LEARNING ACTIVITY SHEET No.

Name of Student: ________________________________________ Date: _____________

Learning Area: Music Grade Level: 7 Quarter: 1st Week: 1-2

MUSIC OF THE LOWLANDS OF LUZON

I. Introductory Concept

Strong Spanish influence is very evident in the music of the lowlands in Luzon. It is
evident in our folksongs, liturgical and devotional, and in secular music.

In this activity sheet, you will know more about the vocal music of the lowlands in
Luzon.

Folksongs are songs written by the folk and are sung to accompany daily activities
such as farming, fishing, and putting the baby to sleep. It is traditionally passed on orally and
mostly sung in their own dialect. Some very familiar are folksongs from the lowlands in Luzon
are:
➢Ilocano: Pamulinawen, Manang Biday, Ti Ayat ti Maysanga Ubing, Bannatiran,
Dungdungwen Kanto, Naraniag a Bulan
➢Kapampangan: Ating Cu Pung Singsing, Doredo, Caca O Caca, Tinanan Kung Kamantigui,
Ing Bulung Lara Y Rizal, Misa a Cayaldawan
➢Tagalog:Leron Leron Sinta, Bahay Kubo, Magtanim ay Di Biro, Sitsiritsit, Paru-parong Bukid
➢Bicol: Sarung Bangui, Si Nanay Si Tatay

Liturgical and devotional are music that are used for religious events. With the
introduction of Christianity, different Western forms of music used in religious rites, were
introduced. Some of these were adapted by Filipino musicians to suit Philippine culture and
traditions like the music for Salubong, Senakulo, Santacruzan, and Flores de Mayo. At the
same time some indigenous musical forms were incorporated to the Christian practices
especially the Pasyon chant and Obando Fertility Rites.

Secular music in Luzon refers to any other vocal music that is not religious in nature.
Example of which are Harana, Balitaw, Polka, and Kundiman.

Before you do the different activities, let us review some elements of music to guide
and help you in answering this learning activity sheet.
• Melody is the succession of notes that move horizontally either up or down.
• Tempo is a part of the rhythm element that refers as to how fast or slow the beats
recur.
• Meter is the grouping of beats. The three common meters are duple(two beats in a
measure), triple(three beats in a measure) and quadruple (four beats in a measure)
• Timbre is the quality of the sound produced by a voice or instrument.
• Form is the over-all structure of a composition

1
II. Learning Skills from the MELCs
• Describes the musical characteristics of representative music selections from the
lowlands of Luzon after listening MU7LU-Ia-1
• Analyzes the musical elements of some Lowland vocal music selections; MU7LU-Ia-2

III. Activities

ACTIVITY 1:
A. Name that Folksong!
Direction: Read the excerpt lyrics of the Philippine folksongs below and guess the title
of the song. Write your answer on the space provided.

Pamulinawen Pusok indengam

Dagos ako bangon si sakuyang
man
mata iminuklat Kaidtong
Toy umas-asug Agrayo ita sa
kadikluman ako nangalagkalag
diam.
Si sakong paghiling pasiring sa
Panunutem man Di ka
itaas Simong lawog nahiling ko
pagintultul'ngan
maliwanag
Toy agayat, Agruknoyitaemmam.

1. _________________________ 2. _________________________

Gumising ka neneng, Tayo’y Mamamama namamangka

manampalok dalhinmo ang pasakayin yaring bata pagdating
buslos isidlan ng hinog… sa Maynila ipagpalit ng manika

3. _________________________ 4. _________________________

Sang can
quengsininopQuengmetung
a ca ban, mewalayaiti, ecu
camalayan

5. _________________________

2
B. Let’s Compare.
Direction: Study the musical pieces below. You can listen to the recording through the
link provided after each song, Compare the musical characteristics of the two folksongs
by filling out the table below.

https://www.youtube.com/watch?v=4NLwmATSHbo

https://www.youtube.com/watch?v=HWzwUqY0YL4

3
 SARUNG MAGTANIM AY DI
Elements of Music
BANGGI BIRO
Dialect
(Kampapangan,Tagalog,Bicol, etc)
Melody
(Narrow/Moderate/Wide)
Meter
(Duple/Triple/Quadruple)

Timbre
(Instrument/Voice)

Tempo
(Slow/Moderate/Fast)

Form
(Strophic/Binary/Ternary)

ACTIVITY 2.
A. Match It
Direction: Match the statement in left box with the liturgical/devotional and secular
music mentioned in the right.
LITURGICAL AND DEVOTIONAL MUSIC

_____1. A Philippine narrative of the passion, A. Flores de

Death, and Resurrection of Jesus Christ Mayo
_____2. A religious ritual that re-enacts the B. Pasyon
meeting of the Risen Christ with His
mother on the dawn of Easter Sunday
_____3. A Catholic Festival on the month of May C. Santacruzan
as a devotion to the Blessed Virgin Mary
where children offer flowers to the image
of the Virgin Mary while singing “Alay”
_____4. A religious event that dramatizes of D. Salubong
finding the Holy Cross by Queen Helena
and her son, Constantine the Great
during the month of May
_____5. A serenade traditionally sung by a man E. Pandanggo
to express affection to a woman.

_____6. A dance form that can be found in the F. Kundiman

different islands of Luzon in a moderately
fast triple meter.
_____7. A Philippine dance that originated from G. Harana
a Bohemian dance in a quick duple meter.
_____8. A classic love song that usually starts in H. Polka
a minor key then goes to a major key and
in triple meter and it conveys intense love
and devotion

4
B. L & T Express! (Liturgical and Secular)
Direction: Look at the pictures below. Watch and listen to the sample videos of the
liturgical and secular music of the lowlands of Luzon. Use the links under the pictures
to access the videos. After listening, write your observations about the musical
characteristics of the songs by answering the table below.

SECULAR MUSIC

PASYON BALITAW
https://www.youtube.com/watch?v=smn1z_h3Rcc https://www.youtube.com/watch?v=ijiylDrg9to

HARANA
https://www.youtube.com/watch?v=R4EGZwUkaSs&li
st=RDR4EGZwUkaSs&start_radio=1

Melody Tempo Meter Mood

Pasyon
Balitaw
Harana

Reflection:
1. What are your thoughts and ideas after hearing the different music of the lowlands
of Luzon?
_________________________________________________________________
_________________________________________________________________

2. What are your realizations after hearing the traditional music of the lowlands of
Luzon compared to the modern music that you use to hear everyday?
_________________________________________________________________
_________________________________________________________________

5
 IV. Answer Key

Activity 1A
1.SarungBanggi
2.Pamulinawen
3.LeronLeronSinta
4.Sitsiritsit
5.Atin Cu Pung Singsing

Activity 1B
Elements of Music SARUNG BANGGI MAGTANIM AY DI BIRO
Dialect Bicol Tagalog
Melody
Moderate Narrow
(Narrow/Moderate/Wide)
Meter
Triple Duple
(Duple/Triple/Quadruple)

Timbre
Voice and instrument Voice and instrument
(Instrument/Voice)

Tempo
Moderate Fast
(Slow/Moderate/Fast)
Form
Binary Strophic
(Strophic/Binary/Ternary)

Activity 2 A. Activity 3 B.
1. F
2. H
Melody Tempo Meter Mood
3. E Free
4. G Pasyon narrow slow sad
meter
5. C
6. A Balitaw moderate moderate triple happy
7. D
8. B
Harana moderate slow Duple endearment

V. References

K to 12 Most Essential Learning Competencies with CG Codes, pages 266-267

Music and Arts Grade 7 Teacher’s Guide First Edition 2017
https://sa.kapamilya.com/absnews/abscbnnews/media/abs-
cbnnews/a_images/azure/20140415_pabasa_lent-aa.jpg
https://www.youtube.com/watch?v=smn1z_h3Rcc
https://upload.wikimedia.org/wikipedia/commons/8/80/Philippine_culture_harana_
0.jpg
https://www.youtube.com/watch?v=R4EGZwUkaSs&list=RDR4EGZwUkaSs&star
t_radio=1

6
 https://www.youtube.com/watch?v=ijiylDrg9to
https://media.mutualart.com/Images/2019_02/21/08/083146562/fbf4dc3d-55a8-45f6-
a2e3-326b215f83fc_570.Jpeg

LAS Development Team

Nadia B. Villaflores - Writer - Marcial O. Rañola Memorial School

Maria Alpha B. Cauan - Language Editor - Lower Binogsacan High School
Liezel B. Berso - Layout Editor - Tiwi Agro-Industrial School
Minviluz P. Sampal - Content Reviewer - Schools Division Office of Albay
& Technical Consultant

7
 LEARNING ACTIVITY SHEET No. 2

Name of Student: ________________________________________ Date: _____________

Learning Area: Music Grade Level: 7 Quarter: 1st Week: 3-4

INSTRUMENTAL MUSIC OF THE LOWLANDS OF LUZON

I. Introductory Concept

With more than three decades of Spanish colonization and thereafter the Americans,
the life and culture of the Filipino people have been greatly affected. The music of the lowlands
of Luzon is a testament to this western influence. Your previous learning activity sheet in music
helped you understand vocal music of the lowlands of Luzon and its musical characteristics.
Now, in this activity sheet, you will get to know the different instrumental music of the lowlands
of Luzon. The Brass Band, for example, rose to popularity in the early 1900 during the
American regime through the foundation of the Philippine Constabulary Band in 1902. The
Pangkat Kawayan, Musikong Bumbong,and Angklung Ensemble are testaments of Filipino
ingenuity in our attempt to establish our own identity in terms of music.

Let’s get to know more about the instruments of the Lowlands of Luzon.

Brass Band is an ensemble of woodwind, brass and percussion instrument that

usually plays in fiestas, religious and civic celebrations in the Philippines.

The three classifications of Brass Band Instruments are:

▪ woodwind – piccolo, clarinet, alto saxophone, tenor saxophone, and flute
▪ brasswind – trombone, trumpet, euphonium, sousaphone, and french horn
▪ percussion – cymbals, snare drum and bass drum

Pangkat Kawayan, popularly known as “Singing Bamboos of the Philippines” is an

orchestra that plays music using non-traditional bamboo instruments. Pangkat kawayan is
composed of Angklung, Bumbong, Kalatok, Talunggating, Kalagong, Pan Pipes, Tulali, and
Kiskis

Musikong Bumbong is a Filipino Marching band that use bamboo woodwind

instruments. The shapes and sizes are similar to brass band instruments but have different
sounds.

Angklung Ensemble is a small group of musician who plays angklung bamboo

instruments. Angklung is made of bamboo-rattle tubes attached to a bamboo frame. The
manner of playing the angklung is my rapidly shaking the bottom part of the frame while the
other hand steadily holds the upper part of the instrument.

Las Pinas Bamboo Organ. As the Philippine National Treasure, the Bamboo Organ
can be found in St. Joseph’s Church, Las Piñas City. It is made of 902 bamboo pipes
completed in 1824 under the supervision of Fr. Diego Cera.

1
 II. Learning Skills from the MELCs
• Identifies the musical instruments and other sound sources from the lowlands of Luzon
MU7LU-Ib-3
• Explores ways of producing sounds on a variety of sources that is similar to the
instruments being studied; MU7LU-Ib-f-4

III. Activities

ACTIVITY 1: Classify It!

Directions: Look at the pictures of musical instruments below and classify which
instruments are made of bamboo or brass material. Write your answer in the box
given below.

Las Piñas Saxophone BRASS

Bamboo Organ 1.
2.
3.
4.
Trombone 5.
Trombone French Horn

BAMBOO
1.
2.
3.
Kalagong Talunggating 4.
5.

Piccolo
Angklung

Tulali Clarinet

2
ACTIVITY 2: Name Mo Ko!
Directions: Read the description of each instrument in Column A, then match it with
the name of instruments found in Column B.

A B
1. A bamboo rattle-tubes attached to a a. Flute
bamboo frame.
2. One of the Philippine’s National b. Angklung
Treasure that can be found in St.
Joseph’s Church, Las Piñas City and it
is made of 902 bamboo pipes.
3. A brass instrument made of tubing c. Bass Drum
wrapped into a coil with a flared bell.
4. A wind instrument that produces its d. Las Pinas Bamboo
sound from the flow of air across the Organ
opening.
5. Known as percussion instrument and e. French Horn
vary in sizes. It produces a note of low
pitch.

ACTIVITY 3: Let’s Ensemble!

Below are the pictures of the instrumental ensemble of the lowlands of Luzon. Links
are provided so you can see their performances and appreciate their music. After
watching, identify the instruments in each group and write your observations on the
sound production or timbre of the instruments in the table given below.

Musiko Bumbong Pangkat Kawayan

https://www.youtube.com/watch?v=e3P https://www.youtube.com/watch?v=LJIo
cKtD8xlw&t=17s btFxAxU

Philippine Brass Band Angklung Ensemble

https://www.youtube.com/watch?v=yoG https://www.youtube.com/watch?v=9sL
ed42g2ks PB26LJXU&t=26s

Instrumental Ensemble Observations

Pangkat Kawayan
Musiko Bumbong
Philippine Brass Band
Angklung Ensemble

3
 ACTIVITY 4. Try mo, Dali! Look for objects at home or in your surroundings that you
think can produce sound similar to the sound of instruments of the Lowlands of Luzon
and create an improvised instrument out of it. Take a picture or draw your improvised
musical instrument. Paste it on a sheet of paper and write a short description of your
creation. If possible, take a video of you playing it then submit your video to your
teacher.
Example:

Torotot (made of rolled coconut leaf)

Reflection:
1. If you are to choose an instrument from the instruments of the lowland of Luzon as
your favorite, which one will it be? Explain why?
________________________________________________________________
________________________________________________________________

Activity 3
Student identified 10 or more instruments and presented clear and
95-100%
elaborate observations
Student identified 7-9 instruments and presented clear but not too
90-94%
elaborate observations
Student identified 4-6 instruments and presented a not too clear and
85-89%
elaborate observations
80-84% Student identified 1-3-instruments and presented unrelated observations
75-79% No instrument identified and observations were irrelevant

Activity 4
The sound production of the instrument is about 95% similar to the original
95-100% instrument, materials were appropriately used, and the over-all
appearance of the instrument is attractive and neat
The sound production of the instrument is about 90% similar to the original
90-94% instrument, materials were appropriately used, and the over-all
appearance of the instrument is attractive but not too neat
The sound production of the instrument is about 80% similar to the original
85-89% instrument, materials were appropriately used but the appearance of the
instrument is not attractive and neat
The sound production of the instrument is 30-70% similar to the original
80-84% instrument, materials were not appropriately used, and the appearance of
the instrument is sort of messy
75-79% The improvised instrument is very messy and there is no similarity on the
sound production to the original instrument

4
 V. Answer Key

Activity 1 (in any order) Activity 2

BRASS
1. B
1.Saxophone
2. D
2. French Horn
3. E
3. Trombone
4. A
4. Piccolo 5. C
5. Clarinet
BAMBOO
1. Tulali
2. Angklung
3. Talunggating
4. Kalagong
5. Las Pinas Bamboo Organ

VI. Reference

K to 12 Most Essential Learning Competencies with CG Codes, page 263

Music and Arts Grade 7 Teacher’s Guide First Edition 2017
https://www.youtube.com/watch?v=LJIobtFxAxU
https://www.youtube.com/watch?v=e3PcKtD8xlw&t=17s
https://www.youtube.com/watch?v=yoGed42g2ks
https://www.youtube.com/watch?v=9sLPB26LJXU&t=26s

LAS Development Team

Nadia B. Villaflores - Writer - Marcial O. Rañola Memorial School

Maria Alpha B. Cauan - Language Editor - Lower Binogsacan High School
Liezel B. Berso - Layout Editor - Tiwi Agro-Industrial School
Minviluz P. Sampal - Content Reviewer - Schools Division Office of Albay
& Technical Consultant

5
 LEARNING ACTIVITY SHEET No. 3 & 4

Name of Student: ________________________________________ Date: _____________

Learning Area: Music Grade Level: 7 Quarter: 1st Week: 5-7

MUSIC OF THE LOWLANDS OF LUZON

I. Introductory Concept

In your previous LAS, you have learned about the vocal and instrumental music of the
lowlands of Luzon. You’ve understood its musical characteristics and the different instruments
they are using. In this activity sheet, you will get to experience the culture and appreciate the
beauty of it by performing and creating simple rhythmic accompaniments to some selected
music from the lowlands of Luzon.

II. Learning Skills from the MELCs

• Improvises simple rhythmic/melodic accompaniments to selected music from the
Lowlands of Luzon MU7LU-Ic-f
• Performs music from Luzon lowlands with own accompaniment MU7LU-Ia-h-7

III. Activities

ACTIVITY1: I-Tiktokmo!
Direction: Choose a folksong from the lowlands of Luzon that you’ve learned from
your previous lessons such as Sarung Bangui, Sitsiritsit, Pamulinawen etc. Create
simple rhythmic accompaniment to your chosen songusing a pair of sticks or any
improvised instruments that you can find in your home. Make a Tiktok like video of you
singing it with the rhythmic pattern that you’ve created as the accompaniment.

ACTIVITY 2: Uso pa ba ng Harana?

Direction: One of the fading Filipino traditions is the Harana, a man’s way of
expressing affection to the woman he loves.
Ask the help of your family members about any harana songs that they know. Study
the song with your family then perform it like you are serenading someone using any
musical accompaniment available. Video record your performance and send it to your
teacher.

ACTIVITY 3: A Song for Mary

Direction: Santacruzan is one of the colorful religious events during the month of May
which dramatizes the finding of the Holy Cross by Queen Helena. Sagalas with their
escorts parade the streets of the town playing the music “Dios Te Salve Maria” (Hail
Mary).

1
 Study the musical piece “Dios Te Salve Maria”. Create your own rhythmic pattern
accompaniment that suits the song. Use any available material as your improvised
instrument. Video record yourself while singing the song and playing the
accompaniment that you have created then send it to your teacher.

Reflection:
1. How do you feel after doing all the activities? What are your insights and
realizations as a teenager about the music of lowlands of Luzon?
________________________________________________________________
________________________________________________________________

Activity 1: I-Tiktok Mo!

Needs
Criteria Excellent Very Good Good Fair Improvement
(5) (4) (3) (2) (1)
Played accurately and
consistently his created
rhythmic patterns with the
song

Used improvised
instruments creatively

Entertaining performance

2
 Activity 2 (Uso Pa Ba ang Harana?) and Activity 3 (A Song for Mary)
CATEGORY 15 points 10 points 5 Points 1 point

The beat is
The beat is
somewhat
secure, and
erratic. The beat is
the rhythms
The beat is Some usually
are mostly
RHYTHM secure, and the rhythms are erratic, and
accurate.
ACCOMPANIMENT rhythm is accurate. rhythms are
There are few
accurate. Frequent or seldom
duration
repeated accurate.
errors. The
duration
arrange
errors.
Some
pitches are
An occasional Hardly
Pitch is accurate but
error but accurate or
PITCH consistently there are
mostly secure
accurate frequent
accurate. pitches
repeated
errors
Sometimes
Performs with Typically performs
creative performs with with nuance Rarely
EXPRESSION AND nuance and nuance and and style demonstrates
STYLE style in style indicated that is expression
response to the in the indicated in and style.
score/music score/music the
score/music

V. References

K to 12 Most Essential Learning Competencies with CG Codes, pages 266-267

Music and Arts Grade 7 Teacher’s Guide First Edition 2017

LAS Development Team

Nadia B. Villaflores - Writer - Marcial O. Rañola Memorial School

Maria Alpha B. Cauan - Language Editor - Lower Binogsacan High School
Liezel B. Berso - Layout Editor - Tiwi Agro-Industrial School
Minviluz P. Sampal - Content Reviewer - Schools Division Office of Albay
& Technical Consultant