School PAVIA NATIONAL HIGH SCHOOL Grade Level 8

MA LIAN KAREN JOY B. FERNANDEZ MAPEH (MUSIC)

Teacher Learning Area
Teaching Dates and Time Quarter THIRD

SECTIONS
GRADE 8 Grade 8
DAILY LESSON PLAN

At the end of the period the learners should be able to:

1. explain the distinguishing characteristics of the representative Central, South Asian and West countries’
music in relation to the culture of the area
I. OBJECTIVES 2. perform using available instruments from Central Asia, South and West countries alone
3. improvise simple rhythmic/harmonic accompaniments to music of Central, South Asia, and West Asian
countries
4. explore ways of producing sounds on a variety of sources that would stimulate instruments being studied
demonstrates an understanding of common and distinct musical characteristics of South Asia and the Middle
A. Content Standards East.
performs South Asia and the Middle East music with appropriate pitch, rhythm, expression and style.
B. Performance Standards
1. listens perceptively to music of South Asia and the Middle east. (MU8WS IIIa-h-2)
C. Learning Competencies / 2. analyzes musical elements of selected songs and instrumental pieces heard and performed;
Objectives (MU8WS-IIIc-h-4)
3. improvises simple accompaniment to selected South Asia and the Middle East music; (MU8WS-IIIb-h-6 )
Write the LC Code for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

UNIT 3: SOUTH, CENTRAL AND WEST ASIAN MUSIC

II. CONTENT
LESSON 1: MUSIC OF INDIA
A. Musical Instrumets B. Characteristics of Traditional Music from India
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References  
1. Teacher's Guide pages
2. Learner's Materials pages Learner’s Materials: Music & Arts of Asia 8
 3. Textbook pages 104-122
4. Additional Materials from https://youtube.com
Learning Resource (LR) portal
B. Other Learning Resources TV, Laptop, speaker, Handouts
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
IV. PROCEDURES
DEVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITY/ACTIVITIES
(5 minutes) Ask the learners of their previous lessons using the following guide questions:
Choose the correct answer. Possible answers:

A. Reviewing previous lesson or 1. How is Japanese music described? 1. Japanese music is basically meditative in
presenting the new lesson . nature.
2. What meter is used in the Japanese song “Sakura”? 2. Duple meter

3. This Korean music category is traditionally associated with the lower class. What is it? 3. Sog-ak

4. What Japanese musical instrument is known as dragon flute? 4. Ryuteki

5. What type of song is Arirang? What is its classification? 5. Arirang is classified as Parting song.

B. Establishing a purpose for the Show a picture of a country flag. Let the learners identify what country does it belong.
lesson Do you know which country this flag belongs to? Possible answer: INDIA
INDICATOR 1(applies knowledge of
content within/ across curriculum
teaching areas-(Araling Panlipunan-
AP8HSK-Id-4, AP8HSK-Ie-5, AP8HSK-
Ie-5)
You are correct! This is an Indian flag.

And we have here the map of India. Please take a closer look. The learners will look at the map.
 Let”s talk about India!
Do you know the capital of India? What is the Capital of India?
If your answer is New Delhi, you are correct!
Possible answer: New Delhi
What is the largest city of India according to the map? The largest city is Mumbai!
Very good!
Possible answer: Mumbai
Here in the Philippines our official language is Tagalog. In Korea, their official language is Korean.
How about in India? What is their official language?
The correct answer is Hindi! Possible answer: Hindi

What about the currency in India?

INDICATOR 1 It is Indian Rupee. Here in the Philippines we have peso. So, the conversion from Indian Rupee to
(applies knowledge of content within peso is 1 Indian Rupee (INR) is equivalent to 0.68 peso or Php0.68 Possible answer: Indian Rupee (INR)
across curriculum teaching areas-
What about the religion of India? The religion of India is 79% Hinduism.
(Math - M2NS -If -22.1) Very good!
Possible Answer: Hinduism (79%)
C. Presenting examples/ instances of India- is the largest country in the South Asia. The music of India reflects different aspects of
the new lesson Asian culture through its timbre, rhythm, melody, texture, form, and style. Students answer varies.

Present a picture

INDICATOR 8: (Design, adapt and For those with visual and auditory impairments, please feel free to choose where you are
implement teaching strategies that are comfortable so you could see clearly the slides and hear the discussion. Thank you! Possible answer: No
responsive to learners with disabilities,
giftedness, and talents).

INDICATOR 1 Do you know this woman?

(applies knowledge of content within Do you have any idea who is she?
across curriculum teaching areas- She is Saraswati. She is the goddess of music and knowledge in the Indian tradition. A Hindu
(ARTS A8PL-IIIh-3) goddess of knowledge and the arts and is often depicted seated upon a swan playing a musical
instrument. Remarkably, in the Hindu tradition and in rituals, Saraswati occupies a more
prominent role than her celestial consort, Brahma-the creator of the Hindu pantheon.
Do you recognize the instrument that she is holding? What is it? A guitar

INDICATOR 3 (use effective verbal (Thumbs up!) “Yes! It is also a type of guitar but has a different name.”
It is one of the musical instruments of India and it’s called as “veena.” It is an ancient string
and non-verbal classroom instrument of India.
communication strategies to support
learner understanding, participation,
engagement, and achievement)

Now, let’s discuss the Traditional Music of India.

D. Discussing new concepts and There are two characteristics of Traditional Music of India. Students will listen attentively to teacher’s
practicing new skills #1 (Engage) One (1), is the Carnatic Music, and the second (2) is the Hindustani Vedic Music or Hindustani discussion.
Music.

What is the difference between the two?

1. Carnatic Music- is a system of music associated with the Southern part of Indian sub-
continent.
2. Hindustani Music- is associated with North India and is deeply influenced by Persian
and Islamic music system.
CARNATIC MUSIC
-directed to a Hindu god, which is why it is called “temple music”
-it is unified where schools are based on the same ragas, the same solo instruments (veena, flute;
violin) and the same rhythm instrument (mridangam and ghatam)
- music pieces are for the voice and lyrics
-compositions called krti are devotional songs
INDICATOR 6: (Maintain learning What are the local songs sung by Pavianhons in church?
environments that nurture and inspire Can you give examples? Answers may vary:
Amay Namon
learners to participate, cooperate and
Nagatuo Ako
collaborate in continued learning) Very good! Ave Maria
(Localization/Indigenization) Cordero sang Dios

Sample music:
1.Carnatic Flute- www.youtube.com/watch?v=GvWkHsfXFGQ
2. Carnatic Vocal- www.carnaticsangeetham.com

HINDUSTANI MUSIC
- goes back to Vedic period times around 1000 BC
- further developed in the 13th and 14th centuries AD with Persian influences and from
existing religious and folk music
- found in northern and central regions
- influenced by ancient Hindu musical traditions, historical Vedic religions/ Vedic
philosophy, native Indian sounds and enriched by the Persian performance practices of
the Mughal era
- nasal singing is observed in their vocal music
- in North India, the most common style of singing is called “khyal” a word which means,
“imagination.’
The Musical Instruments of India (The teacher will shortly play a sample music or video for each The students listen attentively.
instruments discussed).
1. Ghan- described as the non-membranous percussive instrument but with solid
resonators. It is one of the oldest classes of instrument in India.
a. Ghatam b. Karta c. Manjira

d. Nout

2. Avanaddh- described as a membranous percussive instrument. This class of instruments

typically comprise the drums.
a. Daf b. Tabla c. Dhol

3. Sushir- also known as blown air. It is characterized by the use of air to excite the various
resonators.
a. Bansuri b. Shehnai c. Shankh

d. Surpeti
 4. Tat- referred to as vina during the old civilization. Instruments in this class are plucked
(stringed instruments).
a. Sitar b. Ektar c. Gotuvadyam

d.Rabab

5. Vitat – described as bowed stringed instruments. This is the oldest classification of instruments
and yet did not occupy a place in classical Indian music until the last few centuries.
a. Banam b. Esraj c. Sarangi d. Chikara

Rhythm plays an important role in Indian music. It is fundamental to the creation of any musical
system. Certainly, from a historical stand point, rhythm existed many centuries ago before the
word “rag” was ever used. Given this historical pre-eminence, it is not surprising that rhythm
occupies an important position in the Indian system of music.

Tala - literally meaning ‘clap;’ variously transliterated as “tal”, “taal” or “taala”

- is a regular, repeating rhythmic phrase, particularly as rendered on a percussive instrument with
an ebb and flow of various intonations
represented as a ''theka''
- is the common Indian system of rhythm

Theka - a sequence of drum-syllables or ''bol''

- in Indian classical music, both Hindustani classical music and Carnatic
music use complex rules to create elaborate patterns of rhythm
 Tabla - most common instrument for keeping rhythm in Hindustani music

Mridangam - most common instrument for keeping rhythm in Carnatic music

- also transliterated as “mridang

E. Discussing new concepts and INDIVIDUAL ACTIVITY 1: Which is which?

practicing new skills #2 (Explore) Study the following words. Identify which word fits the description of Carnatic and Hindustani
Answers;
Music. Write your answer on a ¼ sheet of paper.
CARNATIC MUSIC
INDICATOR 7: (Apply a range of 1. Temple music
Khyal Southern
successful strategies that maintain 2. Unified
Temple Music Nasal Singing
learning environments that motivate Unified Lyrical
3. Krti
learners to work productively by 4. Southern
Northern Persian Influence
5. Lyrical
assuming responsibility for their own Krti Imagination
learning).
HINDUSTANI MUSIC
1. Khyal
2. Northern
CARNATIC MUSIC HINDUSTANI MUSIC
3. Nasal singing
4. Persian Influence
5. Imagination

F. Developing mastery (Leads to INDIVIDUAL ACTIVITY: PLAY YOUR RHYTHM After 5 minutes…
Formative Assessment 3)
Students will present their output individually.

INDICATOR 4: (Establish safe and Instructions/Guidelines

secure learning environments to 1. Roam around the classroom. Make sure to have a space where you cannot bump each other.
enhance learning through the 2. With the use of indigenous materials found inside the classroom, create your own instrument or
consistent implementation of policies, make pretend of an instrument which sounds like the instruments of India.
3. Create your own rhythm and play.
guidelines, and procedures).
 4.Use your sensory motor skills in this activity.
5. Observe safety precautions.
INDICATOR 5: (Maintain learning 6.Participate actively in the activity.
environments that promote fairness, (3 minutes preparation for the improvise musical instrument and 3 minutes practice for your play)
respect, and care to encourage 7. Perform for at least 3 minutes.
learning)-9 8. Present it to the class individually and state which instrument it’s like.
9. Listen your classmate as he/she performs.
10. The rate of your performance is also based on how discipline you are while doing the activity.
(Explore ways of producing sounds on a variety of sources that would stimulate instruments
being studied).

G. Finding practical applications of

concepts and skills in daily living Let’s see how much you have learned: Students will answer on their own.
The teacher will ask questions to the students randomly. Students’ answer varies.
(Elaborate) 1. What is the difference of Carnatic and Hindustani Music?
2. Name some Indian musical instruments and identify if it’s an aerophone, chordophone,
INDICATOR 6 membranophone, or idiophone based on our previous lessons learned.

Well done students! You are all indeed a good listener! Let’s give everyone an applause!

H. Making generalizations and The music of India reflects different aspects of Asian culture through its timbre, rhythm, melody,
abstractions about the lesson texture, form, and style. The two main traditions of classical Indian music are Carnatic music
(southern) and Hindustani music (northern).
Tala is the Indian system of rhythm.
There are five known traditional system for classification of instruments. These are Ghan,
Avanaddh, Sushir, Tat, and Vitat.
The goddess of music of India is holding a Veena (Saraswati veena) Vina in the old civilization
also known now as Tat.
In general, Indian music remains fundamental to the lives of the people of India as a source of
spiritual inspiration, cultural expression, and entertainment.

I. Evaluating learning (Evaluate)

INDIVIDUAL ACTIVITY: Name It!
Name the following Indian musical instruments. Write the answers on your intermediate pad. (10
pts.)
Answers:
1. Dhol
2. Gotuvadyam
1. 2. 3. 3. Karta
 4. 5. 6. 4.. Manjira
5. Shankh
6. Tabla

7. Esraj
7. 8. 9. 8. Shehnai
9.Surpeti

10. 10. Nout

J. Additional Activities for application

or remediation (Extend)
V. REMARKS  
Reflect on what you have learned. Will you still continue to drink alcohol beverages despite of numerous negative effects of it? Then, it is you who will decide for yourself.
VI. REFLECTION And if you are not drinking alcohol beverages, Very Good! But think of what could happen to you, your family or community if you will try it. It’s better to be aware not just for yourself but
to help spread the awareness of its bad effects.
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who  
have caught up with the lesson
D. No. of learners who continue to require remediation  
E. Which of my teaching strategies worked well? Why did  
these work?
F. What difficulties did I encounter which my principal or  
supervisor can help me solve?
G. What innovation or localized materials did I use/  
discover which I wish to share with other teachers
Prepared by: Checked by: Noted:

MA LIAN KAREN JOY B. FERNANDEZ SUSANA P. PANES JESSETTE P. VIDIOT

MAPEH Teacher I Head Teacher I- MAPEH Dept. OIC Principal