1. MAPEHLearners MaterialUnit 1Texture and Tempo13This instructional material was collaboratively developedand reviewed by educators from public and private schools,colleges, and/or universities. We encourage teachers and othereducation stakeholders to email their feedback, comments, andrecommendations to the Department of Education ataction@deped.gov.ph.

2. Development Team of the Learners Material2MAPEH Grade 3Learners MaterialFirst Edition, 2013ISBN:Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties.Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.Every effort has been exerted to locate and seek permission to use these materials fromtheir respective copyright owners. The publisher and authors do not represent nor claimownership over them.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dino S. Ocampo, Ph.D.Printed in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 2nd Floor Dorm G, PSC ComplexMeralco Avenue, Pasig CityPhilippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: imcsetd@yahoo.com 3. Table of Contents3Lesson 1Fastness and Slowness in Music..4Lesson 2Slow, Moderate and Fast Tempo 8Lesson 3Variations in Tempo 10Lesson 4Two Part Round. 12Lesson 5Partner song. 14Lesson 6Single and Multiple Melodic Lines 18Lesson 7Texture in Music.. 20Lesson 8Multiple Melodic Lines.. 23 4. Fourth QuarterLesson 1: Fastness and Slowness inMusicWeek 1IntroductionThe speed of music can be slow, moderate, or fast.This is called tempo.Activity1: March while singing the song Quiet VoicesWhile singing the song, Quiet Voices, clap, tap, or walk to thebeat of the song. Follow your teachers instructions.4 5. 5Activity 2Look at the pictures and identify the animal in each box.How do these animals move?Remember:Tempo refers to the speed of music. 6. Activity 3Imitate the movements of each animal mentioned in the song:Animal MovementWhat tempo can we use to compare the movements ofthe following animals? Write the answer inside the boxopposite each animal.6Answers:birds - flyspread arms as if flyingjumprun fast in placeglide / crawlhop 7. 7cat - jumpdog - runturtle - crawlrabbit - hopEvaluationDo the following activity.RubricsSkillsVerygood4Good3Fair2NeedImprovement1Move fastlike akangarooin azigzagmanner.1. Can imitate movements ofgiven animals correctly2.Can perform animalmovements according tofast and slow3.Can differentiate the speedof each movementaccordingly4. Can cooperativelyparticipate in groupactivitiesFly slowlylike a bird intiptoe, inanydirection.Gallopfastlike ahorse.Walk slowlylike aduck in astraightline. 8. Lesson 2: Slow, Moderate, andFast TempoWeek 2Introduction:Music can be expressed in many ways. There aresongs in music that need to be sung or played fast,moderate, and slow. These make music interestingand enjoyable.8Activity 1Recite and do the actions of the chant Double, Double.Double, DoubleDouble, double, this thisDouble, double, that thatDouble this, double that,Double, double, this thatHow to do it: Double - close fistThis - open palm with partnerThat - back palm with partnerDo the warm-up activity slowly at first then gradually makethe speed moderate and then fast.Activity 2:Sing Mga Alaga Kong Hayop using the appropriate speed foreach animal movement.Activity 3Recite the chant, Engine, Engine Number 9 9. Engine, engine number 9Going down the railroad lineIf the train goes off the trackWill I get my money back?Yes, no, maybe soTempo can be shown through different movements.It can be slow, moderate, or fast.9Remember:EvaluationIdentify the movement of each of the following pictures.On your paper, write F for fast, S for slow and M formoderate.1.2. 10. Music has varied tempo. It affects themovement and mood of a song. This is why we feellike dancing when we hear fast music, and we feelsleepy when we listen to slow music.103.4.5.Lesson 3: Variations in TempoWeek 3IntroductionActivity 1Sing the song, Look at Me. Imitate the movements of theanimals mentioned in the song while singing. 11. 11Remember:Tempo and dynamics set the mood and character ofa song. 12. There are songs that have the same melody sung bytwo or more groups. These songs are usually shortsongs or childrens songs. The way songs are sungaffects the general mood of the song.12EvaluationCreate dance steps with your group.Group A - Slow - Ili- Ili TulogAnayGroup B - Fast - Leron, LeronSintaGroup C - Moderate - Bahay KuboLesson 4: Two-Part RoundWeek 4IntroductionActivity 1Sing the song.Activity 2Sing the songs Tayo ay Magsaya and Are you Sleeping,Brother John? in unison and in two-part round. 13. Remember:Round is a musical composition wherein two or moregroups sing exactly the same melody. Here, the first groupstarts ahead, while the second group follows after the firstphrase.13 14. 14EvaluationRubricsSkillsLesson 5: Partner SongsWeek 5IntroductionActivity 1Look at the pictures:Verygood4 Good3Fair2NeedsImprovement11. Can sing in correctpitch2. Can differentiateunison singing withround singing3. Can demonstrateconcept of texture inmusic by singingtwo-part round4. Can sing in correctrhythm5. Can participateactively in all groupactivitiesThere are songs that when put together producea pleasing sound. These are called partner songs. 15. What does the picture show?Are the two pupils in the picture doing their chorestogether?What do you see in the picture?Where do you use these things?Do you use them at the same time, separately or one after theother?Can you consider them partners? Why?15 16. 16Activity 2Sing the following songs in unison and as partner songs.Observe singing in correct pitch and rhythm. 17. Remember:Unison - performance of a single melodic line by more thanone instrument or voice at the same pitchPartner song two songs with the same meter and mood tobe sung at the same time17EvaluationRubricsMelody 1Melody 2Skills Verygood4Good3Fair2NeedsImprovement11. Can sing in correctpitch2. Can identify partnersongs3. Can demonstrateconcept of texture inmusic by singingpartner songs4. Can sing in correctrthythm5. Can demonstrateactive participation inall the activitiesrelated to the lesson 18. Lesson 6: Single and MultipleMelodic LinesMelodic line is a musical line that forms a definite tune.Unison singing is an example of songs having singlemelodic lines while round songs/partner songs areexamples of songs having multiple melodic lines.18Week 6IntroductionActivity 1Sing the songs Its a Small World and Hes Got the Whole Worldin unison and as partner song.Here are the song charts Song Chart No. 1 19. Sing these songs applying correct dynamics and tempo.19Song Chart No. 2Song Chart No. 3Remember:Unison - one melodic lineRound song - same melody that enters one after the otherThe melody also ends one after the other. 20. In music, texture is used to describe the overallquality of a sound. It can be light or heavy, thin orthick. The kind of musical texture depends on thenumber of melodic lines found in a song.20EvaluationRubricsKnowledge/Skill VeryGood Good NeedsImprovement1. Can identify single andmultiple melodic lines2. Can sing partner songsharmoniously with thegroup3. Can show mastery insinging partner songs4. Can participate activelyin all the activitiesLesson 7: Texture in MusicWeek 7IntroductionActivity 1: Sing together. 21. Activity 2Sing Awit ng Buhay in three-part round.21 22. Activity 3Group I Sing the song in unison.Tayo ay MagsayaGroup II - Sing these as partner songs.Group III Sing the song in unison.Awit ng BuhayGroup IV Sing these as partner songs.22Remember:We have a single melodic line when we sing songs inunison, and multiple melodic lines if we sing songs inround.A single melodic line produces a thin sound and multiplemelodic lines produce thick sounds.Hes Got the Whole World in His Hands / Its a Small WorldSarung Banggi / Dandansoy 23. The more melodic lines there are in the song, thethicker the sound it produces. Singing in rounds, duet,partner songs and adding rhythmic accompanimentcreate thicker musical sounds.23EvaluationKnowledge/Skill VeryGood Good NeedsImprovement1. Can sing in tune2. Can demonstrateunderstanding of thinnessand thickness throughround song3. Can distinguish betweenthinness and thickness ofmusical sound4. Can participate activelyin all the activitiesLesson 8: Multiple Melodic LinesWeek 8IntroductionActivity 1: Draw your music.Be ready with your paper and crayons.Pick your favorite colors. Using different colors, draw three (3)groups of lines.Draw your first horizontal line on the upper portion of thepaper.In the middle part of the paper, draw 2 horizontal lines usingtwo different colors. 24. At the bottom part, draw three or more horizontal linesusing different colors.Compare the colored lines you have drawn in all parts of thepaper. Looking at the number of lines, which group is thickand which group is thin?Song chart # 1 Bahay Kubo in unisonHow many melodic lines do you see?24 25. Song chart # 2 Bahay Kubo in two voicesHow many melodic lines do you see?Song chart # 3 Bahay Kubo in two voices with rhythmicaccompaniment25 26. Remember The more melodic lines, the thicker the sound. The less melodic lines, the thinner the sound.EvaluationOn the blank, write thin if the situation creates a thin sound andthick if it creates a thick sound.__________ 1. The whole class sings Bahay Kubo in unison.__________ 2. Ana sings Awit ng Buhay withaccompaniment.__________ 3. The pupils of Jose Rizal Elementary School sing theNational Anthem in unison withoutaccompaniment.__________ 4. The class of Ms. Santos sings partner songs.__________ 5. The grade three class was divided into two groups26for round singing.