4

Quarter 1
Quarter
Lesson Exemplar Lesson

for Music and Arts 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Music and Arts Grade 4
Quarter 1: Lesson 3 (Week 4-5)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Grizel Anne Y. Ocampo (Prado Siongco High School)
Validator:
• Glenne D. Basio (Department of Education)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
 LESSON EXEMPLAR

MUSIC AND ARTS / QUARTER 1 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of how one’s cultural identity/ies and local tradition/s, including.
Standards concepts, processes, and practices influence creative decisions.

B. Performance The learners apply local cultural and traditional concepts, processes, and practices in Music and Arts in
Standards creative works about one’s cultural identity.

C. Learning Learning Competency

Competencies 1. use relevant, and appropriate local processes and practices in producing/ performing creative works that reveal their
and Objectives cultural identity.
Objectives
1. Discuss the unique local processes and practices used to produce the costumes, decorations, music, and dance
performances that show the Kapampangan heritage.
2. Produce a creative work that shows their cultural identity using the unique local processes and practices from
the art forms showcased during the Sinukwan Festival
3. Present to the class their creative work that shows their understanding of the cultural identity of the
Kapampangans.
Note: The material to be used will be determined and selected by the teacher based on the relevant creative works available in their province.

C. Content Theme: “My Cultural Identity and My Province”

Relevant Local Forms, Themes, Representation, Mediums, And Practices in Music and Arts
I. PERFORMING ARTS
A. Music
1. Timbre
● Vocal/Instrumental
2. Dynamics
● Relevant Level of Dynamics
Musical Behaviors: Active Listening; Performing (singing, chanting, and playing
instruments or other sound sources)
B. Theater (evident in the local cultural performances)

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 1. Relevant Elements of Artistic Expression (Lines, Shapes, Space, Textures, Rhythm, Sound, Movement, Color)
2. Principles of Composition and Organization
• Balance, Proportion, Scale
3. Relevant Theater Forms
C. Dance Forms
1. Relevant Local Dance Forms
2. Relevant Elements of Artistic Expression with local context
II. VISUAL ARTS
1. Visual Elements and Forms
2. Balance, Proportion, Scale
Arts Processes: Perceiving; Expressing; Responding; Producing 2D/3D artworks based on local themes, mediums, and
practices; Performing (dancing, acting, dramatizing, and reenacting)
Materials: Any available local (natural and synthetic) materials; Improvised attire
The specific content for performing and visual arts are based on the practices in the locality. Elements of artistic
expressions and principles of composition are discussed based on how they are used in the local art practices.

D. Integration SGD 11 Sustainable Cities and Communities: Protect Cultural and Natural Heritage
Visual aesthetics
Cultural Literacy, Awareness, and Appreciation
Integration in Literature

II. LEARNING RESOURCES

Allen Pagaspas. (2024, January 6). Sinukwan Festival 2023 |Municipality of Porac (back to back champion ) [Video]. YouTube.
https://www.youtube.com/watch?v=zBTa1FIq6rk
Art Aris Sampang. (2013, October 15). Sinukwan Festival Music / Song - Interpretation Dance Version by Art Sampang [Video]. YouTube.
https://www.youtube.com/watch?v=mjbOsmefcjs
Freddie Aguilar – Atin Cu Pung Singsing. (n.d.). Genius.com. https://genius.com/Freddie-aguilar-atin-cu-pung-singsing-lyrics
Jontotheworld. (2021, August 10). THE BEST FESTIVALS IN PAMPANGA ( You should experience these). Jon to the World Blog.
https://jontotheworld.com/best-festivals-pampanga/
Karlaroundtheworld. (2019, December 5). Sinukwan Festival in Pampanga 2019. Karla around the World.
https://www.karlaroundtheworld.com/sinukwan-festival-in-pampanga-2019/
NO_JUAN_IS_AN_ISLAND. (2016, December 5). SINUKWAN FESTIVAL 2016: Street Dance Competition Level 2. The Kapampangan Traveller.
https://kapampangantraveller.com/2016/12/05/sinukwan-festival-2016/

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Palibut. (2022, December 10). Sinukwan Festival 2022: A Celebration of Kapampangan Culture. Palibut.com.
https://palibut.com/2022/12/10/sinukwan-festival-2022/
Palibut. (2023, December 11). Sinukwan Festival 2023: A Colorful Tapestry of Pampanga’s Cultural Heritage. Palibut.com.
https://palibut.com/2023/12/11/sinukwan-festival-2023-a-colorful-tapestry-of-pampangas-cultural-
heritage/#:~:text=The%20Sinukwan%20Festival%20of%20Pampanga
TARA!!! (2023, December 8). SINUKWAN FESTIVAL 2023 STREET DANCE:PORAC MODEL COMMUNITY HIGH SCHOOL-BINULU FESTIVAL
[Video]. YouTube. https://www.youtube.com/watch?v=BMdVhHFqfE8

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior WEEK 1: DAY 1 Answer Key:

Knowledge Activity 1: It Is Fun, My
1. Short Review Sinukwan!
Match the Art Forms in
Column A with their
Activity 1: IT IS FUN, MY SINUKWAN!
corresponding Key Features of
Match the Art Forms in Column A with their corresponding Key Features of the the Sinukwan Festival in
Sinukwan Festival in Column B by using lines to connect them. Column B by using lines to
connect them.
Column A Column B
Traditional Kapampangan
1. . . Atin Cu pung Singsing
Music
A vibrant expression of
Costume And Prop Design
2. . . Kapampangan identity and
for Sinukwan Festival
communal unity
brightly colored headdresses
Storytelling and Oral (large crowns) with bright,
3. Traditions in the Sinukwan . . dazzling accessories and
Festival costume designs reflecting the
region’s rich tapestry
The role of the Sinukwan
Festival in preserving and Street Dance and Free The teacher will determine
4. . . and select the material to be
promoting Kapampangan Interpretation Competition
cultural identity used based on the relevant

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 The Sinukwan Festival traces creative works available in
its roots to the Kapampangan their province.
god of ancient mythology, Aring
Sinukwan, embodying the
5. Dance . .
region’s rich cultural heritage.
Aring Sinukwan was the god of
agriculture, fertility, and
singing.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Key Answer:
Activity 2: SPOT THE DIFFERENCE

a. The teacher will explain to the learners that they will be participating in a fun activity
where they must spot the differences in two similar pictures of the Sinukwan Festival.
b. Two pictures will be shown to learners side by side or one after the other.
c. Identify and circle or list the differences between the two pictures.
d. The teacher will encourage the learners to observe and notice details.

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 2. Unlocking Content Vocabulary

ARRANGING JUMBLED LETTERS Answer key:

The teacher will post/present scrambled letters on the board. Right after the teacher 1. COSTUME
explains their meaning, the learners will arrange the letters to form a word. Identify 2. PERFORMANCE
the term being defined in each number.
1. ECSTUOM – refers to the clothing worn by a dancer when performing before The teacher will explain the
an audience. It is a visual representation of the dance's theme, mood, and the importance of the different
era it was created in. art forms to attain the
2. NPERAFOMCER- an act of staging or presenting a dance, play, concert, or lesson purpose of having a
other form of entertainment. creative work.

C. Developing and SUB-TOPIC: Unique local processes and practices used to produce the costumes,
Deepening decorations, music, and dance performances that show the Kapampangan
Understanding heritage
The teacher will discuss
1. Explicitation unique local processes and
practices used to produce
The Sinukwan Festival is an important representation of Pampanga's rich cultural the costumes, decorations,
heritage and tradition. It embodies the essence of Kapampangan identity through its music, and dance
music, dance, costumes, and storytelling, serving as a celebration of their roots and a performances that show the
reminder of the importance of preserving their cultural legacy. Kapampangan heritage.

Traditional Kapampangan Music and Dance

The well-known Kapampangan song "Atin Cu Pung Singsing" sets the tone for the
Sinukwan Festival. It is a traditional piece from the Kapampangan people that has been
handed down through the ages. This song is an important aspect of the festivities,
setting the tone for the high-energy dance performances.

The festival's main attraction is the street dance competition, with contestants
expressing their Kapampangan identity via dynamic and culturally infused
choreography. Beyond the movements, the celebration features lively street decorations
that reveal symbols of Kapampangan culture.

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 The activity is a reflection of
Costume and Prop Design for the Sinukwan Festival Kapampangan’s cultural
The dancers wear brightly colored headdresses (large crowns) with bright, dazzling identity.
accessories and costume designs reflecting the region’s rich tapestry, enhancing the
visual spectacle.

Storytelling and oral traditions in the Sinukwan Festival

The teacher is highly
The Sinukwan Festival outlines its roots in the Kapampangan god of ancient encouraged to select and
mythology, Aring Sinukwan, embodying the region’s rich cultural heritage. Aring present creative works
Sinukwan was the god of agriculture, fertility, and singing. The event was a time for within their locality.
people to gather, celebrate the harvest, and express gratitude to Sinukwan for his
favors. The rhythmic dances and chants during the festival pay tribute to the bountiful
harvests and the land’s fertility, keeping the community’s ties to their land and
traditions fiercely alive.

By showcasing the cultural heritage through various activities such as street dancing,
parades, and cultural shows, the Sinukwan festival not only fosters a sense of unity
and pride among the Kapampangan people but it also extends the significance beyond
cultural celebration. It serves as a stand for preserving and promoting Kapampangan
identity, encourages social interaction, strengthens the local economy, and attracts
visitors from around the world, all of which help to preserve and spread Kapampangan
culture. on a global scale.

DAY 2

2. Lesson Activity The teacher will explain the

given task for each group in
Activity 3: MY CULTURE, MY PRIDE!: Practical workshops on creating costumes,
preparation for the
props, music, and dance routines
Sinukwan Festival
presentation.
In this activity, learners will have the opportunity to demonstrate their comprehension
of the Sinukwan Festival and their cultural identity. Learners will integrate creative
The teacher will assign a
components to form a unified and significant portrayal of Kapampangan heritage. The
leader for each group.
class is divided into small groups. The group will be given ample time to prepare.

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Objective: Produce a creative work that shows their culture using the unique local The teacher is highly
processes and practices from the art forms showcased during the Sinukwan Festival. encouraged to select and
Materials: present creative works
a. Sinukwan Festival Music within their locality. The
b. Portable/Bluetooth speaker teacher will facilitate and
c. Pen check the learner’s
d. Worksheet progress.
e. Any available local (natural and synthetic) materials to create headdresses
and/or celebration props. The teacher is encouraged
to revise the activity as
needed.
Instructions:
1. In preparation for the upcoming unified performance, the class will be divided
Weeks 6 and 7 will be
into three groups. conceptualization and
2. The teacher will group the learners according to their strengths and skills. practice. Week 8 is
3. Each group is given a task to follow: performance day.
Group 1: Music and Dance
● Learn the dance steps from the Sinukwan Festival, as seen in the street
dance competition.
● Use the recorded version of "Atin Cu Pung Singsing" as music for the
dance performance.
Group 2: Headdress and props
● Make headdresses or celebration props out of materials that are easy to
find in your area.
● The dancers will wear headdresses and/or use props.
Group 3: Storytelling
● Write a brief narrative about the importance of the Sinukwan Festival and
Kapampangan’s cultural identity.
● Before the performance, one student may read this aloud.

B. Below is the assessment guide to be used in Week 8:

Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)

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 Outputs The teacher will present and
Outputs Outputs include explain the rubric to
attempt to
incorporate recognizable learners.
incorporate Outputs lack
authentic cultural
cultural significant
cultural elements elements of The learners will bring the
elements of the cultural elements
of the Sinukwan Sinukwan but needed materials during
Cultural Sinukwan of Sinukwan
Festival, may not fully practice days and the actual
Authenticity Festival but Festival relying
accurately explore the performance day.
may rely heavily mostly on
showcasing a depth and
on generic or common or non-
deep appreciation diversity of
non- specific elements.
for Kapampangan Kapampangan
Kapampangan
heritage. traditions.
elements.
The output Output shows
The output shows Output shows
shows average moderate
excellent little to no
creativity in creativity in
creativity in using creativity in using
using the using the
the unique local the unique local
unique local unique local
Creativity processes and processes and
processes and processes and
practices of the practices of the
practices of the practices of the
art forms in the art forms in the
art forms in the art forms in the
Sinukwan Sinukwan
Sinukwan Sinukwan
Festival. Festival.
Festival. Festival.
Works well with
Shares ideas, others, but Works as a
Struggles to
responsibilities, there are times team but may
collaborate
and tasks when they require
Cooperation successfully,
positively and additional
and argue or run resulting in
helpfully as part supervision and
Teamwork into problems disorganized or
of a team that assistance from
works well during the the teacher or unequal creative
creative output.
together. peers.
process.

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 The
The ensemble of combination of The overall The presentation
headdresses, headdresses, presentation of of headdresses,
props, music, and props, music, headdresses, props, music, and
dance steps and dance steps props, music, dance steps is
presents a presents a and dance steps disjointed or
Overall
cohesive and visually is adequate but unimpressive,
Presentation
visually stunning appealing may lack failing to convey
portrayal of the representation cohesion or the cultural
chosen culture, of the chosen visual impact, identity to the
captivating the culture, requiring audience
audience. engaging the refinement. effectively.
audience.

WEEK 7-8: DAY 1 (Practice Days)

WEEK 8: DAY 2

Activity 5: KAPAMPANGAN SOUL

Group projects and presentations showcasing learners' creative works.

This time, the learners will perform their unified performance of the Sinukwan Festival
Dance, integrating its cultural significance and creative components.

The performance will begin with the narration, followed by the dance wearing the
headdresses and/or using the celebration props while the music plays continuously
throughout the performance.

Objective: Perform the class’s unified performance of the Sinukwan Festival Dance,
integrating its cultural significance, creative components, and Kapampangan cultural
identity.

Materials:
a. Sinukwan Festival Music
b. Portable/Bluetooth speaker
c. Pen
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 d. Worksheet/Scoring Sheet
e. Created headdresses or props and narrative.

Instructions:
a. Do this in an open space, school gymnasium, or covered court if there’s any.
b. Prepare your scoring sheet and get ready to perform.
c. Order of performance are as follows:
1. The performance will begin with the narration.
2. Followed by the dance, wearing headdresses and/or using the celebration
props while the music plays continuously throughout the performance.
Rubric for the Unified Performance of the Sinukwan Festival Dance:
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
Outputs
Outputs Outputs include
attempt to
incorporate recognizable
incorporate Outputs lack
authentic cultural
cultural significant
cultural elements elements of
elements of the cultural elements
of the Sinukwan Sinukwan but
Cultural Sinukwan of Sinukwan
Festival, may not fully
Authenticity Festival but Festival relying
accurately explore the
may rely heavily mostly on
showcasing a depth and
on generic or common or non-
deep appreciation diversity of
non- specific elements.
for Kapampangan Kapampangan
Kapampangan
heritage. traditions.
elements.
The output shows Output shows
The output Output shows
excellent little to no
shows average moderate
creativity in using creativity in using
creativity in creativity in
the unique local the unique local
using the using the
Creativity processes and processes and
unique local unique local
practices of the practices of the
processes and processes and
art forms in the art forms in the
practices of the practices of the
Sinukwan Sinukwan
art forms in the art forms in the
Festival. Festival.

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 Sinukwan Sinukwan
Festival. Festival.

Works well with

Shares ideas, others, but Works as a
Struggles to
responsibilities, there are times team but may collaborate
and tasks when they require
Cooperation successfully,
positively and additional
and argue or run resulting in
helpfully as part supervision and
Teamwork into problems disorganized or
of a team that assistance from
works well during the the teacher or unequal creative
creative output.
together. peers.
process.
The
The ensemble of combination of The overall The presentation
headdresses, headdresses, presentation of of headdresses,
props, music, and props, music, headdresses, props, music, and
dance steps and dance steps props, music, dance steps is
presents a presents a and dance steps disjointed or
Overall
cohesive and visually is adequate but unimpressive,
Presentation
visually stunning appealing may lack failing to
portrayal of the representation cohesion or effectively convey
chosen culture, of the chosen visual impact, the cultural
captivating the culture, requiring identity to the
audience. engaging the refinement. audience.
audience.

D. Making 1. Learners’ Takeaways

Generalizations
Answer the following questions:
1. How did you conceptualize your dance performance?
2. What is the importance of assuming responsibility to work on specific parts of
the production or performance?

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 3. How did the activity help you in developing your talent and skills? Does your
cultural identity reveal? Explain.

2. Reflection on Learning
After the performance, the teacher will facilitate a reflection session where learners can
share their thoughts and feelings about their experience/s.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer key:

Learning Instructions: Read each question carefully and choose the best answer by
encircling the corresponding letter. 1. C
2. A
1. What is the benefit of the Sinukwan Festival for the local economy? 3. D
4. D
a) It decreases tourism 5. D
b) It causes financial losses
c) It strengthens the local economy
d) It has no impact on the economy

2. What is the aim of the Sinukwan Festival to preserve and disseminate on a

global measure?

a) Kapampangan culture
b) Modern technology
c) Foreign languages
d) Fashion trends

3. What different activities are part of the Sinukwan Festival?

a) Street dancing, parades, and cultural shows

b) Cooking competitions
c) Fashion shows

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 d) All of the above

4. What role does it play in nurturing unity and pride among the Kapampangan
people in the Sinukwan Festival?

a) It encourages isolation
b) It promotes competition
c) It divides the community
d) It fosters a sense of belonging and pride

5. What is the best description of the Sinukwan Festival?

a) A food festival
b) A sports event
c) A modern dance competition
d) A celebration of Kapampangan culture and heritage

B. Teacher’s Note observations on The teacher may take note

Remarks any of the following Effective Practices Problems Encountered of some observations
areas: related to the effective
practices and problems
strategies explored encountered after
utilizing the different
strategies, materials used,
materials used learner engagement and
other relatedstuff.
learner engagement/
Teachers may also suggest
interaction
ways to improve the
others different activities explored.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in

Reflection ▪ principles behind the teaching every
What principles and beliefs informed my lesson? lesson conducted/
Why did I teach the lesson the way I did? facilitated is essential and
necessary to improve

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▪ learners practice. You may also
What roles did my learners play in my lesson? consider this as an input
What did my learners learn? How did they learn? for the LAC/Collab
sessions.
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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