MODULE in

MAPEH 7

PREPARED BY:
ELEONORA P. LUCENIO
MAPEH 7 TEACHER
MODULE IN
MUSIC 7
1ST QUARTER

_____________________
(NAME OF STUDENT)
_____________________
(GRADE & SECTION)
 TABLE OF CONTENTS

MUSIC – 1st Quarter

UNIT I – MUSIC OF LOWLANDS OF LUZON

Lesson 1 - FOLKSONGS of the LOWLANDS of LUZON

Lesson 2 – LITURGICAL and DEVOTIONAL MUSIC

Lesson 3 – SECULAR MUSIC

Lesson 4 – INSTRUMENTAL MUSIC

ARTS – 1st QUARTER

UNIT I – ARTS & CRAFTS OF LUZON (HIGHLANDS & LOWLANDS)

Lesson 1 – THE ARTS & CRAFTS OF ILOCOS REGION & CORDILLERA

ADMINISTRATIVE REGION (CAR)

Lesson 2 – THE ARTS & CRAFTS OF CAGAYAN VALLEY AND CENTRAL

LUZON

Lesson 3 – THE ARTS & CRAFTS OF CALABARZON AND BICOL REGION

PHYSICAL EDUCATION – 1ST QUARTER

UNIT I – EXERCISE PROGRAMS (SPORTS)

Lesson 1 – PHYSICAL FITNESS

Lesson 2 – EXERCISE PROGRAM

Lesson 3 – PRINCIPLES OF FITNESS TRAINING

Lesson 4 – THE BENEFITS OF JOGGING

HEALTH EDUCATION – 1ST QUARTER

UNIT I – GROWTH & DEVELOPMENT

Lesson 1 – HUMAN DEVELOPMENT

Lesson 2 – SIGNIFICANT CHANGES IN ADOLESCENCE

Lesson 3 - HEALTH CONCERNS RELATED TO PHYSICAL CHANGES

Lesson 4 – COPING SKILLS

Lesson 5 – HEALTH APPRAISAL AND SCREENING PROCEDURES

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 I. OBJECTIVE

CONTENT STANDARDS:
The learner demonstrates understanding of the musical characteristics
of music from the lowlands of Luzon.

PERFORMANCE STANDARDS:
The learner performs music of the lowlands with appropriate pitch,
rhythm, expression and style.

LEARNING COMPETENCIES/OBJECTIVES:
1. Identify the musical characteristics of representative music
selections from the lowlands of Luzon after listening.
(MU7LU-Ia-1)
2. Analyze the musical elements of selected lowland vocal and
instrumental selection
3. Improvise simple rhythmic/melodic accompaniments to
selected music of the lowlands of Luzon
4. Sing folksong from the lowlands of Luzon
5. Create appropriate movements or gestures to accompany the
music selections of the lowlands of Luzon
6. Evaluate music and music performances by applying
knowledge of musical elements and styles

II. CONTENT
UNIT I – MUSIC OF LOWLANDS OF LUZON
1. FOLKSONGS OF THE LOWLAND OF LUZON
2. LITURGICAL AND DEVOTIONAL MUSIC
3. SECULAR MUSIC
4. INSTRUMENTAL MUSIC

III. LEARNING RESOURCES:

References: MUSIC and ARTS 7 Learner’s Material
1. Teacher’s Guide/Pages:Music & Arts 7 Teacher’s Guide pp.4-52
2. Learner’s Material Pages: 4-51
3. Textbook Pages: 4-51
4. Additional Material from Learning Resources (LR) portal:
http://www.slideshare.net/ElaineLachica/music -7-1st
quarter-lesson-1-music-of-luzon- lowlands- folk music
5. Other Learning Resources: files, softcopy, handouts
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LESSON 1- FOLKSONGS OF THE LOWLANDS OF LUZON

SPECIFIC OBJECTIVES:

1. Enumerate the different musical elements applied in the selected musical

selections from the lowlands of Luzon.
2. Identify the different musical elements applied in the selected musical
selections from the lowlands of Luzon
3. Compose songs in own dialect with the theme “CORONA VIRUS, THE
PANDEMIC

DAY 1

LET’S START!

Are you ready to learn more about music? So before we proceed,

we need to assess your knowledge in MUSIC.

Don’t be afraid for you will not be graded. You may now proceed
to the PRE-ASSESSMENT.

Pre-Assessment:

A. Identify the following musical symbols. Select the correct answer inside
the box. Write the answer before each number.

Eighth note sharp G-clef staff time signature whole note half rest F-clef crescendo fortissimo

______ 1. ______2. ______3. ______4.

______ 5. ______6. ______ 7. ______ 8.

_________9. _________ 10.

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B. WORD CLASSIFICATION: Group the following songs according to different Philippine music styles.

Dungawin Mo Hirang Mutya ng Pasig O Ilaw NAsaan Ka , Irog Pasyon

Dios Te Salve Sarung Banggi Alay Atin Cu Pung Singsing

___________________ ___________________ _____________________ ________________

_______________ _______________ _______________ _______________

________________ ______________

C. DIRECTION: Read the following questions comprehensively. Write the letter of the
correct answer on the space provided before the number.
_________1. Which of the four statements describes the music of Lowland Luzon?
A. Music is highly influenced by the Spaniards.
B. Our ancestors sought to make an improvised symphonic band because not
everybody could afford to buy an instrument of their own
C. The vocal music is about religious and secular songs.
D. All of the above
_________2. Our ancestors are very artistic in nature they become creative in producing their own
musical instruments with the help of __________.
A. Natural resources present in the locality.
B. Indigenous materials imported from nearby places.
C. Native resources introduced by the Americans.
D. None of the above.
_________3. Which of the following is the function of music during Spanish colonization?
A. music for worship C. music for love of a man for a woman
B. music for religious activity D. Both A & B
_________4. The unique musical instrument of Las Piñas which is considered a Philippine national
treasure.
A. Musikong Bumbong B. Bamboo Organ C Guitar. D. Rondalla
_________5. Secular music is non-religious music. Secular means?
A. Being separate from religion
B. The same as to religion
C. High sense and value of complexity
D. Melancholy presented by the choir
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 _________6. Which of the following elements refers to speed in music?
A. Dynamics C. Texture
B. Tempo D. Timbre
_________7. “Ili-Ili Tulog Anay” is an example of a lullaby folk song. Which of the following best
describe a lullaby song?
A. humorous songs or welcoming songs
B. narrative song or songs that tell a story
C. love songs used for harana
D. songs for rocking the baby to sleep
_________8. Which of the following does NOT belong to the group? The elements of music
are __________.
A. Rhythm and melody C. Tempo and timbre
B. Texture and dynamics D. Creativity and style.
_________9. Aura is a member of the school band. His instrument is guitar. What group of
instrument does he used?
A. Idiophone C. Membranophone
B. Chordophone D. Aerophone
_________10. A song originating among the people of a country or area, passed by oral tradition
from one singer or generation to the next.
A. Kundiman C. Folk song
B. Balitaw D. Harana

D.Picture Identification: Classify the instruments according to the following: Write the
answer on the space provided .

 AEROPHONE * CHORDOPHONE * IDIOPHONE

 MEMBRANOPHONE * ELECTROPHONE

________________

________________

________________

________________

________________

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Day 2

MOVE ON:

LISTEN TO THE FOLLOWING MUSIC:

1. BAHAY KUBO
2. ATIN CU PUNG SINGSING
3. ILOILO ANG BANWA KO

What do you think is the genre of the music played? Are you familiar with the
songs?

Keep on Working:

1. Folksongs of the lowlands of luzon

Folk songs - are songs written by the folk and are sung to accompany daily
activities such as farming, fishing and putting the baby to sleep. These
are traditionally passed on orally. Most Philippine folk songs have
Spanish and other Western influences.

The people created melodic chants and indigenous instruments based

on the materials available where they lived.

The folk songs of Luzon lowlands are performed in his/her native

language such as Ilocano, Pangasinense, Kapampangan, Tagalog,
Bicolano, and others.

Characteristics of folk songs are as follows:

1. Originally passed down orally to the family and to the other members of the
community
2. Learned through rote
3. Sung in his/her dialect
4. Begins in one key and ends in the same key
5. Composers and lyricist are usually unknown
6. Mood can be sentimental, playful, and humorous
7. Concepts are based on nature or people’s work, tradition, culture
8. Short and simple
9. Either in duple meter 2 . triple meter 3, or quadruple meter 4
4 4 4

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ACTIVITY 1

What can you see?

What MAP IS IT?

What are the 3 major islands in the Philippines?

In what island in the Philippines could we find these?

RICE TERRACES MANILA ZOO RIZAL PARK

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LISTENING ACTIVITY:

Links: Bahay Kubo -https://www.youtube.com/watch?v=1zltiVu94y4

Bahay Kubo (instrumental)

https://www.youtube.com/watch?v=MwBVlokYvow

Atin Cu Pung Singsing (minus one) https://www.youtube.com/watch?v=lW62TnSsANg

https://www.youtube.com/watch?v=FFEtbV1FObk

Listen very carefully on the two songs. Compare and contrast the characteristics of
the two songs according to his/her musical elements to answer the following
questions.

a. How did you find the tempo? Was it fast, slow or moderate?
b. How did you find the melody? Was it high, low, or just the right pitch for you?
c. What do you think is the meter of the song? Is it in duple or triple meter?
d. What can you say about the timbre of the song?
e. Did you hear the texture of the song? How did it sound like?

ELEMENTS OF MUSIC BAHAY KUBO ATIN CU PUNG SINGSING

TEMPO

MELODY

METER
TIMBRE

TEXTURE

8
You will be graded based on the RUBRICS given below.

RUBRIC on Listening Activity:

CATEGORY 2 3 4
Elements in Student can Student Student is
Music explain few of expresses able to
the musical some musical explain
elements/styles elements/style musical
used in a given s and supports elements,
song or music, his/her styles and
and unable to opinions supports
support it with opinions
valid criteria about music
choices.
Purpose of Music Student is Student can Student can
unable to identify several identify all
define the purposes of purposes of
purpose of music related music to
music related to culture/ culture/
to culture/ history history
history

Read and understand.

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Day 3

KEEP ON WORKING:

Activity 1
LISTENING ACTIVITY:

Listen to the following folksong .

1. Atin Cu pung SIngsing..

2. Pamulinawen
3. Bahay Kubo
4. Sarung Banggi

In the first song, what is its message? What lesson can you get from the song?
In the 3rd song, what is its message ? What does it implies to us especially at this
time?

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Activity 2

SINGING A SONG:
Let us sing the following example music.
1. Magtanim ay Di Biro
2. Sitsiritsit Alibangbang
3. Leron Leron Sinta

Which among the song is familiar to you?

Let us apply some of the musical elements to the songs.

1. PITCH
2. TEXTURE
3. DYNAMICS
4. MELODY
5. TEMPO

Discussion:
MELODY – is the horizontal succession of notes written or performed in a
recognizable shape
DYNAMICS – refers to the loudness of softness of sound
TIMBRE – the quality of musical sound or voice
PITCH -refers to the highness or lowness of sound
TEMPO –The speed at which the music is played often indicated on written
composition by
a descriptive or metronome mark
COMPOSITION – is the overall structure of a musical composition
HARMONY – is the vertical arrangement and simultaneous sound production of
notes that blend into a chord.
TEXTURE - refers to the simultaneous sounding of pitches in a given time.

Day 4
KNOWLEDGE CHECK:

Read and understand. Write only the letter of the correct answer before the number.
_____ 1.Which of the following elements refers to speed in music?
A. Dynamics C. Texture
B. Tempo D. Timbre
_____ 2. Which of the following does NOT belong to the group? The elements of music
are _________
A. Rhythm and melody C. Tempo and timbre
B. Texture and dynamics D. Creativity and style
_____ 3. Songs written by the folk and are sung to accompany daily activities which are
 passed on orally is called _______.
A. Folk song C. Instrumental song
B. Modern Song D. Classical song
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_____ 4. Which among the given is not a characteristic of a folk song
A. Originally passed down orally C, It is short and simple
B. Sung in a foreign language D. Either in duple or triple meter
_____ 5. A folk song about a missing heirloom, a ring with a single gem.
A. Bahay Kubo C. Pamulinawen
B. Atin Cu Pung Singsing D. Sarung Banggi
_____ 6. A traditional Filipino folksong which tells of a small hut with a variety of vegetables
surrounding it.
A. Sarung Banggi C. Bahay Kubo
B. Pamulinawen D. Atin Cu Pung Singsing
_____ 7. It is the overall structure of a musical composition.
A. Harmony B. Pitch C. Composition D. Tempo
_____ 8. It is the horizontal succession of notes written or performed in a recognizable
shape..
A. Dynamics B. Timbre C. Melody D. Pitch
_____ 9. This refers to the highness or lowness of sounds.
A. Pitch B. Tempo C. Melody D. Texture
_____10. This refers to the softness and loudness of sound.
A. Dynamics C. Pitch
B. Texture D. Dynamics

KEEP ON WORKING:
Compose your own song in your own dialect. Sing your composed song together
with your family. Apply the elements of music learned in your song. Record your
voices. After you have mastered the song, take a video and send your video to your
teacher. The teacher will check your composition and points will be given based on
the given rubrics.
Title of the song: ______________________________________________
Member of the family singing: ___________________________________
Elements of song applied: ______________________________________

RUBRICS: For Composition & Performance

Rhythm             Pitch

Composition       ______              ______          

Performance      ______              ______

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The scoring is assigned as stated below:

Composition -
1 – Work is incomplete or mostly incorrect
2 – Work is complete and at least ½ is correct
3 – Work is complete and mostly correct ( 1 or 2 mistakes, demonstrates clear
understanding of musical concepts)
4 - The work is complete and correct.  Student added rhythmic/melodic elements
beyond what is
expected.

Performance -
1-    Most of the rhythms are hard to decipher, can’t tell where the student is playing.
2-    We can follow along with the music.  The student makes a number of mistakes
or has an inconsistent beat.
3-    Music is played well, with very few mistakes & a fairly steady beat.
4-    Music is played perfectly with a steady beat.
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LESSON 2 – LITURGICAL AND DEVOTIONAL MUSIC

Specific Objectives:
1. Identify liturgical and devotional music
2. Listen and analyze liturgical and devotional music
3. Make an artistic view of Liturgical and devotional music through drawing
4. Sing and appreciate the songs.
5. Appreciate the importance of music in worshipping God

Day 5

START ON:
ACTIVITY 1: FILM VIEWING
Watch the following video excerpts.
1. Pasyon – https://www. youtube.com/watch?v=DyfyEWzLHL8
2. Regina Coeli – https://www.youtube.com/watch?v=yzMa0qzwagA
3. Alay – https:// www.youtube.com/watch?v=uKTSB3qQupg
4. Dios Te Salve – https://www.youtube.com/watch?v=_tTONEcrx6q
5. – https://www.youtube.com/watch?v=QCH5wwpnY90

Each students will analyze the elements of the different religious songs .

MELODY PITCH TIMBRE TEXTURE RHYTHM

:Describe the manner of singing the Pasyon, Santacruzan, Flores de Mayo and Salubong.

PASYON SANTACRUZAN FLORES DE MAYO SALUBONG

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Day 7

DISCUSSION:

DEVOTIONAL MUSIC – is a hymn which accompanies religious observances and

rituals.

PASYON – is a Philippine narrative of the Passion, Death and Resurrection of Jesus

Christ
it is in a form of song with a dramatic theme; a book with stanzas of five lines
of eight syllables; the whole text is chanted and also known as “Pabasa” and
is recited during Holy Week (Semana Santa)

SALUBONG – a religious ritual that re-enacts the meeting of Christ with His mother on the
dawn of Easter Sunday.; performed under a prepared arch where the veiled
 image of the Virgin Mary has been placed.
- A child dressed as an angel is lowered by ropes from a high platform to lift
the mourning veil of the grieving Mother while other children dressed in
angel costumes sing the “Regina Coeli Laetare” meaning “Queen of
Heaven”
- Church bells are rung to signify the end of Virgin Mary’s mourning for Jesus
Christ’s resurrection from the dead.

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FLORES DE MAYO – meaning “ Flowers of May”, a Catholic festival held on the month of
May performed as a devotion to the Blessed Virgin Mary or “Alay”
(offering); held in the church or chapel wherein children offer flowers
to the image of the Virgin Mary while singing “Alay”

SANTACRUZAN – a religious-historical event that dramatizes of finding the Holy Cross by

the Queen Helena and her son, Constantine the Great.
- It is held throughout the Phlippines during the month of May
- Sagalas and escorts parade the streets of the community, the musiko
(brass band) accompanies the procession with the music “Dios Te Salve
Maria”.

ACTIVITY 2: SEARCH, MATCH & PASTE

Look at the following picture that is related to the different religious activities . Match, paste
and label it on your activity sheet.

SALUBONG PASYON FLORES DE MAYO SANTACRUZAN

ACTIVTY 3: Label the religious activities presented by each picture.

1. _______________ 2. __________________ 3. ______________________

 16

4._______________ 5. ___________________ 6. ___________________

7._____________________________ 8.________________ ____________

9.____________________________ 10. ________________________

MOVE ON:

Do you go to church? What have you observed during the mass?

Do you sing together with the church choir?

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ACTIVITY 4:

Match column A with column B.. Let us see if you are familiar with the following

phrases.

COLUMN A COLUMN B

_____ 1. Kyrie Eleison A. Lamb of God

_____ 2. Gloria B. Holy, Holy Lord

_____ 3. Credo C. Creed

_____ 4. Sanctus D. Lord Have Mercy

_____ 5. Agnus Dei E. Glory to God

Let us read the phrases in Latin:

1. KYRIE ELEISON
2. GLORIA IN EXCELSIS DEO
3. CREDO IN UNUM DEUM
4. SANCTUS DOMINUS DEO SABAOTH
5. AGNUS DEI QUI TOLLIS PECCATA MUNDI

QUESTIONS:

1. Are you familiar with these phrases?

2. Who among the three colonizing countries introduced Christianity to the
Filipinos?
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Summary:
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ASSIGNMENT/ACTIVITY:

OPTION 1:

Create a video presentation on the following topics:

1. Palestrina of the Philippines

2. Las Piñas Bamboo Organ compared with other pipe organs in the world

OPTION 2:

Make a news report on the following topics:

1. Palestrina of the Philippines

2. Las Piñas Bamboo Organ compared with other pipe organs in the world

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LESSON 3: SECULAR MUSIC