Activity 1: Direction: To review what you have learn from the last lesson of music.

Arrange the following

jumbled letters to write the correct answer.

1. AGAGNIDROSENG _________________
2. GNATNILUK ____________________
3. GLNIUS ____________________
4. BBAAGGN _________________
5. GGUNA __________________

Activity 2: Direction: Write the kind (bamboo or metal), classification (chordophone, membranophone,
idiophone, or aerophone) and meaning of each instrument.

1. AGUNG
Kind: ___________________
Classification: _____________________
Meaning: _____________________
2. SULING
Kind: ___________________
Classification: _____________________
Meaning: _____________________
3. GABBANG
Kind: ___________________
Classification: _____________________
Meaning: _____________________
4. KULINTANG
Kind: ___________________
Classification: _____________________
Meaning: _____________________
5. SERONGGAGANDI
Kind: ___________________
Classification: _____________________
Meaning: ___________________
ASSESSMENT 1: IDENTIFICATION: Read the statements carefully and answer them in your notebook.

_____________1. A traditional dance which demonstrates the various ways of wearing a malong and its
uses.

_____________2. Sacred cloth which exchanged during marriages and used as a cover during births.

_____________3. The traditional tight-fitting trousers made from Yakan fabric characterized as its
vertical stripes design.

_____________4. Sequin-like Capiz shells used to give a distinct design and color to their clothes.

_____________5. Most common material used by the ethnolinguistic groups in Mindanao for weaving
clothes.

____________6. A process of dyeing the fabric in which the yarns have been tie-dyed before weaving.

____________7. A square cloth used by the Yakan women as a bead cover or as a belt.

____________8. The common colors tones found in a Bagobo’s t’nalak.

____________9. The common colors tones found in a T’boli’s t’nalak.

____________10. Features long skirts for women, frequently woven with metallic threads, and shorter,
wrap-around skirts for the men.

ASSESSMENT 2: IDENTIFICATION: Read the statements carefully and answer them in your notebook.

_____________1. The legendary bird of the Maranao said to be a symbol of good fortune.

_____________2. It came from an old Malayan word which means carve or ukit in Filipino.

_____________3. It serves as protection from spears and knives during combat, and may be fastened
around the trousers.

_____________4. It is a bamboo container for all the paraphernalia for chewing betel nut.

_____________5. A heavy brass belt commonly worn by T’boli women during festivals.

_____________6. A wooden comb with seed beads hanging from it, worn toward the back of the head.

_____________7. An instrument that consists of a row of small brass or bronze gongs horizontally laid
upon a wooden rack.

_____________8. A charmed necklace or bracelets made of the fruits of flower beaded together to
protect them from sickness.

_____________9. It is a distinct form of visual arts that is applied to the face of the bride and groom
during wedding.

_____________10. It is a 15 meter belt worn by the groom.

Activity 1: CONCEPT MAPPING: Write three (3) characteristics of Romantic Music using the concept map.

Activity 2: TABLE INFORMATION: Write the needed information to complete the table.

NAME OF COMPOSERS WHAT KIND OF SHORT DESCRIPTION COMPOSITIONS

MUSIC? (GIVE AT LEAST THREE
(VIOLIN AND STRINGS OF THEM)
MUSIC, PIANO MUSIC,
OR PROGRAM MUSIC)
Frederic Chopin

Camille Saint-Saens

Niccolo Paganini