Music Grade 2

UNIT VI Tempo Tempo is part of our life. There are times that we should move fast toavoid being late. Sometimes we need to be slow because we are not feelingwell or we are passing a muddy road. Speed in music is called tempo. Insinging or in playing music, tempo varies. It sets the tone of music. Songslike Lullaby should be sung slowly while joyful songs should be fast. Musicneeds appropriate movement and every movement needs appropriate music. 94

TEACHER’S GUIDE FOR MODULE 26Time Allotment: Once a week for 40 minutesTitle: Umawit at KumilosI. Objective: Responds to tempo variation with movementsII. Subject Matter: TEMPO –Speed of MusicReferences: Music 2 K to 12 Curriculum Guide Music Time Lower PrimaryMaterials: Songs: Tiririt ng Maya, , C, mi Song Chart Recorded music (DVDs, CDs) DVD/CD playerIII. ProcedureGreet pupils with SO-LA- SO -MI greeting.Teacher: So SoMi So Mi Good Morning ChildrenPupils: So SoMi So Mi Good MorningTeacher So SoMi So Mi Good Morning ClassmatesActivity:(Suggested Songs: Any song with 3 and 4 time signature.) Ask pupils to listen to the song “Tiririt ng Maya” and “Stand-Up”. 95

After listening answer the questions. Are beats group in 3’s or 4 time signatures? What is the rhythmic pattern used throughout the song?Ask pupils to share their feelings after listening and ask pupils to listenand enjoy the music.Guide your pupils in singing. After singing, ask them the following questions:  Can you create different movements appropriate to the music?  Compare the songs “High and Low” and “Tiririt ng Maya”? Complete the table. “Tiririt ng Maya “High and Low”MelodyMoodSpeed 96

Prepare your class for group activity. Ask the pupils to groupthemselves into two and instructs them to create movements for the chosensong. Present their output to the class. Remember: Tempo is the slowness and fastness of music. Slow music for slow movements and fast music for fast movements. IV. Assessment Direction: Answer the following questions based on the lessonlearned. 1. In Music, ___________ is the slowness and fastness of music. 2. The speed of Tempo are ______________ and _____________ . 3. Fast music is appropriate for ___________ movement. 4. Slow movement is appropriate for ___________ music.B. Direction: Based from the activity, rate pupils by putting a check in thebox appropriate to their performance. Skills Yes NoAssociate appropriate movements for slow tempo.Associate appropriate movements for fast tempo.Demonstrate changes and variety of movements indifferent tempos.Demonstrate active performance with grace andconfidence.V. AssignmentGroup the following song titles based on the tempo of music. Fast Music Slow Musica. Lupang Hinirang d. Bahay Kubob. Magmartsa tayo e. Leron-leron Sintac. High and Low f. Ako ay Musikero 97

TEACHER’S GUIDE FOR MODULE 27Time Allotment: Once a week for 40 minutes Title: Umawit at MaglaroII. Objective: Demonstrate tempo variation through movements; Mimic animal movementsIII. Subject Matter:TEMPO – Fast, Moderate and Slow MusicReferences Music 2 K to 12 Curriculum GuideMaterials: Song: “ Si Muning at ang Daga” , , C, mi Song Chart Pictures of different animals Recorded music (DVDs, CDs) DVD/CD playerProcedure: Greeting Song: Good Morning, good morning Good morning how are you Good morning, good morning I‟m fine thank you.Let the teacher invite pupils to listen and sing the song learned inprevious lesson. Guide pupils in singing and ask pupils to do somemovements while singing .  Tiririt ng Maya – fast music  High and Low - Slow music (Suggested song: Any song with 3 and 4 time signature.)ActivityAsk pupils to look at the pictures of animals and identify the set ofanimals according to the speed of their movements 98

Fast Moderate Slow Ask pupils, how they grouped the animals, and ask them if they couldimitate the movements and have them show it to the class showing theelement of fast and slow. Introduce the song, “Si Muning at ang Daga” to pupils. Guide pupils in singing “Si Muning at ang Daga” in different speed. While singing, motivate pupils to create some movements appropriate to the tempo of the music. Dramatize the song. Have pupils to play a game “Si Muning at ang Daga”. Guide and discuss with the pupils the rules of the game. Mechanics of the Game:  The pupils form a circle and hold each other‟s hand.  Identify pupils who will imitate the movement of a cat and mouse.  The pupils in the circle serve as guard of the mouse.  The goal of the game is to protect the mouse from the cat.  The guards may use their body to protect the mouse.  Sing the song ”Si Muning at ang Daga” three times in different tempo ( slow, Moderate and Fast) 99

Remember:Tempo is the slowness and fastness of music. The speed oftempo vary. It may be slow, moderate and fast. Movements maybe associated with each tempo.V. AssessmentIdentify the speed of movement of the different animals. Color thesymbols. Star if the tempo is fast, heart if the tempo ismoderate and circle if the tempo is slow.1. Baka __________2. Pagong __________3. Suso(Kuhol) __________4. Aso __________5. Ibon __________VI. Assignment Look within your community, identify and draw objects/ things that shows speed/tempo. Example: Train – fast Cart - slowTEACHER’S GUIDE FOR MODULE 28Time Allotment: Once a week for 40 minutes Title: Bilis ng Pag-awitI. Objective: Demonstrate tempo variation through Movements; Response to the correct tempo of a songs as guided by the hand signalII. Subject Matter: TEMPO – Fast, Moderate and Slow MusicReferences Music 2 K to 12 Curriculum GuideMaterials: Music Time Lower Primary Songs: AngAlaga Kong Hayop, (Music Time LP p.143) Song Chart Pictures of Different Animals Recorded music (DVDs, CDs) DVD/CD player 100

III. Procedure Greet pupils with the song “Kumusta Ka” Kumusta ka halina‟t magsaya Pumalakpak, Pumalakpak, Ituro ang paa Padyak sa kanan, padyak sa kaliwa Umikot ng umikot at humanap ng iba. Ask pupil if they have pets at home and let the pupils share their experience in taking care of their pets and describe the characteristics and special habits of their pets. Motivate pupils to identify the different animals in the pictures and imitate the gesture they have.  Dog – jump  cat – run  duck – walk  Bird – fly Introduce and guide pupils in listening and singing “Mga Alaga KongHayop” (Suggested song: Any song with 3 and 4 time signature) 101

Ask pupils how they feel the beats and pulses of the music whilesinging. Let the pupils identify the movements of a jumping dog, walkingduck, flying bird and running cat. Ask the pupils to observe the hand gesture of the teacher as he/sheleads the singing. Lead them to sing the music in different tempo. “MgaAlaga Kong Hayop” Lumipad lumipad ang ibon Fast Tempo Ang ibon, ang ibon Lumipad lumipad ang ibon Slower Tempo Sa magandang pugad Slow Tempo Lumukso, lumukso ang aso Faster Tempo Sa mahabang sanga Lumakad, lumakad ang pato Patungo sa lawa Tumakbo, tumakbo ang pusa Sa loob ng bahay Ask the pupils:“How did the hand gesture lead to vary the tempoin singing the song?” Compare the first, second, third and last hand gestures as the teacher leadsthe singing.Remember:Tempo is the fastness and slowness of music.The hand gesture in conducting affects the tempo of the music. Fastmovement of the hand indicates fast singing and slow gesture of thehand indicates slow tempo. 102

IV. Assessment Ask learners to answer the question and activity. 1. How do teacher use his hand to change the tempo of the music? 2. How do hand gestures demonstrate the fastness and slowness of music? Direction: Identify the tempo of the following music. Color the symbols that correspond with the tempo. Star for slow tempo, circle for slower tempo, heart for fast tempo and sun for faster tempo 1. Tiririt ng Maya 2. Pretty Dove 3. CALABARZON Hymn 4. Magmartsa Tayo 5. Si Muning at ang DagaVI. Assignment Tukuyin ang tem po ng mga sumusunod na awitin. 1. Pretty Dove 2. Bahay Kubo 3. Paruparung Bukid 4. Magmartsa tayo 5. Pandesal 103

UNIT VII Texture The sounds that we hear differ in their thinness and thickness.Like everything else around us, music also has texture. There aresongs sung by only one person, and sometimes even if many peoplesing the same song if they are singing in unison, the sound produced isstill thin. There are also times that a singer is accompanied with apiano or a guitar. This makes the texture of the sound thicker. Let us discover how texture of sounds are made. 104

TEACHER’S GUIDE FOR MODULE 29Time Allotment: Once a week for 40 minutesGrade 2  Title – Makapal o Manipis I. Objectives  Demonstrate understanding of the basic concepts of texture.  Identify the texture of music heard. II. Subject Matter – Musical Layering Reference – K to 12 Curriculum Guide in Music 2 Materials: Recorded songs: “Sound of Music”, “Ang Guryon” “Handel: Messiah Hallelujah Chorus” Suggested songs: Any songs accompanied by an orchestra, a guitar or a piano III. Procedure  Greet with the usual greeting 105

 Ask pupils what kind of music they love to listen to and why they like it.  Let pupils listen to the “Sound of Music” and “Ang Guryon”.  Ask: “What can you say about the two songs?” “Did you like them?Why?”  Let the pupils listen to “Handel: Messiah Hallelujah Chorus”.  Ask the pupils: “What can you say about the music you have just heard?” “Did you like it? Why?  Let the pupils compare the texture of the music they heard: “Sound of Music”, “Ang Guryon”, and “Handel: Messiah Hallelujah Chorus”.  Let the pupils listen to the two versions of “Lupang Hinirang”, one by a choir and another by a brass band. Ask: “Which of the two versions of Lupang Hinirang has thicker sound?” Let them listen to another piece of music, March from “Aida” by Verdi (”Graduation March”), and identify its texture whether thick or thin.Remember:More kinds of music played together makes the sound thicker.V. Assessment Give performance test using the rubrics. Put a check on the appropriate box. Knowledge/Skill Excellent Good Fair Poor 43 2 11. Demonstrated the ability to listen, analyze and describe music. 2. Demonstrated an ability to evaluate and compare music heard.3. Demonstrated knowledge of the concept by answering questions with explanations and elaboration.4. Demonstrated an understanding of texture in music.5. Participated actively in all class activities.106