Professional Documents
Culture Documents
MAPEH
Learners Material
Unit 2
Melody and Form
3
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
DRAFT
April 10, 2014
2
MAPEH Grade 3
Learners Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2
nd
Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learners Material
DRAFT
April 10, 2014
3
Table of Contents
Second Quarter
Lesson 1
Pitch 4
Lesson 2
Melodic Contour. 8
Lesson 3
Perfect Pitch. 11
Lesson 4
Musical Form.. 15
Lesson 5
Repetitions in Music. 18
Lesson 6
Musical Lines. 20
Lesson 7
Beginning and Ending 23
Lesson 8
Singing in Tune. 25
DRAFT
April 10, 2014
4
Second Quarter
Lesson 1: Pitch
Week I
Introduction
Activity 1
Create your own body movements that will match the
different melodic directions of the song below.
DRAFT
April 10, 2014
5
Activity 2
Let us sing the scale using hand signs.
Activity 3
Let us clap the beat of the rhythmic pattern below
using improvised rhythmic instruments.
1 2 3 1 2 3 1 2 3 1 2 3
Activity 4
The teacher will present the musical score Go Tell Aunt
Rhody.
1. Teacher will sing the song.
2. Teacher will let the pupils read the lyrics with correct
rhythm.
3. Teacher will teach the song using rote method or any
melodic instrument.
DRAFT
April 10, 2014
6
Activity 6
Create any body movement that will show the following
pitch:
1. high
2. moderately high
3. moderately low
4. low
Have the pupils sing Go Tell Aunt Rhody. Using
flaglets of different colors, do the following body
movements:
high hands upward
mid hands sideward
low hands downward
Remember:
Melody is what we remember in a song. It is
the tune of the song.
Melody is a musical line made up of a set of
tones or pitches
Pitch is the highness or lowness of a tone. In
order to create one musical idea, a composer
needs many tones.
Melodies are made up of different
pitches/tones that vary in pitch and duration.
so so la la do
A
la so la ti so re re do ti ti ti
B C
D
ti ti la so so
D
E
la la do ti la so
DRAFT
April 10, 2014
8
Activity 7
Do the following tasks
Listen to the tones that will be sung or played by the teacher.
Identify which of the given tone is low, moderate, or high by
placing the cut out colored quarter notes( ) on the staff.
Green highest tone
Yellow middle tone
Red - lowest tone
Lesson 2: Melodic Contour
Week 2
Introduction
Melodies move in different directions. Some
notes may move upward or go downward. There are
also melodies that remain unchanged or stay on the
same level.
DRAFT
April 10, 2014
9
Activity 1
Let us sing and act like a see-saw with your partner.
While singing the song See-Saw, you and your partner will
demonstrate the movement of a see-saw showing the concept
of the high and low tones/pitch.
Activity 2
Let us sing the so-fa syllables of the song See-Saw using the
Kodaly hand signs.
Activity 3
Pupils will do the following activities:
a. Perform hand signs while singing the so-fa syllables.
b. Sing the lyrics of the song.
DRAFT
April 10, 2014
10
Rubrics
Activities Very
Good
Good Fair
1. Can identify music
contour
2. Can sing in tune
3. Can illustrate musical
lines through body
movements
4. Can participate
actively in group
activities
Lesson 3: Perfect Pitch
Week 3
Introduction
Activity 1
Lets sing the following songs.
Contour is the shape of a melody. Some
notes move up and down forming different
shapes: wavelike, zigzag, curve-like, or mountain
shape.
DRAFT
April 10, 2014
12
Divide the class into 4. Each group will play available rhythmic
instruments, while singing the song Months of the Year
Group I
Empty bottles
(Shakers)
Group 2
Coconut shells
Group 3
Sticks
Group 4
Plastic drum
here
DRAFT
April 10, 2014
13
Activity 2
Let the children sing in tune.
Lets try to do this
A.
1. Describe the melodic direction of the first line of the
song?
2. Using arm movements, make an outline of the direction
of music as you sing the song.
3. What shapes have you formed in following the melodic
direction of the song?
B.
Let us connect the lines to show the melodic contour
of the song Kaygandang Tignan.
-
- - -
- - - - - - - -
adapted
DRAFT
April 10, 2014
14
Activity 3
Using crayons let the pupils draw on their notebooks the
melodic directions they hear. The teacher will play or sing the
following:
1. Happy Birthday Song
2. Rain, Rain, Go Away
Evaluation
Divide the class into 4 groups. The leader of each group will draw
lots where the directions of the melodies are written. Each group
is expected to perform each melodic contour using body
movements, drawing, singing or writing on meta strips.
Activities
Excellent
Very
Good
Good
1. Can move to the
melodic contour of
the song
2. Can draw the
direction of melody
heard
3. Can sing in tune
alone and with
others
4. Can create
movements to show
the direction of the
melody
Remember:
Melody is made up of a set of varying tones
or pitches. Melodic contour is the direction of
melody. It may go up, down, or stay in place.
DRAFT
April 10, 2014
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5. Can participate
actively in all group
activities
Lesson 4: Musical Form
Week 4
Introduction
Activity 1
Pupils will identify the title of the following songs.
a. ang mamatay ng dahil sayo.
b. Ang bayan koy tanging ikaw
c. dala-dalay buslo
d. sa paligid-ligid ay maraming linga.
Activity 2
Suggested songs:
Songs are made up of musical phrases.
These musical phrases can be the same, similar,
or different that can be represented through
symbols.
DRAFT
April 10, 2014
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Do the following activities:
a. Let the pupils sing the song
b. Let pupils identify the following
Same lines or phrases
Similar lines or phrases
Different lines or phrases
Activity 3
Create body movements to show the beginning and
ending of the songs. Analyze the songs based on the
following:
DRAFT
April 10, 2014
17
Evaluation
Rubrics
Activities
Excellent
Very Good
Good
Needs
help from
doing the
task
1. Can identify the
beginning, middle and
ending of the song
2. Can identify same,
similar and different
musical lines or phrases
in the song
3. Can sing same, similar
and different phrases in
the song
4. Can show musical lines
or phrases through
body movements and
geometric shapes or
objects
5. Can participate
actively in the group
activity
Lesson 5: Repetitions in Music
Week 5
Introduction
Activity 1
Sing the song following the repeat mark.
The repeat mark ( II: :II ) is used to show repetition in music.
DRAFT
April 10, 2014
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a.
b.
DRAFT
April 10, 2014
20
Evaluation
Rubrics
Draw a star ( ) in the appropriate column.
Lesson 6: Musical Lines
Week 6
Introduction
Activities Excellent Very Good Good
1. Can sing with correct
expression and
interpretation.
2. Can identify the repeated
parts of the song.
3. Can apply the repeat mark
found in the song.
4. Can work harmoniously
with the group.
5. Can observe self-discipline
in doing the activities.
Remember:
Musicians use repeat marks( II: :II ) to indicate
repetition of certain parts in musical pieces.
A musical composition is made up of musical lines that
can be repeated within a song.
DRAFT
April 10, 2014
21
Activity 1
Explore and create your own way of playing improvised
musical instruments using the following rhythmic patterns.
Activity 2
Tell something about the picture
Form 3 groups. Using the song Bagbagto, do the
following activities.
Group A sing the song
Group B play improvised instruments using the
following rhythmic patterns
or
DRAFT
April 10, 2014
22
Evaluation
Rubrics
5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor
Skills 5 4 3 2 1
1. Can play the rhythmic patterns
following the repeat marks
2. Can play the improvised rhythmic
instruments accurately to
accompany the song
3. Can work together cooperatively
to come up with the best
performance
4. Can manifest self- confidence in
performing group rhythmic in front
of the class
Lesson 7: Beginning and Ending
Week 7
Introduction
Activity 1
Sing previously learned action songs
Activity 2
Write the beginning line and ending line the following
songs.
The voice is important in making sound. We
have a speaking and a singing voice. When we
sing, it should be done confidently and beautifully.
DRAFT
April 10, 2014
24
Evaluation
Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent Very good Good Needs
help
1. Can sing in tune
2. Can sing with
correct rhythm/
timing
3. Can sing
confidently the
beginning and
ending of a song
4. Can sing with the
group happily
DRAFT
April 10, 2014
1
MAPEH
Learners Material
Unit 3
Timbre and Dynamics
3
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
DRAFT
April 10, 2014
2
MAPEH Grade 3
Learners Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2
nd
Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learners Material
DRAFT
April 10, 2014
3
Table of Content
Lesson 1
Quality of Sounds 4
Lesson 2
The Human Voice... 6
Lesson 3
Source of Sound. 8
Lesson 4
Dynamics Through Movements. 11
Lesson 5
Variations of Dynamics. 14
Lesson 6
Expressions of Music. 16
Lesson 7 -8
Applications of Dynamics 17
DRAFT
April 10, 2014
4
Third Quarter
Lesson 1: Quality of Sound
Week 1
Introduction:
There are varieties of sounds that can be heard
around us. These sounds differ in tone quality or
timbre. Sounds come from different sources like
humans, animals, nature, things, and musical
instruments.
DRAFT
April 10, 2014
5
Activity 1
Check the column that matches the source of each sound.
Sounds
Produced
Human Nature Transportation Animal Musical
instruments
1. crying of
the baby
2. honking of
automobile
horn
3. booming of
the drum
4. chirping of
birds
5. splashing of
waves
Activity 2
Identify the source of each sound. Interpret the sounds through
body movements.
raindrops dogs barking
sound of a church bell trombone
nursery songs trumpet
Remember:
1. Timbre - refers to the tone quality or tone color of
sound.
2. Different sound sources:
human nature musical instruments
animals things musical gadgets
DRAFT
April 10, 2014
6
Evaluation
Skills 3 2 1
1. Can identify the
sources of sound
5. Can participate
actively in the
activities
Pakitong-kitong
Tong,tong,tong,tong pakitong-kitong,
Alimango sasuba ginbatog dili makuha,
Ako may makakuha
Ako may makakuha
Remember:
The human voice has a different tone quality or timbre when
speaking and singing. Some voices are high, others are thin,
low, thick, or husky.
We use our speaking voice when we talk and our singing
voice when we sing.
Activity 1
a. Read the poem Bayang Sinilangan.
Bayang Sinilangan
ni Mary Grace V. Cinco
Bayan kong sinilangan
Pilipinas ang pangalan
Inasam mong kalayaan
Dugot pawis mong nakamtan.
b. Sing the song Pakitong-kitong.
Activity 2
Check the column that describes the voice of each singer.
Singer
Male Female
High Low High low
1. Lea Salonga
2. OgieAlcasid
3. J aya
4. Charice
5. Bamboo
DRAFT
April 10, 2014
8
Evaluation
On your paper, draw a star ( ) if the following is a singing
voice and circle( ) if it is a speaking voice.
1. Voice of a boy reading a sentence
2. Yeng Constantino singing Salamat
3. Voice of a girl reciting a poem
4. Christian Bautista singing The Way You Look at Me
Lesson 3: Sources of Sounds
Week 3
Introduction:
Activity 1
Sing the song about musical instruments.
Tugtog Ko, Hulaan Mo
Ako ay may tugtog
Hulaan mo ang instrument ko
Tayo nang maglaro
Isa, dalwa tatlo
Handa na ba kayo?
Boom,boom,boom,boom, boom
Klang, klang, klang, klang, klang
Tring, tring, tring, tring, tring
Toot, toot, toot, toot, toot.
Sounds come from different sources. They can come
from nature, human voice, animals, musical instruments,
or other man-made things around us. Different sound
sources can produce a variety of timbres.
DRAFT
April 10, 2014
9
Activity 2
Listen to the recorded sound of the following instruments:
1. drum 3. guitar
2. cymbals 4. trumpet
Activity 3
Imitate the sounds of the following:
jeepney thunder
train duck
mother singing lullaby piano
Activity 4
Cut and paste pictures of musical instruments on your paper.
Remember:
There are different sound sources which produce a
variety of timbres. Timbre refers to the tone quality or
tone color of the human voice or any musical
instrument.
Piano
Trumpet
DRAFT
April 10, 2014
10
Evaluation
Skills 3 2 1
1. Can recognize the sound of
musical instruments
2. Can identify pictures of musical
instruments
3. Can use other sources of sound
to produce variety of timbres
creatively
4. Can perform the activities with
enjoyment and cooperation
5. Can sing and play musical
instruments harmoniously
3-excellent 2- very good 1- good
Tambourine
Guitar
Drum
DRAFT
April 10, 2014
11
Evaluation
Sing Farewell Song applying correct dynamics.
Rubrics
KNOWLEDGE 3 2 1
1. Can interpret
dynamics correctly
through the use of
body movements
2. Can distinguish soft,
medium, and loud
sound in a song or
music
3. Can show dynamics
through movements
of a given animal
4. Can show creativity
and self-discipline in
performing
DRAFT
April 10, 2014
14
Activity 2
Group Activity
Sing the song Do a Little Thing applying different dynamics.
Add dance patterns to enhance performance.
Remember:
Music is more beautiful when expressed in a variety of
sounds. Dynamics is one of the expressive elements of
music that makes a song meaningful. Dynamics can be
soft, moderately loud, or loud
DRAFT
April 10, 2014
16
Evaluation
Rubrics
KNOWLEDGE 3 2 1
1. Can use the dynamic terms as soft,
moderately loud or loud in a song correctly
2. Can identify the exact changes of
dynamics in a song
3. Can perform with appropriate
choreography, props, mask and sound
variations
4. Can show self-discipline and flexibility in
doing tasks
5. Can join and cooperate with the group
3-Excellent 2- Very Good 1-Good
Remember:
Dynamics helps express emotions. It is more meaningful
when applied to a song.
Lupang Hinirang
Music : J ulian Felipe
Lyrics : J ose Palma
L Bayang magiliw
S Perlas ng silanganan
L Alab ng puso
S Sa dibdib moy buhay.
L Lupang hinirang
S Duyan ka ng magiting
L Sa manlulupig
S Di ka pasisiil.
M Sa dagat at bundok sa simoy at
L Sa langit mong bughaw
M May dilag ang tula at awit
L Sa paglayang minamahal.
M Ang kislap ng watawat moy tagumpay
L Na nagniningning
M Ang bituin at araw nya kailan pa
M May di magdidilim.
L Lupa ng araw, ng luwalhatit pagsinta
L Buhay ay langit sa piling mo
L Aming ligaya na pag may mang-aapi
L Ang mamatay nang dahil sa yo
DRAFT
April 10, 2014
18
Activity 2
Sing the song Pilipinas Kong Mahal with appropriate
dynamics.
Follow hand gestures of the teacher, showing softness and
loudness in singing.
Evaluation
Rubrics
KNOWLEDGE 3 2 1
1. Can respond to the conducting
gestures of the teacher while singing
the song Lupang Hinirang
2. Can identify the exact changes of
dynamics in a song
3. Can sing and interpret the song
Lupang Hinirang with correct
dynamics
4. Can show flexibility in doing the task.
5. Can join and cooperate with the
group in doing the activity
3-Excellent 2- Very good 1-Good
DRAFT
April 10, 2014
19
Activity 2
Sing the song with actions.
Ang Maliit na Gagamba
Ang maliit na gagamba
Umakyat sa sanga
Dumating ang ulan,
Naanod siya
Sumikat ang araw
Natuyo ang lupa
Ang maliit na gagamba
Bumalik sa sanga.
Remember:
Dynamics gives freedom to express emotions and it adds
beauty to songs, poetry, chants, and drama or musical
stories.
S
To shine at night.
M
Green grass grow
L
Whereer you go
M
Trees and birds
S
Sing high and low.
DRAFT
April 10, 2014
21
Evaluation
Rubrics
3 Excellent 2 - Very good 1 Good
KNOWLEDGE 3 2 1
1. Can enhance poetry using
the dynamics soft, moderately
loud or loud
2. Can use sound variations in
chanting
3. Can recite the poem with
proper choreography, sound
variations and sound effects
4. Can show creativity and
workmanship
5. Can apply changes in
dynamics through poems,
chants and musical stories
6. Can join and cooperate with
the group
DRAFT
April 10, 2014
1
MAPEH
Learners Material
Unit 1
Texture and Tempo
3
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
DRAFT
April 10, 2014
2
MAPEH Grade 3
Learners Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dino S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2
nd
Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learners Material
DRAFT
April 10, 2014
3
Table of Contents
Lesson 1
Fastness and Slowness in Music..4
Lesson 2
Slow, Moderate and Fast Tempo 8
Lesson 3
Variations in Tempo 10
Lesson 4
Two Part Round. 12
Lesson 5
Partner song. 14
Lesson 6
Single and Multiple Melodic Lines 18
Lesson 7
Texture in Music.. 20
Lesson 8
Multiple Melodic Lines.. 23
DRAFT
April 10, 2014
4
Fourth Quarter
Lesson 1: Fastness and Slowness in
Music
Week 1
Introduction
Activity1: March while singing the song Quiet Voices
While singing the song, Quiet Voices, clap, tap, or walk to the
beat of the song. Follow your teachers instructions.
The speed of music can be slow, moderate, or fast.
This is called tempo.
DRAFT
April 10, 2014
5
Activity 2
Look at the pictures and identify the animal in each box.
How do these animals move?
Remember:
Tempo refers to the speed of music.
DRAFT
April 10, 2014
6
Activity 3
Imitate the movements of each animal mentioned in the song:
Animal Movement
What tempo can we use to compare the movements of
the following animals? Write the answer inside the box
opposite each animal.
Answers:
birds - fly
cat - jump
dog - run
turtle - crawl
rabbit - hop
Evaluation
Do the following activity.
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Need
Improvement
1
1. Can imitate movements of
given animals correctly
2.Can perform animal
movements according to
fast and slow
3.Can differentiate the speed
of each movement
accordingly
4. Can cooperatively
participate in group
activities
Move fast
like a
kangaroo
in a
zigzag
manner.
Fly slowly
like a bird in
tiptoe, in
any
direction.
Gallop
fast
like a
horse.
Walk slowly
like a
duck in a
straight
line.
DRAFT
April 10, 2014
8
Engine, engine number 9
Going down the railroad line
If the train goes off the track
Will I get my money back?
Yes, no, maybe so
Evaluation
Identify the movement of each of the following pictures.
On your paper, write F for fast, S for slow and M for
moderate.
1.
2.
Remember:
Tempo can be shown through different movements.
It can be slow, moderate, or fast.
DRAFT
April 10, 2014
10
3.
4.
5.
Lesson 3: Variations in Tempo
Week 3
Introduction
Activity 1
Sing the song, Look at Me. Imitate the movements of the
animals mentioned in the song while singing.
Music has varied tempo. It affects the
movement and mood of a song. This is why we feel
like dancing when we hear fast music, and we feel
sleepy when we listen to slow music.
DRAFT
April 10, 2014
11
Remember:
Tempo and dynamics set the mood and character of
a song.
DRAFT
April 10, 2014
12
Evaluation
Create dance steps with your group.
Group A - Slow - Ili- Ili TulogAnay
Group B - Fast - Leron, LeronSinta
Group C - Moderate - Bahay Kubo
Lesson 4: Two-Part Round
Week 4
Introduction
Activity 1
Sing the song.
Activity 2
Sing the songs Tayo ay Magsaya and Are you Sleeping,
Brother J ohn? in unison and in two-part round.
There are songs that have the same melody sung by
two or more groups. These songs are usually short
songs or childrens songs. The way songs are sung
affects the general mood of the song.
DRAFT
April 10, 2014
13
Remember:
Round is a musical composition wherein two or more
groups sing exactly the same melody. Here, the first group
starts ahead, while the second group follows after the first
phrase.
DRAFT
April 10, 2014
14
Evaluation
Rubrics
Lesson 5: Partner Songs
Week 5
Introduction
Activity 1
Look at the pictures:
Skills
Very
good
4
Good
3
Fair
2
Needs
Improvement
1
1. Can sing in correct
pitch
2. Can differentiate
unison singing with
round singing
3. Can demonstrate
concept of texture in
music by singing
two-part round
4. Can sing in correct
rhythm
5. Can participate
actively in all group
activities
There are songs that when put together produce
a pleasing sound. These are called partner songs.
DRAFT
April 10, 2014
15
What does the picture show?
Are the two pupils in the picture doing their chores
together?
What do you see in the picture?
Where do you use these things?
Do you use them at the same time, separately or one after the
other?
Can you consider them partners? Why?
DRAFT
April 10, 2014
16
Activity 2
Sing the following songs in unison and as partner songs.
Observe singing in correct pitch and rhythm.
DRAFT
April 10, 2014
17
Evaluation
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Needs
Improvement
1
1. Can sing in correct
pitch
2. Can identify partner
songs
3. Can demonstrate
concept of texture in
music by singing
partner songs
4. Can sing in correct
rthythm
5. Can demonstrate
active participation in
all the activities
related to the lesson
Remember:
Unison - performance of a single melodic line by more than
one instrument or voice at the same pitch
Partner song two songs with the same meter and mood to
be sung at the same time
Melody1
Melody2
DRAFT
April 10, 2014
18
Song Chart No. 1
Melodic line is a musical line that forms a definite tune.
Unison singing is an example of songs having single
melodic lines while round songs/partner songs are
examples of songs having multiple melodic lines.
DRAFT
April 10, 2014
19
Song Chart No. 2
Song Chart No. 3
Remember:
Unison - one melodic line
Round song - same melody that enters one after the other
The melody also ends one after the other.
DRAFT
April 10, 2014
20
Evaluation
Rubrics
Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can identify single and
multiple melodic lines
2. Can sing partner songs
harmoniously with the
group
3. Can show mastery in
singing partner songs
4. Can participate actively
in all the activities
Activity 2
Sing Awit ng Buhay in three-part round.
DRAFT
April 10, 2014
22
Activity 3
Group I Sing the song in unison.
Group II - Sing these as partner songs.
Group III Sing the song in unison.
Group IV Sing these as partner songs.
Remember:
We have a single melodic line when we sing songs in
unison, and multiple melodic lines if we sing songs in
round.
A single melodic line produces a thin sound and multiple
melodic lines produce thick sounds.
Hes Got the Whole World in His Hands / Its a Small World
Sarung Banggi / Dandansoy
Awit ng Buhay
Tayo ay Magsaya
DRAFT
April 10, 2014
23
Evaluation
Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can sing in tune
2. Can demonstrate
understanding of thinness
and thickness through
round song
3. Can distinguish between
thinness and thickness of
musical sound
4. Can participate actively
in all the activities
accompaniment
DRAFT
April 10, 2014
26
Evaluation
On the blank, write thin if the situation creates a thin sound and
thick if it creates a thick sound.
__________ 1. The whole class sings Bahay Kubo in unison.
__________ 2. Ana sings Awit ng Buhay with
accompaniment.
__________ 3. The pupils of J ose Rizal Elementary School sing the
National Anthem in unison without
accompaniment.
__________ 4. The class of Ms. Santos sings partner songs.
__________ 5. The grade three class was divided into two groups
for round singing.
Remember
The more melodic lines, the thicker the sound.
The less melodic lines, the thinner the sound.