Grade 7 Indpendent/Cooperative learning ranging from 2 to 4 hours weekly maybe provided as open time for learning to give students

s the option to learn on their own and on with others those topics, content or processes that they can handle by themselves. The purpose is to develop student capacity for self-directed learning, teamwork, goal orientation, sense of responsibility and accountability for results. Modules shall be provided as the basic learning resource. These are soft-instructional materials that lend themselves to independent and cooperative. Assessment and rating of learning outcomes Assessment shall be weighted as follows Level of assessment Knowledge Process or skills Understanding (s) Products/Performances Percentage weight 15% 25% 30% 30%

1. Knowledge substantive content of the music, facts and information that the student acquires. (through quizzes, tests) 2. Process or skills cognitive operations that the student performs on facts and informations for the purpose of constructing meanings & understandings. (through recitations & application) 3. Understanding enduring big ideas, principles generalization inherent to the discipline, w/c may be assessed using the facts of understanding. 4. Products/Performance real-life application of understanding as evidenced by the students performance of authentic tasks. Levels of Proficiency - The performance shall be described based or the following levels of proficiency. a. beginning b. developing c. approaching proficiency d. proficient e. advanced

The level of proficiency shall be based or a numerical value w/c is arrived at after summing up the results of the students performance or the various levels of assessment. The numerical values are as follows Level of P Beginning Developing Approaching P Proficient Advanced Equivalent numerical value 74% & below 75-79% 80-84% 85-89% 90% & above

What shall appear in the report card is not the numerical value but the equivalent level of proficiency/abbreviated as follows. Sample Periodic rating 1 Music P 2 P 3 P 4 A Final rating P (85-89%)

Promotion & Retention Students whose proficiency level is B at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. By the end of the school year, the students are still at the beginning level, and then they shall be required to take summer classes. Culminating resources activities/performances At the end of the every quarter, schools are encouraged to put up exhibits of student products across subjects as culminating activity, as the evidence of their learning or attainment of performance standards your parents will be actually witnessing what you are learning in school. Content Review of processes elements Performance standard Learning competencies and Analyzes musical elements & Analyzes on example of Phil. processes of Phil. music Folk music from Luzon and describes how the musical elements are used.

Elements Rhythm-basically start with conducting meters (play&sing) duple triple quadruple

But in Phil. Music indigenous music doesnt have measures on time signatures (measured rhythm) but these have successive drones. Drones- a steady or monotonous tone. (Play the pan) Drone can be played or hum. Western music have also their own concept of drone w/c is called habanera (1 2 &) clap. We usually hear this from our western, influenced music like harana. (o ilaw, sampaguita) play. Rhythm 1. Identifies the notes/rest used in a particular song. 2. Differentiate bet. 2 4 3 4 6 8 time signature. 3. Demonstrate the conducting patterns of 24 34 & 68 time signatures. 4. creates rhythmic patterns in 6 8 time signature. 5. Identifies through conducting the relationship of the 1st and last measure in an incomplete measure. Melody 1. demonstrate the ability to sing, read and write musical notations in the key of C major, G major & F major. 2. creates the relative minor scales of C(FG) major, G (CD) major, F (BbC) major. 3. analyzes the melodic patterns found in the different songs in the different songs in C, G and F Major. 4. creates simple melodies in c major, g major, and f major. 5. sings and plays solo or with group songs in C, G, F. Form 1. identifies musical forms: -unitary binary (AB) ternary (ABA/ABC) 2. analyzes the musical forms of songs sung. 3. demonstrate the ability to use the different repeat marks that are related to forms of songs sung. -DA capo (D.C.) -Dal segno (D.S.) Al Fine (up to the end) -D.C. al Fine (repeat from the beginning until the word Fine) Timbre- represents the sound of instrument/voice. 1. Identifies, distinguishes visually, aurally, the sound of each section of the western instrument. 2. describes the characteristics of sound quality of the different instruments of the orchestra. Dynamics 1. identifies & demonstrates varied dynamic levels in music heard and performed. 2. applies the proper dynamics markings: Tempo identify & demonstrate tempo in music heard and performed. 1. distinguishes between ritardando & accelerando as used in a song. 2. demonstrate the different kinds of tempo by following tempo marks using a familiar song.

3. identifies the different tempo in a given song or music. Texture Mono- one voice Homo- voice & accompaniment Poly- many voices 1. aurally identifies the texture of musical examples 2. identifies, compares & contrasts mono, homo, poly textures in musical examples 3. applies primary, chord I IV V as accompaniment to simple songs. Harmony 1. identifies the primary chords I IV V 2. identifies the notes of the primary chords 3. applies primary chords as accompaniment to simple song 4. identify the primary chords of the minor scales MUSIC of the Cordillera 1. I will show you a video then you will tell me what you think about it after. 2. Can you share your insights regarding the short animation? Where do you think the story comes from? And what do you think about it? 3. Show the Map, Showing the 2nd map ( tell them the cordillerans way of life) Administration Divisions of the Cordillera Region 1. Apayao Province 2. Kalinga Province 3. Abra Province The Cordillera: its land and people A vast (huge) mountainous region, as a physical region- Gran Cordillera Central is a row of great mountain ranges occupying half of Northern Luzon in the Phils. Its (rocky) rugged mountainous backbone many peaks exceeding 2000 meters in height with (continuing) rolling hills and stretches of river valleys along its flanks both the highest and the single largest mass of mountains in the entire Philippine archipelago. Six Provinces and a City Cordillera is composed of six provinces 1. Apayao 2. Kalinga 3. Abra 4. Mountain Province 5. Ifugao 6. Benguet plus the chartered city of Baguio.

The size of the Cordillera mountain range, as a physical region is covered by the (CAR) Cor. Administrative Region. Cordilleras foothills extend into a few other adjacent provinces in the nearby Ilocos and Cagayan valley regions. Natural Resources Cor. Region- very rich in natural resources. - its fame for its huge gold deposits, pure stands of pine forest, rich soils & water sources that have enabled people to agriculture on mountainside rice terraces. The Cordillera Peoples Cordillera is more heavily populated composed to the other mountainous areas of the Phils. Based on the year 2000 census, its six provinces and one city has a total population of more than 1, 365, 000 people. The great majority of the regions population are small landowners, peasants engaged in farming and other small-scale production and side occupations. Next biggest sector is composed of formal wage workers & informal odd-job workers in nonform occupations. There is also a sizeable (large) number of students, salaried employees, professionals in the few urban & town centres. Indigenous Peoples A big size of the cordillera population is composed of closely related indigenous peoples. Collectively, the people are popularly known as Igorot. Ethnic minority group who retain their languages, customs. Often they are grouped into a number of ethnic or ethno linguistic identities, such as Apayao or Isneg, Tinggian, Kalinga, Bontoc, Kankanaey, Ibaloy, Ifugao, and Bago. The groupings do not fully reflect the real particularities & the extent of diversity among the regions peoples. In fact most of them identify their selves primarily w/ specific communities called ili-village, hometown or home territory. Each ili is a self-identifying community w/ a specific territory w/c is its ancestral land. A Mix of Indigenous, Non-indigenous, and Migrant Peoples In urban or rapidly urbanizing Baguio-Benguet & in the foothills & valleys neighbooring the great lowlands of Luzon. In these areas the original indigenous communities have given way to hybrid communities composed of varied mixtures of indigenous & migrant peoples.

Problems and Aspirations of the Cordillera Peoples Cordillera peoples face the same problems as the rest of the Filipino nation. These basic problems have been summed up by the national democratic movement of the Phils. As: 1. IMPERIALISM- the policy of seeking to extend the power, the territories of a nation. 2. FEUDALISM a system of political organization in w/c a vassal (feudal tenant) renders service to a lord and readiness protection and land in return. 3. Bureaucrat (administrator) capitalism (private enterprise) whereby only a small national elite (superior group) reaps great political and economic benefits. Millions of peasants & workers, even the middle class are marginalized (close to the lower limit of quality) and exploited. National oppression (cruel exercise of power or authority) Indigenous peoples, suffer a distinct problem of national oppression & ethnocide by the present Phil. State & its foreign masters. Our people have been forcibly integrated into the dominant social system & prevented from seeking their own way to development. At the same time, the system subjects them to various kinds of discrimination & inequalities. As a violation to our inherent right to self-determination & national oppression as directed against them have the following forms and manifestations: State denial & non-recognition of our rights of collective (shared) ownership, priority use and management over our ancestral lands and resources. Development aggression (attack) (imposition (burden) of destructive socio-economic projects in the name of national development or national interest such as mega dams, large-scale mines, mega tourisms. Militarization to equip with military focuses & defences. Political misrepresentation- to represent unfairly unfairly. Commercialization (to exploit for profit of indigenous culture. Institutionalized (an act of originating) discrimination Violation and non-recognition of our indigenous socio-political systems & processes Government neglect of basic social services to indigenous peoples

4. For more information lets view for more photos and videos. 5. In gonna show another video, entitled Hudhud hi aligu yon (Hudhud Chants of Ifugao).]