NOT

8
MUSIC
Quarter 3- Module 1
UNIT III
South, Central, and West Asian Music
 Department of Education ● Republic of the Philippines

Music - Grade 8
Alternative Delivery Mode
Quarter 3 – Module 1: South, Central, and West Asian Music
First Edition, 2020

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 for profit. Such
agency or office may, among other things, impose as a condition the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module
Writer: Irene F. Tabunan
Reviewers: Sherwin A. Cuerdo, SEPS-SMN/ OIC, EPS MAPEH Julita
A. Lauroza, MT-I

Illustrator: Joemar P.Valdevilla

Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD.

Assistant Schools Division Superintendent
Pablito B. Altubar
CID Chief
Members: Sherwin A. Cuerdo, SEPS-SMN/ OIC, EPS MAPEH
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
 Mercy M. Caharian, Librarian II

Printed in the Philippines by

Department of Education – Division of Gingoog City
Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph

Music
Quarter 3 - Module 1
UNIT III
South, Central, and West Asian Music
This instructional material was collaboratively developed and reviewed by educators
from public and private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at action@ deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

This page is intentionally blank
Table of Contents

What This Learning Package is About ...............................................................................................i

What I Need to Know..............................................................................................................................ii How
to Learn from this Learning Package........................................................................................iii Learning
Competencies/Objectives…………………………………………………………………..iv Icons of
this Learning Package............................................................................................................v

What I Know ……………………………………………………………………………………….vi

Lesson 1:
(Music of INDIA)
What I Need to Know..................................................................................................1 What is
It........................................................................................................................2 What’s New Activity 1:
Hear Me or Watch Me ................................................3 What’s More Activity 2:Music
Listening/Video Watching ...........................4 What Is It Instrumental Music of
India………………………………………......5 What’s More
.................................................................................................................12

What I Have Learned Activity 3: Listen to Discover…………………………….13 Activity 6:

Knowing You More…………………..………..14 Activity 7: Name
It!...................................................................15

What I Can Do Activity 8: Scrapbook Making……………………………...……..16

Lesson 2:
(Music of PAKISTAN)
What I Need to Know..................................................................................................18 What’s New
KWLR Chart....................................................................................... ..19 What Is It Vocal Music of

Pakistan ....................................................................... ..19 What’s More Activity 2: Hear Me!

……………………………………………………20 What I Have Learned Activity 4: Peace, Order

and Organize…………...……23

What’s In Activity 8: Sing It Move It!..........................................................................24 What I Can Do

Activity 6: Scrapbook Making……….……………………………26 Lesson 2:

(Music of West Asia -ISRAEL)
What I Need to Know……………………………………………………………….....28 What’s New
Activity 1: Music Listening and Video Watching ................................. .30 What I Have Learned Activity
3: Word Search in the Middle Earth………….…..34
What I Can Do Activity 6: Watch and Perform……………………………………...35 What’s More
Activity 4: Speed Instrumental Music-Cussion…………………..........37 What’s In Activity 5: It’s Singing
Time!..............................................................................38 What’s More Activity 6: Rig Your Heart with
Pasyon………………………………………..40 What I can Do Activity 7: Scrapbook
Making………………………………………………..41 Activity 8: Show What You
GOT!CELEBRATION…………………….…...43

Assessment: (Post-Test)………………………………………………………………..….44
Key to Answers ………………………………………………………………………………….....45
Summary…………………………………………………………………………………...46
References……………………………………………………………………………………....48
This page is intentionally blank
What This Module is About
What This Module is About
In this module, they are expected to demonstrate understanding of the Music of Central
Asia, South Asia and West Asia focusing in:
➢ The prominent features of the vocal and instrumental music of South, Central,
and West Asian Music of India, Pakistan and Israel.
➢ How the music of South, Central, and West Asian Music of India, Pakistan
and Israel reflect the different aspects of West Asian culture through its

Cultural Context (history & traditions) Composition

➢ The different cultural and musical practices of India, Pakistan and Israel as
expressed through their feelings towards each other, to the environment, their
Social functions Performance styles/techniques.

www.freeworldmaps.net
 I

What I Need to KNOW!

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

➢ demonstrate understanding of musical elements and processes by synthesizing and

applying prior knowledge and skills. (MU8WS-IIIa-g-1) ➢ demonstrate understanding of
salient features of music from Music of
Central Asia, South Asia and West Asia by correlating musical elements and processes to
our native forms. (MU8WS-IIIc-h-8)

How to LEARN from this Module

To achieve the objectives cited above, you are to do the following:
1. Put a smile on your face.
2. Pray for Wisdom, Endurance and Understanding upon reading and answering this
module.
3. Remove anything that will disturb/distract your work and please
FOCUS.
4. Carefully read all the lessons diligently.
5. Answer this module honestly and seriously.
6. Give ample time on going thru each lesson.
7. Answer the pretest honestly; the purpose of the pretest is for you to determine your prior
knowledge before going thru the lessons and
activities.
8. If you have a hard time understanding the lessons and activities,
please do take a break. Having breaks between lessons and activities will give you some
space where you can absorb the lesson well.
9. You can use the internet if you need more information about the
lesson.
10. Contact your subject teacher if you have some questions about the submission of your
output.

II

Icons of this Module

Icons of this Module
What I Need This part contains learning objectives
to Know that are set for you to learn as you go
along the module.

What I know This is an assessment as to your level

of knowledge to the subject matter at
hand, meant specifically to gauge
prior related knowledge

What’s In This part connects previous lesson with

that of the current one.

What’s New An introduction of the new lesson

through various activities, before it will be
presented to you

What is It These are discussions of the activities

as a way to deepen your discovery and
under standing of the concept.
What’s More These are follow-up activities that are in
tended for you to practice further in order
to master the competencies.

What I Have Activities designed to process what

Learned you have learned from the lesson

What I can do These are tasks that are designed to

show case your skills and knowledge
gained, and applied into real-life concerns
and situations.

III
 Please FOCUS

What I Know
Pre-test

STUDENTS: Before you start answering, let us find out how much you know about South, Central and West
Asia. Here are some activities prepared for you.
Are you ready?

Activity 1: Name It!

Direction: From the pictures of costumes, folk symbols, artworks, scenery and other
aspects of culture of the South, Central and West Asian countries (India, Pakistan and
Israel);identify the origin of the objects. Write your answers on your activity notebook. Are you
familiar with these instruments? Name as many as you can!

https://en.wikipedia.org/wiki/T
abla

1. 2. 3. 4. 5.
 6. 7. 8. 9. 10.

Table Oud Harmonium sitar Jewish Lyre shofar Goblet Toft Rubab IV

So do you now have an idea of the things that we will

be learning this quarter?
It’s time to make your learning goals and specify the
things that you would want to learn about the music
of Central Asia, South Asia and West Asian
Countries.

Write your goals in your Activity Notebook. Follow the guide

below:

Learning Goals and Target

At the end of this module,

a. I would like to know about

__________________________________ b. I would like to
be able to do the
ff_____________________________ c. I would like to
understand
___________________________________ d. I would like to perform or
produce_____________________________

Students will write their goals in their Activity Notebook

Now that you have

written your goals for
this quarter, it’s time for
us to officially start the
lesson.

www.Pinterest.com

Reading Time!
MUSIC has always been viewed as a universal language. In the
vast region of Asia, religious music has been a common ground in
uniting people with different languages, cultures and norms.

www.Pinterest.com

Lesson 1
Title of the Lesson
MUSIC OF INDIA
 What I Need to Know

INDIA
is the largest country in South Asia. Its music is
as vast as its geographic location and as large as
its demographic population. The music of India
reflects different aspects of Asian culture through
its timbre, rhythm, melody, texture, form and
style. In general, Indian music remains
fundamental to the lives of the people of India as
sources of spiritual inspiration, cultural
expression and entertainment.

https://www.google.com/search?q=bitly+image
 https://www.google.com/search?q=bitly+image%2FGalaxy+of+Musicians+by+Raja+Ravi+Varma+&tbm=isch&ved=2ahUKEwiuxZaRpanqAhVYA6YKHcZVAkoQ2-

Galaxy of Musicians by Raja Ravi Varma

Have you ever watched a Hindu singing or

dancing?
What is your impression on their way of
singing or dancing?
How important is music to their daily life?

What Is It
VOCAL MUSIC

India's classical music tradition, includes Carnatic and Hindustani music which have
developed over many centuries.Music of India also includes several types of folk and
popular music. One aspect of vocal music uses melismatic singing with nasal vocal quality,
as compared to the Philippine music which uses melismatic singing only in chanting epics
and the pasyon.
Singing based on a set of pitches was popular even from the Vedic times. The Samagana
style of singing developed into a strong and diverse tradition over several centuries
becoming an established part of contemporary traditions in India. The hymns in Sama Veda,
a sacred text, were sung as Samagana and not chanted. Sama Veda is the third of the four
Vedas of Hinduism but ranks next to Rig Veda (Rigveda) in terms of its sanctity and liturgical
importance.
Rig Veda is also sung in the Samagana traditional singing style. Because of its liturgical
importance, Rigveda is counted as first among the four canonical sacred texts of Hinduism
known as Vedas. Rig Veda is an ancient Indian sacred collection of Vedic Sanskrit hymns.
Some of its verses are still recited as Hindu prayers at religious functions and other
occasions.
Characteristics of Traditional Music from India:
1. Carnatic music
o refers to music from South India
o directed to a Hindu god, which is why it is called “temple music”
o unlike Hindustani music, Carnatic music is unified where schools are based on the same
ragas, same solo instruments (veena, flute, violin) and the same rhythm instrument
(mridangam and ghatam)
o music pieces are mainly set for the voice and with lyrics o compositions called krti are
devotional songs

What’s New
Activity 1: Hear Me or Watch Me!
Direction: 1 You can either watch @ youtube channel if you have internet connection at
home. If none, you can listen to radio.
2.Listening Radio Base Instruction (RBI)
Listen to learn more about Carnatic Music. Then, write your observation in
your activity notebook.

3. Watch to the examples of Carnatic vocal music of India.

For you to understand and enjoy this activity, use the guide questions
Additional Audio/Visual Activity : You
may watch the following links online:

o Carnatic Flute – Tamboori by

Heramba & Hemantha
www.youtube.com./watch?v=GvWkHsfXF
GQ o Carnatic Vocal,
www.carnaticsangeetham.com
provided.

Based on the videos, answer the guide questions in your activity notebook: 1. What is your
impression about the music you have heard?
_________________________________________________________________________
________________________________________________________________________ 2.
What instruments were used in the music samples?
_________________________________________________________________________
_________________________________________________________________________
3. What is your impression on their way of singing or dancing?
_________________________________________________________________________
________________________________________________________________________ 4.
How would you compare the kind of music they have to the types of music we have in this
generation?
_________________________________________________________________________
_________________________________________________________________________
5. Is the song fast, slow or does the tempo vary?
_________________________________________________________________________
_________________________________________________________________________

1. Hindustani music
o goes back to Vedic period times around 1000 BC
o further developed in the 13th and 14th centuries AD with Persian influences and from
existing religious and folk music
o predominantly found in the northern and central regions
o influenced by ancient Hindu musical traditions, historical Vedic religion/Vedic philosophy,
native Indian sounds and enriched by the Persian performance practices of the Mughal era
o Nasal singing is observed in their vocal music
o in North India, the most common style of singing is called khyal, a word which means
imagination

What’s More
Activity 2: Music Listening/Video Watching
Direction: 1. You can either watch @ youtube channel if you have internet connection at
home. If none, you can listen to radio.
1.Listening Radio Base Instruction (RBI)
Listen to learn more about Hindustani Music. Then, write your observation in your activity
notebook.

2. Watch to the examples of Hindustani vocal music of India.

For you to understand and enjoy this activity, use the guide questions
provided.

Additional Audio/Visual Activity : You may watch the following

links online:
o Hindustani Classical Music, www.wildfilmindia.com

o Pt.Bhimsen Joshi-Classical Vocal,

www.youtube.com//watch?v=KAJYXm067ns

Based on the videos, answer the guide questions in your activity notebook: 1. What is your

impression about the music you have heard?

________________________________________________________________

_______________________________________________________________

2. What instruments are used in the music samples?

________________________________________________________________

________________________________________________________________

3. What mood of feelings does it express?

________________________________________________________________

________________________________________________________________
4. How do the instruments help express the mood of the piece?

________________________________________________________________

________________________________________________________________

5. Is the song fast, slow or does the tempo vary?

_______________________________________________________________

What is it!
After learning about the VOCAL music of India, the next topic
will help you learn the INSTRUMENTAL music of India.

INSTRUMENTAL MUSIC
There are many musical instruments in India. Some instruments are used primarily in North
Indian music (Hindustani Sangeet) while many other instruments are used in South Indian
music (Carnatic Sangeet). Instrumental music is often similar to vocal music but sometimes
they have distinctive instrumental styles. There are five known traditional system for
classification of instruments

Classification of Musical Instruments from India:

1. Ghan – described as a non-membranous percussive instrument but with solid
resonators. It is one of the oldest class of instrument in India. It may also be a melodic
instrument or instruments to keep tal.

1. Ghatam - large, narrow-mouthed

earthenware water pot used as a
percussion instrument in India.
Unlike other Indian percussion
instruments,
https://www.google.com/search?q=bitly+image%2Fmusical+instrumen

5
https://www.google.com/search?q=wikipedia+images%2Fkarta%2Fmusical+instrument6QVtQ-23sM&imgdii=BL2zIoXGt4OE2M

https://www.google.com/search?q=wikipedia+images%2FManjira%2Fmusical+instrumeni

https://www.google.com/search?q=Bitly+Image/musical+instrument+of+india/Nout&hl=en&sxsrf=ALeKk02-hC3302ve5Hl2L6nYcR1t3XyhOw:1593660302985&tbm=isch&source=iu&ictx=1&fir=vrL9IX9Se8JGAM%2

6
2. khartal or kartal - is a
percussion instrument of India. Khartal is an
ancient instrument mainly used in devotional / folk songs. It has derived its name from
Sanskrit words 'kara' meaning hand and 'tala' meaning clapping.
3. Manjira - (also spelled manjīrā or manjeera), jalra, or gini is a pair of clash cymbals,
originating in the Indian subcontinent, which make high-pitched percussion sounds. In its
simplest form, it consists of a pair of small hand cymbals.

4. Nout(a.k.a. Nuht) - , is a small pot used in Kashmir as a percussion instrument. It may

be thought of as a north Indian ghatam.

2. Avanaddh - described as a membranous percussive instrument. This class of

instruments typically comprise the drums.
Persian frame drum used in
popular and classical music.
Moreover, is it also used in
religious ceremonies among
Kurds. The Daf is also
considered as the
national musical instrument of
Pakistan. ... Some pictures of
dap have been found in
paintings that date before the
Common Era.

https://www.google.com/search?q=bitly+image%2Fmusical+instrument

2. Dhol is depicted in earliest

ancient Indian sculptural arts
as one of the chief
percussion instruments for
ancient Indian music along
with tabla. Ain-i-Akbari , .

1. daf is a large Kurdish and

https://www.google.com/search?q=bitly+image%2Fmusical+instrument

3. Tabla is a membranophone
percussion instrument originating
from the Indian subcontinent,
consisting of a pair of drums, used in
traditional, classical, popular and folk
music. ... Each is made of hollowed
out wood or clay or brass, the daya
drum laced with hoops, thongs and
wooden dowels on its sides.

https://www.google.com/search?q=bitly+image%2Fmusical+instrument 7

3.Sushir – also known as blown air. It is characterized by the use of air to excite the
various resonators
aerophone produced from
bamboo, used in Hindustani
classical music.
Other names: Baanhi, Baashi,
Bansi, Basari, M...
Classification: woodwind
instrument

https://www.google.com/search?q=indian%20shankh%20instrument

2. Bansuri - is a side
blown flute originating from the
Indian subcontinent. It is an
 https://www.google.com/search?q=bitly+image%2Fmusical+instrument

3. Shehnai - double-reed
conical oboe of North India. The
shehnai is made of wood, except for a
flaring metal bell attached to the
bottom of the instrument, and
measures about 12–20 inches (30–50
cm) in length, with six to eight keyless
finger holes along its body.

1. Shank - It is the shell of a large

predatory sea snail, Turbinella
pyrum, found in the Indian Ocean..
In Hindu mythology, the shankha is
a sacred emblem of the Hindu
preserver god Vishnu. It is still
used as a trumpet in Hindu ritual,
and in the past was used as a
war trumpet

https://www.google.com/search?q=bitly+image%2Fmusical+instrument 8
https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+india%2Fshruti+box&tbm=isch&ved=2ahUKEwiOxsjb0avqAhVFUpQKHTZQAswQ2-

4. shruti box (sruti box

or surpeti)- is an instrument, originating from
the Indian subcontinent, that traditionally works on a system of bellows. It is similar to a
harmonium and is used to provide a drone in a practice session or concert
of Indian classical music.

4. Tat – referred to as vina during the old civilization. This class of instruments
are plucked (stringed instruments)

1.Sitar (English: /ˈsɪtɑːr/ or /sɪˈtɑːr/; सितार,

Punjabi: ਸਿਤਾਰ, sitāra pronounced [sɪˈtaːr])
is a plucked stringed instrument,
originating from the Indian subcontinent,
used in Hindustani classical music. The
instrument was invented in medieval
India and flourished in the 16th and 17th
centuries and arrived at its present form in
18th-century India.

https://www.google.com/search?q=Bitly+image%2Fmusical+instrument

2. Gutovadyam also
known as
veena (IAST: vīṇā)
comprises a
family of chordophone
instruments
from the Indian
subcontinent.
Ancient musical instruments evolved
 into many variations, such as lutes,
zithers and arched harps.

https://www.google.com/search?q=wikipediaimage%2Fmusical+instrument+of+india%2FGotuvadyam&tbm=isch&ved=2ahUKEwjn0prX16vqAhVIdJQKHXXBBIMQ2-

4. Gopichand like the ektara, is a one-string

instrument used in Bangladesh, India and
Pakistan. In origin the gopichand and ektara is
a regular string instrument of wandering bards
and minstrels from India and is plucked with 3. Ektar or gopi yantra is a very simple
one finger. The gopichand usually has a folk instrument mainly played by Baul
stretched single string, an animal skin over a singers in Bengal. The single string is
head (made of dried pumpkin/gourd, wood or
plucked openly with one finger or a
coconut) and pole neck or split bamboo cane
neck.
plectrum. The pitch can be lowered
considerably by pressing both halves of
the forked bamboo neck together, thus
reducing the tension of the string.

https://www.google.com/search?q=wikipediaimage%2Fmusical+instrument+

AoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=cVD8XtbRLoPo0QSSn4KoCg&bih=657&biw=1366#imgrc=utpG1QRZSEqxHM&imgdii=KobmmXIYMXyOeM
 https://www.google.com/search?q=Bitlyimage%2Fmusical+instrument+of+india%2FGopichand&tbm=isch&ved=2ahUKEwi
sNSv26vqAhVqGKYKHfKtBGkQq4c5B__aeiRXM&imgdii=O3o87YiyK2ylSM

5. Rabab was introduced to

the Indian classical music scene
around the fourteenth and fifteenth
centuries. It rose to the zenith of fame
in the sixteenth century and remained
there as the most popular
string instrument along with the rudra
veena till the eighteenth century.

https://www.google.com/search?q=Bitlyimage%2Fmusical+instrument+of+india%2FRabab&tbm=isch&ved=2ahUKEwjmhpCk3avqAhVHUpQKHdBBCOMQ2-

J1CfDVj8

KWDcM

WgAcAB

4AIABzQ

KIAdQW

kgEHMC

44LjQuM

pgBAKA

BAaoBC

2d3cy13a

Xota
 1

5. Vitat – described as bowed stringed instruments. One of the oldest classifications of

instruments and yet did not occupy a place in classical Indian music until the last few
centuries.

https://www.google.com/search?q=Bitly+Image/musical+instrument+of+india/Banam&hl=en& 2ahUKEwiIs62D46vqAhUCFogKHapIBdUQ_AUoAXoECA4QAw&biw=1366&bih=657#imgrc=VxgJpYsUX26LxM

2. Esraj is an Indian
stringed instrument found in two
forms throughout
the Indian subcontinent. 1. Banam – is a
class of folk
It is a relatively
fiddles found
recent instrument, being only among the Santal
about 300 years old. It is found people of North
East India and
in North India, primarily Punjab,
Bangladesh
where it is used in Sikh music
https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+india%2FEsraj&tbQYKqPEGgAcAB4AIABhQKIAZwQkgEFMC40LjaYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=
 3. Chikara is a simple spike fiddle played,
similarly to the sarangi or sarinda, by sliding
fingernails on the strings rather than pressing
them to touch the fingerboard.[1] It has 3
strings, two horse hair and one steel,[2] in 3
courses and is tuned C, F, G

https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+india%2Fchikara&tbm=isch&ved=2ahUKEwjFlIj65avqAhUIdJQKHelEC7wQ2- 11

https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+india%2FSarangi&tbm=isch&ved=2ahUKEwj-uan-5avqAhUNvZQKHU3hCwUQ2-

4. Sarangi is a bowed stringed instrument with a skin-covered resonator. The typical

sarangi is made by hand, usually from a single block of wood. The four playing strings on
this
instrument are made of goat gut, and the seventeen sympathetic strings are made of
steel.
 What’s More

TALA
Rhythm plays an important role in Indian music. It is fundamental to the
creation of any musical system. Certainly, from a historic stand point, rhythm existed
many centuries ago before the word “rag” was ever used. Given this historical
preeminence, it is not surprising that rhythm occupies an important position in the
Indian system of music.

Tala - literally meaning ‘clap;’ variously transliterated as “tal”, “taal” or “taala” -

is a regular, repeating rhythmic phrase, particularly as rendered on a
percussive instrument with an ebb and flow of various intonations
represented as a ''theka'' - is the common Indian system of rhythm

Theka - a sequence of drum-syllables or ''bol'' - in Indian classical music, both

Hindustani classical music and Carnatic music use complex rules to create
elaborate patterns of rhythm

Tabla - most common instrument for keeping rhythm in Hindustani music

Mridangam - most common instrument for keeping rhythm in Carnatic music -

also transliterated as “mridang”

12

Student’s Performance Task

What I Have Learned!

Activity 3: Listen to discover!
Direction: Radio Base Instruction (RBI)
1. Listen to learn more about Interactive Music featuring Musical Instruments
of India. After you tune in, write your observation in your
 activity notebook.

www.Pinterest.com
Activity 4: Watch ME!
Direction: 1.Watch a short video clip about Interactive Music featuring Musical Instruments
of India from the given links below and write down your observation about the
presentation in your activity notebook.

If available, use the interactive listening tools

by William Alves, in his audio-cd
recordings: Interactive Music of the World,
featuring musical instruments of India.
www.youtube.com
www.Pinterest.com

ACTIVITY 5: Which Is Which?!

Direction:Study the words written in the box. Identify which word fits the description
of Carnatic and Hindustani music. Write your answers on your Activity Notebook.

Khyal Southern Nasal

Temple Music Singing Lyrical

Unified Persian Influence

Northern Krti ImaginationCARNATIC MUSIC HINDUSTANI MUSIC

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

13
What’s More

Activity 6: Knowing You More!

Direction: Use graphic organizers as illustrated below or make your own organizer to
present ideas effectively. On your Activity Notebook, make a diagram that can
describe both musical ensembles. Use the following as your guide.

Carnatic
Music
Music

Hindustani
 Carnatic Music Common Hindustani Music n

14

ACTIVITY 7: Name It!

Direction: Name the following Indian musical instruments. Write the answers in your Activity
2._______________________ 3.________________________
_
___

1.________________________
_
4.________________________ 5._______________________ 6.________________________

_ ___ __

7.__________________________ 8.________________________ 9.______________________

_ ___

10._______________________ 11._______________________ 12.______________________

_ _
 13.______________________ 14________________________

15.______________________

Notebook.
15

What I can do
ACTIVITY 8: Scrapbook Making

Direction:Make a scrapbook of INDIA musical instruments. Carefully organize the

pictures in your scrapbook and include a brief description about each instrument.
Refer to the following assessment rubric for the criteria.

Scrapbook Rubrics

Points 4 3 2 1 Earned
Assessm
ent

Advanced Approaching Developing Beginner Sel Tea

Proficiency f cher

Content Information Main Some Main points

is points main are not
complete are points complete
and covered and and are
is but lack details are greatly
enhanced some missing lacking in
by accurate details detail
and
appropriate
details
 Pictures, Number More and Very little
photographs, and types better pictorial
or other of visuals representa
similar visuals are could be tio n is
devices add adequate, used; present;
to overall as are captions
effectiveness captions only captions
of the identify are
scrapbook; and label incomplet
captions are rather e
relevant and than
explanatory explain

Space, Design Shows There is no

shapes and elements evidence considerati
colors and of use of on of
provide principles some design
information used are design elements
themselves adequate elements and
and add to and principles
the principles
overall
effectiveness
of scrapbook

All sources The Sufficient The list of

are properly minimum number/t sources is
and number/ty yp es of inadequate
thoroughly pe s of sources in number /
cited; the sources are types and
number / are lacking; format of
types of present not all items
sources are and are citations
exceeded cited are
properly formatted
properly

16

Theme There is Most of the Only a Confusing

wholeness about information portion of and/ or
the scrapbook; relate to the the inconsistent
the theme is theme of the information
consistent scrapbook. relates to
throughout. The cover is the theme
The cover relevant to of the
clearly the scrapbook.
identifies the contents. The cover is
theme. unclear
in its
message.
 Overall The All the Only some Few of the
effectiv requirements of requireme of the assignment
eness the nt s of the assignment requirements
assignment assignment requiremen have been
have been have been ts are met. The
exceeded. The fulfilled. The fulfilled. presentation
scrapbook is scrapbook The as a whole
very creative is neat and scrapbook lacks
and presentable. lack neatness.
interesting. neatness.

Congratulations! Well done!

17

Lesson

2
 Title of the Lesson

PAKISTAN MUSIC

What I need to Know

Pakistan
https://www.google.com/search?q=bitly+image%2Fculture+of+pakistan+&tbm=isch&ved=2ahUKEwjyw5H6-a3qAhUJCpQKHY1HDJwQ2-

Central Asian music encompasses numerous different musical styles

originating from a large number of sources. Though Pakistan is part of South Asia, its
western part is considered as extended Central Asia.

Pakistan is known for its unique vocals. The distinctive Pakistani sound was formed
with multiple influences not only from various parts of South Asia but also includes
diverse elements from Central Asia, Persia, Turkey and the Arab world. This lesson
will show you the traditional instrumental and music vocal of

Pakistan.

18
 What’s New
Activity 1: KWLR Chart

Direction: Fill in the information needed on the first and second column of the chart about

the Music of India, Pakistan and Israel. The third and the fourth column will be use at end of

the lesson.

What you Know What you Want What you Learned What you Realized
to know

What is it

VOCAL MUSIC OF PAKISTAN

Pakistan is known for its two vocal styles in singing:
1. Ghazal
o are traditional expressions of love, separation and loneliness; it tells about both the pain
of loss of the lover and the beauty of love in spite of that pain o its structural requirements
are more strict than those of most poetic forms traditionally written in English

o is considered by many to be one of the principal poetic forms the Persian civilization
can be sung by both for men and women.

2. Qawwali
o the devotional music of the Chishti Order
o a vibrant musical tradition that stretches back more than 700 years o originally
performed mainly at Sufi shrines throughout the subcontinent and gained mainstream
popularity
19

What’s More
Activity 2: HEAR ME!

Direction: (RBI)
Listen to learn more Ghazal and Qawwali vocal music of Pakistan. After you tune in,
write your observation in your activity notebook.

Activity 3: LEARN from ME!

Direction: Watch to the examples of Ghazal and Qawwali instrumental and vocal music of
Pakistan from the given links below and wrote down your observation about the
presentation in your activity notebook.
Additional Audio/Visual Activity: You may watch the
following links online::
o Rahat fateh ali khan-best qawwali,
www.youtube.com

o Nusrat fateh ali khan-best qawwali,

www.youtube.com

Additional Audio/Visual Activity: You may watch the

following links online::
Pakistani Ghazal-Payam e Mashriq’s Ghazal,
www.youtube.com

Based on the videos, answer the guide questions in your activity notebook: 1. What is your

impression about the music you have heard?

_________________________________________________________________ 2. What

mood of feelings does it express? ___________________________________

___________________________________________________________________ 3. How

do the instruments help express the mood of the piece? __________________

___________________________________________________________________ 4. Is

the song fast, slow or does the tempo vary? ______________________________

___________________________________________________________________

20

What is it
INSTRUMENTAL MUSIC OF PAKISTAN
Punjabi music strengthens the importance of musical instruments in Pakistan. Punjab is a
region in South Asia which is divided into West Punjab, Pakistan and East Punjab, India.
Bhangra, one of the most recognized forms of Punjab, is based on the drum rhythm of dhol.

Significant Instrument of Pakistan

1. Tabla - is a membranophone
percussion instrument originating
from the Indian subcontinent,
consisting of a pair of drums, used
in traditional, classical, popular and
folk music. ... Each is made of
hollowed out wood or clay or brass, the
daya drum laced with hoops, thongs
and wooden dowels on its sides.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Tabla&tbm=

2.Dholak - is mainly a
folk instrument, lacking the
exact tuning and playing
techniques of the tabla or the
pakhawaj. The drum is pitched,
depending on size, with an
interval of perhaps a perfect
fourth or perfect fifth between the
two heads. It is related to the
larger dhol and the
smaller dholki.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Dholak

21

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Rubab

4.Harmonium, also called a

"melodeon", "reed organ" or
"pump organ", is a
keyboard instrument that is a
lot like an organ. It makes
sound by blowing air through
reeds, which are tuned to
different pitches to
make musical notes.
3.Rubab - is one of the national musical
instruments of Afghanistan. It proliferated throughout West, Central,
South and Southeast Asia. It derives its name from Arabic rebab
'played with a bow'; in Central Asia, however, the instrument is
plucked and is distinctly different in construction.
https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Harmonium

22

Student’s Performance Task

What I have Learned

Activity 4: Peace, Order and Organize!
Direction: Compare and contrast the vocal/instrumental music of Pakistan from the
music of India. Draw this diagram on your Activity Notebook and answer.

VOCAL and INSTRUMENTAL MUSIC

Pakistan India Similarities

 Differences

23

What’s In

ACTIVITY 5: SING It! MOVE it!

Direction:You are going to make a video singing presentation on one PAKISTAN

song and one INDIA song either learned from this module or through research.
Enhance your performance with the use of improvised musical instruments as
accompaniments and incorporate body movements. (make your own version of
substitute improvised musical instruments). .Submit your video and assessment on time.
Please refer to the following criteria. Before performing, explain your answers to the
following questions:

1. Describe how a musical element reflects the culture of each country. 2. What is
the difference between the traditional and contemporary folk songs of South,
Central, and West Asian Music?

Criteria 5 4 3 2 1

Correct expression and style

Accurate rhythm

Appropriateness of accompaniment
and movements

Correct pitch

Sensitive phrasing

Well-defined dynamic level

Creativity

Rubrics for Designing an Instrument Substitute

Basic Developing Approaching Proficient
Proficiency

Inappropriate; Most materials Appropriate Appropriate and

Messy and appropriate; materials; creatively
incomplete Decorated but Decorated, modified
materials; messy; neat; Sound materials;
Sound quality Neat but quality Decorated
lacks fragile; almost within the
similarity Sound quality similar to context of the
with that of somewhat that instrument;
the original similar but not of the Neat and
instrument exactly similar original durable; Sound
to that of the instrument quality
original most similar to
instrument that of the
original
instrument

24
Example Substitute Improvised Musical
Instruments
www.pinterest.com
25

What’s More
ACTIVITY 6: SCRAPBOOK MAKING
Direction: Make a scrapbook of PAKISTAN musical instruments. Carefully organize
the pictures in your scrapbook and include a brief description about each instrument.
Refer to the following assessment rubric for the criteria.
Scrapbook Rubrics

Points 4 3 2 1 Earned
Assess
m ent

Advanced Approachi Developing Beginner Sel Tea

ng f cher
Proficienc
y

Content Information Main Some Main

is points main points
complete are points are not
and is covered and complete
enhanced but lack details and are
by accurate some are greatly
and details missing lacking in
appropriate detail
details

Pictures, Number More and Very little

photographs, and types better pictorial
or other of visuals representa
similar visuals could be tio n is
devices add are used; present;
to overall adequat captions
effectivene e, only captions
ss of the as are identify are
scrapbook; captions and label incomplet
captions are rather e
relevant and than
explanatory explain

Space, Design Shows There is no

shapes and elements evidence considerati
colors and of use of on of
provide principles some design
information used are design elements
themselves adequate elements and
and add to and principles
the overall principles
effectivene
 ss of
scrapbook

All sources The Sufficient The list of

are properly minimum number/t sources is
and number/ty yp es of inadequate
thoroughly pe s of sources in
cited; the sources are number /
number / are lacking; types
types of present not all and
sources are and are citations format of
exceeded cited are items
properly formatted
properly

26

Theme There is Most of the Only a Confusing

wholeness informatio portion of and/ or
about the n relate to the inconsistent
scrapbook; the theme informati
the theme is of the on
consistent scrapbook. relates to
throughout. The cover the
The cover is relevant theme
clearly to of the
identifies the scrapboo
the contents. k. The
theme. cover is
unclear
in its
message.

Overall The All the Only Few of the

effectiv requireme requireme some of assignment
eness nts of the nt s of the requiremen
assignment the assignme ts have
have been assignme nt been
exceeded. nt have requirem met. The
The been en ts are presentati
scrapbook is fulfilled. fulfilled. on as a
very creative The The whole
and scrapbook scrapbo lacks
interesting. is neat ok lack neatness.
and neatness.
presenta
ble.

You can create your own

and be creative.
27

Lesson
Title of the Lesson
Music of West Asia
3
ISRAEL

What I need to Know

https://www.google.com/search?q=map+of+Israel&sxsrf=

https://www.google.com/search?q=music+and+culture

In general, music of West Asia is modal. Harmony is not emphasized but rather
includes salient features such as melodic complexity and ornamentation, including ¼ tones
and rigorous rhythmic development. West Asian music is commonly used during:
Communal worship (in Mosque, Synagogue and Church)
Mystic rituals (Sufis, Hassidic)
Life passage events (Weddings, Bar Mitzvas, Bat Mitzvas,
 Anniversaries) Entertainment (Belly Dancing, Folk Dancing)

28

VOCAL MUSIC OF ISRAEL AND ARABIA

A. Israeli Music
https://www.youtube.com/watch?v=2fKf9fXgFlQ&list=PLf-67l2J2EngUcEBA33FmSQexTsGWkiVW Israeli singers
have distinctive vocal style. They sing with guttural and throaty enunciation.

Two Divisions of Jewish Music

1. Devotional https://www.youtube.com/watch?v=lK-aXgSMj90

almost entirely vocal

featured during Sabbath and other holy days
the art of Hazan (leader of prayer in synagogue) has always been evident in the culture
shofar is a special call to prayer and repentance; it is sounded on the High Holidays (the
Jewish New Year and Day of Atonement)
2. Secular https://www.youtube.com/watch?v=SeMhQBdkNQc

instruments and voice are used

played during life passage events
context lies outside the religious domain
very rhythmic and have popular and romantic texts
B. Arabic Music https://www.youtube.com/watch?v=AJolx_NrDto&list=PLrAbRK1edFcQ0XsMy7BQ_BDqfeTZqPjI_ Arabic

Maqam is distinctively unique to Arabian music because of its technique of improvisation.

It is the system of melodic modes used in traditional Arab music. Arabian rhythmic pattern
or cycle is analyzed by means of rhythmic units. 1. Wazn - literally means “measure”
performed on the goblet drum, frame drum and kettle drum only used in musical
genres with a fixed rhythmic-temporal organization including recurring measures, motifs and
pulse

29
2. Iqa https://www.youtube.com/watch?v=ySoEE4FhBOA

the rhythmic pattern in Arabian music

reputed to be over 100 iqa, but many of them have fallen out of fashion and are rarely
used in performance
the greatest varieties of iqa (or iqa’at as pronounced) range from two to 48 beats
are used in the muwashahat (an Andalusian musical form) where every syllable of the lyric
must fall on a beat.

What’s New
Activity 1: Music Listening/Video Presentation

Direction: Listen or Watch @ youtube channel if you have internet connection at home, the

examples of traditional instrumental and vocal music of Arabia. For you to understand and

enjoy this activity, use the guide questions provided.

Additional Audio/Visual Activity: You may watch

the following links online::
Habib Yammine-Wazn il mu’allaqat imru’al Qays
www.youtube.com

Based on the videos, answer the guide questions in your activity notebook: 1. What is your

impression about the music you have heard?

__________________________________________________________________ 2. What

mood of feelings does it express? ___________________________________

___________________________________________________________________ 3. How

do the instruments help express the mood of the piece? __________________

___________________________________________________________________ 4. Is

the song fast, slow or does the tempo vary? ______________________________

___________________________________________________________________

30

What’s In
Activity 2: Music Listening/Video Presentation

Direction: Listen or Watch to the examples of traditional instrumental and vocal music of

Arabia. For you to understand and enjoy this activity, use the guide questions

provided. watch the following links online::

Additional Audio/Visual Activity: You may

Michigan Arab Orchestra-Fantasie Nahawand Mona and

Ahmed Fekry- Muwashahat www.youtube.com

Based on the videos, answer the guide questions in your activity notebook: 1. What is

your impression about the music you have heard?

___________________________________________________________________

___________________________________________________________________ 2.

What mood of feelings does it express? ___________________________________

 ___________________________________________________________________ 3.

How do the instruments help express the mood of the piece? __________________

___________________________________________________________________ 4. Is

the song fast, slow or does the tempo vary? ______________________________

After knowing about the vocal

music of West
Asia, let’s move on to
instrumental music.
Do you have any idea of what instruments
looks like in this part of Asia?

31

INSTRUMENTAL MUSIC OF ISRAEL

The lute such as the Philippine bandurria and Laud traces its origins from the Middle Eastern
Oud and Indian sitar. Goblet drum, darbuk, the tambourine and other instruments associated
with Middle Eastern music are used as accompaniment. One of the dances where
accompaniment is used is Hora, a dance that often has strong off beats and asymmetric
meters.

SIGNIFICANT INSTRUMENTS OF
ISRAEL

1.Jewish Lyre- ancient Hebrew lyre,

the musical instrument of King
David. According to the
Roman Jewish historian Josephus
(1st century ad), it resembled the
Greek kithara (i.e., having broad arms
of a piece with the boxlike neck), and
kinnor was translated as “kithara” in
both the Greek Old Testament and
the Latin Bible.
2. Psalterion Harp -
Psaltery, (from Greek
psaltērion: “harp”), musical
instrument having plucked
strings of gut, horsehair, or
metal stretched across a flat
soundboard, often trapezoidal
but also rectangular,
triangular, or wing-shaped.
The strings are open, none
being stopped to produce
https://www.google.com/search?q=Bitly+image%2F+Psalterion+Harp&tbm=isch&ved=2ahUKEwjAutvC7LXqAhXYzYsBHZEwB8wQ2cCegQIABAA&oq=Bitly+image%2F+Psalterion+Harp&gs_lcp=

CgNpbWcQAzoECCMQJzoECAAQHlDG6xFYvKESYJ-

different notes.A

https://www.google.com/search?q=Bitly+image%2F+shofar&tbm=isch&ved=2ahUKEwi056DS7bXqAhXyIaYKHYLWCKgQ2-

32

OTHER SIGNIFICANT
INSTRUMENTS OF ARAB COUNTRIES

1.Goblet o darbuka (also

called a doumbek, tablah, or
goblet drum) is an hour-glass
shaped drum popular
throughout the Middle East.
The drum head or skin is
stretched tight with rope or
leather thongs or even nails.

https://www.google.com/search?q=wikipedia%2FGoblet&tbm=isch&ved=2ahUKEwirr9

2. Toft (Bendir) o The term

Bendir means in Turkish
language a big hand frame
drum, which is known as
Duff in Arabic language. o
The drum is played kept
vertical by inserting the
thumb of the left hand in a
special holes in the
https://www.google.com/search?q=wikipediaimage%2Fmusical+intrument+from+arabia
frame.Jan 7, 2018 %2Ftoft&tb

OTHER
SIGNIFICANT MIDDLE EASTERN INSTRUMENTS

1. Oud (Arabic: ‫ عود‬ʿūd [ʕuːd]) is

a
short-neck lute-type, pear-shaped
stringed instrument (a
chordophone
in the Hornbostel-Sachs
classification of instruments),
usually with 11 strings grouped in
6
courses, but some models have 5 or
7
courses, with 10 or 13 strings
respectively.

https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument-

2. Darbuka drums appear to be a

more modern variation of
the doumbek. Still goblet-shaped,
a darbuka drum is smaller than
a doumbek (9-16 inches tall) and is
almost always made from metals like
copper or aluminum.
However, darbuka drums have a
drum head that is easier to access
than a doumbek.Dec 31, 2014
https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+from+arom+arabia%2FDarbuk& M
 33
What I Have Learned

Activity 3: Word Search in the Middle Earth

Direction: Search for the terms used in vocal and instrumental music of West Asia.
Encircle/highlight the words that you found.

S E C U L A R D F G A

A B T A G M N U Y K R

I R O J C O G W M N A

Q T F S M X B E H B B

A F T O N P A L T G I

I E I S R A E L E H C

D E V I O N A L D T I

W Y A E F K L O I T U

S H O F A R A U U Y Y

Q D A R B U K A A D A

Explain the meaning of these terms, write it in your Activity Notebook.

Example:
2.3.4.5.6.7.8.9.
1. TOFT – it is a drum which is played kept vertical by inserting a thumb. 10.

Did you notice how rhythm plays an important

role in the music of South, Central and West
Asia? Most of their music, religious or cultural,
is based on rhythm.

It’s time to experience music from India,

Pakistan, Israel and Arabia.

Do you play drums? If not, now’s the time to

learn how. Get hold of that rhythmic sense
because you’re going to need it for the next
activities.
This is a compilation of performances meant
to enhance your rhythmic sense.
 34

What I can do

Activity 3: Watch and Perform!

Materials: Create Improvised Percussion iinstruments
Directions
1. Watch the West asian Instruments by HAIRO.
https://www.youtube.com/watch?v=4aYMhm5hfm0
https://www.google.com/search?q=West+asian+instruments+by+Hairo
2. Listen to the various sounds and rthythms played.
3. Simulate the rhythm by using any improvised percussion instrument 4. Make a video
of your performance..Submit your video and assessment on time.

Assessment: RHYTHMIC RUBRIC

TEACHER: Students will write their goals in their notebooks.

Points 5 pts. 4 pts. 3 pts. 2 pts. 1 pt. 0 pt

Tempo Appropriat Fluctuat Fluctuat Mostly Not Cannot

e es es often wrong appropriate play
slightly

Steady Consisten Fluctuat Fluctuat Mostly Not Cannot

Beat t es es often Wrong Appropriate Play
slightly

Rhythm No A few Many Mostly Consistent Cannot

ic mistakes mistakes mistakes wrong ly wrong Play
Pattern

Rest No A few Many Mostly Consistent Cannot

Rhythm mIstakes mistakes Mistakes wrong ly wrong play

Overall Superior Very Good Fair Poor Cannot

Rhythm Good Play
The music of India, Pakistan, Israel and West Asia are widely used as an expression of
their way of life and spiritual beliefs. Instruments add texture to any musical
performances. See if you can do the activity with SPEED...

Isn’t it fun to play percussion instruments?

In the next activities, we’ll be checking if you
remember their musical instruments.
Are you ready?

35
https://www.pinterest.co.uk/pin/20055160817659285/
36

What’s More

Activity 4: Speed Instrumental Music-cussion (you can include your family in this activity).
You will need:
Pictures of musical instruments of India, Pakistan, Israel and West Asia countries
placed and pasted on cardboard
Procedure/Direction:
1. Paste a picture of a musical instrument in a cardboard with its corresponding
number.
2. Sit in a circle with ten members.
3. Pass the picture you prepared to your right.
4. You will be given 10 seconds to identify the name of the instrument passed to
you. Write down the name of the instrument guided by the indicated number for
each instrument.
5. Then, write the country where that instrument originated.
6. After 10 seconds, pass the picture you are holding to your right. 7. Repeat the
procedure until all 10 musical instruments have been passed. 8. Write your answer
on your Activity Notebook.
Answer sheet:

NAME OF THE MUSICAL INSTRUMENT COUNTRY OF ORIGIN

1.

2.

3.

4.

5.

6.

7.

8.

9.
 10.

37
What’s In

Activity 5:It’s singing time!

Below is a simple but beautiful Israeli folk song. Listen and follow the musical score of the
song Zum Gali Gali. Try to sing the song on your own.

ZUM GALI GALI (Israeli Lyrics) Hechalutz le’ maan

Zum gali gali gali, zum gali avodah Avodah le’maan

gali Zum gali gali, zum gali hechalutz

gali
Zum gali gali gali, zum gali

Hechalutz le’maan avodah gali Zum gali gali, zum gali

Avodah le’ maan hechalutz gali

ZUM GALI GALI
 (English Translation) hand

Zum gali gali gali, zum gali
gali Zum gali gali, zum gali
gali
Pioneers work hard on the land
Men and women work hand in
As we labor all day long We lift
our voices in song Zum gali
gali gali, zum gali gali Zum
gali gali, zum gali gali

38

Answer the following questions:

1. What is the message and function of the song?

2. Describe how the musical elements reflect Israel Culture? (Copy the table)
Musical Elements Description that reflects Israel Culture

TIMBRE

DYNAMICS

RHYTHM

MELODY

FORM

3.Identify similarities and differences of your music and culture with the Philippines?
India Pakistan Israel Philpiines

Similarities
 Differences

39

What’s More
Activity 6: Rig Your Heart with Pasyon www.youtube.com
You will need: A recorded selection of Rig Veda by Sri Suktam and a Pasyon Directions:

1. Watch a music video of Rig Veda with English subtitles performed by Sri Suktam and a
video example of Philippine Pasyon filmed in Bulacan.

2. Listen to the melody and rhythm of both selections.

3. Describe the music elements of the vocal and instrumental parts used in both songs.

Elements of Music Music #1 Rig Veda by Music #2 Philippine

Sri Suktam Pasyon in Bulacan

Timbre

Dynamics

Pitch

Rhythm

Form

Texture

Harmony Style

Rig Veda is enlightening and inspiring to listen to. It is used for religious purposes just like
the Pasyon of the Philippines. Here are some recommended Rig Vedas for you:

o Sanskrit Veda

o Vedas – Universe Creation

40

What I Can do

Activity 7: SCRAPBOOK MAKING

Direction: Make a scrapbook of WEST ASIAN-ISRAEL/ARABIA musical instruments.
Carefully organize the pictures in your scrapbook and include a brief description about each
instrument. Refer to the following assessment rubric for the criteria.

Scrapbook Rubrics

Points 4 3 2 1 Earned
Assessm
ent

Advanced Approachi Developing Beginner Sel Tea

ng f cher
Proficienc
y

infor Information is Main Some Main points

mat complete and points main are not
ion is enhanced are points complete
Conte by accurate covered and and are
nt and but lack details are greatly
appropriate some missing lacking in
details details detail

Pictures, Number More and Very little

photographs, and types better pictorial
or other of visuals representa
similar visuals could be tio is
devices add are used; present;
to overall adequat captions
effectiveness e, only captions
of the as are identify are
scrapbook; captions and label incomplet
captions are rather e
relevant and than
explanatory explain

Space, Design Shows There is no

shapes and elements evidence considerati
colors and of use of on of
provide principles some design
themselves used are design elements
and add to adequate elements and
the and principles
overall principles
effectiveness
of scrapbook
 All sources The Sufficient The list of
are properly minimum number/t sources is
and number/ty yp es of inadequate
thoroughly pe s of sources in number /
cited; the sources are types and
number / are lacking; format of
types of present not all items
sources are and are citations
exceeded cited are
properly formatted
properly

41

Theme There is Most of the Only a Confusing

wholeness information portion of and/ or inconsistent
about the relate to the
scrapbook; the theme informati
the theme is of the o
consistent scrapbook. n relates
throughout. The cover is to the
The cover relevant to theme of
clearly the the
identifies the contents. scrapboo
theme. k. The
cover is
unclear
in its
message

Overall The All the . Few of the

Only
effecti requirements requiremen assignment
v of the t s of the some of requirements have
eness assignment the been met. The
assignment
have been have been assignm presentation as a
exceeded. fulfilled. en t whole lacks
The The require neatness.
scrapbook is scrapbook me n ts
is neat and are
very
creative presentable. fulfilled.
and The
scrapboo
interesting.
k lack
neatness.
42

What I Can Do

Activity 7: Show what you GOT! CELEBRATION

Here’s what you need to do:
Perform only one task . Each task should be appropriate to the members’ performing skills.
Assess yourself according to how you performed your tasks.

Perform the Israeli Hora, Belly Dance and Bhangra – For those who can dance Sing
or Interpret the Zum Gali Gali of Israel- For those who can sing Sing and act as Hazan
–For those who can sing or act
Showcase an improvised group of music instruments of a Middle Eastern country in
accompanying a secular song – For those who can play musical instruments Perform
any modern renditions of vocal or instrumental folk music from India, Pakistan, Israel or the
Arab Nations – For musically advanced students

NOTE: Make a video of your performance. Make your own rubrics and allow 3 persons to
assess your performance. Submit your video and assessment on time.

What I Have Learned

Activity 1: KWLR Chart

Direction: Fill in the information needed on the first and second column of the chart about

the Music of India, Pakistan and Israel. The third and the fourth column will be use at end of

the lesson.

What you Know What you Want What you Learned What you Realized
to know
43

Assessment: (Post-Test)
Multiple Choice
Direction: Write the letter of the correct answer to the given choices.

1. It is a secred text from india were sung as Samagana and not chanted. a.Sama Veda b.
Rig Veda c.Melismatic d.Vedic Sanskrit
2. Refers to music from South India directed to a Hindu God, which is why it is called
“temple Music”.
a. Hindustani Music b.Carnatic Music c. Vocal Music d.Melismatic Music 3. Described as a
non-membranous percussive instrument but with solid resonators.
a. Sarangi b. Tala c. Toft d. Ghan
4. It is a small pot used in Kashmir as a percussion instrument. It may be thought of as a
north Indian Ghatam.
a. Nout b. Manjira c. Khatal d. Daf
5. Described as a membranouus percussive intrument.
a. Tabla b. Dhol c. Avanaddh d. Daf
6. A country in Central Asian music encompassess numerous different musical styles
originating from a large number of sources.
a. India b. Pakistan c. Arabia d. Israel
7. Is considered by many to be one of the principl poetic forms the Persian civilization.
a. Ghazal b.Qawwali c. Dholak d.Punjabi
8. Musical Instrument having plucked strings of gut, horsehair, or metal streched across a
flat soundboard, often trapezoidal but also rectangular, triangle, or wing shaped.
a. Jewish Lyre b. Psalterion Harp c. Goblet d. Toft
9. Drums appear to be a more modern variation of the doumbek. Is almost always made
from metals like copper or aluminum.
a. Oud b. Wazn c. Iqa d. Darbuka
10. Literally means “measure” performed on the goblet drum, frame drum and kettle drum.
Only used in musical genres w/ a fixed rhythmical-temporl organization including recurring
measures, motifs and pulse.
a. Wazn b. Secular Music c. Devotional Music d. Arabic Music 44

Key to Answers
Pre-Test
1. Tabla
2. Oud
3. Harmonium
4. Gutoyadyam
5. Jewish Lyre
6. Shofar
7. Psalterion
8. Shank
9. Toft
10. Rabab

Post Test
1. Sama Veda
2. Carnatic Music
3. Ghan
4. Nout
5. Avanaddh
6. Pakistan
7. Ghazal
8. Psalterion Harp
9. Darbuka
10.Wazn
45

➢ The two main traditions of classical Indian music are Carnatic music (southern) and
Hindustani music (northern).
➢ Rigveda is an ancient Indian sacred collection of Vedic Sanskrit hymns. It is counted
among the four canonical sacred texts of Hinduism known as Vedas. Some of its verses are
still recited as Hindu prayers at religious functions and other occasions.
➢ Tala (variously transliterated as “tal”, “taal” or “taala” ) is the Indian system of rhythm. ➢
There are five known traditional system for classification of instruments. These are Ghan,
Avanaddh, Sushir, Tat and Vitat.
➢ Middle Eastern music is generally modal. Harmony is not emphasized. ➢ There are two
division of Jewish music, devotional and secular.
➢ Arabic Maqam is distinctively unique because of its technique of improvisation. ➢ Musical
instruments are used in accompanying Israeli Hora and other rhythmic dances. ➢ Pakistan
is known for its two vocal singing, Ghazals and Qawwali.
➢ Punjabi music strengthens the importance of musical instruments in Punjab regions

GLOSSARY OF TERMS

Bar Mitzvah - a ceremonial event for a Jewish boy of 13 years of age, when he becomes a
full fledged member of the religious community.
Bat Mitzvah - The same as Bar-Mitzva, but for a girl, and occurring at the age of 12 rather
than 13.
Chautal - variously referred to as Chartal, Chowtal, and even occasionally as Dhrupad tal,
was a very common tal in the past. Means "four claps"; in reference to the four claps of its
vibhag structure.
Guttural- characterized by harsh and grating speech sounds made in the throat or toward the
back of the mouth.

46

Hassidic –Jewish devotional tradition, the central idea being that simple faith and a prayer
that comes from the heart is more important than intellectual brilliance.

Hazan -the leader of prayer in a traditionally, only men lead the prayers, but today, in many
denominations, women also perform this function. The Hazan must have a good clear voice
and know how to recite the prayers utilizing the traditional modes of prayer.
High Holidays -the holiest days of the year in Judaism; they include Rosh Hashana (the
Jewish New Year) and Yom Kippur (the Day of Atonement). These days fall around
September/ October time - the variability is due to the fact that the Jewish.
Hinduism -the predominant religion of the Indian subcontinentand one of its indigenous
religions.
Matra –refers to the beat in Indian music.
Pasyon –commonly sung during Holy Week in the Philippines. It is a verse narrative about
the life and suffering of Jesus Christ.
Raga –also termed as rag, may be thought of as an acoustic method of colouring the mind of
the listener with an emotion. Musically, it is not a tune, melody, scale, mode, or any concept
for which an English word exists. It is instead a combination of different characteristics.
Sabbath -a Jewish holy day of rest, occurring once a week, beginning at sundown on Friday
and ending Saturday at nightfall. On this day Jews refrain from work and go to the
Synagogue, where special prayers are recited and special rituals are performed. Samagana
–also known as Sām, is composition of words in Rigvedic hymns from notes.
Sāmagān is not merely a name given to singing hymns of Veda but represents the
philosophy and science of uniting thought, sound and music. –a Sanskrit term “saman”
which means melody and “veda” which means knowledge –Refers to as the third of the four
Vedas in the ancient core Hindu scriptures
Sangeet-Indian term referring to music Hindu scriptures
Shofar - a musical instrument made of a ram's horn, utilized in Synagogue ritual on Rosh
Hashana and Yom Kippur
Synagogue - Jewish house of prayer. Tintal -referred to as the most common tal in the
Hindustani music. It is variously referred to as teental or trital. Vedic Sanskrit –referred to as
the language of the Vedas. It has predated the advent of alphabet writing in India which has
been orally preserved as a part of the tradition of Vedic chanting.

47

Illustrations/Readings
➢ Galaxy of Musicins.jpg
➢ www.Bitly.image.com
➢ Goindia.about.com
➢ http://chandrakantha.com
➢ www.wikipedia.org/wiki/Rigveda
➢ www.jewishviruallibrary.org.
➢ www.knowyourraga.com
➢ www.makingmusicfun.net
➢ www.soastrings.org/perform
➢ www.sscnet.ucla.edu/southasia
➢ www.tabla.sr
➢ www.google.com
➢ “Music of israel.” Wikipedia: The Free Encyclopia. Wikimedia Foundation, Inc. ➢
“Music of pakistan.” Wikipedia: The free Encyclopida. Wikimedia Foundation,Inc.
➢ “Music of India.” Wikipedia: The Free Encyclopidia. Wikimedia Foundation, Inc. ➢
“Middle Eastern Music.” Wikipedia: The Free Encyclopidia. Wikimedia Foundation,
Inc.
➢ Teaching Guide: Music South and Central (UBD)

Recordings:
➢ www.youtube.com
➢ www.makingmusicfun.net
➢ Interactive Music of the World by William Ave

48
For inquiries and feedback, please write or call:
Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City Telefax: 088 328 0108/

088328 0118

E-mail Address: gingoog.city@deped.gov.ph

49