Music Grade 10

MUSIC Teacher’s Guide 2. Let students listen carefully to each excerpt and be able to recognize the different musical elements and styles of the composers. 3. Have them analyze the music focusing on the elements of music present, such as rhythm, melody, tempo and dynamics, texture and harmony, form, and timbre. 4. Let them choose a composition that they like and write a reaction paper on it. B. Evaluation of Listening Activity: Name the Composer, Title of the Music, Musical Style, and Description 1. After the above Listening Activity, prepare selected excerpts of the compositions that the students had listened to. 2. Divide the class into four teams, with each team forming a line. 3. As you play a few measures of the first excerpt, the first student in each line goes to the board and writes the name of the composer. The second student will write the title of the music. The third student will write the musical style. Then, the fourth student will write a description of theDEPED COPYmusicinonephrase. 4. The team that writes the correct answers first, scores four (4) points. 5. The same procedure goes on until all the students in the line have had their turn. 6. One student will be assigned as the scorer. The team with the highest score is the winner. In case of a tie, the first team to finish is the winner. 7. The scorer will announce the winners and then ask them this question: What was the most significant thing that you have learned from this activity? V. WHAT TO UNDERSTAND Activity for Solo, Duet, Trio, Quartet, Quintet 1. Divide the class into groups. Let them perform in solo, duet, trio, quartet, and quintet. 50 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter III: Contemporary Philippine Music2. Each group will compose a simple song incorporating indigenous music and folksongs; or they may adapt a certain melody from the compositions of the New Music composers that they like.3. Have them write new lyrics to fit the music, and include an accompaniment using guitar, flute, recorder, keyboard, percussion, or improvised musical instruments.4. If appropriate, encourage them to choreograph dance movements to interpret the music of the composer that they have chosen.5. All the groups will then perform their composition or song adaptation in class, either a capella (without accompaniment) or with accompaniment.6. Have the students answer the following: “How did you feel in incorporating our indigenous music in your composition or song adaptation?” Have them submit this paper in class next meeting. VI. WHAT TO PERFORM Creating and Performing Activities: MusicalDEPED COPY1. Divide the class into four groups. Each group will choose a traditional composer who was discussed in class, and research further on his life and works.2. Based on their research, have them create a contemporary musical on the life of their chosen composer, incorporating some of his compositions (melodic fragments) in the musical’s story.3. Encourage them to improvise simple vocal or instrumental accompaniments (example: guitar, keyboard, percussion) to the songs that they have chosen.4. For the creation of the musical, ask them to explore ways of creating sounds as accompaniment on a variety of sources or from the environment.5. All the groups will then perform their musical in class.6. Choose the “Best Group Musical Performance” based on:- musicianship (musical elements) 50%- audience impact and showmanship 20%- ensemble coordination and organization 20%- stage discipline or deportment 10% 51All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s GuideEvaluation of Creating and Performing Activities: MusicalHave the students rate the individuals/groups based on performance quality:Rating Scale: 5 - Very Good 2 - Poor 4 - Good 1 - Needs Follow up 3 - FairRating the other performers/groups:1. How well did the performers express themessage of the musical? __________2. How well did the performers sing and act inthe musical based on the following:a. voice quality __________b. expression __________c. stage presence __________d. audience impact __________e. mastery of the musical __________ f. pitch __________DEPEDg. rhythm COPY__________ h. style __________ i. acting __________Rating your own group members: __________1. How well did your group members express the __________ message of the musical? __________2. How well did your group members perform?3. How well did your group members participate?Rating myself:1. How well did I express the message of the musical? __________2. How well did I perform with my group? __________3. How well did I coordinate with the other membersduring the performance in the ensemble? __________4. How well did I cooperate in the ensemble? __________52 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter III: Contemporary Philippine Music Quarter III CONTEMPORARY PHILIPPINE MUSIC Sessions 6, 7, and 8 SONG COMPOSERSI. SUBJECT MATTERA. Topic: 20th Century Filipino Composers: Song Composers Sub Topics: Levi Celerio Constancio de Guzman Mike Velarde Jr. Ernani Cuenco Restie Umali George Canseco Angel Peña Leopoldo Silos Santiago SuarezDEPED COPYB. Materials: Pictures/slidesof composers Charts with bullet-highlights of the composers’ lives and works Musical scores of some of the composers’ well-known compositions DVD/CD recordings of sample works CD/VCD/DVD/Karaoke players, computers, laptops, netbooks, tablets, i pads, mobile phones, MP3/MP4 playersC. Reference: Music Grade 10 Learner’s Materials Pages 125-140II. LESSON PROPER A. PRELIMINARY ACTIVITY 53All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide 1. Review: Recall concepts from the past lesson. 2. Motivation: As the class listens to the recordings, display on the board pictures of each of the composers. Choose recordings from past lessons to serve as a bridge to the new lesson. Display the chart of composers in the last lesson. B. DEVELOPMENTALACTIVITY Have the students do the following: 1. Let the students watch and listen to presentations of the lives, musical achievements, and works of Levi Celerio, Constancio de Guzman, Mike Velarde Jr., Ernani Cuenco, Restie Umali, George Canseco, Angel Peña, Leopoldo Silos, Santiago Suarez 2. Have them watch the following video clips on YouTube a. Bayan Ko by Constancio de Guzman as performed by Lea Salonga b. Bato sa Buhangin by Ernani Cuenco, National Artist for Music as performed by Raul Sunico, international concert pianist c. Hanggang sa Dulo ng Walang Hanggan by George Canseco asDEPED COPYperformed by Raul Sunico, international concert pianist d. Maestro Angel Peña, The Trailblazer of Pinoy Jazz (Documentary) e. Levi Celerio on Ryan Cayabyab Show; ASAP 18 presents The Music of Levi Celerio; Regine Velazquez-Levi Celerio OPM Classics with Ryan Cayabyab f. Dahil sa Iyo by Mike Velarde Jr g. Saan Ka Man Naroroon by Restie Umali h. Dahil sa Isang Bulaklak by Leopoldo Silos Jr. i. Bakya Mo Neneng by Santiago Suarez as performed by the Mabuhay Singers 3. Let the students express their personal reactions or feelings about these composers’ works through group discussion and analysis. Then, have them report the outcome of the group discussion in class. C. INTEGRATION The lesson on 20th Century Filipino Composers may be integrated with Philippine History for a better understanding of the styles and their sources of influence. 54 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter III: Contemporary Philippine MusicInfusion of values: Appreciation of our nationalist composers as majorexponents of our cultural heritage.D. GENERALIZATION Filipino composers of the 20th century contributed their share in introducing innovative sounds different from the traditional folk song and kundiman melodies that we have been accustomed to. Some espoused the impressionistic style, while others combined ethnic sounds and musical elements with Western techniques in their compositions. Some adopted the kundiman as their form in composing their music.III. WHAT TO KNOW1. Discuss the lives and musical contributions of the following 20th century Filipino song composers a. Levi Celerio f. George CansecoDEPEDb. Constancio de Guzman COPYg. AngelPeña c. Mike Velarde Jr. h. Leopoldo Silos Sr. d. Ernani Cuenco i. Santiago Suarez e. Restie Umali2. For each of the composers named above, ask the students to give the title of any of his compositions.Composer Title of Any Composition________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________ 55All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s GuideIV. WHAT TO PROCESSA. Listening Activity1. Play excerpts of recordings of any of the following works by Filipino song composers:a. Levi Celerio - Ang Pipit, Sa Ugoy ng Duyan, Misa de Gallo, Itik-itik (folk song), Tinikling (folk song), Ang Pasko ay Sumapitb. Constanciode Guzman - Bayan Ko, Babalik Ka Rin, Ang Tangi Kong Pag-ibig, Birheng Walang Dambana, Maalaala Mo Kaya, Sa Piling Mo, Ang Langit Ko’y Ikawc. Mike Velarde Jr. - Buhat, Ikaw, Bituing Marikit, Minamahal Kita, Dating Sumpaan, Dalisay, Eternally Yours, Gabi at Araw, Dahil sa Iyod. Ernani Cuenco - Nahan; Kahit na Magtiis; Diligin Mo ng Hamog ang Uhaw na Lupa; Pilipinas, Inang Bayan; Isang Dalangin; Kalesa; Gaano Ko Ikaw Kamahal; Bato sa Buhangin - Saan Ka Man Naroroon, Alaala ng Lumipas,DEPED COPYe. RestieUmali Ang Pangarap Ko’y Ikaw, Sa Libis ng Barrio, Di Ka Nag-iisa, Paano Kita Lilimutinf. George Canseco - Ikaw, Kailangan Kita, Dito Ba, Hiram, Langis at Tubig, Hanggang sa Dulo ng Walang Hanggan, Sinasamba Kita, Kastilyong Buhangin, Minsan pa nating hagkan ang Nakaraan, Ngayon at Kailanman, Saan Darating ang Umaga, Sana Bukas Pa ang Kahapon, Dear Heart, Gaano Kadalas ang Minsang. Angel Peña - Bagbagtulambing, Igorot Rhapsody, Concerto for Double Bass and Orchestra, Concerto for Jazz Quartet and Orchestrah. Leopoldo Silos Sr. Dahil sa Isang Bulaklak, Hindi Kita Malimot, Aling Kutsero, Ay Anong Saklap, Basta’t Mahal Kita, Diyos Lamang ang Nakakaalam, Hindi ko Malilimutan, Lagi Kitang Naaalala, Langit at Lupa, Halina Halina, Lihim na Pag- ibig, Mundo Ma’y Mawala56 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter III: Contemporary Philippine Musici. Santiago Suarez - Ligaya Ko, Pandanggo ni Neneng, Dungawin Mo Hirang, Bakya Mo Neneng, Caprichosa, Sa Libis ng Nayon, Harana, Kataka-taka, Labandera Ko, Lakambini, Kamia, Ikaw ang Buhay Ko!, Kay Lungkot Nitong Hating-Gabi, Mutya Niyaring Puso2. Have the students listen carefully to any musical excerpt and be able to recognize the different musical styles of the composers.3. Instruct them to analyze the music that they heard by noting the elements of music present: rhythm, melody, tempo and dynamics, texture and harmony, form, and timbre.4. Let them choose a composition that they like and write a brief reaction paper.5. Have them answer “Why did you choose that composition?” B. Evaluation of Listening Activity Name the Composer, Title of the Music, Musical Style, and DescriptionDEPED COPY1. After the above Listening Activity, prepare selected excerpts of compositions by the following: Celerio, De Guzman, Velarde, Cuenco, Umali, Canseco, Peña, Silos, and Suarez. 2. Divide the class into four teams, with each team forming a line. 3. As you play a few measures of the first excerpt, the first student in each line goes to the board and writes the name of the composer. The second student will write the title of the music. The third student will write the musical style. Then, the fourth student will write a description of the music in one phrase. 4. The team that writes the correct answers first, scores four (4) points. 5. The same procedure goes on until all the students in the line have had their turn. 6. One student will be assigned as the scorer. The team with the highest score is the winner. In case of a tie, the first team to finish is the winner. 7. The scorer will announce the winners and then ask them this question: 57All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide “What was the most significant thing that you have learned from this activity?” V. WHAT TO UNDERSTAND Activity for Solo, Duet, Trio, Quartet, Quintet 1. Let the students compose a simple song, for which they will write the lyrics and the music. 2. They may also choose to adapt a certain melody from the compositions of the song composers that they like, and write new lyrics to fit the music. 3. They may include an accompaniment using guitar, flute, recorder, keyboard, drums, tambourine, maracas, or improvised musical instruments from the environment. 4. Encourage them to add some dance movements or choreography to interpret the music. 5. They will then perform in class their composition or song adaptation, as well as the dance movements, if appropriate.DEPED COPY6. They may sing their song a capella (without accompaniment) or with accompaniment. 7. After the class performances, ask the students: “What motivated you to compose an original song or to adapt the music of an existing song?” “How did you feel about this activity?” VI. WHAT TO PERFORM A. Singing Activity: Song Medley Individual or in groups: Sing any of the compositions of Celerio, De Guzman, Velarde, Cuenco, Umali, Canseco, Peña, Silos, and Suarez. For group work, have the students do the following: 1. Let the students choose any three songs by the above composers that they like best or that they are familiar with. Or they may opt to learn a new song. Have them research further on the compositions, if needed. 58 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter III: Contemporary Philippine Music2. Each group will choose their musical director and they will create a three- to five-minute medley of their chosen songs.3. To learn and practice the songs, they may bring “minus one” music on a CD, or from their mobile phones or USB.4. They may add instrumental accompaniment using a guitar, flute, recorder, maracas, tambourine, or keyboard. Or they may improvise simple vocal accompaniment.5. Have them explore ways of creating sounds as instrumental accompaniment to the song from varied sources or from the environment.6. All the groups will then perform their song medleys in class, interpreting the music with appropriate pitch, rhythm, style, timbre, dynamics, melody, texture, harmony, and expression.7. Choose the “Best Singing Group” based on the following criteria:- musicianship (musical elements) 60% - presentation impact and showmanship 20% - ensemble coordination and organization 20%DEPED COPYB. Creating and PerformingActivities: Musical1. Divide the class into four groups. Each group will choose one song composer discussed in class, and research further on his life and works.2. Each group will then create a contemporary musical on the life of their chosen composer, incorporating some of his compositions (melodic fragments) in the musical’s story.3. Let them improvise simple vocal or instrumental accompaniments (example: guitar, keyboard, percussion). Have them also explore ways of creating sounds as accompaniment from varied sources or from the environment.4. All the groups will then perform their musicals in class.5. Choose the “Best Group Musical Performance” based on:- musicianship (musical elements) 50%- audience impact and showmanship 20%- ensemble coordination and organization 20%- stage discipline or deportment 10% 59All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s GuideEvaluation of Creating and Performing Activities: MusicalHave the students rate the individuals/groups based on performance quality:Rating Scale: 5 - Very Good 2 - Poor 4 - Good 1 - Needs Follow up 3 - FairRating the other performers/groups:1. How well did the performers express the __________ message of the musical?2. How well did the performers sing and actin the musical based on the following:a. voice quality __________b. expression __________c. stage presence __________d. audience impact __________e. mastery of the musical __________DEPED COPYj. actingg. musical elements (rhythm, melody, dynamics) __________h. technique __________i. showmanship __________ __________Rating your own group members:1. How well did your group members express themessage of the musical? __________2. How well did your group members perform? __________3. How well did your group members coordinate witheach other during the performance in the ensemble? __________4. How well did your group organize yourselves inthe ensemble? __________Rating myself:1. How well did I express the message of the musical? __________2. How well did I perform with my group? __________3. How well did I coordinate with the other membersduring the performance in the ensemble? __________4. How well did I cooperate in the ensemble? __________60 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms Quarter IV 20TH AND 21ST CENTURY MULTIMEDIA FORMS CONTENT STANDARDS The learner demonstrates understand of... 1. Characteristic features of 20th and 21st century opera, musical play, ballet, and other multimedia forms. 2. The relationship among music, technology, and media. PERFORMANCE STANDARDS The learner…DEPED COPY1. Performs selections from musical plays, ballet, opera in a satisfactorylevel of performance. 2. Creates a musical work using media and technology. LEARNING COMPETENCIES The learner… 1. Describes how an idea or story in a musical play is presented in a live performance or video, 2. Explains how theatrical elements in a selected part of a musical play are combined with music and media to achieve certain effects, 3. Sings selections from musical plays and opera expressively; 4. Creates/improvises appropriate sounds, music, gestures, movements, and costume using media and technology for a selected part of a musical play; 5. Presents an excerpt from a 20th or 21st century Philippine musical and highlights its similarities and differences to other Western musical plays. From the Department of Education curriculum for MUSIC Grade 10 (2014)All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 61electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide Quarter IV 20TH AND 21ST CENTURY MULTI-MEDIA FORMS Sessions 1, 2, and 3 OPERA IN THE PHILIPPINES I. SUBJECT MATTER A. Topic: 20th and 21st Century Multi-Media Forms Sub Topics: Philippine Opera a) La Loba Negra b) Noli Me Tangere c) El Filibusterismo B. Materials: Pictures/slides of performances of opera, ballet, musical plays, and Broadway musicals Charts with bullet-highlights of the worksDEPED COPYMusicalscores DVD/CD recordings of sample works CD/VCD/DVD/Karaoke players, computers, laptops, netbooks, tablets, i pads, mobile phones, MP3/MP4 players C. Reference: Music Grade 10 Learner’s Materials Pages 142-155 II. LESSON PROPER A. PRELIMINARYACTIVITY 1. Review: Recall concepts from the past lesson. 2. Motivation: As the class listens to the recordings of contemporary Philippine composers, display on the board pictures of each of the composers. Choose recordings from past lessons to serve as a bridge to the new lesson. Display the chart of composers taken up in the last lesson. 62 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms B. DEVELOPMENTALACTIVITY Have the students do the following: 1. Let the students watch and listen to presentations or performances of Philippine opera on a DVD. 2. Have them watch the following performances on YouTube: a. Noli Me Tangere, The Opera b. El Filibusterismo, The Opera c. An excerpt from the opera La Loba Negra performed by Alegria Ferrer d. Opera Medley: 100 Yearsof World Class Music (UP Centennial) e. Le Donna e Mobile, an aria from the opera Rigoletto by Verdi, Brindisi, an aria from the opera La Traviata by Verdi performed by The Three Tenors - Luciano Pavarotti, Placido Domingo, and Jose Carreras f. Wedding March from the opera A Midsummer Night’s Dream by Mendelssohn g. Triumphal March from the opera Aida by VerdiDEPED COPY3. After watching and listening to the opera, let the students express their personal reactions or feelings about these works through group discussion and analysis. Report the outcome of the group discussion in class.C. INTEGRATION The lesson on 20th and 21st Century Multi -Media Forms may be integrated with Philippine History for a better understanding of the styles and their sources of influence. Infusion of values: Appreciation of our nationalist composers, lyricists, story tellers, and performers as major exponents of our cultural heritage.D. GENERALIZATION The opera is both an art form and a musical form. The singers and musicians perform a dramatic work combining text (calledlaibretto) and the music usually in an elaborate theatrical setting. It incorporates many of the elements of theater, such as acting, scenery, costumes, and sometimesAll rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 63electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide includes dance. The performance is typically given in an opera house, cultural center, theater, or auditorium. The performance is usually accompanied by an orchestra or a smaller musical ensemble. The dialogue is mostly sang and not spoken. Opera is part of the Western classical music form and tradition. It started in Italy at the end of the 16th century and soon spread through the rest of Europe.mpositions. III. WHAT TO KNOW Let the students answer the following: 1. How did Philippine opera reflect life in the 20th century? 2. Discuss the characteristics of Philippine opera in relation to other multi- media forms. Explain your answers. 3. What role did media and social media play in the development of these musical genres specifically the radio, television, video, and recordings? 4 Explain how theatrical elements in a selected part of an opera or musicalDEPED COPYplay are combined with music and media to achieve certain effects. 5. Describe how an idea or story in a musical play is presented in a live performance. 6. Describe how an idea or story in an opera or musical play is presented in a music video. IV. WHAT TO PROCESS Listening and Singing Activities You may let the class do these listening and singing activities separately or combined together, depending on the allotment of time. A. Listening Activity: Philippine Opera 1. Divide the class into groups. Each group will be assigned to research on the lyrics of Philippine opera . 2. Play musical excerpts from the arias of Noli Me Tangere, La Loba Negra, and El Filibusterismo. 64 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms3. Let the students listen to the selections carefully to appreciate the music.4. Let them analyze the music and take note of the elements of music present, such as rhythm, melody, tempo and dynamics, texture and harmony, form, and timbre.5. Let them choose a composition that they like and describe the lyrical content and message that the piece wants to convey.6. Let them write a reaction paper on their impression of the opera and its message.Evaluation of Listening Activity: Philippine OperaLet the students answer the following rating questions:Rating scale: 5 = Very Good 2 = Poor 4 = Good 1 = Needs Follow-up 3 = Fair Rate scores are based on melodic appeal, message content, singability,DEPED COPYand text relevance to present day society.1. How well did I listen to the aria from a Philippineopera? ___________2. How well did I listen to the vocal interpretationsof songs from Philippine opera? ___________3. How well can I identify songs from Philippine opera?___________4. How well can I describe the qualities of ___________ Philippine opera through listening?B. Singing Activity: Philippine Opera 1. Divide the class into groups. Each group will be assigned to learn and sing in class an aria from any of the Philippine opera discussed in class. Suggested arias:All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 65electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide La Loba Negra - Napakahaba na ng Gabi Noli Me Tangere - Kay Tamis ng Buhay Huwag Mo Akong Pabayaan Awit ng Gabi ni Sisa El Filibusterismo - (search on the internet)2. Let them practice singing the assigned aria with their group mates, using the lyrics that they had researched.3. Have each group sing their aria expressively in class, together with a recording on CD or from the internet (YouTube). Time allotment for each group is five (5) to ten (10) minutes only.4. The group members may add choreography or some simple movements or actions to interpret the aria. They may also use musical instruments as accompaniment, and wear improvised costumes, if applicable.DEPED COPY- stagepresence5. Evaluate the performances based on:- musicianship (musical elements) 50%- audience impact 20% 20%- stage discipline and deportment 10%6. Announce the “Best Performance Award.” Enrichment Activities Watch Live / TV Performances 1. Have the students watch live performances of Philippine opera that had been discussed in class (if available in their area), or let them watch live performances on TV or the internet. 2. Let them watch a live performance of a Western opera (ex: Rigoletto, Tosca, La Traviata, Aida) or watch video clips or excerpts on TV or the internet. 3. They will then write a reaction paper on what they have watched. Video Clips 1. Divide the class into four groups. 2. Together with their group mates, have the students explore how multi- media arts can be used to portray 20th century musical styles (specifically Philippine opera) through a five-minute video clip using their digital cameras or mobile phones.66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms 3. They may use the internet as their reference. 4. Have them show and discuss their video works in class. V. WHAT TO UNDERSTAND Group Activity 1. Divide the class into groups. Instruct each group to brainstorm among themselves on Philippine opera. 2. Let them create a scene inspired by one of the Philippine operas they have studied, using media and technology. They may incorporate elements from local folktales, legends, history, biographies of heroes, and customs and traditions. 3. For the music, they may compose their own aria or they may use or adapt the melody of existing songs such as folksongs, indigenous music of their area, or a Western aria. Then, let them write their own libretto suited to the melody for the aria adaptation. 4. Instruct them to create or improvise appropriate sounds, music, gestures,DEPED COPYmovements, and costumes using media and technology. 5. After this PerformanceActivity, let them answer the following: What insights did I gain from this activity? VI. WHAT TO PERFORM Creating and Performing Activities A. Live Performance of a Philippine/Original/Western Opera Excerpt 1. Divide the class into groups. Each group will choose an aria to perform from any one of the following: a) a Philippine opera (La Loba Negra, Noli Me Tangere, El Filibusterismo) b) the scene that they have previously created c) an excerpt from a Western opera (Rigoletto, Tosca, La Traviata, Aida) 2. Instruct them to create or improvise appropriate sounds, music, gestures, movements, and costumes using media and technology for their selected opera excerpt. Encourage them to be creative and improvise as needed.All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 67electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide3. All the groups will present the opera excerpt or scene they have prepared, either using musical instruments as accompaniment or a capella (without accompaniment).4. Evaluate the performances based on: 50% - musicianship (musical elements) 20% - audience impact 20% - stage presence 10% - stage discipline and deportment5. Announce the “Best Group Performance Award.”6. After the performances, ask the students to discuss the differences they have observed and experienced between Philippine opera and western opera. B. Recording or Music Video 1. Divide the class into groups and let the students choose a group leader who will assign 1 or 2 members to record the performance of their group using a cassette recorder or they make a music video using theirDEPED COPYmobile phone, digital camera, or video camera. 2. Let them play the recorded performance or show the music video to their classmates. 3. Choose the “Best Video.”Evaluation of the Performance Activity: Philippine OperaYou may also ask the students to evaluate the performance, using a rating scale:Good, Better, BestRate scores are based on the group’s performance in terms of intonation, soundquality, expression, mastery of the piece, and stage deportment.1. Have a performance evaluation of how well each group sang any of the aria from Philippine opera. The rest of the groups will serve as the judges.2. Each group will have any of the following: three placards, score cards, or paper sheets marked: GOOD, BETTER, BEST68 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms3. The judging groups will raise their evaluation score cards after the performance of each group. One student will be assigned to tabulate and tally the results.4. After the performance of all groups, the teacher will announce the winning group with the “Best Performance” award.Evaluation of Creating and Performing Activities: Philippine OperaLet the students evaluate the performances of the individuals/groups/themselves.Rating Scale: 5 - Very Good 2 - Poor 4 - Good 1 - Needs Follow Up 3 - FairRate scores are based on the performance quality.Rating the other performers / groups: 1. How well did the performer/s express the message of the musical? 2. How well did the performer/s act basedDEPED COPYonthefollowing: _______________a. voice quality _______________b. expression _______________c. stage presence _______________d. audience impact _______________e. mastery of the musical _______________Rating your own group members:1. How well did the performer/s express themessage of the musical? _______________2. How well did your group members perform? _______________3. How well did your group members participate? _______________Rating yourselves:1. How well did I perform with my groupthe Philippine opera? _______________2 How well can I identify the opera based oninstrumentation, text, and purpose? _______________3. How well can I describe the characteristics ofopera through listening and singing to theirmelody, harmony, rhythm, text, and mass appeal?_______________All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 69electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide VII. ENRICHMENT / ASSIGNMENT 1. Have the students listen to selected aria from a Philippine opera: La Loba Negra, Noli Me Tangere, and El Filibusterismo which were discussed in class. 2. Let them also listen to arias of other Philippine operas: Spoliarium and Why Flowers Bloom in May by librettist Fides Cuyugan Asensio. 3. Write a brief reaction paper about it. Research further on the topic, if needed.DEPED COPY 70 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms Quarter IV 20TH AND 21ST CENTURY MULTIMEDIA FORMS Sessions 4 and 5 BALLET IN THE PHILIPPINES I. SUBJECT MATTER A. Topic: 20th and 21st Century Multi-Media Forms Sub Topics: Ballet in the Philippines a) Lola Basyang b) Rama Hari B. Materials: Pictures/slides of performances of opera, ballet, musical plays, and Broadway musicals Charts with bullet-highlights of the worksDEPED COPYMusicalscores DVD/CD recordings of sample works CD/VCD/DVD/Karaoke players, computers, laptops, netbooks, tablets, i pads, mobile phones, MP3/MP4 players C. Reference: Music Grade 10 Learner’s Materials Pages 156-162 II. LESSON PROPER A. PRELIMINARYACTIVITY 1. Review: Recall concepts from the past lessons. 2. Motivation: As the class watches the performances of Philippine ballet (Lola Basyang and Rama Hari) and Western ballet (Swan Lake, Nutcracker Suite, and Giselle), display on the board pictures of each of the ballet performances both Philippine and Western ballet.All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 71electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide B. DEVELOPMENTALACTIVITY Have the students do the following: 1. Let the students watch performances of Philippine ballet or Western ballet on a DVD. 2. Or they may watch the following ballet performances and recorded interviews/documentaries on YouTube: a. Sana’y Wala nang Wakas performed by Lisa Macuja, prima ballerina and Coke Bolipata, violinist b. Swan Lake performed by Lisa Macuja c. Lisa Macuja-Elizalde, Prima Ballerina (documentary) d. Moriones performed by Ballet Philippines e. Karen Davila interviews Lisa Macuja f. Swan Lake performed by Margot Fonteyn and Rudolf Nureyev 3. After watching and discussing the presentations, let the students add these titles of Philippine ballet or Western ballet to the chart listing the title of works, composers, visual aids, country, and style. 4. Have them express their personal reactions or feelings about these worksDEPED COPYthrough group discussion and analysis. Then, report the outcome of the group discussion in class. C. INTEGRATION The lesson on 20th and 21st Century Multi Media Forms may be integrated with Philippine History , Literature, Art, and Music for a better understanding of the styles and their sources of influence. Infusion of values: Appreciation of our nationalist composers, story tellers, and performers as major exponents of our cultural heritage expressed through ballet. D. GENERALIZATION Filipino ballets vividly present folktales based on local fables. Examples are Lola Basyang as well as epics from neighboring regions, like India’s Ramayana. Highly communicative movements and steps dramatize the actions in the respective stories. The colorful sets and costumes add to the glitter and attraction of the productions. 72 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms Although not as extensively explored as the other performing genres for local adaptation, Filipino ballet productions have evoked wide enthusiasm from people of all ages. They have been added to the repertory of Philippine dance companies to supplement the Western classical ballets, such as Nutcracker Suite, Swan Lake, Giselle, and Sleeping Beauty. III. WHAT TO KNOW Let the students answer the following: 1. How did the different forms of Philippine ballet reflect life in the 20th century? 2. Discuss the characteristics of Philippine ballet and other multi-media forms. Explain your answers. 3. What role did media like radio, television, and recordings play in the development of Philippine ballet? 4. Discuss the relationship among music, technology and media in the development of Philippine ballet. Explain your answers.DEPED COPY5. Explain how theatrical elements in a selected part of ballet are combined with music, visual arts, and media to achieve certain effects. 6. Describe how an idea or story in a ballet is presented in a live performance or video presentation. 7. How is Philippine ballet relevant to life in the 20th and 21st century in relation to media and technology? 8. Discuss some characterristics of ballet that made it popular. IV. WHAT TO PROCESS Listening Activity: Music for Ballet 1. Play music recordings from Philippine ballet or Western ballet. 2. Let the students listen carefully to the recordings and let them analyze the music Let them take note of the elements of music present, such as rhythm, melody, tempo and dynamics, texture and harmony, form, and timbre.All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 73electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide 3. Let them express a visual figure or visual interpretation for a particular piece that they like.Evaluation of Listening Activity: Music for BalletLet the students answer the following:Rating scale: 5 = Very Good 2 = Poor 4 = Good 1 = Needs Follow-up 3 = FairRate scores are based on melodic appeal and suitability for the ballet’s theme andstory line.1. How well did I listen to the musical interpretationsof Philippine or Western ballet? _____________2. How well can I identify music from Philippine orWestern ballet? _____________3. How well can I describe the qualities of ballet music through listening?DEPED COPYV. WHATTOUNDERSTAND _____________Group Activity: Compose Simple Ballet Accompaniment1. Divide the class into groups.2. Let each group compose a simple song or solo musical instrumentation that will be used for simple ballet steps.3. They may compose their own original song or they may use or adapt the melody of existing songs (Ex: folksongs, indigenous music of your area, pop, classical, ballet music, Broadway, and OPM).4. Then, let them write their own lyrics suited to the melody for the song adaptation5. Encourage them to include an accompaniment (Ex: guitar, flute, violin, keyboard, percussion instruments) or improvised musical instruments like tambourines, maracas, triangle, and others that they may think of.6. Have them create or improvise appropriate sounds, music, gestures, movements, and costumes using media and technology.74 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms7. They will then perform their music composition with simple ballet steps, movements, or choreography.8. After this activity, let them answer the following question: “What insights did I gain from this activity?”VI. WHAT TO PERFORM Creating and Performing ActivitiesA. Live Performance of Ballet1. Divide the class into groups. Have each group choose to perform simple steps and choreography from any Philippine ballet, from the ballet that they have previously created, or an excerpt from any Western ballet.2. Let them create or improvise appropriate sounds, music, gestures,movements, props, and costumes using media and technology for aselected part of the ballet. 3. Let them perform the short ballet in class, using musical instruments asDEPED COPYaccompaniment for their music works for the ballet.4. Evaluate the group performances based on:- creativity 40%- audience impact 20%- stage presence 20%- stage discipline and deportment 20%5. Announce the “Best Group Performance Award.”B. Recording or Music Video 1. Divide the class into groups and let the students choose a group leader who will assign 1 or 2 members to record the performance of their group using a cassette recorder. Or they make a music video using their mobile phone, digital camera, or video camera. 2. Have all the groups play the recorded performance or show the music video to their classmates. 3. Choose the “Best Video.”All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 75electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide Enrichment Activity: Film Viewing 1. Let the students watch video clips of the following ballets on the internet or You Tube. a. Swan Lake b. The Nutcracker Suite c. Giselle 2. Let them write a reaction paper on the viewed ballet performances.Evaluation of Performing ActivitiesLet the students answer the following.Rating Scale: 5 - Very Good 2 - Poor 4 - Good 1 - Needs Follow-up 3 - Fair Rate scores are based on the performance quality. 1. How well did I perform creative simpleDEPED COPYballetstepswithmygroup? __________2 How well can I identify the different musical genresbased on instrumentation, text, and purpose? __________3. How well can I describe the characteristics of eachthrough listening and singing to their melody, harmony,rhythm, text, and mass appeal? __________VII. GENERALIZATION The Filipino Ballets vividly present folktales based on local fables. Example are Lola Basyang as well as epics from neighboring Asian regions, such as India’s Ramayana. Highly communicative movements and steps dramatize the actions in the respective stories. The colorful sets and costumes add to the luster and attraction of the productions. Although not as extensively explored as the other performing genres for local adaptation, the Filipino Ballet has evoked wide enthusiasm for people of all ages. It has also added to the repertory of dance companies to supplement the Western classical ballets.76 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms VIII. EVALUATION 1. Have the students listen further to some music from Philippine and western ballets, and identify their titles. 2. Let them play a game of “drawing lots” with the titles of various ballets written on strips of paper. Ask them to say at least two things learned about the Philippine or western ballet whose title they have drawn. 3. Let them research further on a Philippine or western ballet that they find interesting.DEPED COPYAll rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 77electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide Quarter IV 20TH AND 21ST CENTURY MULTIMEDIA FORMS Sessions 6,7, and 8 PHILIPPINE MUSICAL PLAYS I. SUBJECT MATTER A. Topic: 20th and 21st Century Multi-Media Forms Sub Topics: Philippine Musical Plays a) Andres Bonifacio: Ang Dakilang Anak Pawis b) Atang c) Katy d) Florante at Laura e) Daragang Magayon f) Noli Me Tangere g) El Filibusterismo h) Magsimula Ka B. Materials: Pictures/slides of performances of opera, ballet,DEPED COPYmusicalplays,andBroadwaymusicals Charts with bullet-highlights of the works Musical scores DVD/CD recordings of sample works CD/VCD/DVD/Karaoke players, computers, laptops, netbooks, tablets, i pads, mobile phones, MP3/MP4 players C. Reference: Music Grade 10 Learner’s Materials Pages 167-186 II. LESSON PROPER A. PRELIMINARYACTIVITY 1. Review: Recall concepts from the past lesson. 78 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms 2. Motivation: As the class listens to the recordings of Philippine musicals and Broadway musicals, display on the board pictures of each of the performances. Choose recordings from past lessons to serve as a bridge to the new lesson. Display the chart of ballet performances taken up in the last lesson. B. DEVELOPMENTALACTIVITY Have the students do the following: 1. Let the students watch and listen to the presentations or performances of Philippine musicals on a DVD. 2. Have them watch the following examples of Philippine musical performances on YouTube: a. Katy the Musical b. Kitang Dalawa, Atang the Musical c Magsimula Ka performed by Lea Salonga; Leo Valdez d. Magandang Gabi performed by Nonoy ZunigaDEPED COPYe. El Filibusterismo, theMusical f. Noli Me Tangere, the Musical g. Daragang Magayon h. Andres Bonifacio: Ang Dakilang Anak Pawis 3. After watching and listening to the performances, ask the students to express their personal reactions or feelings about these works through group discussion and analysis. Report the outcome of the group discussion in class. C. INTEGRATION The lesson on 20th and 21st Century Multi Media Forms may be integrated with Philippine History, Music, and Arts for a better understanding of the creative styles and their sources of influence. Infusion of values: Appreciation of our nationalist composers, lyricists, story tellers, and performers as major exponents of our cultural heritage expressed through Philippine musical plays.All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 79electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide D. GENERALIZATION In the Philippines, the musical play is a more recent development than Broadway and West End, relying mostly on adaptations from novels, folktales, legends, myths, history, literary works, or biographical sketches of famous artists and heroes. Musical plays have been associated with the Broadway plays of New York City and West End Productions in London, including My Fair Lady, South Pacific, Camelot, West Side Story, Les Miserables, Phantom of the Opera, Lion King, Beauty and the Beast, Wicked, Mamma Mia, Cats, and Miss Saigon. III. WHAT TO KNOW Let the students answer the follwing: 1. How did the different forms of Philippine music reflect life in the 20th century? 2. Discuss the characteristics of musical play, broadway musicals, and other multi-media forms. Explain your answers.DEPED COPY3. What role did media like radio, television, and recordings play in the development of these different musical genres? 4. Discuss the relationship among music, technology and media in the development of the musical play. Explain your answers. 5 Explain how theatrical elements in a selected part of a musical play are combined with music and media to achieve certain effects. 6. Describe how an idea or story in a musical play is presented in a live performance or video presentation. IV. WHAT TO PROCESS Listening and Singing Activities 1. Divide the class into groups. Each group will be assigned to research lyrics of three musical excerpts of any Broadway musical and Philippine musical play. 2. Play musical excerpts from the songs listed below. 80 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Forms Songs from Broadway Musicals a. Phantom of the Opera (All I Ask of You, Music of the Night, Think of Me, Phantom of the Opera) b. West Side Story (I Have a Dream, Somewhere, Maria, Tonight) c. Carousel (If I Loved You, You’ll Never Walk Alone ) d. Sound of Music (My Favorite Things, Eidelweiss, Do Re Mi, So Long Farewell, The Lonely Goatherd, Maria, and The Sound of Music) e. Miss Saigon (Sun and Moon, Movie in My Mind, I’d Give My Life for You, I Still Believe, Last Night of the World) f. Les Miserables (On My Own, I Dreamed a Dream, Empty Chairs and Empty Tables, Do You Hear the People Sing?, Castle on a Cloud) g. Beauty and the Beast (Something There, Be Our Guest, If I Can’t Love Her, A Change in Me, Beauty and the Beast) Songs from Philippine Musical Plays a. Noli Me Tangere (Buksan Mo ang Iyong mga Mata, Paalam na Pag-ibig,Sa Muling Pagkikita, Dalawang Liham, Tatlong Sulok ng Pag-ibig, Ang Mga Sawimpalad, Ang Multo sa Lawa, Ang Totoo ay Totoo, Sa Bagtasan ng Mga Landas) b. El Filibusterismo (Awit ng Isang Lawin, Aklas) c. Andres Bonifacio: Ang Dakilang Anak-Pawis (Marangal na Dalit ng Katagalugan, La Deportacion, Awit ng Manggagawa, AnumanDEPED COPYGagawin) d. Katy! (Balut!; Ang Entablado ay Mundo; Tale, Tale; Pahiram ng Kanta; Tupada; Bituing Tahimik; Minsan ang Minahal ay Ako) e. Atang - Dulang May Musika (Nasaan Ka Irog, Pakiusap, Madaling Araw, Nabasag ang Banga (from the zarzuela Dalaging Bukid), Masayang Dalaga) f. Florante at Laura (Pag-ibig ay Laging May Panahon, Sa Gubat, Prutas at Lason, Isang Basong Pag-ibig, Awit ng Lumbay ni Florante, Ligaya ng Dibdib, Sa Loob at Labas) g. Daragang Magayon (note: research on YouTube) h. Magsimula Ka (Magandang Gabi, Magsimula Ka, Pangarap, Pag- ibig, Pag-asa, May Dilim, May Liwanag, Kahit Isang Dukha, May Langit Ding Malalasap, Buhay Disco, Sisikat Din Ako, Tanging Ikaw Lamang, Sa Tuwing Kapiling Ka) 3. Let the students listen to the selections to appreciate the music. 4. Have them sing the selections expressively together with the recordings or from the internet (YouTube), using the lyrics that they researched. Time allotment for each group is five (5) to ten (10) minutes only. Let them add choreography and use musical instruments, if needed.All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 81electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s GuideEvaluation of Listening Activity of Broadway MusicalsLet the students answer the following.Rating scale: 5 = Very Good 2 = Poor 4 = Good 1 = Needs Follow-up 3 = FairRate scores are based on melodic appeal, message content, singability, and textrelevance to present day society.A. Broadway Musicals1. How well did I listen to the songs from Broadway musicals?a. Mamma Mia (from Mamma Mia) __________b. Don’t Cry for Me Argentina (from Evita) __________c. Summer Nights (from Grease) __________d. Tomorrow (from Annie) __________DEPED COPYh. Send in the Clowns (from A Little Night Music) ____________________e. Memory (from Cats)f. Beauty and the Beast (from Beauty and the Beast) __________g. Sun and Moon (from Miss Saigon) __________i. On My Own (from Les Miserables) __________2. How well can I identify songs from Broadway __________ musicals?3. How well can I describe the qualities of __________ Broadway music through listening?B. Philippine Musical Plays1. How well did I listen to any of the vocal interpretations of songs from Philippine musicals?a. Noli Me Tangere __________ Song title: _____________________________b. El Filibusterismo __________ Song title: _____________________________82 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Quarter IV: 20th and 21st Century Multimedia Formsc. Andres Bonifacio: Ang Dakilang Anak-Pawis __________ Song title: _____________________________ __________ __________d. Katy! __________ Song title: _______________ ______________ __________ __________e. Atang - Dulang May Musika Song title: _______________ ______________f. Florante at Laura Song title: _____________________________g. Daragang Magayon Song title: _______________ ______________h. Magsimula Ka Song title: _____________________________ 2. How well can I identify songs from Philippine__________ musicals?DEPED COPY3. How well can I describe the characteristics ofthe music of Philippine musicals? __________Evaluation of the Singing ActivityLet the students answer the following:Rating Scale: 5 - Very Good 2 - Poor 4 - Good 1 - Needs Follow-up 3 - FairRate scores are based on the performance quality.Rating the other performers / groups:1. How well did the performer/s express ______________ the message of the musical?2. How well did the performer/s act based on the following:All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 83electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC Teacher’s Guide ______________ ______________ a. voice quality ______________ b. expression ______________ c. stage presence ______________ d. audience impact f. mastery of the musical VI. WHAT TO UNDERSTAND Group Activity 1. Divide the class into four groups. 2. Within each group, let the students brainstorm among themselves one work from a Philippine musical play. 3. Let them create a short musical play using media and technology. They may use local folktales, legends, history, biographies of heroes, and customs and traditions as themes of their musical work. 4. For the music, they may compose their own songs or they may use or adapt the melodies of existing songs such as folksongs, indigenous music of yourDEPED COPYarea, pop, classical, Broadway, and OPM. Then, let them write their own lyrics suited to the melody for the song adaptation for their musical play. 5. Have the students create or improvise appropriate sounds, music, gestures, movements, and costumes using media and technology. 6. After this activity, let them answer this question on a 1/2 sheet of bond paper: “What insights did I gain from this activity?”VII. WHAT TO PERFORM Group or Individual Activities A. Live Performance of Philippine musicals and Broadway musicals 1. Divide the class into two groups. 2. Let each group present an excerpt of a 20th or 21st century Philippine musical and an excerpt of a Broadway musical.84 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.