DEPED NAGA CITY – SCHOOLS DIVISION

SCHOOL:

LEARNING ACTIVITY SHEET NO. _2 Q2

NAME: GRADE:10
SUBJECT: MUSIC DATE:

I. INTRODUCTION:

Music has always been an important part in the peoples’ daily lives like the Africans, whether for work,
religion, ceremonies, or even communication. In many African ceremonies like birth, death, initiation, marriage
and funerals, singing, dancing, handclapping and the beating of drums are essential. Music is also important to
express their religious and political events.
The diversity of races and cultures from the Native Americans, Afro-Latin Americans and Euro-Latin
Americans account for the rich combinations of musical elements including the melodic patterns, harmonic
combinations, rhythmic complexities, wide range of colors and dynamics, formats and various structures. The
musical fusion of Latin America combining native instruments with European counterparts was further enriched
by the instruments brought and musical theories by the African slaves.
In this learning activity sheet, you will learn the different vocabulary used in African music, its vocal forms,
the vocal and dance forms of Latin American music. Performance of the selections of Afro-Latin American and
popular music in appropriate pitch, rhythm, style and expression and evaluation of the music performance using
the guided rubrics are also included as part of your performance tasks.

I. LEARNING COMPETENCIES:
1. Performs selections of Afro-Latin America and popular music (MU10AP-IIa-h-6)
2. Evaluates music and music performances using guided rubrics
Specific Objectives:
1. Identify the vocal and dance forms of Afro-American, Latin and Popular Music,
2. Analyze the characteristics of the given genre through listening activity.
3. Appreciate the music of the Afro-Latin America and popular music by performing an activity in
the given performance tasks.
 II. ACTIVITIES:

TASK 1 KNOWING PHASE.

WORD LOOPING. Encircle the vocal and dance forms of Afro-American Latin and Popular Music
found in the puzzle, then look for its description below. Write your answers on the blank provided. (30
points)

M A C A R A T U A B C M D R

O G N A T A B R U M B A E O

C B R T Y U S W X Y Z R F C

B L U E S O N A S D V I G K

A E I M A P T R E G G A E A

B F J N M Q U Q W E R C H N

C G K O B R V T U I T H I D

D H L S A L S A O C S I D R

A V O N A S S O B T O O J O

C H A C H A B N M T Y U K L

C B A Q C W E J A Z Z O N L

R A G T I M E Y I O L O L

__________________________1. First surfaced in the African state of Pernambuco, combining the

strong rhythms of African percussion instruments with Portuguese melodies.
_________________________2. It is a social dance with marked influences from Cuba and Puerto Rico
that started in New York in the mid 1970’s.
_________________________3. It means “African dance” or from the Spanish word taner which means
“to play” (an instrument).
_________________________4. It is a musical form of the late 19th century that has had deep roots in
African- American communities that are located in the so-called “Deep
South” of the United States.
_________________________5. It is a fusion of the popular music or canciones (songs) of Spain and
the African rumba rhythms of Bantu origin.
_________________________6. It is an Afro-American popular music and the traditional Afro-Jamaican music,
containing a western-style melodic-harmonic base with African sounds and
characteristics.
_________________________7. It is a dance form of African origins around 1838 which evolved into an African
Brazilian invention in the working class and slum districts of Rio de Janeiro.
_________________________8. It is a ballroom dance the originated in Cuba in 1953, derived from the mambo
 and its characteristic rhythm of 2 crochets – 3 quavers – quaver rest, with a
syncopation on the fourth beat.

_________________________9. Its style was said to be a modification of the “marching mode” made popular by
John Philip Sousa.
_________________________10. It comes from the Brazilian capital of Rio de Janeiro, which means either
“trend” or “something charming,” integrating melody, harmony, and rhythm into
a swaying feel, where the vocal style is often nasal.
_________________________11. It is popular recreational dance of Afro-Cuban origin, performed in a complex
duple meter pattern and tresillo, which is a dotted quaver – dotted quaver–
dotted semiquaver rhythm.
_________________________12. It combined Afro-American forms such as the blues, jump blues, jazz,
and gospel music with the Western swing and country music.
_________________________13. This term originated from the French word “discotheque” which
means a library for phonograph records.
_________________________14. It is an extremely popular band in Mexico whose original ensemble
consisted of violins, guitars, harp, and an enormous guitarron (acoustic
bass guitar).
_________________________15. It is considered a therapeutic outlet for human feelings.

TASK 2 .UNDERSTANDING PHASE. Listening Activity

1. Listen to the following music. Analyze the music, then write the description of the music/song
identify its genre and characteristics.

Description of the Genre and its

music/song characteristics
EXAMPLE: POP STANDARD
A. FRANK SINATRA “OL BLUE EYES” "Street of Dreams" is a
STREET OF DREAMS song “STANDARD”
https://youtu.be/uzTbbbtpk4g that Frank Sinatra first
recorded with Tommy -is used to denote the
Dorsey and his orchestra. most popular and
The song was featured in enduring songs from a
a few concerts made by particular genre or style
Sinatra before rerecording
in a studio album, and can -its style is mostly in a
be found on albums such slow or moderate tempo
as Sinatra at the Sands with a relaxed mood.
and Sinatra Saga
-it also features highly
. singable melodies within
range and technical
capacity of the listener.
 B. “BEN”
https://youtu.be/TvGEZ4S_SuY

C. SALSA
https://youtu.be/G8dtfQNQt0w

C.TASK 3. DOING PHASE

From among the two listed performance tasks below, choose ONE to be done/performed depending on
your skills and available resources. Please be guided by the rubrics given. Document the activity through
video/recordings to be sent thru your group chats/fb messenger/emails.

1. Making an improvised African and Latin American Instrument.

Directions:
a. Make one improvised African of Latin American instrument using any of these: dried
vegetables, scraps of leather, bamboo, wood, strips of roofing metal, tin cans, pebbles,
and bottles
b. Create a rhythmic/harmonic accompaniment for any song of your choice using your
improvised African or Latin American instrument.
c. In 3-5 sentences, write your experience in making an improvised musical from materials
found in the environment in your notebook. You can cite the function of the instruments
in their lives in relation to history (Social Studies)
d. Document your performance and submit it thru fb messenger/group chats/email
 2. Choreography to Express Music
Directions:
a. Choose ONE from any of the following music, then, create at least 5 dance steps:
-African Music
-Latin American Music
- Lazz
-Popular (Pop)Music
- OPM
b. Document your performance and submit it thru fb messenger/ group chats/emails
c. For students with no internet connections, you can draw the five steps you have created
on a short bond paper, write the title of the chosen music, and your description
about the steps.

III. SCORING RUBRIC:

RUBRICS for task 1. Making an improvised African and Latin American Instrument

CRITERIA 10 8 5
Craftmanship/. skill/ The instrument is original Instrument is unique Some aspects are
creativity design and ideas, well- and original ideas and unique but shows poor
made, and shows shows average craftmanship
excellent craftmanship craftmanship
Relevance instrument is related to Instrument is related to Instrument is related to
the topic and written the topic and most of the topic but the written
experience is easier to the written experience experience is not that
understand are easier to easy to understand
understand
OVER ALL Sings with enthusiasm Sings with some Sings with little
PERFORMANCE and energy during the enthusiasm and energy enthusiasm and energy
entire song, all elements during the entire song, during the entire song,
of music are observed; some elements of some elements of music
accompanied with music are observed, are observed
instruments made accompanied with accompanied with
instruments made instruments made
 RUBRICS for task 2
Criteria 15 10 5

Overall dance Dance is excellent and
Performance performed with great
attention to quality of
movement, has mastery
of the 5 dance steps
created.
Rhythm/tempo Shows excellent
understanding of tempo
and beat and stays on
rhythm throughout the
dance
TOTAL
Dance is good and The five steps were
performed with seen/observed but
attention to details of with no mastery
techniques, has during the
mastery of 3 dance execution.
steps created
Generally, accurate in Attempts to keep a
beat and tempo, rhythm rhythm but gets off
of the dance but falls beat and speeds
behind/or speeds up in up or falls behind
places or makes errors often. Does not
in rhythm. follow beat in
music.

RUBRICS: For students with no internet connections, you can draw the five steps you have created
on a short bond paper, write the title of the chosen music, and your description
about the steps.

Criteria
Originality and creativity,
neatness of the drawing of
dance steps
10
There are 5 dance steps
and are original ideas,
neatness was shown in
the output
8 5
There are 4 steps Created 2-3 dance steps only,
created but just copied, neatness was not shown in the
neatness was also output.
shown in the output

Relevance the description of the
steps is easier to
understand
Attractiveness The drawing of steps is
exceptionally attractive in
terms of design, lay out
and neatness
Most of the description The description of the steps is not
of the steps are easier that easy to understand
to understand
The drawing of 4 steps The drawing of 2-3 steps is
is attractive in terms of acceptably attractive, neat though
design, lay out and it may be a bit messy
neatness

EVALUATION OF PERFORMING ACTIVITIES

You can rate yourself during your rehearsals/practice along performance quality.

RATING SCALE:
5 -Very Good, 2 -Poor
4 -Good, 1 -Needs -Follow Up
3 Fair,
 IV. REFLECTION: Write at least 2-3 sentences only.

A. What can you say about the Afro-American, Latin and Popular Music compared with our music today?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________

B. What is the best lesson you have learned from the topics?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________
:
V. References:
MELC Grade 10 pages 221-222
Curriculum Guide in Music pages 81-82
Self-learning Modules in Music 10 First Grading
Horizons Music and Arts Appreciation for Young Filipinos Learner’s Material pages 40-90
DepEd Region V Writer: Tomas Bragais
Google drive https://bit.ly/R5SLMs
Region 5 SLMs - Google Drive
Ben (Michael Jackson album) - Wikipedia
Pop music - Wikipedia
Salsa (dance) - Wikipedia
Frank Sinatra - Wikipedia
discretion of street of dreams song by frank Sinatra - Bing
https://youtu.be/uzTbbbtpk4g
https://youtu.be/G8dtfQNQt0w
https://youtu.be/TvGEZ4S_SuY

Prepared by:

Priscela L. Bernaldez
MAPEH Teacher- Carolina NHS

Validator:

ELVIN B. MONROY, PhD.

EPS, MAPEH
ANSWER KEY:

TASK 1. A. KNOWING PHASE

M A C A R A T U A B C M D R

O G N A T A B R U M B A E O

C B R T Y U S W X Y Z R F C

B L U E S S O N S D V I G K

A E I M A P T R E G G A E A

B F J N M Q U Q W E R C H N

C G K O B R V T U I T H I D

D H L S A L S A O C S I D R

A V O N A S S O B T O O J O

C H A C H A B N M T Y U K L

C B A Q C W E J A Z Z O N L

R A G T I M E Y I O L O L

1. Macaratu 6. Reggae 11. Rumba

2. Salsa 7. Samba 12. Rock and Roll
3. Tango 8. Cha-cha-cha 13. Disco
4. Blues 9. Ragtime 14. Mariachi
5. Son 10. Bossa Nova 15. Jazz

TASK 2 .UNDERSTANDING PHASE. Listening Activity

Listen to the following music. Analyze the music, then write the description of the music/song
and identify its genre and characteristics.

Description of the Genre and its

music/song characteristics
EXAMPLE: POP STANDARD
A. FRANK SINATRA “OL BLUE EYES” "Street of Dreams" is a
STREET OF DREAMS song “STANDARD”
https://youtu.be/uzTbbbtpk4g that Frank Sinatra first
recorded with Tommy -is used to denote the
Dorsey and his orchestra. most popular and

B. “BEN”
https://youtu.be/TvGEZ4S_SuY
The song was featured in enduring songs from a
a few concerts made by particular genre or style
Sinatra before rerecording
in a studio album, and can -its style is mostly in a
be found on albums such slow or moderate tempo
as Sinatra at the Sands with a relaxed mood.
and Sinatra Saga.
-it also features highly
singable melodies within
range and technical
capacity of the listener.
POP MUSIC
Ben is the second studio
album by American -According to Pete
singer Michael Jackson, Seeger, is "professional
released by Motown music which draws upon
Records on August 4, both folk music and fine
1972, while Jackson was arts music"
still a member of The
Jackson 5. The album -may be used to
received mixed reviews describe a distinct genre,
from contemporary music designed to appeal to all,
critics. Ben was more often characterized as
successful on the music "instant singles-based
charts than Jackson's music aimed at
previous studio album, teenagers" in contrast to
having charted within the rock music as "album-
top 10 on based music for adults"
the Billboard 200.
Internationally, the album
was less successful,
peaking at number 12 in
Canada, while charting
within the top 200
positions in Australia and
France.
-BEN has a tempo ranging
from 69 beats per minute
C. SALSA
https://youtu.be/G8dtfQNQt0w
Salsa is a Latin Latin American Popular
dance associated with Music
the music genre of the
same name which was SALSA is a social dance
first popularized in the with marked influences
United States in the 1960s from Cuba and Puerto
in New York Rico that started in New
City.[1][2][3] Salsa is an York in the mid 1970’s.
amalgamation of Cuban Its style contains
dances elements from the swing
such mambo, Pachanga, dance and hustle as well
and rumba as well as as the complex Afro-
American dances such Cuban and Afro-
as swing and tap. Caribbean dance forms
of Pachanga and
Salsa's tempo ranges guaguanco
from about 150 bpm
(beats per minute) to
around 250 bpm, although
most dancing is done to
music somewhere
between 160 and 220
bpm. The basic Salsa
dance rhythm consists of
taking three steps for
every four beats of music
LESSON CONTENT:
Read and understand this portion of the lesson for you to be able to answer the different activities prepared for
you
VOCABULARY LIST:
1. Jazz- As music is considered a therapeutic outlet for human feelings.
2. Ragtime - is an American popular musical style mainly for piano,
3. Big band - refers to a large ensemble form originating in the United States in the mid 1920’s closely
associated with the Swing Era with jazz elements
4. Bebop - is a musical style of modern jazz which is characterized by a fast tempo, instrumental virtuosity,
and improvisation.
5. Soul music combines elements of African-American gospel music, rhythm and blues, and often jazz.
6. Bossa nova - means either “trend” or “something charming,” integrating melody, harmony, and rhythm
into a swaying feel, where the vocal style is often nasal.
7. Reggae (Afro-American) popular music and the traditional Afro-Jamaican music, containing a western-
style melodic-harmonic base with African sounds and characteristics.
8. Popular Music - literally means “music of the populace,”
9. Ballad originated as an expressive folksong in narrative verse with text dealing typically about love.
10. Standard- is used to denote the most popular and enduring songs from a particular genre or style
11. Rock and roll - It combined Afro-American forms such as the blues, jump blues, jazz, and gospel music
with the Western swing and country music.
12. Disco from the French word “discotheque” which means a library for phonograph records.

VOCAL FORMS OF AFRICAN MUSIC

Maracatu first surfaced in the African state of Pernambuco, combining the strong rhythms of African percussion
instruments with Portuguese melodies.
The maracatu groups were called “nacoes” (nations) who paraded with a drumming ensemble numbering up to
100, accompanied by a singer, chorus, and a coterie of dancers.

Blues is a musical form of the late 19th century that has had deep roots in African- American communities that
are located in the so-called “Deep South” of the United States. .The slaves and their descendants used to sing
as they worked in the cotton and vegetable fields. The notes of the blues create an expressive and soulful sound.
The feelings that are evoked are normally associated with slight degrees of misfortune, lost love, frustration, or
loneliness. From ecstatic joy to deep sadness, the blues can communicate various emotions more effectively than
other musical forms.

Soul music was a popular music genre of the 1950’s and 1960’s. It originated in the United States. It combines
elements of African-American gospel music, rhythm and blues, and often jazz. The catchy rhythms are
accompanied by handclaps and extemporaneous body moves which are among its important features. Other
characteristics include “call and response” between the soloist and the chorus, and an especially tense and
powerful vocal sound

Afro-Latin American Music the African influence on Latin American music is most pronounced in its rich and
varied rhythmic patterns produced by the drums and various percussion instruments. Complex layering of
rhythmic patterns was a favorite device, where fast paced tempos add to the rhythmic density. Vocal music was
often deep chested. while instrumental music greatly relied on resonant drums and sympathetic buzzers to
produce rich sounds and occasional loud volume levels to reflect their intensity.
Mix American Music The diversity of races and cultures from the Native Americans, Afro-Latin Americans, and
Euro-Latin Americans account for the rich combinations of musical elements including the melodic patterns,
harmonic combinations, rhythmic complexities, wide range of colors and dynamics, formats. and various structural
This musical fusion of Latin America combining native instruments with European counterparts was further
enriched by the instruments brought and musical theories by the African slaves. The result of the massive infusion
of African culture also brought about the introduction of other music and dance forms such as the Afro-Cuban
rumba Jamaican reggae, Colombian cumbia, and the Brazilian samba.

Popular Latin American Music Latin America has produced a number of musical genres and forms that had
been influenced by European folk music, African traditional music, and native sources. Much of its popular
music has in turn found its way to the many venues and locales of America, Europe, and eventually the rest of
the world. Its danceable rhythms, passionate melodies, and exotic harmonies continue to enthrall music and
dance enthusiasts worldwide even as the forms themselves undergo constant modifications that are more
relevant to the times. Some of these Latin American popular music forms are tango, bossa nova, samba, son,
and salsa

Samba is a dance form of African origins around 1838 which evolved into an African Brazilian invention in the
working class and slum districts of Rio de Janeiro.

SON is a fusion of the popular music or canciones (songs) of Spain and the African rumba rhythms of Bantu
origin. Originating in Cuba, it is usually played with the trees (guitar), contrabass, bongos, maracas, and claves
(two wooden sticks that are hit together)

SALSA is a social dance with marked influences from Cuba and Puerto Rico that started in New York in the
mid 1970’s. Its style contains elements from the swing dance and hustle as well as the complex Afro-Cuban and
Afro-Caribbean dance forms of Pachanga and guaguanco

The Mariachi is an extremely popular band in Mexico whose original ensemble consisted of violins, guitars,
harp, and an enormous guitarron (acoustic bass guitar). Trumpets were later added, replacing the harp.
Mariachi music is extremely passionate and romantic with their blended harmonies and characterized by catchy
rhythms. Its musicians are distinctly adorned with wide-brimmed hats and silver buttons

VOCAL AND DANCE FORMS OF LATIN AMERICAN MUSIC

Cumbia Originating in Panama and Colombia, the cumbia became a popular African courtship dance with
European and African instrumentation and characteristics. It contained varying rhythmic meters among the
major locations –. Instruments used are the drums of African origin, such as the tabora (bass drum), claves,

The word tango may have been of African origin meaning “African dance” or from the Spanish word taner
meaning “to play” (an instrument). It is a foremost Argentinian and Uruguayan urban popular song and dance
that is related to the Cuban contradanza, habanera, and Cuban tango, and remains a 20th century nationalistic
Argentinian piece of music that is most expressive. Its main development was in the slum areas of Buenos
Aires, and eventually became fashionable in Parisian society in the early part of the 20th century, as well as in
England and other parts of Western Europe.

The cha cha is a ballroom dance the originated in Cuban 1953, derived from the mambo and its characteristic
rhythm of 2 crochets – 3 quavers – quaver rest, with a syncopation on the fourth beat. The cha cha may be
danced with Cuban music, Latin Pop, or Latin Rock. The Cuban cha cha, considered more sensual that may
contain polyrhythmic patterns, has a normal count of two-three-cha cha-cha’ and ‘four and one, two, three’.
The Rumba popular recreational dance of Afro-Cuban origin, performed in a complex duple meter pattern and
tresillo, which is a dotted quaver – dotted quaver– dotted semiquaver rhythm. It is normally used as a ballroom
dance where a solo dancer or couple would be in an embrace though slightly apart, with the rocking of the hips
to a fast-fast-slow.

Bossa Nova originated in 1958-59 as a movement effecting a radical change in the classic Cuban samba. The
word bossa comes from the Brazilian capital of Rio de Janeiro, which means either “trend” or “something
charming,” integrating melody, harmony, and rhythm into a swaying feel, where the vocal style is often nasal.
The nylon-stringed classical guitar is the most important instrument of this style. Bossa nova contains themes
centering on love, women, longing, nature, and youthfulness.

Reggae is an urban popular music and dance style that originated in Jamaica in the mid 1960’s. It contained
English text coupled with Creole expressions that were not so familiar to the non-Jamaican. It was a synthesis
of Western American (Afro-American) popular music and the traditional Afro-Jamaican music, containing a
western-style melodic-harmonic base with African sounds and characteristics, American pop and rock music
mannerisms, and a preference for aloud volume in the bass. The best-known proponent of reggae music is Bob
Marley, a Jamaican singer-songwriter, musician, and guitarist. He achieved international fame and acclaim for
songs such as: One Love,

JAZZ The arrival of the jazz genre did not come overnight. It was an offshoot of the music of African slaves who
migrated to America. As music is considered a therapeutic outlet for human feelings, the Africans used music to
recall their nostalgic past in their home country as well as to voice out their sentiments on their desperate
condition at that time. Since then, these melancholy beginnings have evolved into various more upbeat jazz
forms which the world has adopted and incorporated into other contemporary styles.

Ragtime is an American popular musical style mainly for piano, originating in the Afro American communities in
St. Louis and New Orleans. Its style was said to be a modification of the “marching mode” made popular by
John Philip Sousa, where the effect is generated by an internally syncopated melodic line pitted against a
rhythmically straightforward bass line. Its music is written unlike jazz which is mainly improvised, and contains
regular meters and clear phrases, with an alternation of low bass or bass octaves and chords.

The term ‘Big Band” refers to a large ensemble form originating in the United States in the mid 1920’s closely
associated with the Swing Era with jazz elements. Relying heavily on percussion (drums), wind, rhythm section
(guitar, piano double bass, vibes.

Bebop or bop is a musical style of modern jazz which is characterized by a fast tempo, instrumental virtuosity,
and improvisation that emerged during World War II. The speed of the harmony, melody, and rhythm resulted in
a heavy performance where the instrumental sound became more tense and free.

POPULAR MUSIC

Popular music literally means “music of the populace,” similar to traditional folk music of the past. As it developed
in the 20th century, pop music (as it has come to be called) generally consisted of music for entertainment of
large numbers of people, whether on radio or in live performances. From the standard songs and ballads of the
legendary Cole Porter, George Gershwin, and Frank Sinatra to the rock and roll craze of Elvis Presley and the
Beatles and the present-day idols in the alternative music and disco modes, popular music is now shared by the
entire world.
The ballad originated as an expressive folksong in narrative verse with text dealing typically about love. The word
is derived both from the medieval French “chanson balladeer” and ballade” which refers “to a dancing song. Used
by poets and composers since the 18thcentury, it became a slow popular love song in the 19th century. Today,
the term ballad now refers to a love song in a slightly pop or rock style, with the following characteristics

1. Blues Ballads
This is a fusion of Anglo-American and Afro-American styles from the 19th century that deals with the
anti-heroes resisting authority. The form emphasizes the character of the performer more than the
narrative content, and is accompanied by the banjo or guitar.

2. Pop Standard and Jazz Ballads

This is a blues style built from a single verse of 16 bars ending on the dominant or halfcadence, followed
by a refrain/chorus part of 16 or 32 bars in AABA form. The B section acts as the bridge and the piece
normally ends with a brief coda.

Pop and Rock Ballads

A pop and rock ballad are an emotional love song with suggestions of folk music, as in the Beatles’
composition “The Ballad of John and Yoko” and Billy Joel’s “The Ballad of Billy.” This style is sometimes
applied to strophic story-songs, such as Don McLean’s “American Pie.”

STANDARDS
In music, the term “standard” is used to denote the most popular and enduring songs from a particular
genre or style, such as those by Irving Berlin, Cole Porter, and Rodgers and Hart. Its style is mostly in a
slow or moderate tempo with a relaxed mood. It also features highly singable melodies within the range
and technical capacity of the everyday listener. Frank Sinatra, also known as “Ol Blue Eyes,” “Chairman
of the Board,” or “The Voice.” His genre was categorized as traditional pop and jazz. He was a successful
singer, actor, producer, director, and conductor. His hit singles include My Way and Strangers in the
Night. Nat King Cole. an accomplished pianist, he owes most of his popular musical fame to his soothing
baritone voice, which he used to perform in big band, vocal jazz, swing. traditional pop, and jump blues
genres.” His hit songs include Unforgettable, Mona Lisa, and Too Young

Rock and roll

Rock and roll were a hugely popular song form in the United States during the late 1940’sto the 1950’s.
It combined Afro-American forms such as the blues, jump blues, jazz, and gospel music with the Western
swing and country music. The greatest exponent of the rock and roll style was the legendary Elvis Presley.
His hit songs such as Heartbreak Hotel and Blue Suede Shoes were complemented by his good looks
and elaborate movements that included hugging the microphone as he sang.

DISCO
The 1970s saw the rise of another form of pop music known as “disco.” Disco music pertained to rock
music that was more danceable, thus leading to the establishment of venues for public dancing also
called discos. The term originated from the French word “discotheque” which means a library for
phonograph records. The disco style had a soaring and reverberating sound rhythmically controlled by a
steady beat (usually meter) for ease of dancing, and accompanied by strings, horns, electric guitars, and
electric pianos or synthesizers. Famous figures of the disco genre include ABBA, Donna Summer (“The
Queen of Disco”), The Bee Gees; Earth, Wind, and Fire; KC and the Sunshine Band; The Village People;
and Gloria Gaynor, bringing us such hits as Dancing Queen, Stayin’ Alive, Boogie Wonderland, and Hot
Stuff.