7

MUSIC 7
Learning Activity Sheet
Quarter 1 LAS 1/MELC 1, Week 1
Music of Lowlands of Luzon
Folk Songs from Lowlands

FS – Music 7
Learning Activity Sheets No. 1
First Quarter
First Edition, 2022

Republic Act 8293, section 176 states that: No copyright 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 or profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is
represented by Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to
use these materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Development Team of the Module

Author/s: Larren Joy T. Castillo

Anna May F. Dela Peles
Mary Kris M. Mondia
Denice Pearl G. Mutya
Elona Jean G. Tarrosa
Abish B. Baquinquito
Editor: Rovir C. Largavista
Layout Artist: Michael Ray S. Magon
Quality Assurance Team:
Mithos V. Hiponia
Ana Lee C. Bartolo
Management Team:
Dr. Ramir B. Uytico, CESO IV
Dr. Pedro T. Escobarte, Jr., CESO V
Dr. Neri Anne M. Alibuyog, CESO V
Dr. Bernie L. Libo-on
Dr. Athea V. Landar
Melgar D. Coronel
Ana Lee C. Bartolo
Mithos V. Hiponia

Introductory Message

Welcome to FS – MUSIC!

The FS - Learning Activity Sheet is a product of the

collaborative efforts of the Schools Division of La Carlota City and
DepEd Regional Office VI - Western Visayas through the Curriculum
and Learning Management Division (CLMD). This is developed to guide
the learning facilitators (teachers, parents, and responsible adults) in
helping the learners meet the standards set by the K to 12 Basic
Education Curriculum.
 The FS - Learning Activity Sheet is self-directed instructional
materials aimed to guide the learners in accomplishing activities at their
own pace and time using the contextualized resources in the community.
This will also assist the learners in acquiring the lifelong learning skills,
knowledge and attitudes for productivity and employment.

For learning facilitator:

The FS - MUSIC Activity Sheet will help you facilitate the

teaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter
between you and the learner. This will be made available to the
learners with the references/links to ease the independent learning.

For the learner:

The FS - MUSIC Activity Sheet is developed to help you continue

learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning.
Being an active learner, carefully read and understand the
instructions then perform the activities and answer the assessments.
This will be returned to your facilitator on the agreed schedule.
 Quarter 1, Week 1

FS- Music Learning Activity Sheets No. 1

Name of Learner: __________________________________________________________
Grade and Section: _________________________________ Date: __________________

MUSIC OF LOWLANDS OF LUZON

I. Learning Competency with Code:
 Apply creativity and innovation to musical characteristics in order to
develop marketable product.
(Original codes: MUSIC - MU7LU-Ia-1; TLE - TLE_EM9-12- III0-1)

II.Background Information for Learners

Before we explore the music of the Luzon Lowlands, let us first recall the
different musical elements that you have learned in your previous music lessons.

The first element is Rhythm. Rhythm is a set of sounds that are consistently
repeated. It functions as the composition's heartbeat. The beat, tempo, and meter
are the three parts of this element. Do you believe that after listening to some music,
you can recognize these elements in it? Have you ever found yourself bobbing your
head or tapping your foot while music plays? If so, you can truly feel the music's
beat. Due to the varying note lengths in the lyrics of your favorite videoke song, you
are actually singing the rhythm while you sing the melody.

Tempo is the beat of the speed. Every piece of music has a unique tempo that
is determined by the overall atmosphere. Sad music is generally sluggish, and
joyous music is typically quick.

The combination of strong beats (accent) and weak beats makes up the
4
meter, which determines the time signature. For example, (four four) time
4
signature is like counting 1 ah 2 ah 3 ah 4 and 1 ah 2 ah 3 ah 4 and so on. This type
3
of meter is commonly used in pop songs. In time signature, you just count 1 ah 2
4
ah 3 and 1 ah 2 ah 3 and so on. This meter is commonly used in waltz music. For
2
the time signature (two four), you just count 1 ah 2 and 1 ah 2 and so on.
4
Marches, polkas use this kind of meter.

The dynamics of the song — its loudness and softness — make up the second
component. This might happen gradually (with crescendos and diminuendos) or
suddenly. Dynamics in music imply the composition's emotional content. Loud or
powerful music conjures up themes like bravery or battle, whereas soft music
conjures up themes like love.
 The next component is the melody, which is also the most obvious of all
musical components. It is a horizontally structured series of single notes.

Melody
In other words, it is the song’s/musical piece’s core melody. It is what you
hear and what retains in your head. It has two types, the conjunct and the disjunct.

Conjunct Disjunct

Based on the diagram, which of the two do you think you can easily learn to
sing? Why?

The conjunct is the more singable or musical type. Because there are no
skips or leaps in the notes, the melody is simple to sing. Sing a Filipino folk song
while attempting to discern the melody's flow. Do the notes in the melody frequently
travel apart from one another or are they close together?

Harmony is the term used to describe how the sounds are arranged vertically
in music. It is when two or more notes are played at once.

The chords created, the accompaniment styles, and the countermelodies are
all examples of this element. Consonance and dissonance are the two forms of
harmony. Music with consonant intervals is more pleasant and gives the impression
that "all is OK." Contrarily, dissonant intervals result in a more eerie sound. It
displays stress and demands resolution.

The thickness of the sound is the key component of texture. The lines in the
three pictures below and on the next page stand in for a musical piece's melodic
progression. For instance, with a monophonic texture, there is just one line shown,
indicating that there is only one melody or tune being played. It sounds like you are
singing in the restroom by yourself. In a homophonic texture, a single melody is
accompanied by one or more musical instruments. It sounds like you are using a
videoke machine to sing. Two or more melodic contours or lines are playing
simultaneously in a polyphonic texture. It sounds like you are competing in a choral
competition.

Single Melody
 Monophonic

Melody 1

Melody 2
Polyphonic

Melody 1

Accompaniment

Instrument 1

Instrument 2
Homophonic

The sound quality that is audible is called timbre. If you and your friend sing
"Bahay Kubo" together, you can tell who is singing who's part by the sound of your
voices.

Now that you have recaptured your prior understanding of the many musical
components, you are prepared to investigate one of our cultural identities, the Luzon
Lowland Folksongs.

What song do you remember your parents singing to you when you were a
young child? or the genre of music you used to hear at your grandparents' house?
What can be said about the music? Is it simple to recall? Is the tempo challenging to
follow? What more musical components are present in the music they create?

The simple vocal and instrumental music of Luzon's lowlands is essentially

the result of the daily experiences of people like farmers, fisherman, artisans,
vendors, and other regular people. Members of the family or community acquired
this music orally and sung it in their own language. Most of the original composers of
this music were unidentified.

III.Accompanying DepEd Textbook and Educational Sites

• FS TLE 7 – K to 12 Agri – Fishery Arts – Food Processing (NC II)

Curriculum Guide May 2016: Develop a product/service in Food
Processing, pg. 28 (http://lrmds.deped.gov.ph/)
• Music – Grade 7 Alternative Delivery Mode Quarter 1 – Module 1:
Music of Lowlands of Luzon) Folk Songs from the Lowlands), First Edition,
2020, pp. 1-7
  De Leon, Felipe M. “The Diversity of Philippine Music Cultures.”
filipinaslibrary.org.ph. Filipinas Heritage Library, 2018, 2018. Accessed
October 14, 2019 https://www.filipinaslibrary.org.ph/uncategorized/the-
diversity-ofphilippine- music-cultures/.
 Leones, Kenny. “Philippine Folk Songs, Deeply Ingrained in the Culture .”
Cebuphilippines.net, 2018. Accessed October 14, 2019
http://www.cebuphilippines.net/philippine-folk-songs.html
 Dunnet, Ben. “Music Theory Academy.” musictheoryacademy.com ,
2020.Accessed October15, 2019 https://www.musictheoryacademy.com
IV.Activity Proper

ACTIVITY 1:

Modified APPROVE or DISAPPROVE

Directions:
Write APPROVE if the statement is true and if not, write DISAPPROVE.
Then, identify the word that made it disapproved. Accomplish this activity in
your activity notebook.

1. Luzon lowland folksongs have a very distinctive Spanish influence.

2. Folksongs are generally taught in schools.
3. Sitsiritsit is a Tagalog folksong.
4. An example of a Kapampangan folk song is Sarung Banggi.
5. The composers and lyricists of folk songs are usually unknown.
6. Naraniag a Bulan is an example of an Ilocano folk song.
7. Folk songs are mostly short and complicated.
8. Key signatures in folk songs do not change.
9. Folk songs are based on the community‟s livelihood, tradition and culture.
10.Atin Cu Pung Singsing is an example of a Bicolano folk song.
11.Sarung Banggi is a folk song from Batangas.
12.Pamulinawen is a folksong with a triple meter.
13.Folksongs are usually sung in the dialect of the people of its place of
origin.
14.Pamulinawen and Manang Biday are both Tagalog folksongs.
15.All folksongs have the same story to tell.

ACTIVITY 2:

Let’s Listen!

Directions:
 Identify the musical characteristics of the given songs by completing
the table. DIALECT (Tagalog, Ilocano, etc.), MELODY (major, minor
scale), DYNAMICS (softness or loudness of sound), TEMPO, MOOD
(happy, sad, etc.), THEME (love, religious, work, etc).
 The Youtube links are provided for your reference of the song
samples.
 Folk Songs Manang Biday Paru-parong bukid
https://youtu.be/ https://youtu.be/
qYnqpShl-Ns 6sORJGUpW0M
Dialect
Tempo
Mood
Melody
Dynamics
Theme

ACTIVITY 3:

Let’s Advertise!

Directions:
 The student will perform the following through a video presentation and
submit to the official Group Chat (GC) in MAPEH.
 (Integration of Music and Food Processing) Suppose you are going to
market or advertise a product, use simple rhythmic/melodic
accompaniments.
 Choose any food processing product that you would like.

RUBRICS
Excellent Intermediate Satisfactor Developing
5 points 4 points y 2 points
3 points
Creativity
Uniqueness
Musicality
Relevance
Total
20 points

V.Reflection
Complete the statement.
I have learned that ____________________________________________________
___________________________________________________________________
_______________________________________________________________.

I have realized that ___________________________________________________

___________________________________________________________________
_______________________________________________________________.

I will apply __________________________________________________________

___________________________________________________________________
_______________________________________________________________.

VI. Answer key

Activity 1
1. APPROVED
2. schools – DISAPPROVED
3. APPROVED
4. Kapampangan - DISAPPROVED
5. APPROVED
6. APPROVED
7. complicated - DISAPPROVED
8. APPROVED
9. APPROVED
10. Bicolano - DISAPPROVED
11. Batangas - DISAPPROVED
12. triple - DISAPPROVED
13. APPROVED
14. Tagalog - DISAPPROVED
15. DISAPPROVED – the sam