SC Music 1 Module 2

Bachelor of Elementary Education
1st Semester, SY 2022-2023
Module
In
TEACHING MUSIC IN THE

ELEMENTARY GRADES
College of Education
This material has been prepared and communicated to you by or on behalf of

Palawan State University - CCRD Narra for educational purposes only.
DO NOT REPRODUCE OR COMMUNICATE.
Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

Module 3: Listening
Overview
This module discusses why Listening skills is important in teaching music and arts in the
Philippine Basic Education and listening as a concept and see how we can manipulate it in
our music lessons.
Learning Outcomes
At the end of this module, you are expected to:

1. Keep in mind that listening is central and indispensable in teaching music.
2. Learn the difference between hearing and listening; and
3. Identify some practical techniques when giving out listening activities.
L
Discussion;
Introduction
Can you imagine life without sound? Without the ability to hear? Would it
be possible for us to live without sound? If you live in outer space, then
that would be the case, since no sound vibrations can travel in there, for
there is no air.
Every day given to us is an opportunity to encounter a vast array of sounds

some are pleasing music; some are noise; and sometimes, we hear nothing
but silence. Have you ever experienced how "deafening" silence can be? In


our present hustle and bustle world, we rarely have time to "hear" silence.
In this lesson, we will talk about listening as a concept and see how we can
manipulate it in our music lessons.
THINK: Listening as a Refined Aural Skill

We hear music in an almost day-to-day basis-from our personalized phone
playlists, radio, television, social media, advertisements, church services,
flag ceremonies, birthdays, and other special occasions. Some might even
consider the chirping of birds a form of therapeutic music. The most direct
way of "consuming" and appreciating music is to hear and listen to it, since
it is an aural phenomenon. However, it is important to know the difference
between hearing and listening.
Hearing is mostly passive-we, humans, hear a lot of sounds simultaneously

without paying attention to them. On the other hand, listening is a process
which actively engages our brains as well as our ears. Merriam-Webster's
Dictionary defines listening as: "to pay attention to someone or something
in order to hear what is being said, sung, played, etc." "Together with
reading, writing, and speaking. listening is considered to be one of the four
language skills, and music is a language.
Most of the time, we tend to hear but not listen. In educating our students
through music, we are to train them to be active listeners and not just
more hearers of music. The goal is to enable our students to connect what
they listen to in the music to more far-reaching concepts and ideas. For
example, we are listening to a march. How can a drumbeat pattern depict
a march? How does the drumbeat relate to the movement of the feet?

Does the tempo reflect a military march or a funeral march? These are
some sample questions that we, teachers, should be prepared to formulate
and ask our students in the course of their music listening sessions. When
playing a track of music for the class, teachers must guide their students to
identify music elements, find the meaning and relationship between the
sounds, silence, notes, phrases, sections, and lyrics (if present), and if
possible, relate these to other concepts or subjects, such as color, texture,
art, mathematics, an event, or a story. This does not require a lot of time
and builds more interest than a typical classroom lecture. It also trains
learners to keep focus and pay attention. As they continue developing their
active listening skills, they may transfer this skill in other subjects, such as
grammar or literature.
When actively listening, it is good to ask some questions to further deepen

the learner's knowledge, understanding, and appreciation of a certain piece
of music. Here are some sample questions:
1. What musical instruments am I hearing? How many are there? Are these
stringed instruments? Brass instruments? Wind instruments? Percussion
instruments?
2. Is it a solo or a group performance?
3. What do the lyrics say? Do the lyrics fit the music? 4. What key is the
music written?


5. What is the tempo (speed) of the music? How does it affect the
character of the piece? If it was played or sung slower or faster, how
would the character change?
6. How does the music make me feel? What is its general mood?
7. Are there chords used in the piece? Are they in major or minor?
8. Are the lyrics based on a literary work, such as a poem?
9. How does the melody move? In steps, skips, or leaps? Does it stay in
one place?
10. Are there places where the tonality modulates to a different key? What
effect does it give to the listener?
11. What is the form or structure of the piece?
12. What is the music's message? Can I relate it to an idea, thing, animal,
person,place, or event?
Depending on the nature of the piece of music listened to, these questions
may or may not be applicable. What other listening questions can you think
of? Using recordings for students to listen to is not an easy task, for
students minds' are prone to wander and cease to listen attentively. When
playing a musical example in class, students may suddenly lose attention.
Here are a few techniques to remember when giving out listening
examples:
1. Be a good listening model - When listening, the teacher must show

that he/

she is engaged while doing so. Avoid using this time to look at your notes
or your lesson plan, or else the students would notice that you yourself are
not listening attentively. React to what you hear in the recording. Smile,
frown, laugh, and show facial expressions. Students copy what they see
and observe in their teachers.
2. Ask questions and give comments - In the midst of listening to a

piece of music, you may pause sometimes to emphasize certain parts of
the piece. There are highlights and important parts in a song or a piece of
music, and it is in these places where the teacher can ask questions or give
a commentary. For example, if a song repeats a line of lyrics such as
shown below in the two stanzas:
Alaala ka maging gabi't araw Alipinin mo'y walang kailangan

Marinig ko lang sa labi mo hirang
Na ako'y iibigin lagi habang buhay.
Alaala ka maging gabi't araw Alipinin mo'y walang kailangan
Marinig ko lang sa labi mo hirang
Na ako'y ibigin lagi habang buhay Note: Partial lyrics from the Tagalog folk
song "Katakataka"
Let Us Assess


Answer the following:

1. Explain how the teaching of music and arts in the Basic Education can be an avenue for
cultural literacy and building among Filipino students our cultural identity.
2. As a future elementary music teacher, what can you do to fulfill what is stated in the Article
XIV, Section 15 and Section 17 of the Philippine Constitution? State concrete examples.
References
Corpuz, B. B., and Salandanan, G. G. (2015). Principles of Teaching (with TLE).

Lorimar Publishing, Inc.
DepEd. K to 12 Curriculum Guide in Music retrieved at
https://www.academia.edu/38078710/K_to_12_Curriculum_Guide_MUSIC_Grad
e_1_to_Grade_10
Jones, C. S. and Jones, R. (n.d.) Understanding Basic Music Theory. Retrieved at

http://cnx.org/content/col10363/1.3/.
Marcial, J. V., Delos Reyes, L. B., Magbitang, I. R., and Tomas, C. (n.d.). Curriculum and
Instruction: MAPEH/MSEP. Teacher Induction Program Module.
Serrano. E.D., Pilariza, C. A., and Bunga, J. B. (2016). Principles of Teaching 2. Adriana
Publishing Co., Inc


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Bachelor of Elementary Education

1st Semester, SY 2022-2023

TEACHING MUSIC IN THE

This material has been prepared and communicated to you by or on behalf of

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

At the end of this module, you are expected to:

Every day given to us is an opportunity to encounter a vast array of sounds

This material has been prepared and communicated to you by or on behalf of

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

THINK: Listening as a Refined Aural Skill

Hearing is mostly passive-we, humans, hear a lot of sounds simultaneously

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

When actively listening, it is good to ask some questions to further deepen

2. Is it a solo or a group performance?

This material has been prepared and communicated to you by or on behalf of

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

1. Be a good listening model - When listening, the teacher must show

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

2. Ask questions and give comments - In the midst of listening to a

Alaala ka maging gabi't araw Alipinin mo'y walang kailangan

This material has been prepared and communicated to you by or on behalf of

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

Answer the following:

Corpuz, B. B., and Salandanan, G. G. (2015). Principles of Teaching (with TLE).

Jones, C. S. and Jones, R. (n.d.) Understanding Basic Music Theory. Retrieved at

This material has been prepared and communicated to you by or on behalf of

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

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