Music I Stage 3 Philippine Folk Songs

1) EXPLORE -HAVE THE LEARNERS LISTEN TO A RECORDING OF LOVE FOLK SONG FROM THE PHILIPPINES AND DRAW OUT THEIR FEELINGS AND IDEAS BASED FROM THEIR INITIAL HEARING. LERON LERON SINTA SINGSING LAWISWIS KAWAYAN MANANG BIDAY KAISA ISSA NIYAN ATIN CU PUNG ILI-ILI TULOG ANAY DAYO DAYO KUPITA PAMULINAWEN

(Modification by using the map to locate the places in where the Folk Songs they have they have listened to came from to enhance their geography knowledge)

Identify what where those folk songs came from? What makes you decide that the folk songs that you heard are from that place?

 Compare the culture of the folksong to other folksong? -ASK THE STUDENTS TO IMAGINE HOW THEY COULD EXPRESS THEIR ADMIRATION TOWARDS ANOTHER PERSON THROUGH A SONG.

From the folksong that we heard illustrate their similarities? In terms of melody,tempo,timbre,etc.

Assume that you admire one person how are you going to express it? -ASK THEM HOW MUSIC CAN EXPRESS IDEAS SUCH AS LOVE, WORK, AND FRIENDSHIP BELIEF IN GOD.

Why did you choose music to express your feelings or ideas toward love, work, friendship and belief in God?

HOW IS CULTURE REFLECTED IN OUR FOLK SONG? WHY DOES PHILIPPINE FOLK SONG VARY IN STYLE? DO YOU THINK OUR FOLK SONGS ARE STILL RELEVANT TODAY? WHY? -EXPLAIN TO THE LEARNERS THAT TO BE ABLE TO NURTURE CULTURE IDENTITY, THEY WILL LEARN THE DIFFERENT FUNCTIONS OF PHILIPPINE FOLK SONGS, THE DIFFERENT STYLES AND THEIR RELEVANCE TO THE LIVES OF THE FILIPINO NOW AND THEN. HAVE THE STUDENTS

UNDERSTOOD AND THAT THEY WILL LISTEN AND COMPARE, PERFORM AND IMPROVISE, EVALUATE THEIR GROUP PERFORMANCE OF PHILIPPINE FOLK SONGS. ASK THE LEARNERS WHAT IS THE STORY BEHIND EVERY SONG AS THEY LISTEN TO THE RECORDING OF THE SONGS, FROM THE PHILIPPINES. HAVE THEM DRAW OUT THEIR FEELINGS AND IDEAS BASED FROM THEIR INITIAL HEARING. Do you have any idea about the story of the song? From the lyrics have you conceptualize any idea from it? Or from the place the folksong have originated? 2) FIRM UP -TELL THE LEARNERS THE STORY BEHIND. HOW THE SONG IS TRANSLATED INTO MUSIC USING THE MUSICAL ELEMENTS REVIEW THE TERMS FOR MUSICAL INSTRUMENTS UNDER TIMBRE, RHYTHYM, MELODY, HARMONY, TEXTURE AND FORM IN THE LISTENING GUIDE USING DISCIPLINE WORDS AND LISTENING EXAMPLES. From the lyrics of every folk song posted consider 1 word to 1 sentence that is related to your idea of what the folk song is all about? LERON LERON SINTA (Tagalog) CU PUNG SINGSING (Kapangpangan) ATIN

LAWISWIS KAWAYAN (Waray) TULOG ANAY ( Visaya) MANANG BIDAY (Ilokano) DAYO KUPITA (Maranao) SARUNGBANGGI (Bicol) ISSA NIYAN (Maguindanao) PAMULINAWEN (Ilokano)

ILI-ILI DAYO KAISA

-HAVE THE LEARNERS LISTEN TO A RECORDING OF THE SONG FROM PHILIPPINE ONCE MORE AND DESCRIBE EACH SONG USING THE LISTENING GUIDE. -MUSICAL CROSSWORD: GIVE THE BACKGROUND INFORMATION OF EACH SONG AND HAVE THE STUDENTS COMPARE AND CONTRAST THE DIFFERENT TYPES OF PHILIPPINE FOLKSONGS BY FILLING UP THE TABLE, HAVE THE STUDENTS DISCUSS IN CLASS HOW ELEMENTS OF MUSIC WERE USED TO CONVEY FEELINGS, EVENTS AND STORIES BASED ON THE BACKGROUND OF SONGS AND HOW THE STUDENTS FELT WHILE LISTENING. -DISCUSS THE TYPES OF FOLKSONGS ACCORDING TO FUNCTIONS. AS TEACHER DISCUSSES EACH TYPE OF FOLKSONG, THE STUDENTS LISTEN TO RECORDED EXAMPLE. This time you will listen again to the different folk songs, imagine that you are in the shoes of our brothers and sister in that place. How do you feel when somebody is laughing at your folk song?

 Reflect on our folk music from todays modern music. Assess yourself and complete the following. I am now aware that. I realize that I recognize that.

3) DEEPEN -IN THIS PHASE, PROVIDE LEARNING EXPERIENCES TO VALIDATE THEIR UNDERSTANDING LIKE ACTIVITIES THAT WILL MAKE STUDENTS REFLECT, REVISE AND RE THINK THEIR UNDERSTANDING. ACTIVITY I: MUSICAL COLLABORATION

1. LISTENING TO 2 DIFFERENT VERSIONS OF THE SONG PAMULINAWEN. COMPARE AND CONTRAST IT BASED ON THE ELEMENTS OF MUSIC. 2. ANALYZE 20TH CENTURY MUSIC AND HOW THEY REFLECT CHANGES IN THE MODERN SOCIETY.GIVE COMMENTS AND REACTIONS.

1. GROUP THE STUDENTS INTO 3 GROUPS. ASSIGN 1 FOLKSONG FOR EACH GROUP. SELECT A CONDUCTOR

AND CHOREOGRAPHER TO STUDY THE MUSIC AND THE MOVEMENT FOR EACH SONG.

HAVE THE STUDENTS REALIZE THROUGH QUESTIONING TECNIQUE THAT THOUGH THERE ARE SONGS THAT HAVE THE SAME FUNCTIONS, THEIR SOUNDS VARY DUE TO FOREIGN INFLUENCES THAT AFFECT THE WAY THE MUSICAL ELEMENTS ARE USED IN FOLKSONGS SUCH AS: SPANISH COLONIZATION CHINESE INFLUENCE HINDU ARABIC

-IF YOU WERE BORN IN THE MODERN TECHNOLOGY, ARE YOU GOING TO SING OUR FOLKSONGS ON A TRADITIONAL WAY OR IN A 20TH CENTURY? WHY? 4. TRANSFER -IN THIS PHASE, PROVIDE ACTIVITIES FOR TRANSFER OF LEARNING AND EVALUATE THE PRODUCT OR PERFORMANCE TO CHECK FOR THE ATTAINMENT OF THE PERFORMANCE STANDARD. MUSICAL CONNECTIONS:

HAVE THE STUDENTS LISTEN TO A MODERN RECORDING OF ANY FOLK SONGS DISCUSSED. THE LEARNERS WILL PERFORM THE CREATED MOVEMENTS. EACH GROUP WILL CRITIQUE OR REACT AFTER THE GROUP PERFORMANCE.

HAVE THE STUDENTS PROCESS THEIR PERFORMANCE BY SELF-EVALUATION AND ASSESMENT USING THE RUBRICS.

REFLECT ON A CHOSEN 20TH CENTURY MUSIC AND WRITE YOUR INSIGHTS AND LEARNING FROM THE SAID STYLE. PUT A CHECK BESIDE THE SENTENCE THAT BEST DESCRIBES YOUR FEELINGS ABOUT FOLK SONGS. ______________ I FIND FOLK SONGS UNIQUE. ______________ I LIKE FOLKSONGS BUT I DO NOT THINK I CAN PERFORM IT. ______________ I FIND FOLK SONGS COMPLICATED. ______________ I FIND THAT FOLKSONGS ARE QUITE DIFFICULT TO PERFORM. ______________ I FIND FOLKSONGS SIMPLE AND COOL.

PREPARED BY: MILDEEDEEM BLANDO PANELO DASMARINAS WEST NATIONAL HIGH SCHOOL CRISTINA T. VILLANUEVA AMADEO NATIONAL HIGH SCHOOL

MASS TRAINING ON

OF FIRST YEAR TEACHERS

SECONDARY EDUC ATION CURRICULUM 2010 DASMARINAS NATIONAL HIGH SCHOOL June 1-4, 2010

Arts I Stage 3 Arts of Muslim Mindanao

I EXPLORE In this phase, engage the learners in viewing examples of Moslem indigenous arts by playing an Educational Bingo games.

Start: To start with let us play Educational Bingo Games. Students A pick one construction paper and read it aloud to the class. Cross out the name being told. The process will continue until the card was totally crossed out. Ok, let me find out if you are familiar to the famous artwork of our brothers and sisters in Mindanao Region. Aside from the artworks written on the board, is there any famous artwork that you know about Mindanao? Viewing Activity / Presenting Pictures All Moslem Arts are based on their religion, faith, culture and tradition The meaning of Artworks Design is vary and these were depending to their religion and culture. Essential Understanding Muslims Artworks depend this design to their religion, customs and traditions. Essential question Class after a long journey from the Muslim Filipinos and we saw their artworks please be guided to the following essential questions. 1. How does religion affect the Muslim art? 2.Do you think Moslem Filipinos give higher respect to their folk arts? Why?

II FIRM UP Let us see again the pictures presented on the board and let us analyze the design used by Moslems. Lets analyze first Lines Colors Shapes Rhythm Repetition Contrast Guided questions 1.What are the elements of arts found in artwork? 2. Why Muslims Art does commonly used lines? 3. How is religion affecting their arts? 4. Do you think it is relevant to us to study their artwork? Why? III DEEPEN In this phase, students will be given hands on activities in creating examples of indigenous arts in order to have thorough understanding of the different genres. Activity 1: Jewelry Making Using Recycled Paper (Interpretation/Application)

Group the students into 3.All the members of each group must have the following materials. Recycled paper Glue Nylon string Scissors The output jewelry should reflect the characteristics of Muslim Mindanao Art. Activity 2. Reporting Each group will represent to the class their outputs and tell something about it in relation to the traditions and culture of Muslim Mindanao. REFLECTION Every activity students must compare their artwork with other groups and other individual within the group Self Evaluation and assessment must choose the following rubrics. 1.Use of the basic elements 2.Use of the principles of design 3.Creativity 4.Resourcefulness Activity 3 Malong Dance Group the students into 3 and ask them to create a dance step using malong (3 min) IV. TRANSFER The learners/ students will perform the created dance steps

Each group will critique or react after the group performance After the whole activity Ask each student to answer the following questions: Which group is more creative? Which group utilized the malong properly? Ask the students the following questions How do you find the activity? Jewelry making Malong dance What are the strong points and weak points you discover during the presentation and product of art? Explain how you came to understand the culture of the Muslim Mindanao through the elements and principle of arts. Ask the students to answer the following open ended statements. I learned that I realize that

Prepared by:

Alma B. Bago Trece MArtires City National High School Annnalyn A. Villete Maragondon National High School

PE I Stage 3
Content

Nature and historical Background of Local and Indigenous Folk Dances A. Explore Activity I Travelogue This activities prior knowledge on the nature and historical background of selected local and indigenous folk dances. Parade of pictures folk dances in our country Allow the students 5 min to visualize which they have seen in the travelogue

Allow the students to give their own ideas and perception of the nature and characteristics of local and indigenous dances in the pictures.

Questions to be followed
1.

What are the distinct and unique among local and indigenous dances? How can you describe the costumes, props and accessories used in local and indigenous dances?

2.

Activity 2 Marc Appreciation This activity helps the students familiarize themselves with rhythm beat and word of the local and indigenous folk dance they will learn in the lesson.

B. Firm Up Activity I Discover the Beauty and Local Indigenous Folk Dances IN this phase, the students shall engage in the activities that will help them understand appreciate the nature and historical background of the local and indigenous folk dance that will be introduced in the succeeding lesson. Ask the students to watch the video of the following folk dance a. Subli b. Maglalatik Let students assume the following guide questions What are common to the folk dances

What makes each dance unique from each other?

Discuss to the students the literature of nature background costumes and music.

C. Deepen In this phase, the students shall engage in a variety of rhythmic activities for easy facilitation and better appreciation of the dance interpretation and execution of the given local indigenous dances.

Activity I Learn the basic steps of the dance. This activity allowed the students to learn the basic steps and movements of the given dance in this chapter (sub. Maglalatik} Perform suggested dance warm up

Let them perform the basic steps peculiar to the following dances. Subli.

Maglalatik

D.

Transfer (Dance Research) This activity motivates students to explore more about the different dances of the Muslim, cordillera and countryside. The conduct of the research will develop the students interests to appreciate more the beauty and uniqueness of our local and indigenous dances. Group Brainstorm

Research and respond

Follow the checklist Evaluate the research(Criteria) Content Organization Presentation

Health I Stage 3

Content: Prevention of unintentional injuries Common injuries and ailments (open and closed wounds)

A. Explore The activities in this phase activate learners prior knowledge about first aid procedures for common injuries. Activity 1 First aid kit relay Activity 2 Show it Give situations of emergency to the class and let them identify the items in the first aid kit that can be used in the emergency. Ex. A student sustains a cut in the arm while using a power saw. Ask the following questions to the class How many of you have a first aid kit at home.

B. Firm Up These activities help the learners to clarify misconceptions and questions about first aid procedures for common injuries.

 Present pictures of different types of wounds to the class Let them identify each type by labeling it.

Activity 1 First Aid Demonstration Have a demonstration of the first aid procedures for the following Incision Puncture Avulsion Contusion Abrasion Laceration

Black eye

Ask the learners the following What first aid procedures do you perform for each wound? When do you think you can use these procedures?

How can these procedures help the victim of accidents?

C. Deepen These activities allow learners to get involved in activities that will enhance/deepen their understanding about first aid procedures for common injuries.

Activity 1 Video Presentation

Have a video presentation on the different injuries and the first aid procedures appropriate for each. Ask the following questions for discussions. What first aid procedures should be given to the victim? Why? How important is the immediate care in time of emergency? How can you reduce the occurrence of unintentional injuries?

D.Transfer This group of activity allows the learners to transfer their understanding about first aid by acting out different situations of emergency that need first aid and demonstrating correct first aid procedures.

Activity 1 Provide several items needed in the giving first aid for different types of wounds.

Ask the learners to act out the steps to be taken in an emergency and first aid procedures to be given. Your friend loses his balance while riding on his wave board. He slides on the pavement and sustain severe abrasion on his arms and legs. What first aid procedures will you give him? And why?

Tell the learners that they will be rated based on the following criteria Correctness Accuracy Time element