Tuba Central National High School Music 7

Poblacion, Tuba, Benguet Quarter 4-1 Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of Philippine festivals
and theatrical forms
B.Performance Standard: The learner performs music used in Philippine festivals and theatrical forms.
C.Learning Competency: The learner:
1. identifies musical characteristics of selected Philippine festivals and theatrical forms through
video or live performances (MU7FT-IVa-g-1);
2. narrates the origins and cultural background of selected Philippine festivals (MU7FT-IVa-d-2);
and
5. explains the distinguishing characteristics of representative Philippine festivals and theatrical
forms (MU7FT-IVa-h-5).

II.Content: Philippine Festivals and Theatrical Forms

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 112 - 138
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and YouTube

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: What does FESTIVAL mean? How about THEATER?
Terminology Definition

Festival

Theater

B.Establishing a Purpose for the Lesson: Appreciation of Philippine festivals and theatrical forms

C.Discussing New Concepts and Practicing New Skills: Read your Learning Material or Search YouTube for examples
of Philippine festivals and theatrical forms, listen/watch attentively.

D.Developing Mastery: What are examples of Philippine festival and theatrical forms?

E.Finding Practical Applications of Concepts and Skills in Daily Living: What is the cultural background of each
Philippine festival and theatrical form? Describe/characterize each.

1
F.Evaluate Learning: Fill-in the table:
Theatrical Musical Characteristics
Forms (Description / Cultural background)
Komedya /
Moro –
moro /
Arakyo

Sarsuela

Bodabil

Senakulo

Place Musical Characteristics

Festival
(Origin) (Description / Cultural background)

Aklan Ati-atihan

Davao Kadayawan

Marinduque Moriones

Cebu Sinulog

Bicol Ibalon

Batangas Sublian

Baguio Panagbenga

Kabayan Bendian

2
G.Making Generalizations and Abstractions About the Lesson: What did I learn today?

H.Additional Activities for Application or Remediation:

Performance Task: Bayle sa Kalye/Festival Dance/Dance Evolution

Event Rules and Mechanics:
Genre: Modern/contemporary street dance concentrating on Philippine festival/theater
performance
Time Limit: 3-7 minutes duration of the video
Music: Any recorded-remixed music
Resources: Can use individual props but shall not exceed 3 feet dimension except cloth extender. No
aerial and acrobatic skills such as tossing and lifting, no flammable materials or pyro
techniques and no pre-set stage. Go away with the RITUALS, performance must be purely
theatrical approach, no live animals involved. Use hand props only, no spotters allowed
Submission: Raw video shall be submitted (Not edited, no filters, no effects). Save your video output
in MP4 format. Use of drone not allowed. Post it in our TCNHS MAPEH 7 SY 23-24 Group
Chat.
Rubrics: Performance (Skills and Technique, Precision, Timing and Coordination,
Showmanship, Mastery) 50%
Choreography(Composition, Creativity & Originality, Style) 30%
Production Design and Music (Costume, Props) 10%
Theme/concept (storyline) 10%

V.Feedback: Kindly write any comments/feedback/suggestions for the improvement of teaching-learning:

_________________________________________
Signature Over Printed Name of Parent/Guardian
3
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 4-2 Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of Philippine festivals
and theatrical forms
B.Performance Standard: The learner performs music used in Philippine festivals and theatrical forms.
C.Learning Competency: The learner:
3. creates movements to music of a particular Philippine festival (MU7FT-Iva-d-3);
4. describe how the music contributes to the performance of the musical production (MU7FT-IVh-4).
6. describes how a specific idea or story is communicated through music in a particular Philippine musical
theater (MU7FT-Ive-h-6); and
7. sing selection/s from chosen Philippine musical theater (MU7FT-IVe-h-7).

II.Content: Philippine Festivals and Theatrical Forms

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 112 - 138
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, YouTube, speaker, &
props

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson:
1.Have you attended/participated in a Philippine festival?
2.What is it?
3.What did you felt?

B.Establishing a Purpose for the Lesson: Appreciation of Philippine festivals and theatrical forms

C.Discussing New Concepts and Practicing New Skills: Select a Philippine festival. What festival did you choose?
Describe.

4
D.Developing Mastery:
1.Based on selected Philippine festival, identify performance movements or dance steps of it.
Performance Movements / Steps Description/Counts
(Script) (Repetition and Set)

2.Based on what you selected, identify its music/song. Describe

Music / Song Description

E.Finding Practical Applications of Concepts and Skills in Daily Living: Video/picture group/self-performing your
selected modern/contemporary street dance concentrating on Philippine festival/theater. Post it in our
TCNHS MAPEH 7 SY 23-24 Group Chat.

F.Evaluate Learning: Learner Activity Sheet

V.Feedback: Kindly write any comments/feedback/suggestions for the improvement of teaching-learning:

_________________________________________
Signature Over Printed Name of Parent/Guardian
5
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 4-3 Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

I.Objectives:

A.Content Standard: The learner demonstrates understanding of the musical characteristics of Philippine festivals
and theatrical forms

B.Performance Standard: The learner performs music used in Philippine festivals and theatrical forms.

C.Learning Competency: The learner:

1.explains how theatrical elements in a selected part of a musical play are combined with music and media
to achieve certain effects;
2.creates appropriate sounds, music, gestures, movements, and costume using media and technology for a
selected part of a musical play; and
3.performs an excerpt from a Philippine festival or theatrical form and highlight its similarities and
differences to other western musical play.

II.Content: Philippine Festivals and Theatrical Forms

III.Learning Resources:

A.Learner’s Material: Music and Arts 7, pages 112 - 138

B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, YouTube, speaker, &
props

IV.Procedure:

A.Review Previous Lesson or Presenting the New Lesson: What Philippine festival or musical theater did you select?

B.Establishing a Purpose for the Lesson: Appreciation of Philippine festivals and theatrical forms
6
C.Discussing New Concepts and Practicing New Skills: What are the elements and principles of performing/theater
arts? Describe.
Theater-Performance Description/Characterization of Selected
Meaning
Elements Philippine Festival or Theatrical Form

Music/Song

Scenery/Background

Costume/Attire

Properties

Light Effects

Sound Effects

Make Up/Mask

Acting/Character

Gestures / Movements

7
D.Developing Mastery: Video/picture group/self-performing your selected modern/contemporary street dance
concentrating on Philippine festival/theater. Post it in our TCNHS MAPEH 7 SY 23-24 Group Chat.

E.Finding Practical Applications of Concepts and Skills in Daily Living: Did you enjoy your Balye sa Kalye/Festival
Dance/Dance Evolution? How come?

F.Evaluate Learning: Learner Log & Performance Task

V.Feedback: Kindly write any comments/feedback/suggestions for the improvement of teaching-learning:

_________________________________________
Signature Over Printed Name of Parent/Guardian
8
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 3-1 Learner Activity Sheet

Name: ___________________________ Grade and Section: ___________ Date: February 5, 2024

I. Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from Mindanao.
B.Performance Standard: The learner performs music of Mindanao with appropriate expression and style
C.Learning Competency: The learner:
1. identify the musical characteristics of representative selections from Mindanao after listening (MU7MN-
IIIa-g-1);
2. analyzes the musical elements of some Mindanao vocal and instrumental music (MU7MN-IIIa-g-2); and
3. explains the distinguishing characteristics of representative music selections of Mindanao in relation to its
culture and geography (MU7MN-IIIa-g-3).

II.Content: Music of Mindanao

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 88 - 109
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and YouTube

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: Search YouTube for Mindanao music/songs and
listen/watch attentively.

B.Establishing a Purpose for the Lesson: Mindanao music appreciation

C.Discussing New Concepts and Practicing New Skills: What are the major places/ethnic tribes of Mindanao?

Mindanao is divided into six administrative regions: the Zamboanga Peninsula, Northern Mindanao,
the Caraga region, the Davao region, Socsksargen, and the Autonomous Region of Bangsamoro.

Natives: Maguindanaon, Maranao, Tausug, Manobo, and Central Subanen.

D.Developing Mastery:
1.What are the two major classification of music?
2.What are examples of each?

E.Finding Practical Applications of Concepts and Skills in Daily Living:

1.What is the musical characteristics/description of such examples?
2.How is the Musical Elements (Timbre, Tempo, Singing Style, Melody, Meter, Texture, Mood) used?

9
F.Evaluate Learning: Fill-in the table:

Musical Elements Used

Musical
Music (Timbre, Tempo, Singing
Place Music Characteristics/Description
Classification Style, Melody, Meter,
(Community)
Texture, Mood)
Lugu Chants used in reading their It is mostly sung in unison but
Qur’an and books they use in in 2 octaves. Sometimes
their Islamic religion there’s a drone (a counter
melody).
Kalangan

Sa-il / Lunsey

Ya-ya

Vocal
El Galina Capituda

Tu Man

Dikker

Bayok
Mindanao

Kulintang Kulintang is a modern term It is played by striking the

for an ancient instrumental bosses of the gongs with two
form of music composed on a wooden beaters.
row of small, horizontally
laid gongs that function
melodically, accompanied by
larger, suspended gongs
and drums

Agung
Instrumental
Gabbang

Seronggagandi

Kudyapi

Suling
10
G.Making Generalizations and Abstractions About the Lesson: What did I learn today?

H.Additional Activities for Application or Remediation:

Performance Task: Likhawitan

Event Rules and Mechanics:

Theme: Mindanao issues and concerns
Description: OPM (English or Filipino)
Genre: Open (Ballad, rock, pop etc.)
Instruments: Open
Duration: 1-3 minutes song and 3-5 minutes actual performance.
Submission: Video of Performance shall be saved in MP4 format. Hand written notation and
lyrics together with the chords shall also be submitted together with the video of
final performance. Post it in our TCNHS MAPEH 7 SY 23-24 Group Chat.

Rubrics: Song Writing: Lyrics (Relevance to the theme) 25%

Music (Arrangement and melody) 25%
Originality 15%

Performance: Vocal quality 20%

Showmanship (Stage presence and interpretation) 15%

V.Feedback: Kindly write any/other comments/feedback/suggestions for the improvement of teaching-learning:

_________________________________________
Signature Over Printed Name of Parent/Guardian
11
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 3-2 Learner Activity Sheet

Name: ___________________________ Grade and Section: ___________ Date: February 8, 2024

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from Mindanao.
B.Performance Standard: The learner performs music of Mindanao with appropriate expression and style
C.Learning Competency: The learner:
4. explore ways of producing sounds on a variety of sources similar to instruments being studied (MU7MN-
IIIb-h-4);
5. improvise simple rhythmic/melodic accompaniments to selected music from Mindanao (MU7LV-IIIc-h-5);
6. performs instruments/improvised instruments from Mindanao, alone and/or with others (MU7LV-IIIc-h-
6); and
10. evaluates music selections and music performances applying knowledge of musical elements and style
(MU7LV-IIIb-h-10).

II.Content: Music of Mindanao (Instrument)

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 88 - 109
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, musical instrument, and
YouTube

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: Search YouTube or ask your elder/s on how to play
musical instruments of Mindanao.

B.Establishing a Purpose for the Lesson: Mindanao music appreciation

C.Discussing New Concepts and Practicing New Skills: What are the Mindanao music instruments?

D.Developing Mastery: What are the major classifications of musical instruments?

E.Finding Practical Applications of Concepts and Skills in Daily Living: Where are such Mindanao music instruments
found?

12
F.Evaluate Learning: Fill-in the table:
Classification
(Aerophone, Idiophone, Origin
Mindanao Music Instruments
Membranophone, Chordophone, (Community)
or Zylophone)
Western Mindanao
Kulintang Idiophone (Maguindanao &
Maranao)

Kulintangan /
Kwintangan

Tahunggo / Salmagi /
Blowon Salmagi /
Agung

Gabbang

Seronggagandi

Kudyapi

Suling

G.Making Generalizations and Abstractions About the Lesson: What did I learn today?

H.Additional Activities for Application or Remediation:

1.Using ready-available, indigent or recycled materials, mimic a/the instrument/instrumentation being
studied.
2.Practice, alone or by group. Document (capture through video) your activity/song writing/composition
process.
4. Send final output to our TCNHS MAPEH 7 SY 23-24 Group Chat. Do not forget to identify who will be
evaluated.

V.Feedback: Kindly write any/other comments/feedback/suggestions for the improvement of teaching-learning:

_________________________________________
Signature Over Printed Name of Parent/Guardian
13
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 3-3 Learner Activity Sheet

Name: ___________________________ Grade and Section: ___________ Date: February 12, 2024

I.Objectives:

A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from Mindanao.

B.Performance Standard: The learner performs music of Mindanao with appropriate expression and style

C.Learning Competency: The learner:

7. sing songs from Mindanao (MU7LV-IIId-h-7);
8. creates appropriate movements to accompany music selections of Mindanao (MU7LV-IIIc-8); and
9. provides accompaniment to selected music of Mindanao (MU7LV-IIIc-h-9);
10. evaluate music and music performances applying knowledge of musical elements and style (MU7LV-IIIb-
h-10).

II.Content: Music of Mindanao

III.Learning Resources:

A.Learner’s Material: Music and Arts 7, pages 88 - 109

B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and Likhawitan

IV.Procedure:

Performance Task: Likhawitan

Event Rules and Mechanics:

Theme: Mindanao issues and concerns
Description: OPM (English or Filipino)
Genre: Open (Ballad, rock, pop etc.)
Instruments: Open
Duration: 1-3 minutes song and 3-5 minutes actual performance.
Submission: Video of Performance shall be saved in MP4 format. Hand written notation and lyrics
together with the chords shall also be submitted together with the video of final
performance. Post it in our TCNHS MAPEH 7 SY 23-24 Group Chat.

Rubrics: Song Writing: Lyrics (Relevance to the theme) 25%

Music (Arrangement and melody) 25%
Originality 15%

Performance: Vocal quality 20%

Showmanship (Stage presence and interpretation) 15%

14
Additional Activities for Application or Remediation:Activity: Taking into consideration your performance, answer
the following:
1.What is the title of your Likhawitan? Describe.

2.What is the Mindanao music elements and principles incorporated in your likhawitan? How is your song
sung?

3.What external (foreign) and internal (indigenous) influences are reflected in your performance? Why did
you choose such song?

V.Feedback: Kindly write any/other comments/feedback/suggestions for the improvement of teaching-learning:

_________________________________________
Signature Over Printed Name of Parent/Guardian
15
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 2-1 Learner Activity Sheet

Name: ___________________________ Grade and Section: ___________ Date: November 9, 2023

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from the highlands of Luzon, Mindoro, Palawan, and the Visayas .
B.Performance Standard: The learner performs instrumental music of Cordillera, Mindoro, Palawan and the Visayas
in appropriate style.
C.Learning Competency: The learner:
1. identify the musical characteristics of representative selections of Cordillera, Mindoro, Palawan and of the
Visayas after listening (MU7LV-IIa-f-1);
2. analyzes the musical elements of some vocal and instrumental selections from the Cordillera, Mindoro,
Palawan and of the Visayas (MU7LV-IIa-f-2); and
3. explains the distinguishing characteristics of representative music from the Cordillera, Mindoro, Palawan
and of the Visayas in relation to its culture and geography (MU7LV-IIb-f-3).

II.Content: Music of Cordillera, Mindoro, Palawan, and Visayas

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 58 - 84
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and YouTube

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: Music 7 - Quarter 2 concentrates on Cordillera, Mindoro,
Palawan and Visayas music.
1.What are the major ethnic tribes in such places?
2.What are the 2 major forms of music?

B.Establishing a Purpose for the Lesson: Appreciation of the music of Cordillera, Mindoro, Palawan, and Visayas

C.Discussing New Concepts and Practicing New Skills: What are examples of vocal and instrumental music of each
ethnic tribe of Cordillera, Mindoro, Palawan, and Visayas?

D.Developing Mastery: What is the musical characteristics or description of such song/music?

E.Finding Practical Applications of Concepts and Skills in Daily Living: How was the Musical Elements (Timbre,
Tempo, Singing Style, Melody, Meter, Texture, Mood) used?

F.Evaluate Learning: Fill-in the table:

What is the How was the Musical
musical Elements (Timbre,
Music
Music characteristics Tempo, Singing Style,
Place (Chose one and
Classification or description Melody, Meter,
encircle/highlight)
of your chosen Texture, Mood)
song/music? useds?
Cordilleran Vocal Ibaloi Badiw Ba-diw: Igorot Slow
(Igorots) Kalinga Owiwi, Dagdagay, chant
Oppia, Kawayanna,
Tamuyong, Dango,
Oggayam
Ifugao Hudhud ni Aliguyon
Salidumay and Dangdayang-ay
16
 Gangsa Toppaya
Gangsa Palook
Bungkaka / Bilbil / Pakgong
Instrumental Tongali
Tongatong
Ulibaw / Solibao
Patteteg

Langan bata-bata

Tausug Vocal Sindaay

Tarasul

Subannen Vocal Bua

Manobo Vocal Antang

Marayaw

Vocal Pamuybuyen

Ambahan

Mindoroan

Kudyapi

Instrumental Gitgit

(Hanunuo) Kalutang

17
 Kulial

Vocal Tultul

Lantege

Palawanon
(Tagbanua)
Bagit

Basal (Agung, Sanang, And

Gimbal)

Gabbang
Instrumental
Suling

Pagang

Kusyapi
Matud Nila

Rosas Pandan

Condansoy

Ilo Nga Bata

Visayas (Cebuano) Vocal Dandansoy

Ili-ili Tulog Anay

Ako Kini Si Angi

Si Pelimon

Usahay

Rondalla (Banduria, Laud,

Octavina, Guitar, Bajo de
Arco)
Instrumental
Tultogan

Binanog

18
G.Making Generalizations and Abstractions About the Lesson: What did I learn today?

I learned today that there are music/songs of places/people, aside from where I live, worth listening to and
emulating its kind.

H.Additional Activities for Application or Remediation:

Performance Task: Likhawitan

Event Rules and Mechanics:

Theme: Issues and concerns of the Cordillera, Mindoro, Palawan and/or of the Visayas
Description: OPM (English or Filipino)
Genre: Open (Ballad, rock, pop etc.)
Instruments: Open
Duration: 1-3 minutes song and 3-5 minutes actual performance.
Submission: Video of Performance (alone or by group) shall be saved in MP4 format. Hand written
notation and lyrics together with the chords shall also be submitted together with the video
of final performance. Post it in our TCNHS MAPEH 7 SY 23-24 Group Chat.

Rubrics: Song Writing: Lyrics (Relevance to the theme) 25%

Music (Arrangement and melody) 25%
Originality 15%

Performance: Vocal quality 20%

Showmanship (Stage presence and interpretation) 15%

V.Feedback: Kindly write any comments/feedback/suggestions for the improvement of teaching-learning.

_________________________________________
Signature Over Printed Name of Parent/Guardian
19
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 2-2 Learner Activity Sheet

Name: ___________________________ Grade and Section: ___________ Date: November 13, 2023

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from the highlands of Luzon, Mindoro, Palawan, and the Visayas .
B.Performance Standard: The learner performs instrumental music of Cordillera, Mindoro, Palawan and the Visayas
in appropriate style.
C.Learning Competency: The learner:
4.explore ways of producing sounds on a variety of sources similar to instruments being studied (MU7LV-IIb-
g-4);
5. improvise simple rhythmic/melodic accompaniments to selected music from the Cordillera, Mindoro,
Palawan and of the Visayas (MU7LV-IIb-g-5);
6. performs instruments/improvised instruments from Cordillera, Mindoro, Palawan and of the Visayas,
alone and/or with others (MU7LV-IIb-g-6); and
10. evaluate music and music performances applying knowledge of musical elements and style (MU7LV-IIc-
h-10).

II.Content: Music of Cordillera, Mindoro, Palawan, and Visayas

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 58 - 84
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Log, YouTube, and musical instrument/s

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: To further your understanding on Cordillera, Mindoro,
Palawan and Visayas music, search YouTube or ask your elder/s on how to play musical instruments of
identified places.

B.Establishing a Purpose for the Lesson: Appreciation of the music of Cordillera, Mindoro, Palawan, and Visayas

C.Discussing New Concepts and Practicing New Skills: What are some musical instruments of each ethnic tribe of
Cordillera, Mindoro, Palawan, and Visayas?

D.Developing Mastery: What is the classification of such musical instrument/s (Idiophone/Zylophone/Percussion,

Aerophone, Membranophone, or Chordophone)?

E.Finding Practical Applications of Concepts and Skills in Daily Living: How are such musical instrument
played/sounded?

F.Evaluate Learning: Fill-in the table:

Classification Origin
Instruments (Idiophone, Aerophone, Membranophone, or (Cordillera, Palawan, Mindoro,
Chordophone) or Visayas)
Gangsa Idiophone Cordillera
Bungkaka / Bilbil / Pakgong
Tongali
Tongatong
Ulibaw / Solibaw
Pateteg
Kudyapi

20
 Gitgit
Kalutang
Kusyapi
Basal
Agung
Pagang
Gimbal
Suling
Barabak
Sanang
Guitar
Banduria
Gabbang

G.Making Generalizations and Abstractions About the Lesson: What did I learn today?

H.Additional Activities for Application or Remediation: Chose one musical instrument from the above mentioned
and using ready-available, indigent or recycled musical instruments/materials, mimic the instrumentation
being studied. Practice, alone or by group, then capture through video. Post final output to our TCNHS
MAPEH 7 SY 23-24 Group Chat. Do not forget to identify who will be evaluated. You will be graded/scored
according to:

Rubrics: Song Writing: Lyrics (Relevance to the theme) 25%

Music (Arrangement and melody) 25%
Originality 15%
Performance: Vocal quality 20%
Showmanship (Stage presence and interpretation) 15%

V.Feedback: Kindly write any comments/feedback/suggestions for the improvement of teaching-learning.

_________________________________________
Signature Over Printed Name of Parent/Guardian
21
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 2-3 Learner Activity Sheet

Name: ___________________________ Grade and Section: ___________ Date: November 16, 2023

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from the highlands of Luzon, Mindoro, Palawan, and the Visayas .

B.Performance Standard: The learner performs instrumental music of Cordillera, Mindoro, Palawan and the Visayas
in appropriate style.

C.Learning Competency: The learner:

7. provides accompaniment to selected music from the Cordillera, Mindoro, Palawan and of the Visayas
(MU7LV-IIb-g-7);
8. sing songs from the Cordillera, Mindoro, Palawan and of the Visayas (MU7LV-IIa-f-8);
9. creates appropriate movements to accompany music from the Cordillera, Mindoro, Palawan and of the
Visayas (MU7LV-IIc-h-9); and
10. evaluate music and music performances applying knowledge of musical elements and style (MU7LV-IIc-
h-10).

II.Content: Music of Cordillera, Mindoro, Palawan, and Visayas

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 58 - 84

B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Log, YouTube, and musical instrument/s

IV.Performance Task: Likhawitan

Event Rules and Mechanics:

Theme: Issues and concerns of the Cordillera, Mindoro, Palawan and/or of the Visayas
Description: OPM (English or Filipino)
Genre: Open (Ballad, rock, pop etc.)
Instruments: Open
Duration: 1-3 minutes song and 3-5 minutes actual performance.
Submission: Video of Performance shall be saved in MP4 format. Hand written notation and lyrics
together with the chords shall also be submitted together with the video of final
performance. Post it in our TCNHS MAPEH 7 SY 23-24 Group Chat.

Rubrics: Song Writing: Lyrics (Relevance to the theme) 25%

Music (Arrangement and melody) 25%
Originality 15%

Performance: Vocal quality 20%

Showmanship (Stage presence and interpretation) 15%

Additional Activities for Application or Remediation:Activity: Taking into consideration your performance, answer
the following:
1.What is the title of your Likhawitan? Describe.

22
 2.What is the (Cordillera, Mindoro, Palawan, and Visayas) music elements and principles incorporated in
your likhawitan?

3.What external (foreign) and internal (indigenous) influences are reflected in your performance?

V.Feedback: Kindly write any/other comments/feedback/suggestions for the improvement of teaching-learning:

_________________________________________
Signature Over Printed Name of Parent/Guardian
23
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-1 Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C.Learning Competency: The learner sing and conduct Flag Raising Ceremony songs and pledges.

II.Content: Flag Raising Ceremony (FRC)

III.Learning Resources:
A.Learner’s Material:
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat and YouTube

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: What are the activities, songs and pledges being done during FRC?

B.Establishing a Purpose for the Lesson: FRC familiarization and active participation
C.Discussing New Concepts and Practicing New Skills: How is FRC done?

D.Developing Mastery: How are the FRC songs and pledges conducted?

E.Finding Practical Applications of Concepts and Skills in Daily Living: How can you lead during FRC?

F.Making Generalizations and Abstractions About the Lesson: What should you do during FRC?

G.Evaluate Learning:
1.Download and have your own copy/print FRC songs and pledges.
2.Attach herewith your printed/own copy of the FRC songs and pledges.
3.Video yourself/group singing and conducting an FRC song or pledge.
4.Send/post to/in our GC.

V.Feedback: Kindly write any comments/feedback/suggestions for the improvement of teaching-learning.

________________________________________
Signature Over Printed Name of Parent/Guardian
24
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-2 Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C.Learning Competency: The learner:
1identifies the musical characteristics of representative music selections from the lowlands of Luzon after
listening (MU7LU-Ia-1);
2. analyzes the musical elements of some lowland vocal and instrumental selections (MU7LU-Ia-2); and
3. explains the distinguishing characteristics of representative Philippine music selections from Luzon in
relation to its culture and geography (MU7LU-Ib-3).

II.Content: Music of The Lowlands of Luzon

III.Learning Resources:
A.Learner’s Material: Music and Arts 7 pages 4 - 54
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-23 Group Chat and YouTube

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: What are the FRC songs & pledges? How is it conducted?

B.Establishing a Purpose for the Lesson: Music of the lowlands of Luzon appreciation.
C.Discussing New Concepts and Practicing New Skills: What are the major ethnicity/places in Luzon?

D.Developing Mastery: What are the 2 classifications of music?

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E.Finding Practical Applications of Concepts and Skills in Daily Living: What are some examples of vocal and instrumental music
of each ethnicity/place (Ilocano, Tagalog, Kapampangan, Igorot, and Bicolano) of Luzon? State/identify 1 each.

F.Making Generalizations and Abstractions About the Lesson: What have I learned today?

G.Evaluate Learning: Learner’s Log: Include this Activity Sheet in your Portfolio.

V.Feedback: Kindly write any comments/feedback/suggestions for the improvement of teaching-learning.

_________________________________________
Signature Over Printed Name of Parent/Guardian
26
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-3A Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and
style.
C.Learning Competency: The learner:
1. identifies the musical characteristics of representative music selections from the lowlands of Luzon after
listening (MU7LU-Ia-1);
2. analyzes the musical elements of some lowland vocal and instrumental selections (MU7LU-Ia-2); and
3. explains the distinguishing characteristics of representative Philippine music selections from Luzon in
relation to its culture and geography (MU7LU-Ib-3).

II.Content: Music of The Lowlands of Luzon

III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 4 - 54
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-23 Group Chat, YouTube, & electronic keyboard

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson:
1.What are some of the ethnicity/places of Luzon?
2.What are some of the music of the lowlands of Luzon?
3.What are the classification of music of the lowlands of Luzon?

B.Establishing a Purpose for the Lesson: Music of the lowlands of Luzon appreciation.
C.Discussing New Concepts and Practicing New Skills: How can music be described?

27
D.Developing Mastery: What are the Elements of Music? Describe each.

E.Finding Practical Applications of Concepts and Skills in Daily Living:

1.Select a music from the examples stated above.
2.Identify & describe its elements:
A.Timbre/voice: bass, tenor, suprano, & alto
B.Tempo: largo, pianisimo, & allegro
C.Singing style/form/melody: Harana, Devotional, Art Song, & Polka sa Nayon
D.Meter/rhythm/beat: 2-2, 2-4, 3-4, & 4-4
E.Texture: heterophonic & homophonic
F.Mood/mode: happy & sad

F.Making Generalizations and Abstractions About the Lesson:

1.What have I learned today?
2.Did you enjoy singing-listening to lowland of Luzon music?

G.Evaluate Learning:
1.Learner’s Log: Include this Activity Sheet in your Portfolio.
2.Sing selected music. Video yourself/group. Sent/post in our GC
Rubrics: Lyrics (Relevance to the content) 25%
Music (Arrangement and melody) 25%
Originality/Participation 15%
Vocal quality 20%
Showmanship (Stage presence and interpretation) 15%

V.Feedback: Kindly write any/other comments/feedback/suggestions for the improvement of teaching-learning.

_________________________________________
28
 Signature Over Printed Name of Parent/Guardian
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-3B Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

Application to Selected Song:

Elements of Music Description
_____________________________________________
Bass / Base
Tenor
Timbre / Voice Suprano
Alto
(Messo / Contra …)
Grave means slow and solemn
Lento/Largo means very slow
Adagio means slow
Tempo / Beats per
Andante means walking pace
minute
Moderato means quite quickly
Allegro means fast
Presto means very fast

Harana
Singing Style / Form / Devotional
Melody Art Song
Polka sa Nayon

2-2
2-4
Meter / Rhythm / Beat
3-4
4-4

Heterophonic
Texture
Homophonic

Happy
Mood / Mode
Sad

Feedback: Kindly write any/other comments/feedback/suggestions for the improvement of teaching-learning.

_________________________________________
29
 Signature Over Printed Name of Parent/Guardian
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-4 Learner Activity Sheet

Name: __________________________________ Grade and Section: ___________ Date: ___________

I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C.Learning Competency: The learner:
1.explore ways of producing sounds on a variety of sources similar to instruments being studied (MU7LU-Ib-
f-4);
2.improvise simple rhythmic/melodic accompaniments to selected music from the lowlands of Luzon
(MU7LU-Ic-f-5);
3.performs instruments/improvised instruments from Luzon lowlands (MU7LU-Ig-h-6); and
4.evaluate music and music performances applying knowledge of musical elements and styles (MU7LU-Ic-h-
10).

II.Content: Music of The Lowlands of Luzon

III.Learning Resources:
A.Learner’s Material: Music and Arts 7 pages 4 - 54
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-23 Group Chat, YouTube, and gangsa ensemble

IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson:
1.What are some music of the lowlands of Luzon?
2.Did you enjoy singing-listening to it?

B.Establishing a Purpose for the Lesson: Music of the lowlands of Luzon appreciation.
C.Discussing New Concepts and Practicing New Skills: How can music instruments be classified?

D.Developing Mastery: What are examples of Aerophone, Idiophone/Zylophone/Percussion, Membranophone, Chordophone, &
Electrophone?

30
E.Finding Practical Applications of Concepts and Skills in Daily Living:
1. What is a gangsa ensemble?
2.How is it played?
Beat 1 (Solibao): Ka- lim - pa - tong (1n2n)
Beat 2 (Gimbal): Ba - ka (1-2)
Beat 3 (Palas): Tik - tik (1-2)
Te - nge - lem ta tag - ba - tek (1ana 2anƺ)
Beat 4 (Pinsak): Pa - lit e ngol - ngol (1n 2anƺ)
Ta - nek e ta - nek (1n 2anƺ)
Beat 5 (Kalsa/gangsa): Pi - lak (1-2, 1-2, 1ana 2ana)
No - not (1-2, 1-2, 1n2ƺ)

F.Making Generalizations and Abstractions About the Lesson: What have I learned today?

G.Evaluate Learning:
1.Learner’s Log: Include this Activity Sheet in your Portfolio.
2.Play an instrument of the gangsa ensemble. Video yourself/group. Send/post in our GC
Rubrics: Music (Arrangement and melody) (25%)
Originality/Group participation (25%)
Harmony (25%)
Showmanship (Stage presence and interpretation) (25%)

V.Feedback: Kindly write any/other comments/feedback/suggestions for the improvement of teaching-learning.

_________________________________________
31
 Signature Over Printed Name of Parent/Guardian

32