BUDGET OF WORK FOR MULTIGRADE TEACHING
MUSIC COMPETENCIES FOR GRADES III AND III
TIME ALLOTMENT: 40 min./session
THIRD QUARTER
DOMAI FORM, TIMBRE, DYNAMICS
N
WEEK Learning Competencies
GRADE III
1 1.recognizes differences
in sound quality
coming from a variety
of sound sources.
MU3TB-IIIa-1
2. responds to differences in
sound quality with
appropriate movement
MU3TB-IIIa-2
Prepared by: JEAN R. BALOLOY
Albay Division, Region V
Suggested Learning Activities Suggested Assessment Strategies
GRADE IV GRADE III GRADE IV GRADE III GRADE IV
1. identifies aurally  Group Activity-Listening to the  Listening to a musical piece Performance Performance
and visually the sounds coming from variety of like “Paruparong Bukid” while assessment assessment
introduction and sources viewing the musical score on
coda (ending) of a  Identification of sounds heard and chart. Let the children Let the children listen
musical piece noting the differences  Talk about introduction and listen to sounds to a musical piece
MU4FO-IIIa-1  Creating and executing appropriate coda of a musical piece. coming from while viewing the
body movements in response to  Introduce the symbol for coda. variety of sources. musical score on
differences in sound quality.  Provide exercises on Have them chart and have them
 Discussion on the concept of timbre identifying the intro and code recognize each identify aurally and
od a musical piece. and classify them visually the
Concepts for the teacher: according to its introduction and coda
1. Timbre - refers to the tone quality sound quality and in a given musical
or tone color of respond with piece.
sound. appropriate
2. Different sound sources: movement. (This could be done
human nature by group)
musical instruments (This could be
animals done by group)
things
musical gadgets
2&3 3. recognizes 2. identifies aurally  Listening to the sounds of different  Listening to a musical piece Let the children Let the children
musical instruments and visually the musical instruments (teacher may like “Ugoy ng Duyan” while recognize the identify similar and
through sound. antecedent and use recorded sounds if no available viewing the score on chart. musical contrasting phases in
consequent in a instruments by vocal and
musical instrument in
musical piece
MU3TB-IIIb-3 school/community) listening to its instrumental music
MU4FO-IIIa-2
 Using real musical instruments or sound from the songs they
3. listens to similar pictures, let the children have learned in the
and contrasting recognize/associate its name and previous lessons such
phrases in recorded its sound. as: Sitsiritsit, Ako ay
music  Discuss concepts of timbre May Lobo, Kwinkle,
MU4FO-IIIa-b-3 1. Timbre-refers to the tone Twinkle,Bahay Kubo,
quality or tone color of the Roses, etc.
4. identifies similar
human voice or any musical  Have the children identify
and contrasting similar and contrasting
phrases in vocal instrument.
2. Musical instrument - a device phrases through varied
and instrumental exercises. (Refer to TG)
music from the created or adapted to
previous lessons produce musical sounds.  Have them sing the similar and
4.1 melodic 3. Some instruments have contrasting phrases
4.2 rhythmic definite tone while others have  Discuss concepts of form:
MU4FO-IIIc-4 no definite tone. similar and contrasting
phrases for both melodic and
5. sings similar and rhythmic.
 Provide more exercises (Refer to
contrasting phrases  Provide other exercises (Refer
in music TG).
to TG)
5.1 melodic
5.2 rhythmic
MU4FO-IIId-5

4 4. identifies and compares
the voices of:
4.1 classmates as they sing
or speak
4.2 selected popular singers
in recordings MU3TB-IIIb-4
6. distinguishes  Assign 2 male and 2 female  Listening to the voice of Project-Based Use Observation
vocal and pupils(with different voice quality) to popular singers in CD and Assessment (by Checklist in assessing
instrumental sing short familiar song in class. have them identify the singers. group) whether the children
sounds were able to identify
MU4TB-IIIe-1  Ask: “Did you notice the difference  Listening to recorded Have each group vocal or instrumental
in your classmates’ voices? Discuss instrumental sounds and have conduct a quick in solo, duet, trio and
7. identifies as the comparison of their voices. them identify the instruments. listing or inventory ensemble
vocal or Discuss also singing voice and of their
instrumental, a speaking voice.  Discuss the timbre of vocal classmates’ quality

5&6 5. compares the use of the
voice in speaking and in
singing
MU3TB-IIIb-5
6. uses the voice and other
sources of sound to produce a
variety of timbres
MU3TB-IIIc-6
recording of the and instrumental. Discuss also of voice; and at
following:  Talk about famous male and female solo, duet, trio and ensemble. least 4 of their
8.1 solo singers. Who among them has a -solo violin/ vocal solo favourite singers.
8.2 duet low voice? a high voice? -instrumental trio/vocal trio
8.3 trio -instrumental ensemble
8.4 ensemble  Listening to recorded songs of -choral ensemble
MU4TB-IIIe-2 popular singers.  Provide samples of sounds for
the children to listen to.
 Discuss concept of Timbre
8. identifies aurally  Conduct of Game:  Listening to recorded sounds of Performance-Based Project-Based
and visually different Let the class stand and form a big different instruments and show Assessment (by Assessment
instruments circle. Choose one pupil to stand inside picture to the class as its sound group)
MU4TB-IIIf-3 the circle with a blindfold. being heard by them. Have the children make
Choose one pupil from the circle to sing  Classifying various musical Let each group come an album/clippings of
9. classifies the or recite a poem. The pupil at the center instruments. up with a short musical instruments’
various musical will identify the name of his/her  Discuss concepts of timbre in creative presentation pictures grouped
instruments as: classmate who is singing or speaking. If classifying musical instruments using voice and according to its proper
9.1 string he/she gives the correct name, they will  Provide exercises (Refer to TG) other sources of classification.
9.2 woodwind exchange places. sound to produce a
9.3 brass wind  Ask: “How did you identify the person variety of timbre.
9.4 percussion who is singing or speaking?”
MU4TB-IIIf-h-4 (I listened very well and I identified
his/her because of his/her voice quality)
 Discuss concepts of Timbre:
-The human voice has different
tone qualities or timbre when speaking
and singing. Some have thin voices
while others
have thick, husky voices.
-We use our speaking voice when
we talk/speak and singing voice when
we sing.
Tell the children to use other sources of
sounds to produce variety of timbre.
7&8 7 interprets the dynamics of a
song through body movements
7.1 small movement – soft
7.2 big movement – loud
MU3DY-IIId-18
8.distinguishes “loud,”
“medium,” and “soft” in music
MU3DY-IIId-2aa
9 relates dynamics to the
movements of animals
e.g. 9.1 elephant walking – loud
9.2 mice scurrying – soft
MU3DY-IIId-3
10 uses terms “loud,” “medium,”
and “soft” (louder, softer) to
identify changes and variations
in volume
MU3DY-IIIe-4
9 11.responds to conducting
gestures of the teacher for
“loud” and “soft”
E.g.
11.1 Teacher’s palm down
means “soft” and palm up
means “loud.”
11.2 Hands moving farther
from each other mean sound
becomes louder.
MU3DY-IIIe-h-5
12. uses varied dynamics to
10. recognizes the  Present the song, “Tunog at Galaw  Teach the song “Ang Performance Performance
use of the symbol p ng Hayop”. Alibangbang” to the clas. Assessment Assessment
(piano) and f (forte) - Teacher sings the song to the
in a musical score class. Group the class into Group the class into
MU4DY-IIIf-1 -Teacher teaches the song by three. Let each three. Let each group
echo-singing group perform a sing the song “Dance
simple song by and Sing” observing the
singing it using the dynamic symbols used
dynamics they in the musical score.
 Invite children’s attention to the learned in the lesson
symbols p and f placed above the with body
phrases of the song. movements
 Discuss the concepts of
dynamics, the use of p and f in a
musical score.
Provide some exercises (Refer to
TG).
 Teach the children to sing the song
following teacher’s hand signal for
soft-softer, medium, loud-louder.
 Discuss the concept of dynamics
 Let the children relate dynamics to the
movements of animals
 Let children interpret dynamics of a
song through body movements.
11. uses appropriate  Conduct the “National Anthem” and  Conduct the “National Anthem” Performance Group the class into
musical terminology have the children respond to and have the children respond to Assessment three. Provide each
to indicate simple conducting gestures for “loud” and “ conducting gestures for “forte” group a copy of familiar
dynamics soft.” and “piano” Group the class into song and let them put
11.1 forte  Let the class recite the poem  Let the class sing the song 2. Let the first group appropriate dynamic
11.2 piano “Creations” by stressing S for soft, M “Alibangbang” learned in the tell the story of “The symbols on the score.
MU4DY-IIIf-h-2 for medium, & L for loud phrases. previous lesson using the Little Spider” through
indicated simple dynamics. a song using varied
 Discuss further the concepts of dynamics in singing,
dynamics and the second
Provide other exercises. Refer to group will do the
the TG. acting and dramatize
the story.
 enhance poetry, chants,
drama, songs and musical
stories
MU3DY-IIIf-h-6

Discuss the use of varied dynamics

to enhance poetry, chants, drama,
songs and musical stories.
10
PERIODIC TEST