Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
(PROF ED 9)

A Detailed Lesson Plan in Music Grade 10

I. Objectives: At the end of the lesson, the students should be able to:
a. define and differentiate the differences of the basic building block of music
b. identify the importance of each basic building block of music
c. value the availability of each building block of music in different terms of music

II. Subject Matter: The constituent elements of music – The Basic Building Block of Music; The expressive elements of music –
add variety add contrast to music
Material/s: netbook / laptop, book, projector, manila paper, markers
Reference/s: Music and Arts appreciation for young Filipinos – Grade 10 learners material, Department of Education
Miranda, Q.S., et al. (2018) MAPEH FOR TODAYS LEARNERS 10). Phoenix Publishing House Inc., Phoenix
Building, 927 Quezon Avenue Quezon City
Concha, A.A., et al. (2017) Music, Art, Physical Education, Health 10, Phoenix Publishing House Inc. Phoenix
Building, 927 Quezon Avenue, Quezon City

III. Procedure:

Teacher’s Activity Students’ Activity

A. Preparation

1. Preliminary activities
a. Prayer
“ ok class, who will lead the prayer ”
“S1: ma’am!”
“yes you may now”
“ S1: Dear God, thank you for looking after our school. Thank
you that you love each and every one of us here. Helps us to
learn and share together. It’s incredible that you are there every
second of the day. Everywhere all the time, beside each of us.
AMEN.”
b. Checking of Attendance
“ Thank you S1, now leaders you may now
check the attendance of your group mates.”
(Students Checking)

2. Motivation
“ class before we start our lesson for today, we will
have first our activity connected to all lesson for today, so do you
have any idea what we are about to take today? ”
“ Students: none ma’am! ”
“ Hmmm, okay so we are going to arrange jumbled
letters inside of the envelop.”
 “ You must divide yourselves into four groups, you “ grouping themselves ”
may also choose your group mates”

“ Each group is given 7 envelops each. The group

who will be the first to come up with the jumbled words have “ ma’am! How many prints? ”
additional prints in my next activity later on.”

“ You will see it later” (distributing the envelops

each group)
“ You only have 3 minutes to finish your task, your “(students doing their task)”
time starts now ”
R H Y T H M

M E L O D Y

H A R M O N Y

T I M B R E
F O R M

D Y N A M I C S

“ T E M P O

Group 3: ma’am we’re done! ”

“ S2: Ma’am it is all about music! ”

“ (checking students work ) ”
“ We have our winner! as I promise additional
points will be given on our next activity later on. ”
“ Now that we have came up with the words. What
do you think is our lesson for today? ”

3. Statement of objective/lesson
“ Indeed! As we start, our topic is constituent
elements of music and the expressive elements of music. ” “ S3: ma’am me! ”
B. Presentation
“ Our first topic is the constituent elements of music,
These are the rhythm, melody, harmony and form.”

“ First is the rhythm, who will read the meaning of

“ S3: Rhytthm – The combination of long and short, even and
rhythm and it’s concept. ”
uneven sounds that convey a sense of movement. The
movement of sound through time. Concepts contributing to an
“ yes you may ” understanding of rhythm are “
  Regular vs. Irregular
 Strong vs. weak
 Long vs. short
 Equal vs. unequal

“ S4: ma’am ”

“ S4: Melody – a logical succession of musical pitches arranged

in a rhythmic pattern. An important part of melody is rhythm. The
notes vary in pitch and duration. Form also applies to melody.
“ ok thank you, next is the melody, who will read it? ” Melodies include repetition as well as contrast. Pitch
characteristics of melodies. ”
Include:
“ okay ”
 Direction – up, down, stay the same
 Range – wide narrow spectrum of high pitches on
transposed to low pitches, but as long as the intervals
between notes is consistent. The melody can be placed
with the total pitch continuum.
 Intervals – the distance between the pitches of the
melody may be steps from one note an adjacent note,
on strips where pitches leap from one to another
stripping a time or notes.

“ S5: Harmony – the vertical blocks of different tones that sound

simultaneously: a progression of chords.”

 Vertical structure – homophonic with chords connected

to and supportive of the melody.
 Horizontal structure – polyphonic with chords created
by simultaneously sound melodies.
“ next is the harmony, S5 kindly read it loud and clear. ”

“ Form – the design of the music, incorporating repetition,

contrast, unity and variety. The organization of music, its shape
or structure. ”

“ and the last one is form. S6 please read it ”

“ S7: Timbre – the distinctive quality of time of a sound. ”

“ Thank you, so class these are the constituent

elements of music, now let’s proceed to the expressive elements
of music “
“S8: Dynamics – the volume of sound, the loudness or softness
“ S7 kindly read the first one ” of a musical passage. ”

“ another meaning of timbre is the particular tone that

distinguishes a sound or combination of sounds ”
“ next is the dynamics S8 please read ”

“ also strictly speaking, dynamics refer to the variation

in loudness of a musical composition or specific notes”

“ and finally, the tempo. Tempo is the pace at which

music moves, based on the speed of the underlying bet. It is
also the speed at which a piece of music should be played. As
with many other musical terms, Italian words are used to
describe different tempo of music. Adiago – a show tempo (other
words for slow are lento and largo) Adante – performed at a
walking pace, Moderato – played at a medium tempo. ”
“ That is our lesson for today, now class prepare
yourselves to our activity ”

C. Practice
” I will give you enough time to review and recall our
topic for today. We will be having our activity /
assignment submit via messenger, email or any other
social media platforms.”
IV. Evaluation

Activity: “Perform Me”

Now that you can identify musical elements and styles, choose any of the popular song.
Rubrics

Criteria 4 3 2 1

At least 4 musical Only one musical

3 musical elements 2 musical elements
elements were clearly element was
were clearly manifested were present in the
Musical elements manifested in the manifested in the
in the performance of performance of the
performance of the performance of the
the song song
song song

The song was sung

The song was sung The song was sung
with canned The song was plainly
with lire with canned
accompaniment or song in acapella with
accompaniment with accompaniment with no
Creativity acapella with simple no embellishment
simple embellishments embellishment
embellishments (choreography, props,
(choreography, props, (choreography, props,
(choreography, props, costume)
costume) costume)
costume)

The lyrics was The lyrics was not

The song was
memorize but there The lyrics was memorized (either sung
flawlessly performed
Mastery were evident mistakes memorized but there without a copy but
(memorized lyrics and
in execution of the was no choreography mistakes were evident
steps)
choreography in the performance)

V. Generalization/ Valuing

“ Ok class, now that we all learned about the constituent elements of music and the expressive elements of music we must give

importance to each elements in every music to create a good music in our ears. ”

VI. Assignment/ Agreement

“ I have already given you a while back your task to be submitted on our next meeting. That’s all class, you may now take a
break.”

Prepared by: Checked by:

Nympha A. Zarate Benjie T. Calaramo Jr.
Student Teacher Cooperating Teacher