Music 3 / 1st Quarter / Week 1

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Music 3 / 1st Quarter / Week 1

Time allotment: 40 minutes/ 2 meetings per week

I. Learning Objectives:

A. Associates icons with sound and silence within a rhythm

pattern.

B. Identify the difference between sound and silence.

C. Manifest love for music in one’s participation in the

activity.

II. Learning Content:

Lesson: Basic Understanding of Sound and Silence

a. Sound ( Notes)

b. Silence (Rests )

Reference: K to 12 Music 3 Curriculum

Materials: colored pens, charts, any object that produces

sound/indigenous

materials different notes and rests symbols

Strategy: Games

4 A’s

Cooperative Learning Activity

Values: Friendship and Love for Music

Concepts:

1. Silence means a period of time without sound.

2. Sound is anything a human can hear.

3. In music, we see signs like quarter rest ( ) or other rest which

means rest. Rest is a sign of silence. When we see these signs,

we stop or pause a while. When we see the sign quarter note

( ) or other note, it means we make sound. Note is a sign

of sound.

III. Learning Activities:

A. Preliminary Activities:

1. Acquaintance Activity

a.Sing a song like “Kumusta Ka?”

“Kumusta Ka?”

Kumusta ka? tayo ay magsaya

Ipalakpak ang iyong kamay, ituro ang paa

Padyak sa kanan, padyak sa kaliwa

2

Umikot ka, umikot ka

Humanap ng iba.

2. Dialogue:

It was the first Music class for the year. Let us listen to

what the teacher and the children are discussing.

Teacher: Children how are you today? What grade

were you in

last year?

Pupils: We are fine. We were in Grade 2.

Teacher: You are now in Grade 3. Look around you. Do

you see

familiar faces? Do you see new faces? What

should you

do now that you are in a new level and that

there are new

faces around you?

Pupils: We should make friends with the new ones.

Teacher: Right!

3. Game:

1. The class will form a circle, then sing the song “Kumusta

ka”. The children will move around shaking hands

alternately right and left. They will keep on singing until

they meet the first pupil whom they shook hands with.

4. Comprehension Questions:

a. What should you do to a new classmate?

b. What is your feeling when someone shake hands

with you?

c. How does it feel to have new friends?

d. What did we do while singing the song “Kumusta

ka”?

B. Lesson Proper Activities:

Activity 1. Making Sound and Silence (Cooperative Learning

Activity):

a. Create 5 small groups among the pupils.

b. Give the standards of the activity.

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c. Distribute the materials to the five (5) groups (any

indigenous

materials):

1. First group - stones

2. Second group - cans

3. Third group - spoons

4. Fourth group - sticks

5. Fifth group - wood blocks

e. Each group will use the materials given to produce

sound.

f. Repeat the activity in different rhythmic patterns.

Activity 2: Game

1. The teacher prepares the different notes and rests

symbols in a cardboard separately.

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2. The same group of pupils will produce the sound using the

materials given if the quarter note symbol will be shown

and the pupils will not produce sound if they can see the

quarter rest symbol.

3. Repeat the activity using the different symbols and rests.

Abstraction:

1. What did you notice when we tapped the objects?

2. What did you do when you see this symbol ( ) quarter

note?

3. What did you do when you see this symbol ( ) quarter

rest?

4. Teacher uses different notes and rests in inculcating the

concepts of notes (sounds) and rests (silence).

Main Concept:

In music, we see signs like quarter rest and other rest

symbols which means rest. Rest is a sign of silence. When

we see the sign, we stop or pause a while. When we see

the sign like quarter note and other note symbols, it

means, we make sound. Note is a sign of sound.

Application: Game

1. Teacher prepares the different notes and rests in

cardboard.

2. Each group will get 1 symbol in the box and if the

group gets a note symbol they produce sound and if

they get rest symbol, they will not make sound.

3. Every correct performance will earn 1 point until all the

symbols in the box are performed.

4. The group who got the most number of correct

performance is the winner.

IV. Evaluation:

1. Teacher prepares the checklist of the pupils.

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2. Teacher shows one symbol at a time and pupils will perform any

sound if they can see note symbol and will not make sound if the

teacher shows a rest symbol.

3. Using the Pupil’s checklist, teacher puts / if the pupil can

perform correctly and x if not.

V. Enrichment:

Pupils draw different notes and rests symbols.

Music 3 / 1st Quarter / Week 2



A. Associates icons with sound and silence within a rhythm

pattern.

B. Demonstrate the rhythmic pattern based on the given

time signature.

C. Manifest love for music in one’s participation in the

activity.


Lesson: Basic Understanding of Sound and Silence in

Rhythmic Pattern


Materials: colored pens, charts, any object that produces

sound

Values: Love for Music

Concept:

1. A rhythm is a pulse; essentially repeated patterns of long or

short, stressed or unstressed sounds or silences which fit into

the main beat.

2. Duration is the length of notes or sounds or silences which

facilitate the rhythm


A. Preliminary Activities

1. - Close your eyes and listen to your surroundings. What did

you hear?

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- Describe the sound you hear. Did you hear loud sound?

soft sound?

- When you can’t hear loud nor soft sound, what can you

hear? How do we call it? – silence.

- What is associated with sound and silence? (Accept

varied responses until

one answers music) What effect does music have in you?

2. Close your eyes again. With the use of lines (Straight,

crooked, curve),

scribble the sound which you hear. Low sound/silence may

be represented

by short vertical/horizontal/curve lines and high/long

sound may be

represented by long vertical/horizontal/curve lines

B. Presentation

1. Present pictures/varied pictures as to wavy and zigzag

lines. Notice that

pictures have their ascending and descending patterns.

Associate these visual things to the sound and silence

pressing on a

rhythmic pattern. By the tapping the table, create rhythmic

pattern of the

visual images presented.

2.Let us practice the most common four-four time signature.

Say the words

"one, two, three, four, one, two, three, four..." etc.

continuously, and at

even time intervals. Now each time you say "one", say it

slightly louder:

"one, two, three, four, one, two, three, four..." etc. You have

just been

saying the word "one", "two", "three" and "four" in 4/4 time.

3. Have them try it in other rhythmic patterns by tapping the

table. The class may suggest a rhythmic pattern.

C. Discussion

- How did you respond to the activities? Why?

- How did we associate visual image with rhythmic

pattern?

- Do we produce a pleasant visual image with the

presented rhythmic pattern?

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- What do we produce in creating rhythmic patterns?

- Which rhythmic pattern you like? Why?

- Did you hear silence and sound in a rhythmic pattern?

Remember:

1. Music is also the relationship between sound and silence.

Duration and rhythm apply to silence in the same manner as

they apply to sounds.

2. Rhythmic patterns can be created with the combination of

silence and sound

3. Visual images can be drawn through sound and silence in a

rhythmic pattern.

D. Application

Have the pupils group by 5. Have them present a rhythmic

pattern by tapping, stomping, clapping, saying numbers/letters

or by using any object that may produce sound.

IV. Evaluation:

Using the checklist. Each pupil will perform the given

rhythmic pattern by

clapping their hands or tapping the table.

Ex.

1. I I I I I Note : Teacher adds more

rhythmic

patterns.

2. I I I I

V. Assignment:

Practice the 4 time signature.

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Music 3 / 1st Quarter / Week 3 - 4


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I.Learning Objectives:

A. Demonstrate body movements by the steady beats while

singing rhythm or action songs.

B. Maintains a steady beat when chanting, walking, tapping,

clapping and playing a musical instrument.

C. Perform simple ostinato patterns in groupings of 2s, 3s, and 4s

through body movements and play musical instruments in

response to the correct rhythm.


Lesson: Steady Beats (ostinato)

Reference: K to 12 3 Curriculum

Materials: charts, tin cans, tambourines, drums

Value Focus: creativity

Day 1


A. Pre-Listening Activities

1. Preliminary Activities

2. Motive Questions

Teacher will asked the following questions:

Children, what do you usually do on weekends?

3. Unlocking of Difficulties

Patting, tapping, rocking, bouncing

a. The teacher will make word strips to match it the pictures.

b. Let the pupil perform the actions.

B. During Listening

The teacher will read the Short Story to the pupils:

Fun in the Plaza

One Saturday morning, the children are having a good

time in the plaza. Ely and Nenen happily singing a song while clapping

their hands. Edwin is playing basketball with James, letting their ball

bounce and bounce here and there. While Precy is rocking her doll to

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sleep. And Glo is patting her pet dog. The children are having fun in

the plaza.

C. Post Listening

a. Comprehension check-up to be asked by the pupils.

1. What are the children doing in the plaza?

2. Who are playing a basketball?

3. What are Lita and Nina doing? perform it.

4. Get a partner and do to your partner as Glo have

done to her

pet.

b. Let the class perform the actions of the children in the

story while a song.

c. Concept Map: Write on the box the things the children on

the plaza.

Day 2


B. Drill

Children

rocking

patting singing

clapping

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Let the pupils sing Bahay kubo on the chart.

C. Presentation

- Let the class sing Bahaykubo again while tapping their

lap.

- Let the class sing again while clapping their hands.

D. Group the class into 4 groups

!st Group- The group will sing the song again while

clapping.

2nd Group- The group will sing while marching using a

Tambourine.

3rd Group- The group will sing while waving.

4th Group- The group will sing while tapping their cans.

Let them repeat singing/chanting by group.

E. Discussion

Ask: What did you feel after singing the song?

Is it always fun when you sing a song? Why?

How did you sing the songs?

What actions did you make while chanting?

What have you noticed with the beat?

What do you call the steady beats? (ostinato)

Children move to the beat with their bodies instinctively, but

learning to control those movements, and to follow—or

create—a steady beat with instruments or body movements

such as walking, clapping, patting, tapping, or stomping. That is

called the steady beats or ostinato.

D. Enrichment Activity

Let the pupils recite the rhyme “Baba Black Sheep”

Have the pupils do the movement/actions like clapping,

stomping in accordance to the beat of the rhyme already

learned.

Let the pupils group themselves by 4’s/’3’s/2’s

Let them create on their own steady beats or ostinato

patterns using body movement while singing or reciting a

rhyme.Encourage

them to be creative in their presentation.

What do you call the movements you have perform?

(ostinato

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patterns through body movement)

IV. Evaluation:

Group the class by 5’s. Have them create simple ostinato

patterns/steady beats through body movement using their

musical instruments and present it after. (The teacher rates

each group with the use of rubrics.)

V. Agreement:

Create a simple ostinato pattern through body movement

and practice it at

home.

Music 3 / 1st Quarter / Week 5 – 6



A. Plays simple ostinato patterns on classroom instruments

and other sound sources.

B. Create simple ostinato patterns in groupings of 2s, 3s, and

4s through body movements.


Lesson : Simple Rhythmic Patterns

Reference : K to 12 3 Curriculum

Materials : Charts, Sticks, Cans, Drums

Song: The Ants Go Marching

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Value Focus : Patriotism


A. Motivation:

1. Show the pupils a picture of ants soldiers marching.

2. Ask the pupils to say something in relation to the

picture.

3. Call a group of pupils to act out the marching.

B. Presentation/Discussion

1. Let the class sing a marching song (The Ants Go

Marching)

with action clapping and Marching.

The Ants Go Marching

The Ants go marching one by one, hurrah, hurrah

The Ants go marching one by one, hurrah, hurrah

The Ants go marching one by one,

The little one stops to suck his thumb

And they all go marching down to the ground

To get out of the rain, BOOM! BOOM! BOOM!

The Ants go marching two by two, hurrah, hurrah

The Ants go marching two by two, hurrah, hurrah

The Ants go marching two by two,

The little one stops to tie his shoe



The Ants go marching three by three, hurrah, hurrah

The Ants go marching three by three, hurrah, hurrah

The Ants go marching three by three,

The little one stops to climb a tree



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2. Let them repeat the song now by group.

3. Show the children an Ostinato rhythm pattern in a

chart.

Example:

4. The teacher will give different example of ostinato

rhythmic patterns in the board and perform them.

Ask: Can you identify which one I am

clapping?

5. The children will follow the teacher using available

instrument and

other sound sources.

Note: Go through several of the pattern

eliciting responses from the pupils. C. Activity

1. Group the pupils into five groups.

2. Give each group an ostinato rhythm pattern chart.

3. Have each group study the pattern and perform it

using available

instrument and other sound sources.

4. Let them create on their own steady beats or ostinato

patterns in groupings of 2’s, 3’s, 4’s. (note:

the pupils may use geometric shapes

(triangle/square/circle ) to represent beats.

5. Let the pupils play what they have done using

available sound sources and present it in front

using body movement.

6. Encourage them to be creative in their presentation.

D. Abstraction:

1. Which pattern did you like?

2. What would you change in your ostinato to make it

more interesting?

Main Concept:

1.In music an ostinato is a short pattern of notes which is

repeated

many times.

Note:

The teacher may use sticks in group of

2’s, 3’s, and 4’s instead of note if

needed.

http://simple.wikipedia.org/wiki/Music

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2. An ostinato can last for a section of a piece or it might

last for the whole piece of music.

E. Application:

1. Group the pupils into 10’s and have them drew ostinato

pattern

in a bowl

2.. Let them create on their own steady beats or ostinato

patterns in

relation to the instruction they have in their paper

(note: the pupils may use geometric shapes

triangle/square/circle to represent beats.

2. Let the pupils play what they have done using available

sound sources and present it in front using

body movement.

3. Encourage them to be creative in their presentation.

IV. Evaluation:

Group the class by 5’s. Have them create simple ostinato

rhythmic

patterns/steady beats through body movement and present

it after.

(The teacher rates each group with the use of rubrics.)

V. Agreement:

Create a simple ostinato pattern through body movement and

practice it at home.

Music 3 / 1st Quarter / Weeks 7 - 8



Identify the pitch of tones as high, low, higher or lower


Lesson: Demonstrating High and Low Tones through

Singing or

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Playing Musical Instruments

Reference: K-12 Curriculum, Bahaghari 3 Worktext

Materials: pictures of objects with sounds

drum, xylophone, maracas, cymbals, triangle,

tambourine

(Note: This topic is good for four encounters.)

show enjoyment by cooperating in the activities


A. Drill:

1. Let the children close their eyes.

2. Teacher plays recorded sounds that has low and high

tones.

3. Let children guess what object, animal or person produces

the sound they hear.

B. Presentation and Discussion of the Lesson

1. Activity 1

Show the following pictures.

Ask questions like:

1. What do you see in the picture?

2. Do they give the same sound?

3. Can you imitate the sound they create?

Explain: The sounds created by people, objects, and

animals around us differ. People give off

different sounds. The sound may vary

depending on their ages and sizes.

2. Activity 2

Group Work

1. Group the pupils into six groups.

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2. Give each group a picture and each group will

produce the sound of the picture given to them.

Sample pictures

Ask:

1.What kind of sound did your group produce?

2. Are the sounds low or high?

CONCEPT:

Sounds can be high or low, higher or lower. It all depends

on the sounds

created by people, objects and animals around us.

3. Pupils’ Activity

a. Group the pupils into three groups.

b. Give each group musical instruments.

c. Assign each group a familiar song.

d. Each group will practice the song singing with their

musical instruments.

e. Pupils perform and graded on performance- based.

f. Let the pupils find out if the song assigned to them has

high or low tone.

4. Exercises

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The teacher will play different sounds. Write high if the

sound is high or

low if the sound is low.

1.___________ 6. _________

2.___________ 7. _________

3. ___________ 8. _________

4. ___________ 9. _________

5. ___________ 10. _________

IV. Evaluation

Underline the correct choice.

1. The xylophone has a ( high, low) tone.

2. The bass drum has a ( high, low) tone.

3. The song“ Bahay Kubo” has ( higher, lower) tone than

“Sitsiritsit”.

4. The triangle has a ( higher, lower) tone than a drum.

5. A child crying has ( higher, lower) tone than a man

laughing.

V. Assignment:

Look around your surroundings. Draw 5 instruments or objects

that has low tone and 5 high tones.

Music 3 / 1st Quarter / Weeks 9 - 10



A. Demonstrates high, medium and low tones through singing and

playing musical instruments

B. Performs the given task with accuracy and expression

C. Listens attentively when somebody performs


Topic : Distinguishing high and higher’ low and lower

tones

Reference : K to 12 Music 3, Curriculum

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Materials : ukulele, pitch pipe, any objects that produce

sounds

III. Learning Activities

A. Introductory Activity

1. Group the pupils into three groups.

2. Assigned each group a song to practice.

G1 - Ako Kini Si Angi

Ako Kini Si Angi

Ako kini si Angi, ang oficio koy panahi

Adlaw og gabii, magsige akog panahi

Bisan nakog unsaun, walay kwartang matigum

Kay ang pagpanahi ko igo ra sa panginabuhi.

G2 - I Have Two Hands

I Have Two Hands Lyrics

by Twins

I have two hands’ the left and the right

Hold them up high’ so clean and bright

Clap them softly One’ two’ three

Clean little hands are good to see

My face is bright’ my teeth all white

My dress is clean and all of me

So dear playmates follow me

So that our mother will be happy

I have two hands’ the left and the right

Hold them up high’ so clean and bright

Clap them softly

One’ two’ three

Clean little hands are good to see

My face is bright’ my teeth all white

My dress is clean and all of me

So dear playmates follow me

So that our mother will be happy

G3 - Leron,Leron Sinta

http://www.lyricenter.com/c7212-ihavetwohands.html

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Leron, Leron Sinta

Leron, Leron, sinta

Buko ng papaya

Dala dala’y buslo

Sisidlan ng sinta

Pagdating sa dulo’y

Nabali ang sanga,

Kapos kapalaran

Humanap ng iba.

Halika na Neneng, tayo’y manampalok

Dalhin mo ang buslo, sisidlan ng hinog

Pagdating sa dulo’y uunda-undayog

Kumapit ka Neneng, baka ka mahulog.

Halika na Neneng at tayo’y magsimba

At iyong isuot ang baro mo’t saya

Ang baro mo’t sayang pagkaganda-ganda

Kay ganda ng kulay — berde, puti, pula.

Ako’y ibigin mo, lalaking matapang

Ang baril ko’y pito, ang sundang ko’y siyam

Ang lalakarin ko’y parte ng dinulang

Isang pinggang pansit ang aking kalaban.

3. Let each group present their songs.

4. After the presentations, ask the following questions.

a. How did you feel while singing your song?

b. What are the songs talking about?

c. Which song has a high pitch?

d. Which song has a medium pitch?

e. What is the pitch of the song “I have Two Hands”

B. Presentation / Discussion

http://philippinefolksongs.wordpress.com/2009/09/29/leron-leron-sinta/

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1. Have the children sing the song again in low tones only then in

high tones only. Then ask:

- Do you like to sing the song in low tones only? Why?

- Do you like to sing the song in high tones only? Why?

2. Have the children sing the song as it is.

Then ask:

- How about now, does it sound better? Why?

- Does the song have a combination of high and low tones?

- Which word or lines in the song have high tones? Low tones?

- Is there beauty already in the song when they have high and

low tone?

3. Let the whole class sing the song again. This time accompany it

with an

instrument.

C. Pupil’s Activity

A. Activity I

1. Have the pupils sing their assigned songs.

G 1 Ako Kini Si Angi

G 2 Leron Leron Sinta

G 3 I Have Two Hands

2. Let them sing together.

3. Have each group sing the song and accompany it with

an instrument or

any other object in the classroom that produces sound.

4. Have the children indicate the high and low tones by

giving actions to the

song.

D. Application

1. Using the same grouping, have each group present their

favorite action

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song or any song that they like. Have them accompany it

with an instrument or any other object that produces

sound.

2. Let the children take note of the different high, medium

and low sounds by

giving actions to the song.

V. Evaluation:

Call individual pupils to sing “ My Bonnie” and let them sing the

high and low

tones.

V. Agreement:

Practice at home any songs with high and low tones for

mastery.

Music 3 / 2nd Quarter / Week 11 - 14



a. Pupils will be able to use their body position to identify

pitch patterns as being ascending or descending.

b. Listening to and map the melodic contour of a familiar

children’s song by shaping yarn to represent the melody of

the song.

c. Sing the entire simple songs in pitch


Topic: Melodic Patterns and Contour

Reference:

K to 12 Music 3 Curriculums

MAPE- Enerita Q. Cruz and Adoracion F. Francisco

http://www.shortstories.net/story-pippi-and-the-rollercoaster/



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http://www.lyricsfreak.com/h/harry+connick+jr/do+re+mi_10140754

.html

http://www.makingmusicfun.net/htm/f_mmf_music_library/melody-

map-lesson.htm

Materials: Recordings of Children’s songs/Nursery Rhymes

Picture of a roller coaster or a video of a roller

coaster

Any musical instrument that produce high and low

pitch

Or any object that produce sound

6’ yarn for pupils

Value Focus: Coordination, free expression

III. Learning Activities

A. Drill

Let the pupils sing the song “Paru-parong Bukid”

Paruparong bukid na lilipad-lipad

Sa gitna ng daan papagapagaspas

Isang bara ang tapis

Isang dangkal ang manggas

Ang sayang de kola

Isang piyesa ang sayad

May payneta pa siya — uy!

May suklay pa mandin — uy!

Nagwas de-ohetes ang palalabasin

Haharap sa altar at mananalangin

At saka lalakad nang pakendeng-kendeng.

B. Review on the high, medium and low tones while playing

musical instruments.

C. Show a picture of a roller coaster to the children

http://www.lyricsfreak.com/h/harry+connick+jr/do+re+mi_10140754.html

http://www.lyricsfreak.com/h/harry+connick+jr/do+re+mi_10140754.html

http://www.makingmusicfun.net/htm/f_mmf_music_library/melody-map-lesson.htm

http://www.makingmusicfun.net/htm/f_mmf_music_library/melody-map-lesson.htm

23

1. Ask children if they have ever ride on a roller coaster.

2. What directions do roller coasters move? (Up and down)

3. Demonstrate to the children how the roller coaster moves by

showing the up and down. Tell the pupils to imitate the

movement.

4. This time show them how the movement goes with “Do-Re-Mi”

IV. Presentation / Discussion:

Discuss that notes are placed inside the staff and there are

notes that fall on the lines and there are those that are on

the spaces. Notes can also move up and down. Show

examples.

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Notes can also stay in the same space or line. When

they are repeated.

Notes can also move by steps and skips. Look at the

staves below and tell whether the notes move by steps or

skips.

Notes Rising and Falling by Steps

Notes Rising and Falling by Skips

We say that the notes move by steps when they are

close by one step or space only. We say that the notes

move by skips when they move with two or more intervals.

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Tell if the notes moves up, move down or are

repeated.

Application:

1. Tell the pupils that they are going to draw pictures of a

popular children’s song. (Teacher selects any song)

2. The teacher plays the song and let the children listen and

teacher will ask the pupils to raise their hand if they know the

song that is played.

3. Demonstrate to the pupils that if the note is high they have to

hold their hand high and if the note is low they have to hold

their hand low.

4. The teacher plays a musical instrument of any object that

produces high and low pitch.

5. Divide the pupils into groups of two by the count of 10, and

then give each group of students a ball of yarn. Tell the pupils

to use this yarn to draw this melody on the floor of the

classroom.

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6. Count to 10 allowing students to divide themselves into group

of two. Give each pair of pupils a ball of yarn. Pupils group

should have sufficient space to create their listening map.

7. Instruct pupils to lay their yarns in a straight line on the floor.

8. The teacher instructs the pupils to decide if the second note is

lower or higher than the first note. Then the teacher will play

or make a sound using the musical instrument and let pupils

decide if the second note is higher or lower than the first note

and let the pupils shape their yarn to show the change in

melody.

9. The teacher draws a picture on the board showing the

listening map that the pupils have made.

10. Repeat these steps until the listening map shows the melodic

contour of one or two phrases.

Example of a melodic map

1. 2.

V. Evaluation:

Use lines to connect the given notes to illustrate the melodic

contour of a song.

1.

2.

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VI. Assignment:

Draw a staff. Place three notes that show that they move by

steps on the first

measure. Draw three notes that show that they move by skips,

starting from the

last line on top.

Music 3 / 2nd Quarter / Week 15 - 16


I. Learning Objective:

Identify musical lines as similar and dissimilar through

movements and geometric shapes or objects


Lesson: Distinguishing Some of Different Musical Lines


Materials: geometric figures/ cut-outs, pictures

Value Focus: Keeping our body healthy through an

exercise?


A. Preliminary:

Motivation:

1. Sing an action song.

Up and Down and Shake

Up and down and shake, shake, shake

Up and down and shake, shake, shake

Shake it to the right

And shake it to the left

Turn around and shake, shake, shake

Comprehension Questions:

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What do you feel when you are up?

What do you feel when you are down?

Is it good to have an exercise regularly? Why?

(The teacher guides the pupils in valuing activity.)

B. Learning Activities:

. A. Pre-Activities

1. The teacher shows several geometric cut-outs e.g. circles,

square, triangle, etc.Let the pupils identify each shape.

2. Which object has a shape of a triangle? square? Etc.

3. Do they have the same shape? Which pair of objects are

not the same? Why?

B. Presentation

1. Present varied pictures of musical lines

Similar

Dissimilar

29

2. Associate the musical lines as to the shape of the given

object.

__________________________

_____________*____________

_________*______*_________ ( picture of a volcano)

_____*____________ *_______

___*________________*_____

___________________________

___________________________

___*__________________*____

_____*_______________*_____ ( picture of a boat)

_______*___*__*__*__*_____

3. How did you identify similar and dissimilar musical lines?

How did we associate musical lines to the shape of the

given object?

C. Post Activities

Teacher flashes cards of musical lines. Pupils sway their hips

if the card shows similar musical lines and nod their heads

if it’s not.

VI. Evaluation

Write S if the figure shows similar musical lines and D if it is a

dissimilar musical

line.

1. ______________________________

___*_____________________*____

______*_______________*_______ ( picture of a frying pan)

__________*________*__________

_______________*______________

2. _____________________________

__*___________________________

_____*________________________ ( picture of a cup)

__________*___________*_______

________________*_____________

30

3. _____________________________

_____________________________

__________________*__________

_____*_______*__________*____ ( picture of a pencil )

_*_______*___________________

4. _____________________________

_____________*________________

________*_________*___________ ( picture of an umbrella)

____*__________________*______

_*_________________________*__

V. Assignment

Draw figures that show similar and dissimilar musical lines.

Music 3/ 2nd Quarter / Weeks 19 - 20



A. Recognizes the repetitions in a song by singing the

repeated parts

independently.

B. Performs repetitions of musical lines independently.


Topic : Recognizing repetitions within a song

Reference : K to 12 Grade 3 Curriculum

Materials : chart, song, pictures

Value Focus : Love for Indigenous Knowledge Culture

and Traditions

VII. Learning Activities:

A. Motivation

1. Show pictures of Indigenous People performing

using

indigenous sound sources.

2. Ask the pupils to say something about the picture

and let the pupils arrived at conclusion that Indigenous

Knowledge Culture and Traditions should be love

31

and respected.

(Note; Present to pupils any available

Indigenous song with repetition to serve as

spring board to the presentation)


1. Present to pupils a song with repeated lines.

Example: Bugsay - Bugsay

Bugsay-Bugsay

Bugsay, bugsay, kiling-kiling dyotay



Bugsay, bugsay, sa barutong gamay.

2. Have you experience riding on a small boat?

3. Encourage the children to say something about

their

experience.

4. Have you find the song easy to learn? Why?

D. Discussion

1. Present to the pupils a song with repeated lines.

2. Help the pupils identify the repeated lines.

Example:

It’s a Small World

It’s a world of laughter, a world of tears

It’s a world of hopes, it’s a world of fear

There's so much that we share

That it’s time we’re aware

It’s a small world after all

Chorus:




32

It’s a small, small world

There is just one moon and a golden sun

And a smile means friendship to everyone

Though the mountains divide

And the oceans are wide


3. Present a Christmas song to pupils.

4. Asked them to say something about Christmas carols.

5. Explain the importance of Christmas in the culture of the

Filipinos.

6. Drive the attention of the pupils to the sign DC at the

end of the song

and the sign Fine.

7. Let the pupils sing the song driving their attention to the

sign DC and

the sign Fine.

Ask: - What did you observe in this song?

- What does DC mean?

- What does Fine mean?

33

E. Abstraction:

1. What is the musical sign for repetition? 2. What is the musical sign which means the end of the

song?

Main Concept:

The sign DC (Da Capo) at the end of the song indicates a

repetitions from the beginning of the song until the musical

sign Fine which

means end of the song.Da Capo then is a musical sign for

repetition.

D. Application:

1. The teacher will give another song and let the

pupils sing the

song and identify the parts of the to be

repeated.

2. Group Singing by 5:

The pupils will sing a song they previously learned

then

they will identify the part of the song to be

repeated.

IV. Evaluation:

1. Using teacher made activity sheets each pupil will

identify the

part of the song to be repeated.

2. Using teacher made activity sheets the teacher

will call the

pupils (in group or individually) to sing a song

identifying its

part being repeated.

VIII. Assignment:

1. The pupils will be asked to look into their music text and

write the title of the song with repetition.

34

Music 3/ 2nd Quarter / Weeks 21 - 22 Time allotment: 40 minutes/ 2 meetings per week


A. Identify the beginning, middle and the end of a song.

B. Confidently renders a song giving appropriate emphasis on the

beginning and on the end.


Topic : Identifying the Beginning, Middle, and the

Ending of a song (ABA Form)

Reference : K to 12 Music 3 Curriculum

Materials : Pictures

Song; Twinkle Twinkle Little Star

Strategy : Guided Singing

Values Focus : Love of Nature


A. Motivation

1. Show a picture of children gazing into the stars.

2. The teacher then asks:

a. What activity is presented in the picture?

b. Have you experience gazing into stars?

c. What can you say about your experience looking at the

stars

at bright night?


1. Show a picture of friends looking into the sky with stars .

2. Ask the pupils about the picture.

3. Let the pupil act out in relation to their understanding of the

picture.

35

4. Have the children sing (twinkle, twinkle little star) after you. Show

the

actions of the song. Then sing the song together with its actions.

5. Then ask the following questions:

a. What has the song mentioned about stars ?

b. How is the feeling being described in the song?

c. How does the song compare the stars?

d. What is the first line of the song?

(Explain that the first line of the song is its beginning or the

A part

of the song)

e. What is the middle line of the song?

(Explain that the middle line of the song is the B part of

the song)

f. What is the ending of the song?

(Explain that the ending of the song is the A’ part of the

song)

C. Pupil’s Activity

1. Give the song, “Twinkle, Twinkle Little Star” again.

Sing it first then have the pupils follow.

2. Group the class into three and give each group a part of the

song.

3. Let each group sing and demonstrate the actions of the part of

the song they have.

4. Using the same grouping let them sing the whole song and let

them

produce the correct sound of the beginning and ending of the

song.

D. Abstraction:

What did you notice with the A, B, and A’ part of the song when

compared?

How does each part contribute to the beauty of the song?

36

The writer of the song uses different forms to make the song

pleasing.

E. Main Concept:

A, B, A’ simply mean three distinct sections in a song or ternary

form.

So music in ternary form can also be called ABA form.

Example; A Twinkle, twinkle little star, how I wonder what you are.

B Up above the world so high, like a diamond in the sky.

A Twinkle, twinkle little star, how I wonder what you are.

F. Application

1. Using the same grouping, have the pupils choose any song from

your previous songs or even a song they know.

2. Have them sing it with action in front of the class.

3. Have them make an introductory melody at the beginning of

the song

and an ending melody at the end of the song.

(The teacher will sample it first before proceeding.)

4. Let the pupils sing correctly the beginning and the ending of the

song.

IV. Evaluation:

Have each pupil sing the song, “Eensy Weensy Spider”. Let

them make movements out of the melody of the song and

have them identify the beginning and the ending of the song.

The eensy weensy spider

Crawled up the water spout

Down came the rain

And washed the spider out

Out came the sun

And dried up all the rain

And the eensy weensy spider

Crawled up the spout again

http://kids.niehs.nih.gov/games/puzzles/goldfish_maze.htm

37

V. Agreement:

Practice at home the newly-learned songs.

Music 3/ 2nd Quarter / Weeks 21 - 22



A. Sing a song using head tones, employing breathing and using

diaphragm.

B. Show proper posture in singing our national anthem

C. Manifest love of country by singing the National Anthem properly


Lesson: Singing with Pleasing Vocal Quality on Pitch


Materials: cd of Lupang Hinirang, sample songs, etc

Values: Love of Country/patriotism


A. Drill

Recall different songs learned. Have them perform/sing the

songs with repeated

musical lines.

B. Presentation/ Discussion

1. Viewing of the “Lupang Hinirang” performed in cd.

Ask:

Did the singer sing our national anthem properly?

Why do we have to sing our national anthem properly?

Did you like the singing of the music? Why?

C. Pupils Activity

1. Let pupils sing the national anthem.

2. How did you sing the song?

3. Did you breathe between lines in the song while singing?

4. Let pupils perform inhale and exhale activity and following

suggested activity

Breathing exercise 1

(1) Breathe in gently for a count of 3

Hold for 2 counts

Breathe out gently for a count of 3 (do this 5 times)

38


Hold for 2 counts



Hold for 2 counts


Breathing exercise 2

Take in a gentle breath for a count of 3, then let it out on a sss

sound without straining for......

3 counts

4 counts

5 counts

...

…up to 8 counts

5. Discuss on what is inhale and exhale and its uses to music.

6. Let the children practice the following correct posture in singing.

• Align the head with your spine (ears over shoulders)

• Keep posture symmetrical

• Balance your weight evenly when standing

• Keep arms relaxed

• Keep the shoulders level and relaxed and in a slightly

forward-sloping position

• Keep knee joints loose and legs relaxed

• Keep the feet directed forward and approximately 20 cm

apart where possible

• Keep the rib cage relaxed and lifted

• Keep the shoulders relaxed and lowered

E. Application:

Group the children into 5 groups. Assigned each group a familiar

song to practice and present. Grade the group on the bases of

using proper breathing and headtone singing.

IX. Evaluation:

39

By group, let the pupils present in a role play on having a flag raising

ceremony.

Emphasize the singing of the national anthem with proper

diaphragm breathing and

posture.

V. Agreement:

Practice singing any folk song or makabayan song with proper

breathing.

Music 3 / 3rd Quarter / Week 25 - 26



A. Recognizes differences in sound quality from the variety

common musical instruments by their sound and images.

B. Plays a song using the different musical instruments.

B. Take care of musical instruments.


Lesson: Responds to differences in sound quality with

appropriate movement

Reference: K to 12 3 Curriculums

Bahaghari 3 –Worktext in Music, Arts and Physical

Education;

Jane C. Manzano

http://english4room.info/eng/learning-english-for-

kids/stories/1027

Materials: Any instruments available, example triangle, wood

block, drums, bells,

Rhythm sticks, etc.

Pictures of animated animals Playing/holding

musical instruments, island


A. Drill/Review

1. There are many sounds around us that have music in them.

Can you name

some?

2. In your way to school what music do you usually hear at this

time of year?

(Christmas songs)

http://english4room.info/eng/learning-english-for-kids/stories/1027

http://english4room.info/eng/learning-english-for-kids/stories/1027

40

3.What musical instruments being played in most Christmas

songs you have

heard?

B.Motivation

Show pupils an animation of animals playing/holding a musical

instrument.

Ask pupils questions on what are the animals doing?

C. Presentation/ Discussion

1. Present a story to the children

Voyage of the Animal Orchestra

It’s a sad day. Our ship symphony hit a rock this morning and

we are sinking. We must abandon the ship and swim for our lives.

Day 1: We are alive! We swam all day and all night until we

reached land. Who knows what’s on this island? First we must sleep

and rest.

Day 2: Today we walked around the island. We climbed a tree

and all we saw was the deep blue sea and the hot sand-ouch! Now

we must find food.

Day 3: Today went swimming and fishing. There were sea-

urchins in the sea-ouch! Now find fresh water. Who knows how we can

carry it?

Day 4: Today we climbed a volcano, at the top there was a

pool of fresh rain water. It was delicious! Now we must explore more of

the island.

Day 5: Today we walked across the island there were banana

trees and coconut trees-ouch! Now we must make a shelter. Who

knows how we can make one?

Day 6: Today we made a shelter out of bamboo and palm

leaves. We have fish, fruit, milk, water and shelter, Now we must have

some music.

Day 7: Today the band practiced on the beach. There was a

ship on the horizon but it didn’t see us. Who knows how we can stop

the next ship?

Day 8: This morning the band was playing on the beach (the

music was a bit loud) when a ship sailed by! I blew my sea shell and

ship stopped. It’s a miracle! The ship heard the band and came to

rescue us.

We’re finally leaving the desert island we’re going home….hip

hip hurray! Hip hip hurray!

41

1. What did the animals do at the beach?

2. What did the animals do with their musical instruments on the

desert island?

3. How did music rescue the animal orchestra from the island?

C. Pupils Activity

The teacher show different musical instruments in pictures or in

reality.

Ask:

1. What are these instruments?

2. Can you name these instruments?

3. Which of these instruments do you have at home?

4. Do you know how to play these instruments?

5. What sounds does each instrument produce?

D. Application

Let pupils play and enjoy in playing the different musical

instruments.

a. Group pupils into 5 groups and let them decide what

Christmas song they are going to play.

b. Instruct the pupils to play the musical instrument without

singing the song.

c. Then they are going to present it in class and the rest of the

group will have to guess the title of the Christmas song they

have presented. Until all the groups have presented. The

most group who guessed it right will be the winner.

IV. Evaluation:

Match column A with column B. Write the letter on the blank

provided before the

number.

42

Column A Column B

___ 1. Trumpet a.

____2. Guitar

____3. Maracas b.

____4. Tambourine

____5. Triangle

c.

d.

e.

X. Agreement:

Practice playing musical instrument at home.

Music 3 / 3rd Quarter / Week 27 - 28


I. Learning Objective:

1. Distinguish loud, medium and soft in music.

2. Use varied dynamics to enhance poetry, chants, songs

and musical stories.


Lesson: Sound Volume in Music

Reference: K-12 3 Curriculum, internet

Materials: CD Player, recording device, recorded music


Week I


43

B. Presentation

Show a short video clip/ a sound clip about a strong rain

rages a town.

C. Discussion

Ask the pupils about their experienced about strong rains

that happened recently in their place.

- What do you feel if their a strong rain?

- What are things you hear during strong rains?

- Can you describe the sound of the strong wind? Rain?

- Why do you think floods and landslides happened?

- What are the things you should do during bad

weather?

The teacher will write the answers on the board and the

class will talk about their answers. Until they form a story

about a bad weather.

The class will read their story then by rows, by 10’s, by 5’s,

by 4’s and by 2’s.


The thunderstorm lesson lets students experience a

gradual change in loud and soft sounds by recreating a

thunderstorm. Have students listen to a recording of a

thunderstorm again and ask them what the loudest and

softest parts of a thunderstorm were. After that, explain to

students that your class will help recreate a thunderstorm by

splitting the class into three groups.

- One group will rub their hands together to simulate rain

and snap their fingers to simulate hail.

- The second group will pat their hands on their legs to

simulate harder rain;

- the third group will stomp their feet and make noises to

simulate wind and thunder. Have each group start and stop,

and after a few moments of the "thunderstorm" have them

stop completely.

After the demonstration, ask the class which parts of the

thunderstorm were the loudest (forte), medium (mezzo) and

which parts were soft (piano); also ask how your class

44

recreated the thunderstorm. This lesson is best used with

students in the second-grade level and below.

E. Listening Drills

Start this exercise by playing a mezzo-forte so that

the students have a reference point. Sing or play a

musical instrument for the class at varying dynamic levels.

Ask the children to determine if the volume is piano (soft),

medium (mezzo) or loud (forte). Then ask the students to

vote on which level of loud of soft the dynamic was.

F. Evaluation

Classify the following:

Fire truck, whisper of a lady, cat's purr, drums, sound of a

clicking camera, droplets of water from the faucet, the

croaking of a frog, the tooting of a jeep, sound of a lizard,

sound of an ambulance, scream of a baby, whistle of a

traffic enforcer, a mother talking to her friend, sound of

cricket, dog barking

Soft (piano) Medium( mezzo) Loud (forte)

Week 2

A. Presentation/Discussion:

1. Let the pupils listen to recorded songs first lullabye, love

song, rock song.

2. Let the pupils describe the first recorded song. How was it

sung?

Pupils are going to describe also the second recorded

song. How

was it sung? Was it sung in a in a soft voice?

How about the third song? How was it sung?

45

Let them hear the songs again.

B. Pupils Activity:

A. Group the class into three groups. Each group will be

given

rhyme or a song.

-Each group distinguish the volume of each song they

sang?

Was it in a loud or in soft voice?

B. Let the pupils observe and listen the lines of various

recorded

songs. Let them stamp their feet if the music played in a

loud

sound, clap their hands if the music played is medium

and wave

their hands if the music played in a soft sound.

Rock –a Bye Baby

A Little Boys’ Plea

Old Mc Donald Had a Farm

Row Row Row Your Boat

IV. Evaluation:

a. Still in their grouping, let the children sing “Deep and

wide” the first group in soft with small action, second

group in medium volume with bigger action and third

group with wide and deep action.

Deep and Wide

Deep and wide there’s a fountain

Flowing deep and wide

b. Write L to the corresponding instrument if it produces loud

sound and write S to the corresponding instrument if it

produces s

_______ _______

46

_______ ______

_______ ______

V. Assignment:

Cut out 3 pictures instruments that produce loud sound

and

soft sound. Paste them in your notebook and label

correctly.

Music 3 /3rdQuarter / Week 29 - 32



1. Sings songs with dynamics following hand signal of the teacher

for “loud” and

“soft”

2. Interprets the dynamics of a song through body movements

3. Associate movements of animals to dynamics


Lesson: Responds to Conducting Symbols Indicating Variances

in Dynamics

Reference: K-12 3 Curriculum, Internet

Materials: chants, pictures of animals


A. Preliminary Activity

Sitsiritsit

Sitsiritsit alibangbang

Salaginto't Salagubang

47

Ang babae sa lansangan

kung bumirit parang tandang

Santo nino sa pandakan

Putoseko sa tindahan

Kung ayaw mong magpautang

Uubusin ka ng langgam

Mama mama namamangka

Pasakayin yaring bata

Pagtading sa maynila

Ipagpalit ng manika

Ale ale namamayong

Pasukubin yaring sanggol

Pagtading sa malabon

Ipagpalit ng bagoong

1. Let the children sing” Sitsiritsit”.

2. Let them sing the same song softly.

3. For the next round, let them sing loudly.

4. Let them sing again the song following the hand signal of the

teacher.

Teacher’s palm down means,” soft”, and palm up means

“loud”.

5. Teacher then ask the following questions:

a. Which singing is best?

b. How did we come up such beautiful singing?

c. What is the work of the conductor?

6. Let them sing another familiar song. The teacher conducts and

uses another

style of hand signals. Hands moving farther from each other

becomes louder.

B. Presentation and Discussion

1. Let the pupils hear while the teacher plays the recorded

song “Mag- exercise Tayo”

2. Play the song again, the pupils do their movement .

a. First, in the form of jumping-signifies big movement

b. Second, in the form of dribbling-signifies medium

movement

48

c. Third, in the form of dribbling-signifies soft

movement.

Tell your students that music can be loud and soft or in

between. Introduce any

terms you wish your students to learn.

C. Application

Sing the song together quietly (mezzo piano). Sing it again (or

the next verse) even more quietly (piano). Encourage them to

continue to project voiced (not whispered) notes with clear, sustained

pitch as they get softer. Repeat until they are practically whispering;

how many different levels of quiet can they get while still sounding

good?

Repeat the previous step with mezzo forte, forte, and so on.

Encourage them to sing with sustained, controlled notes as they get

louder. How many different levels of loudness can they get before they

are simply shouting?

The next step will need a "conductor". You can conduct, but if

there is time, let the students take turns conducting. Choose a

conductor and demonstrate some typical conducting signals: hand

held higher with palm up means louder, hand held lower with palm

held down means quieter, hand moving up or down means gradually

louder or quieter. The conductor in this activity does not have to

conduct the beats!

Repeat the song again, or choose a different song if you're

bored. This time, have the conductor vary the level of loudness during

the verse. Try suddenly loud and suddenly quiet as well as gradually

getting louder and quieter. For younger students, let them have fun

with this and be silly. With older students, ask them to experiment with

using the dynamics to make the song prettier or more exciting,

dramatic, or interesting.

IV. Evaluation

49

1. Present the following pictures:

a. Horse galloping-loud movement

b. Carabao walking-medium movement

c. Turtle walking- soft movement

1. Let the pupils act out the way those presented pictures of

animals movement.

2. Let them distinguish their movements as to who move loud,

medium which is not too fast and not too soft and move softly.

IV. Agreement

50

Practice conducting the “ Lupang Hinirang” observing

proper dynamics.

Music 3 / 4th Quarter / Week 33 - 34



A. Distinguishes between “fast” and “slow” in music.

B. Uses tempo levels to enhance poetry, chants, drama, and

musical stories.

C. Sing songs with designated tempi.


Topic : Distinguishes between “fast”, “moderate”

and “slow” in music.

Reference : K to 12 Music 3 Curriculum

Bahaghari 3 : Jane C. Manzanero, 2008

Materials : Song, chant, drama, musical stories

Pictures

Values : Love and Respect to Elders


A. Motivation:

1. Show a picture of an old man walking along other.

Ask: What can you say about the picture?

Which one is running?

Which one is walking fast?

Which one is walking slow?

What will you do if an old man walked along

with you?

(let the children arrived in a conclusion of

giving

respect to elders who are slow when walking)

B. Presentation/ Discussion:

51

1. Group the pupils in 5’s using the name of animals.

2. Let the pupils demonstrate the animal movements of

their choice.

Ask: Which animal moves fast?

Which animal moves slow?

3. Let them group the name of the animals and post it in

the board

4. Let the pupils listens to a recorded songs with varied

tempi.

5. Let the pupils compare the tempi of the song to the

movement of the

animals they had posted on the board.

Example: Carabao - Bahay Kubo / Horse - Sitsiritsit

Ask: Which song has a slow tempi?

Which song has a fast tempi?

C. Pupils’ Activity:

1. Give each group a poem or chants or drama.

2. Let the group present in front using different tempi.

3. Encourage each group to be creative in their

presentation.

Slow moving Moderate moving Fast

moving

D. Abstraction:

1. What is the mood or feeling defines by a song with slow tempi? 2. What is the mood or feeling define by a song with fast tempi? Main Concept:

The music tempo informs us how fast or slow we have to play

and what

is the mood that defines a song.

Note: The following are some of Music Tempo Expressions that

could be introduce if found necessary to add meaning to

the lesson.

52

F. Application:

1. The teacher play a recorded songs with different tempi. Let

the pupils identify the tempi of the songs.

2. Group Games;

The teacher prepare a bowl with titles of previously learned

songs.

Each group identify the tempi of the song they drew from the

bowl and will sing the song in front.

IV. Evaluation:

Challenge:

1. Each group will prepare at least 5 songs or poem or

chant

for this challenge.

2. They will paste the title of the song to the designated

area in the classroom.

3. Each group will do the Gallery Walk.

4. They will identify the tempi of the song and sing the

song or

read the poem or chant in a given tempi.

V. Agreement:

Practice singing a song with varied tempi.

accelerando (accel.) - gradually increasing tempo

a tempo - return to original tempo

largo - very slow

lento - slow

adiago - slow, leisurely

moderato - moderately

allegretto - moderately fast

allegro - fast, lively

presto - very rapidly

andante - moderately

ritardando (rit.) - gradually slower and slower

andantino - slightly faster than andante

vivace - animated, lively

53

Music 3 / 4th Quarter / Week 35 - 37



a. Responses with movements to tempo changes.

b. Sings songs following the hand signals of the teacher to indicate

tempo and variations.

c. Mimic animal movements according to speed.


Topic: Correlates movement to changes and variations in tempo.

Identify tempo changes and variations


Materials: Pictures showing fast and slow movements, song charts

Values: Love of Music


A. Drill

1. There are movements you see every day there are slow and fast

movements that you see and do. You do these movements to

adapt them to the things you do. Look at the pictures and tell how

they move.

1. What have you observe in the picture?

2. How do they move?

54

B. Presentation/ Discussion:

Let the pupils sing songs with varied tempi accompanied by

hand signals/ movements.

Twinkle twinkle little star lyrics

Twinkle, twinkle, little star,

How I wonder what you are!

Up above the world so high,

Like a diamond in the sky.

When the blazing sun is gone,

When he nothing shines upon,

When you shower your little light,

Twinkle, twinkle, all the night.

Then the traveller in the dark,

Thanks you for your tiny spark,

He could not see which way to go,

If you did not twinkle so.

Head, Shoulders, Knees and Toes

Head, shoulders, knees and toes,

Knees and toes.


Knees and toes.

And eyes, and ears, and mouth,

And nose.


Knees and toes.

55

Ako ay may Lobo

Ako ay may lobo

Lumipad sa langit

'Di ko na nakita

Pumtok na pala

Sayang ang pera ko

Binili ng lobo

Sa pagkain sana

Nabusog pa ako

Ask:

1. Which song shows slow hand movement?

2. Which song shows slower hand movement?

3. Which song shows fast hand movement?

4. When to have fast hand movement? Slow hand movement?

C.Application

The pupils sing the song together with the teacher accompanied

by hand

movements.

1. Divide pupils into 5 teams. Each team will do the following

movements. The teacher will provide each team a copy of the

song.

Group I - March slowly while singing the song “Bahay

Kubo”

Group II - March fast while singing the song “Twinkle,

twinkle little star”

Group III - Sing and imitate each animal sound and

movement in the song.

(Old McDonald)

Group IV - Sing and dance slowly to the tune of Row, row,

your boat.

Group V - Imitate the movement of the turtle while singing

the song

“Rock a by baby’

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Ask:

- What can you say about the song?

- What makes a song becomes pleasant?

IV.Evaluation:

Listen to the sound that the teacher will give you. Write fast or

slow on the blank

before each number.

_____1. Bahay Kubo

_____2. Sit Down

_____3. Row, Row your boat

_____4. Rock a bye baby

_____5. Ugoy ng Duyan

_____6. Old McDonald

_____7. Sitsiritsit

_____8. Leron-leron sinta

_____9. London Bridge is falling down

____10. Pambansang Awit

V. Agreement:

Practice singing a song with varied tempi accompanied with

hand movements.

Music 3 / 4th Quarter / Week 38, 39, and 40



1. Distinguish between thinness and thickness of musical

sound through

layering of sound.

2. Demonstrates the concept of texture by singing two-

part rounds and by

singing partner songs.


Topic: Concept of Texture in Music through Round Singing


Materials: Cassette Tape Recorder, Cassette Tapes

Values: Love of Music

Vocabulary:

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A. Review

- Review the song “Are you Sleeping, Brother John?”

B. Drill

A. Let the children sing two round songs with their musical

instruments.

Ask the children to choose actions to make the

performance more

Interesting. Let the group sing the song again.

B. Divide the class into 2 groups and ask them to do to sing

the song with

movements as two groups, starting at different times with

your signal.

Inform the class, that when one song is sung by two or

more groups starting at different times according to a

definite order or place in the song, musicians call this

ROUND singing.

Challenge the class to do the same song in 3 or 4

groups. Give each group enough time to practice before

doing the challenge.

C. Discussion

The teacher will play a music with layered music

with single

instrument, repeated for two times.

Have the class sing the song again as one group but

tell them that you will be doing something different.

Divide the class into two groups. Tell them that the

second and third group will start the song at different times

and to watch the teacher for the signal to start. Tell them

that they will sing this song in a different way.

1. Texture is one of the basic elements of music. 2. Texture refers to the way multiple voices (or instruments) interact in a composition. 3. Musical density refers to the thinness or thickness of musical sound or the number of instruments used for accompaniments.

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Ask the class to pay special attention to the sound

of the song when the second group joined the singing. Did

they hear the sound as different from the song when it was

sung by one group? What happened with the addition of

each musical line by the second group? Did the sound

become Thick?

Discuss the concept of the element of texture and

have them differentiate the words THICK and THIN.

Guide them in imagining a bag where each

musical line added is like an adding books in the bag. The

more LINES- the more books, the THICKER the bag/SOUND.

The lesser the LINES/books, the THINNER the bag/SOUND.

Musical density is the thinness and thickness of

musical sounds.

The density of the music is thin if it has single instrument

accompaniment

or with single musical line only. However, if the music has

layered

orchestration, then the density is thick. that the TEXTURE of

the music

can be made THICKER with the addition of a second

sound or instrument.


In the first song being played, what can you say about the

accompaniments being used? Is it nice to hear?

How can you compare with that of the second song?

Which of the two songs you like most? Why?

E. Application:

Have the pupils sing a song using instrument only

and a combination of Instruments to show awareness of

music density.

V. Evaluation:

The teacher will play more music like “Little Indians”

and “He’s Got

the Whole World in His Hands” through the CD player and

the pupils will

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identify the music density whether it is thin or thick.

VI. Assignment:

Practice singing “Leron, Leron Sinta” with any

musical instrument

accompaniment at home.

Music 3 / 1st Quarter / Week 1

Documents

Transcript of Music 3 / 1st Quarter / Week 1