Music Grade 4

2. Balik-aralKasaysayan ng Pilipinas kaugnay ng pagkakaroon ng Pambansang Awit.B. Panlinang na Gawain1. Pagganyak Isa sa palagiang ginagawa ng mga mag-aaral ay ang pag-awit ng Lupang Hinirang tuwing itataas ang watawat at pag-awit ng “Pilipinas Kong Mahal” tuwing ito ay ibababa. Mapapansin natin na may nangunguna sa pag-awit na sinasabayan ng pagkumpas sa tuwing isasagawa natin ito. Nagkaroon na ba kayo ng pagkakataong kumumpas ng alinman sa dalawang awit na ito?DEPED COPY2. Paglalahad Iparinig ang “Lupang Hinirang”. Tapikin ang pulse/beat nito habang pinakikinggan. Bigyang pansin ang tamang titik.3. Pagtalakay- Ano ang pamagat ng ating Pambansang Awit? (“Lupang Hinirang”)- Nasa anong palakumpasan ito? ( 2 ) 4- Ilang pulso/beat ang bawat measure nito?- Sa anong kumpas nagsisimula ang Lupang Hinirang? (sa unang kumpas)- Tunghayan natin ang mga paalaala sa pagkumpas ng “Lupang HInirang”.- Isasagawa natin ito nang may paggalang at pagmamalaki sa ating watawat kaya marapat lamang na tumayo nang tuwid at nakadiretso ang ulo. Medyo pormal ang mukha.- Itaas ang mga kamay sa unahan ng katawan katapat ng dibdib. Ang kanang kamay ay bahagyang mataas kaysa kaliwa. Iwasan ang pagsasanib ng mga kamay habang kumukumpas.- Kailangang maramdaman ang unang bagsak ng pulso sa bawat measure.- Bigyang kahulugan ang bawat galaw ng kamay sa pagkumpas.- Lakasan ang pag-awit kapag magkalayo ang dalawang kamay at hinaan ang pag-awit kapag malapit ang mga kamay sa isa’t isa. 32 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.

- Gayundin naman, lakasan at bigyang-diin kapag nakabukas ang palad ng kumukumpas at hinaan kung nakataob ito.- Sabayan ng kumpas ang recorded music ng “Lupang Hinirang”.- Larawan ng pagkumpas sa 2 4 gamit ang kaliwa at kanang kamay.DEPED COPY4. PaglalahatAng pagkumpas ay isang paraan ng pagtugon sa metric pulse ng awit otugtuging napakikinggan. Isa itong uri ng komunikasyon na kailangangmaunawaan ng umaawit o tumutugtog.5. PaglalapatIkumpas ang “Pilipinas Kong Mahal” sa palakumpasang 3 . 4Simulan ito sa pataas na kumpas o sa ikatlong bilang (3rd beat).Sabayan ang recorded music ng “Pilipinas Kong Mahal”. 33 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 Larawan ng pagkumpas sa 4 na nagsimula sa 3rd beat, gamit ang kaliwa at kanang kamay. 6. Repleksiyon Anong kaalaman ang nakatulong sa inyo upang maunawaan ang kahulugan ng tamang pagkumpas? Paano nakatulong ang pagkumpas sa pagtukoy ng damdamin ng isang tao o sa kanyang pang-araw-araw na gawain. 34 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.

C. Pangwakas na Gawain Awitin ang “Lupang Hinirang” at “Pilipinas Kong Mahal” na sinasabayan ng tamang pagkumpas.IV. PagtatayaKasanayan Napakahusay Mahusay Di- Nangangaila- gaanong ngan ng Mahusay TulongDEPED COPY1. Nakakumpas ako nang tama sa rhythm2. Naunawaan ng mga umaawit ang kahulugan ng aking pagkumpas3. Nakasunod ako sa pamantayan ng pagkumpas4. Tama ang posisyon ng aking katawan at kamay habang kumukumpas5. Naging maganda ang pag-awit/pagtugtog dahil sa aking pagkumpasV. Takdang-aralin Magsanay sa pagkumpas ng iba’t ibang awit na napag-aralan na. 35 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 IKAAPAT NA BAITANG Yunit 1 – Pre-Test Learning Level of Assessment Number Item PercentageCompetencies of items Knowledge Process Understanding Performance Placement % 15% 30% 25% 30%1.Natutukoy ang 8 8 6,7,8,9,1 54% iba’t ibang uri 0,11, 12,13ng note at rest2. Nakalilikha ngmga rhythmicpattern gamitang mga simplemeter sa DEPED COPYpamamagitan ngpagpapangkatng mga note atrest3. Nasasabi angkahulugan ng 5 1,2,3,4,5 33%iba’t ibangrhythmic pattern4. Naipapakita angkahulugan ngrhythmic patternsa pamamagitanng pagpalakpakng timesignature23 44, 4 , at 45. Nagagamit angbarline upangpangkatin angmga beat parasa:23 44 , 4 , at 46. Natutukoy angaccented atunaccentedpulse7. Nailalagay angsimbolo ngaccent (>) sanotasyon ngmusikangnakarekord8. Nakatutugon samga metricpulse ng musikasa pamamagitan 22 14,15 13% 2ng wastongpagkumpas ngkamayNumber of items 8 5 15 100% 36 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 IKAAPAT NA BAITANG Yunit 1 - Post TestLearning Level of Assessment Number Item Percentage ofCompetencies Knowledge Process Understanding Performance Placement % 15% 30% items 25% 30% 21. Natutukoy ang 2 8,9 13% iba’t -ibang uri ng 3notes at rests 22. Nakalilikha ng 3rhythmic patternsgamit ang simplemeters sa 12 3,13,15 20%pamamagitan ngpagpapangkat ngDEPED COPYnotes at rests3. Nasasabi angkahulugan ng 11 7,11 13%iba’t- ibangrhythmic patterns4. Naipapakita angkahulugan ngrhythmic patternssa pamamagitan 2 1 1,2, 20%ng pagpalakpak 12ng time signature23 44, 4 , at 45. Nagagamit ang 1 1 10 7% barline upang 1 1 5 7% pangkatin ang mga beats na: 7 33 4,6, 20% 23 4 3 15 14 4 , 4 , at 4 2 3 15 100%6. Natutukoy ang accented at unaccented pulses7. Nailalagay ang simbolo ng accent (>) sa notasyon ng musikang nakarekord8. Nakatutugon sa mga metric pulses ng musika sa pamamagitan ng wastong pagkumpas ng kamayNumber of Items 37 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 I - Pre-Test Petsa _______________ RHYTHM Marka _______________Pangalan __________________________________Baitang/Pangkat ____________________________I. Makinig na mabuti. Piliin kung alin sa sumusunod ang narinig na ritmo. Isulat ang titik ng tamang sagot.1. A. B. C.2. A. B. C. DEPED COPY3. A. B. C.4. A. B. C.5. A. B. C.II. Isulat sa patlang ang halaga ng mga note at rest.6. _______ 7. _______ 8. _______ 9. _______ 13. _______10. _______ 11. _______ 12. _______III. Isulat ang time signature ng mga awit.14. “Lupang Hinirang” _______15. “Pilipinas Kong Mahal” _______Susi sa Pagwawasto: 6. 1 kumpas 11. 1 kumpas1. 7. ½ kumpas 12. ½ kumpas2. 8. 4 kumpas 13. 2 kumpas3. ang sagot ay 9. 4 kumpas 2 ayon sa4. napakinggan 10. 2 kumpas 14. 45. 3 15. 4 38 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 I - Post Test Petsa _______________ RHYTHM Marka _______________Pangalan __________________________________Baitang/Pangkat ____________________________I. Piliin ang wastong sagot. Isulat ang titik lamang. 1. Alin sa sumusunod na pangkat ng stick notation ang may katumbas na tatlong bilang?DEPED COPYA. C.B. D.2. Ano ang time signature ng awiting “Pilipinas Kong Mahal?” D. A. B. C.3. Anong uri ng note ang maaaring bumuo sa rhythmic pattern na ito?A. B. C. D.4. Anong kilos ng katawan ang maaaring isabay sa meter na dalawahan?A. pagsigaw C. pagsusulatB. pagsasayaw D. pagmamartsa5. Sa anong bilang ng kumpas madalas na inilalagay ang accent (>) sa mgaordinaryong awitin?A. ikatlo B. ikalawa C. ikaapat D. una6. Alin ang angkop na kumpas para sa “Lupang Hinirang?”A. B. C. D.7. Anong time signature ang angkop sa sumusunod na rhythmic pattern? A. B. C. D. 39 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.

8. Alin sa sumusunod na simbolo ng rest ang katumbas ng ? A. B. C. D.9. Anong rest ang katumbas ng bilang ng mga ito? D. A. B. C.10. Anong simbolo ang ginagamit sa pagpapangkat ng mga notes at rests? A. B. C. > D.DEPED COPY11. Alin sa sumusunod na rhythmic pattern ang nasa dalawahang meter? A. C.B. D.12. Anong meter ang ginamit sa awiting “Tayo Na”?A. dalawahan B. animan C. tatluhan D. apatan13. Ano ang pinagsama-samang bilang ng nakasulat na rhythmic pattern?A. 4 B. 5 C. 6 D. 7 D. Cebu14. Saang bayan nagmula ang awiting “An Sakong Abaniko”? D. noteA. Ilocos B. Bulacan C. Bicol15. Aling elemento ng musika nabubuo ang rhythmic pattern?A. meter B. clef C. measureSusi sa Pagwawasto:1. B 6. B 11. C2. D 7. B 12. A3. C 8. A 13. B4. D 9. B 14. C5. D 10. A 15. A 40 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 I - Unit Test Petsa _______________ RHYTHM Marka _______________Pangalan __________________________________Baitang/Pangkat ____________________________I. Pagtapat-tapatin a. whole note Isulat ang titik ng tamang sagot. b. half note c. quarter note_______1. d. quarter rest_______2. e. eighth rest f. eighth note_______3._______4._______5.DEPED COPYII. Gamit ang sumusunod na mga note at rest, bumuo ng rhythmic pattern na may 4 limang measure sa time signature na 4 . (6-10)III. Punan ng nawawalang note ang sumusunod na rhythmic pattern. (11-15) IV. Hatiin sa limang measure ang mga note at rest sa pamamagitan ng paglalagay ng mga barline. (16-20) 41 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.

V. Lagyan ng accent (>) ang bahagi ng awit na may diin at bilugan ang walang diin. (21-25)VI. Pakinggang mabuti ang tugtugin at lagyan ng accent (>) ang bahaging may diin. Ilagay ito sa ibabaw ng lyrics kung saan narinig ang diin. (26 – 30) Bayang magiliw perlas ng Silanganan Alab ng puso sa dibdib mo’y buhay Lupang Hinirang duyan ka ng magiting Sa manlulupig di ka pasisiil.A. Performance (31-40) 30% 1. Tapikin/Ipalakpak ang sumusunod na rhythmic pattern.DEPED COPY Kasanayan ScoreBuong husay na naisagawa ang lahat ng measure na may tamangrhythm 5Naisagawa nang may tamang rhythm ang apat na measure 4Naisagawa nang may tamang rhythm ang tatlong measure 3Naisagawa nang may tamang rhythm ang dalawang measure 2Naisagawa nang may tamang rhythm ang isang measure 1Hindi nakapagsagawa 0 42 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.

2. Ikumpas ang “Lupang Hinirang” nang may tamang rhythm. 5Naikumpas ang “Lupang Hinirang” nang may tamang rhythm, 4(naibigay ang tamang tono at naunawaan nang mga umaawit ang 3kahulugan ng mga senyas ng kamay) 2 1Naikumpas ang “Lupang Hinirang” subalit may ilang pagkakamali sa 0rhythm at senyas ng kamayNaikumpas ang “Lupang Hinirang” subalit nasa kalahati ang mali sarhythm at senyas ng kamayNaikumpas ang “Lupang Hinirang” subalit higit sa kalahati ang malisa rhythm at senyas ng kamayNaikumpas ang “Lupang Hinirang” subalit halos lahat ay mali sarhythm at senyas ng kamayHindi naisagawa ang pagkumpasDEPED COPYSusi sa Pagwawasto:1. C2. D3. A4. B5. F 4 46. – 10. (Rhythmic pattern sa time signature)11.12.13.14.15. 43 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.

16. - 20.21. – 25.DEPED COPY > >> >26. – 30. Bayang magiliw perlas ng Silanganan > >> > Alab ng puso sa dibdib mo’y buhay > >> > Lupang Hinirang duyan ka ng magiting > >> > Sa manlulupig di ka pasisiil.31. - 40. Performance Test 44 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 NilalamanMUSIKA Yunit 2 – Melody Aralin 1: Ang Daloy ng Melody………………………………………… 45 Aralin 2: Ang Mga Pitch Name……………………………………….... 51 Aralin 3: Ang G Clef …………………………………………………..... 57 Aralin 4: Ang mga Pitch Name sa Ledger Line ………………....…… 62 Aralin 5: Ang Tunog na Pinakamataas at Pinakamababa…………… 67 Aralin 6: Ang Pagitan ng mga Tono……………………………………. 72 Aralin 7: Ang Likhang Melody…………….……………………………. 76 iv 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 2 - Aralin 1 Ang Daloy ng MelodyI. Layunin: Natutukoy ang daloy ng melody tulad ng inuulit, pataas na pahakbang, pababa na pahakbang, pataas na palaktaw, at pababa na palaktawII. Paksang-aralinA. Paksa : Mga Simbolong Pangmusika at Konsepto ng Daloy ng MelodiyaDEPED COPYB. Lunsarang Awit : “Run and Walk”, G, 2 , do 4 “Song and Dance”, G, 3 , so 4 “Batang Masipag”, C, 4 , so 4C. Sanggunian : K to 12 Curriculum Guide Halina’t Umawit 4, p. 42 Music Time, Upper Primary, p. 152D. Kagamitan : CD/CD player, larawan na nagpapakita ng mga iminumungkahing kilos o direksiyonE. Pagpapahalaga : Pakikinig nang may pang-unawaF. Konsepto : Ang daloy ng awit at tugtugin ay binubuo ng mga tunog na maaaring pababa at pataas na pahakbang, pababa at pataas na palaktaw at maaari ding inulit. Ang pagkakasunod-sunod na daloy o direksiyon ng melody ang nagbibigay damdamin at kabuluhan sa musika.III. PamamaraanA. Pangunahing Gawain1. Pagsasanay a. RhythmicHatiin sa dalawa ang klase.Unang Pangkat - Ipapalakpak ang rhythmic patternIkalawang Pangkat - Aawitin ang mga so-fa syllable 45 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 Magsanay tayo sa tinig. Ikumpas ang kamay simula sa tiyan hanggang noo, pataas at pababa habang inaawit ang syllable na loo- sa sumusunod na tono. do - mi - so - mi - so - mi - do2. Balik-aral Pick and match Gagawa ang guro ng musical staff sa pisara. Aawit ang guro ng mga so-fa syllable at pagkatapos ay pipiliin ng mga bata ang tamang pitch name at ilalagay sa wastong posisyon nito sa musical staff.DEPED COPYB. Panlinang na Gawain 1. Pagganyak Ipakilos sa mga bata ang sumusunod habang umaawit ang guro ng loo- batay sa hulwarang himig na may iba’t ibang daloy ng melody.Pataas na pahakbang pagkaway ng kamay pataasPababa na pahakbang pag-imbay ng kamay pababaPalaktaw na pataas pagtalon na pasulongPalaktaw na pababa pagtalon na paurongInuulit paghakbang pakanan 46 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 Iparinig sa mga bata ang awit. - Awitin ito nang sabay-sabay. Ipaawit sa iba’t ibang pangkat ang mga measure na may iba’t ibang daloy ng melody. - Awitin din ang mga so-fa syllable ng awit. Sundan ang mga note at mga so-fa name. 3. Pagtatalakay - Ano ang daloy ng melody sa una at pangalawang measure ng awit? (pataas na pahakbang) (pantay o inuulit) - Ano ang daloy ng melody sa pangatlo at pang-apat na measure ng awit? (pababang pahakbang) - Ano ang daloy ng melody sa panlima at pangwalong measure ng awit? (pababang palaktaw) 47 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 COPY4. Paglalahat Ang iba’t ibang daloy ng melody ay pataas at pababang pahakbang, pataas at pababang palaktaw o kaya nama’y pantay o inuulit. 5. Paglalapat Tukuyin ang daloy ng melody sa bawat sukat kung ito ay pataas o pababang pahakbang, pataas o pababang palaktaw o kaya nama’y inuulit. Awitin ang mga note sa measure na may bilang. Sagot: 1. Pataas na palaktaw 2. Pataas na palaktaw 3. Pantay o inuulit 4. Pababang pahakbang 5. Pababang pahakbang 6. Repleksiyon Sa anong daloy ng melody mo maihahambing ang iyong natutuhan sa ating aralin? Pataas ba o pababa o di kaya’y nananatili ka ba sa dati mong gawi?C. Pangwakas na Gawain Magparinig ang guro ng mga melodic phrase (maaaring recorded o tunog ng instrumento) at ipatukoy sa mga bata ang daloy ng mga ito. 1. 48 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. 3. 4. IV. Pagtataya Pangkatin sa lima ang mag-aaral at palikhain ng galaw ng katawan na magpapakita ng iba’t ibang daloy ng melody sa awiting “Batang Masipag”. Gawing paligsahan ito. Pangkatin sa A at B ang klase. 49 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.

Panuto: Sukatin ang sariling kakayahan ayon sa ginawang pangkatang gawain.Lagyan ng tsek ( √ ) ang bilang na angkop sa ginawa. 3 – Pinakamahusay 2 – Mas mahusay 1 – MahusayPamantayan Mas Pinakamahusay Mahusay Mahusay 3 121. Nakapagpapakita nang sigla at galak sa pagtatanghalDEPED COPY2. Nakaaawit nang may tamang tono ayon sa mga nota ng awit3. Nakapag-uukol ng panahon at sarili sa pagsasanay ng gawain4. Naipapakita ang pakikiisa sa gawain5. Nakakikilos nang naaayon sa daloy ng musikaV. Takdang-aralin Tukuyin ang daloy ng melody ng mga nota sa measure. Isulat ang titik ng tamang sagot sa bawat patlang sa ilalim ng staff.1.______________ 2. ________________ 3. ____________A. Pababang pahakbang Inaasahang sagot:B. Pataas na pahakbang 1. CC. Pataas na palaktaw 2. AD. Pababang palaktaw 3. B 50 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Yunit 2 - Aralin 2 Ang mga Pitch NameI. Layunin: Natutukoy ang mga pitch name ng mga guhit at puwang ng G clef staffII. Paksang-aralinA. Paksa : Mga Simbolo at Konseptong Pangmusika “Tayo’y Umawit ng ABC”, C, 2 , doDEPED COPYB. Lunsarang Awit: 4 “Batang Masipag”, C, 4 , so 4 “Do, Re, Mi Song”, C, 4 , so 4C. Sanggunian : K to 12 Curriculum Guide, Musical Wonders, p. 215D. Kagamitan : CD/CD player, chart ng mga awit, larawan na nagpapakita ng mga ngalang pantono ng guhit at puwang ng G clef staff, keyboard, melody bell, flute recorder, lyreE. Pagpapahalaga : Pag-awit nang may damdaminF. Konsepto : Ang clef ay nagbibigay pananda kung gaano kataas o kababa ang range ng mga note na gagamitin. Ang melody ng isang awit ay kadalasang nakasulat sa G clef staff na binubuo ng limang guhit at apat na puwang nito: 51 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 COPYIII. PamamaraanA. Panimulang Gawain 1. Pagsasanay a. Rhythmic Ipitik ang rhythmic pattern. Ipadyak naman ang beat. b. Tonal Ipaawit ang sumusunod gamit ang “loo” 2. Balik-aral Ipaawit habang pinapalakpak ang hulwarang ritmo ng awit. a. “Batang Masipag”B. Panlinang na Gawain 1. Pagganyak Ipaawit sa mga bata ang “Do, Re, Mi Song” at ipabigkas sa kanila ang mga titik ng Alpabeto. 52 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Ano-anong mga titik ang bumubo sa Alpabeto? 2. Paglalahad Iparinig sa mga bata ang lunsarang awit. 53 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 COPYIturo ang awit gamit ang rote method habang nakatingin sa notation ng awiting “Tayo’y Umawit ng ABC”. Awitin ang awit nang sabay-sabay. 3. Pagtatalakay - Ipapansin ang mga guhit kung saan nakasulat ang notation ng awit. Pagmasdan muli ang notation ng lunsarang awit. Sabihin: Ang musika ay nakasulat sa staff na binubuo ng limang guhit at apat na puwang. - Ipakita ang staff. (Iguhit ito sa pisara.) Itanong: Ilang guhit ang bumubuo sa staff? Sabihin: Ang staff ay binubuo ng limang guhit. - Ipabilang ang mga guhit at mga puwang mula sa baba paitaas. - Pansinin ang musical symbol na nakalagay sa unahan ng staff. Ano ang tawag sa simbolong ito? - Ang clef ang nagsisimbolo ng range ng mga tono ng note sa staff. - Ipakilala ang mga pitch name ng mga guhit at puwang ayon sa isinasaad ng awiting “Tayo’y Umawit ng ABC”. - Ang mga pitch name ay binubuo ng mga titik ng alpabeto: C D E F G A B - Itanong: Ilan ang mga titik na ginamit sa mga pitch names? Ano ano ang mga pitch name na matatagpuan sa mga guhit? Ano-ano ang mga pitch name na matatagpuan sa mga puwang? 54 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 4. Paglalahat Ano-ano ang mga pitch name ng mga guhit na bumubuo sa G clef staff? Ano- ano ang mga pitch name ng mga puwang na bumubuo sa G clef staff? (Ang mga pitch names sa mga guhit ng G clef staff ay E, B, G, D, F at ang mga pitch names sa mga puwang ng G clef staff ay F, A. C, E.) 5. Paglalapat - Gumuhit ng staff sa pisara. Hayaang isulat ng mga bata ang mga pitch name sa guhit at puwang. - Magpalaro ng Musical Word Game. Ipasulat ang mga pitch name sa puwang upang mabuo ang mga salita. - Tugtugin ang mga nabuong mga pitch name gamit ang lyre, keyboard, flute recorder, o mga melody bell. 6. Repleksiyon Ang ating pag-aaral ng mga pitch name sa guhit at puwang sa G clef staff, ay nakatulong ba upang makabuo tayo ng mga salita batay sa ating kaalaman sa mga titik na bumubuo sa bawat linya at puwang ng G clef staff? C. Pangwakas na Gawain Magpalaro ng “Find your Partner”. Hatiin ang mga bata sa apat na pangkat na sinasagisag ng apat na kulay (asul, dilaw, berde, at pula). Bawat kasapi sa pangkat ay bibigyan ng colored flashcard na may nakasulat na pitch names at katumbas na bilang ng guhit o puwang. Sabihin: “Find your Partner.” 55 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.

Hahanapin ng mga bata ang kapareha o katugma ng hawak nilang coloredflashcard at ang unang pangkat na makabubuo ng mga magkakatugma angsiyang panalo.Ikaapat na guhit DIkalawang puwang A B Ikatlong guhit C Ikatlong puwangDEPED COPYIV. Pagtataya Isulat sa patlang ang mga pitch name na makikita sa guhit o puwang ng G clef staff.V. Takdang-aralin Sa pamamagitan ng pagguhit ng mga whole note, ilarawan sa G clef staff ang mga sumusunod na pitch name. 56 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 3 Ang G clefI. Layunin: Nakikilala ang G clef at nasasabi ang gamit nitoII. Paksang-aralinA. Paksa : Mga Simbolong Pangmusika at Konsepto 2B. Lunsarang Awit : “Tayo’y Magpasalamat”, C, 4 , so “Bandang Musika”, C, 3 , do 4 “Tayo’y Magsaya”, C, 2 , soDEPED COPY 4C. Sanggunian : K to 12 Curriculum Guide Grade 4, K to 12 Curriculum Guide Grade 3D. Kagamitan : CD/CD player, chart ng mga awit, keyboard, lyre, flute recorder, o mga melody bells, larawan na nagpapakita tungkol sa lunsarang awit, larawan ng mga musical symbols (G clef)E. Pagpapahalaga : Pag-awit nang may kasiyahanF. Konsepto : Ang clef ay nagbibigay pananda kung gaano kataas/kababa ang range ng mga note na gagamitin. Ang melody ng isang awit ay kadalasang nakasulat sa G clef staff. Ang G clef o Treble clef ay nagsasabi na ang pitch name na G ay nakalagay sa pangalawang linya ng staff sa itaas ng middle C.III. PamamaraanA. Panimulang Gawain1. Pagsasanay perkusyon upang mailarawan ang a. Rhythmic Gumamit ng mga instrumentong sumusunod na rhythmic pattern. 57 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. Tonal Isulat sa patlang ang mga pitch name ng mga note sa loob ng kahon. Awitin gamit ang pantig na loo. 2. Balik-aral Ipaawit ang sumusunod habang sinasabayan ng mga Kodaly Hand Sign.B. Panlinang na Gawain 1. Pagganyak - Basahin ang musical scale gamit ang mga pitch name. - Awitin ang musical scale gamit ang mga so-fa syllable. 58 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Anong musical symbol ang nakikita sa unahan ng musical scale? (Ang musical symbol na nakikita sa unahan ng musical scale ay G clef.) 2. Paglalahad Iparinig sa mga bata ang lunsarang awit. 1. Ituro ang awit sa pamamagitan ng rote method. 2. Awitin ang notation ng awiting “Tayo’y Magpasalamat” gamit ang mga so-fa syllable. 3. Awitin nang sabay-sabay ang lyrics ng awit. 3. Pagtatalakay - Pansinin ang musical symbol na nakalagay sa unahan ng staff. - Ang clef ay isang simbolong nakalagay sa unahan ng musical staff. Ito ang nagtatakda ng tono ng mga note sa staff. - Suriin ang musical scale. Ano ang pitch name ng note na nasa ikalawang linya ng staff? 59 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 pitch name na G ay nakalagay sa pangalawang guhit ng staff. Ito ang isinasaad ng G clef). G Ipakita/Ituro ang G clef sa awiting “Tayo’y, Magpasalamat”. Awiting muli ang 2 awit habang ikinukumpas ang palakumpasang 4. Pansinin na ang pagkakaguhit ng G clef o Treble clef ay nagsisimula sa ikalawang guhit ng staff kung saan matatagpuan ang pitch name na G. Ang G clef o Treble clef ay nagtatakda ng tono ng mga note sa staff. Ito ang dahilan kung bakit ito tinawag na G clef. 4. Paglalahat Itanong: Saang bahagi ng staff matatagpuan ang G clef? (Ang G clef ay matatagpuan sa unahang bahagi ng staff.) Ano ang kahalagahan ng G clef sa isang komposisyong musikal? (Ang G clef ay nagsasabi na ang pitch name na G ay nakalagay sa pangalawang guhit ng staff.) 5. Paglalapat Isulat ang sumusunod na pitch name sa G clef. Itanong: Paano mo natukoy ang tawag sa kinalalagyan ng mga pitch name? (Sa pamamagitan ng G clef). 6. Repleksiyon Ang G clef ay simbolo ng notasyon. Ang aralin sa G clef ay nagpapahiwatig na ang bawat isa dito sa mundo ay may kaniya-kaniyang mahahalagang bahaging ginagampanan upang maging kapaki-pakinabang hindi lamang sa sarili kundi maging sa kapwa. 60 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYC. Pangwakas na Gawain Awitin ang “Tayo’y Magsaya”, sa pamamagitan ng sumusunod na gawain: - Ipalakpak ang beat ng awit. - Iimbay ang kanang kamay habang inaawit ang mga parirala. - Tukuyin ang mga pitch name ng awit. IV. Pagtataya 1. Awitin ang “Tayo’y Magsaya” gamit ang mga pitch name. 2. Tingnan ang nakalarawan sa loob ng kahon. Iguhit ito sa unahan ng staff. Buuin ang sumusunod na pitch name na hango sa natutuhang awit. 3. Gamitin ang (quarter note) sa pagbuo ng mga pitch name. 4. Awitin ang nabuong mga pitch name gamit ang pantig na loo. 5. Tugtugin ang nabuong mga pitch name gamit ang keyboard, flute recorder, lyre, o melody bells. V. Takdang-aralin Magsanay sa pagsulat ng G clef. Gumawa ng G clef gamit ang iba’t ibang kulay ng papel. Gupitin ito at idikit sa mga staff na nakaguhit sa Music Folio. 61 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 4 Ang mga Pitch Name sa Ledger LineI. Layunin: Natutukoy ang mga pitch name ng ledger line ng G clef staffII. Paksang-aralinA. Paksa : Mga Simbolong Pangmusika at KonseptoB. Lunsarang Awit : “Bandang Musika”, C, 2 do 4, 2 4 “Tayo’y Umawit ng ABC”, C, , doDEPED COPY “Pilipinas Kong Mahal”, C, 3 , so 4C. Sanggunian : K to 12 Curriculum Guide Grade 4, K to 12D. Kagamitan Curriculum Guide Grade 3, p. 53 : CD/CD player, chart ng mga awit, keyboard, lyre, flute recorder, melody bells, larawan na nagpapakita tungkol sa awitE. Pagpapahalaga : Pag-awit nang may wastong himigF. Konsepto : Ang maiikling guhit na idinadagdag sa itaas at ibaba ng staff ay tinatawag na ledger line. Mayroon ding mga pitch name ang mga ledger line. C ang tawag sa unang ledger line sa ibaba ng staff. A naman ang tawag sa unang ledger line sa itaas ng staff. Ang mga puwang sa ilalim at ibaba ng staff ay mayroon ding pitch name. D ang pitch name sa itaas ng unang ledger line na nasa ibaba ng staff at G naman ang pitch name ng unang puwang sa itaas ng staff.III. PamamaraanA. Panimulang Gawain 1. Pagsasanay a. Rhythmic Itapik sa hita ang sumusunod na hulwarang ritmo. 62 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.