TXT-B/SLM + QA LAS

LEARNING ACTIVITY SHEET No. 02

Text book/Supplementary in MAPEH 8 – MUSIC
Materials/Self-Learning Modules based
instruction paired with MELC-Based
Quality Assured Learning Activity Sheet
Quarter 01 Week 02
(LAS)

Name: _____________________________Grade and Section: ________________________

Teacher: ___________________________Date Submitted: ___________________________

The learner…
MELC: Explore ways of producing sounds on a variety of sources that would simulate instruments
being studied (MU8SE-Ic-h-5)
Lesson/Topic: South East Asian Music
Reference/Source: MUSIC and ARTS of ASIA Learner’s Module Page No. 10-31

Objective/s: Explore ways of producing sounds on a variety of sources that would simulate
instruments being studied. (MU8SE-Ic-h-5)

Activity No: 1 Title: VARIATIONS OF SOUNDS Day: 1

Key Concept

DIFFERENCE BETWEEN VOCAL TO INSTRUMENTAL MUSIC

VOCAL MUSIC – is music made specifically for voices. It may be performed with or without
instruments.

INSTRUMENTAL MUSIC - is made solely for instruments or which uses any combination of
instruments, such as strings, woodwinds, brass, or percussion, usually without the human voice.

MUSICAL ENSEMBLE FROM SOUTHEAST ASIA

ORIGIN OF COUNTRY MUSICAL ENSEMBLE CHARACTERISTICS

Is a Cambodian musical
CAMBODIA ensemble or an orchestra that
PINPEAT usually accompanies ceremonial
music of the royal courts and
temples. Music is always part of
their court dances, masked plays,
shadow plays and religious
ceremonies.
Is the most popular form of music

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 in Indonesia. There are many
types of Gamelan but the famous
INDONESIA Javanese and Balinese gamelan
GAMELAN are the most famous. It contains
a variety of instruments such as
metallophones, xylophones,
kendang and gongs, bamboo
flutes, bowed and plucked
strings.
MYANMAR It is made up mainly of different
HSAING WAING gongs and drums as well as
other instruments depending on
the nature of the performance.
AGUNG AND KULINTANG This is a gong-based in East
Malaysia. This type of ensemble
is similar to the kulintang in the
Philippines, Brunei, and
Indonesia.

KERTOK This is a musical ensemble from

the Malay Peninsula that consists
of xylophones played swiftly and
rhythmically in traditional Malay
functions.
MALAYSIA DIKIR BARAT This is a type of musical form that
is important to Malaysia’s
national culture. It is performed
by singing in groups and often in
a competitive manner usually
with percussion instrumental
accompaniment or sometimes
without instruments at all.
SILAT MELAYU this is a form of martial arts that
is similar to t’ai chi. It originated
in the Malay Peninsula since the
Christian Era and is a mixture of
martial arts, dance, and music
usually accompanied by gongs,
drums and Indian oboes.
PIPHAT it is a mid-sized orchestra that is
THAILAND performed in either outdoor style
with hard mallets or indoor style
with padded mallets. The highly
ornate one is traditionally
associated with funerals and
cremation ceremonies. Other
versions of the piphat ensemble
are used to accompany specific
forms of traditional Thai drama
such as the large shadow puppet
theatre (nang yai) and the khon
dance drama.
KHRUEANG SAI – it is an orchestra that combines
some of the percussion and wind

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 instruments of the piphat with an
expanded string section. This
group is primary used for indoor
performances and for the
accompaniment of stick-puppet
theater.
MAHORI this ensemble is traditionally
played by women in the courts of
Central Thailand and Cambodia.
Because of this, instruments for
this ensemble are historically
smaller. However, regular-sized
instruments are used today. A
vocalist performing with the
mahori usually accompanied bt
the so sam sai.
this is similar to the piphat of
Thailand with instruments that are
SEP NYAI strictly percussive but also
integrates the use of an oboe.

LAOS this is also known as the mahori

of Thailand. However, it
SEP NOI incorporates the use of several
khene which is a large bamboo
mouth organ and is the most
popular folk music instrument of
Laos.
nhac Viet Nam refers to the
ethnic music that originated from
the “Kinh” people of Vietnam.
VIETNAM NHAC VIET NAM This term is also used to address
the music of any of the numerous
ethnic minorities including the
Montagnard, Degar, Tay, Cham
and others
as well as ethnic music
performances mainly by the
SINGAPORE SINGAPORE SYMPHONY Singapore Chinese Orchestra.
ORCHESTRA Other performing groups with
Malay and Indian influences are
still prevalent until today.

Activity 1:

Directions: Match Column A with column B on ways how it produces sound by writing the letter on the
space provided before the number.

COLUMN A COLUMN B
a. This is a musical ensemble from the
Malay Peninsula that consists of
_______1. Dikir Barat xylophones played swiftly and
rhythmically in traditional Malay

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 functions.
b. it is a mid-sized orchestra that is
performed in either outdoor style with
_______2. Gamelan hard mallets or indoor style with padded
mallets
c. It is made up mainly of different gongs
and drums as well as other instruments
_______3. Hsaing Waing depending on the nature of the
performance.
d. It contains a variety of instruments such
as metallophones, xylophones, kendang
_______4. Piphat and gongs, bamboo flutes, bowed and
plucked strings.
e. It is performed by singing in groups and
often in a competitive manner usually
_______5. kertok with percussion instrumental
accompaniment or sometimes without
instruments at all.

The learner…
MELC: Improvise simple accompaniment to selected Southeast Asian music (MU8SE-Ic-h-6)

Lesson/Topic: Southeast Asian Music

Reference/Source: https://www.youtube.com/watch?v=viMI9oCv7Icn Page No._____
S ource: https://images.app.goo.gl/7se4eoUtWU4CWcxr8

Objective/s: Improvise simple accompaniment to selected Southeast Asian music (MU8SE-Ic-h-6)

Topic: Southeast Asian Music

Activity No.: 2 Title: CREATION BY IMAGINATION Day: 2

Key Concept What is the importance in making improvise instruments?

- It can provide them with a great opportunity to communicate and respond to

each other through music, in a way that has more immediacy than performing
the music of others or composing.

CLASSICATION OF INSTRUMENTS

Hornbostel- Sachs system identifies five categories of instruments:

Categories of instruments Sample of instruments in Southeast Asian

1. AEROPHONE
Any musical instrument that produces
sound primarily by causing a body of air
to vibrate.
Bamboo flutes, (Gamelan), KHENE, HNE,
a. Free – early organs, harmonica,
accordion.
b. Non-free- flutes, recorder, oboes,

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 clarinet, saxophone , trumpet,
trombone, tuba.
2. CHORDOPHONE
Any musical instrument that makes sound
by way of a vibrating string stretched
between two points.
a. Simple /Zither – musical bows, zither. Bowed , guitar,( Gamelan);
b. Composite – lutes, harps, tube,
fiddle, violins, viola, cello, bass,
guitars. .
3. IDIOPHONE
any musical instrument which creates
sound primarily by way of the instrument
vibrating by itself. The sounds produces
ONEAT, CHHING, KONGVONG, (Pinpeat),
by the following:
METALLOPHONES, XYLOPHONES, KENDANG,
a. struck, - clapping, cymbals, GONGS (gamelan), KERTOK, ,AUNG HSAING,
xylophones, bells, rattles. KYI WAING,
b. Plucked- thumb piano, jaw harp
c. Friction – friction sticks
d. Blown – blown sticks
4. MEMBRANOPHONE
Any musical instrument which produces
sound primarily by way of a vibrating
stretched membrane and causes by
SKORTHOM, SAMPHOR ( Cambodia) , PAT
a. Struck – drums
WAING, CHAUK LON PAT
b. Plucked – plucked drums ( a string is
attached to the membrane and
causes the vibration.)
c. Friction – friction drums, (rubbed
rather than stuck or instrument in
which a cord is attached to the
membrane and rubbed.
d. Singing - kazoos
5. ELECTROPHONE
Sound produced by electric action or
implication.

You can create your own instrument which is pattern to the different instruments of
Southeast Asia by using the available materials in your suroundings that can create sounds
such as cans, sticks, plastic bottle etc. Below are some examples of materials that you can
apply.

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 Source: https://images.app.goo.gl/7se4eoUtWU4CWcxr8 Source: https://images.app.goo.gl/7se4eoUtWU4CWcxr8

Or watch the video on you tube channel with this link: https://www.youtube.com/watch?
v=viMI9oCv7Ic

So that you have your guide in creating your instruments.

Activity 2

Direction:
1. With the given sample on how to create your improvise instruments above, create your
own improvised instruments that is pattern to the Southeast Asia by using the available
materials in your surroundings.
2. With your creation take a picture of it that you are playing and print it out then attached the
said picture in the LAS during retrieval or submission.
3. At the back of your picture answer the following questions:
a. What country is your instrument inspired?
b. How does it feel that you accomplish such as your own creation?
c. Would you share it with your friends or family? Why?
4. . Fill the table that follows.
5. Your work will be rated through rubrics.

Name of improvise instrument Hornbostel – Sach How this object produces

classification sound?
1.

RUBRIC IN MAKING IMPROVISE INSTRUMENT

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 4 3 2 1
Criteria Above Meets Approaches Below
Standards Standards Standard Standard
Instrument is Instrument is Instrument is Instrument is not
Appearance decorated decorated decorated, but sort decorated or is
creatively attractively. of messy looking. very messy.
within the
assigned theme
The The The Pieces are
instrument instrument instrument is missing or falling
shows shows neatly off.
Quality of considerable considerable constructed Seems
Construction attention to attention to but is fragile and “slapped
construction. construction. will together” in a
It is sturdy, neat It is probably not hurry.
and will stand up reasonably stand up to
to sturdy and being played more
repeat/playing neat and will than once.
over a period of stand up to
time. being played
more than
once.
Instrument Produces Produces Produces Does not
Functio accurate tones; tones. tones that are not produce tones,
n stays in tune; accurate, falls apart when
pleasant Unpleasant played.
sounds. sound

The learner…
MELC: 5 Performs music from Southeast Asia with own accompaniment (MU8SE-Ic-h-7)
Lesson/Topic: Southeast Asian Music
Reference/Source: MUSIC and ARTS of ASIA Learner’s Module; Page No. 44 & 47

Objective/s: 1. Performs music from East Asia with own accompaniment (MU8SE-IIb-h-7)
Topic: Southeast Asian Music
Activity No.: 3 Title: The Shining Star Day: 3

Key Concept

nd rd
The music of Southeast Asia has been present 7 since 2 to 3 century BC. Music is an important
part of their lives because they use it for rituals, ceremonies, courting, and entertainment.
Instruments in Southeast Asia can be classified according to the Hornbostel-Sachs classification.
Most of the instruments are percussive with an exception of some aerophones and chordophones.
 Key Concept

Activity 3

Directions: Choose one Southeast Asian song that you are more familiar with. Enhance your performance
with the use of improvised musical instruments that you made as accompaniments and incorporate body
movements. You may encourage your family members to join the presentation as part of your bonding time.
You are guided with the criteria below.

Note: Submit a video of your performance to your teacher through online. If you do not have
internet connection, you may submit the video of your performance to your teacher using flash
drive or share your video using your cellphone.

Criteria
Criteria (5) (4) (3) (2)
Exemplary Proficient Needs Developing Beginning
Correct expression
and style
Accurate rhythm
Appropriate of
accompaniment
and movements
Correct pitch
Sensitive Phrasing
Well- define
dynamic level
Creativity

MELC: Evaluates music and music performances using guided rubrics applying knowledge of
musical element and style (MU8SE-IC-h-8)
Lesson/Topic: Southeast Asian Music
Reference/Source: MUSIC and ARTS of ASIA Learner’s Module Page No.

Objective/s Evaluates music and music performances using guided rubrics applying knowledge of
musical element and style.
Topic: Southeast Asian Music
Activity No.: 4 Title: MY MUSIC PERFORMANCE Day: 4

BASIC ELEM ENTS OF MUSIC

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  TIMBRE – The tone color of a sound resulting from the overtones. Each voice has a unique
tone color that is described using adjectives or metaphors such as ( nasal, resonant, vibrant,
strident, high, low, breathy, piercing, ringing, rounded, warm, mellow, dark, bright, heavy,
light, vibrato).

 MELODY – A succession of musical notes; a series of pitches often organized into phrases.
 Simple Melody – melody that stays on the same pitch.
 Complex Melody – melody suddenly jumps to a much higher note or that goes down
slowly when the melody gently.

 HARMONY – is the succession of chords. Chords are two or more notes played together at
the same time.

 RHYTHM – Notes of different durations are organized into patterns.

 TEXTURE – Describes the relationship of the lines, known as “ voices” within a piece these
lines form layers of the sound.

 Monophonic – the song has only one melodic line.

 Homophonic – a melody accompanied by chords.
 Polyphonic – the song has two or more melodic line and accompanied by a chord.

 FORM – order of events in a piece of music. The term may define the number of sections and
their relationship to each other and to the whole.

Activity 4

Direction:
1. Based in your performance in Activity 3 Check the appropriate elements of music shown
below that you think the elements are present in the song you choose.
2. Evaluate your performance by answering the self rating where in you have to encircle the
number that best describes your performance.
3. Answer your reflection about your performance.

Title of the Song Elements of Music Your Answer

Melody
Harmony
Rhythm
Form
Texture
Timbre

SELF RATING

SINGING AND
3 2 1
PLAYING I remembered all the I remembered most of I remembered a lot of
words, notes and the words, notes and help , remembering the
movements . movements words, notes and
movements.

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 PERFORMANCE
3 2 1
POSTURE I smiled and stood still I smiled and didn’t stood I forgot to smiled and
during the whole up during the whole stood up during the
performance. performance whole performance.

REFLECTION

My Favorite part of my performance was…………..

_____________________________________________
_____________________________________________
: _____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________.

Activity 1 – VARIATIONS OF SOUNDS

1. E
2. D
3. C
4. B
5. A

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 Development Team of the Language Activity Sheet (LAS)
Management Team:
SDS Thelma Cabadsan-Quitalig PhD, CESO V
ASDS Sherlita A. Palma, EdD CESO VI
Renato S. Cagomoc EdD, DM
Noel E. Sagayap

MAPEH 8 (MUSIC)

Writer : CHRISTY S. GARGANERA

SST- III, San Joaquin National High School

MARY JEAN Z. LAGRIMAS

SST-I, Pilar National High School

Editors (Language) : Corie B. Senolos

Reviewers (Content) : Mercedita S. Garcia

Renalyn C. Beso, PhD.
Noel E. Sagayap Jr.
Adnha Timagos

Illustrators : Angelique Jabinal

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