and three on top of the bamboo tube
22.  a bamboo piece with ridges and serves as a percussion instrument
 kiskis a Filipino word which means “to scratch” or “to rub” against something
Angklung Ensemble
23 Angklung made of bamboo rattle tubes attached to bamboo frame
Activity 4: Time to React! Answers may vary

Reflection: Answers may vary
Prepared by:
LILEN KATHY MAE A. BAHINGAWAN
Writer

MUSIC 7
Name of Learner: ________________________________ Grade Level: ____________
Section: _________________________________________Date: __________________


The Brass Band is an ensemble of woodwind, brass and percussion instruments. In the
Philippines, they are usually played in fiestas, religious and civic celebrations. Its repertoire
may include folk songs, popular music, and dance music among others.
During the summer, most fiestas are celebrated in various provinces of the Philippines
to honor the towns’ patron saints. A town fiesta is made livelier by band music.
Learning Competency
Explores ways of producing sounds on a variety of sources that is similar to the
instruments being studied. (Q1/ Week 4 - MU7LU-Ib-f-4)
Directions:
Based on the lessons learned about the different musical instruments of lowland of
Luzon, look around your home and find some materials, kitchen utensils and other resources
that can be used as musical instrument or musical accompaniment.
ACTIVITY 1. SOUNDS-A-LIKE
Directions: Enumerate at least two materials on Column B that sounds like the different
Musical Instrument of the lowlands of Luzon in Column A.
Column A Column B
Musical Instruments of lowlands of Luzon Materials found at home
Trumpet 1.
2.
Cymbals 1.
2.
Bass drum 1.
2.
Talunggating 1.
2.
Kalagong 1.
2.

ACTIVITY 2. D.Y.I. MUSICAL INSTRUMENT
Directions: Select one from the musical instruments of lowland of Luzon and, using materials
available at home, create your own musical instruments resembling the said instrument. Choose
one of your favorite music/songs and sing it using the improvised musical instrument as your
accompaniment.
ACTIVITY 3. RECORDING STAR

Directions: Select one of your favorite song and sing it with your improvised musical
instrument. After practicing the song with your musical instrument, seek help from your family
to record your song presentation with used of your D.Y.I. musical instrument.
GUIDE QUESTIONS:
1. In activity1, is it difficult for you to find some materials in your home that sounds like the
given lowland of Luzon musical instrument? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Which of those materials is exactly as sound as the musical instrument?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What is the importance of musical instrument? What if there’s no musical instrument
available?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Aside from materials available at home, what are some ways to produce sounds that looks
like the sound of a musical instrument?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Rubric for Scoring

Indicators Points
*Completed activity no. 1 with more than enumerated answers, Show 15
mastery and completely prepared in performing/singing using the D.Y.I.
musical instrument with great self-confidence.
*Enumerated samples of materials available at home, seem pretty prepared 10
but might have needed a couple more rehears in singing and using the D.Y.I.
musical instruments.
*Give one answers each item from activity no. 1, sing a song using materials 7
as musical accompaniment.
*Incomplete answers in activity no. 1, did not perform nor present a D.Y.I. 3
musical instrument
*Student did not answer the Learning Activity Sheet 0

Reflection
In this activity I have learned that________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference
Music and Arts, Learner’s Materials for grade 7 pp. 37-43
Prepared by:
AURELIO C. NICOLAS JR.

Writer

MUSIC 7
Name of Learner: ________________________________ Grade Level: ___________
Section: _________________________________________ Date: _________________


Lowlands of Luzon consist of several ethno-linguistic groups. The people are
expressive, creative and artistic in music. They express their feelings towards each other and
the environment, their history, and religious beliefs through the mediums of voice and musical
instruments. Their music plays an important role in their lives.
In the previous activities, you have learned about the different forms and functions of
their songs and musical instruments. You have also enjoyed exploring different sounds
produced by your improvised musical instruments.
Now, let us widen your skills by creating more interesting music. Rhythm and melody
are essential elements of music. In your previous activities, you have explored the different
musical instruments of the Lowlands of Luzon. The use of all available resources that can
produce sounds around you will support this activity.
Improvise simple rhythmic/melodic accompaniments to selected music from the

Lowlands of Luzon. (Q1/ Week 5 - MU7LU-Ic-f-5)
ACTIVITY 1. TRASHY RHYTHM

Directions: Look for five different trashy materials around your house. Create different sounds
from it. The sound may vary depends on how you manipulate the materials. Complete the table
below based from your activity.
Describe the sound produced by the chosen

Trashy Material
material
1.
2.
3.
4.
5.

ACTIVITY 2. THE MUSICIAN
Directions: Choose one music from the Lowland of Luzon and create a simple rhythmic and
melodic composition using the trashy materials you have found at home as an accompaniment.
Record an audio presentation of your output.
ACTIVITY 3. I’M A CERTIFIED ARTIST!

Directions: Make your own musical instrument by using variety of improvise materials at
home. Perform one song from the Lowlands of Luzon using your improvise musical
instrument. You can practice and perform it with your family and don’t forget to record a video
of your performance.
Rubric for scoring:

Indicators Remarks Points
Accomplished 10 Points -Complete 10
properly the first 5 Points- Incomplete
activity. 0 Point-No output
Produced good 20 Points-Best quality of sound 20
quality of sounds 15 Points-Better quality of sound
from the improvise 10 Points-Good quality of sound
materials. 5 Points-Basic quality of sound
0 Point-No output
Performed well the 20 points- Student included all components 20
given activity required in the presentation.
15 points- Student included most
components required in the presentation
10 points- Student includes some
components required in the presentation
5 points- Student has to be prompted to
provide any components.
Total Points 50
Reflection:
In this activity I have learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References:
Learner’s Material, Music and Arts 7, pp. 19-21
Prepared by:
RONA T. MACADENDEN
Writer

MUSIC 7
Name of Learner: _________________________________ Grade Level: _______
Section: _________________________________________ Date: _____________


The Philippines, an archipelago of 7,100 islands, is made up of 77 provinces grouped
into 16 regions. The main groups include Luzon, the Visayan Islands, and the Mindanao
islands. Based on religion, the population may be grouped into three broad categories: Christian
groups, indigenous religion groups, and Muslim groups. The Christian groups are the largest
and are concentrated in the lowlands of Luzon and the Visayan islands. Indigenous religion
groups are found in upland northern Luzon, Mindanao and Palawan. Muslim groups are
concentrated in Mindanao, the Sulu islands and southern Palawan.
The indigenous traditions are practiced by about 10% of the population. Eight percent
of this minority comprises some 50 language groups of people who live in the mountains of
northern Luzon and the islands of Mindanao, Sulu, Palawan, and Mindoro in southern and
western Philippines. The remaining 2% of these groups are the Muslims from Mindanao and
Sulu.
The three main streams of Philippine music– indigenous, Spanish influenced religious
and secular music, American/European influenced classical, semi-classical, and popular music
comprise what we refer to today as Philippine music.
The music of the lowlands of Luzon is composed of Vocal and Instrumental music,
which varies in every province of Luzon.
The lowlands folks are composed mostly of farmers, fishermen, artisans, vendors, and
traders, and common people. They have a deep faith in God, whom they serve with faith and
devotion. His/her key celebrations are fiestas or festivals for thanksgiving of good harvest, and
to honor Jesus Christ, Santo Nino, Virgin Mary, and patron saints in the Roman Catholic
Church.
Through the various music used for liturgy, devotion, and secular purposes, one will
discover how the people of the lowlands express his/her feelings, history, and religious beliefs
Group performances featuring the songs for different types of voices and musical
instruments will culminate the educational experiences.
The people created melodic chants and indigenous instruments based on the materials
available where they lived.
Folk songs are songs written by the folk and are sung to accompany daily activities
such farming, fishing, and putting the baby to sleep. These are traditionally passed on orally.
Most Philippine folk songs have Spanish and other western influences.
The folk songs of Luzon lowlands are performed in his/her native language such as
Ilocano, Pangasinense, Kapampangan, Tagalog, Bicolano, and others.

Some examples of Philippine folk songs from the lowlands of Luzon are:
ILOCANO
• Pamulinawen
• Naraniag a Bulan
• Manang Biday TAGALOG
• Dungdungwen Kanto • Magtanim ay Di Biro
• Bahay kubo
KAPAMPANGAN BICOLANO
• Atin Cu Pung Singsing • Sarung Banggi
• Doredo
• Sitsiritsit
• Paru-Parong Bukid
• Leron-leron Sinta

Performs music from Luzon lowlands with own accompaniment.
(Q1/Week 6- M7LU-Ia-h-7).
Activity 1. Name that song!

Procedure:
I. Below is a selection of Filipino Folk Songs from Luzon
II. Read and name the title of the song heard. Write your answer on the space
provided
III. 2 point will be awarded for each correct answer.
__________________ 1. Essem nga diak malipatan ta nasudi unay a nagan, uray sadin ti ayan,
lugar sadino man.
__________________ 2. Ninu mang manakit king singsing kung mana kalulung pusu ku
Manginu ya keya.
__________________ 3. Gumisang ka Neneng, tayo’y manampalok, dalhin mo ang buslo,
sisidlan ng hinog Pagdating sa dulo’y uunda-undayog Kumapit ka Neneng, baka ka mahulog.
__________________ 4. Siasinno nga aglabaslabas ditoy hardinko pagay-ayamak ammon
ngarud nga balasangak sabong ni lirio, dipay nagukrad
__________________ 5. Nagwas de-ohetes ang palalabasin haharap sa altar at mananalamin
at saka lalakad nang pakendeng-kendeng.
__________________ 6. Braso ko'y namamanhid, baywang ko'y nangangawit, binti ko'y
namimiti sa pagkababad sa tubig.
__________________ 7. Dagos ako bangon si sakuyang mata iminuklat ka'dtong kadikluman
ako ay dagos nangalagkalag
__________________ 8. Annay, pusok, annay annay nasaem, naut-ut la unay itdem kaniak ta
pannaranay ta kaasiak a maidasay.
__________________ 9. Kundol, patola, upo't kalabasa at tsaka mayro'n pang labanos,
mustasa sibuyas, kamatis, bawang at luya sa paligid-ligid ay puno ng linga
__________________ 10. Ale, ale namamayong, pasukubin yaring sanggol pagdating sa
Malabon ipagpalit ng bagoong.

Activity 2. Musical Elements!
Procedure:
I. For this activity, we need the help of our Barangay knowledge bearers, we
will listen to each selected music below through the use of CD and your
CD player. There are 5 folksongs recorded in the CD.
II. You need to have a CD player to listen to different musical piece and be
able to describe its characteristics whether it’s simple, complex, slow,
moderate, fast, soft or loud, mono, homo, polyphonic and its music native
language.
III. In the chart below, put a check in the box of the corresponding
characteristic elements. Have fun while listening.
Title of the song Melody Tempo Dynamics Texture Music Native
Language
Simple/Tuneful
Kapampangan
Homophonic
Monophonic
Mostly Soft
Polyphonic
Moderate
Complex
Bicolano
Tagalog
Ilocano
Mostly
Loud
Slow
Fast
1.Atin Cu Pung
Singsing
2. Pamulinawen
3. Magtanim ay Di
Biro
4. Manang Biday
5. Sarung Banggi
Activity 3. LET’S PERFORM!

Directions: Choose a folk song among the music genres in this unit or any songs in sample
below you would like to perform with accompaniment of any instruments. You may record a
video of your performances and send it to your teacher via any available social media like
Facebook and gmail. Rubric is given for your guidance and information
ILOCANO • Paru-Parong Bukid

• Pamulinawen BICOLANO
• Naraniag a Bulan • Sarung Banggi
• Manang Biday
• Dungdungwen Kanto
KAPAMPANGAN
• Atin Cu Pung Singsing
• Doredo
TAGALOG
• Magtanim ay Di Biro
• Bahay kubo
• Leron Leron Sinta
• Sitsiritsit
Category Outstanding Excellent Good Average Poor
10 pts 8 pts 6 pts 4 pts 2 pts
Singing Voice Students singing Students singing Students singing voice is Students singing Students’ singing
voice is of the voice is great above average, pleasant to voice is average voice is not
highest quality, nice quality, nice to listen but not a typical solo and not solo pleasant to listen.
to listen to, and listen to, and voice. quality.
advanced for his/her appropriate for
age. his/her age.
Harmonization Students reads Students reads Students reads his/her Students reads Students cannot
his/her musical line his/her musical line musical line with 4-6 his/her musical follow his/her
with no mistakes. with 1-3 mistakes. mistakes. line with 7-10 musical line with
mistakes. over 10 mistakes.
Musicianship Students shows Students shows Students shows some Students shows Students shows
superior skills in excellent skills in ability skills in playing little ability skills no ability skills
playing instrumentsplaying instruments with 6-10 in playing in playing
with no mistakes instruments with 3- mistakes made. instruments with instruments with
made. 5 minor mistakes 11-15 mistakes over half
made. made. mistakes made.
Tonal Memory Students has a Students has an Students has a fair musical Students has a Students show no
superior musical ear excellent musical ear with 4-6 mistakes little musical ear true musical ear
with no mistakes ear with 1-3 made. with 7-10 mistakes with over 10
made. mistakes made. made. mistakes made.
Stage Presence Students has Students has Students has a nice stage Students has a fair Students has
superior stage excellent stage presence with a non- stage presence poor stage
presence with presence with a distracting facial with lack of facial presence with
outstanding facial pleasant facial expression and body expression and awkward facial
expression and body expression and movement. body movement. expression and
movement. body movement. body movement.
Reflection
What was your overall opinion of the music from Luzon lowland?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
Answer Key
Activity 1
1. Pamulinawen
2. Atin Cu Pung Singsing
3. Leron Leron Sinta
4. Manan Biday
5. Paru-Parong Bukid
6. Magtanim ay Di biro
7. Sarung Banggi
8. Dungdungwen Kanto
9. Bahay Kubo
10. Sitsiritsit
27
Practice Personal Hygiene protocols at all times.
Activity 2
Melody Tempo Dynamics Texture Music Native
Language
1. Simple/Tuneful Moderate Mostly Soft Homophonic Kapampangan
2. Simple/Tuneful Fast Mostly Homophonic Ilocano
Loud
3. Simple/Tuneful Moderate Mostly Homophonic Tagalog
Loud
4. Simple/Tuneful Fast Mostly Homophonic Ilocano

Loud
5. Simple/Tuneful Slow Mostly Soft Homophonic Bicolano
Activity 3
-Video Presentation
References:
Printed Materials
DEPED Teaching Guide in Music 7 pp. 55
DEPED Learners Material in Music 7 pp. 9-10
Online Resources
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-sca/music/philippine-
music-a-historical-overview/
https://www.slideshare.net/teachermarley/music-of-the-lowlands-of-luzon
https://www.youtube.com/results?search_
Prepared by:
MICHAEL Y. TORRES EdD.

Writer
28
MUSIC 7
Name of Learner: ________________________________________ Grade Level: _____
Section: _______________________________________________ Date: ____________


Music from the Lowlands of Luzon have various ways of singing styles, it can also be sing
and patterned in their cultures. This can also be patterned in their religious Belief.
In this activity, you will be learning to perform music from the lowlands of Luzon based
from the songs given in the previous discussions using accompaniment, you will be utilizing all
the musical instruments deliberated to you in the previous days. Create an accompaniment in the
most creative way that is timely and relevant to your age as Generation Z learners. Your
performance will be evaluated through the rubrics provided below.

Evaluates music and music performances with rubrics on musical elements and styles.
(Q1/Weeks 7-8 - MU7LU-lc-h-10)
Directions:
You will choose to sing one musical piece to any of this songs. Leron Leron Sinta, Bahay
Kubo, Pamulinawen, and create musical accompaniment that is timely to your generation, the
genre can be rap, ballad, jazz or OPM. Then record your performance to your phones.
ACTIVITY 1. INSTRUMENTAL TREASURE HUNTING

Directions: Find anything that could produce sounds, in your backyard and use this as mode of
creating a sound that are possible to accompany your song choice from the given example of songs
above.
ACTIVITY 2. REHEARSAL MODE

Directions: Practice to sing the song of your choice and don’t forget to record it in a voice recorder
or using your mobile gadgets.
My Song Choice: _________________________________
29
ACTIVITY 3. EXCHANGE OF HEARTS WITH A TWIST
Directions: Before two persons became lovers, they do the so-called exchange of hearts. This
time, you will do the process of exchanging hearts but we will do it with a twist. The heart
mentioned is your output recorded in a video or in an audio, the songs are from the lowlands of
Luzon. In this area, you will now be evaluating the music from the lowlands of Luzon through the
video you have created but you have to exchange it to your classmates. Then you will be graded
by your classmate using the rubrics given below, so prepare your selves from exchanging your
output.
Rubrics for Scoring:

Category Outstanding Excellent Good Average Poor
10 pts 8 pts 6 pts 4 pts 2 pts
Singing Voice/ voice Students singing Students singing Students singing Students singing Students’
quality voice is of the voice is great voice is above voice is average singing voice is
highest quality, quality, nice to average, pleasant and not solo not pleasant to
nice to listen to, listen to, and to listen but not a quality. listen.
and advanced for appropriate for typical solo voice.
his/her age. his/her age.
Harmonization/ Students reads Students reads Students reads Students reads Students cannot
ability to combined his/her musical line his/her musical his/her musical his/her musical follow his/her
vocal and musical with no mistakes. line with 1-3 line with 4-6 line with 7-10 musical line
instruments mistakes. mistakes. mistakes. with over 10
mistakes.
Musicianship/ ability Students shows Students shows Students shows Students shows Students shows
to play musical superior skills in excellent skills in some ability skills little ability skills no ability skills
instrument playing playing in playing in playing in playing
instruments with instruments with instruments with instruments with instruments with
no mistakes made. 3-5 minor 6-10 mistakes 11-15 mistakes over half
mistakes made. made. made. mistakes made.
Tonal Memory/ Students has a Students has an Students has a fair Students has a Students show
ability to remember superior musical excellent musical musical ear with 4- little musical ear no true musical
a specific tone after ear with no ear with 1-3 6 mistakes made. with 7-10 ear with over 10
it has been heard mistakes made. mistakes made. mistakes made. mistakes made.
Stage Presence Students has Students has Students has a nice Students has a Students has
superior stage excellent stage stage presence fair stage poor stage
presence with presence with a with a non- presence with presence with
outstanding facial pleasant facial distracting facial lack of facial awkward facial
expression and expression and expression and expression and expression and
body movement. body movement. body movement. body movement. body
movement.
Reflection
In this activity I have learned that __________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
30
References
Answer Key:
Activity 1, 2, and 3
Answer vary
Prepared by:
MICHAEL PONCE
VIVIEN LOU MAY A. VELASCO
MANUEL D. GARCIA JR.
Writers
31

Music: Learning Activity Sheets

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Music: Learning Activity Sheets

Uploaded by

Copyright:

Available Formats

7

LEARNING ACTIVITY SHEETS

Content Editors: BENEDICT B. SANTIAGO, DPA, SDO, Santiago City

Printed by: Curriculum and Learning Management Division

Practice Personal Hygiene Protocols at all i

Competency Page number

*Describes the musical characteristics of

*Analyzes the musical elements of some

*Identifies the musical instruments and

*Explores ways of producing sounds on a

*Improvises simple rhythmic/melodic

*Performs music from Luzon lowlands with

*Evaluates music and music performances

Practice Personal Hygiene Protocols at all ii

LEARNING ACTIVITY SHEET

Background Information for Learners

“How will you know it’s me?”

Practice Personal Hygiene Protocols at all 1

Traditional Vocal Music of the Low land of Characteristics

ACTIVITY 2. THE STORY TELLER

ACTIVITY 3. TUNE ME NOW!

Rubrics for Scoring:

Performed well the 20 points- Student included all components required in 20

Practice Personal Hygiene Protocols at all 2

In this activity I have learned that _______________________________________________

Practice Personal Hygiene Protocols at all 3

Name of the Learner: _______________________________ Grade Level: _________

LEARNING ACTIVITY SHEET

Background Information for Learners

ACTIVITY 1. WATCH AND LEARN

ACTIVITY2: LET’S MAKE IT DEEPER

Practice Personal Hygiene Protocols at all 4

Religious music Melody Pitch Timbre Texture Rhythm

EXERCISE 4: LET’S SING A SONG

ACTIVITY 5: ANALYZING EXAMPLES OF SECULAR MUSIC

Practice Personal Hygiene Protocols at all 5

Practice Personal Hygiene Protocols at all 6

a. Interpret the song Mutya ng Pasig through dance and movement

Rubric: (Dance and Movement)

Practice Personal Hygiene Protocols at all 7

What I have learned in this activity_________________________________________

MARY GRACE A. ALINDADA

Practice Personal Hygiene Protocols at all 8

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency and Code

Practice Personal Hygiene Protocols at all 9

No. Musical Instruments Classifications

Image credits: Getty Images/iStockphoto

Image credits: Sinenkiy

Image credits: Lisyl Songco

Image credits: Getty Images

Image credits: nahariyani

Image credits: mekcar

Practice Personal Hygiene Protocols at all 10

Image credits: Africa Studio

Image credits: Venus Angel

Image credits: Mega Pixel

Image credits: Jaturong Srilek

ACTIVITY 2 CLASSIFY ME!

Practice Personal Hygiene Protocols at all 11

ACTIVITY 3 FAMILIARIZE ME!

No. Instrument’s Name Descriptions

Name of the Learner: _______________________ Grade Level: _