Music Grade 4

Pumili ng isang awit na natutuhan na at lumikha ng introduction at coda gamit angmga instrumentong percussion. (17-21) Kasanayan Pinakamahusay Mas Mahusay Mahusay (4 puntos) (3puntos) (2 puntos)1. Nakaawit nang nasa tono2. Nakaawit habang tumutugtog ng instrumentong percussion3. Maayos at malikhain ang pagkagawa ng introduction at coda4. Nakikiisa sa mga pangkatang gawainDEPED COPYPakinggan ang tugtog ng iba’t ibang mang-aawit at manunugtog. Isulat ang S kungsolo, T kung trio, P kung pangkat ng instrument, at K kung koro._______22. “Mutya Ng Pasig” ng Koro Tomasino_______23. “Tomorrow” ni Lea Salonga_______24. “Panalangin” ng Apo Hiking Society_______25. “Pamulinawen” ng Ateneo Grade School Rondalla(26-30)Pumili ng isang awit na natutuhan na at bigyang kahulugan ito sa pamamagitan ngpaglapat ng angkop na dynamics na sinasabayan ng kilos ng katawan.Kasanayan Pinakamahusay Mas mahusay Mahusay (4 puntos) (3puntos) (2 puntos)1. Nakagagawa ng malikhaing pagkilos kasabay ng awitin2. Nagagamit ang angkop na dynamics sa awitin3. Nakaaawit nang may angkop na dynamics.4. Nakikiisa sa pangkatang gawain 144 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.

Pangkatin ang mga pangalan ng instrumento sa kahon. Isulat ang mga ito sapuwang ayon sa pangkat na kinabibilangan.saxophone cello violin timpanitambourine trumpet french horn bassoon31. Percussion 32. Brass 33. String 34. Woodwind __________ __________ __________ ____________________ __________ __________ __________35. Ano ang kahulugan ng forte?DEPED COPYA. malakas C. katamtamanB. mahina D. mahinang-mahina36. Ano ang ibig sabihin ng dynamics na piano?A. malakas C. malakas na malakasB. mahina D. mahinang-mahina37– 40 Hatiin sa 4 na grupo ang mga bata. Ipagawa ang sumusunod:Pangkat 1: aawit ng “Leron, Leron Sinta”Pangkat 2: tutugtog ng bao ayon sa rhythmic pattern naPangkat 3: tutugtog ng sticks ayon sa rhythmic pattern naPangkat 4: tutugtog ng tambol ayon sa rhythmic pattern na Kasanayan Mas magaling Magaling 2 1Nakatutugtog nang tamang ostinato patterngamit ang mga rhythmic instrumentNakaaawit habang tinutugtog ang ostinatogamit ang mga rhythmic instrumentNakikilahok nang masigasig sa pangkatanggawain 145 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 COPYSusi sa Pagwawasto:1. B2. C3. C4. C5. B6. B7. D8. C9. ilalagay sa pisara10.11. A at C12. A13. B14. pakikinig15. D16. A17. – 21. Rubrics22. K23. S24. T25. P26. – 30. Rubrics31. timpani, tambourine32. trumpet, french horn33. cello, violin34. saxophone, bassoon35. A36. B37. – 40. Pangkatang gawain 146 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.

DEPED COPY Talaan ng Nilalaman Yunit 4 – Tempo, Texture, at Harmony Aralin 1: Ang Kilos o Galaw Bilang Tugon sa Tempo ………………. 147 Aralin 2: Ang Pag-awit sa Tempong Largo at Presto ……………….. 152 Aralin 3: Ang Paglalarawan ng Texture ng Awitin …………………… 157 Aralin 4: Ang Paglalapat ng Ostinato …………………………………. 163 Aralin 5: Ang Descant at ang Melody ………………………………… 169 Aralin 6: Ang 2-Part Vocal o Instrumental Music ……………………. 173 Aralin 7: Ang mga Harmonic Interval ng mga Awitin ……………….. 177 Aralin 8: Ang Paglikha ng Harmonic Third Interval ………………... 181 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 4 - Aralin 1 Ang Kilos o Galaw BilangTugon sa TempoI. Layunin: Nakatutugon sa tempo ng awitin ayon sa kilos o galawII. Paksang-aralinA. Paksa : Pagtugon sa tempo sa iba’t ibang kilosB. Lunsarang Awit : “Chua-ay”, C, 4 , so, Pentatone 4DEPED COPY “Do A Little Thing”, D, 2 , mi 2 “Ili-ili Tulog Anay”, Em, 3 mi 4,C. Sanggunian : Sanayang Aklat sa Musika 4D. Kagamitan : Larawan ng mga hayop, CD playerE. Pagpapahalaga : Pangangalaga sa mga hayopF. Konsepto : Ang tempo ay nailalarawan sa pamamagitan ng mabilis at mabagal na kilos.III. PamamaraanA. Panimulang Gawain 1. Pagsasanay a. Rhythmic (Echo Clap)b.Tonal Awitin ang mga so-fa syllable ayon sa senyas kamay ng guro. (Ipakita rin sa staff notation upang masanay sa melodic reading.) m l d m l mr d l l l f r mf m m l m r d t m1 l12. Balik-aralAno ang ibig sabihin ng simbolong p at f sa musika?(Ang simbolong p ay mahinang pag-awit samantalang ang f ay malakas napag-awit.) 147 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 mga larawan ng mga hayop. Ano-anong hayop ang nakikita sa larawan? (kabayo, suso, kalabaw, at pagong). Ano ang masasabi ninyo sa mga kilos o galaw ng mga hayop na nasa larawan? (mabilis at mabagal ang kilos ng mga hayop) Makinig sa mga sumusunod na tugtuging / awiting nakarekord: a. “Mga Alaga Kong Hayop” (Sumangguni sa Gr. 3 TG) b. “Lullaby” 2. Paglalahad Ituro ang mga awitin sa paraang paggagad. 148 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 3. Pagtalakay  Sa tulong ng guro, awitin nang mabilis ang “Chua-ay”.  Awitin muli ang “Chua-ay” at sabayan ng kilos na parang nagbabayo ng bigas.  Saan nanggaling ang awiting “Chua-ay”? (Benguet)  Saang lalawigan makikita ang mga Igorot? (lalawigang bulubundukin o Mt. Province)  Paano inawit ang awitin? (mabilis at masaya)  Anong katangian ng mga Igorot ang ipinakikita sa awitin? (pagiging masipag at masayahin habang nagtatrabaho)  Sa tulong ng guro, aawitin ng mga bata ang “Ili-ili Tulog Anay” na sinasabayan ng kilos o galaw ng katawan.  Ayon kay Priscilla Magdamo na unang nangolekta ng awiting “Ili-ili Tulog Anay”, ito ay inaawit ng isang ate sa kaniyang kapatid.  Sa awiting “Ili-ili Tulog Anay”, ano ang kilos na ginawa? (Ang kilos na ginawa ay sumayaw at umimbay.)  Paano isinagawa ang kilos? (Isinagawa ang kilos nang mabagal.)  Sa musika, ang mga awitin ay nagpapahiwatig ng iba’t ibang kilos. May mabagal at mabilis na kilos. Ito ay tinatawag na tempo. 4. Paglalahat Paano inilalarawan ang elemento ng tempo sa musika? (Ang tempo ay maaaring mailarawan sa mabilis at mabagal na kilos.) 149 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. PaglalapatDEPED COPYAwitin ang “Do a Little Thing”. Hayaang lumikha ang bawat pangkat ng kani-kanilang kilos at gawin ito nang salitan. pangkat ng mabilis pangkat ng mabagal na kilos na kilos6. Repleksiyon Sa mga pang-araw-araw na gawain, kailan kumikilos nang mabagal at mabilis?C. Pangwakas na Gawain Makinig sa mga tugtugin. Hayaang lumikha ang mga bata ng sariling kilos na angkop sa tempo ng tugtugin. 150 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. Pagtataya Gawain Napakahusay Mahusay Di- gaanong1. Naisagawa nang maayos ang Mahusay mabilis at mabagal na kilos2. Nasabayan nang tama ang tempo ng awitin ayon sa kilos na isinagawa3. Nakilala ang mga mabilis at mabagal natempo ng awitinDEPED COPY4. Nakalikha ng akmang kilos sa paglalarawanng mabilis at mabagal na tempo5. Naipakita ang pakikiisa sa mga pangkatang gawainV. Takdang-aralin Gumupit o gumuhit ng tatlong larawan na nagpapahiwatig ng mabilis at mabagal na kilos. 151 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 4 - Aralin 2 Ang Pag-awit sa Tempong Largo at PrestoI. Layunin: Natutukoy ang mga katawagan para sa mabilis at mabagal na tempoII. Paksang-aralinA. Paksa : Tempong largo at prestoB. Lunsarang Awit : “Kalesa”, G, 3 , mi 4 “Masaya Kung Sama-sama”, G, 3 , do 4C. SanggunianDEPED COPY: Sanayang Aklat sa Musika 5D. Kagamitan : CD player, pitch pipeE. Pagpapahalaga : Pangangalaga sa kapaligiranF. Konsepto : Ang tempong largo ay mabagal samantalang ang tempong presto ay mabilis.III. PamamaraanA. Panimulang Gawain1. Pagsasanay a. Rhythmic (echo clap)b. Tonal (pag-awit ng mga so-fa syllable sa pamamagitan ng kumpas o echo sing na ibibigay ng guro)(In movable do) so la so mi mi mi mi fa mi so re mi do re do la la la la ti la do so la12. Balik-aral Ano-anong kilos ang ginagamit sa paglarawan ng tempo? (Nailalarawan ang tempo sa pamamagitan ng mabilis at mabagal na kilos) Makinig sa mga nakarekord na tugtugin. Sabayan ng kilos na naaayon sa awitin o tugtugin. a. Ohoy Alibangbang (Sumangguni sa Aralin 1, Q3) b. Sa Ugoy ng Duyan (Sumangguni sa Aralin 2, Q3) 152 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 20kph – 40kph – 60kph – 80-100kph – 120kph Ilarawan ang sasakyang nakikita sa pamamagitan ng takbo nito. (Iba’t iba ang takbo ng sasakyan. Minsan mabagal at kung minsan mabilis.) 2. Paglalahad Iparinig ang awiting “Kalesa”. 153 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 3. Pagtalakay Anong uri ng transportasyon ang kalesa? (Ang kalesa ay isang sasakyang panlupa.) Sa anong uri ng pamayanan makikita ang kalesa? (Kadalasang nakikita ang mga kalesa sa pamayanang rural.) Ano ang mabuting naidudulot sa kapaligiran ang paggamit ng kalesa? (Ito ay nakatutulong sa pag-iwas ng polusyon sa hangin.) Kung kayo ay mabibigyan ng pagkakataong makagamit pa ng kalesa, nanaisin ba ninyo? Bakit? (iba’t iba ang magiging sagot ng mga mag-aaral) Sa anong paraan maipakikita ang pagpapahalaga sa kapaligiran? (Maipakikita ang pagpapahalaga sa kapaligiran sa pamamagitan ng paggamit ng mga bagay na hindi nakasisira sa kalikasan.) Ano ang napansin ninyo sa tempo ng awiting “Kalesa”? (Ang tempo ng awitin ay may mabilis at mabagal.) Aling bahagi ng awit ang may mabilis na tempo? (Ang una at huling bahagi ang may mabilis na tempo.) Mabagal na tempo? (Ang kalagitnaang bahagi ay mabagal.) Ang mabilis na tempo ay tinatawag na presto, samantalang ang mabagal na tempo ay tinatawag na largo. 154 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 4. Paglalahat Ano ang tawag sa mabilis na tempo? mabagal na tempo? (Presto ang tawag sa mabilis na tempo. Largo ang tawag sa mabagal na tempo.) 5. Paglalapat Ipatugtog ang awiting “Kalesa” at pasabayin sa pag-awit ang mga bata. Isadula ang awiting “Kalesa” nang may tempong largo at presto. Mga tauhan:  Isang batang lalaki – kutsero  Apat na batang lalaki – kabayo  Isang babae – dalagang Pilipina  Isang lalaki – binatang Pilipino  Ibang kasapi ng klase – mga pasahero ng kalesa Makinig sa sumusunod na mga tugtuging nakarekord. Tukuyin kung ang tempo ay largo o presto. a. “Ang Alibangbang” (Aralin 8, Q3) b. “Oh Who Can Play” (Aralin 5, Q3) 6. Repleksiyon Alin sa mga gawain ang higit na nakatulong upang maunawaan mo ang tempong largo at presto? C. Pangwakas na Gawain Ipaawit ang “Masaya Kung Sama-Sama” nang may tempong presto at largo. 155 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. PagtatayaPiliin ang titik ng tamang sagot.1. Alin sa mga sumusunod na elemento ng musika ang naglalarawan ngbilis?a. rhythm b. melody c. dynamics d. tempo2. Alin sa mga sumusunod ang mabilis na tempo?a. largo b. presto c. piano d. forteDEPED COPY3. Alin sa mga sumusunod ang mabagal na tempo?a. piano b. largo c. forte d. presto4. Lahat ng mga awitin ay may tempong presto maliban sa isa. Piliin angnaiiba.a. “Chua-ay” c. “Ili-ili Tulog Anay”b. “Akong Manok” d. “Sitsiritsit”5. Pakinggan ang awiting “Sa Ugoy ng Duyan”. Ano ang tempo nito?a. mabilis at mabagal c. mabagalb. mabilis na mabilis d. katamtamang bilisV. Takdang-aralinAwitin sa klase ang mga sumusunod na kanta.Tukuyin ang tempo sa pamamagitan ng paglagay ng tsek ( √ ) sa kahon. Pamagat ng Awit Largo Presto1. 1. Ili-ili Tulog Anay2. 2. Leron-Leron Sinta3. 3. Sitsiritsit4. 4. Do a Little Thing5. 5. Magtanim ay Di Biro 156 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 4 - Aralin 3 Ang Paglalarawan ng Texture ng mga AwitinI. Layunin: Natutukoy sa pamamagitan ng pakikinig ang texture ng awitin/tugtuginII. Paksang-aralinA. Paksa : Pagtukoy sa texture ng awitin/tugtugin sa pamamagitan ng pakikinigB. Lunsarang Awit : “Bahay Kubo” (sipi), C, 3 , 4so “Early to Bed”, F, 3 , soDEPED COPY 4 Pakikinig: Awiting rounds tulad ng “Row, Row, Row Your Boat”, “Are You Sleeping Lazy Juan?”, “Early to Bed”, Hallelujah Chorus” ni HandelC. Sanggunian : Sanayang Aklat sa Musika 5 at 6 Halina’t Umawit 5D. Kagamitan : CD player, tugtuginE. Pagpapahalaga : Pangangalaga sa katawan at kalusugan, pagiging produktiboF. Konsepto : Ang texture ng awitin/tugtugin ay natutukoy sa pamamagitan ng pakikinig. Ang texture ay maaaring makapal/manipis, iisang melodiya, isang melodiya na may accompaniment, o maraming melodiyang sabay-sabay.III. PamamaraanA. Panimulang Gawain1. Pagsasanay a. Rhythmicb. Tonal 157 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 COPY2. Balik-aral Ano ang ibig sabihin ng tempong largo at presto?B. Panlinang na Gawain 1. Pagganyak Ano ang napansin sa mga larawan? (Lahat ay may larawan ng mga puno. at ang puno ay nadagdagan ng bunga at mga damo.) Ang texture ay maaaring ilarawan sa pamamagitan ng mga nakikita sa kapaligiran tulad ng ilustrasyon sa itaas. Ipaawit ang “Bahay Kubo” sa paraang chain singing ng:  isang bata  dalawang bata  limang bata  kalahati ng klase  buong klase 158 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 Ano ang inyong napansin sa paraan ng pag-awit? Ilan ang kumanta sa unang pagkakataon? sa pangalawa? pangatlo? pang- apat at panlima? (isa, dalawa, lima, kalahati ng klase, at buong klase) Ihambing ang kapal ng tinig sa pag-awit ng isang bata, dalawang bata, limang bata, kalahati ng klase, at buong klase. (Manipis ang tinig kapag iisa ang kumakanta at kumakapal ang tinig habang dumarami ang kumakanta.) Ituro ang bahaging alto ng “Bahay Kubo”. 3. Pagtalakay Pagmasdan ang musical score ng awiting “Bahay Kubo”. Ano-anong mga gulay at prutas ang nabanggit sa awiting “Bahay Kubo”? 159 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.

(Ang mga gulay at prutas sa “Bahay Kubo” ay singkamas, talong, sigarilyas, mani, sitaw, bataw, patani, kundol, patula, upo, kalabasa, labanos, mustasa, sibuyas, kamatis, bawang, luya, at linga.) Ano ang kahalagahan ng pagkain ng mga gulay at prutas? (Mahalaga ang pagkain ng mga gulay at prutas upang laging malakas at malusog ang katawan at maging produktibo sa lahat ng mga gawain.) Ano ang inyong napansin sa score ng awit? (May dalawang note sa isang linya.) Ipaawit ang taas na bahagi ng awiting “Bahay Kubo” (soprano part) kasunod ng babang bahagi (alto part). Ano ang napansin sa tono ng itaas na bahagi? Ibabang bahagi? (Mataas ang tono ng bahaging nasa itaas at mababa ang tono ng bahaging nasa ibaba.) Pangkatin ang klase sa dalawa. Unang Pangkat – itaas na bahagi (soprano part) Pangalawang Pangkat – ibabang bahagi (alto part) Paano inilalarawan ang pag-awit nang sabay ng dalawang tinig? (Makapal ang tinig na naririnig.) Sa musika, ang kapal ng awitin o tugtugin ay tinatawag na texture. Ang texture ay maaring makapal o manipis.4. Paglalahat Sa paanong paraan nakikilala ang texture ng isang awitin o tugtugin? (Ang texture ng awitin o tugtugin ay nakikilala sa pamamagitan ng pakikinig.)5. Paglalapat Magparinig ng mga awitin o tugtugin. Ilarawan ang mga narinig sa pamamagitan ng mga tanawin. Isulat ang titik lamang.DEPED COPYAB C 160 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 Halimbawa ng mga awitin o tugtugin na iparirinig.  awit na a capella (A)  awit ni Sarah Geronimo na may accompaniment (B)  choir singing ng Madrigal Singers (C)  duet nina Angeline Quinto at Christian Bautista (B)  solo ni Lea Salonga, na walang accompaniment (A)  pag-awit ng pasyon (A)  tugtugin ng Philippine Philharmonic Orchestra (C) 6. Repleksiyon Ano ang kahalagahan ng pakikinig sa guro sa loob ng silid-aralan? (Mahalaga ang pakikinig sa guro sa oras ng talakayan upang lalong maunawaan ang mga aralin.) C. Pangwakas na Gawain Ipaawit ang “Early to Bed” sa mga bata. Lumikha ng kaugnay na tunog sa mga note na nasa kahon upang kumapal ang texture ng awit . 161 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. Pagtataya Gawain Napakagaling Magaling Di-gaanong Magaling1. Nakilala ang manipis na texture ng awitin o tugtugin2. Nakilala ang makapal na texture ng awitin o tugtugin3. Naunawaan nang lubusan ang texture ng napakinggang awitin o tugtugin4. Nakaawit nang may pang- unawa sa bahaging itinakda5. Naipakita ang pakikiisa sa mga pangkatang gawainDEPED COPYV. Takdang-aralin Magdala ng mga improvised rhythmic instrument. 162 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 4 - Aralin 4 Ang Paglalapat ng OstinatoI. Layunin: Natutukoy ang ostinato o descant ng awitin sa pamamagitan ng pakikinig at pagbabasaII. Paksang-aralinA. Paksa : Pagtukoy sa ostinatoB. Lunsarang Awit : “Hear the Raiin”, C, 2 , soDEPED COPY 4 “Pamulinawen”, C, 2 , so 4 Pakikinig: Kulintang EnsembleC. Sanggunian : Sanayang Aklat sa Musika 5D. Kagamitan : Mga rhythmic instrument, mga tugtuging Maguindanaon/KulintanganE. Pagpapahalaga : Pag-iingat sa panahon ng tag-ulanF. Konsepto : Ang ostinato ay paulit-ulit na rhythmic pattern o melodic pattern na ginagamit bilang pansaliw sa awitin.III. PamamaraanA. Panimulang Gawain 1. Pagsasanay a. Rhythmic (Echo Clap)b. Tonal (Echo Sing) 163 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.