REGIONAL TRAINING OF TRAINERS IN

TEACHING BASIC MUSIC CONCEPTS IN

GRADES IV-VI

November 2-4, 2022

CHARITO P. DUHINO
Music & Arts Coordinator
ELEMENTS OF MUSIC

DEPARTMENT OF EDUCATION
 Activity 1

Awitin ang “Bahay Kubo”

sa paraang chain singing

DEPARTMENT OF EDUCATION
Bahay Kubo
Tagalog Folksong

DEPARTMENT OF EDUCATION 4
 Bahay Kubo

Balay namon bisan gamay,

Sa palibot sini malimpyo pirme,
May tanom nga utan singkamas kag talong
Latoy, bataw, patani.

Kundol, patola, kalubay, kalabasa

kag may ara pa labanos ,mustasa
Sibuyas ,kamatis, ahos kag luy-a
sa palibot sini damo lunga.

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• Ano-anong mga gulay ang
nabanggit sa awit?
• Ano ang kahalagahan ng
pagkain ng gulay sa ating
katawan?
• Ano ang napansin ninyo sa
paraan ng pag-awit?

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 Texture
-elemento ng musika na
tumutukoy sa kapal o nipis ng
isang awitin o tugtugin

DEPARTMENT OF EDUCATION
 Pagsubok
sa
Kaalaman
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 Pagbabalik
-aral

DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 MOST ESSENTIAL LEARNING
COMPETENCIES

• The learner distinguishes

between thinness and
thickness of musical sound

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 Ang Texture ay naihahambing sa mga bagay na
nakikita natin sa ating paligid.
A B

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Awitin ang kantang “ Are You Sleeping”
nang sabay- sabay o unison

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 Manipis na texture

Ang nipis ng tunog ay maipapakita

sa paraang unison o sabayang pag-
awit, solo o isahang pag-awit at
isang tunog ng instrumento.

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 Awitin ang kantang “ Are You
Sleeping” nang round song

Awitin ang kantang “ Are You

Sleeping” nang round song

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 Makapal na Texture

Makapal na texture kapag

maraming tunog ang sabay-sabay
na naririnig o multiple musical
lines.

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Texture

DEPARTMENT OF EDUCATION
 CONTENT STANDARDS
The learner demonstrates
understanding of concepts
pertaining to texture in music

PERFORMANCE STANDARDS

The learner recognizes examples of

horizontal 3-part vocal or
instrumental texture, aurally and
visually

DEPARTMENT OF EDUCATION
 MOST ESSENTIAL LEARNING
COMPETENCIES

Week 4 – MU5TX IVe-1

The learners describes the texture of a musical
piece.

Week 5- MU5TX IVe-2

The learners performs 3-part rounds and two
part songs.

DEPARTMENT OF EDUCATION
Ang texture ay maari rin itong
mailalarawan sa pamamagitan ng
mga nakikita nating sa ating
kapaligiran

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• Pakinggan ang sumusunod na awitin. Ilarawan
ang mg narinig sa pamamagitan ng mga larawan.

A B C

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1. Ili-ili Tulog Anay-

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SAGOT: A

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2. Ang Huni ng Ibong Pipit-

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SAGOT: B

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3. Rosas Pandan-

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SAGOT: C

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 Viva La Musica

I II III

DEPARTMENT OF EDUCATION 27
• Ang round song ay awitin na
may tatlo o higit pang pangkat
na mang-awit na
magkaparehong tono at ito ay
inaawit na nagsisimula sa iba’t
ibang pagkakataon.

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Bahay Kubo
Tagalog Folksong

DEPARTMENT OF EDUCATION 29
 120

Bahay Kubo
Tagalog Folk Song

Ba hay ku bo ka hit mun ti Ang ha la man du

on ay
8

sa ri sa ri Sing ka mas at ta long si ga ril yas

at ma
13

ni Si taw ba taw pa ta ni

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 Activity 2

• Pangkatin ang klase sa dalawang

pangkat.

• Pangkat 1- awitin ang itaas na

bahagi ng nota ( soprano part)
• Pangkat 2- awitin ang mababang
bahagi ng nota (Alto part)

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• Ano ang napansin ninyo sa score ng
awit?
• Ano ang napansin nyo sa tono ng awit
sa bahaging itaas at sa bahaging ibaba?
• Paano natin inaawit ang dalawang
magkatapat na tunog?
• Ano ang tawag sa awiting may dalawang
tinig?

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Two-part song

ay binubuo ng
dalawang himig:
ang soprano at alto

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 CONTENT STANDARDS
The learner demonstrates
understanding of concepts
pertaining to texture in music

PERFORMANCE STANDARDS

The learner sings two -parts rounds

and partner song with others

DEPARTMENT OF EDUCATION
 MOST ESSENTIAL LEARNING
COMPETENCIES

Week 2 – MU4TX - IVd -2

The learners identifies aurally and visually
an ostinato or descant in a music

Week 3-MU4TX - IVe -3

The learners recognizes solo or 2 - part
vocal or instrumental music

DEPARTMENT OF EDUCATION
Panimulang Gawain:

Rhytmic Echo clapping and Tonal Practice

DEPARTMENT OF EDUCATION 36
• Awitin natin ang “Kay Gandang
Umaga” gamit ang inyong mga
dalang rhythmic instruments.
Sundin ang Tap, clap tap, clap

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Maayo nga aga, nga aga, nga aga
Maayo nga aga, nga aga sa imo (2x)
Ti ti ta, ti ti ta
Tiri tiri tiri ta
KAYGANDANG UMAGA.mp3

Ti ti ta, ti ti ta
Tiri tim (4x)

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Hear the Rain

DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
Activity 1
 Ipalakpak ang sumusunod
A. Rhythmic Ostinato
Pangkat – 1

Pangkat – 2

Pangkat – 3

Pangkat – 4

Pangkat – 5 aawit ng “Hear the Rain”

DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
Pangkat – 1 maracas
Pangkat – 2 clapper / stick

Pangkat – 3 triangle
Pangkat – 4 drums
Pangkat – 5 aawitin ang “Hear the
Rain”
DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION
• Ano ang isinasabay natin sa
gawain sa pag-awit?
• Ilang ulit nating tinugtog ang
rhythmic pattern?

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Activity 2
• Awitin ang “Hear the Rain” at sabayan
ng isang melodic ostinato

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• Paano natin inawit ang “Hear
the rain” sa pangalawang
pagkakataon?
• Ano ang pagkakatulad ng
rhythmic at melodic ostinato?
• Ano ang pagkakaiba nito?
• Ano naman ang kahalagahan
ng ostinato sa isang awitin?
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 Texture

Tandaan:
• Ang tawag sa paulit ulit na pagtugtog ng rhythmic
pattern bilang pansaliw sa mga awitin ay rhythmic
ostinato.
• Ang tawag sa paulit ulit ng pag-awit ng melodic
pattern ay melodic ostinato.
• Ang kahalagahan ng ostinato ay nakakadagdag sa
kapal at ganda ng texture ng isang awitin.
• Ostinato ay ang paulit-ulit na hulwarang ritmo o
himig na ginagamit.

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Activity 3
• Pagsasanayan ang susunod
na awit . Ang unang
pangkat ay kakanta ng
melody at ang pangalawang
pangkat ay kakanta ng
descant

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DEPARTMENT OF EDUCATION
• Sa awiting “Liza Jane” ano ang
isinasabay nating gawain sa pag-
awit?
• Ilang tono o melody ang inawit
ninyo?
• Suriin ang score ng awit, ano ang
nakikita sa itaas na bahagi ng
awit?
• Ano ang kahalagahan ng descant?
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• Ang descant ay isang
himig na inaawit na
kakaiba kasabay ng
melodiya.

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DEPARTMENT OF EDUCATION
Magtanim ay ‘Di Biro

Tagalog Folk Song

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 Pangkatang Gawain
Group 1 Group 2

Group 3 Group 4

Group 5
aawit ng “Hear the Rain”
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 CONTENT STANDARDS
The learner demonstrates the
concept of texture as: 1.
monophonic (one voice) 2.
homophonic (voice and
accompaniment) 3. polyphonic
(many voices)
PERFORMANCE STANDARDS
The learner performs accurately a given
song with monophonic, homophonic, and
polyphonic textures.

DEPARTMENT OF EDUCATION
 MOST ESSENTIAL LEARNING
COMPETENCIES
Week 4 – MU6TX IVc-d-2
The learners identifies different textures from
music samples 1. Vocal a. solo voice b. solo
voice with accompaniment c. duet, partner
songs, round songs 2. Instrumental (a. solo b.
ensemble)

Week 5- MU6TX IVc-d-3

The learners distinguishes monophonic,
homophonic, and polyphonic

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DEPARTMENT OF EDUCATION 58
DEPARTMENT OF EDUCATION 59
 TEXTURE

• What did you noticed the

way the singer sing in the 1 st

song? How many sound did

you hear? In the second
song? And in the 3rd Song?

DEPARTMENT OF EDUCATION
 Activity 1
Ili-ili Tulog Anay

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BAHAY KUBO
Traditional Filipino
Folk Song

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DEPARTMENT OF EDUCATION 63
 TEXTURE

• Compare the thickness of the sound of

the three song. How many melodic line
did you noticed in the 1st musical
piece? In the 2nd musical piece and in
the 3rd musical piece? What did you
observe? How do you classify the
texture of the the three song?

DEPARTMENT OF EDUCATION
 Texture

•Monophonic texture is
a single melodic line
with out
accompaniment

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•Homophonic texture-
is a single melodic line
accompanied by
chords or musical
instruments

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 Texture

• Polyphonic texture-
includes multiple melodic
lines sounding together
with the same key and
time signature.
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 Texture

Leron Leron Sinta

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 Texture

• Round song –is sung in

chorus of different voice
with different starting
points.

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 Texture

• Partner song –is when two

or more different melodic
lines are sounded together
with the same key and time
signature.

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 PERFORMANCE OUTPUT
(Pangkatan)
1. Lumikha ng rhythmic o
melodic ostinato na
pansaliw sa mga awiting
natutunan.
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 PERFORMANCE OUTPUT
(Pangkatan)
2. Pumili ng isang
Katutubong awitin at
gawan ito ng descant

DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 RUBRIKS
Di-gaanong Walang
Mga Kasanayan Mahusay Mahusay Kahusayan

1. Nakalilikha ng
maayos at tamang
rhythmic o melodic
ostinato
2. Natutukoy and
descant o ostinato
sa pamamagitan ng
pakikinig at pagbasa

DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 RUBRIKS
Di-gaanong Walang
Mga Kasanayan Mahusay Mahusay Kahusayan

3.Naawit nang tama

ang tekstura ng
himig

4.Naipakikita ang
pakikiisa sa gawain

DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 RUBRIKS
Di-gaanong Walang
Mga Kasanayan Mahusay Mahusay Kahusayan

5. Naipadadama ang
sigla sa pagtatanghal

DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
 Generalization

Grade 1- Sings Simple two -part round songs

Grade 2- Sings simple melody with accompaniment
Grade 3- Singing “partner songs” (local or foreign
song samples
Grade 4- Identifies aurally and visually an ostinato or
descant in a music
Grade 5- Performs 3-part rounds and partner songs
Grade 6- Sing songs with monophonic, homophonic,
and polyphonic texture

DEPARTMENT OF EDUCATION 77
 THANK YOU.
South Cotabato Angat ka sa
Lahat!
78

DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO

DEPARTMENT OF EDUCATION