8
Music
Quarter 1 - Module l
Music of Cambodia
Music - Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: Music of Cambodia
First Edition, 2020
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Published by the Department of Education, Schools Division of Antique
Development Team of the Module
Writer: Manilyn P. Castillon
Content Editor: Marilyn B. Herida, Rodrigo Sarapanan Jr.
Language Editor: Schubert Anthony C. Sialongo, Francisco E. Misajon Jr.
Layout Artist: Jessa B. Quemado
Management Team: Felisa B. Beriong, CESO VI
Corazon C. Tingson, CESE
Gaudencio C. Riego, PhD
Schubert Anthony C. Sialongo
Rodrigo Sarapanan Jr.
Phoenix Allanah Zandria Q. Salcedo-Tordesillas
Marian Rose B. Sarmiento
Printed in the Philippines by
Department of Education – Region VI - Schools Division of Antique
Office Address: Binirayan, San Jose de Buenavista, Antique
Telefax: (036) 540-9837
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MUSIC
Quarter 1 – Module 1
Music of Cambodia
Introductory Message
For the facilitator:
Welcome to the Music 8 Alternative Delivery Mode (ADM) Module on
Southeast Asian Music!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Music 8 Alternative Delivery Mode (ADM) Module on Southeast
Asian Music!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.
This module has the following parts and corresponding icons:
This will give you an idea of the skills or
Aiming at the Target
competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
Trying the Challenge
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
Connecting to the the current lesson with the previous one.
Past
In this portion, the new lesson will be
introduced to you in various ways such as a
Gearing Up to Start
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
Hitting the Target
the lesson. This aims to help you discover
and understand new concepts and skills.
Strengthening the This comprises activities for independent
Grasp practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
Wrapping Up to Go sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
Relating to Real Life
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Checking the Target
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Enriching the Skill
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
Finding the Score
module.
At the end of this module you will also find:
References This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
This module was designed and written with you in mind. It is here to help
you master the music of the Medieval Period. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
Aiming at the Target
It’s more fun in the Philippines! These words remind us of our wonderful
experience in studying Philippine music in our Grade 7 lessons. Truly we should be
proud to be Pinoy for having a very rich culture especially in music and arts.
We will now move on to our friendly neighbors in Southeast Asia. You will notice
that our music is very similar to that or our neighbors. In this module, you will find
different activities where you can learn and show your understanding of the basic
concepts and principles of Southeast Asian music. You will also discover how
people from the Southeast Asian countries express their feelings towards each
other, towards the environment, and their history and beliefs through vocal or
instrumental music.
Week 1/Quarter 1
TITLE: Music of Cambodia
COMPETENCY: listens perceptively to music of Southeast Asia; MU8SE-1a-h-2
OBJECTIVES:
Analyze Cambodian music and describes how the musical elements are
used.
Relate music of Cambodia to the lives of the people.
1
Trying the Challenge
Look at each picture and try to guess and identify how it is played. Do you
remember the Hornbostel-Sachs classification of instruments during your Garde 7
in music? Classify the following pictures as aerophone, membranophone,
idiophone, chordophone or electrophone.
1._________________________ 2._________________________
3._________________________ 4._________________________
5._________________________
2
Lesson
Music of Cambodia
1
Why do you need to know about the country’s culture before travelling?
Each country has its distinct characteristics and knowing about them will
help you adapt and cope with their culture. You need to know what kind of
food they have, their mode of transportation, type of clothes to wear,
important sights or places to visit, the religion, music, and so many other
things.
One way of learning culture is through their music. Are you ready to learn
Southeast Asian culture through music?
Let’s begin with the music of Cambodia.
We will be discussing music in two categories: Vocal and Instrumental
Can you recall the differences between Vocal music and Instrumental
music?
Vocal music is music for the voices and instrumental music is made for
instruments only.
Gearing Up to Start
Before we formally begin
our lesson, let’s find out if
you know something about
the Southeast Asian
countries. Let’s travel!
In your notebook, make a
list of Southeast Asian
countries you want to visit.
Arrange it according to your
top priorities down to the
least and write the reason
why you chose to arrange it
in that way. Use the map to
guide you in exploring
Southeast Asia.
3
Hitting the Target
Cambodia is one of the most beautiful countries in Southeast Asia. It is also known
as Kâmpŭchéa. It was the center of the Khmer (Cambodian) kingdom of Angkor, a
great empire that dominated Southeast Asia for 600 years. Their music gained a
worldwide reputation in the 1960s until the dramatic political problems in
Cambodia.
Art music is highly influenced by ancient forms as well as Hindu forms.
Cambodian court music is roughly like that of Java, Indonesia. They feature
choruses with large orchestras based on struck keys and gongs.
Cambodian people also absorbed and adopted Indian, Chinese, European, and
other cultures to suit their own traditions and tastes that resulted in a distinct
Cambodian culture.
The Pinpeat is a Cambodian musical ensemble or an orchestra that usually
accompanies ceremonial music of the royal courts and temples. Music is always
part of their court dances, masked plays, shadow plays, and religious ceremonies.
This group is similar to the Piphat ensemble of Thailand and usually consists of
nine or ten instruments.
MUSICAL INSTRUMENTS OF PINPEAT ENSEMBLE
4
KONGVONG (idiophone) is several gongs that are attached to a circle-
shaped rack, closely resembling its larger relative, the Kong Thom. These
instruments are all performed in the pinpeat and mahaori orchestras
ONEAT (idiophone) is a xylophone used in the Khmer classical music of
Cambodia. It has twenty-one thick bamboo or hard wood bars that are
suspended from strings attached to the two walls.
SAMPHOR (membranophone) has two heads, with one drumhead being
larger than the other and is played with both hands. The player of the
samphor leads the pinpeat, setting the tempo and beat.
SKORTHOM (membranophone) placed at the front of the orchestra as a lead
or dominant instrument. They are also used with the sralay oboe in music
for freestyle boxing music. Sometimes, the drummer will play a Skor thom
and a Samphor at the same time.
CHHING (idiophone) are finger cymbals played in Cambodian and Thai
theater and dance ensembles.
Strengthening the Grasp
1. A musical instrument that produces sound primarily by causing a body
of air to vibrate is called__________________.
2. A musical instrument that creates sound primarily by the vibration of the
instrument itself is called _____________.
3. A ______________ is a musical instrument that makes sound by way of a
vibrating string or strings stretched between two points.
4. A _______________ is any musical instrument which produces sound
primarily by way of a vibrating stretched membrane.
5. A musical instrument classification producing sound without the use of
air, strings or membranes.
5
Checking the Target
Identify the following musical instruments of pinpeat ensemble. Write the name
and classification of an instrument on your answer sheet.
Name of
instrument
1.
Classification
Name of
instrument
2.
Classification
Name of
instrument
3.
Classification
Name of
instrument
4.
Classification
6
Name of
instrument
5.
Classification
Enriching the Skill
If you have access to the internet, visit www.youtube.com and type in the link
below to watch video clips of Pinpeat.
Photo credit: Screenshot from Youtube, link http://www.youtube.com/watch?v=2tYa-N6cKGY,
http://www.youtube.com/watch?v=Vx5V
7
Finding the Score
References
Music and Arts of Asia Learner’s Module Grade 8
Encyclopedia Britannica
8
For inquiries or feedback, please write or call:
Department of Education – Schools Division of Antique
San Jose de Buenavista, Antique
Telefax: (036) 540-9837
