GRADE - 8 MASBATE NATIONAL

School COMPREHENSIVE HIGH Grade Level 8

SCHOOL
PLAN Teacher MARY JANE A. SANTIAGO Learning Area MUSIC
DETAILED LESSON
OCTOBER 1, 2023
Teaching Dates and Time Quarter 1ST
1:00p.m– 2:00 p.m.

DLP CODE __________________________

I. OBJECTIVES
A. Content Standards The learners…
1. The learner demonstrates understanding of common musical characteristics of the region as well as unique characteristics of a particular
Southeast Asian country

B. Performance Standards
The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.
C. Learning Competencies / Objectives At the end of the lesson, 30 students or 75% out of 42 students should be able to:
(Write the LC code for each)
Learners…
1. listens perceptively to music of Southeast Asia (MU8SE-Ia-h-2)
2. analyzes musical elements of selected songs and instrumental pieces heard and performed; (MU8SE-Ib-h-4)

II. CONTENT Area: MUSIC

SOUTHEAST ASIAN MUSIC
Topic:
MUSIC OF MYANMAR

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages Pages 17- 23
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) Portal

B. Other Learning Resources Pictures, laptop, TV, Video Clips

IV. PROCEDURES
ELICIT (5 minutes) Prior concepts or experiences are drawn out from the students by the teacher.
*time may vary

A. Reviewing previous lesson or presenting the new

lesson.
Ask the students the following:
 What is the musical ensemble of Indonesia called?
 What is/are its distinct characteristics?
 ENGAGE (5 minutes)
Activities that stimulate learners’ thinking are provided to help them access and connect prior knowledge as a jumpstart to the present lesson.
*time may vary
B. Establishing a purpose for the lesson IDENTIFICATION:
Identify the musical instruments of Hsaing Waing by arranging the jumbled letters in each instrument.
(Literacy) 1.HEN - nhe 2. LONCHAUK TAP- chaukLon Pat 3. UNGMA HSAIGN - Maung Hsaing
4. Pat wang – TAP GNAW 5. Kyi Waing – IYK INGWA

Describe the instruments identified from the previous activity.

C. Presenting examples/instances of the new lesson
 Hne - A double reed pipe
 Chauk Lon - A set of 8 tuned drums
 Pat waing - A set of 21 drums in a circle
 Maung Hsaing - Larger bronze gongs in a rectangular frame
 Kyi Waing - Small bronze gongs in a circular frame

EXPLORE (15 minutes)

*time may vary
note: Learners are given time to process information and concepts of the new lesson: to think, plan, investigate, and organize collected information.
Optional Interdisciplinary Contextualization (Icon): Performance of planned or prepared activities from the Learners’ Manual.
Indigenization, Localization) may be integrated in Guide Questions may be provided.
this part.

The teacher will discuss briefly through a PowerPoint presentation about the Music of Myanmar
D. Discussing new concepts and practicing new
skills #1 MYANMAR was known as Burma until 1989. The country’s name was officially changed by the military government that took over in 1988.
The music of Myanmar has similarities with many musical traditions in the region including Chinese music and Thai music.

*Napapahalagahan ang kontribusyon ng silangan at timog silangang Asya sa kulturang Asyano. AP7IV-dh-4
(Integration Across curriculum)
-Noong hindi pa nakamit ng Burma ang kalayaan, ang kumukontrol dito ay ang India sa tulong ng Britanya at China. Bilang pagtugon sa
pananakop na ito, nagtatag ang Burma ng iba’t ibang kilusang naghahangad ng kalayaan. Nang maramdaman ng Ingles ang pagpupunyagi sa
kalayaan ng mga Burmese nagkaroon ng pagbabago sa bansa na humantong sa paghiwalay ng Burma sa India noong 1935. Ilan pang pagbabago
ang tinangka ng pamahalaang Ingles ngunit hindi ito nangyari dahil sa pagsiklab ng Ikalawang Digmaang Pandaigdig. Nasakop ng bansang Japan
ang Burma. -Upang makuha ng mga Hapones ang loob ng mga Burmese, maagang ipinahayg ng Japan ang pagtataguyod tungo sa kasarinlan.

• HSAING WAING is Myanmar’s traditional folk music ensemble. It is made up mainly of different gongs and drums as well as other
instruments depending on the nature of the performance.
• Myanmar musical instruments are categorized into two types: loud sounding and soft sounding.
• The loud sounding instruments are performed in open-air ensembles at ceremonies and festivals. Most of Hsaing Waing instruments belong
to the loud sounding category.
• For more formal and classical performances that are performed indoors, the ensemble may be accompanied by the Saung Gauk (13 strings
angular harp with soft sound).
• Myanmar not only has musical ensembles but also an extensive collection of classical songs called “Mahagita”. These songs are divided
into different types. The Saung gauk usually accompanies these songs.
• Burmese music includes a variety of folk traditions. A distinct form of which is called the byaw (ဗျေ), often played at religious festivals and
sung to the beat of a long and thin drum, with occasional interruptions by the beating of a larger drum.

Kadayawan Festival
Kadayawan is a
festival of thanksgiving for
the gifts of nature, the
wealth of culture and the
bounties of harvest and
serenity of living that is
derived from the
Dabawenyong word,
“madayaw” or good,
valuable and superior in
English. The festival is
Kadayawan Festival is a festival of thanksgiving for the gifts of nature, the wealth of culture and the bounties of harvest and
serenity of living that is derived from the Dabawenyong word,“madayaw” or good, valuable and superior in English. The festival

honored by displaying by various farming

is

implements, fruits, flowers, vegetables, rice

and corn
grains as tribute to the gods. Singing,
dancing, and offerings to their divine
protectors
are the highlights of this thanksgiving
festival
hot summer month of May.
An extravagant and colorful
affair in the quiet town of
Lucban, Quezon, held in
honor of San Isidro Labrador
and is the farmers’
thanksgiving for a rich and

E. Discussing new concepts and practicing new skills #2
bountiful harvest. The
townspeople prepare many
things for this festival, among
them is the all-important,
Kipling. These are leaf-
shaped, multi-colored rice-paste wafers used to decorate their houses with, along
with agricultural products like fruits, vegetables and flowers. This visual
representation of the festival has garnered international recognition
Teacher will show the play the HSAING WAING, Myanmar’s traditional folk music ensemble.
https://www.youtube.com/watch?v=SjcbkaozxXs
Guide Questions:
• What did you observe from the video?
• What do you call such ensemble of Myanmar?
• How is it distinct to other southeast Asian countries?

EXPLAIN (15 minutes) Learners are involved in the analysis of their exploration. Learner conceptual understanding is clarified and modified because of reflective activities they
*time may vary conducted. Data and results gathered are analyzed. Guide Questions are answered leading to the focus concept or lesson for the day.
F. Developing mastery The teacher will play music used in a particular event of Myanmar such as: Weddings, religious affairs, and festivals. Let the students identify the
(Leads to formative Assessment #3)
musical elements used in each song and in what specific events were those songs used.

Wedding - https://www.youtube.com/watch?v=Z3wxPMPpH44
Religious affairs - https://www.youtube.com/watch?v=wc3QEDznYX4&list=PLV0W_4AKY1HRH4_bK70LTYQpcacWmq_5B

(Numeracy) Most of the Myanmar population identify as Buddhist (87.9%). However, there are also significant minorities of Christians (6.2%) and Muslims
(4.3%), as well as some Animists (0.8%) and Hindus (0.5%). Generally speaking, one's religious identity is related to ethnic origins.

Festivals - https://www.youtube.com/watch?v=-ooOzCaPLuc&list=PLEnq8wCLljcLoA6cX8Hsbyx8jsg0XeOjz

(Integration within curriculum)

The learner describe
the nature and
background of the
dance.
(PE7RD-IVc- 1)
The learner describe
the nature and
background of the
dance.
(PE7RD-IVc- 1)
The learner describe
the nature and
background of the
dance.
(PE7RD-IVc- 1)
The learner describe
the nature and
background of the
dance.
(PE7RD-IVc- 1)
 The learner describes the nature and background of the dance. (PE7RD-IVc- 1)
Festival dance is a cultural dance performed to the strong beats of percussion instruments by a community of people who share the same
culture, generally performed to honor the patron saint or as a thank-you for the rich harvest. Festival dance can be religious or secular in nature.

ELABORATE (10 minutes) Students are given opportunities to expand and elucidate their understanding of the concept and/or apply it to a real-world situation.
*time may vary Teacher clarifies learners’ misconceptions (if any) by validating student responses through standard Science concept/s.
G. Finding practical application of concepts and Based on the activity done, learner will answer the Process questions:
skills in daily living

1. What did you discover about religious festivals after comparing them to one another?

2. Being a learner, how important is it for you to learn and understand the origins and performance practices of Philippine festivals?

3. What festival do you have in your locality? How can you be of help in preserving that festival?

H. Making generalizations about the lesson Answer the following questions:

 What is the description of music in Myanmar?
 Why is music important to the lives of Burmese?
 Why does the music of Myanmar have similarities to other countries like China and Thailand ?

Possible answer:
1. The music of Burma (officially the Republic of the Union of Myanmar) is characterized by two types of music: Chamber music played solo
instruments such as burmese harp, and orchestra played primarily on percussion instruments.
2. Historical records of the music in Myanmar show people use music to celebrate different rituals and occasion relevant to their land and
personal life events.
3. The music of Myanmar has similarities with many other musical traditions in the region, including Chinese music and Thai music,
probably because its longest land border is shared with China.

EVALUATE (5 minutes) Provides a short concept check test items and answer key aligned to the learning objectives, content and performance standards (may be oral or written
*time may vary formative test). Misconceptions, if any, are also addressed.
I. Evaluating learning
IDENTIFICATION:
1. Myanmar’s traditional folk music ensemble. (Hsaing waing)
2. A double reed pipe (Hne)
3. Myanmar harp (Saung Gauk)
4. A set of 21 drums in a circle (Pat waing)
5. Small bronze gongs in a circular frame (Kyi Waing)

EXTEND
J. Additional activities for application or What is the importance of music in terms of historical, geographical and cultural background of Malaysia?
remediation

K. Assignment

V. REMARKS
 VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation ho scored below 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
my supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Reviewed and Checked:

MARY JANE A. SANTIAGO LEIZL N. COLINA

T-III, MAPEH Teacher Master Teacher I

Approved:

JOYCE V. GO.
HT-III/MAPEH Department Head