UNIT 3 UNIT 3. VI. Content/Topic: RHYTHM organization of sound and silence in time. Time being represented as METER

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1 I. Lesson 9: Rhythm: Part 4 UNIT 3 UNIT 3 II. Time Allotment: 2 meetings of 40 minutes III. Overview of the Lesson: The lesson aims to have the children maintain a steady beat while chanting, clapping, walking, tapping and playing instruments. It further aims to have the pupils respond to sound in groupings of 4. IV. Competencies/Objectives The learner Claps, taps, chants, and plays musical instruments in response to sound with correct rhythm: In groupings of 2s In groupings of 3s In groupings of 4s Responds to music grouped in 4s by playing and moving. Creates and performs simple ostinato patterns in groupings of 4s with body movements or instruments available in the classroom. V. Prior Skills & Assessment The learner must have acquired the following skills in the previous level: Demonstrates simple understanding of simple steady beats through chanting, clapping, tapping, walking and playing simple percussion instruments. Imitates a simple series of rhythmic sounds ( echo clapping ) VI. Content/Topic: RHYTHM organization of sound and silence in time. Time being represented as METER a. CONCEPT MAP b. PROCEDURE DAY 1 1. CLASS ENCOUNTER Greet with the usual SO-MI greeting. 2. DEVELOPMENT OF THE LESSON Review the song Twinkle, Twinkle, Little Star and have them clap the beats while singing. 1

2 Guide the children in locating the Strong beats of the song and ask them to answer Activity APPLICATION Explain the concept of the Double bar and have them follow the direction at the bottom of Activity 1. Check the answers in their book and have them sing and perform the Strong and Weak beats (choose a body movement which would best demonstrate the Strong Beat and the Weak Beat. 4. SYNTHESIS Ask the children: Did you find it hard or easy to find the Strong beats in the song? Why? Why not? As an assignment, have the children create their own Body Movements for the Strong Beats/Weak Beats in the song. Have them ready to perform it in class next meeting. DAY 2 1. CLASS ENCOUNTER SO-MI greeting. Greet individual students with their names in the greeting. 2. DEVELOPMENT OF THE LESSON Invite some students to show the Body Movements they have chosen to describe the Strong and Weak Beats of the song Twinkle, Twinkle, Little Star Check the assignment and have the class follow the movements made by their classmate. Call on two more students. 3. APPLICATION Do Activity 2 and have the class sing and perform their assignment together. After two rounds, have them answer Activity 3. Check their answers. Using the correct answers in Activity 3, have them perform the Beats for 4-time Meter (with the appropriate body movement) while singing Pan de Sal. You may also encourage the pupils to use the available instruments in the classroom - guide them in their choice of instruments. Do the same activity for 3-time meter while singing Pong-Pong Piyangaw (2nd Quarter song). 2

3 4. SYNTHESIS Ask the children: Which part of your body did you use the most, to find the Strong and Weak beats of the songs? (our EARS) How do we take good care of our EARS? Explain the importance of taking care of their bodies and keeping their body parts clean at all times. Proceed to end the class with the GOOD BYE greeting song. VII. Summative Assessment Performance Standard Perform: Maintain a steady beat when chanting, tapping, clapping and playing classroom instruments. Create: Improvise body movements that would best describe music moving in two s three s, and four s. Respond: Respond to music grouped in two s, three s, or four s by playing or moving. I. Lesson 10: Form II. Time Allotment: 2 meetings x 40 minutes III. Overview of the Lesson: The lesson aims to have students identify identify these as same or different. changes in the musical lines of a song and IV. Competencies/Objectives: The learner Shows recognition of phrase changes with movement. Uses movement to demonstrate awareness of phrases, the whole, and parts of music. Organize geometric shapes to show understanding of Same-Different. Follow illustrations that help discover the form of songs and listening examples. V. Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: Demonstrates the ability to identify a tune heard as the same or different from the existing one given by the teacher. Follow illustrations to help mark the phrase changes in the listening examples. VI. Content/Topic: FORM- Similarities and Differences of the parts of a musical whole 3

4 a. CONCEPT MAP b. PROCEDURE DAY 1 1. CLASS ENCOUNTER SO-MI greeting. 2. DEVELOPMENT OF THE LESSON Review the game Doggie, Doggie with the class. Introduce the concept of a Musical Phrase (small parts of a whole song) and sing a sample phrase from the song Doggie, Doggie. Demonstrate the concept of a Phrase with the use of your arms- much like drawing a Rainbow, starting from your LEFT at the beginning of the Phrase and going down at your RIGHT at the END of the phrase. Have the pupils follow the ARM of the teacher while singing Doggie, Doggie. 3. APPLICATION Help the pupils answer ACTIVITY 1 in their books. Check the answers in their book and have them sing the song again while following the labels they have written. Have them extend their arms higher when following directions of the phrases of the song. Review the song Pan de Sal and challenge the class to answer ACTIVITY 2. Have them use the shapes provided to label the similarities and differences of the phrases found in the song. Check their answers and have them sing the song again with their Arms showing the BEGINNING and ENDING of each Phrase. It is important to note that the Pupils must be able to accurately show and sense when a Phrase STARTS and ENDS. Do the additional activity found in ACTIVITY 2 after the pupils have checked their answers. 4. SYNTHESIS Ask the children: Did you find it easy to identify when a Phrase STARTS and ENDS? Why/ Why not? What must we do to be able to identify if a Phrase has Started or Ended? As an assignment, invite the pupils to sing songs that are familiar to them and have them practice identifying the Beginning and the Ending of Musical Phrases with the help of their Arm. Proceed to round up the class and sing the Goodbye song while clapping the LONG/SHORT sounds in the song. 4

5 DAY 2 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students and use their name in the greeting. 2. DEVELOPMENT OF THE LESSON Recall the lesson on Musical Phrases and ask the pupils if they enjoyed practicing and identifying the Musical Phrases of their chosen songs? Call on some students to demonstrate the musical Phrases of the songs they chose to work on at home. Do this with 2 other pupils. 3. APPLICATION Review the song Are You Sleeping, Brother John? with the class and have them answer ACTIVITY 3 of their book. Guide the class by stating that a song can have more than 2 Musical Phrases and that more shapes can be used to show this. Check their answers and invite the pupils to sing the Phrases while demonstrating these with their arm gestures to show the Beginning and Ending of the Phrase. Invite them to come choose Body Movements for each phrase and have them perform these movements while singing the song. This will help them to show the SIMILARITIES and DIFFERENCES of the Musical Phrases found in the song. As a challenge, have the children listen to the recording of Kalesa and explain that MARKING BIGGER PARTS OR SECTIONS of music can be used to identify its FORM. One can identify a NEW SECTION or NEW PART by listening very well to the TUNE and the MOOD of the MUSIC being played. 1 st Listening activity: For familiarity, have the pupils raise their right hand if they think a NEW PART or NEW SECTION has started. 2 nd Listening activity: Have the students choose body movements which best describe or represent the mood or character of the PARTS found in the song. Have them perform the chosen movements whenever they hear the corresponding PART or SECTION being played. Reinforce the concept of FORM with the use of SHAPES to show the FORM of a song: We have learned in this lesson that Music is made up of small parts which we call Phrases. These Phrases can be similar or different as the music continues. When musicians examine and MARK the similarities and differences of the Musical Phrases found in a song, they call these MARKS as parts of the FORM of the song. Therefore, the FORM of the song Pan de Sal is: 5

6 4. SYNTHESIS Ask the children if they enjoyed the activity? Ask the class: Did you find it easier or more difficult to identify the BIGGER PARTS or SECTIONS of a song? Why? Why not? Following the explanation earlier on marking the FORM of a song, what would be the FORM of the song ARE YOU SLEEPING, BROTHER JOHN? Ask the children to complete the sentence below based on their answers to the previous questions: To identify the FORM of a song, one must LISTEN TO the and of the Musical Phrases found in the song. Proceed to end the class with the GOOD BYE greeting. VII. Summative Assessment: Performance Standard Perform: Use body movements to demonstrate awareness of phrases, and the whole and parts of a listening material. Create: Improvise movements that would reflect the different sections of the listening selections. Respond: Use the terms SAME and DIFFERENT to describe the SECTIONS found in the listening examples. I. Lesson 11: Melody II. Time Allotment: 2 meetings x 40 minutes III. Overview of the Lesson: The lesson aims to have pupils match the given pitches with the use of their voices and available sound sources. It further encourages the pupils to respond to High and Low sounds with body movements. IV. Competencies/Objectives: The learner Identifies the pitches heard as: High Low Respond to High and Low tones through body movements and playing other available sound sources. 6

7 V. Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: Develop ability to echo melodies and match pitches. Hear and identify the difference between a High melody and a Lower melody. Sing or use vocal inflection following pictures of melodic contours. VI. Content/Topic: MELODY Highness and Lowness of sound a. CONCEPT MAP b. PROCEDURE DAY 1 1. CLASS ENCOUNTER Greet with SO-MI greeting. Do the greeting again and ask the pupils to touch their heads when they think they are singing a HIGH sound and touch their waists when they think they are singing a LOW sound. Guide the class in the beginning and have them do it a second time with minimal teacher assistance. 2. DEVELOPMENT OF THE LESSON Have the children look at the line drawn in their books. Have them follow the line with their fingers as they also sound the syllable Aah. Their voices must also be able to follow the directions the line is taking. Have the children encircle the Highest and the Lowest points in the line. Mark these as HIGH sound and LOW sound. Have the pupils choose other syllables and use these to follow the line above. 3. APPLICATION Have the pupils compose their first composition by drawing their very own line in ACTIVITY 1. Encourage them to make their lines interesting and to choose a syllable that has not been chosen for the earlier activity. 7

8 Have them share their compositions with their seatmates and have them try out each other s compositions. Call on some students to draw their compositions on the board for the whole class to try out. Call on 3 students for this activity. Review the song Bounce High with the class and do ACTIVTY 2 with the pupils. Have them change partners after each round. 4. SYNTHESIS Ask the children: Did you find the activity easy or difficult? Why? Did you have a hard time identifying the HIGH sound and the LOW sound? Why? Proceed to end the class with the Goodbye song and invite them to TOUCH their HEADS again when they are singing a HIGH sound and to touch their WAISTS when they are singing a LOW sound. DAY 2 1. CLASS ENCOUNTER Begin the class with a SO-MI greeting with the teacher touching her HEAD for the High sound and her WAIST for the LOW sound. Encourage the pupils to do the same when they answer the teacher s greeting. Greet individual students with their names in the greeting song. Encourage them to also touch their HEADS/WAISTS when they answer the teachers greeting. 2. DEVELOPMENT OF THE LESSON Recall the lesson on HIGH and LOW sounds. Read the story in ACTIVITY 3 and explain the mechanics of the story. All underlined words in the story means there should be a pause after the word to allow the pupils to make the sound needed. Do the story a second time and ask the pupils to put movements while making the needed sound for the story. The movements must match the sound being produced. 3. APPLICATION Explain the concept of NOTES as the symbol used by musicians to show the HIGHNESS and LOWNESS of a sound. Connect these to the STAFF and how musicians place these NOTES on the STAFF according to the HIGHNESS and LOWNESS of the sound. Have the class do ACTIVITY 3. Check the answers. Encourage them to draw the NOTES for the Goodbye greeting on a 2-line staff at home. 8

9 4. SYNTHESIS Ask the children if they liked the story. Ask: If you were to choose one activity which you would like to do again, which one would it be and why? What did we learn about the SOUNDS in MUSIC today? VII. Summative Assessment: Performance Standard Perform: Sing a repertoire of songs with tonal accuracy THROUGHOUT. Use a range of vocal inflections when performing poetry, chants and nursery rhymes. Create: Improvise tonal stories using vocal inflection and classroom instruments, if available. Respond: Show melodic contour with body and hand movements. I. Lesson 12: Review of Unit 3 II. Time Allotment: 2 meetings x 40 minutes III. Overview of the Lesson: The lesson aims to evaluate the children s musical growth, resulting from their exposure and active involvement in the presentation of musical ideas in the Lessons IV. Competencies/Objectives: The learner Demonstrates all the necessary competencies required from the previous lessons. V. Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: The learner must have acquired all the skills stated in the lessons. VI. Content/Topic: EVALUATION: Review and evaluate concepts and skills taken in Unit 3 a. PROCEDURE DAY 1 1. CLASS ENCOUNTER Greet with SO-MI greeting with movements showing High sounds and Low sounds. 9

10 2. DEVELOPMENT OF THE LESSON Ask the children if they know the game Sawsaw Suka? Have the children play the game 3 times. Introduce Piko-Piko Angking and tell them that this is the song used by the children from Maguindanao to play the game Sawsaw Suka. Show the pupils where Maguindanao is in the Philippine map and give a short introduction about the place and its people. Teach the song by phrase and by rote. Have them sing the song and do the game. The hand of the IT must close and try to catch the pointer finger of the other pupil only after the word BO- TE- TE! For mastery, have the pupils do the game 3-4 times. Check the assignment on ACTIVITY 4 of LESSON 11. Find out the result of the assignment and ask the pupils if they found the assignment hard or easy, then ask them why. 3. APPLICATION Guide the pupils in answering ACTIVITY 1 of LESSON 12. Encourage them to answer the BONUS item at the bottom. Check the answers and in their book and have them create new body movements for the HIGH sounds and the LOW sounds. Perform the song using the movements created by the class. Proceed to group the students into 4, and discuss the graded activity for the next meeting. Discuss the rubric for Activity Evaluation 2. Have the pupils do ACTIVITY 3 and give the groups time to practice and prepare for their graded activity next meeting. Go around and note the song choices of each group and monitor the practice. End the class 5 minutes before the time and explain ACTIVITY 2. Give it as an assignment. Remind the pupils to find time during the week to practice their group number. 4. SYNTHESIS Ask the children: Did you find it hard to identify the HIGH sounds and the LOW sounds of a song? Why? 10

11 After playing Sawsaw Suka and Piko-Piko Angking, what did you discover about the games we play in our own province and the games that other children your age are also playing in their own provinces? Bid the class goodbye and sing the goodbye song and wish them well in their group practices. DAY 2 1. CLASS ENCOUNTER Do the So-Mi greeting while touching your head and shoulders for the HIGH and LOW sounds. Have the pupils do the same when they sing back their greeting. Greet individual students with their name in the greeting. Follow the same body movement. 2. DEVELOPMENT OF THE LESSON Recall the lesson on HIGH and LOW sounds. Check the assignment given on ACTIVITY 2. Invite the class to sing the song and follow the corrected assignment. Have the class suggest a body movement for the High sound and the LOW sound. Have the class execute it while singing. 3. APPLICATION Give the group 5-10 minutes to gather, and then proceed to call on each group for their presentation. After the presentations, review the rubric for Activity Evaluation 3 and have the pupils answer it. Students who are done with Activity Evaluation 3 may proceed to answer the Self- Evaluation rubric for the Third Quarter. 4. SYNTHESIS Ask the class what they thought of their short presentations and how they can improve their performances in the future. Bid the class goodbye and sing the goodbye song. Congratulate all the groups for their achievement this quarter. 11

12 VII. Summative Assessment: Performance Standard Evaluation Evident Developing 1. The FORM of the song was correctly identified as seen in the body movements of the group. 2. The melody is clear and in pitch from the beginning to the end of the song. 3. The movements chosen by the group clearly showed the individual parts, the FORM, and the HIGH and LOW sounds of the chosen song/rhyme. Self-Evaluation Directions: Show how well you have learned the lessons in this quarter by drawing a smiling face in the box that best describes what you have learned. Self-Evaluation Can Do Getting There 1. Identify same and different musical phrases using shapes. 2. Recognize and show the up-down contour of a melody by drawing curves in the air. 3. Perform movements that would show the musical phrases/parts of a listening material. 4. Use the voice to demonstrate the different directions of a melody. 5. Listen to and follow rules and directions. 6. Show appropriate effort, consistently. 7. Demonstrate cooperation, self-control, mutual respect, and citizenship. 12

13 UNIT 4 UNIT 3 I. Lesson 13: Melody: Part 2 II. Time Allotment: 2 meetings x 40 minutes III. Overview of the Lesson: The lesson aims to reinforce the concept of High and Low sounds through visual images and vocal matching of the melodies heard. IV. Competencies/Objectives: The learner Develop the ability to vocally match pitches. Use own vocabulary to describe HIGH-LOW and melodic direction. Sing or play short melodic patterns while showing awareness of UP-DOWN and HIGHER and LOWER. Improvise simple SO-MI melodic conversations. Sing or use vocal inflection following pictures of melodic contours. V. Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: Develop ability to echo melodies and match pitches. Listen and identify the difference between a High/Higher melody and a Low/Lower melody. Respond to High and Low tones with body movements and by playing other available sound sources. VI. Content/Topic: MELODY Highness and Lowness of sound. a. CONCEPT MAP 13

14 b. PROCEDURE DAY 1 1. CLASS ENCOUNTER Greet with the usual SO-MI greeting. Sing different questions to the pupils in SO-MI and encourage the pupils to improvise their SO-MI answers to your questions. Example: Teacher: Pupil: 2. DEVELOPMENT OF THE LESSON Introduce the song/game Bitin BItin and give a short explanation about the location of SAGADA, MOUNTAIN PROVINCE in the Philippine map (the province where the game is from), their language (Kankana-ey) and their means of livelihood (FARMING and WEAVING). Also mention its proximity to the famous BANAUE RICE TERRACES (a UN Heritage Site). Game mechanics: more than 3 in a group (the more the merrier!) a. Players gather in one spot and lay one of their hands on top of each other s hands, to build a tower. b. As the song begins, players lift their hands a little so they can hold a part of the back of each other s hands to move up and down with the beat. c. At the end of the song, players let go of their hands, spreading them with a sudden motion. d. Have the pupils play the game for 3 rounds. 14

15 3. APPLICATION Guide the children in locating the HIGH and LOW sounds in the song. (NOTE: the X s at the end of the song mean that the last 2 syllables are to be recited no tune). Have them STAND when they think they are singing a HIGH sound and SIT when they think they are singing a LOW sound. Have the pupils answer ACTIVITY 2, and then check their answers. This time, have them sing the completed ACTIVITY, using the words HIGH and LOW instead of the words of the song. Have the pupils do the STAND OR SIT movements while singing the song. Invite them to sing the Goodbye greeting and ask them to change the words to HIGH and LOW as they sing the corresponding pitches. Then you can proceed to end the class as usual with the Goodbye song. 8. SYNTHESIS Ask the children: Do you think you have learned to sing HIGH and LOW sounds? Why? What can you do to get better in SINGING and IDENTIFYING HIGH and LOW sounds? Inform the children that they will have more exercises on HIGH and LOW sounds next meeting to help them improve. Proceed to bid the class goodbye as they use the words HIGH and LOW while singing. Have them practice singing the HIGH and LOW patterns in ACTIVITY 3 as an assignment (it will be answered next meeting). DAY 2 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their names in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED last meeting and encourage the same pupils to improvise their SO-MI answers to your SO-MI questions. 2. DEVELOPMENT OF THE LESSON Recall the lesson/activities on HIGH and LOW sounds. Review the game BITIN BITIN. Invite the class to travel with you from the mountains of the SAGADA province (where BITIN BITIN is from) to the United States of America where they also have a famous song about their mountains. Introduce or teach Rocky Mountain by rote and invite the class to note the direction of the melody for each phrase. 3. APPLICATION Have them do ACTIVITY 2 and check their answers. 15

16 Have them sing ROCKY MOUNTAIN again while following their answers in ACTIVITY 2. Ask them to show the melodic contour of each phrase with their right hand. Ask them if they did their assignment by practicing the HIGH-LOW patterns in ACTIVITY 3. Review the patterns in ACTIVITY 3 and ask the pupils to sing the patterns and come up with corresponding HIGH and LOW body movements to show the melodic patterns. Do ACTIVITY 3 and SING the patterns 2x or as many times to the pupils until they are familiar with the pattern. Please follow the suggested order : 1. D, 2. B, 3. A, 4. C, 5. E Check their answers and encourage them to create their own HIGH and LOW patterns for the end of the quarter. 4.SYNTHESIS Ask the children if they have finally mastered identifying the HIGH and LOW sounds in their songs (since the start of the quarter)? Have them think about what they can already do on their own with minimal assistance from the teacher and have them rate their HIGH and LOW abilities by answering the ASSESSMENT. Ask the pupils to recall their ANSWERS to the Synthesis questions last meeting and ask them how they felt listening to a piece of music using only one sound all THROUGHOUT? 16

17 Complete the sentence: It is important to combine HIGH and LOW sounds in a song because. Proceed to end the class and sing the GOOD BYE. VII. Summative Assessment Performance Standard Perform: Use the voice and body sounds to demonstrate and perform LONG and SHORT sounds. Create: Create a short work containing LONG and SHORT patterns. Respond: Respond to the melodic contour heard with body and hand movements. I. Lesson 14: Texture II. Time Allotment: 2 meetings x 40 minutes III. Overview of the Lesson: The lesson is an introduction to the musical element of TEXTURE and aims to have the children aware of the concept that musical lines OCCURING AT THE SAME TIME make up the thickness of the sound of music, while a single musical line makes the thinness of sound of music. IV. Competencies/Objectives: The learner Hears when two or more musical lines occur at the same time in the listening examples. Responds to the varying textures with appropriate movements. Uses visual images to demonstrate awareness of musical texture. V. Prior Skills & Assessment: No Prior skills acquired yet, as this is the first time the pupils will be introduced and made aware of the element. 17

18 VI. Content/Topic: TEXTURE- Thickness and thinness of the sound of music a. CONCEPT MAP b. PROCEDURE DAY 1 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their name in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and encourage the pupils to improvise their SO-MI answers to your SO-MI questions. 2. DEVELOPMENT OF THE LESSON Review the song Are you Sleeping, Brother John? Ask the children to choose actions to make the performance more interesting. 3. APPLICATION 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. 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 HUGE sandwich where each musical line added is like an additional topping/filling in the sandwich. The more LINES- the more filling, the THICKER the sandwich/sound. The lesser the LINES, the THINNER the sandwich/sound. 18

19 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. 4. SYNTHESIS Ask the children: 1. Did you enjoy the activity? 2. How did you find singing in a ROUND with the other groups? Why? As an advance assignment, have the pupils answer ACTIVITY 1 as a group activity for the next meeting. Proceed to end the class with the Goodbye song and invite them to TOUCH their HEADS again when singing a HIGH sound and to touch their WAISTS when singing a LOW sound (as a review of the last LESSON). DAY 2 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their name in the greeting. Sing different questions to the pupils who were NOT CALLED last meeting in SO-MI, and encourage the pupils to improvise their SO-MI answers to your questions. 2. DEVELOPMENT OF THE LESSON Recall the lesson on TEXTURE. Show them the OSTINATO you have made and have the pupils try it out with their chosen body movements. Divide the class into 2 big groups and have the 1 st group do the OSTINATO and the 2 nd group to perform their respective OSTINATO patterns on available classroom instruments. Exchange groups. Ask them about what happened to the Texture when two groups perform OSTINATO. 19

20 3. APPLICATION Group the class into smaller groups of 10 to 15 each and have the pupils present the OSTINATO they have made by group. Have the groups choose one OSTINATO and have them try it out with half of the group playing or moving to the same OSTINATO. Have them exchange groups. Call on 1-2 groups to show their performance to the class. Ask the class how they found the activity and inform them that the TEXTURE of the music can be made THICKER with the addition of a second sound or instrument. Have them answer ACTIVITY 2 and encourage them to listen very well before answering each number. Check their answers using the CHECKLIST below. A. One Musical line 1 st colored note B. Two or More Musical lines BOTH notes colored C. Two or More Musical lines BOTH notes colored D. One Musical line 1 st colored note 4. SYNTHESIS How did you find the LISTENING ACTIVITY? Did you find it hard to identify the TEXTURE of the different selections? Why/Why not? What things do you need to remember to be able to identify the Texture of Music? Have them complete the sentences below in their books: We must listen very well to Musical that happen in the music, whether alone, or more than one, happening at the time. Only after listening very well can we say if the Texture of the sound of Music is or. Proceed to end the class with the Goodbye song. VII. Summative Assessment Performance Standard Perform: Sing a melody accurately in relation to ROUND-SINGING. Create: Improvise simple patterns on classroom instruments or other sound sources to create different textures. Respond: Use visual images to show awareness of texture. 20

21 I. Lesson 15: Review of All II. Time Allotment: 2 meetings x 40 minutes III. Overview of the Lesson: The lesson aims to review ALL elements studied during the past four quarters and to prepare the pupils for a year-end assessment of ALL the skills or competencies expected for each element. IV. Competencies/Objectives: The learner Demonstrates the Skills and Competencies expected in all the lessons specifically the SUMMATIVE ASSESSMENT STANDARDS found at the end of each Lesson. V. Prior Skills & Assessment: The learner must have acquired ALL skills in the previous level. VI. Content/Topic: REVIEW of all ELEMENTS studied from Lesson 1 to Lesson 14. a. PROCEDURE DAY 1 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their names in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and encourage the pupils to improvise their SO-MI answers to your SO-MI questions. 2. DEVELOPMENT OF THE LESSON Mention that the school year will soon come to a close and that it is the perfect time to review all the ELEMENTS they have taken the whole year. Ask some of the pupils to recall the ELEMENT and the ACTIVITY or SONG or GAME they did in the ELEMENT. Recall ALL activities and SONGS for each ELEMENT (Pls. look at the table in the next page as reference). 21

22 ELEMENT DYNAMICS Loudness and Softness of sound TEMPO Speed of music (FAST and SLOW) TIMBRE- Sounds in the environment, vocal & instrumental sounds. RHYTHM - organization of sound and silence in time - Beat and Ostinato - Strong & Weak beats/meter ( 2-time meter, 3-time meter & 4-time meter) FORM- Similarities and Differences of the parts of a musical whole ACITIVITY/SONG Ang Susi Nakatago Jack and Jill Doggie, Doggie / The Circus (Sound Story) See Saw / Pan de Sal Chimpoy Champoy Bounce High /Pedro Penduko Twinkle, Twinkle Kalesa MELODY High and Low sounds TEXTURE Thickness and Thinness of Music Piko-Piko Angking / Rocky Mountain The Journey to the Moon (High and Low Story) Are You Sleeping, Brother John? 3. APPLICATION Help the pupils recall the SONGS or ACTIVITIES or GAMES. Divide the class according to the number of ELEMENTS and proceed to do ACTIVITY 2. Guide the pupils in each group and encourage them to perform the SONGS/ACTIVITIES from memory. 4. SYNTHESIS Ask the children: After reviewing the ELEMENT you have picked together with the GAMES or SONGS or STORIES learned, how did your group prepare/practice your presentation? Did you have a hard/easy time? Why? DAY 2 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their names in the greeting. Sing different questions to the pupils which were NOT YET CALLED last meeting in SO- MI, and encourage the pupils to improvise their SO-MI answers to your questions. 22

23 2. DEVELOPMENT OF THE LESSON Recall the activity last meeting and call on representatives from each group to give an update about their groups performance. Review the SKILLS expected from each ELEMENT and ask the group if their performance will show it. 3. APPLICATION After checking the progress of all groups, devote the rest of the class time to the group s last chance to practice. Closely monitor the groups having difficulty and offer them more help. 4. SYNTHESIS After your group s last practice today, was there an improvement from last week s performance to today s practice? Can you name some of the improvements? Proceed to end the class with the goodbye song and wish them good luck on their group s performance next meeting. VII. Summative Assessment Performance Standard ALL SKILLS mentioned in the areas of PERFORM, CREATE and RESPOND must be DEMONSTRATED in the Performances of the Pupils. I. Lesson 16: Evaluation II. Time Allotment: 2 meetings x 40 minutes III. Overview of the Lesson: The lesson aims to evaluate the children s musical growth, resulting from their exposure and active involvement in the musical elements presented in the Lessons IV. Competencies/Objectives: The learner Demonstrates all the necessary competencies required in all the Units

24 V. Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: Demonstrates basic understanding of simple steady beats through chanting, clapping, tapping, walking and playing simple percussion instruments. Imitates and replicates a simple series of rhythmic sounds ( echo clapping ). VI. Content/Topic: EVALUATION - Evaluate concepts learned and skills acquired in all the units. a. PROCEDURE DAY 1 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their names in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and encourage the pupils to improvise their SO-MI answers to your SO-MI questions. 2. DEVELOPMENT OF THE LESSON Ask the children how they are and if they are ready for the day s Class-Concert? Review proper decorum during concerts and how people are expected to behave in such gatherings: Talking is strictly not allowed while a performance is going on. Leaving your seats during a performance is also not good behaviour. You must give the performers your full attention as a sign of respect. 3. APPLICATION Call on each group representing an ELEMENT (seven Elements Dynamics, Tempo, Timbre, Rhythm, Form, Melody, and Texture) and rate their performance according to the skills expected from the ELEMENT they are representing and showcasing. Congratulate all the groups for a job well done. As an assignment, have them read the rubric for their performance and think about their group s performance. 4. SYNTHESIS Ask the children: Did you enjoy the class-concert? 24

25 Which group do you think had the best performance and why? Proceed to end the class with the Goodbye song. DAY 2 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students and use their name in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED in the previous meeting, and encourage the pupils to improvise SO-MI answers to your SO-MI questions. 2. DEVELOPMENT OF THE LESSON Recall the performances in the previous meeting and review the necessary decorum of the class during the CLASS CONCERT. Discuss some points for improvement in terms of their behaviour during a performance. Ask them what they thought about their group s performance and explain the rubric found in ACTIVITY APPLICATION Have the pupils get together according to their respective groups to discuss their performance in relation to the RUBRIC in ACTIVITY 2. After the group evaluation, have the pupils go back to their seats and answer ACTIVITY 3 for their SELF EVALUATION. Discuss each group s own ratings and the rating you gave as their teacher. Include the best points of each group and some of the points they can improve on as they move on to GRADE TWO. 4. SYNTHESIS Ask the children if they enjoyed MUSIC CLASS this year and what things they would be looking forward to in MUSIC CLASS next year? Ask them to give some important lessons they learned about the FILIPINO CULTURE (especially our FOLK SONGS AND GAMES), about taking care of our BELONGINGS or ENVIRONMENT, and about learning to live in COMMUNITY with classmates. Thank the class for a very good year and wish the class all the best in their MUSIC CLASS in GRADE TWO. Proceed to end the class with the GOOD BYE greeting for the last time. 25

26 VII. Summative Assessment Performance Standard Activity: Evaluation 4 Directions: Show how well your group performed by writing a check mark in one of the boxes below. Evaluation Evident Developing 1. The Musical Element was clear from the beginning to the end of the song. 2. The group showed the SKILLS required by the Musical Element. 3. The movements chosen by the group clearly showed and described the ELEMENT The performance was well memorized and was full of energy. Unit 4 Self-Evaluation Directions: Show how much you have learned in Music during this quarter by writing a check mark in one of the boxes that best describes what you have achieved. Self-Evaluation Can Do Getting There 1. I can execute and demonstrate all the musical skills expected of me in Grade I can perform very well all the musical skills expected from a Grade 1 pupil with a level of mastery and ease. 3. I listen to and follow directions and rules, show appropriate effort, consistently demonstrate cooperation, self-control, mutual respect, and citizenship. 26

27 Teacher s Guide (Part Two) i

28 TABLE OF CONTENTS (Part Two) UNIT 3: Sculptures Lesson 19: Introduction to Nature Sculptures...27 Lesson 20: A Coin Container or a Pencil Holder...29 Lesson 21: My Pendant...31 Lesson 22: My Bowl...34 Lesson 23: Recycled Sculpture: Simulated Food and Fruits..37 Lesson 24: Recycled Sculpture: Building My Own House.40 Lesson 25: Recycled Sculpture: Making a Diorama...43 Lesson 26: Papier Mache: Necklace...46 Lesson 27: Papier Mache: Toys...49 UNIT 4: Printmaking and Other Media Lesson 28: Finger Prints...51 Lesson 29: Nature Prints...53 Lesson 30: Man-made Prints...56 Lesson 31: Collage...59 Lesson 32: Mail Art: Letters...60 Lesson 33: Mail Art: Postcards...63 Lesson 34: Puppets Lesson 35: Mobiles: Moving Artworks (Kinetic Art)...68 Lesson 36: Exhibit...71 ii

29 UNIT 3 - SCULPTURE UNIT 3 I. Lesson 19: Introduction to Sculpture: Nature Sculptures II. Summary Art History/ Connecting Before cities, and fancy sculpture, Filipinos created art out of nature. They used wood and leaves to make houses, or clothes, or even as a place for planting rice. Sometimes things found in nature can be arranged in patterns to decorate outside the house. Art Production Creating Create sculptures using natural materials. Art Criticism/ Looking and Seeing Identifying and recognizing natural materials that can be used as sculptures. Art Appreciation Appreciating Ask the students (oral or written): what kind of natural sculptures do you see outside your house, or in the park? Nature s sculptures change, just like nature itself. III. Objectives The learner will: 1. Explore the artistic quality of natural forms. 2. Define the given IV. ART VOCABULARY. 3. Arrange natural objects into patterns. IV. Art Vocabulary Sculpture: Three-dimensional (or 3D ) models. They are not flat, like drawings and paintings. Sculpture is art that you can look at from all sides; the front, the side, and the back. Sculptor: A kind of artist who creates sculptures. Form: When something is three dimensional, it has form. Pattern: When an object or design is repeated. They can be the exact same object; or different objects that are arranged so that none of the objects will stand out. A one-month calendar has a pattern. The days of the week are different, but they are arranged a certain way. Saturday always comes after Friday, and Sunday always comes before Monday. Balance: In art, something has balance when it looks even. There are three kinds of balance: Symmetrical (or symmetry): When one side of your artwork reflects the other side, like when you look into a mirror. Asymmetrical (or asymmetry): When 2 sides of your artwork or sculpture don t mirror each other exactly. One side may have a big circle and the other side will have two small circles. This is like when you put items on a scale, and one weighs more, you can put more items on the lighter side to even out the weight. Radial balance: When your items are arranged in a circle, and they are evenly spaced out from the center of the circle. 1

30 Installation art: Artwork that is temporary. It is visible for some time, but will eventually be dismantled or destroyed. V. Elements and Principles 1. Form 2. Pattern 3. Balance VI. Materials 1. Paper 2.Pencil 3. Crayons 4. Small stones, leaves, other natural materials. a. If the students will bring leaves or flowers, remind them to bring only natural things that have dried, or fallen. b. Rose petals or petals can be bought inexpensively at flower stalls in the market or flower shop. c. You can also use seeds (cleaned and dried) or beans. d. You may use sand or gravel also. 5. Cutouts of leaves, flowers, rocks, and trees. Photos from magazines may be helpful. Ideally, however, the teacher should draw an cut out her own organic shapes (to ensure a uniformity in the pattern) 6. Masking tape, rolled up, stuck to the back of each cutout. 7. References: a. Pictures of natural sculptures, like the Banawe Rice terraces, or pictures of different flower arrangements. b. Pictures of bonsai plants (easily found on the internet) c. Pictures of rock formations (you may invite rock balancers 1 d. If you can bring a real potted plant (to best illustrate the three-dimensionality of the object; and so that it stands on its own and the students can walk around it. * This lesson will work best outdoors, but lacking that, bring as much of the outdoors into the classroom. VII. Motivation OPTION 1: Did you know nature is a sculptor? (Define sculptor, and sculpture) Show pictures of natural formations. OPTION 2 Put the plant on a table and have the students walk around it as form is explained. They can also draw this plant when they do the learning guide exercise. VIII. Procedure 1. Do the MOTIVATION (above) 2. Have the students sketch the plant or, if using pictures, ask the students to imagine what the other sides of the objects in the pictures look like. Do a demonstration if necessary. 3. Divide the class into groups, so they may share their natural objects. 1 See Rock Balancing Philippines, on Facebook or search for them on the internet. 2

31 4. Distribute, or have the students get their natural objects ready. 5. Using the cutouts, demonstrate (and define) different kinds of patterns; and the different kinds of balance. 6. Have the students arrange their natural objects in a pattern, and remind them to make sure there is balance. Any of the three kinds of balance will work, although radial balance takes up much less space. Encourage the students to trade their materials, to put more variety into the sculpture. If there are minimal materials, have the students make their nature sculpture as a group. They can make one nature sculpture per group. 7. When they are finished, have them draw their nature sculpture; and color it. IX. Processing, Evaluation 1. Have the students explain the kind of balance they used. 2. Ask the students how different their sculptures are from nature s sculptures. 3. Explain to the students that this artwork is a kind of INSTALLATION ART, which is temporary. Explain that nature is the same way. It changes. If the nature sculpture is outdoors, the wind and weather, and perhaps small animals will change the sculpture as well. I. Lesson 20: A Coin Container or a Pencil Holder II. Summary Art History/ Connecting Before cities, and fancy sculpture, Filipinos created art that they can use around the house, like bowls; or they made things for religious purposes, like the bulol and crosses carved out of wood. Art Production Creating Create a useful sculpture. Art Criticism/ Looking and Seeing Identifying and recognizing objects they use everyday as sculpture. Art Appreciation Appreciating Ask the students (oral or written): what is the most beautiful but also most useful item you have ever used? III. Objectives The learner will: 1. Explore the utility, or usefulness, of sculpture. 2. Define the given ART VOCABULARY. 3. Create sculpture that they can use. 4. Explore the elements and principles of art in everyday objects they use. 3

32 IV. Art Vocabulary Form: When something is three dimensional, it has form. Artifact: An artifact refers to a sculpture that is made for a particular purpose. Before cities, and the arrival of the colonizers, tribes in the Philippines created items that they needed, like tools, weapons, even cooking pots. Useful Arts: Although not a widely used term, the 1800s referred to hand-crafted household items as useful arts. It is optional to this lesson to mention this, although referring to items. In the early 20 th century, Walter Gropius started a movement called functional craftsmanship, where artists prioritized an items utility or usefulness before its looks. Useful Arts is more popularly known, and mostly referred to as Functional Art. Function: The purpose or use of an item. V. Element and Principle 1. Form VI. Materials 1. Plastic cup, or plastic bottles with the top cut off 2. White glue o If the school is providing glue, put the glue in bowls and dilute it with a bit of water so that it is easier to spread. 3. Yarn, ideally at least 3 colors, but one will suffice. 4. Wash bucket, or bucket with water, for washing their hands after the project. 5. Rags, one (or two, depending on the number of students) for wiping hands, and some more for wiping the tables. Avoid putting newspaper on the work surface as this is more inconvenient to clean once it has glue on it. 2. Popsicle sticks, for spreading. 3. Permanent Marker (any color) or pentel pen. 4. References: Pictures of historical artifacts, particularly Filipino. Those with Spanish influence, like the pamaypay or the Tribal arts such as those found here: Art-Ifugao-Tribe.html Household items Spoons (no sharp objects, please!) Bowls Cups or mugs VII. Motivation 1. SET UP: Put household items on a table. If possible, have this table in the middle of the room so the students can walk around them. 2. Introduce the lesson by pointing out that these objects are also forms, like sculpture. If there is time, point out the other elements and principles of art as well, color, line, balance; to show that the object is also art. 3. Explain the history of how artifacts and other items were used. (See Vocabulary ) 4. Explain that the students will be making their own useful or functional art. 4

33 Begin by telling asking them what a pencil holder is. Then explain that they are going to make one. VIII. Procedure 1. Do the MOTIVATION (above) 2. Ask the student to bring out the plastic cups, and the yarn. 3. Pass the marker around so the students can write their names under the base of the cup. 4. Before using the glue, teacher should show the students what they are going to do. Hold the cup by the rim and spread the glue on the bottom part of the cup first. Spread this all around the bottom. Fingers or Popsicle sticks may be used to spread the glue. Have the students do the same. Take one end of yarn and start wrapping it around the bottom of the glass. Once the part with glue is covered, add glue to the rest of the cup, or another portion of the cup if the cup is a big one. At least enough to cover any design that is printed on the cup. Leave the cups on a shelf or under their chairs as the students takes turns washing their hands and cleaning their own work surfaces. IX Processing and Evaluation 1. Gather the students in a circle when everyone is finished. 2. Talk about a few of the students designs in terms of the elements and principles of art. Ask about color, line, shape, balance. 3. Besides pencils and other writing tools, what else can be put in the cup? 4. Ask: What household items do you consider art? I. Lesson 21: My Pendant II. Summary Art History/ Connecting Filipinos have many religious artifacts in churches and inside their houses. Before there were churches and priests in the Philippines, Filipinos worshipped different gods for specific things: there was a rice god, a god for animals, a god to Art Production Creating Make a pendant that is similar to the amulets worn by our ancestors and heroes we read about in books or see in the movies and TV Art Criticism/ Looking and Seeing Identify and recognize objects they used every day as sculpture. Examine pendants worn by our ancestors and by present day Filipinos. Art Appreciation Appreciating Appreciate items that are not only useful but also artistic like the pendants made by our 5

34 protect the house. Sometimes they would wear these religious artifacts around their necks, or keep small ones in pouches near their bodies for protection and luck. Time Allotment: 1 session (40 minutes) ancestors for different purposed and out of different materials. III. Objectives The learner will: 1. Explore the meaning of pendants and amulets for the Filipinos. 2. Define the given ART VOCABULARY. 3. Make a pendant. 4. Describe the particular magic or protection that the amulet or pendant brings the person. 5. Give a good luck pendant to a classmate. IV. Art Vocabulary Form: When something is three dimensional, it has form. Religious Artifact: These are sculptures created for religious purposes. Before Christianity came to the Philippines, different communities made statues to show respect to their deities, or gods. When we were Christinized, our artists created crucifixes and statues of saints. Pendant or Charm, Talisman, or Amulet: our Filipino ancestors carried these for their supposed or perceived magical or protective powers. V. Elements and Principles 1. Form pendants or amulets were usually oval or circular in shape. 2. Texture they were made of metal, clay or wood and had designs on them. VI. Materials 1 Salt-Dough Clay (make beforehand these can be stored in the refrigerator overnight) Flour Iodized salt Water Mix a ratio of 1 is to ½ of flour and salt. (One cup of flour to half a cup of salt, for example). For any container of flour, use half of that same container to measure the salt. Add water, little by little, until a dough forms. It should not be more than the measurement of flour (for easy measuring, use the same container for water. 2 Bottle (with no texture) or toilet paper tubes, to use as rolling pins. (OPTIONAL, depending on availability) 3 Old newspapers to help absorb the liquid from the salt-dough clay 4 Newspaper or scratch paper folded like envelopes or paper bags (for storage, and transport of their artwork) 5 Plastic utensils for cutting. 6