6

MUSIC
Quarter 4 – Module 4a:
Tempo and Texture

NegOr_Q4_MAPEH6_Module4a_v2
Music – Grade 6
Alternative Delivery Mode
Quarter 4 – Module 4a: Tempo and Texture
First Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Rida K. Cañolas

Editors: Ricardo L. Quinicot, Heide Gwen G. Cabugnason, Mary Rose G. Acupanda
Reviewer: Ricardo L. Quinicot, Heide Gwen G. Cabugnason, Florence M. Pinili Illustrator:
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Nilita L. Ragay, Ed.D Elmer L. Cabrera
Dan P. Alar, EdD

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Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental
Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need
to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests.
And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

i
Learning Competencies:
1. Identify the different tempo in a given song or music. MU6TX-IVa-b-1
➢ Allegro
➢ Andante
➢ Ritardando
➢ Accelerando
➢ Largo
➢ Presto
➢ Vivace

2. Demonstrate the different kinds of tempo by following tempo marks in a song

from the community. MU6TX-Iva-b-3 e.g. “Sitsiritsit”

3. Distinguish monophonic, homophonic and polyphonic textures.

MU6TX-IVc-d-3

What I Need to

Hello to you, our dear learners! Hope you enjoy studying and learning from
your modules with your parents and relatives. We will continue to learn more about
Music.

In this module, we will be learning two topics: Tempo and part of Texture.
Everything we do in our lives involve movement. Sometimes, we move fast and
sometimes we move slowly. Even when we do not move our external body parts, there
is movement inside our body. Our heart beats. Our lungs pup air, in and out of the
body. In music, we can also experience rhythmic movements at varying speed.
Musicians call this element as Tempo.

On the other hand, texture in music refers to the way multiple voices or
instruments interact in a composition. It also refers to the overall quality of sound in
music.

So now, we will learn the different kinds of texture in music and the effect they
make on a composition.

Objectives:
At the end of the module, you should be able to:
➢ Identify the different tempo in each song;
➢ Distinguish monophonic, homophonic, and polyphonic textures;
➢ Evaluate the different tempo of a song, e.g. “Sitsiritsit,” and;
➢ Appreciate the importance of tempo and texture in a song or music.

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 What I Know

PRE ASSESSMENT

I. Identify the Italian terms of the following tempo based on the given
description. Write your answers in your notebook.
1. Very fast - _____________________
2. Gradually becoming slower- _____________________
3. Moderately slow - _____________________
4. Gradually becoming faster - _____________________
5. Fast and lively - _____________________

II. Tell whether the following phrase or statement demonstrates

monophonic, homophonic, or polyphonic texture. Write your
answers in your notebook.
1. Voice and accompaniment - _____________
2. Songs sung together by different voices such as soprano, alto,
tenor and bass. - _____________
3. Has only one melodic line without harmony - _______________
4. Many voices - _______________
5. Main melody is accompanied by chords - _________________

What’s In
Choose a partner from your family. Sing “You are my Sunshine” in two ways-
slow and fast. You will sing slowly and your partner will sing fast and vice versa.

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 What’s New
Tell the appropriate tempo for the following action. Write your answers in your
notebook.
1. A man walking
2. A rabbit hopping
3. A turtle moving
4. A jet flying
5. A running horse

What is It
TEMPO AND TEXTURE IN MUSIC

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Tempo comes from the Latin word tempus which means “time”. Tempo
pertains to the speed at which a musical piece or passage is meant to be played. The
speed of music can be slow or fast or in between. Tempo influences how music
sounds and feels. Thus, making music more expressive and alive.

The tempo of a musical piece is usually indicated on the top of a musical score,
called tempo markings. Tempo markings can be found anywhere in a piece depending
on the composer’s desire to change the mood of the song. The different kinds of tempo
markings are written in Italian.

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Below are some kinds of tempo.

Term Meaning
Grave Solemn, very slow
Largo Broad, very slow
Adagio Slow, but not as slow as largo
Lento Slow
Andante Moderately slow
Andantino A little more faster than andante
Moderato At a moderate speed
Allegro Fast, lively and bright
Vivace Fast and lively
Presto Very fast
Accelerando Gradually becoming faster
Ritardando Gradually becoming slower
A Tempo Means to return in its original speed

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Types of Musical Textures

1. Monophonic Texture – comes from the word “mono” which means “one.” It is
sometimes called monophony and is considered as a thin texture. The monophonic
texture has only one melodic line without harmony. Music sung or played by one
person or by many in unison has monophonic texture.
Example:
The Philippine National Anthem or any song sung in unison or in an acapella (singing
without musical accompaniment).
2. Homophonic Texture – The homophonic texture occurs when the main
melody is accompanied by chords. Sometimes the chords move at the same rhythm
as the melody. Other times, the chords are made up of voices that move in

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counterpoint to each other. The homophonic texture has thicker texture than the
monophonic texture.
This type of texture is used most often.
Example:
A song sung by a singer accompanied by piano or a guitar.

3. Polyphonic Texture – Polyphonic comes from the word poly which means
“many.” A composition has polyphonic texture when two or more voices sing the
melody but observe different rhythms. This is simply the same as the song sung
together by different voices such as soprano, alto, tenor and bass. A polyphonic
texture can be observed with or without accompaniment. It is considered as the
thickest texture among the three types of textures.
Examples:
A round song
Music for large instrumental groups
Songs sung with vocal arrangement.

What’s more
Study the song “Sitsiritsit” and answer the questions that follows.

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 https://bit.ly/3t2Lbzv

Answer the following questions. Write the answers in your notebook.

1. What are the different tempo markings used in the song? List them down
in your notebook.
2. Write the meaning of these tempo markings.
3. List one reason on the change of the tempo markings from the very
beginning up to the end of the song.

What I Have Learned

Complete the following sentence prompts in your Music notebook.

I have learned that ____________________________________________

I have realized that ___________________________________________

I will apply ____________________________________________________

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 What I Can Do
A. Identify the texture based on the situation described in each item. Write
Monophonic, Homophonic or Polyphonic in your notebook.

________1. Singing “Sitsiritsit” with a piano accompaniment

________2. Humming.
________3. Choral rendition of the song, “We are the World”.
________4. Whistling.
________5. Singing the Beatles’ song, “Ob-la-di Ob-la-da” with a guitar
accompaniment.

B. Write the following tempo markings on the song. Allegro, Andante,

Accelerando. Write your answers in your notebook.

1._____________

2._____________

3._____________

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C. Copy the following statements. Write a check (/) before each statement that
describes your attitudes and feelings during and after the activities.
_____1. I can identify the different tempo in each song or music.
_____2. I can distinguish between ritardando and accelerando as
used in a song.
_____3. I can demonstrate the different kinds of tempo by following
tempo marks in a familiar song.
_____4. I can identify aurally the texture of musical pieces.
_____5. I can distinguish monophonic, homophonic, and polyphonic
textures.

Assessment
Match the Italian tempo markings in column A with the descriptions in column B. Write the
letter of your answer in your notebook.

A B
________1. Grave A. slow
________2. Andante B. fast, lively, and bright
________3. Moderato C. broad
________4. Vivace D. slow, but not as slow as largo
________5. Lento E. moderate in speed
________6. Allegro F. fast and lively
________7. Accelerando G. gradually becoming faster
________8. Adagio H. solemn
________9. Presto I. moderately slow
________10. Largo J. very fast

Additional Activity
Tell whether the song has monophonic, homophonic or polyphonic texture based
on the manner it is sung. Write your answer in your notebook.

__________1. The class is singing the song “Ili-Ili Tulog Anay” in unison without any
accompanying musical instrument.

__________2. A group of carolers singing the song “Jingle bells” while playing some
percussion instruments.
__________3. Some girls and boys singing the song “Lupang Hinirang” in two voices
and with accompaniment.
__________4. A group of pupils singing the school hymn in unison.
__________5. The pupils are singing their graduation song while the teacher is
accompanying them on the piano using a variety of chords.

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References

MAPEH in the 21st Century, pp. 60-75

MAPEH 6 Learner’s Activity Material by Nora C. Nabong, et.al. pp. 58-64

WEBSITE/ONLINE SERVICES
https://bit.ly/3oAuFTK

https://bit.ly/3t22Rep

https://bit.ly/3cgJRTz

https://bit.ly/3okR5Ix

https://bit.ly/3t2Lbz

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net