John Paul A.

Sanchez MC MUSIC
3RD YEAR BEED
LESSON 4

EXPERIENCE: Peer to Peer Demonstration

Select a short portion of a song that you really like. Sing this to your class either a
cappella or with a recording or an instrumental accompaniment. Say a little description
about your chosen song.

 I choose to sing the song called PARALUMAN. It’s a love song about the man who’s
saying his feelings to his love one.
ASSESS: Critiquing Others
Based on the EXPERIENCE activity, the teacher will assign a classmate of yours whom
you will assess. Give constructive comments and suggestions to his/her singing. This will
help your awareness of your own and classmate’s vocal competency as music teachers.

Title of Song: Paraluman

Name of classmate (Optional): Frezel C. Baribo
Constructive Comments/Suggestions:

 Your voice was not good enough, so you should practice more. But in overall
performance your good at singing.

CHALLENGE: Further Research

Think of concepts or solutions that can be used to address the following problems
when singing. You may use space provided to write or draw your ideas.

- Memory problems:
 You should be mentally active, try to exercise ang keep you physical in body in shape
so that you brain can function actively.
- Oral problems:
 Maintain use of good breath support during speaking or singing. Do not over used
you voice.
- Lack of confidence:
 Practice at home and try to sing with your friends, it will help you to boost your
confidence when singing with other people.
HARNESS: Practice Teaching
Choose two different songs: (1) one song to be taught by rote, and (2) another song
to be taught by note. As much as possible, teach Filipino traditional or folk songs. Consider
your classmates as your “students,” demonstrating how to teach them using these two
methods. You may use materials or visual aids as needed. Afterward, write your
observations on the two methods in the space provided below.

 Paa, tuhod, balikat , ulo song ( by rote)

 Paru-parung bukid (by note)
- I observe that teaching by rote is kind of easy way to teach song that are easy to
remember and understand. And I can say that teaching using note is quite hard if the
song needs some tone to sing it properly.

LESSON 5
(RHYTHM)
EXPERIENCE: Imitating Rhythms
Find partner and clap/tap or play on any rhythmic instrument a short rhythmic
pattern. Have you partner imitate the same rhythm given by your partner. Increase rhythm
difficulty until someone misses one. Keep track of how many each of you got correct before
he/she missed.

 I played with my partner and we use claps and create a rhythmic pattern. We start at
an easy pattern (slow clap) then when we try to make it difficult by fastening our
claps, we both missed our rhythm.
ASSESS: Research
Research other music activities involving rhythm. Compile three activities, one each
for Grade 4, 5, and 6. Share and discuss them in class and state the reasons why you chose
these activities and why they are appropriate for each grade level. You may write your
answers in the space provided.
Rhythmic Activity for:

Grade 4: locomotor skills and activities (patterns and routines)

- Rhythmic movement is a way for children to express thoughts, feelings and ideas.
Students can use the body as an instrument for expression and communication. This
can be done individually, in pairs or in small or large groups. Skills performed to
music include: locomotor skills, ball skills, moving in a variety of ways such as circles
 and squares, folk dance routines, international dances, and creating and performing
movement routines to music with a partner and in a group
Grade 5: locomotor skills and activities (patterns and routines)

- Rhythmic activities give students an opportunity for self-expression and creativity

while at the same time providing a chance to interact with partners and groups.
Grade 6: locomotor skills and activities (patterns and routines)
- Self-expression and creativity can be developed through rhythmic activity. Students
interact with others in performing and creating dance routines while at the same
time contributing to their level of fitness.

CHALLENGE: Problem-solving

Answer the questions below and write your answer in the space provided.
Questions: Is it possible to encounter a student who cannot count or beat in time?
In the event of this possibility, what approaches or activities can be done to help the student
enable his/her rhythmic sensitivity?

 Yes. Simply clapping along with the pulse of the music works wonders. Start with
singing simple songs and clapping along. Your students can also try clapping along
while you play the piano. The perception and performance of rhythmic movement
bring together several different brain functions

HARNESS: Percussion Remix

Be ready for noisy activity. Choose one song that you have a recording of. Create a
new, unique percussive rhythm to accompany the recording of your chosen song. You may
clap, tap, stomp, or use any percussion instrument (even books, pens, clips, or sticks among
others) or a combination of these. You may also sing the vocal line if you want to. Be ready
to perform it in class.
Tittle of Song: PARALUMAN
 LESSON 6
ASSESS: ATTENTIVELY LISTENING
choose one song or piece of music in your phone’s playlist. Listen to it for a few times, and
then answer the questions on based on what you listened to. Afterward, report your
observations to the class by playing your chosen recording to them and telling them your
answer.
Title of song/piece: beautiful girl lyrics by Jose Mari Chan
1. Is the piece written in major key or in a minor key? Why do you think so?
 It’s a major key. Because the song is sung as a happy tone and so the major
key which sounds bright or happy, uses mostly major chords and generally
comes to rest on a major chord, it's probably a major key.
2. How do the pitches of the melody move? In step or in skip? Are they any patters
present in the melody? Please describe.
 It has low energy and is somewhat danceable with a time signature
of 3 beats per bar.
3. Listen to the first two notes of the song’s melody. Can you tell what interval was
used? What interval is it? Does it move ascending or descending?
 I can’ tell what intervals was used in the first two note of the song, sorry.
CHALLENGE: RESEARCH
Research online on what a melody map is. Then, based on your findings, answer the
question below.
In your own word, what is a melody map and what is its purpose? Also, how does it
help teach a song to student?

 In my own word, the melody map is a visual or concrete representation of

the song. It helps us to teach the children show where really the song is
going.
HARNESS: DRAWING MELODIC MAPS
Create a melody map for one of songs listed below. Please choose one only. You may
use the space below for drawing your melody map. You may use art material or color to
make it creative. Afterward, explain to the class how your melody map works.
1. Row, row, row your boat 4. It’s a small word
2. Are you sleeping, brother john? 5. Pamulinawen
3. Manang biday 6. Lupang hinirang
 LESSON 7

ASSESS: CRITICAL THINKING

Answer the following questions based on the previous EXPERIENCE activity.
1. Is it easier to teach the melody of songs using “sol-fa” syllables or pitch letters?
Why?

 I think it is easier to teach because the sol-fa syllable are simple and provides
a basic scale that uses only 7 notes.

2. In general, what do you think are the advantage and disadvantage of teaching
melody using:

a. “sol-fa” syllable
 Solfa is a wonderful introduction to stave notation for younger pupils (or staff
music). If they start with the musical staff alone, they won't be able to
advance as quickly. Disadvantages: The fact that just one octave may be
specified and chromatic notes cannot be notated is obviously a drawback.

b. Pitch letters
 Understanding pitch will help you learn how to play a musical scale. However,
you are “forced” to name the pitch of any sound within your hearing range.

CHALLENGE: FURTHER RESEARCH

Research and answer the question below
Can someone be born with tone-deaf? Can a person still be a musician even if he/she
is tone-deaf? Can it be remedied?

 I have research that researchers have found that only 1 in 20 people truly has
amusia, the technical term for tone deafness, so yes people can be born with
tone-deaf. However, I’ve found out that One of the common misconceptions
many singers have, especially when they are starting their vocal training is
that they need to have perfect pitch or great pitch skills as a pre-requisite.
The truth is, very few musicians actually have perfect pitch, and some famous
singers are technically even tone-deaf, so it means you can be a musician
even you are a tone-deaf
 HARNESS: SAMPLE LESSON PLAN
Choose one topic below. Brainstorm or research an activity applicable for teaching
your chosen topic. Share your ideas with the class on how to present and deliver your
activity.
Note: you may consult the latest (2016) DePEd Music Curriculum, as necessary.
Topics on melody:
1. Major and minor scales
2. Accidentals
3. Bass Clef or F- Clef
4. Treble or G- Clef
5. Melodic contours
6. Intervals
Topic choosen:____________
Specific Goal/s:

Materials:

Procedure:

Direct instruction Activity/ exercise

Evaluation: