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MUSIC

WEEK 5

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:
This module was collaboratively designed, developed and evaluated by the
Development and Quality Assurance Teams of SDO TAPAT to assist youin helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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MUSIC LEARNER’S MODULE IN MUSIC 7

OVERVIEW OF THE MODULE:

The lesson is an overview on the music of Luzon instrumental music. The lowland
folks of Luzon love for music is shown on module. They would love to celebrate
festivities and this module will let you discover how they express their feelings,
history and religious belief.

CONTENT STANDARD:
The learner demonstrates understanding of the musical characteristics of
representative music from the high lands of Luzon.

PERFORMANCE STANDARD:
The learnerperforms music of the lowland with appropriate pitch, rhythm, expression
and style.

LEARNING COMPETENCIES/OBJECTIVES:
1. Identifies the musical instruments and other sound sources from the
lowland of Luzon.
2. Analyze the musical elements of some lowland instrumental music
selection

This module was designed and written to help you understand the
instrumental music of the lowlands of Luzon.

After going through this module, you are expected to:

1. Define brass band
2. Identify the musical elements under woodwinds, brass winds and percussion
3. Listen to different sound of brass band instruments
4. Describe the sound produced by each instrument and how it is played
(note: ONLY for learners who have INTERNET access)

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Pre-Test

Direction: Read the statements carefully. Choose the letter that best correspond
to the correct answer and write you answer on the space provided before each
number.

Note: If you have internet at home , access this link https://bit.ly/322gyyt and fill
it out with an appropriate answer.

_______ 1. What musical instrument is known as the “large trumpet”?

a. Clarinet b. Flute c. Piccolo d. Trombone

_______ 2. Which of the following is NOT a percussion instrument?

a. Bass Drum b. Cymbals c. Flute d. Snare Drum

_______ 3. What instrument produced sound by striking round thin plates of

various alloys?

a. Clarinet b. Cymbals c. Euphonium d. French Horn

_______ 4. Which of the musical instrument category is not part of a brass band?
a. Brasswinds b.Percussion c. Strings d. Woodwinds

_______ 5. What musical instrument belongs to woodwind category?

a. Euphonium b.French Hornc. Piccolo d. Snare Drum

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 Lesson

1 Brass Band

Loop-a-Word

Direction:Find and encircle the different kinds of secular music that are hidden on the
grid. The words may be hidden in different direction.

Q W E R T Y U I O P V
B P A N D A N G G O B
A F D H K N F G T G A
L G F A L M Q W Y K A
I L R R J K R T L I S
T M E A U L Y O P E D
A A E N H O P R T Y F
W N T A M P E W Q E G
M K U M I N T A N G H
G O N R N E Y P O L J
N A M I D N U K C X K
K P L K A E R T M A N

List the words that you were able to find and write a short description of each.
1) _____________________ -

2) _____________________ -

3) _____________________ -

4) _____________________ -

5) _____________________ -

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 6) _____________________ -

Activity 1
Look at the picture on the upper right
side of this page. Read the questions
indicated below and put your answer on the space provided after each question.

1. Have you ever watched a live performance of a marching band? ________

2. If yes, can you share with us how was your experience?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. List down at least three (3) musical instruments in a marching band?
____________________ _______________________ __________________

Brass Band

• is an ensemble of woodwind, brass, and percussion instruments in the

Philippines.
• It is usually played in fiestas, religious, and civic celebrations.
• the list may include folk songs, popular music, and dance music.
• the bands were so remarkable that every town used to have two or more
bands.
• they sometimes participate and even compete in many town band
competitions.
• Most fiestas are celebrated in provinces of the Philippines to honor their
patron saints.
• A town fiesta is made lively by band music.
• A parading brass band is called a marching band. Provinces like Rizal and
Laguna and schools like the Philippine Military Academy are home to
prominent brass bands in the Philippines.

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 BRASS BAND INSTRUMENT

Piccolo
• Shorter than the flute
• The sounds it produces is
thinner than the flute

• Has a single reed mouthpiece

Clarinet • A straight cyllindrical tube
with ylindrical bore, and a
flared bell

• Commonly used in classical

W music concert bands,
chamber music and solo
repertoire, military bands,
O Alto
marching bands and jazz
bands.
Saxophone
O
D
•
W
A medium-sized member of
the saxophone family
• Most common types of

I •
saxophones along with alto
Pitched in a key B, and
written as a transposing
N Tenor
Saxophone •
instrument in the treble clef
Uses a large mouthpiece,
reed and ligature than the
D •
alto and soprano saxophones
Easily distinguished by the

S bend I nits’ neck or its crook

near the mouthpiece

• An aerophone (wind
instruemnt) that produces its
sounds from slow of air
process an opening
Flute • Sound it produces is thin in
timbre

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 • Sound is produced when the
player’s vibrating lips
(embouchure) cause the air
column inside the
instrument to vibrate
Trombone
• The name means “large
trumpet”
• Pitch Is produced by sliding
the valve

• has the higest register in the

brass family
Trumpet • played by blowing air
through almost-closed lips,
B producing a “bussing” sound
that starts a standing wave
vibration in the air column
R •
inside the instrument
a valve instruments

A • current models are piston

valve tone color, wide range,
variety of character and
S Euphonium
•
agility
it is a non-transposing
instrument
S • known for its distinctive tone
color, wide range, variety of

W •
character and agility.

known as the bass, is a type

I of tuba designed to be easier
than the concert tuba to play
while standing or marching
N Sousaphone
• widely employed in marching
bands and various other

D
musical genres
• the bell is above the tubist’s
head and projecting forward

S • commonly known as the

horn
• A brass instruemnt made of
tubing wrapped into a coi
with the flared bell
French Horn • Quality of the sound may
also be controlled through
the adjustment of the lip
tension in the mouthpiece
and the operation of valves
by the left hand

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 • Consist of thin, normally
round plates of various
alloys
• Used in many ensembles
ranging from the orchestra,
P percussion ensembles, jazz
bands, heavy metal bands,

E Cymbals
•
R •
C •
and marching
The heavier the cymbals the
louder the volume
Thin cymbals have a fuller
sound, higher pitch and
faster response
Known as a side drum is a

U ever present percussion

known for its cylyndrical
shape and powerful, staccato

S Snare Drum •
sound
Oftern used in orchestras,
concert bands, marching
S •
bands
Played with drum sticks or
brush

I
• Produces a note of low
O Bass Drum
•
definite and indefinite pitch
Known as percussion

N
instrument and vary in sizes

LUPANG HINIRANG” was

• Originally entitled“Marcha Nacional Filipina”
• Composed by Julian Felipe in March time tempo and
initially performed by the San Francisco de Malabon band
at the Proclamation of Philippine Independence on June
12, 1898 in Kawit, Cavite
• Considered as an “incidental music” which means a
background music set into anevent /occasion in a
dramatic mood
• Year after, Jose Palma wrote the lyrics adapted from
Spanish poem “Filipinas” and entitled it “Himno Nacional
Filipino”. The English version was entitled “Land of the
Morning”.

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Activity 2
For learners who have possible internet access, watch this video link on
YouTube. https://www.youtube.com/watch?v=wGm6yT--
62g&list=RDwGm6yT--62g&start_radio=1&t=1Once done, answer the
question below:

1. What can you say about the video that you watched?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

(note: ONLY for learners who have INTERNET access)

1. What is a brass band?

2. What are the characteristics of a brass band?
3. What are the different categories of musical instruments in a brass band?
4. Based on what you have learned, how many versions does our national
anthem have?
5. Who wrote the lyrics of our national anthem?

As a Grade 7 learner, how can you promote the instrumental music of folks
from the lowlands of Luzon?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________.

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MULTIPLE CHOICE
Direction: Read the statements carefully. Choose the best answer and write the
letter on the space provided before each number.

Note: If you have internet at home, access this link https://bit.ly/35ai1oEand fill it
out with an appropriate answer.

______ 1. What do we call an ensemble of woodwind, brass and percussion

instruments in the Philippines?

A. Alternative Band C. Marching Band

B. Brass Band D. Rock Band

_______ 2. Which of the following does not belong to the group?

A. Clarinet C. Flute
B. Cymbals D, Piccolo

_______ 3. What category of instrument instruments does trombone, trumpet,

sousaphone, euphonium and French horn belong to?
A. Brasswinds C. String
B. Percussion D, Woodwinds

________4. Which of the statements below is correct about brass band?

A. Usually play in fiestas, religious and civic celebrations.
B. List of brass x may include folk songs, popular music and dance
music.
C. Town fiesta is made livelier by band music.
D. All the above

________ 5. How many categories of musical instrument does a brass band have?
A. 2 C. 4
B. 3 D. 5

References

1. Music & Arts Teacher’s Guide 7

2. Link from YouTube (learners with possible net access)

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 Development Team of the Module
Writer: GISELLE F. BANICO
Editors:
Language Editor/Content Editor:
RYAN GLESERIO PALAMOS
JERICHO V. CASTRO
JOSEPHINE CAGATIN
MARLIE B. MAXIMO
AIZA BEATRICE-GUTIERREZ
Illustrator: LAURO B. MANDANE
AMAPOLA ESPOS
Lay-out Artist: MA. CRISTINA M. JAVIER
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
SHOJI GERONA, EPS - MAPEH
DR DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros Upper Bicutan, Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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