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Lesson Plan Music

The lesson plan discusses the music of the Cordillera people and Aetas of the Philippines. It aims to have students discuss, explain, and embrace the music from these groups, and distinguish their musical instruments by sound. The plan reviews influences on Philippine music, then motivates students by playing songs before discussing the unique cultures and music of the Cordillera people and Aetas. It also covers the classification of their musical instruments according to material and method of sound production.

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Nina Marcos Rotoni
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278 views

Lesson Plan Music

The lesson plan discusses the music of the Cordillera people and Aetas of the Philippines. It aims to have students discuss, explain, and embrace the music from these groups, and distinguish their musical instruments by sound. The plan reviews influences on Philippine music, then motivates students by playing songs before discussing the unique cultures and music of the Cordillera people and Aetas. It also covers the classification of their musical instruments according to material and method of sound production.

Uploaded by

Nina Marcos Rotoni
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 7

A Detailed Lesson Plan in M.A.P.E.

H 8 (MUSIC)
I. Objectives
At the end of the lesson 85% of the students are expected to:
1. discuss and explain the Music of the Cordillera People and the Aetas
2. embrace the Music from the Cordillera and Aeta
3. distinguish the Music Instruments from Cordillera and Aeta by listening to its
producing sounds.

II. Subject Matter


Topic: Music of the Cordillera People and the Aetas
Reference: Our World of MAPEH 8
Hazel P. Copacio et.al,
Pages 18-25
Material: Pictures, L.C.D Projector, PowerPoint Presentation, Songs
III. Procedure
A. Daily Routine
1. Prayer
Class le tus all stand and put ourselves in the presence of the lord as
we pray.
2. Greetings
Good Morning, Class.
3. Checking of Attendance
Ms. Secretary, Is someone absent for today?
B. Review
Teacher’s Activity Student’s Activity
“We already discuss about the Western “The Development of Music in the
Influence in Philippine Music. Who would Philippines was generally influenced by
like to recall our lesson last meeting?” the Spaniards and Americans.”

“Very Good! What is the Musical “During the Spanish Colonization Period,
Development during Spanish Period?” many of the Southeast Asian influence
were gradually replaced by sacred church
music and western Instruments like the
harp, guitar, and the organ.”

“Very Good!”
“How about the musical Development
during the American Period? “Americans came in 1898, they
developed a mass culture that promoted
varied forms of entertainment. Thus, new
musical styles like jazz, rock and roll, and
new forms of theater presentation were
introduced to Philippines music and
“Thank you for your answer.” culture.”
“I can see from your answer that you
listen and understand our lesson last
meeting.”

C. Motivation
Teacher’s Activity Student’s Activity
“Class, I’m going to play 2 songs for
today’s class so pay attention.”

(After the 1st song played)

“So class, What do you hear?” “Ma’am, Is it from Cordillera Region?”

“Very Good!”

“Dangdang-ay or Tungguian from


Cordillera is an example of a song for the
gathering tribes.”

“Next song.”
(After the song)

“What do you think? Is their something “It’s a lullaby.”


familiar?

“Very good observation.”

“Aetas have their own versión of lullaby


called Adang.”

D. Lesson Proper
Teacher’s Activity Student’s Activity
“Our lesson for today is all about Music of
the Cordillera People and the Aetas.”

“Who can give me a breath – taking “Banaue Rice Terraces.”


places in the northern part of the
Philippines?”

“Very Good!”

“Banaue Rice Terraces as one of the


greatest treasures of the country.”

“Do you know that the people of the


cordillera región are nature lovers.”

“What do you think why they call “Because they appreciate the beauty of
theirselves as nature lovers?” nature and créate varied artistic
expressions through songs, dances and
other art form.”

“Very Good!”

“They have developed a unique culture


through their epics, rituals and music.”

“How about the Music in Cordillera “Music in Cordillera Region is largely


Region?” functional and integrated in their day
-today - day activities.

“Very Good!”

“And also their songs accompany every


of their human existence.”

“Now, who can tell me about the Aeta?” “Aeta or Agta is a group of indigenous
people who are dark skinned and who
have features such as a small stature.”

“Very Good!”

“Aeta’s have songs for their daily


activities.”

“Were not only going to discuss about


their music but also their musical
instrumentos because it play a very
important role in their ceremonias, rituals
and celebrations.”

“What do you think their musical “They are made from metals, bamboo,
instrumentos are made of?” sticks, Wood and animal skins.”

“Very Good!”

“An example of a very useful and


important instrument is the Gangsa,
among the indigenous people in the
Cordillera Region particularly among the
Igorot’s and Ifugao’s.”

“According to Erich Von Hornbostel, an


Austraulian musiologist and Curt Sachs a
German musiologist, classified
instrumentos according to how the sound
is produced from each instrumentos.”

“What are the four categorized musical “Chordophones, Aerophones, Idiophones,


instrumentos according to Hornbostel and and Membranophones.”
Sachs classification?”

“Very Good!”

“Chordophones are instrumentos that “Like a guitar Ma’am?”


create sound by sturming, plucking or
moving the bow to fro on the strings.”

“Yes like a guitar.”

“Who would like to give the meaning of “Aerophones are instrumentos which
Aerophones?” produce sound as the air blown vibrates
inside the tuve.”

“Very Good!”

“An example of an Aerophones is a


Flute.”

“Idiophones are instrumentos that


produce sound by the vibration of the
entire body of the instrumentos. These
instrumentos are struck, shaken, rubbed
and scraped.”

“Gangsa is one of the example of


Idiophones.”
“Are instrumentos that are made from a
“What is Membranophones?” hollow cylinder with stretched membrane
or animal skin across each end.”

“Very Good!”

“And is played by striking the stretched


membrane with a stick or with bare
hands.”

“In Cordillera Region, Kolitong and Pat – “Kolitong is a bamboo zither with 6 – 10
ting is an example of Chordophones parallel strings and Pat – ting is a half
because it has strings.” tuve zither of the Ifugao that has two
strings taht are slit loose and tightened by
bridges.”
“Very Good!.”

“How about the Aerophones? What are


the example?” “Tang – gali is the nose flute of the
Kalingo people and Diwdiw – as is
instruments made of bamboo consisting
of five or more pipes fixed together side
by side in graduated.”
“Very Good!.”

“In Idiophones, Bunkaka is an example of


it. Bunkaka or Bilbil is a bamboo
instruments used by teh Tangguians. It is
played by striking the open end of the
bamboo against the palm of the hand.”

“What is an example of a
Membranophones?” “Sulibaw is a hollowed wooden drum of
the Kankay and Nobalai Igorot. It is
topped with pig skin or lizard skin.”

“Kimbal is a cup – shaped, single skin


hollowed wooden drum of the Kankanay
and NAboloi Igorot.”
“Very Good!”
“Now let’s move – on to the musical
instruments of the Aeta’s.”

“Lit – quit and Gurimbaw are examples of


a Chordophones. Lit – quit is a two –
stringed tube fiddle mafde from bamboo.
It is played by rubbing the strings with a
bow while Gurimbaw is made from
bamboo, string of hemp, banana fibers
and a coconut shell as a resonator.”

“How about an example of an


Aerophones?” “Bansio has four finger holes and 40
centimeter long and about 2 ½
centimeters in diameters.”
“Very Good!”

“Bikings is an example of an Idiophone. It


is a piece of bamboo strip pointed up at
one and has a tongue – like cut at the
middle of the body.”

“And the last is Membranophones?”


“Talibung is made from a hollow tree
trunk which is covered at the brim with an
animal skin.”

E. Generalization
Teacher’s Activity Student’s Activity
“Who can give me the generalization of “We discuss about the Music of the
What we discuss for today? Cordillera People and the Aetas.”

“Very Good!”

“Another answer?” “We discuss the Cordillera People are


nature lovers, as well as the Aetas that
lived in the mountains part of Luzon.”

“Very Good!”

“Our today’s lesson is all about the Music


of the Cordillera People and the Aetas.
The Cordillera People are nature lovers
because they appreciate the beauty of
nature, they developed a unique culture
through their epics, rituals and music, and
speaking of music is largely functional
and integrated in day – to – day activities
while the Aetas have songs for their daily
activity like hunting song called Aget and
fishing song called Magwitwit.”

“Musical Instruments have a very


important role in their ceremonias, rituals
and celebrations. According to Hornbostel
and Sachs classification of musical
instruments: Chardophones, Aerophones,
Idiophones and Membrano.”

IV. Evaluation
Direction: In ½ sheet of paper, identify the musical instruments being described and
encircle the letter of your choice.

1.) A bamboo instrument that creates a buzzing sound when it is struck on the palm
of the hand.
a. Bunkaka b. Diwdiw – as c. Lit – guit
2.) A bamboo panpipe.
a. Diwdiw – as b. Gangsa c. Tong – gali
3.) An instrument with 6 – 10 parallel strings that run along the body.
a. Lit – quit b. Kolitong c. Sulibaw
4.) A flat gong made of bronze used by the Igorots.
a. Bunkaka b. Gangsa c. Kimbal
5.) A 40 – centimeters long Aerophones of the Aetas that is made from the
mountain.
a. Bansic b. Bunkaka c. Bikung

V. Assignment
1. Study the sound produced by the Musical Instruments of the Cordillera People and
the Aetas.
* Our World of M.A.P.E.H 8, pages 22 - 24

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