Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
City of Tagbilaran

MAPEH PROTOTYPE LESSON PLAN

MUSIC
GRADE: 8 QUARTER: 2 WEEK: 1 DAY: 1-2

COMPETENC Competency/ies: Listens perceptively to music of East Asia

Y& Analyzes musical elements of selected songs and instrumental
OBJECTIVES pieces heard and performed
Objectives:
:
A. Knowledge: Analyzes the elements of music found in the selected songs
and instrumental pieces
B. Psychomotor: Listens selected songs and instrumental pieces of East Asia
C. Affective: Show interest on appreciating the music of East Asia
CONTENT : Music of East Asia
LEARNING Music 8 Alternative Delivery Mode Quarter 2 – Module 1 Music of East Asia
:
RESOURCES pp. 5-15
PROCEDURE: A. Preparation
● Opening Prayer.
● Setting the classroom environment (arranging the chairs, checking if the
classroom is clean and orderly).
● Ensuring a safe learning environment for everyone. Giving of New
Normal classroom rules.
● Checking of attendance and uniform.
● Stating the objectives of the lesson.
B. Motivation
Activating Prior Knowledge:
The teacher will let the students arrange the jumbled letters to identify the
following symbols.

1. terem: __________________

2. thmrhy: _____________________

3. harnymo: _____________________

4. lodyme: _______________________
 5. turetex: _______________________

C. Presentation
The teacher will let the students watch and listen to the following music.
Sakura song
https://www.youtube.com/watch?v=IKTRnO7SV68
Processing Questions:
1. What is the mood of the music?
2. How did you feel after listening to the music?
3. Which country did the music come from?

D. Discussion/Abstraction/ Lesson Proper

The teacher will present and discuss the music of East Asia

The Development of Pentatonic Tonal Systemof East Asia

According to legends, the founder of music in Chinese mythology was
Ling Lun who, at the request of the Yellow Emperor (Huang Di) created a
system of music that is made of bamboo pipes which are tuned to the
sounds of birds including the phoenix.

In this way, he invented the five notes of the ancient Chinese five-tone
scale (gong, shiang, jiao, zhi and yu) which is equivalent to 1,2,3,5, and 6
in numbered musical notation (do, re, mi, so, and la in western
solfeggio).

Chinese tonal scale

Western solfeggio
“Correct” music according to Zhou concept would involve
instruments correlating to the five elements of nature and would bring
harmony to nature. Around or before the 7th century BC, a system of pitch
generation and pentatonic scale was derived from a cycle-of-fifths theory.

 Wu-sheng – Chinese musical scale or pentatonic scale.

 Pyongjo – one of the three modes of Korean music which has five
tones
 Ryo and Ritsu– basic pentatonic scale in Gagaku music of
Japan, D E F# A B and G A C D E respectively. Now called in-
sen (soft mode) and yo-sen (hard mode).
Different Types of Traditional East
Asian Music

Japanese Music

Traditional Japanese music is meditative. Its performance is

highly ritualized, as much in the music itself, as in the composure of the
musicians when performing it. It is usually about religious festivals,
work, dance, love, and regional songs. Audiences are looking for this
self-mastery in musicians. This is the reason why music has become
highly ritualized. Musicians must show this spiritual self-masteryin their
performance and composure.

Japanese music has two basic types of scales. These are the male
scale called yo-sen and the female scale known as in-sen. The in-sen
scale, which contains minor notes, is used specifically in music for the
koto and shamisen and is contrasted with the yo-sen scale, which does
not contain minor notes.

In-sen Mode
Source: Wikipedia

Yo-sen Mode
Source: Wikipedia
According to a traditional theory, yo-sen is a pentatonic scale
which used in Japanese music including gagaku and shomyo. The yo-
sen scale is used specifically in folksongs and early popular songs. The
yo-sen scale is described as ‘bright’ sounding.

Type of Music
Kagura “God Music”, music of Shinto
Shomyo classic Buddhist chanting
Hogaku authentic Japanese music
Gagaku oldest surviving Japanese court music
Naga-uta “long song”, vocal, dance and dramatic
compositions
Ko-uta “small song”, such folk songs (a cappella)
 An example of a folk song from Japan is Sakura or Cherry Blossoms.
Sakura or Cherry Blossoms is a traditional Japanese
folksong depicting spring, the season of cherry blossoms.
The ‘Sakura’ melody has been popular since the Meiji, and the
lyrics in their present form were attached then. The tune uses a
pentatonic scale known as the in- sen, or in modern Western music
theory, the fifth mode of the harmonic minor.

Sakura
(Japanese Folk Song)

Chinese Music

Traditional Chinese music isn't meant to be danced or moved to.

That would tend to orient people toward bodily sensual and sexual drives.
As Confucius taught, beautiful and appropriate music is meant to
promote social tranquility. Most of the traditional music of the elites used
the ancient Chinese pentatonic scale. The scale lends to make simple
harmonies, but perhaps to maintain the Confucian norms of simplicity. If
music is part of an official ceremonial function, the music is meant to
regulate the behavior of the people so that they perform the ritual
appropriately and obey authority.

In accord with Confucius' idea of music being "smoothly

continuous”, traditional music generally doesn't have sharp breaks in
tempo. However, instead ofa regular tempo throughout, many pieces
feature a regular but smoothly accelerating tempo. The tempo slowly
increases towards a finale at the end. This connotes a river gaining
speed as it cascades downwards, and this is often the rhythmic
feature of traditional Chinese music.

Three Kinds of Traditional Music

Over the centuries, three main styles of classical performances

were developed that you can enjoy while on your trip to China. The three
general kinds of traditional music that people are most likely to hear
nowadays are:

 Chinese opera music meant for theatrical

performances,
 ensemble or orchestra music for cultured audiences,
and
  solo instrumental performance.

Famous Folk song

The folksong Jasmine Flower (Mo Li Hua) was composed during the Qing dynasty
(AD 1616-1912) and was one of the first Chinese songs to become popular
abroad.

The song's tune entertains three phrases and depicts the purity of love between
young people by highlighting the beauty of jasmine flowers.

The Jasmine Flower song can be found throughout China and there are many
regional variations. The origin of the song was considered a myth until two
Yangzhou scholars, Zhu Xiangsheng and Nie Feng, published an academic article
in 2000 detailing the history between the folk song and Yangzhou Ditty - an old-
fashioned type of folk music.

The cultural value and popularity of Jasmine Flower make it a symbol to

showcase oriental charms on the world stage. Giacomo Puccini, a world-
renowned Italian composer, used the song in his opera Turandot, which tells the
story of a beautiful and cold Chinese princess from the Yuan dynasty (AD 1206-
1368). The inclusion of the song in the Italian opera’s debut in 1926 helped
propel it to global fame.

Mo Li Hua

Korean Music

Traditional Korean music is broad and deep in terms of genre and meaning.
There is farmer's music, which expresses the lives of farmers through its exciting
rhythms; pansori (long vocal and percussive music played by vocal singer and
skilled drummer) and talchum (mask dance), rich in parody and humor; the
majestic court music played at important events at the royal palace; and
standard music (called "jeongak" in Korean) like gagok, yeongsanhoesang, and
sijo that embody the elegant, refined spirit of the seonbi (intellectuals of the
Joseon Dynasty). Religious music like the Buddhist beompae and the music of
shamanic rituals are also part of the traditional Korean music canon, adding a
special diversity and richness.

A major misconception about gukak (traditional Korean music) is that it is slow,

sad and bleak. This is a completely mistaken view, because there are no sad
songs at all in the standard genre of gukak. The standard genres of traditional
Korean music are based on the idea of not expressing sadness in sad ways. This
is why the music sounds strong, bright and harmonious. On the other hand,
there are many songs in the folk genres that do have sad tones. Susimga,
Yukjabaegi, Heungtaryeong, Sanjo, Sinawi are all deeply sad songs that are
known to prompt an endless flow of tears. Yet at the same time, the energetic
and contagious rhythms of these songs compel the listener to get up and dance.
This is because the basic nature of the Korean people is based not on "han"
(resentment, sorrow), but on "heung" (excitement). Dancing to sad songs and
creating an energetic and upbeat mood even while singing of life's sorrows is the
most attractive aspect of Korean traditional music as well as the basis of the
Korean psyche and its sinmyeong.

Some of the most prominent pieces and folk music forms are as follows:
Chong-ak music for the elite or ruling class
Sog-ak music for the common or ordinary people
Nong-ak song of the farmer
Sanjo song for solo instrument
Pansori song for the stage which the performer sings a
long vocal and percussive music played by vocal
singer and skilled drummer
Ninjo folk song

Arirang is a Korean folk song sometimes considered the unofficial national

anthem of Korea. It is used as a symbol of Korea and Korean culture. Arirang in
essence is a song of farewell. The origin of the word 'Arirang' is ‘the hill’. With
Korea’s land being mountainous, there are also many foothills throughout the
country. Most Koreans had partings on such hills. An emotion of deep regret is
imbued in the rhythm of Arirang. The song evokes the feeling of the tears shed
by Koreans and the remembrance of their sad stories.

Arirang
(Korean Traditional Song)

E. Exercises/ Problem Solving

The teacher will group the students into three and let them listen to a song. Each
group has an assigned song to listen. Links are provided below.

Japan Sakura Song

https://www.youtube.com/watch?v=IKTRnO7SV68
 China Mo Li Hua
https://www.youtube.com/watch?v=oK3dEf_lVS4

Korea Arirang
https://www.youtube.com/watch?v=f99tZQ8XtGM
After you have successfully followed the link, assess the songs by analyzing their
musical element in terms of tempo, scale, texture and time signature.
a. Tempo: Fast, Moderate, Slow
b. Scale: Pentatonic (five tones), diatonic (seven tones)
c. Texture: Monophonic (a capella), Homophonic (With chordal accompaniment),
Polyphonic (with two or more simultaneous independent melodies)
d. Meter: Duple 2 Triple 3 Quadruple 4
4 4 4

Musical Sakura Mo Li Hua Arirang

Elements
Tempo
Scale
Texture
Meter

F. Generalization
The teacher will tell the students to present their output about the assessment of
their assigned song.
G. Application
Directions:
1. Please look at the table below.
2. Think of at least three folk songs in your locality.
3. Fill in the required information to complete the table.

Meter Scale Used Tempo (Slow,

(Pentatonic/ Moderate,
Folksong Language (Duple,
diatonic)
Triple, Fast)
Quadruple)

1.

2.

3.

H. Evaluation
Direction: Read the statements carefully. Complete the given letters to form a
correct answer.

1. The song Arirang is an example of Korean F _ L _ _ O N _.

2. The founder of music in Chinese mythology was _ I _ G L _ N.
3. Cherry Blossoms is a traditional Japanese folk song depicting S P _ _ N _.
4. According to Zou concept, a system of pitch generation and pentatonic scale
was derived from C Y _ L _ O F _ I F _ H T H E O R _.
5. Linearity emphasizes on _ _ L O _ Y.
6. One of three modes of Korean music which has five tones is called P Y _ _ J _.
7. The five notes of the ancient Chinese five-tone scale are gong, shang, jiao, zhi
and Y _.
8. Korean music for the common or ordinary people is called S _ _ - A _.
9. The oldest surviving Japanese court music is called _ A _ A K _.
10. _ O L _ H _ A is a traditional Chinese song with a beautifully gentle and lyrical
melody.

I. (Agreement/Assignment/ Closing
Write at least 3 examples of East Asian Musical Instruments.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
City of Tagbilaran

MAPEH PROTOTYPE LESSON PLAN

GRADE: 8 QUARTER: 2 WEEK: 1 DAY: 3-4

COMPETENCY Competency/ies: Explore ways of producing sounds on variety of sources that

& OBJECTIVES would stimulate instruments being studied
Improvise simple accompaniment to selected East Asian music
Objectives:
:
D. Knowledge: Describe the musical characteristics of East Asian music.
E. Psychomotor: Uses indigenous instruments as musical
accompaniment in their performance.
F. Affective: Show appreciation of the song of East Asia.
CONTENT Music of East Asia- Sakura
:
LEARNING Music 8 Alternative Delivery Mode Quarter 2 – Module 2
:
RESOURCES
PROCEDURE: H. Preparation
● Opening Prayer.
● Setting the classroom environment (arranging the chairs, checking if the
classroom is clean and orderly).
● Ensuring a safe learning environment for everyone. Giving of New
Normal classroom rules.
● Checking of attendance and uniform.
● Stating the objectives of the lesson.
I. Motivation
Activating Prior Knowledge:

Directions: From the pool of choices below, identify each word according to
which East Asian countries they belong.

Sakura Mo Li Hua Arirang

Yo-Sen In-sen Chong-ak
Minsogak Pansori Hogaku
Gagaku
 JAPAN CHINA KOREA

J. Presentation
The teacher will show a pictures and the students will give impression about it
by answering the questions below.

A B C D

1. What musical instruments on the picture are you familiar with?

_______________________________________________________

2. What do you think each instrument is made of?

________________________________________________________

3. Among the instruments presented in the picture are there any similarities to
those instruments available in our country Philippines?

_________________________________________________________

4. Do you think you can create similar instrument? Why or why not?

__________________________________________________________

K. Discussion/Abstraction/ Lesson Proper

 Sound
 a particular auditory impression:TONE
 the sensation perceived by the sense of hearing
 a form of energy produced by vibrating bodies like musical
instruments
 are made when objects vibrate. The vibration makes the air around
the object vibrate and the air vibrations enter your ear. You hear
them as sounds.
 Accompaniment
 Is a musical part (vocal or instrumental) that supports or provides
background for other musical parts.
  Is the musical part which provides the rhythmic and/or harmonic
support for the melody or main themes of a song or instrumental
piece.
 Can be played by a single musician playing an instruments such as
guitar, piano, drums, etc.

The teacher will present and discuss the East Asian musical instruments.

Musical Instruments of Japan

Name and Picture of Made of
Instrument ClassificationDescription (Materials Used)
Odaiko • Japanese
simply zelkova Wood
means “big • Taut skin -
fat drum”. cowhide of 3-year
The Odaiko old Japanese cow
is the most
dramatic of
Membranophone the Taiko
family.
O’DAIKO Odaiko
performance
https://www.youtube.com/ is physically
watch?v=MBKKq3FUP4U demanding,
requiring
great
strength and
endurance.
It has an
integral part
of many
Japanese
(matsuri)
festivals.
Tsuzumi is a • Wood of
hand drum. Cherry trees
It consists of • Drumheads
a wooden are made of
body shaped horsehide and
like an hour attached to iron
glass, and it rings
Membranophone is taut, with
TSUZUMI
two drum
https://www.youtube.com/ heads with
watch?v=ggazJqFNckk cords that
can be
squeezed or
released to
increase or
decrease the
tension of
the heads
respectively.
L. Exercises/ Problem Solving
Identify the Classification of Musical Instruments.
Instruments Classification Description

M. Generalization
The teacher will tell the students to present their output about the assessment
of their assigned song.
N. Application
Activity 1: Do It Yourself (DIY)

Improvisation:

Step 1: Look around you, what indigenous materials are common and abundant
in you place?

Step 2: Decide what type of instrument you are going to make base on the
instrument presented in the lesson.

Step 3: Select materials that are readily available.

Step 4: Prepare your materials and start making you DIY improvised musical
instrument.

Please fill on the data below.

A. List down the materials used in making improvised musical instruments:

_________________________ _______________________
_________________________ _______________________

B. Steps/Procedure:
____________________________________________________
____________________________________________________

C. What type/category of musical instruments did you improvised?

____________________________________________________

D. Your improvised musical instrument is similar to what specific instrument?

In what country does it belong?
____________________________________________________

Activity 2: Sounds Familiar!

Directions A: Listen to the folk song entitled “Sakura” in this link
www.youtube.com/watch?v=PWpdXbKzLPw .Then, asks a family member to
sing it again with your improvised musical instrument as your accompaniment
and answer the following questions:
Directions B: Looking at the notation below, asks a family member to sing it with
your improvised musical instrument as your accompaniment and answer the
following questions:

1. How do you describe the music you created with your improvised instrument?
Is it similar to the original one?
________________________________________________________________

2. What have you realized in playing music using your improvised musical
instrument?
________________________________________________________________

3. What skills do you think that you enhance while improvising your own
localized musical instruments?
________________________________________________________________

4.From your own insight, does your improvised musical instrument represent /
symbolize our local culture/tradition? Why or why not?
________________________________________________________________

H. Evaluation
Direction: Read the statements carefully. Complete the given letters to form a
correct answer.
1. Cambodia has the p_ _ p _ _ _ while Indonesia has the Javanese and
Balinese gamelans.
2. The music of Myanmar has similarities with C _ _ _ _ _ e music and Thai
music.
3. Malaysian music is categorized as classical, folk and s _ _ _ _ _ _ _ c.
4. Singapore folk music was influenced by Chinese, Indian Malays,
T_ _ _ _ _ and other minority Asian ethnic groups.

5. Indonesian music was enriched with interaction with other cultures such
as Indian, A _ _ _ _ _, Chinese and European leading to a wider range of
musical styles.

I. (Agreement/Assignment/ Closing
The students will search Southeast Asian instruments
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
City of Tagbilaran

PROTOTYPE LESSON PLAN

MUSIC

GRADE: 8 QUARTER: 2 WEEK: 2 DAY: 5-8

COMPETENC  Performs music from East Asia with own accompaniment;

Y& MU8SE-Ic-h-7
OBJECTIVES  Evaluates music and music performances using guided rubrics applying
knowledge of musical elements and style. MU8SE-Ic-h-8
:
A. Evaluate performance using rubrics;
B. Perform east Asian song with accompaniment;
C. Show appreciation of the East Asian songs.

CONTENT Music of East Asia- Japan, China & Korea

:
LEARNING Music 8 Alternative Delivery Mode Quarter 2 – Module 2
:
RESOURCES
PROCEDURE A. (Preparation)
: ● Opening Prayer.
● Setting the classroom environment (arranging the chairs, checking
if the classroom is clean and orderly).
● Ensuring a safe learning environment for everyone. Giving of New
Normal classroom rules.
● Checking of attendance and uniform.
● Stating the objectives of the lesson.
Activating Prior Knowledge:
B. (Motivation)
The teacher will prepare a box with different pictures of instruments and other musical
terms written in folded papers. It will be passed around. Each one will pick one paper and
describe the picture or term that one got and will explain how the different pictures or terms
were used to reflect the music of East Asia.

C. (Presentation)
The teacher will introduce the lesson to the learners.
- The teacher will divide the class into 3 groups. (Japan, China, Korea)
D. (Discussion/Abstraction/ Lesson Proper)

- They will sing the folk songs and create movements that would interpret the
message, idea, or feeling of the song as applied to East Asian music.
 - To accompany the presentation, each group will also create or improvise a
musical instrument from each country assigned like drums, metal bells, pan pipes,
cymbals and chimes, from found objects in the environment such as aluminum
containers, strings, bamboo, or plastic pipes.

E. (Exercises/ Problem Solving)

- Presentation should only be done in 3 minutes per group
- The presentation will be graded by the following criteria:
-
CRITERIA:
- Correct expression and style - 20%
- Accurate rhythm -20%
- Appropriateness of accompaniment and movement -30%
- Creativity -30%
100%
F. (Generalization)
How did you feel after performing the music from East Asia with own
accompaniment?
Where you able to hear similar songs to the present time?

G. (Application)
Directions: Perform the songs Of Japan, Korea and China using your own
improvised musical instrument guided by the RUBRIC below:

RUBRIC FOR PERFORMANCE

CATEGORY Meets Standards Working Toward Below Standards

(5) Standards (3)
(4)
Pitch Sing the song with Correctly sing a May correctly sing
correct pitch, majority of the one or two pitches,
matching given pitches, but missed but not able to match
sample notes take away from pitches in a given
the melody song
Diction Sing song using good Sings a majority of Does not sing with
diction. Words are the words with clear diction. Words
clearly sung and easy correct diction and are difficult to
to understand with pronunciation. May understand and
correct forget a few words unclear
pronunciation.
Tone Quality Sings with clear tone, Sings clearly but may Sing song with
free of adornments not use good tone inconsistent tempo
quality. Student may
scoop, sing through
the nose or encumber
the tone in some way.
Rhythm Sings following the Rhythm is attempted, Inappropriate and
accurate rhythm of but is not accurate used only one kind of
the song improvised
instrument
Creativity Appropriate creativity Appropriately used
made, used and and played two kinds
played varied of of improvised
improvised instruments
instruments
RUBRICS FOR INSTRUMENT
 CRITERIA Above Meets Approaching Below Scor
Standard Standard Standard (3 Standard (2 e
(5 points) (4 points) points) points)
Motif Excellently Follow the Follow less Follow little
follow the required of the of the
required motif required required
motif motif motif
Melody Excellent Good Less Little
execution of execution of execution of execution of
melody melody melody melody
Originalit Improvisatio Improvisatio Improvisatio Improvisatio
y and n of ideas n of ideas n of ideas n of ideas
Creativity and and and and
techniques techniques techniques techniques
are are are are
presented in presented in presented in presented in
unique and a good way. a fair way. a poor way.
excellent
way

H. (Evaluation)
After doing the musical performance, what are your realizations about East Asian music
with regards to their culture and country?

After the group performance, the teacher will first let each group give their feedbacks and
evaluations of the performances, after which, the following questions will be asked:
1. How do you feel while preparing for the presentation?
2. Were you able to represent the musical style of the country you are assigned?
Explain.

I. (Agreement/Assignment/ Closing

The teacher will let the students do a mass singing of any of the East Asian music learned.