First Quarter

Lesson 1: Pulse in Music

Week 1

Introduction
In music, the duration of sound and silence is important.
Duration refers to how long and how short tones and silence
last. These tones and silence follow a certain beat. Beat can
be felt with or without sound. We clap, walk, tap, march,
dance, and play musical instruments to show the rhythm and
beat of music.

DRAFT
Activity I

Sing Leron, Leron Sinta and move to the rhythm of the

April 10, 2014

song.

Remember:

The symbol ( ) shows the pulse of the sound.
Rest ( ) is the symbol used to show silence.
We can feel the pulse through clapping, tapping, walking,
chanting, and playing rhythmic instruments.
 Leron leron sinta, buko ng papaya,
Dala dalay buslo, sisidlan ng bunga.
Pagdating sa dulo nabali ang sanga,
Kapos kapalaran humanap ng iba.

Clap the beat while singing

Leron, Leron Sinta.

Give examples of sounds that you hear around us.

What movements can you make without creating any
sound?

DRAFT
Activity 2

Perform the following rhythmic patterns.

April 10, 2014

 Write the stick notation below the images.

Activity 3

DRAFT
Perform the rhythmic patterns using the given movement, while
singing.
Group 1 - clap

April 10, 2014

Group 2 - tap

Group 3 - snap

 Group 4 - play any rhythmic instrument

DRAFT
April 10, 2014
Evaluation

Put a check ( ) in the appropriate box.

Satisfac- Needs Im-
Skill Very
tory provement
1. Can differentiate
sounds that can be
heard from sounds
that cannot be heard
2. Can identify sounds
that we do not hear
but receives a beat
 3. Can perform the giv-
en rhythmic pattern
correctly through clap-
ping, tapping, chant-
ing, or snapping
4. Can participate ac-
tively in group activities
5. Can demonstrate
kindness and respect
to self and others by
listening attentively

Lesson 2: Moving with the Beat

DRAFT
Week 2

Introduction

Beat is the pulse in music. It can be regularly slow or regularly

April 10, 2014

fast. It can also be felt and expressed through movements.

Activity I

Clap/Tap the following rhythmic patterns.

 Sing Ang Alaga Kong Pusa while tapping the steady beat
of the song.

Activity 2

DRAFT
1. Look at the following pictures.

What is the man doing?

April 10, 2014

What do we call the man who builds a house?
What is his occupation?
What does a carpenter do?
Aside from houses, what other things does he do?
 DRAFT

2. a. Clap/Tap the beat of Mang Kiko.

April 10, 2014

b. Chant Mang Kiko.

Mang Kiko (Chant)

Activity 3
Clap/Tap the rhythmic pattern of Colors at School.

DRAFT
April 10, 2014
 DRAFT
April 10, 2014
Play the rhythmic patterns below using the indicated in-
strument.

Pair of sticks

Drum
 Clap

Tambourine

Remember:

DRAFT
Beat is the pulse we feel in music. It is always regu-
lar and can be fast or slow. This is what we call steady
beat.
We can use movements like marching, tapping,
clapping, and playing musical instrument to show the

April 10, 2014

pulse in music.

Evaluation:
Put a check ( ) in the correct box.
Ad- Profi- Satisfac- Begin-
Skill
vanced cient tory ning
1. Can show
steady beats
through move-
ments while sing-
ing the song
2. Can perform
steady beats
using rhythmic
instruments
3. Can sing the
song correctly
 4. Can participate
actively in group
activities

Lesson 3: Rhythm in Music

Week 3

Introduction
Rhythm is the flow of the movement of sounds. All
things that surround us have rhythm as seen in nature like
the rising and setting of the sun, the swaying of the trees, the
movement of the waves, and even the way we talk.

DRAFT
Activity I

Echo clapping

April 10, 2014

a.


b.

c.
Activity 2

Araw at Buwan

DRAFT
April 10, 2014
Remember:
Rhythm refers to the flow of the movements of sounds and
silence.

Rhythmic pattern is a combination of long ( ) and short (

) sounds, and silence ( ) .
 Do the following activities:
Clap the steady beats (pulse) only.
Clap the rhythmic pattern.
Divide the class into 2 groups:
Group A will clap the steady beats (pulse) only.
Group B will clap the rhythmic pattern only.

Which group clapped the steady beats?

How did Group B clap the rhythmic pattern?

What have you noticed about the sounds produced by

Group A and Group B?

DRAFT
Activity 3
Do the following activity.

Group 1 Sing the song Araw at Buwan.

Groups 2, 3, 4, and 5 Play the rhythmic patterns using

April 10, 2014

rhythmic instruments:

Group 2 - Pair of sticks Group 3 - Drum

Group 4 - Clapper Group 5 - Tambourine

Evaluation:
Put a check on the correct box.

Satisfac- Needs Im-

SKILL Very Good
tory provement
1. Can demon-
strate long and
short sounds
2. Can tap/clap
rhythmic pat-
terns using stick
notation
3. Can play differ-
ent rhythmic pat-

DRAFT
terns using rhyth-
mic instruments
4. Can participate
actively in all ac-
tivities

April 10, 2014

Lesson 4: Move in Rhythm
Week 4
Introduction
Rhythm is the most important element in music. It
shows organized movement in groups of 2s, 3s, and 4s.

Activity 1

Sing the song Soldiers March.

Clap/tap/chant/walk, and play rhythmic instruments while
singing.
 DRAFT
April 10, 2014
Clap or tap the following rhythmic patterns.
 DRAFT
April 10, 2014
Group activity

The class will be divided into 3 groups. Each group will play
musical instruments such as clapper, drum, tambourine,
while singing Soldiers March.

Activity 2

Sing the song Rocky Mountain.

Play the pulse of the song on rhythmic instruments.

Remember:
Sounds can be grouped in 2s, 3s, and 4s.

DRAFT
Week 5

Introduction

April 10, 2014

We can sing, move, and play musical instruments to
show the beat of the music. Dancing the waltz is the best move-
ment to show beats grouped in 3s.

Activity 1

Sing See-Saw while clapping the rhythmic pattern. In -

tune singing
 DRAFT
Sing Bahay Kubo

April 10, 2014

Group activity:

a. The class will be grouped into 2. The first group will

sing the song Bahay Kubo while the second
group will dance the waltz.
b. Let the pupils sing Bahay Kubo while playing
rhythmic instruments.

Activity 2
Select any rhythmic instrument inside the classroom to be
used while singing Tiririt ng Maya.

DRAFT
April 10, 2014
Remember:
We do the waltz step to show the pulse or beat of a
song grouped in 3s.
Week 6:

Introduction

Beats grouped in 4s are commonly used in most

songs. To make songs more interesting, we can add simple
accompaniment.

Activity 1
Let us sing the song Ten Little Indians. Do body movements
such as tapping, clapping, and marching.

DRAFT
April 10, 2014
 DRAFT
April 10, 2014
Name the following musical instruments commonly used to
show the beat of a song.

What is our last instrument? Have you seen a trumpet?

Sing Come and Play.

 DRAFT
April 10, 2014
Song analysis:
Do the following activities
Echo clap the pulse and rhythm of the song.
Tap and march in place while reciting the lyrics ac-
cording to the pulse/beat of the song.
Let the children sing the song while imitating trumpet
playing.
How are the sounds grouped in Come and Play?
How did you show the beat of the song?

Activity 2

The class will be divided into 2.

Sing the songs Come and Play and Ten Little Indians
while playing rhythmic instruments.
Each group leader will choose a song to perform.
 Remember:
We can clap, tap, chant, walk, and/or play mu-
sical instruments to show the beat of a song with
beats grouped into 4s.

Evaluation

Put a check ( ) on the correct box.

SKILLS Best Better Good
1. Can perform rhythm accurately
in all songs

DRAFT
2. Can identify the beat using
body movements
3. Can sing the correct pitch while
doing body movements
Can play the correct beat using

April 10, 2014

4.
rhythmic instruments
5. Can participate actively in
group activities

Lesson 5: Ostinato
Week 7

Introduction

Ostinato is a repeated rhythmic pattern used as an ac-

companiment to a song. It is often played using percussion instru-
ments like drums, wood blocks, castanets, triangles, and rhythm
sticks.

Activity 1

Do the following activities.

a. Tap / clap the chant
b. Read the chant
c. Read the chant while tapping the rhythmic pattern.

Tap the following rhythmic patterns.

DRAFT
April 10, 2014
Study the picture.
 What can you say about the picture?
Sing See-Saw while clapping/tapping the steady beat.
Study the following pattern/s.

or

a. Clap the rhythmic pattern repeatedly until pupils

become familiar with the rhythmic pattern.
b. Sing the song See-Saw while clapping/ tapping/
walking the rhythmic pattern.
c. Use any rhythmic instrument to play the rhythmic pat-
tern while singing the song.

DRAFT
Activity 2

Group A Sing the song

Group B Do the ostinato pattern

April 10, 2014

Group C Do the ostinato pattern using rhythmic
instruments.

Remember:
Ostinato is a rhythmic pattern repeatedly used to accompany
a song. It can be played using rhythmic instruments and other
sound sources.
 DRAFT
2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa
tumakbo, tumakbo, ang pusa sa loob ng bahay

April 10, 2014

3 Tumalon ,tumalon ang aso , ang aso, ang aso
Tumalon ,tumalon ang aso sa malaking bakod

Evaluation

Draw a for best, for better, and for good performances.

SKILLS Best Better Good

1. Can identify rhythmic
instruments and other
sound sources
2. Can use simple ostinato
pattern to accompany
a song
3. Can show creativity in
using sources of sounds
 4. Can sing the song while
playing simple ostinato
pattern
5. Can participate active-
ly in the group activities

Lesson 6: Creating Ostinato

Week 8

Introduction
Creating simple ostinato patterns is an interesting activity.
In this lesson we will explore and experience creating simple

DRAFT
rhythmic patterns using rhythmic instruments and body per-
cussion.

Activity I

April 10, 2014

Clap the following rhythmic patterns using the following
rhythm syllables.

 Rhythmic dictation:

The teacher will clap rhythmic patterns in 2s, 3s, and 4s and
the pupils will draw the stick notation.

Activity 2

DRAFT
April 10, 2014

Do you love your country? Why?
Do the following activities.

a. Read/Clap the patterns using rhythmic syllables.

b. What rhythmic syllables were used in the rhythmic pat

tern?

c. Let the pupils create simple ostinato for the song.

DRAFT
d. Play the rhythmic pattern while singing the song Bayang
Sinta.

Activity 3

April 10, 2014

Group the class into 4. Each group will create an ostinato
pattern. Do the ostinato patterns through body movements
while singing the song.

Remember:
Ostinato can be played using rhythmic instruments or other sound
sources. Rhythmic patterns can be shown through body move-
ments.
Evaluation:

Put a check ( ) on the correct box.

Ad- Profi- Satisfac- Begin-
SKILL
vanced cient tory ning
1. Can show crea-
tivity in creating
ostinato
2. Can perform the
given rhythmic
pattern through
clapping, tapping,

DRAFT
chanting, snap-
ping, and playing
musical/rhythm
instruments
3. Can perform cor-

April 10, 2014

rectly the rhythmic
patterns as rhyth-
mic accompani-
ment to a song
4. Can participate
actively in the
group activity
5. Can demonstrate
cooperation in do-
ing group activity


3
MAPEH
Learners Material
Unit 2

DRAFT Melody and Form

April 10, 2014

This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.

MAPEH Grade 3
Learners Material
First Edition, 2013
ISBN:

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.

DRAFT
Development Team of the Learners Material

April 10, 2014

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 2nd Floor Dorm G, PSC Complex

Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com

 Table of Contents
Second Quarter
Lesson 1
Pitch 4
Lesson 2
Melodic Contour. 8
Lesson 3
Perfect Pitch. 11

DRAFT
Lesson 4
Musical Form.. 15

April 10, 2014

Lesson 5
Repetitions in Music. 18
Lesson 6
Musical Lines. 20
Lesson 7
Beginning and Ending 23
Lesson 8
Singing in Tune. 25

Second Quarter
Lesson 1: Pitch
Week I

Introduction

Melody is composed of tones that vary in pitch.

Pitch can be of low, moderate, and high tone. These
tones move in different directions.

DRAFT
Activity 1

Create your own body movements that will match the

different melodic directions of the song below.

April 10, 2014

Activity 2

Let us sing the scale using hand signs.

Activity 3

DRAFT
Let us clap the beat of the rhythmic pattern below
using improvised rhythmic instruments.

April 10, 2014

1

Activity 4
2 3 1 2 3 1 2 3 1 2 3

The teacher will present the musical score Go Tell Aunt

Rhody.

1. Teacher will sing the song.

2. Teacher will let the pupils read the lyrics with correct
rhythm.
3. Teacher will teach the song using rote method or any
melodic instrument.

 4. Class will sing the song.

Activity 5

Using the song Go Tell Aunt Rhody, match the so-fa

DRAFT
syllables written on the meta strips given by your teacher and
compare it to the musical score.

1.

April 10, 2014

2.

3.

4.

5.

 so so la la do la so la ti so re re do ti ti ti
A B C

D ti ti la so so E la la do ti la so
D

Remember:

Melody is what we remember in a song. It is

the tune of the song.
Melody is a musical line made up of a set of
tones or pitches

DRAFT
Pitch is the highness or lowness of a tone. In
order to create one musical idea, a composer
needs many tones.
Melodies are made up of different

April 10, 2014

pitches/tones that vary in pitch and duration.

Activity 6

Create any body movement that will show the following

pitch:
1. high
2. moderately high
3. moderately low
4. low

Have the pupils sing Go Tell Aunt Rhody. Using

flaglets of different colors, do the following body
movements:
high hands upward
mid hands sideward
low hands downward

 Activity 7
Do the following tasks
Listen to the tones that will be sung or played by the teacher.
Identify which of the given tone is low, moderate, or high by
placing the cut out colored quarter notes( ) on the staff.

Green highest tone

Yellow middle tone
Red - lowest tone

DRAFT
April 10, 2014
Lesson 2: Melodic Contour
Week 2

Introduction

Melodies move in different directions. Some

notes may move upward or go downward. There are
also melodies that remain unchanged or stay on the
same level.

Activity 1

Let us sing and act like a see-saw with your partner.

While singing the song See-Saw, you and your partner will
demonstrate the movement of a see-saw showing the concept
of the high and low tones/pitch.

DRAFT
Activity 2

Let us sing the so-fa syllables of the song See-Saw using the

April 10, 2014

Kodaly hand signs.

Activity 3

Pupils will do the following activities:

a. Perform hand signs while singing the so-fa syllables.

b. Sing the lyrics of the song.

 c. Sing the song by phrases.

d. Sing the whole song and let pupils move their

hands/arms following the melodic lines.

Remember

Melody moves in different directions. It can

go up and down like the shape of a hill, mountain,
valley or plateau, or it can stay on one pitch like a
plain.

Activity 4

DRAFT
Divide the class into 2 groups. Let each group perform the
contour of the melody through body movements. Each group
may use other materials to enhance their performance.

Group 1

April 10, 2014

Group 2

10

Rubrics

Activities Very Good Fair

Good

1. Can identify music

contour
2. Can sing in tune

3. Can illustrate musical

lines through body
movements
4. Can participate
actively in group
activities

DRAFT
Lesson 3: Perfect Pitch
Week 3

April 10, 2014

Introduction

Contour is the shape of a melody. Some

notes move up and down forming different
shapes: wavelike, zigzag, curve-like, or mountain
shape.

Activity 1
Lets sing the following songs.

11

 here

DRAFT
April 10, 2014
Divide the class into 4. Each group will play available rhythmic
instruments, while singing the song Months of the Year

Group I Group 2
Empty bottles Coconut shells
(Shakers)

Group 3 Group 4
Sticks Plastic drum

12

Activity 2
Let the children sing in tune.

adapted

DRAFT
Lets try to do this
A.

April 10, 2014

1. Describe the melodic direction of the first line of the
song?
2. Using arm movements, make an outline of the direction
of music as you sing the song.
3. What shapes have you formed in following the melodic
direction of the song?

B.
Let us connect the lines to show the melodic contour
of the song Kaygandang Tignan.

-
- - -
- - - - - - - -

13

 Remember:
Melody is made up of a set of varying tones
or pitches. Melodic contour is the direction of
melody. It may go up, down, or stay in place.

Activity 3
Using crayons let the pupils draw on their notebooks the
melodic directions they hear. The teacher will play or sing the
following:

1. Happy Birthday Song

2. Rain, Rain, Go Away

DRAFT
Evaluation

Divide the class into 4 groups. The leader of each group will draw

April 10, 2014

lots where the directions of the melodies are written. Each group
is expected to perform each melodic contour using body
movements, drawing, singing or writing on meta strips.

Very
Activities Excellent Good Good
1. Can move to the
melodic contour of
the song
2. Can draw the
direction of melody
heard
3. Can sing in tune
alone and with
others
4. Can create
movements to show
the direction of the
melody
14

 5. Can participate
actively in all group
activities

Lesson 4: Musical Form

Week 4

Introduction

Songs are made up of musical phrases.

These musical phrases can be the same, similar,
or different that can be represented through

DRAFT
symbols.

Activity 1

Pupils will identify the title of the following songs.

April 10, 2014

a. ang mamatay ng dahil sayo.
b. Ang bayan koy tanging ikaw
c. dala-dalay buslo
d. sa paligid-ligid ay maraming linga.

Activity 2

Suggested songs:

15

 Do the following activities:

a. Let the pupils sing the song

DRAFT
b. Let pupils identify the following
Same lines or phrases
Similar lines or phrases
Different lines or phrases

April 10, 2014

Activity 3

Create body movements to show the beginning and

ending of the songs. Analyze the songs based on the
following:

16

 a. same (melody and rhythm)

b. different (melody and rhythm)
c. similar (melody and rhythm)
Draw a star on same melodic lines, a circle on different
melodic lines, and a triangle on similar melodic lines.

Activity 4
Practice singing the song below and identify the melodic
lines/phrases as: same, similar, and different.

DRAFT
April 10, 2014

Remember:
Songs are made up of musical phrases.
Musical phrases can be the same, different, or
similar. Songs have a beginning, middle, and
ending that form one musical idea.

17

Evaluation
Rubrics
Needs
help from
Activities Excellent Very Good Good doing the
task
1. Can identify the
beginning, middle and
ending of the song
2. Can identify same,
similar and different
musical lines or phrases
in the song
3. Can sing same, similar
and different phrases in
the song

DRAFT
4. Can show musical lines
or phrases through
body movements and
geometric shapes or
objects

April 10, 2014

5. Can participate
actively in the group
activity

Lesson 5: Repetitions in Music

Week 5

Introduction

The repeat mark ( II: :II ) is used to show repetition in music.

Activity 1

Sing the song following the repeat mark.

18

 a.

DRAFT
April 10, 2014
b.

19

 Remember:

Musicians use repeat marks( II: :II ) to indicate

repetition of certain parts in musical pieces.

Evaluation

Rubrics
Draw a star ( ) in the appropriate column.

Activities Excellent Very Good Good

1. Can sing with correct

DRAFT
expression and
interpretation.
2. Can identify the repeated
parts of the song.
3. Can apply the repeat mark

April 10, 2014

found in the song.
4. Can work harmoniously
with the group.
5. Can observe self-discipline
in doing the activities.

Lesson 6: Musical Lines

Week 6

Introduction

A musical composition is made up of musical lines that

can be repeated within a song.

20

Activity 1

Explore and create your own way of playing improvised

musical instruments using the following rhythmic patterns.

Activity 2

DRAFT
April 10, 2014
Tell something about the picture

Form 3 groups. Using the song Bagbagto, do the

following activities.
Group A sing the song
Group B play improvised instruments using the
following rhythmic patterns

or

21

 Group C create dance steps to the beat of the song

Remember:

The repeat mark (II: :II) is used to show repetition in music.

Activity 3

Perform the following rhythmic patterns following the

repeat signs.

1 2 1 2

DRAFT
April 10, 2014
Game instructions:

Let the pupils face their partner and do the following

actions while singing Come and Play:

1. Tap your lap, count 1; clap your hands, count 2; clap

your hands in front with your partner, count 3; and clap
with your hands, count 4.

22

Evaluation

Rubrics

5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor

Skills 5 4 3 2 1
1. Can play the rhythmic patterns
following the repeat marks
2. Can play the improvised rhythmic
instruments accurately to
accompany the song
3. Can work together cooperatively
to come up with the best
performance
4. Can manifest self- confidence in
performing group rhythmic in front

DRAFT
of the class

Lesson 7: Beginning and Ending

April 10, 2014

Week 7

Introduction

The voice is important in making sound. We

have a speaking and a singing voice. When we
sing, it should be done confidently and beautifully.

Activity 1

Sing previously learned action songs

Activity 2

Write the beginning line and ending line the following

songs.

23

 Songs Beginning Ending

a. Ako ay Nagtanim
b. See-Saw
c. Jack and Jill
d. Twinkle, Twinkle Little
Star
e. Leron, Leron Sinta

Remember:
We have a speaking and a singing voice. When we sing,
it should be done confidently and beautifully.

DRAFT
Evaluation
The whole class will sing properly, at least 4 songs learned
previously, with emphasis on the beginning and ending of the
song.

April 10, 2014

Rubrics
Draw a happy face ( ) in the appropriate column.

Very Needs
Activities Excellent good Good help
1. Can sing in
accurate pitch
2. Can sing with
correct
rhythm/timing
3. Can sing
confidently from
the beginning
until the end of
the song
4. Can enjoy singing
in a group

24

Lesson 8: Singing in Tune

Week 8

Introduction

Filipinos are known to be good singers. Singing is

one way of expressing our love and appreciation for
our folk songs and culture.

Activity 1

Let us sing the following songs emphasizing the beginning or

ending of each song.

DRAFT
a. Yaman ng Bayan (Mga hayop sa gubat)
b. Come Lets Play (Wont the big bass drum join
us with boom, boom, boom.)
c. Lubi-Lubi (Enero, Pebrero)
d. Tayoy Magsaya (Ha, ha, ha, ha, ha, lahat

April 10, 2014

maligaya.)

Activity 2

Sing the song Dance and Sing.

Remember:

Singing is an interesting activity. It helps us express our

feelings and improves our personality.

Singing develops self-confidence.

Activity 3
Sing the songs, Bahay Kubo and Leron, Leron Sinta
confidently, giving emphasis on the beginning and
ending of each song.

25

Evaluation
Rubrics
Draw a happy face ( ) in the appropriate column.

Activities Excellent Very good Good Needs

help
1. Can sing in tune
2. Can sing with
correct rhythm/
timing
3. Can sing
confidently the
beginning and
ending of a song
4. Can sing with the
group happily

DRAFT
April 10, 2014

26

3
MAPEH
Learners Material
Unit 3

DRAFT
Timbre and Dynamics

April 10, 2014

This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.

MAPEH Grade 3
Learners Material
First Edition, 2013
ISBN:

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.

DRAFT
Development Team of the Learners Material

April 10, 2014

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 2nd Floor Dorm G, PSC Complex

Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com

Table of Content
Lesson 1
Quality of Sounds 4
Lesson 2
The Human Voice... 6
Lesson 3
Source of Sound. 8

DRAFT
Lesson 4
Dynamics Through Movements. 11

April 10, 2014

Lesson 5
Variations of Dynamics. 14
Lesson 6
Expressions of Music. 16
Lesson 7 -8
Applications of Dynamics 17

Third Quarter
Lesson 1: Quality of Sound
Week 1

Introduction:

There are varieties of sounds that can be heard

around us. These sounds differ in tone quality or
timbre. Sounds come from different sources like
humans, animals, nature, things, and musical

DRAFT
instruments.

April 10, 2014

Activity 1

Check the column that matches the source of each sound.

Sounds Human Nature Transportation Animal Musical

Produced instruments

1. crying of
the baby
2. honking of
automobile
horn
3. booming of
the drum
4. chirping of
birds
5. splashing of

DRAFT
waves

Remember:

1. Timbre - refers to the tone quality or tone color of

April 10, 2014

sound.
2. Different sound sources:
human nature musical instruments
animals things musical gadgets

Activity 2
Identify the source of each sound. Interpret the sounds through
body movements.
raindrops dogs barking
sound of a church bell trombone
nursery songs trumpet

Evaluation

Skills 3 2 1
1. Can identify the
sources of sound
2. Can interpret sound
through body
movements
3. Can imitate and
interpret sound
simultaneously
4. Can show creative
movements in
interpreting sounds
heard
5. Can participate

DRAFT
actively in the
activities
3 excellent 2 - very good 1- good

April 10, 2014

Lesson 2: The Human Voice
Week 2
Introduction:

One of the main sources of musical sound is the

human voice. The human voice is capable of producing
singing tones.

Each person has his/her own distinct voice because

of the size of his/her vocal cords. Voices differ in range
and timbre or tone color.

Activity 1
a. Read the poem Bayang Sinilangan.

Bayang Sinilangan
ni Mary Grace V. Cinco

Bayan kong sinilangan

Pilipinas ang pangalan
Inasam mong kalayaan
Dugot pawis mong nakamtan.

b. Sing the song Pakitong-kitong.

Pakitong-kitong

DRAFT
Tong,tong,tong,tong pakitong-kitong,
Alimango sasuba ginbatog dili makuha,
Ako may makakuha
Ako may makakuha

April 10, 2014

Activity 2

Check the column that describes the voice of each singer.

Male Female
Singer High Low High low
1. Lea Salonga
2. OgieAlcasid
3. Jaya
4. Charice
5. Bamboo

Remember:

The human voice has a different tone quality or timbre when

speaking and singing. Some voices are high, others are thin,
low, thick, or husky.
We use our speaking voice when we talk and our singing
voice when we sing.

Evaluation

On your paper, draw a star ( ) if the following is a singing

voice and circle( ) if it is a speaking voice.

1. Voice of a boy reading a sentence

2. Yeng Constantino singing Salamat
3. Voice of a girl reciting a poem
4. Christian Bautista singing The Way You Look at Me

Lesson 3: Sources of Sounds

Week 3
Introduction:

DRAFT
Sounds come from different sources. They can come
from nature, human voice, animals, musical instruments,
or other man-made things around us. Different sound
sources can produce a variety of timbres.

April 10, 2014

Activity 1
Sing the song about musical instruments.

Tugtog Ko, Hulaan Mo

Ako ay may tugtog

Hulaan mo ang instrument ko
Tayo nang maglaro
Isa, dalwa tatlo
Handa na ba kayo?

Boom,boom,boom,boom, boom
Klang, klang, klang, klang, klang
Tring, tring, tring, tring, tring
Toot, toot, toot, toot, toot.

Activity 2
Listen to the recorded sound of the following instruments:
1. drum 3. guitar
2. cymbals 4. trumpet
Activity 3

Imitate the sounds of the following:

jeepney thunder
train duck
mother singing lullaby piano

Remember:

There are different sound sources which produce a

variety of timbres. Timbre refers to the tone quality or

DRAFT
tone color of the human voice or any musical
instrument.

Activity 4

April 10, 2014

Cut and paste pictures of musical instruments on your paper.

Piano

Trumpet

 Tambourine

Guitar

DRAFT
Drum

April 10, 2014

Evaluation

Skills 3 2 1
1. Can recognize the sound of
musical instruments
2. Can identify pictures of musical
instruments
3. Can use other sources of sound
to produce variety of timbres
creatively
4. Can perform the activities with
enjoyment and cooperation
5. Can sing and play musical
instruments harmoniously
3-excellent 2- very good 1- good

10

Lesson 4: Dynamics through

Movements
Week 4
Introduction:

Dynamics helps us put expression in the music

we make. There are parts of music that must be
played either loud or soft. We can interpret
dynamics through body movements. Small
movement can be considered soft, while big
movement is loud. We can also relate dynamics to

DRAFT
animal movements. Likewise, dynamics is what we
call the volume in music.

Activity 1

April 10, 2014

Sing the song Tunog at Galaw ng Hayop.

11

Activity 2
Read the poem applying dynamics

Tunog at Galaw ng Hayop

Fely A. Batiloy
(soft)
Ako ay si Kuting, kuting na malambing
Matinik sa daga, matalinong pusa
Kaluskos, kuskos, kaluskos, kuskos
Pakinggan nyo ako ngayon. Meow!

(moderately loud)
Ako ay si Bantay, bantay ng yong bahay
Matulin tumakbo, mabait na aso.

DRAFT
Aw, aw, aw, aw, aw, aw, aw, aw
pakinggan nyo ako ngayon. Awooo!

(loud)
Ako si Kalabaw, masipag, matyaga

April 10, 2014

Pagsikat ng araw, dapat nang gumalaw.
Ma, ma, ma, ma, ma, ma, ma, ma
Pakinggan nyo ako ngayon. Maaa!

Activity 3
Recite the poem while doing animal movements to show
dynamics.
kitten - small movement
dog - medium movement
carabao - big movement

Remember:

Dynamics is one of the expressive elements of music that

deals with the softness and loudness of sound. It gives
freedom to interpret the music as soft, medium or loud.

12

Evaluation

Sing Farewell Song applying correct dynamics.

DRAFT
April 10, 2014
Rubrics

KNOWLEDGE 3 2 1
1. Can interpret
dynamics correctly
through the use of
body movements
2. Can distinguish soft,
medium, and loud
sound in a song or
music
3. Can show dynamics
through movements
of a given animal
4. Can show creativity
and self-discipline in
performing

13

 5. Can join and enjoy

performing with a
group
3- Excellent 2- Very good 1-Good

Lesson 5: Variations in Dynamics

Week 5
Introduction:

Music becomes more beautiful when expressed

in variety of sounds. Dynamics is one of the
expressive elements of music that makes a song
meaningful. Dynamics can either be soft,

DRAFT
moderately loud, or loud.

Activity 1:

April 10, 2014

A. Sing the following songs applying the correct dynamics.

14

 DRAFT
Remember:

Music is more beautiful when expressed in a variety of

sounds. Dynamics is one of the expressive elements of

April 10, 2014

music that makes a song meaningful. Dynamics can be
soft, moderately loud, or loud

Activity 2

Group Activity

Sing the song Do a Little Thing applying different dynamics.

Add dance patterns to enhance performance.

15

Evaluation

Rubrics

KNOWLEDGE 3 2 1
1. Can use the dynamic terms as soft,
moderately loud or loud in a song correctly
2. Can identify the exact changes of
dynamics in a song
3. Can perform with appropriate
choreography, props, mask and sound
variations
4. Can show self-discipline and flexibility in
doing tasks
5. Can join and cooperate with the group
3-Excellent 2- Very Good 1-Good

DRAFT
Lesson 6: Expressions of Music

April 10, 2014

Week 6

Introduction:

Dynamics is one of the expressive elements

of music that deals with softness and loudness of
sound. It helps express emotions. Moreover; it is
more meaningful if applied to a song using hand
gestures.

Activity 1
Recite the lyrics of Lupang Hinirang.
Recite the song following the gestures of the teacher
using palms down (soft) and palms up (loud)
Sing the whole song following the beat and gestures of
the teacher in soft, moderately loud, and loud. (S-soft, M-
moderately loud, L-loud).

16

 Lupang Hinirang
Music : Julian Felipe
Lyrics : Jose Palma

L Bayang magiliw
S Perlas ng silanganan
L Alab ng puso
S Sa dibdib moy buhay.

L Lupang hinirang
S Duyan ka ng magiting
L Sa manlulupig
S Di ka pasisiil.

DRAFT
M Sa dagat at bundok sa simoy at
L Sa langit mong bughaw
M May dilag ang tula at awit
L Sa paglayang minamahal.

April 10, 2014

M Ang kislap ng watawat moy tagumpay
L Na nagniningning
M Ang bituin at araw nya kailan pa
M May di magdidilim.

L Lupa ng araw, ng luwalhatit pagsinta

L Buhay ay langit sa piling mo
L Aming ligaya na pag may mang-aapi
L Ang mamatay nang dahil sa yo

Remember:

Dynamics helps express emotions. It is more meaningful

when applied to a song.

17

Activity 2

Sing the song Pilipinas Kong Mahal with appropriate

dynamics.

Follow hand gestures of the teacher, showing softness and

loudness in singing.

Pilipinas Kong Mahal

S Ang bayan koy tanging ikaw

Pilipinas kong mahal
Ang puso ko at buhay man
Sa iyoy ibibigay
M Tungkulin kong gagampanan

DRAFT
Na lagi kang paglingkuran
L Ang laya moy babantayan
M Pilipinas kong hirang.

April 10, 2014

Evaluation
Rubrics

KNOWLEDGE 3 2 1
1. Can respond to the conducting
gestures of the teacher while singing
the song Lupang Hinirang
2. Can identify the exact changes of
dynamics in a song
3. Can sing and interpret the song
Lupang Hinirang with correct
dynamics
4. Can show flexibility in doing the task.
5. Can join and cooperate with the
group in doing the activity

3-Excellent 2- Very good 1-Good

18

Lesson 7 & 8: Application of

Dynamics
Week 7 & 8
Introduction

Dynamics is one of the expressive elements of music

that deals with the softness and loudness of sound. It
gives freedom to express emotions and likewise
enhances the beauty of songs, poetry, chants, and
drama or musical stories.

Activity 1

DRAFT
1. Mimic animal sounds and apply proper dynamics.
bee
cat
carabao
cow
duck
dog

April 10, 2014

2. Read the poem applying varied dynamics as soft, medium,
or loud.

19

 S
To shine at night.
M
Green grass grow
L
Whereer you go
M
Trees and birds
S
Sing high and low.

Remember:

Dynamics gives freedom to express emotions and it adds

beauty to songs, poetry, chants, and drama or musical
stories.

DRAFT

Activity 2
Sing the song with actions.

April 10, 2014 Ang Maliit na Gagamba

Ang maliit na gagamba

Umakyat sa sanga
Dumating ang ulan,
Naanod siya

Sumikat ang araw

Natuyo ang lupa
Ang maliit na gagamba
Bumalik sa sanga.

20

Evaluation

Rubrics

KNOWLEDGE 3 2 1
1. Can enhance poetry using
the dynamics soft, moderately
loud or loud
2. Can use sound variations in
chanting
3. Can recite the poem with
proper choreography, sound
variations and sound effects
4. Can show creativity and
workmanship
5. Can apply changes in

DRAFT
dynamics through poems,
chants and musical stories
6. Can join and cooperate with
the group
3 Excellent 2 - Very good 1 Good

April 10, 2014

21

3
MAPEH
Learners Material
Unit 1

DRAFTTexture and Tempo

April 10, 2014
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.

MAPEH Grade 3
Learners Material
First Edition, 2013
ISBN:

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dino S. Ocampo, Ph.D.

DRAFT
Development Team of the Learners Material

April 10, 2014

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 2nd Floor Dorm G, PSC Complex

Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com

 Table of Contents
Lesson 1
Fastness and Slowness in Music..4
Lesson 2
Slow, Moderate and Fast Tempo 8
Lesson 3
Variations in Tempo 10
Lesson 4

DRAFT
Two Part Round. 12
Lesson 5

April 10, 2014

Partner song. 14
Lesson 6
Single and Multiple Melodic Lines 18
Lesson 7
Texture in Music.. 20
Lesson 8
Multiple Melodic Lines.. 23

Fourth Quarter

Lesson 1: Fastness and Slowness in

Music
Week 1

Introduction

The speed of music can be slow, moderate, or fast.

This is called tempo.

DRAFT
Activity1: March while singing the song Quiet Voices

While singing the song, Quiet Voices, clap, tap, or walk to the

April 10, 2014

beat of the song. Follow your teachers instructions.

Activity 2

Look at the pictures and identify the animal in each box.

DRAFT
How do these animals move?

April 10, 2014

Remember:

Tempo refers to the speed of music.

Activity 3

Imitate the movements of each animal mentioned in the song:

Animal Movement

spread arms as if flying

jump

DRAFT
run fast in place

glide / crawl

April 10, 2014

hop

What tempo can we use to compare the movements of

the following animals? Write the answer inside the box
opposite each animal.

Answers:

birds - fly

 cat - jump

dog - run

turtle - crawl

rabbit - hop

Evaluation

DRAFT
Do the following activity.

Move fast Fly slowly Gallop Walk slowly

like a like a bird in fast like a

April 10, 2014

kangaroo tiptoe, in like a duck in a
in a any horse. straight
zigzag direction. line.
manner.

Rubrics

Very Good Fair Need

Skills good 3 2 Improvement
4 1
1. Can imitate movements of
given animals correctly
2.Can perform animal
movements according to
fast and slow
3.Can differentiate the speed
of each movement
accordingly
4. Can cooperatively
participate in group
activities

Lesson 2: Slow, Moderate, and

Fast Tempo
Week 2

Introduction:

Music can be expressed in many ways. There are

songs in music that need to be sung or played fast,
moderate, and slow. These make music interesting
and enjoyable.

Activity 1
Recite and do the actions of the chant Double, Double.

DRAFT Double, Double

Double, double, this this
Double, double, that that

April 10, 2014

Double this, double that,
Double, double, this that

How to do it: Double - close fist

This - open palm with partner
That - back palm with partner

Do the warm-up activity slowly at first then gradually make

the speed moderate and then fast.

Activity 2:
Sing Mga Alaga Kong Hayop using the appropriate speed for
each animal movement.

Activity 3
Recite the chant, Engine, Engine Number 9

 Engine, engine number 9

Going down the railroad line

DRAFT
If the train goes off the track
Will I get my money back?
Yes, no, maybe so

Remember:

April 10, 2014

Tempo can be shown through different movements.
It can be slow, moderate, or fast.

Evaluation
Identify the movement of each of the following pictures.
On your paper, write F for fast, S for slow and M for
moderate.

1.

2.

 3.

4.

5.

Week 3
DRAFT
Lesson 3: Variations in Tempo

April 10, 2014

Introduction

Music has varied tempo. It affects the

movement and mood of a song. This is why we feel
like dancing when we hear fast music, and we feel
sleepy when we listen to slow music.

Activity 1
Sing the song, Look at Me. Imitate the movements of the
animals mentioned in the song while singing.

10

 DRAFT
April 10, 2014

Remember:

Tempo and dynamics set the mood and character of

a song.

11

Evaluation

Create dance steps with your group.

Group A - Slow - Ili- Ili TulogAnay

Group B - Fast - Leron, LeronSinta
Group C - Moderate - Bahay Kubo

Lesson 4: Two-Part Round

Week 4

Introduction

DRAFT
There are songs that have the same melody sung by
two or more groups. These songs are usually short
songs or childrens songs. The way songs are sung
affects the general mood of the song.

April 10, 2014

Activity 1
Sing the song.

Activity 2

Sing the songs Tayo ay Magsaya and Are you Sleeping,

Brother John? in unison and in two-part round.

12

 DRAFT
April 10, 2014
Remember:

Round is a musical composition wherein two or more

groups sing exactly the same melody. Here, the first group
starts ahead, while the second group follows after the first
phrase.

13

Evaluation

Rubrics

Very
Needs
Skills good
Good Fair Improvement
4
3 2 1
1. Can sing in correct
pitch
2. Can differentiate
unison singing with
round singing
3. Can demonstrate
concept of texture in
music by singing

DRAFT
two-part round
4. Can sing in correct
rhythm
5. Can participate
actively in all group

April 10, 2014

activities

Lesson 5: Partner Songs

Week 5
Introduction

There are songs that when put together produce

a pleasing sound. These are called partner songs.

Activity 1

Look at the pictures:

14

 What does the picture show?

Are the two pupils in the picture doing their chores
together?

DRAFT
April 10, 2014

What do you see in the picture?

Where do you use these things?

Do you use them at the same time, separately or one after the
other?

Can you consider them partners? Why?

15

Activity 2

Sing the following songs in unison and as partner songs.

Observe singing in correct pitch and rhythm.

DRAFT
April 10, 2014

16

 Remember:

Unison - performance of a single melodic line by more than

one instrument or voice at the same pitch

Partner song two songs with the same meter and mood to
be sung at the same time

Melody1

Melody2

DRAFT
Evaluation
Rubrics

Very Needs
Skills

April 10, 2014

good Good Fair Improvement
4 3 2 1
1. Can sing in correct
pitch

2. Can identify partner

songs
3. Can demonstrate
concept of texture in
music by singing
partner songs
4. Can sing in correct
rthythm
5. Can demonstrate
active participation in
all the activities
related to the lesson

17

Lesson 6: Single and Multiple

Melodic Lines

Week 6
Introduction

Melodic line is a musical line that forms a definite tune.

Unison singing is an example of songs having single
melodic lines while round songs/partner songs are
examples of songs having multiple melodic lines.

DRAFT
Activity 1
Sing the songs Its a Small World and Hes Got the Whole World

April 10, 2014

in unison and as partner song.

Here are the song charts

Song Chart No. 1

18

 Song Chart No. 2

DRAFT
April 10, 2014
Song Chart
No. 3



Sing these songs applying correct dynamics and tempo.

Remember:

Unison - one melodic line

Round song - same melody that enters one after the other
The melody also ends one after the other.

19

Evaluation

Rubrics
Very Needs
Knowledge/Skill Good
Good Improvement
1. Can identify single and
multiple melodic lines
2. Can sing partner songs
harmoniously with the
group
3. Can show mastery in
singing partner songs
4. Can participate actively
in all the activities

DRAFT
Lesson 7: Texture in Music
Week 7
Introduction

April 10, 2014

In music, texture is used to describe the overall
quality of a sound. It can be light or heavy, thin or
thick. The kind of musical texture depends on the
number of melodic lines found in a song.

Activity 1: Sing together.

20

Activity 2

Sing Awit ng Buhay in three-part round.

DRAFT
April 10, 2014

21

 Remember:

We have a single melodic line when we sing songs in

unison, and multiple melodic lines if we sing songs in
round.

A single melodic line produces a thin sound and multiple

melodic lines produce thick sounds.

Activity 3

Group I Sing the song in unison.

DRAFT
Tayo ay Magsaya

Group II - Sing these as partner songs.

Hes Got the Whole World in His Hands / Its a Small World

April 10, 2014

Group III Sing the song in unison.
Awit ng Buhay

Group IV Sing these as partner songs.

Sarung Banggi / Dandansoy

22

Evaluation
Very Needs
Knowledge/Skill Good
Good Improvement
1. Can sing in tune

2. Can demonstrate
understanding of thinness
and thickness through
round song
3. Can distinguish between
thinness and thickness of
musical sound
4. Can participate actively
in all the activities

Week 8 DRAFT
Lesson 8: Multiple Melodic Lines

Introduction

April 10, 2014

The more melodic lines there are in the song, the
thicker the sound it produces. Singing in rounds, duet,
partner songs and adding rhythmic accompaniment
create thicker musical sounds.

Activity 1: Draw your music.

Be ready with your paper and crayons.

Pick your favorite colors. Using different colors, draw three (3)
groups of lines.

Draw your first horizontal line on the upper portion of the

paper.

In the middle part of the paper, draw 2 horizontal lines using

two different colors.
23

 At the bottom part, draw three or more horizontal lines

using different colors.

Compare the colored lines you have drawn in all parts of the
paper. Looking at the number of lines, which group is thick
and which group is thin?

Song chart # 1 Bahay Kubo in unison

How many melodic lines do you see?

DRAFT
April 10, 2014

24

Song chart # 2 Bahay Kubo in two voices

How many melodic lines do you see?

DRAFT
Song chart # 3 Bahay Kubo in two voices with rhythmic

April 10, 2014

accompaniment

25

 Remember

The more melodic lines, the thicker the sound.

The less melodic lines, the thinner the sound.

Evaluation

On the blank, write thin if the situation creates a thin sound and
thick if it creates a thick sound.

__________ 1. The whole class sings Bahay Kubo in unison.

DRAFT
__________ 2. Ana sings Awit ng Buhay with
accompaniment.

__________ 3. The pupils of Jose Rizal Elementary School sing the

April 10, 2014

National Anthem in unison without
accompaniment.

__________ 4. The class of Ms. Santos sings partner songs.

__________ 5. The grade three class was divided into two groups
for round singing.

26