MAPEH

MUSIC . ARTS . PHYSICAL EDUCATION . HEALTH

7

Department of Education - Republic of the Philippines

MAPEH – Grade 7
Quarter 1 – Module 6: Music of the Lowlands of Luzon: Instrumental Music
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Abenir Salvador P. Carrera & Dawn Mclyn R. Angeles

Editor: Abenir Salvador P. Carrera
Reviewers: Virgilio A. Cruz Jr.
Illustrator:
Layout Artist: Abenir Salvador P. Carrera & Dawn Mclyn R. Angeles
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Printed in the Philippines
Dulce O.by Department
Santos of Education – Schools Division of Pasig
PhD (Kindergarten/MTB-MLE)
City Teresita P. Tagulao EdD (Mathematics/ABM)
MUSIC
MUSIC . ARTS . PHYSICAL EDUCATION . HEALTH
7
Quarter 1
Self-Learning Module 6
Music of the Lowlands of Luzon:
Instrumental Music
Introductory Message

For the facilitator:

Welcome to the Music Grade 7 Self-Learning Module 6 on Music of the Lowlands of Luzon:
Instrumental Music!
This Self-Learning Module was collaboratively designed, developed and reviewed by
educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge
Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the
City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers
utilized the standards set by the K to 12 Curriculum using the Most Essential Learning
Competencies (MELC) in developing this instructional resource.
This learning material hopes to engage the learners in guided and independent learning
activities at their own pace and time. Further, this also aims to help learners acquire the needed
21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity,
Critical Thinking, and Character while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Moreover, you are expected to encourage and assist the learners as they do the tasks
included in the module.
For the Learner:
Welcome to the MAPEH 7 Self-Learning Module 6 on Music of the Lowlands of
Luzon: Instrumental Music This module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills that you
will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson at hand.

Recap - This part of the module provides a review of concepts and skills
that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and application of

the lesson.

Valuing - This part integrates a desirable moral value in the lesson.

Posttest - This measures how much you have learned from the entire
module.
 EXPECTATION

At the end of the lesson you are expected to:

 identify the musical instruments and other sound sources from the Lowlands of Luzon
(Instrumental Music: Brass Band, Bamboo Organ, Musiko Bumbong, Pangkat
Kawayan, Angklung Ensemble and Rondalla Ensemble);
 listen perceptively to the music of the different musical instruments of the
instrumental ensembles from the Lowlands of Luzon; and
 explore ways of producing sounds on a variety of sources that is similar to the
instruments being studied.

PRETEST

PRETEST : TRUE or FALSE

Instructions : Write TRUE if the statement is correct and FALSE if the statement is incorrect.
Write your answer on the space provided before each number.
__________1. Musiko Bumbong is an ensemble composed mostly of brass, woodwind, and
percussion instruments in the Philippines that started during the American
Period.
__________2. Las Piñas Bamboo Organ is a 19th century church organ with unique organ
pipes almost entirely made of bamboo with 902 bamboo pipes.
__________3. Brass Band is an improvised band ensemble whose instruments are usually
made entirely out of bamboo started by the Katipunan during the Spanish
Period.
__________4. Rondalla Ensemble is popularly known as the “Singing Bamboos of the
Philippines,” is an orchestra that plays music using non-traditional bamboo
instruments founded in 1966.
__________5. Pangkat Kawayan Is a small group of musicians who plays bamboo
instruments made of bamboo rattle tubes attached to a bamboo frame?
__________6. Angklung Ensemble is an instrumental group in the Philippines made up
of stringed instruments sometimes referred to as the “Filipino String
Orchestra” or “Filipino String Band”.
 RECAP
RECAP :

Instructions : Read the question carefully. Choose the letter of the correct answer and write
your it on the space provided before each number.
A.) Polka B.) Balitaw C.) Kundiman
_____ 1. It is often called the Classical Filipino Art Song.It is characterized by a
smooth,flowing melody and slow gentle rhythm with dramatic intervals. It was the
traditional means of serenade or can also be about patriotic sentiments.
_____ 2. A Central European lively couple dance in duple time that originated in Bohemia.
It became popular throughout Europe and America in the early 19 th century.
_____ 3. It is a debate or extemporaneous exchange of love verses performed between a male
and female originally derived from Pre-Hispanic courtship genres.
_____ 4. It was performed in elegant evening gatherings at the height of its popularity
during the Spanish colonial period.
_____ 5. It’s melody, lyrics and expressive singing conveys a selfless and spiritual
attitude, intense love, longing, caring, devotion, and oneness not only with a
romantic partner,but also with a parent, child, a spiritual figure, or the
Motherland.

LESSON

Lesson 6:
Philippine Instrumental Music
A. BRASS BAND
1. Brass Band or Symphonic Band – An ensemble composed mostly of brass, woodwind, and
percussion instruments in the Philippines that started during the American Period.
The First Brass Band in the Philippines:
The Philippine Constabulary Band – A symphonic band founded by Colonel Walter
H. Loving in 1902 famous for playing in the St. Louis Exposition of 1904.

THE THREE SECTIONS AND INSTRUMENTS OF THE BRASS BAND

Woodwind Brasswind Percussion
Flute Trumpet Snare Drum
Piccolo Trombone Bass Drum
Clarinet French Horn Cymbals
Alto Saxophone Euphonium
Tenor Saxophone Sousaphone
 Description of Woodwind Instruments
An aerophone (wind instrument) that produces sound from the flow of air
Flute
across an opening. The sound it produces is thin in timbre.
It is smaller and shorter than flute. The sound it produces is thinner and an
Piccolo
octave higher than the flute.
It has a single-reed mouthpiece. A straight cylindrical tube with cylindrical
Clarinet
bore and a flared bell.
Alto It is commonly used in classical music concert bands, chamber music, solo
Saxophone repertoire, military bands, marching bands and jazz bands.
A medium-sized member of the saxophone family. Most common types of
saxophones along with the alto saxophone. It is pitched in the key of Bb, and
Tenor when written as a transposing instrument in the treble clef. It uses a large
Saxophone mouthpiece, single reed and ligature than the alto and soprano saxophones.
It is easily distinguished by the bend in its neck or its crook near the
mouthpiece.

Description of Brasswind Instruments

It has the highest register in the brass family. It is played by blowing air
Trumpet through almost-closed lips, producing a “buzzing” sound that starts a standing
wave vibration in the air column inside the instrument.
The name means “large trumpet”. The pitch is produced by sliding the valve.
Trombone The sound it produced when the player’s vibrating lips (embouchure) caused
the air column inside the instrument to vibrate.
It is commonly known as the horn. It is a brass instrument made of tubing
French wrapped into a coil with a flared bell. The quality of the sound may also be
Horn controlled through the adjustment of lip tension in the mouthpiece and the
operation of valves by the left hand.
It is a valve instrument. Current models are piston valved. It is a non-
Euphonium transposing instrument known for its distinctive tone color, wide range, variety
of character and agility.
It is known as the bass, is a type of tuba designed to be easier than the concert
tuba to play while standing or marching. It is widely employed in marching
Sousaphone
bands and other various musical genres. The bell is above the tubist’s head and
projecting forward.

Description of Percussion Instruments

Also know as side drum is an ever-present percussion instrument known for
its cylindrical shape and powerful staccato sound. It is often used in orchestras,
Snare Dum
concert bands, marching bands, parades, drum lines and drum corps. It is
played with drum sticks or brush.
It produces a note of low definite and indefinite pitch. It is known as a
Bass Drum
percussion instrument and vary in sizes.
It consists of thin, normally round plates of various alloys. It is used in many
ensembles ranging from orchestra, percussion ensembles, jazz bands, heavy
Cymbals
metal bands and marching groups. The heavier the cymbals the louder the
volume.Thin cymbals have a fuller sound, higher pitch and faster response.
B. LAS PIÑAS BAMBOO ORGAN
 A 19th century church organ with unique organ pipes almost entirely made of
bamboo with 902 bamboo pipes. The construction started in 1816 and was
completed in 1824 by Father Diego Cera. It was declared a “National Treasure” of
the Philippines in 2003.

C. MUSIKO BUMBONG
 An improvised band ensemble whose instruments are usually made entirely out
of bamboo started by the Katipunan during the Spanish Period.

D. PANGKAT KAWAYAN
 Popularly known as the “Singing Bamboos of the Philippines,” is an orchestra that
plays music using non-traditional bamboo instruments founded in 1966.

THE CLASSIFICATION OF PANGKAT KAWAYAN INSTRUMENTS

Instrument Descriptive Name Classification
1. Angklung bamboo rattle tubes idiophone
2. Bumbong bamboo wind tube aerophone
3. Kalatok bamboo knocker idiophone
4. Talunggating bamboo marimba idiophone
5. Kalagong bamboo gong idiophone
6. Diw-diw-as bamboo pan pipes aerophone
7. Tulali bamboo flute aerophone
8. Kiskis bamboo scratcher idiophone

E. ANGKLUNG ENSEMBLE
 Is a small group of musicians who plays angklung bamboo instruments made of
bamboo rattle tubes attached to a bamboo frame?
 The angklung has more than two and a half octaves or around 30 pitches and can
be a part of the other ensemble like the Pangkat Kawayan.

F. RONDALLA ENSEMBLE
 Is an instrumental group in the Philippines that is made up of stringed
instruments played with the “plectrum” or “pick” and generally known as
plectrum instruments.
 Today, the “Philippine Rondalla” plays a major role in understanding our culture
and musical heritage. It is sometimes referred to as the “Filipino String Orchestra”
or “Filipino String Band”.
 The Instrumentation of the Rondalla Ensemble
Instrument Instrumentation
Bandurria Plays the main melody (soprano). The mainstay of the group and has
the most number of instruments.
Piccolo Smaller than the Bandurria. Sounds an octave above the Bandurria and
plays the ornamental parts.
Laud Bigger than the Bandurria. Plays the secondary melody (alto) and
contrapuntal parts.
Octavina Smaller than the Guitar. Also plays the secondary melody (alto) and
contrapuntal parts.
Guitar Bigger than the Octavina. Plays the harmonic support to the melodies
through counter rhythmic patterns.

Bajo de Uñas It plays the bass part that provides solidness in rhythm and strength in
upholding the harmonic foundation.

Percussions It brings together the music by providing the beat and rhythmic patterns
(snare drum, bass to make the tone colours richer and more colourful.
drum & cymbals)

ACTIVITIES

Activity 1 – Video Presentation

Instructions : Watch and Listen to the following Instruments and Ensembles:

1. Brass Band
2. Bamboo Organ
3. Musiko Bumbong
4. Pangkat Kawayan
5. Angklung Ensemble
6. Rondalla Ensemble
Activity 2 – Classification
Classify the following Instruments into their proper Brass Band Sections.
Instructions : Check the space corresponding to the correct answer:

THE INSTRUMENTAL SECTIONING OF THE BRASS BAND

Instrument Woodwind Brasswind Percussion
1. Alto Saxophone
2. Bass Drum
3. Clarinet
4. Cymbals
5. Euphonium
6. Flute
7. French Horn
8. Piccolo
9. Snare Drum
10. Sousaphone
11.Tenor Saxophone
12. Trombone
13. Trumpet

Activity 3 – Matching Type

Match the name of the Pangkat Kawayan instruments with their descriptions.

Instructions : Match Column A with Column B. Write the letter of the correct answer on the
space provided before each number.
Column A Column B
__________ 1. Angklung A.) bamboo rattle tubes
__________ 2. Bumbong B.) bamboo wind tube
__________ 3. Diw-diw-as C.) bamboo knocker
__________ 4. Kalagong D.) bamboo marimba
__________ 5. Kalatok E.) bamboo gong
__________ 6. Kiskis F.) bamboo pan pipes
__________ 7. Talunggating G.) bamboo flute
__________ 8. Tulali H.) bamboo scratcher
Activity 4 – Identification
Identify the instrumentation of the following Rondalla instruments.
Instructions : Read the following statements. Choose the letter of the correct answer and
write it on the space provided before each number.

A.) Bajo de Uñas B.) Bandurria C.) Guitar D.) Laud

E.) Octavina F.) Percussions G.) Piccolo

__________ 1. Plays the main melody (soprano). The mainstay of the group and has the most
number of instruments.
__________ 2. Smaller than the Bandurria. Sounds an octave above the Bandurria and plays
the ornamental parts.
__________ 3. Bigger than the Bandurria. Plays the secondary melody (alto) and
contrapuntal parts.
__________ 4. Smaller than the Guitar. Also plays the secondary melody (alto) and
contrapuntal parts.
__________ 5. Bigger than the Octavina. Plays the harmonic support to the melodies through
counter rhythmic patterns.
__________ 6. It plays the bass part that provides solidness in rhythm and strength in upholding
the harmonic foundation.
__________ 7. It brings together the music by providing the beat and rhythmic patterns to
make the tone colours richer and more colourful.

WRAP–UP

WRAP – UP :
Instructions : Read carefully and answer the following statements:

1. In today’s lesson, you have learned about Philippine Instrumental Music. What
are the names of the different Instrumental Groups or Ensembles mentioned in
this lesson.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Enumerate the names of the different instruments included in each of the
instrumental ensembles mentioned.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 VALUING

VALUING :
Instructions : Read, reflect and answer the following questions.
1. How can you show your support in the preservation of our cultural heritage through
Filipino Instrumental Music?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What specific values can you achieve by promoting and supporting our own Filipino
Instrumental Music?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

POSTTEST

POSTTEST: Identification
Instructions : Read the questions carefully. Choose the letter of the correct answer and write
it on the space provided before each number.

A.) Angklung Ensemble B.) Brass Band C.) Rondalla Ensemble

D.) Musiko Bumbong E.) Pangkat Kawayan F.) Las Piñas Bamboo Organ

_____1. An ensemble composed mostly of brass, woodwind, and percussion

instruments in the Philippines that started during the American Period.
_____2. A 19th century church organ with unique organ pipes almost entirely made of
bamboo with 902 bamboo pipes.
_____3. An improvised band ensemble whose instruments are usually made entirely out of
bamboo started by the Katipunan during the Spanish Period.
_____4. Popularly known as the “Singing Bamboos of the Philippines,” is an orchestra that
plays music using non-traditional bamboo instruments founded in 1966.
_____5. Is a small group of musicians who plays bamboo instruments made of bamboo
rattle tubes attached to a bamboo frame?
_____6. Is an instrumental group in the Philippines made up of stringed instruments
sometimes referred to as the “Filipino String Orchestra” or “Filipino String Band”.
PRETEST RECAP ACTIVITY 2 ACTIVITY 3 ACTIVITY 4 POSTTEST
1. False 1. C 1. Woodwind 1. A 1. B 1. B
2. True 2. A 2. Percussion 2. B 2. G 2. F
3. False 3. B 3. Woodwind 3. F 3. D 3. D
4. False 4. A 4. Percussion 4. E 4. E 4. E
5. False 5. C 5. Brasswind 5. C 5. C 5. A
6. False 6. Woodwind 6. H 6. A 6. C
7. Brasswind 7. D 7. F
8. Woodwind 8. G
9. Percussion
10. Brasswind
11. Woodwind
12. Brasswind
13. Brasswind
KEY TO CORRECTION
 REFERENCES
References:
 Books
 Music and Arts 7 Department of Education – Republic of the Philippines
Teacher’s Guide
First Edition, 2017

 The 21st Century MAPEH in ACTION 7

RBS MAPEH Series
Revised Edition 2015
ISBN 978-971-23-7082-3
Classification: Worktext (03-MI-00017-1)
Reprinted: December 2015
Published, copyrighted 2015, and distributed by Rex Book Store, Inc. (RBSI) with
main office at 856 Nicanor Reyes Sr. St., Sampaloc, Manila/Tel.
Nos. 735-1364, 736-0567
Gerardo C. Lacia – Adelina Pineda-Limos – Lualhati Fernando-Callo – Chrismarilene
Resontoc-Cataña – Narcisa Valencia –Lim
Ferdilyn C. Lacia (Coordinator)

 Online Electronic Source

Links
 Music Grade 7 Module 6
https://www.youtube.com/channel/UCqYrHYS6G_J-s4mhhUFFZfA?view_as=subscriber
 ACKNOWLEDGEMENT

EDISON P. CLET
Illustration

ELINETTE B. DELA CRUZ

Project Development Officer II(LRMS)
Lay-out Artist

ABENIR SALVADOR P. CARRERA\

DAWN MCLYN R. ANGELES
Video/PowerPoint Presenter

VIRGILIO A. CRUZ JR.

Video/ PowerPoint Reviewer

MARIVIC D. LISING
MAPEH Department Head

GILBERT O. INOCENCIO
Rizal High School
School Head

NORILYN D. CONDE
MAPEH Education Program Supervisor

RODOLFO B. MANUEL / ROLANDO C. JULIAN

Public Schools District Supervisor
For inquiries or feedback, please write or call:
Department of Education – Schools Division Office of Pasig City
Caruncho Avenue, San Nicolas, Pasig City
Contact No. (632) 864-8865
Email Address : divisionofpasig@gmail.com