MAPEH

Grow in Music, Arts, Physical

3Education and Health

LEARNING DESIGN
This module has the following parts and corresponding icons:
 Lesson proper: The new lesson is introduced through a brief
discussion which will help the pupil discover and understand
new concepts and skills.

O Optimize learning
Learning Activities
Learning activities are independent practices that help the
pupils master their understanding and skills of the topic.

W Weaving skills
Demonstration of MELC
Demonstration of MELC is an activity which evaluates the
pupil's mastery in achieving the MELC.

For the learner:

Your teachers/facilitators are more than glad to

help you if ever you face difficulties in answering
the tasks in this module. Let us work hand in hand
in facing this new normal.

Music 3: (Week 5)
MUSICAL LINES
 This module was designed to help you enrich your skills in music. It
is designed to provide you with a variety of meaningful and fruitful
concepts and activities that will help you become a skillful child in
music. It is expected that through this module you will be able to
evaluate and enjoy making of musical lines and notes.

DISCUSSION And Elisha said, “As the LORD of hosts lives, before

whom I stand, surely were it not that I regard the presence
of Jehoshaphat king of Judah, I would not look at you, nor
see you. But now bring me a musician.” Then it happened,
when the musician played, that the hand of the LORD came
DEVOTIONA upon him. (Kings 3:14-15)
L
Three kings came to the prophet Elisha asking for God’s help and guidance. Their armies
were stuck in the dry desert, facing a thirsty death before they ever got to battle. Elisha had no respect
for the kings of Israel or Edom, but because of the presence of Jehoshaphat king of Judah, he agreed
to seek God for their need.

When Elisha sought God for a prophetic word to speak to the three kings he said, now bring
me a musician. It was a remarkable thing to say. When Elisha wanted to become more sensitive to the
leading and speaking of the Holy Spirit, he asked for the service of a musician.

We know that Elisha was

annoyed when the king of
has the potential to bring. He sought to spiritually buildIsrael first approached
up himself him and
through “psalms on
hymns and spiritual songs” (Colossians 3:16). this matter (2 Kings 3:13).
Perhaps this troubled his mind
We don’t know the name of the musician, but when
Dear Jesus, we know that and it isthe musician
very
spirit, heplayed,
important
and to the
needed hand
learn
some
of the LORD came upon Elisha musicalandlines
he prophesied,
nowadays,bringing
but ashould
we and promisealso
of deliverance
remember to
calm God-honoring focus
the three kings. As the musician played the instrument, he probably never thought that
that it is even more important to music
that use music for your glory.
God would use the notes and melody to bring a great spiritual and military victory. Yet,
In Jesus name amen.
the musician did what he could do and God used it, and in at least a small way it helped
to change history.
Our God is a singing God who loves music (Zephaniah 3:17, Mark 14:26). We are
made in God’s image, so we have a natural attraction to music. We can do ourselves
much spiritual good by listening to God-honoring music and by worshiping Him in song.
– This speaks of the great spiritual power in music.
– This speaks of the great power of giving our gifts to God.
– This speaks of the great strength of what seem to be small or unexpected things.
– This speaks of the great importance of worshipping God in song.
Make use of this great,
MELC (Mostwonderful, God-given,
Essential Learningand God-blessed spiritual resource.
Competencies)
 After going through this module, you are expected to draw note in the musical lines.

Enabling Competencies Hello friends, here are our

learning targets. These are the
skills that we need to master as
At the end of the lesson, the pupil we go along and finish our
will: different tasks. God bless!
… draw clefs on the musical lines

OPENING
PRAYER:
Dear Jesus, we know that it is very important to have clean hands nowadays, but
we should also remember that it is even more important to have a clean heart.
Please help us to have a clean heart so that what we say and do will always
honor you, Amen.

Motivation Let’s read a poem

Music Is Everything

Music travels all around my body.

Now I can say it's living right through me.
 Music takes me to another place,
Higher than the sky and far away from the space.
There's nothing to compare to it in the whole world.
It wouldn't even be better than my favorite girl.

Music can teach you many lessons,

Like stand up for your rights and all the good reasons.
I know there are people who think the same way
Because they know music lives in us every day.

Source: https://www.familyfriendpoems.com/poem/music-is-everything

ASSIMILATE

Music is a language that doesn’t speak in particular words. It speaks in

emotions, and if it’s in the bones, it’s in the bones.” ― Keith Richards

Music can raise someone’s mood, get them excited, or make them calm and relaxed.
Music also - and this is important - allows us to feel nearly or possibly all emotions that we
experience in our lives.

Musical lines

Musical Lines are also known as a

musical staff or stave. They are a set of five
horizontal lines that are used for music notation.
 The Musical Lines

In Western musical notation, the staff (US) or stave (UK) (plural for either: staves) is a

set of five horizontal lines and four spaces that each represent a different musical pitch or in the
case of a percussion staff, different percussion instruments. Appropriate music symbols,
depending on the intended effect, are placed on the staff according to their corresponding pitch
or function. Musical notes are placed by pitch, percussion notes are placed by instrument, and
rests and other symbols are placed by convention.

The absolute pitch of each line of a non-percussive staff is indicated by the placement of
a clef symbol at the appropriate vertical position on the left-hand side of the staff (possibly
modified by conventions for specific instruments). For example, the treble clef, also known as
the G clef, is placed on the second line (counting upward), fixing that line as the pitch first G
above "middle C".

The lines and spaces are numbered from bottom to top; the bottom line is the first
line and the top line is the fifth line. The musical staff is analogous to a
mathematical graph of pitch with respect to time. Pitches of notes are given by their vertical
position on the staff and notes are played from left to right. Unlike a graph, however, the
number of semitones represented by a vertical step from a line to an adjacent space depends on
the key, and the exact timing of the beginning of each note is not directly proportional to its
horizontal position; rather, exact timing is encoded by the musical symbol chosen for each note
in addition to the tempo.

A clef (from French clef "key") is a
musical symbol used to indicate the pitch of
written notes. Placed on a stave, it indicates
the name and pitch of the notes on one of the
lines. This line serves as a reference point by
which the names of the notes on any other
line or space of the stave may be determined.

Three forms of clef

There are three forms of clef used in modern music notation: F, C, and G. Each form
assigns its reference note to a line (and in rare cases, a space) depending on its placement
on the stave.
G Clef
When the G-clef is placed on the second line
of the stave, it is called the treble clef. This is the
most common clef used today, the first clef that those
studying music generally learn, and the only G-clef
still in use. For this reason, the terms G-clef
G Clef

and treble clef are often seen as synonymous. The treble clef was historically used to mark a
treble, or pre-pubescent, voice part. Among the instruments that use treble clef are
the violin, flute, oboe, bagpipe, all clarinets,
all saxophones, horn, trumpet, cornet, vibraphone, xylophone, mandolin, recorder; it is also
used for the guitar, which sounds an octave lower than written, as well as
the euphonium and baritone horn, both of which sound a major ninth lower. Treble clef is the
upper stave of the grand stave used for harp and keyboard instruments. It is also sometimes
used, along with tenor clef, for the highest notes played by bass-clef instruments such as
the cello, double bass (which sounds an octave lower), bassoon, and trombone.

The viola also sometimes uses treble clef for very high notes. Treble clef is used for
the soprano, mezzo-soprano, alto, contralto and tenor voices. When sung, a tenor singer
will sing the piece an octave lower, and is often written using an octave clef (see below)
or double-treble clef.

F-clefs

When the F-clef is placed on the

third line, it is called the baritone clef.
This clef was used for the left hand of
keyboard music as well as the baritone
part in vocal music. The baritone clef has
the less common variant as a C clef
Baritone
placed on the 5th line which is exactly
equivalent

When the F-clef is placed on the fourth line, it

is called the bass clef. This is the only F-clef used
today so that the terms “F-clef” and “bass clef” are
often regarded as synonymous.
 This clef is used for the cello, euphonium, double bass, bass guitar, bassoon,
contrabassoon, trombone, baritone horn, tuba, and timpani. It is also used for the lowest notes of
the horn, and for the baritone and bass voices. Tenor voices is notated in bass clef when the
tenor and bass are written on the same stave. Bass clef is the bottom clef in the grand stave for
harp and keyboard instruments. The contrabassoon, double bass, and electric bass sound an
octave lower than the written pitch; no notation is usually made of this fact, but instruments on
the conductor’s full score to differentiate from instruments that naturally sound within the clef.
C - clefs
When the C-clef is placed on the third line of the stave, it is
called the alto or viola clef. This clef is currently used for the
viola, viola d'amore, the viola da gamba, the alto trombone, and
the mandola. It is also associated with the countertenor voice and
therefore called the counter-tenor (or countertenor) clef

When the C-clef is placed on the fourth line of the

stave, it is called the tenor clef. This clef is used for the
upper ranges of the bassoon, cello, euphonium, double
bass, and tenor trombone. These instruments use bass clef
for their low-to-mid ranges; treble clef is also used for
their upper extremes.

Where used for the double bass, the sound is an octave lower than the written pitch.
The tenor violin parts were also drafted in this clef. Formerly, it was used by the tenor part
in vocal music but its use has been largely supplanted either with an octave version of the
treble clef where written alone or the bass clef where combined on one stave with the bass
part.

When the C-clef is placed on the 5th line of the stave, it is called the
baritone clef. It is precisely the equivalent to the other more common form
of the baritone clef, an F clef placed on the 3rd line
 EVALUATION

Activity 1
Direction: Name clef on the musical line (3pts each)

1. 2.

3. 4.
 5. 6.

Weaving skills
Draw the following clefs on the musical line. (5pts)
1) Treble Clef

2) Baritone
3) Bass Clef

4) Alto

5) Tenor
References:
https://courses.lumenlearning.com/musicappreciation_with_theory/chapter/theory-lesson-
music-basics/
https://en.wikipedia.org/wiki/Staff_(music)
http://www.signology.org/music-symbols/musical-lines.htm

Key Answer:
A. Optimize Learning
1. Treble clef
2. Baritone
3. Bass clef
4. Alto
5. Tenor clef
6. Baritone
B. Weave Skills
1. Treble clef

2. Baritone

3. D

4. D
5. D