Music Grade 4

DEPED COPY Ipalakpak ang sumusunod na hulwarang ritmo. Ang rhythmic pattern ay hango sa lunsarang awit na “Bandang Musika”. b. Tonal Ipaawit ang sumusunod na so-fa syllable: 2. Balik-aral Ipaawit ang sumusunod habang sinasabayan ng kilos ng katawan. a. “Tayo’y Umawit ng ABC” b. “Pilipinas Kong Mahal” Sumangguni sa Yunit 1, Aralin 8 63 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. First Edition, 2015.

DEPED COPYB. Panlinang na Gawain 1. Pagganyak Ipaawit sa mga bata ang mga pitch name ng mga Kodaly Hand Sign na ipinakikita ng guro gamit ang mga flashcard. Ano-ano ang mga pitch name na inyong nakita sa chart? 2. Paglalahad Iparinig sa mga bata ang lunsarang awit. 1. Ituro ang awit sa pamamagitan ng rote method. 2. Basahin nang sabay-sabay ang notation (so-fa syllable) ng awiting “Bandang Musika”. 3. Basahin ang mga pitch name ng awiting “Bandang Musika “. 4. Awitin nang sabay-sabay ang awit. 3. Pagtatalakay Nakalarawan sa ibaba ang notation na hango sa awiting “Bandang Musika”. Ito ay mula ikalima hanggang ikawalong measure. Ano ang inyong napansin? 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. First Edition, 2015.

DEPED COPY Ang maikling guhit na makikita sa ibaba ng unang guhit ng staff ay tinatawag na ledger line. Mayroon ding pitch name ang ledger line. Ipakita/Ituro ang measure kung saan nakaguhit ang mga ledger line. Awitin ang mga note sa bahagi ng unang staff kung saan may mga ledger line. 4. Paglalahat Itanong: Saang bahagi ng staff matatagpuan ang ledger line? (Ang ledger line ay matatagpuan sa ibabaw o ilalim ng staff). Ang pitch name na makikita sa unang puwang sa ibaba ng staff ay D. C naman ang nasa unang ledger line at B ang matatagpuan sa ilalim ng unang ledger line sa ibaba ng staff. Matatagpuan naman ang pitch name na A sa unang ledger line sa ibabaw ng staff at G naman ang sa unang puwang sa ibabaw ng staff. 5. Paglalapat Isulat ang sumusunod na pitch name sa staff gamit ang mga whole note. 6. Repleksiyon Ang aralin sa mga ledger line ay tulong sa mga mag-aaral upang lalo nilang maintindihan ang pagbabasa ng mga note na isang mahalagang bahagi sa pag-aaral ng musika. C. Pangwakas na Gawain Awitin ang “Bandang Musika” sa pamamagitan ng sumusunod na gawain: - Sasabayan ng kilos ng katawan ayon sa isinasaad ng awit - Gamitin ang mga Kodaly Hand Sign ayon sa mga pitch name na ginamit sa awit. Bigyang diin ang mga pitch name na makikita sa mga ledger line sa G clef staff. 65 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. First Edition, 2015.

DEPED COPYIV. Pagtataya 1. Isulat sa patlang ang mga pitch name na makikita sa mga ledger line ng G clef staff. - Awitin ang pantig na loo. - Tugtugin ang mga pitch name gamit ang keyboard, flute, recorder, lyre, o melody bell. 2. Bilugan ang mga note kung saan matagpuan ang ledger line.V. Takdang-aralin Iguhit sa G clef staff ang mga pitch name na matatagpuan sa mga ledger line. Gumamit ng mga whole note para isalarawan ito. B DC A G 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. First Edition, 2015.

Yunit 2 - Aralin 5Ang Tunog na Pinakamataas at PinakamababaI. Layunin: Nakikilala ang pinakamataas at pinakamababang antas ng mga note sa musika at nasusukat ang lawak ng tunog nitoII. Paksang-aralinA. Paksa : Tunog na Pinakamataas at PinakamababaB. Lunsarang Awit : “Pentik Manok”, G, 2 , pentatone, mi 4 “Salidommay”, F,42 , so, ADEPED COPYC. Sanggunian : Musical Wonders 3, p. 205 Filipino Song Collection, p. 96D. Kagamitan : CD/CD player, chart ng mga awit, mga larawang nagapapakita tungkol sa mga awitE. Pagpapahalaga : Pangangalaga sa KapaligiranF. Konsepto : Ang bawat awit o tugtugin ay nagtataglay ng pinakamataas na tono at pinakamababang tono. Ito ay binibigyang pansin upang malaman ang lawak ng tono na ginamit sa awitin.III. PamamaraanA. Pangunahing Gawain1. Pagsasanay a. Rhythmic Pagpangkatin ang mga bata sa tatlo. Ipagawa ang sumusunod ayon sa nakasaad na rhythmic pattern. I – tatalon patungo sa unahan II – tatapik sa upuan o mesa III – papalakpak 67 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. First Edition, 2015.

b. Tonal Pagsanayan ang tono ng mga so-fa-syllable Gamitin ang mga Kodaly Hand Sign upang makita ang agwat o pagitan ng mga tunog. (Maaring pangkatin ang mga bata.)2. Balik-arala. Iguhit sa hangin ang mga daloy ng melody na maririnig sa awitin. Aawitin ng guro ang bahagi ng awit na ito.b. Awitin ang “Ang Batang Masipag”.DEPED COPYB. Panlinang na Gawain1. PagganyakIparirinig ng guro ang mga so-fa syllable na may iba’t ibang agwat ng tono.Maari ding gamitin ang mga Kodaly Hand Sign upang ipakita ang direksiyonng himig. do’ so - do - la - fa - mi - do - re ti la so - do - la - ti - do’ - re’ - do’ so fa mi re do Tingnan ang mga so-fa syllable ayon sa senyas-kamay ng Kodaly. Ano ang napansin ninyo sa mga agwat ng note sa mga so-fa syllable? Mayroon bang maikli o malaking agwat? Ano ang range ng boses kung malapit ang pagitan? Kapag malaki naman ang pagitan, ano ang range nito? Nakaya mo bang awitin ang pinakamataas na tono? Paano mo ito inawit? 68 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. First Edition, 2015.

DEPED COPY 2. Paglalahad - Tingnan ang mapa ng Pilipinas. Ipaturo sa mga bata ang kinalalagyan ng Mindanao. (Bagobo - Davao del Sur, Davao del Norte) - Pagtuturo ng awit sa pamamagitan ng rote method. - Pag-uusap tungkol sa mga titik ng awit. - Awitin ang “Pentik Manok”. - Sa pamamagitan ng score ng mga awit ipatukoy sa mga bata ang mga nota na may pinakamataas at pinakamababang tono. Awitin ang “Salidommay”. Tukuyin ang pinakamababa at pinakamataas na tono. 3. Pagtatalakay - Awiting muli ang “Pentik Manok” at “Salidommay”. - Sabihin na sa awit na ito ang pagitan o range ay 5, G–D. Ito ay may maikling range. - Sa awiting “Salidommay”, ang pagitan ay mahigit sa walo. Ito ay may malawak na range. 69 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. First Edition, 2015.

DEPED COPY- Ipatukoy sa mga bata sa mga chart ng awit ang sukat, kung saan makikita ang pinakamataas at pinakamababang range ng awit. - Ano ang kailangan upang maihatid ang range sa pinakamataas at pinakamababang antas? (Maawit ito sa wastong tono.) 4. Paglalahat Makikilala ang pinakamataas at pinakamababang tono sa awit sa pamamagitan ng range ng pagitan ng tono nito. 5. Paglalapat 1. Pangkatin sa tatlo ang mga bata. Ipasuri ang range ng mga note sa mga bahagi ng mga melodic phrase. Tukuyin ang range ng mga note sa mga melodic phrase. 2. Bilugan ang pinakamababa at pinakamataas na note. 3. Isulat ang mga note na ginamit sa staff sa ibaba. 4. Alamin kung malawak o maikli ang range ng phrase. Isulat sa patlang. sagot: sagot: 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. First Edition, 2015.

DEPED COPY sagot: 6. Repleksiyon Ano ang kahalagahan ng range ng tono sa pagpapahayag ng damdamin ng isang awitin? C. Pangwakas na Gawain Muling ipaawit sa klase ang lunsarang awit na bibigyang damdamin ang pinakamataas at pinakamababang tono. IV. Pagtataya 1. Suriin ang mga note at tukuyin ang range ng pinakamataas at pinakamababang note. Isulat din kung malawak o maikli ang range ng pagitan ng bawat note. 2. Pakinggan ang mga bahagi ng awiting “My Heart Will Go On”, “Somewhere Over the Rainbow”, at “Pilipinas Kong Mahal”. Tukuyin ang range ng tunog kung malawak o maikli. V. Takdang-aralin Gumawa ng tatlong sukat. Gumuhit ng tig-tatlong note sa bawat sukat at tukuyin ang range ng pinakamataas at pinakamababang note. Maaari din itong iparinig sa klase gamit ang lyre o piano. 71 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. First Edition, 2015.

Yunit 2 - Aralin 6 Ang Pagitan ng mga TonoI. Layunin: Naaawit nang may wastong tono ang iba’t ibang pagitan ng melodyII. Paksang-aralinA. Paksa : Pagitan ng melodyB. Lunsarang Awit : “Umawit at Sumayaw”, C, 4 , do 4 “Clean-Up-Week Song”, C, 4 , mi 4 Pakikinig : “Happy Birthday”, “Tayo’y Umawit”, “Bahay Kubo”, “Star Wars” -Opening Theme, “It Came Upon the Midnight Clear”, “Somewhere Over The Rainbow”, “We’re on the Upward Trail”DEPED COPYC. Sanggunian : Music Time Lower Primary, p. 194D. Kagamitan : CD/CD player, lapel microphoneE. Pagpapahalaga : Maayos na Pakikitungo sa KapuwaF. Konsepto Ang bawat tono ay may kaugnayan sa isa’t isa. : Bawat himig sa musika ay binubuo ng mga note na may iba’t ibang pagitan o interval. Ang interval o pagitan ay ang sumusunod:III. PamamaraanA. Pangunahing Gawain 1. Pagsasanay a. Rhythmic Pangkatin sa apat ang klase. Isagawa ang rhythmic pattern gamit ang mga sumusunod na instrumento: Pangkat 1 – tambourine Pangkat 2 – castanets Pangkat 3 – maracas Pangkat 4 – pares ng patpat 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. First Edition, 2015.

DEPED COPY b. Tonal Awitin ang mga so-fa syllable nang tatlong ulit. Bigyang pansin ang mababa at mataas na tono. do mi so la l do’ ti la fa l ti la so mi l mi fa so la l so re’ do’ ti do’ ll 2. Balik-aral Ating awitin ang “Run and Walk”. Ano ang mga galaw ng melody ng awit? B. Panlinang na Gawain 1. Pagganyak Tumawag ng walong bata sa unahan. Ayusin ang mga ito ayon sa nakikitang larawan. Magtalaga ng kaukulang so-fa syllable sa bawat bata. Magsanay sa mga interval. 2. Paglalahad Ilan ang bilang mula kay Ace hanggang kay Rafael? (dalawa) Ilan ang pagitan mula kay Eva at Ron? (lima) Mula naman kay Eva at Love, ilan ang pagitan? (apat) Ano ang pagitan ni Rafael at Faye? (tatlo) Buhat naman kay Ace at Daniel, ano ang pagitan? (walo) Kung ito ay walo, tinatawag din itong octave. 73 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. First Edition, 2015.

3. Pagtatalakay - Pakikinig : “Happy Birthday” (Prime at 2nd ), “Tayo’y Umawit” (3rd) , Bahay Kubo (4th ), Star Wars - Opening Theme ( 5th), “It Came Upon the Midnight Clear” ( 6th), “We’re on the Upward Trail” (7th) “Somewhere Over The Rainbow” (8ve / Octave) - Pag-uusap tungkol sa mga napakinggang mga tugtugin/awitin. Gamit ang recorded song o boses ng guro iparinig sa mga bata ang awit. - Pagmasdan at basahin ang score ng awitin. - Ipaawit ito sa mga bata.DEPED COPYSuriin ang pagitan ng mga note.Tukuyin ang pagitan sa bawat note.4. PaglalahatAng interval ay ang pagitan ng dalawang notes. Ito ay makikilala batay sakinalalagyan o posisyon nito sa staff. Ang mga interval ay ang sumusunod:1. Prime (1st) - inuulit 5. Fifth (5th)2. Second (2nd) 6. Sixth (6th)3. Third (3rd) 7. Seventh (7th)4. Fourth (4th) 8. Octave (8ve)5. Paglalapat Pangkatang Gawain Pangkatin sa apat ang mga bata. Ipasuri sa bawat pangkat ang mga note sa melodic phrase. 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. First Edition, 2015.

Hanapin at bilugan ang mga interval na tinutukoy. 5 1.) 2nd sa measure 4 2.) 4th sa measure 2 3.) 3rd sa measure 4 4.) Octave sa measure 8 5.) Prime o 1st sa measure 1 6.) 5th sa measure 81 2 34DEPED COPY678 9 10 6. Repleksiyon Ano ang magandang naidudulot ng mga simple interval ng melody sa tamang pag-awit ?IV. Pagtataya Tukuyin ang uri ng interval o pagitan ng mga note na tinutukoy sa mga bilang sa ilalim ng staff. Awitin o tugtugin gamit ang flute, recorder, o lyre. V. Takdang-aralin Humanap ng isang awit at tumukoy ng limang note na may iba’t ibang interval. 75 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. First Edition, 2015.

Yunit 2 - Aralin 7 Ang Likhang MelodyI. Layunin: Nakagagawa ng sariling likhang melodyII. Paksang-aralinA. Paksa : Likhang melodyB. Lunsarang Awit : “Tayo’y Magsaya”, C, 2 do 4,C. Sanggunian : K to 12 Curriculum GuideD. Kagamitan : CD/CD player, mga musical instrumentDEPED COPYE. Pagpapahalaga : PagkamalikhainF. Konsepto : Ang melody ay binubuo ng iba’t ibang tono na may takdang tagal. Isang paraan ng pagbuo ng isang simpleng melody ay ang paglikha muna ng lyrics sa anyo ng isang tula at lalapatan ng tunog o melody.III. PamamaraanA. Pangunahing Gawain1. Pagsasanay a. Rhythmic Gamitin ang mga instrumento sa pagsasagawa ng sumusunod na rhythmic pattern.b. Tonal Awitin ang mga so-fa syllable sa wastong tono. 2. Balik-aral Tukuyin ang mga interval. 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. First Edition, 2015.

DEPED COPYB. Panlinang na Gawain 1. Pagganyak Magpakita ng isang maikling tula na may apat na linya sa isang saknong. Umawit at sumayaw Ikembot ang ‘yong beywang Ang kamay ay ikampay Umikot ,sabay sabay Ipalakpak ang rhythmic pattern ng tula. I-chant ang bawat linya ng tula habang pinakikinggan ng mga bata. Ipaulit ito sa mga bata nang ilang beses. Maaring lagyan ng guro ng himig ang tula ayon sa sukat nito. 2. Paglalahad Ipakita ang score ng awit sa klase. Tapikin ang rhythmic pattern ng awit. I-chant ang lyrics ng awit ayon sa rhythmic pattern nito. Sa paraang pangkatan Buong klase Iparinig sa mga bata ang tono ng buong awit. 3. Pagtatalakay - Ano ang unang ginawa ng guro bago ipaawit ang lunsarang awit? (itinapik ang rhythmic pattern) 77 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. First Edition, 2015.

DEPED COPY- Ano pa ang paraang ginawa upang madaling malaman ang daloy ng melodic pattern? (pag-chant ng lyrics ng awit) - Ano ang mahahalagang pamaraan na ginawa bago inaral ang tono ng awit? (Pagtapik sa mga rhythmic pattern at pag-chant ng titik ng awit) 4. Paglalahat Ang paglikha ng isang melody ay nakatutulong sa pagiging malikhain upang maipakita ang kahusayan at pag-unawa sa musika. 5. Paglalapat Pangkatang Gawain - Lapatan ng tono ang rhythmic pattern. Gamitin ang sumusunod na mga nota: do, re, mi, fa, so, la, ti, do. - Awitin ang nabuong komposisyon. 6. Repleksiyon Ano ang naramdaman mo nang ikaw ay nakalikha ng isang musika? Bakit?C. Pangwakas na Gawain Pangkatang Gawain Pangkatin sa apat ang mga bata. Sa loob ng tatlong minuto ay iparinig ang nalikhang tono o melody sa buong klase nang may damdamin. Gumamit ng mga instrumentong pangmusika upang lalo ito maging kasiya- siya. 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. First Edition, 2015.

IV. PagtatayaSukatin ang sarili ayon sa ginawang pangkatang gawain. Mas Pamantayan Magaling Magaling Napakagaling1. Nakasusunod sa alituntunin 12 3kung paano ang paglikha ngmelody2. Nakapagbabahagi ngDEPED COPYkaalaman sa musika sapamamagitan ng pag-awit3. Naiaawit nang may wastongtono ng likhang melody4. Nakapagpapakita ngpagpapahalaga sa musika5. Nakiki-isa sa pangkatanggawain at pagtatanghalV. Takdang-aralin a. Sumulat ng dalawang saknong ng tula. b. Lagyan ng melody. c. Irekord ang nagawang awit. d. Isusulat ng guro ang mga note ng nairekord na awit. 79 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. First Edition, 2015.

Yunit II - Pre-Test Petsa _______________ MELODY Marka _______________Pangalan __________________________________Baitang/Pangkat ____________________________Isulat ang titik ng tamang sagot sa sagutang papel.1. Alin sa sumusunod ang simbolong inilalagay sa unahan ng staff na nagtatakda ng mga pitch name?DEPED COPYA. B. C. D.2. Gamit ang pitch name, isulat ang salitang mabubuo ng mga note na nasa guhit at puwang. 3. Ano ang mga pitch name ng mga note sa staff na nasa titik C? A. B. C. D. 4. Ano-ano ang mga pitch name na bumubuo sa melodic pattern na ito? A. CCDCD B. BBCBC C. DDEDE D. FFGFG 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. First Edition, 2015.

5-6 Suriin ang daloy ng melody sa una at ikatlong measure ng melodic pattern. Sabihin kung ano ang daloy ng melody nito at ipakita ang galaw ng katawan sa bawat daloy nito. 7-10 Tukuyin ang pinakamababa at pinakamataas na tono sa pattern na nasa itaas at sabihin ang range ng dalawang note.11-15 Panuto: Lapatan ng simpleng melody o tunog ang lyrics na ito. Isulat ang pitch name sa ilalim ng bawat titik at awitin nang may wastong tono.DEPED COPYSukatin ang sarili ayon sa ginawang pangkatang gawain. Pamantayan Mas Pinakamahusay Mahusay Mahusay1. Nakasusunod sa alituntunin kung paano ang paglikha ng melody 3 212. Nakapagbabahagi ng kaalaman sa musika sa pamamagitan ng pag-awit3. Naiaawit nang may wastong tono ang likhang melody4. Nakapagpapakita ng pagpapahalaga sa musika5. Nakikiisa sa pangkatang gawain at pagtatanghalSusi ng Pagwawasto: 4. B 5. Pataas na palaktaw1. B 6. Pataas na pahakbang2. CAFE 7. – 15. Pangkatang gawain3. FADE 81 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. First Edition, 2015.

Yunit II - Post Test MELODYPangalan __________________________________ Petsa _______________Baitang/Pangkat ____________________________ Marka _______________Isulat ang titik ng tamang sagot sa sagutang papel.1. Ano-anong mga pitch name ang bumubuo sa mga guhit ng staff?A. F A C E B. E G B D F C. D E F G A D. A A B D C2. Gamit ang mga pitch name, isulat ang salitang mabubuo ng mga note na nasa guhit at puwang.DEPED COPY3. Ano ang pitch name ng mga note sa measure na nasa titik C?4. Ano ang mga pitch name na bumubuo sa melodic pattern na ito? A. DEFGAA B. CDEFGG C. ABCDEE D. CDFGAA5-6 Sabihin ang daloy ng melody sa bawat measure ng melodic pattern at ipakita ang galaw ng katawan sa bawat daloy nito.7-10 Tukuyin ang pinakamababa at pinakamataas na tono sa melodic pattern na nasa itaas at sabihin ang range sa pagitan ng dalawang note. 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. First Edition, 2015.

11-15 Panuto: Lapatan ng simpleng melody ang mga parirala, ayon sa angkop na pagpapantig ng mga salita sa isang rhythmic pattern at awitin nang may wastong tono. Ako ang nagtanim, ang nagbayo, at nagsaing, Ngunit ng maluto ay iba ang kumainSukatin ang sarili ayon sa ginawang pangkatang gawain.Pamantayan Pinakamahusay Mas Mahusay 3 mahusay 1 2DEPED COPY1. Nakasusunod sa alituntunin kung paano ang paglikha ng melody2. Nakapagbabahagi ng kaalaman sa musika sa pamamagitan ng pag-awit3. Naiaawit nang may wastong tono ang likhang melody4. Nakapagpapakita ng pagpapahalaga sa musika5. Nakikiisa sa pangkatang gawain at pagtatanghalSusi ng Pagwawasto: 2 - Pataas na pahakbang 3 – Pataas na palaktaw1. B 4 - Inuulit2. B A G 6. (Galaw ng katawan)3. B - E 7. – 15. Pangkatang gawain4. C D E F G G5. 1 - Pataas na pahakbang 83 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. First Edition, 2015.

Yunit II - Unit Test Petsa _______________ Marka _______________ MELODYPangalan __________________________________Baitang/Pangkat ____________________________(1-3.) Anong mga pitch name ang mabubuo sa mga note na makikita sa staff? Isulat sa patlang.DEPED COPY1.2.3.4. Alin sa sumusunod ang simbolo ng kumakatawan sa G clef? A. B. C. D.5. Tukuyin ang pitch name na D sa mga sumusunod. A. C. B. D. 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. First Edition, 2015.

6-9. Suriin ang daloy ng melody sa bawat measure. Piliin sa sumusunod ang titik ng tamang sagot.A. Pataas na palaktaw C. Pataas na pahakbang E. InuulitB. Pababang pahakbang D. Pababang palaktaw_____ 6. ______8._____ 7.DEPED COPY_____ 9.10-11. Isulat sa staff ang pitch name ng dalawang uri ng note na nasa ledger line. 12-16. Gamit ang whole note, isulat sa staff ang mga pitch name. (17-24) Isulat ang mga note sa staff upang ipakita ang iba’t ibang daloy ng melody. Gamitin ang mga note na nakalarawan, gayundin ang bilang na nagsasaad ng nararapat na pagitan ng bawat note. Sundin ang direksiyon ng arrow sa paglalagay ng note. Ang unang note ay inilagay na sa staff. 17-18. 85 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. First Edition, 2015.

19-20.DEPED COPY21-22.23-24.25-27. Awitin ang iba’t ibang pagitan ng melody gamit ang Kodaly Hand Sign. Sabihin ang pagitan ng bawat note. (3pts.) ______ 25. _______ 26. ______27.28-31. Sumulat ng isang saknong ng tula na nagpapahayag ng pagmamahal sa bayan at lapatan ito ng melody. (Pangkatan) 86 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. First Edition, 2015.

32-35. Tukuyin at bilugan ang note na may pinakamababa at pinakamataas na range sa awiting “Pentik Manok” at “Salidommay”.DEPED COPY36- 40. Panuto: Lagyan ng tsek (√) ang kahon bilang pagsukat sa ipinakitang kakayahan sa pag-awit ng likhang melody. Pamantayan 5 4 3211. Nakaawit nang may wastong tono2. Nakilala ang pinakamataas at pinakamababang tono sa awit3. Naawit ang tamang range sa pagitan ng pinakamataas at pinakamababang tono4. Naipadama ang sigla at damdamin sa awit5. Nakapagpakita ng pakikiisa sa pangkatang gawain 87 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. First Edition, 2015.

5 - Nakapagpakita ng pinakamahusay na antas ng pagpapahayag at pagsasagawa4 - Nakapagpakita ng kasiya-siyang antas ng pagpapahayag at pagsasagawa3 - Nakapagpakita ng katamtamang antas ng pagpapahayag at pagsasagawa2 - Nakapagpakita ng gawain subalit hindi kinakitaan ng pagkamalikhain1 - Walang naipakitang gawainSusi sa Pagwawasto:1. F A C E2. E G B D F3. B A G4. C5. B6. B7. A8. C9. DDEPED COPY10 – 11. 19 - 2012 – 16. 21 – 2217 – 18. 23 – 2425. 226. 327. 428 – 31. Pangkatang Gawain 88 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. First Edition, 2015.

DEPED COPY32- 33. 34- 35. . 36- 40. Rubrics 89 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. First Edition, 2015.



Musika at Sining – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015ISBN: ___________ Paunawa hinggil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng BatasPambansa Bilang 8293: Hindi maaaring magkaroon ng karapatang-sipi sa anumang akda ngPamahalaan ng Pilipinas. Gayunpaman, kailangan muna ang pahintulot ng pamahalaan otanggapan kung saan ginawa ang isang akda upang magamit sa pagkakakitaan angnasabing akda. Kabilang sa mga maaaring gawin ng nasabing ahensiya o tanggapan ay angpatawan ng bayad na royalty bilang kondisyon. Ang mga akda / materyales ( mga kuwento, seleksiyon, tula, awit, larawan, ngalan ngprodukto o brand names, tatak o trademarks, palabas sa telebisyon, pelikula at iba pa) naginamit sa aklat na ito ay nagtataglay ng karapatang-ari ng mga iyon. Pinagtibay sa isangkasunduan ng Kagawaran ng Edukasyon at Filipinas Copyright Licensing Society (FILCOLS)Inc. na ang FILCOLS ang kumakatawan sa paghiling ng pahintulot sa nagmamay-ari ng mgaakdang hiniram at ginamit dito. Hindi inaangkin ni kinakatawan ng tagapaglathala (publisher)at mga may-akda ang karapatang-aring iyon.DEPED COPYInilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin Luistro FSCPangalawang Kalihim: Dina S. Ocampo, PhDDirektor IV: Marilyn D. Dimaano, EdDDirektor III: Marilette R. Almayda, PhD Mga Bumuo ng Patnubay ng GuroMusika Pangunahing Tagapangasiwa: Maria Blesseda Alfonso Cahapay Consultant: Myrna T. Parakikay Mga Tagasuri Ng Nilalaman: Jocelyn T. Guadalupe, Dolores T. Andres Mga Manunulat: Maria Elena D. Digo, Fe V. Enguero, Ma. Teresa P. Borbor, Amelia M. Ilagan, Josepina D. Villareal, Mary Grace V. Cinco, Josephine Chonie M. Obseñares, Chita E. Mendoza, at Victorina E. Mariano Transcriber: Arthur M. Julian Gumuhit ng Larawan: Hadji Miguelito S. Mendoza, Arthur M. Julian, Jason O. Villena Tagatala: Richilo L. Laceda Naglayout: Mary Grace Ann G. CadisalSining Pangunahing Tagapangasiwa: Marilou Gerero-Vispo Consultant: Charo Defeo-Baquial Mga Tagasuri ng Nilalaman: Juan Gepullano; Rosel Valenzuela Mga Manunulat: Cynthia Montañez; Ma. Teresa Caringal; Adulfo Amit; Benjamin Castro; Emily Maninang; Joan D. Sandoval Mga Tagasuri ng Wika: Paolo-Ven Paculan; Erickson Gutierrez Mga Gumuhit ng Larawan: Michael Villadolid, Jason O. Villena Mga Naglayout: Algievoi Omaña, Oliver S. MagatInilimbag sa Pilipinas ng _________________________Department of Education–Instructional Materials Council Secretariat (DepEd–IMCS)Office Address : 5th Floor Mabini Bldg. DepEd Complex Meralco Avenue, Pasig CityTelefax : Philippines 1600E–mail Address : (02) 634–1054 or 634–1072 [email protected] ii 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. First Edition, 2015.

DEPED COPY Paunang Salita Ang Patnubay ng Guro na ito sa Musika at Sining ay inihanda upang malinang sa mga mag-aaral ang kanilang mga natatanging kakayahan sa masining na pamamaraan. Hangad ng mga may-akda ng aklat na ito na lubusang mapalaganap sa mga mag-aaral ang kamalayan sa iba’t ibang uri ng sining. Kung kaya’t ang mga gawaing nakapaloob dito ay isinulat sa payak at natural na pamamaraan upang mas maunawaan at mas maging makabuluhan ang pagkatuto sa bawat elemento ng Musika at Sining. Ang mga itinakdang gawain na pawang kawili-wili ay makapagbibigay- laya sa mga mag-aaral na makapag-isip at makalikha ng sariling awitin at tugtugin sa Musika, gayundin ng mga disenyo o visual art sa Sining, na magdudulot ng saya at kaganapan sa bawat aralin. Ang mataas na antas ng pagkatuto sa Musika at Sining, batay sa maraming pagsasaliksik, ay nagpapatunay na magdudulot sa mga mag-aaral upang magkaroon ng:  mapanuri at replektibong pag-iisip;  mas pinahusay na konsentrasyon at mas mahabang attention span;  mas pinahusay na memorya at pagpapanatili ng mga natutuhan; at  mas pinahusay na pakikisalamuha at pakikipag-ugnayan sa kapwa, at kakayahang makapagsagawa ng mga gawain kasama ang iba. Ang makabuluhang paggamit sa aklat na ito ay magsisilbing tulong upang maiangat ang antas ng pagkawili o interes at inspirasyon sa pag-aaral ng Musika at Sining, na makatutulong sa adhikain ng K to 12 Basic Education Program tungo sa paghubog ng kabuuang pagkatao ng isang indibidwal. iii 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. First Edition, 2015.

Talaan ng NilalamanYunit 3 – Form, Timbre, at DynamicsAralin 1: Ang Introduction at Coda ng Isang Awitin …………………. 90Aralin 2: Ang Antecedent Phrase at Consequent Phrase ng Isang 94 Awitin …………………………………………………………... 99Aralin 3: Ang Magkahawig at Di Magkatulad na mga Musical Phrase …………………………….……………………………DEPED COPYAralin 4: Ang Iba’t Ibang Tunog …………………………………….…. 104Aralin 5: Ang Pangkat ng Instrumentong String/Chordophone ……. 109Aralin 6: Ang Pangkat ng Instrumentong Hinihipan/Aerophone …… 113Aralin 7: Ang Pangkat ng Instrumentong Percussion/Idiophone ….. 120Aralin 8: Ang Forte at Piano …………………………………………… 129 v 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. First Edition, 2015.

RepublicK toD1E2PCuEMrUDofrtheiSPhilippinescIuCCluOmPGYuide Department of Education DepEd Complex, Meralco Avenue Pasig City (Grade 4) December 2013 ix 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. First Edition, 2015.

x K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - D CONCEPTUAL FRAMEWORKelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EBoth the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and Pcultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance- based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world. EDAs Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figure 2) CThe philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based OLearning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based PYArt Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.

xi K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - D PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATIONelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EMusic is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a -- tapestry moving in time. The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range of Ppurposes, functions, and identities, from the utilitarian to aesthetic. EHowever, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and Dhas great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes this characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for man’s individual quest for self- expression and fulfillment. COn these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in the skills that enable the Oapplication of the learner’s knowledge should be encouraged, through active involvement in the various musical processes. PDrawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general Yeducation. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her national heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.

KDEPto 12 BASICE EDUCATIOND CCURRICULUMOPY Figure 1. The Curriculum Framework of Music and Arts Education xii 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. First Edition, 2015.

xiii K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - D Grade 12Mastery of Proficiency in the chosen form or genreelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. E Grade 11Mastery of Proficiency in the chosen form or genre PGrade 10Application of Contemporary Music and Arts Grade 9Application – Western Music and Arts EGrade 8Application – Asian Music and Arts DGrade 7Application – Philippine Folk Music and Arts Grade 6Application for Appropriate Mastery and Acquisition of Skills Grade 5Exploration – Elements / Processes CGrade 4Formal Introduction to Elements / Processes OGrade 3Preliminary Acquisition of Basic Knowledge and Skills Grade 2Enhanced Understanding of Fundamental Processes PGrade 1Introduction to the Fundamental Processes YKindergartenExposure to the Different Music & Art Processes (Experiential Learning) Figure 2. Content of Music and Arts per Grade Level

KDEPto 12EBASICDEDUCATIONCCURRICULUMOPYMusic Processesmovement) Table 1. Basic Reference for Music Content -creating)Music Elements *No formal instruction in harmony from K to 3 xiv 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. First Edition, 2015.

xv DELEARNING AREA STANDARD: K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - PEDKEY STAGE STANDARDS:electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. K-3 COPY4-6 7 – 10 The learner demonstrates understanding of The learner demonstrates understanding of The learner demonstrates understanding of fundamental processes through basic elements and concepts through salient features of music and art of the performing, creating, and responding, performing, creating, and responding, aimed Philippines and the world, through appreciation, aimed towards the development of towards the development of appreciation of analysis, and performance, for self- appreciation of music and art, and music and art, and acquisition of basic development, the celebration of Filipino cultural acquisition of basic knowledge and skills. knowledge and skills. identity and diversity, and the expansion of one’s world vision.

xvi DGrade Level K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - EKindergarten The learner is exposed to the different basic music and art processes through experiential learning.electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. GRADE LEVEL STANDARDS: PGrade 1 Grade Level Standards EGrade 2 DGrade 3 Grade 4 CGrade 5 OGrade 6 Grade 7 PYGrade 8 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and responding. The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding. The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills. Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision. Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines. The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. Grade 9 The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. Grade 10 The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

xvii K to 12 BASIC EDUCATION CURRICULUMDCONTENT EFIRST QUARTER All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - GRADE 4electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. ELEMENTS OF MUSICI. RHYTHM CONTENTP1. Musical Symbols andPERFORMANCE LEARNING COMPETENCY CODE STANDARDS Concepts: STANDARDS 1.1 Notes and Rests MU4RH-Ia- demonstratesE1.2 Meters creates rhythmic 1. identifies different kinds of 1 understanding of1.3 Rhythmic Patternspatterns in: notes and rests concepts pertaining to1.4 Simple Time1. simple time MU4RH-Ib- rhythm and musicalDSignatures 2. organizes notes and rests 2 symbolsCOPY1.5 Ostinato signatures according to simple meters 2. simple one-measure (grouping notes and rests MU4RH-Ic-3 into measures given simple ostinato pattern meters) MU4RH-Ic-4 3. states the meaning of the MU4RH-Ic-5 different rhythmic patterns MU4RH-Id- 4. demonstrates the meaning 6 of rhythmic patterns by clapping in time signatures MU4RH-Id- 234 7 4, 4, 4 5. uses the bar line to indicate groupings of beats in 234 4, 4, 4 6. identifies accented and unaccented pulses 7. places the accent (>) on the notation of recorded music

xviii K to 12 BASIC EDUCATION CURRICULUMCONTENT All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - CONTENTDI.I. RHYTHM PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS 1. Musical Symbols and 8. responds to metric pulses MU4RH-Ie- demonstrates creates rhythmic of music heard with g-8 understanding ofEConcepts:patterns in: appropriate con concepts pertaining to 1. simple time rhythm and musical1.1 Notes and Rests 9. ducting gestures symbols 1.2 Meterssignatures 1.3 Rhythmic Patterns2. simple one-measure P1.4 Simple Time ostinato pattern Signatures ED COPY1.5 Ostinato

xix CONTENTK to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DSECOND QUARTERCONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS II. MELODY MU4ME-IIa- recognizes the musical analyzes melodic 1. identifies the pitch name of 1 E1. Musical Symbols andsymbols and movement and range each line and space of the demonstrates and be able to create MU4ME-IIb- Concepts:understanding of and perform simple G-clef staff 2 1.1 Intervalsconcepts pertaining tomelodies melody F P1.2 Scales B D G 1.3 Melodic Contours E 1.4 Patterns of successive E pitches of a C Major C A EDscale F 2. identifies the pitch names C of notes on the ledger lines and spaces below the G- clef staff (middle C and D) OP3. recognizes the meaning Yand use of G- Clef MU4ME-IIc- 3 do re mi fa so la ti do

xx K to 12 BASIC EDUCATION CURRICULUMCONTENT All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - CONTENTDII. MELODY PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS 4. identifies the movement of 1. Musical Symbols and MU4ME-IId- recognizes the musical analyzes melodic the melody as: 4 symbols andEConcepts: movement and range - no movement demonstrates and be able to create MU4ME-IIe- understanding of1.1 Intervals and perform simple - ascending stepwise 5 concepts pertaining to1.2 Scales melodies melody MU4ME-IIf- P1.3 Melodic Contours 6 COPY- descending stepwise 1.4 Patterns of successive - ascending skip wise pitches of a C Major - descending skip wise EDscale 5. identifies the highest and lowest pitch in a given notation of a musical piece to determine its range 6. sings with accurate pitch the simple intervals of a melody

xxi CONTENT K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DII. MELODY CONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS 1. Musical Symbols and 7. performs his/her own MU4ME-IIg- analyzes melodic created melody h-7 EConcepts: movement and range recognizes the musical and be able to create MU4FO- 1.1 Intervals symbols and and perform simple IIIa-1 1.2 Scales demonstrates melodies understanding of MU4FO- P1.3 Melodic Contours concepts pertaining to IIIa-2 melody 1.4 Patterns of successive MU4FO- pitches of a C Major IIIa-b-3 EDscale MU4FO- THIRD QUARTER demonstrates COPYperforms similar and1. identifies aurally and IIIc-4 III. FORM understanding of visually the introduction musical phrases, and contrasting musical and coda (ending) of a MU4FO- 1. Phrases in a Musical the uses and meaning phrases musical piece IIId-5 Piece of musical terms in form 2. identifies aurally and 2. Structure of Musical visually the antecedent and Sound consequent in a musical piece 2.1 Antecedent (Question) Phrase 3. listens to similar and contrasting phrases in 2.2 Consequent (Answer) Phrase recorded music 2.3 Introduction 4. identifies similar and 2.4 CODA (ending)Phrase contrasting phrases in vocal and instrumental music from the previous lessons 4.1 melodic 4.2 rhythmic 5. sings similar and contrasting phrases in music 5.1 melodic 5.2 rhythmic

xxii CONTENTK to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DIV. TIMBRE CONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS 1. Variations of Sound 6. distinguishes vocal and MU4TB- demonstrates participates actively in instrumental sounds IIIe-1 E1.1 Vocal understanding of a group performance variations of sound in to demonstrate 7. identifies as vocal or MU4TB- 1.2 Instrumentalmusic (lightness anddifferent vocal andinstrumental, a recording ofIIIe-2 heaviness) as applied instrumental sounds the following: PED COIV. TIMBREto vocal and MU4TB-IIIf- 1. Variations of Soundinstrumental music 7.1 solo 3 1.1 Vocal 7.2 duet PY1.2 Instrumental 7.3 trio 7.4 ensemble 8. identifies aurally and visually different instruments 9. classifies the various musical instruments as: 9.1 string 9.2 woodwind 9.3 brass wind 9.4 percussion MU4TB-IIIf- h-4 demonstrates participates actively in understanding of a group performance variations of sound in to demonstrate music (lightness and different vocal and heaviness) as applied instrumental sounds to vocal and instrumental music V. DYNAMICS recognizes the musical applies forte and 10. recognizes the use of the MU4DY- symbol p (piano) and f IIIf-1 symbols and piano to designate (forte) in a musical score 1. Volume of Sound in demonstrates loudness and softness Music understanding of in a musical example 11. uses appropriate musical concepts pertaining to 1. singing terminology to indicate MU4DY- simple dynamics IIIf-h-2 volume in music 2. playing instrument 11.1 forte 11.2 piano

xxiii DCONTENT K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - FOURTH QUARTER CONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS EVI. TEMPO 1. relates body movements to MU4TP-IVa- 1. Speed / Flow of Musicdemonstratescreates and performs the tempo of a musical 1 understanding of body movements example PVI. TEMPO concepts pertaining to appropriate to a given MU4TP-IVb- E1. Speed / Flow of Musicspeed/flow of musictempo 2. uses appropriate musical 2 DVII. TEXTURE demonstrates creates and performs terminology to indicate understanding of body movements variations in tempo MU4TX-IVc- 1. Simultaneousconcepts pertaining toappropriate to a given 1 Occurrence ofspeed/flow of musictempo 2.1 largo demonstrates sings two-part rounds 2.2 presto MU4TX-IVd- CMultiple Melodic Linesunderstanding ofand partner songs with 3. identifies aurally the 2 concepts pertaining to others 2. Distinction Betweentexture in music texture of a music example MU4TX-IVe- Thinness and 4. identifies aurally and 3 OThickness in Music visually an ostinato or MU4HA-IVf- VIII. HARMONY descant in a musical 1 example P1. Simultaneous 5. recognizes aurally and MU4HA- YSounding of Two visually, examples of 2-part IVg-2 demonstrates performs examples of vocal or instrumental music understanding of harmonic interval with 6. identifies harmonic interval MU4HA- harmonic intervals others (2 pitches) in a musical IVh-3 example 7. recognizes aurally and Tones / Pitches visually, examples of harmonic intervals 8. creates examples of harmonic interval (2 pitches) with others

Yunit 3 - Aralin 1 Ang Introduction at Coda ng Isang AwitinI. Layunin: Natutukoy sa pamamagitan ng pakikinig at pagtingin ang introduction at coda ng isang awitII. Paksang-aralinA. Paksa : Pagtukoy ng introduction at coda ng isang awitin 3B. Lunsarang Awit : “Ohoy Alibangbang”, 4 , Am, reDEPED COPY “Paruparong Bukid”, C, 3 , so 4C. Sanggunian : Ilonggo Folk Songs (Book 1), pp. 33-34 by Prof. Romulo J. Pangan Musika ng Batang Pilipino 6, pp. 15-19 Sanayang Aklat sa Musika 5, pp. 119-120D. Kagamitan : Tsart ng awit, CD, CD playerE. Pagpapahalaga : Pagpapahalaga sa mga paruparoF. Konsepto : Introduction- himig na tinutugtog o inaawit bilang paghahanda sa pag-awit Coda- bahagi ng isang awit o tugtugin na nagsisilbing panapos o pangwakas ng komposisyonIII. PamamaraanA. Panimulang Gawain 1. Pagsasanay a. Rhythmic Ipalakpak ang rhythm:b. Tonal Tugtugin ang Am-E7-Am chords bilang intro bago awitin ang mga so-fa syllable. 90 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. First Edition, 2015.

DEPED COPY 2. Balik-aral Awitin at alamin kung ang direksiyon ng tono ay pahakbang o palaktaw na pataas o pababa. B. Panlinang na Gawain 1. Pagganyak Iparinig ang awiting “Paruparong Bukid” sa mga bata. Bakit kaya dumarapo ang mga paruparo sa mga bulaklak? May alam ba kayong awitin tungkol sa paruparo? 2. Paglalahad Ipaskil sa pisara ang tsart ng lunsarang awit. Awitin ito o iparinig sa mga bata gamit ang CD player. Ang “Ohoy Alibangbang” ay awiting bayan ng Hiligaynon. Salin: Ohoy paruparo kung ikaw ay lilipad Alagaan mo nang mabuti ang mga bulaklak Baka kung sakaling malimutan mo Sayang si Gumamela na malaglag sa lupa 91 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. First Edition, 2015.

DEPED COPY3. Pagtatalakay - Tukuyin sa musical score ang panimulang himig o introduction ng awiting “Ohoy Alibangbang”. - Alin ang panapos na himig o coda ng ating lunsarang awit? - Ano ang masasabi mo tungkol dito? - (Ito ay bahagi ng isang awit o tugtugin na nagsisilbing panapos o pangwakas ng komposisyon.) - Ano ang simbolo na makikita sa bahaging ito ng awitin? ( ) 4. Paglalahat Ang introduction ay himig na tinutugtog o inaawit bilang paghahanda sa pag- awit. Ang coda ( ) ay bahagi ng isang awit o tugtugin na nagsisilbing panapos o pangwakas ng komposisyon. 5. Paglalapat Pangkatang Gawain Pangkatin ang klase sa tatlo. Ang bawat pangkat ay gagawa ng payak na introduction at coda ng awit na napag-aralan na. Pangkat 1 - “Batang Masipag” Pangkat 2 - “Umawit at Sumayaw” Pangkat 3 - “Run and Walk” 6. Repleksiyon Ano ang kahalagahan ng isang introduction at ng coda sa kaayusan at kagandahan ng isang awitin o tugtugin?C. Pangwakas na Gawain Ipaawit muli sa buong klase ang “Ohoy Alibangbang” at lapatan ng angkop na kilos para sa introduction at coda. 92 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. First Edition, 2015.

DEPED COPYIV. Pagtataya Panuto: Awitin ang “Paruparong Bukid”. Bilugan ang introduction at ikahon ang coda sa tsart ng awit na nasa pisara. V. Takdang-aralin Maghanap ng musical score o piyesa ng isang awitin na napag-aralan na at bilugan ang introduction at ikahon ang coda. 93 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. First Edition, 2015.