Quarter IV: 20th and 21st Century Multimedia Forms

Quarter IV
20TH AND 21ST CENTURY
MULTIMEDIA FORMS

CONTENT STANDARDS

The learner demonstrates understand of...

1. Characteristic features of 20th and 21st century opera, musical play, ballet,
and other multimedia forms.
2. The relationship among music, technology, and media.

DEPED COPY
PERFORMANCE STANDARDS

The learner…

1. Performs selections from musical plays, ballet, opera in a satisfactory level of

performance.
2. Creates a musical work using media and technology.

LEARNING COMPETENCIES

The learner…
1. Describes how an idea or story in a musical play is presented in a live
performance or video,
2. Explains how theatrical elements in a selected part of a musical play are
combined with music and media to achieve certain effects,
3. Sings selections from musical plays and opera expressively;
4. Creates/improvises appropriate sounds, music, gestures, movements, and
costume using media and technology for a selected part of a musical play;
5. Presents an excerpt from a 20th or 21st century Philippine musical and
highlights its similarities and differences to other Western musical plays.

From the Department of Education curriculum for MUSIC Grade 10 (2014)

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.
MUSIC Teacher’s Guide

Quarter IV
20TH AND 21ST CENTURY MULTI-MEDIA FORMS

Sessions 1, 2, and 3
OPERA IN THE PHILIPPINES

I. SUBJECT MATTER

A. Topic: 20th and 21st Century Multi-Media Forms

Sub Topics: Philippine Opera

a) La Loba Negra
b) Noli Me Tangere
c) El Filibusterismo

B. Materials: Pictures/slides of performances of opera, ballet,

DEPED COPY
musical plays, and Broadway musicals

Charts with bullet-highlights of the works

Musical scores

DVD/CD recordings of sample works

CD/VCD/DVD/Karaoke players, computers, laptops,

netbooks, tablets, i pads, mobile phones, MP3/MP4 players

C. Reference: Music Grade 10 Learner’s Materials

Pages 142-155

II. LESSON PROPER

A. PRELIMINARY ACTIVITY

1. Review: Recall concepts from the past lesson.

2. Motivation:
As the class listens to the recordings of contemporary Philippine
composers, display on the board pictures of each of the composers.
Choose recordings from past lessons to serve as a bridge to the new
lesson. Display the chart of composers taken up in the last lesson.

62
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

B. DEVELOPMENTAL ACTIVITY

Have the students do the following:

1. Let the students watch and listen to presentations or performances of

Philippine opera on a DVD.

2. Have them watch the following performances on YouTube:

a. Noli Me Tangere, The Opera

b. El Filibusterismo, The Opera
c. An excerpt from the opera La Loba Negra performed by Alegria
Ferrer
d. Opera Medley: 100 Yearsof World Class Music (UP Centennial)
e. Le Donna e Mobile, an aria from the opera Rigoletto by Verdi,
Brindisi, an aria from the opera La Traviata by Verdi performed by
The Three Tenors - Luciano Pavarotti, Placido Domingo, and Jose
Carreras

DEPED COPY
f. Wedding March from the opera A Midsummer Night’s Dream by
Mendelssohn
g. Triumphal March from the opera Aida by Verdi

3. After watching and listening to the opera, let the students express their
personal reactions or feelings about these works through group
discussion and analysis. Report the outcome of the group discussion in
class.

C. INTEGRATION

The lesson on 20th and 21st Century Multi -Media Forms may be integrated
with Philippine History for a better understanding of the styles and their
sources of influence.

Infusion of values: Appreciation of our nationalist composers, lyricists, story

tellers, and performers as major exponents of our cultural heritage.

D. GENERALIZATION

The opera is both an art form and a musical form. The singers and
musicians perform a dramatic work combining text (called libretto)
a and the
music usually in an elaborate theatrical setting. It incorporates many of the
elements of theater, such as acting, scenery, costumes, and sometimes

63
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

includes dance. The performance is typically given in an opera house, cultural

center, theater, or auditorium.

The performance is usually accompanied by an orchestra or a smaller musical

ensemble. The dialogue is mostly sang and not spoken. Opera is part of the
Western classical music form and tradition. It started in Italy at the end of
the 16th century and soon spread through the rest of Europe.mpositions.

III. WHAT TO KNOW

Let the students answer the following:

1. How did Philippine opera reflect life in the 20th century?

2. Discuss the characteristics of Philippine opera in relation to other multi-

media forms. Explain your answers.

3. What role did media and social media play in the development of these

DEPED COPY
musical genres specifically the radio, television, video, and recordings?

4 Explain how theatrical elements in a selected part of an opera or musical

play are combined with music and media to achieve certain effects.

5. Describe how an idea or story in a musical play is presented in a live

performance.

6. Describe how an idea or story in an opera or musical play is presented in a

music video.

IV. WHAT TO PROCESS

Listening and Singing Activities

You may let the class do these listening and singing activities separately or
combined together, depending on the allotment of time.

A. Listening Activity: Philippine Opera

1. Divide the class into groups. Each group will be assigned to research
on the lyrics of Philippine opera .

2. Play musical excerpts from the arias of Noli Me Tangere, La Loba Negra,
and El Filibusterismo.

64
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

3. Let the students listen to the selections carefully to appreciate the music.

4. Let them analyze the music and take note of the elements of music
present, such as rhythm, melody, tempo and dynamics, texture and
harmony, form, and timbre.

5. Let them choose a composition that they like and describe the lyrical
content and message that the piece wants to convey.

6. Let them write a reaction paper on their impression of the opera and its
message.

Evaluation of Listening Activity: Philippine Opera

Let the students answer the following rating questions:

Rating scale: 5 = Very Good 2 = Poor

DEPED COPY
4 = Good 1 = Needs Follow-up
3 = Fair

Rate scores are based on melodic appeal, message content, singability,

and text relevance to present day society.

1. How well did I listen to the aria from a Philippine

opera? ___________

2. How well did I listen to the vocal interpretations

of songs from Philippine opera? ___________

3. How well can I identify songs from Philippine opera?___________

4. How well can I describe the qualities of

Philippine opera through listening? ___________

B. Singing Activity: Philippine Opera

1. Divide the class into groups. Each group will be assigned to learn and
sing in class an aria from any of the Philippine opera discussed in class.

Suggested arias:

65
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

La Loba Negra - Napakahaba na ng Gabi

Noli Me Tangere - Kay Tamis ng Buhay

Huwag Mo Akong Pabayaan
Awit ng Gabi ni Sisa

El Filibusterismo - (search on the internet)

2. Let them practice singing the assigned aria with their group mates, using
the lyrics that they had researched.

3. Have each group sing their aria expressively in class, together with a
recording on CD or from the internet (YouTube). Time allotment for
each group is five (5) to ten (10) minutes only.

4. The group members may add choreography or some simple movements

or actions to interpret the aria. They may also use musical instruments
as accompaniment, and wear improvised costumes, if applicable.

DEPED COPY
5. Evaluate the performances based on:
- musicianship (musical elements) 50%
- audience impact 20%
- stage presence 20%
- stage discipline and deportment 10%

6. Announce the “Best Performance Award.”

Enrichment Activities

Watch Live / TV Performances

1. Have the students watch live performances of Philippine opera that had
been discussed in class (if available in their area), or let them watch live
performances on TV or the internet.
2. Let them watch a live performance of a Western opera (ex: Rigoletto, Tosca,
La Traviata, Aida) or watch video clips or excerpts on TV or the internet.
3. They will then write a reaction paper on what they have watched.

Video Clips
1. Divide the class into four groups.
2. Together with their group mates, have the students explore how multi-
media arts can be used to portray 20th century musical styles (specifically
Philippine opera) through a five-minute video clip using their digital cameras
or mobile phones.

66
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

3. They may use the internet as their reference.

4. Have them show and discuss their video works in class.

V. WHAT TO UNDERSTAND
Group Activity

1. Divide the class into groups. Instruct each group to brainstorm among
themselves on Philippine opera.

2. Let them create a scene inspired by one of the Philippine operas they have
studied, using media and technology. They may incorporate elements from
local folktales, legends, history, biographies of heroes, and customs and
traditions.

3. For the music, they may compose their own aria or they may use or adapt
the melody of existing songs such as folksongs, indigenous music of their
area, or a Western aria. Then, let them write their own libretto suited to the

DEPED COPY
melody for the aria adaptation.

4. Instruct them to create or improvise appropriate sounds, music, gestures,

movements, and costumes using media and technology.

5. After this Performance Activity, let them answer the following: What insights
did I gain from this activity?

VI. WHAT TO PERFORM

Creating and Performing Activities

A. Live Performance of a Philippine/Original/Western Opera Excerpt

1. Divide the class into groups. Each group will choose an aria to perform
from any one of the following:
a) a Philippine opera (La Loba Negra, Noli Me Tangere,
El Filibusterismo)
b) the scene that they have previously created
c) an excerpt from a Western opera (Rigoletto, Tosca,
La Traviata, Aida)

2. Instruct them to create or improvise appropriate sounds, music, gestures,

movements, and costumes using media and technology for their selected
opera excerpt. Encourage them to be creative and improvise as needed.

67
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

3. All the groups will present the opera excerpt or scene they have prepared,
either using musical instruments as accompaniment or a capella (without
accompaniment).

4. Evaluate the performances based on:

- musicianship (musical elements) 50%
- audience impact 20%
- stage presence 20%
- stage discipline and deportment 10%

5. Announce the “Best Group Performance Award.”

6. After the performances, ask the students to discuss the differences they
have observed and experienced between Philippine opera and western
opera.

B. Recording or Music Video

DEPED COPY
1. Divide the class into groups and let the students choose a group leader
who will assign 1 or 2 members to record the performance of their
group using a cassette recorder or they make a music video using their
mobile phone, digital camera, or video camera.

2. Let them play the recorded performance or show the music video to
their classmates.

3. Choose the “Best Video.”

Evaluation of the Performance Activity: Philippine Opera

You may also ask the students to evaluate the performance, using a rating scale:
Good, Better, Best

Rate scores are based on the group’s performance in terms of intonation, sound
quality, expression, mastery of the piece, and stage deportment.

1. Have a performance evaluation of how well each group sang any of the aria
from Philippine opera. The rest of the groups will serve as the judges.

2. Each group will have any of the following: three placards, score cards, or
paper sheets marked: GOOD, BETTER, BEST

68
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

3. The judging groups will raise their evaluation score cards after the
performance of each group. One student will be assigned to tabulate and
tally the results.

4. After the performance of all groups, the teacher will announce the winning
group with the “Best Performance” award.

Evaluation of Creating and Performing Activities: Philippine Opera

Let the students evaluate the performances of the individuals/groups/themselves.

Rating Scale: 5 - Very Good 2 - Poor

4 - Good 1 - Needs Follow Up
3 - Fair

Rate scores are based on the performance quality.

DEPED COPY
Rating the other performers / groups:
1. How well did the performer/s express the
message of the musical? _______________
2. How well did the performer/s act based
on the following:
a. voice quality _______________
b. expression _______________
c. stage presence _______________
d. audience impact _______________
e. mastery of the musical _______________

Rating your own group members:

1. How well did the performer/s express the
message of the musical? _______________
2. How well did your group members perform? _______________
3. How well did your group members participate? _______________

Rating yourselves:
1. How well did I perform with my group
the Philippine opera? _______________
2 How well can I identify the opera based on
instrumentation, text, and purpose? _______________
3. How well can I describe the characteristics of
opera through listening and singing to their
melody, harmony, rhythm, text, and mass appeal?_______________

69
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

VII. ENRICHMENT / ASSIGNMENT

1. Have the students listen to selected aria from a Philippine opera: La Loba
Negra, Noli Me Tangere, and El Filibusterismo which were discussed in
class.

2. Let them also listen to arias of other Philippine operas: Spoliarium and
Why Flowers Bloom in May by librettist Fides Cuyugan Asensio.

3. Write a brief reaction paper about it. Research further on the topic, if needed.

DEPED COPY

70
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

Quarter IV
20TH AND 21ST CENTURY MULTIMEDIA FORMS

Sessions 4 and 5
BALLET IN THE PHILIPPINES

I. SUBJECT MATTER

A. Topic: 20th and 21st Century Multi-Media Forms

Sub Topics: Ballet in the Philippines

a) Lola Basyang
b) Rama Hari

B. Materials: Pictures/slides of performances of opera, ballet,

musical plays, and Broadway musicals

Charts with bullet-highlights of the works

DEPED COPY
Musical scores

DVD/CD recordings of sample works

CD/VCD/DVD/Karaoke players, computers, laptops,

netbooks, tablets, i pads, mobile phones, MP3/MP4 players

C. Reference: Music Grade 10 Learner’s Materials

Pages 156-162

II. LESSON PROPER

A. PRELIMINARY ACTIVITY

1. Review: Recall concepts from the past lessons.

2. Motivation:

As the class watches the performances of Philippine ballet (Lola Basyang

and Rama Hari) and Western ballet (Swan Lake, Nutcracker Suite, and
Giselle), display on the board pictures of each of the ballet performances
both Philippine and Western ballet.

71
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

B. DEVELOPMENTAL ACTIVITY

Have the students do the following:

1. Let the students watch performances of Philippine ballet or Western

ballet on a DVD.

2. Or they may watch the following ballet performances and recorded

interviews/documentaries on YouTube:
a. Sana’y Wala nang Wakas performed by Lisa Macuja, prima ballerina
and Coke Bolipata, violinist
b. Swan Lake performed by Lisa Macuja
c. Lisa Macuja-Elizalde, Prima Ballerina (documentary)
d. Moriones performed by Ballet Philippines
e. Karen Davila interviews Lisa Macuja
f. Swan Lake performed by Margot Fonteyn and Rudolf Nureyev

3. After watching and discussing the presentations, let the students add

DEPED COPY
these titles of Philippine ballet or Western ballet to the chart listing the
title of works, composers, visual aids, country, and style.

4. Have them express their personal reactions or feelings about these works
through group discussion and analysis. Then, report the outcome of the
group discussion in class.

C. INTEGRATION

The lesson on 20th and 21st Century Multi Media Forms may be integrated
with Philippine History , Literature, Art, and Music for a better understanding
of the styles and their sources of influence.

Infusion of values: Appreciation of our nationalist composers, story tellers,

and performers as major exponents of our cultural heritage expressed through
ballet.

D. GENERALIZATION

Filipino ballets vividly present folktales based on local fables. Examples are
Lola Basyang as well as epics from neighboring regions, like India’s
Ramayana. Highly communicative movements and steps dramatize the
actions in the respective stories. The colorful sets and costumes add to the
glitter and attraction of the productions.

72
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

Although not as extensively explored as the other performing genres for

local adaptation, Filipino ballet productions have evoked wide enthusiasm
from people of all ages. They have been added to the repertory of Philippine
dance companies to supplement the Western classical ballets, such as
Nutcracker Suite, Swan Lake, Giselle, and Sleeping Beauty.

III. WHAT TO KNOW

Let the students answer the following:

1. How did the different forms of Philippine ballet reflect life in the 20th century?

2. Discuss the characteristics of Philippine ballet and other multi-media forms.

Explain your answers.

3. What role did media like radio, television, and recordings play in the
development of Philippine ballet?

DEPED COPY
4. Discuss the relationship among music, technology and media in the
development of Philippine ballet. Explain your answers.

5. Explain how theatrical elements in a selected part of ballet are combined

with music, visual arts, and media to achieve certain effects.

6. Describe how an idea or story in a ballet is presented in a live performance

or video presentation.

7. How is Philippine ballet relevant to life in the 20th and 21st century in
relation to media and technology?

8. Discuss some characterristics of ballet that made it popular.

IV. WHAT TO PROCESS

Listening Activity: Music for Ballet

1. Play music recordings from Philippine ballet or Western ballet.

2. Let the students listen carefully to the recordings and let them analyze the
music Let them take note of the elements of music present, such as rhythm,
melody, tempo and dynamics, texture and harmony, form, and timbre.

73
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

3. Let them express a visual figure or visual interpretation for a particular

piece that they like.

Evaluation of Listening Activity: Music for Ballet

Let the students answer the following:

Rating scale: 5 = Very Good 2 = Poor

4 = Good 1 = Needs Follow-up
3 = Fair

Rate scores are based on melodic appeal and suitability for the ballet’s theme and
story line.
1. How well did I listen to the musical interpretations
of Philippine or Western ballet? _____________
2. How well can I identify music from Philippine or
Western ballet? _____________

DEPED COPY
3. How well can I describe the qualities of
ballet music through listening? _____________

V. WHAT TO UNDERSTAND

Group Activity: Compose Simple Ballet Accompaniment

1. Divide the class into groups.

2. Let each group compose a simple song or solo musical instrumentation that
will be used for simple ballet steps.

3. They may compose their own original song or they may use or adapt the
melody of existing songs (Ex: folksongs, indigenous music of your area,
pop, classical, ballet music, Broadway, and OPM).

4. Then, let them write their own lyrics suited to the melody for the song
adaptation

5. Encourage them to include an accompaniment (Ex: guitar, flute, violin,

keyboard, percussion instruments) or improvised musical instruments like
tambourines, maracas, triangle, and others that they may think of.

6. Have them create or improvise appropriate sounds, music, gestures,

movements, and costumes using media and technology.

74
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

7. They will then perform their music composition with simple ballet steps,
movements, or choreography.

8. After this activity, let them answer the following question: “What insights
did I gain from this activity?”

VI. WHAT TO PERFORM

Creating and Performing Activities

A. Live Performance of Ballet

1. Divide the class into groups. Have each group choose to perform simple
steps and choreography from any Philippine ballet, from the ballet that
they have previously created, or an excerpt from any Western ballet.

2. Let them create or improvise appropriate sounds, music, gestures,

movements, props, and costumes using media and technology for a

DEPED COPY
selected part of the ballet.

3. Let them perform the short ballet in class, using musical instruments as
accompaniment for their music works for the ballet.

4. Evaluate the group performances based on:

- creativity 40%
- audience impact 20%
- stage presence 20%
- stage discipline and deportment 20%

5. Announce the “Best Group Performance Award.”

B. Recording or Music Video

1. Divide the class into groups and let the students choose a group leader
who will assign 1 or 2 members to record the performance of their
group using a cassette recorder. Or they make a music video using their
mobile phone, digital camera, or video camera.

2. Have all the groups play the recorded performance or show the music
video to their classmates.

3. Choose the “Best Video.”

75
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

Enrichment Activity: Film Viewing

1. Let the students watch video clips of the following ballets on the internet or
You Tube.
a. Swan Lake
b. The Nutcracker Suite
c. Giselle

2. Let them write a reaction paper on the viewed ballet performances.

Evaluation of Performing Activities

Let the students answer the following.

Rating Scale: 5 - Very Good 2 - Poor

4 - Good 1 - Needs Follow-up
3 - Fair

DEPED COPY
Rate scores are based on the performance quality.

1. How well did I perform creative simple

ballet steps with my group? __________
2 How well can I identify the different musical genres
based on instrumentation, text, and purpose? __________
3. How well can I describe the characteristics of each
through listening and singing to their melody, harmony,
rhythm, text, and mass appeal? __________

VII. GENERALIZATION

The Filipino Ballets vividly present folktales based on local fables. Example are
Lola Basyang as well as epics from neighboring Asian regions, such as India’s
Ramayana. Highly communicative movements and steps dramatize the actions
in the respective stories. The colorful sets and costumes add to the luster and
attraction of the productions.

Although not as extensively explored as the other performing genres for local
adaptation, the Filipino Ballet has evoked wide enthusiasm for people of all ages.
It has also added to the repertory of dance companies to supplement the Western
classical ballets.

76
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

VIII. EVALUATION

1. Have the students listen further to some music from Philippine and western
ballets, and identify their titles.

2. Let them play a game of “drawing lots” with the titles of various ballets
written on strips of paper. Ask them to say at least two things learned about
the Philippine or western ballet whose title they have drawn.

3. Let them research further on a Philippine or western ballet that they find
interesting.

DEPED COPY

77
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

Quarter IV
20TH AND 21ST CENTURY MULTIMEDIA FORMS

Sessions 6,7, and 8

PHILIPPINE MUSICAL PLAYS

I. SUBJECT MATTER

A. Topic: 20th and 21st Century Multi-Media Forms

Sub Topics: Philippine Musical Plays

a) Andres Bonifacio: Ang Dakilang Anak Pawis
b) Atang
c) Katy
d) Florante at Laura
e) Daragang Magayon
f) Noli Me Tangere

DEPED COPY
g) El Filibusterismo
h) Magsimula Ka

B. Materials: Pictures/slides of performances of opera, ballet,

musical plays, and Broadway musicals

Charts with bullet-highlights of the works

Musical scores

DVD/CD recordings of sample works

CD/VCD/DVD/Karaoke players, computers, laptops,

netbooks, tablets, i pads, mobile phones, MP3/MP4 players

C. Reference: Music Grade 10 Learner’s Materials

Pages 167-186

II. LESSON PROPER

A. PRELIMINARY ACTIVITY

1. Review: Recall concepts from the past lesson.

78
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

2. Motivation:
As the class listens to the recordings of Philippine musicals and Broadway
musicals, display on the board pictures of each of the performances.

Choose recordings from past lessons to serve as a bridge to the new

lesson. Display the chart of ballet performances taken up in the last
lesson.

B. DEVELOPMENTAL ACTIVITY

Have the students do the following:

1. Let the students watch and listen to the presentations or performances

of Philippine musicals on a DVD.

2. Have them watch the following examples of Philippine musical

performances on YouTube:

DEPED COPY
a. Katy the Musical
b. Kitang Dalawa, Atang the Musical
c Magsimula Ka performed by Lea Salonga; Leo Valdez
d. Magandang Gabi performed by Nonoy Zuniga
e. El Filibusterismo, the Musical
f. Noli Me Tangere, the Musical
g. Daragang Magayon
h. Andres Bonifacio: Ang Dakilang Anak Pawis

3. After watching and listening to the performances, ask the students to

express their personal reactions or feelings about these works through
group discussion and analysis. Report the outcome of the group
discussion in class.

C. INTEGRATION

The lesson on 20th and 21st Century Multi Media Forms may be integrated
with Philippine History, Music, and Arts for a better understanding of the
creative styles and their sources of influence.

Infusion of values: Appreciation of our nationalist composers, lyricists, story

tellers, and performers as major exponents of our cultural heritage expressed
through Philippine musical plays.

79
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

D. GENERALIZATION

In the Philippines, the musical play is a more recent development than

Broadway and West End, relying mostly on adaptations from novels,
folktales, legends, myths, history, literary works, or biographical sketches
of famous artists and heroes. Musical plays have been associated with the
Broadway plays of New York City and West End Productions in London,
including My Fair Lady, South Pacific, Camelot, West Side Story, Les
Miserables, Phantom of the Opera, Lion King, Beauty and the Beast,
Wicked, Mamma Mia, Cats, and Miss Saigon.

III. WHAT TO KNOW

Let the students answer the follwing:

1. How did the different forms of Philippine music reflect life in the 20th
century?

DEPED COPY
2. Discuss the characteristics of musical play, broadway musicals, and other
multi-media forms. Explain your answers.

3. What role did media like radio, television, and recordings play in the
development of these different musical genres?

4. Discuss the relationship among music, technology and media in the

development of the musical play. Explain your answers.

5 Explain how theatrical elements in a selected part of a musical play are

combined with music and media to achieve certain effects.

6. Describe how an idea or story in a musical play is presented in a live

performance or video presentation.

IV. WHAT TO PROCESS

Listening and Singing Activities

1. Divide the class into groups. Each group will be assigned to research lyrics
of three musical excerpts of any Broadway musical and Philippine musical
play.

2. Play musical excerpts from the songs listed below.

80
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

Songs from Broadway Musicals

a. Phantom of the Opera (All I Ask of You, Music of the Night, Think of
Me, Phantom of the Opera)
b. West Side Story (I Have a Dream, Somewhere, Maria, Tonight)
c. Carousel (If I Loved You, You’ll Never Walk Alone )
d. Sound of Music (My Favorite Things, Eidelweiss, Do Re Mi, So
Long Farewell, The Lonely Goatherd, Maria, and The Sound of Music)
e. Miss Saigon (Sun and Moon, Movie in My Mind, I’d Give My Life
for You, I Still Believe, Last Night of the World)
f. Les Miserables (On My Own, I Dreamed a Dream, Empty Chairs
and Empty Tables, Do You Hear the People Sing?, Castle on a Cloud)
g. Beauty and the Beast (Something There, Be Our Guest, If I Can’t
Love Her, A Change in Me, Beauty and the Beast)

Songs from Philippine Musical Plays

a. Noli Me Tangere (Buksan Mo ang Iyong mga Mata, Paalam na
Pag-ibig,Sa Muling Pagkikita, Dalawang Liham, Tatlong Sulok ng
Pag-ibig, Ang Mga Sawimpalad, Ang Multo sa Lawa, Ang Totoo ay

DEPED COPY
Totoo, Sa Bagtasan ng Mga Landas)
b. El Filibusterismo (Awit ng Isang Lawin, Aklas)
c. Andres Bonifacio: Ang Dakilang Anak-Pawis (Marangal na Dalit
ng Katagalugan, La Deportacion, Awit ng Manggagawa, Anuman
Gagawin)
d. Katy! (Balut!; Ang Entablado ay Mundo; Tale, Tale; Pahiram ng
Kanta; Tupada; Bituing Tahimik; Minsan ang Minahal ay Ako)
e. Atang - Dulang May Musika (Nasaan Ka Irog, Pakiusap, Madaling
Araw, Nabasag ang Banga (from the zarzuela Dalaging Bukid),
Masayang Dalaga)
f. Florante at Laura (Pag-ibig ay Laging May Panahon, Sa Gubat,
Prutas at Lason, Isang Basong Pag-ibig, Awit ng Lumbay ni Florante,
Ligaya ng Dibdib, Sa Loob at Labas)
g. Daragang Magayon (note: research on YouTube)
h. Magsimula Ka (Magandang Gabi, Magsimula Ka, Pangarap, Pag-
ibig, Pag-asa, May Dilim, May Liwanag, Kahit Isang Dukha, May
Langit Ding Malalasap, Buhay Disco, Sisikat Din Ako, Tanging Ikaw
Lamang, Sa Tuwing Kapiling Ka)

3. Let the students listen to the selections to appreciate the music.

4. Have them sing the selections expressively together with the recordings or
from the internet (YouTube), using the lyrics that they researched. Time
allotment for each group is five (5) to ten (10) minutes only. Let them add
choreography and use musical instruments, if needed.

81
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

Evaluation of Listening Activity of Broadway Musicals

Let the students answer the following.

Rating scale: 5 = Very Good 2 = Poor

4 = Good 1 = Needs Follow-up
3 = Fair

Rate scores are based on melodic appeal, message content, singability, and text
relevance to present day society.

A. Broadway Musicals

1. How well did I listen to the songs from Broadway musicals?

a. Mamma Mia (from Mamma Mia) __________

b. Don’t Cry for Me Argentina (from Evita) __________
c. Summer Nights (from Grease) __________

DEPED COPY
d. Tomorrow (from Annie) __________
e. Memory (from Cats) __________
f. Beauty and the Beast (from Beauty and the Beast) __________
g. Sun and Moon (from Miss Saigon) __________
h. Send in the Clowns (from A Little Night Music) __________
i. On My Own (from Les Miserables) __________

2. How well can I identify songs from Broadway

musicals? __________

3. How well can I describe the qualities of

Broadway music through listening? __________

B. Philippine Musical Plays

1. How well did I listen to any of the vocal interpretations of songs from
Philippine musicals?

a. Noli Me Tangere
Song title: _____________________________ __________

b. El Filibusterismo
Song title: _____________________________ __________

82
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

c. Andres Bonifacio: Ang Dakilang Anak-Pawis

Song title: _____________________________ __________

d. Katy!
Song title: _______________ ______________ __________

e. Atang - Dulang May Musika

Song title: _______________ ______________ __________

f. Florante at Laura
Song title: _____________________________ __________

g. Daragang Magayon
Song title: _______________ ______________ __________

h. Magsimula Ka
Song title: _____________________________ __________

DEPED COPY
2. How well can I identify songs from Philippine
musicals? __________

3. How well can I describe the characteristics of

the music of Philippine musicals? __________

Evaluation of the Singing Activity

Let the students answer the following:

Rating Scale: 5 - Very Good 2 - Poor

4 - Good 1 - Needs Follow-up
3 - Fair

Rate scores are based on the performance quality.

Rating the other performers / groups:

1. How well did the performer/s express

the message of the musical? ______________

2. How well did the performer/s act based on

the following:

83
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

a. voice quality ______________

b. expression ______________
c. stage presence ______________
d. audience impact ______________
f. mastery of the musical ______________

VI. WHAT TO UNDERSTAND

Group Activity

1. Divide the class into four groups.

2. Within each group, let the students brainstorm among themselves one work
from a Philippine musical play.

3. Let them create a short musical play using media and technology. They may
use local folktales, legends, history, biographies of heroes, and customs

DEPED COPY
and traditions as themes of their musical work.

4. For the music, they may compose their own songs or they may use or adapt
the melodies of existing songs such as folksongs, indigenous music of your
area, pop, classical, Broadway, and OPM. Then, let them write their own
lyrics suited to the melody for the song adaptation for their musical play.

5. Have the students create or improvise appropriate sounds, music, gestures,

movements, and costumes using media and technology.

6. After this activity, let them answer this question on a 1/2 sheet of bond
paper: “What insights did I gain from this activity?”

VII. WHAT TO PERFORM

Group or Individual Activities

A. Live Performance of Philippine musicals and Broadway musicals

1. Divide the class into two groups.

2. Let each group present an excerpt of a 20th or 21st century Philippine

musical and an excerpt of a Broadway musical.

84
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

3. Let them highlight the similarities and differences between these two
forms of musicals.

4. They may use musical instruments as accompaniment for their music

works or they may perform a capella (without accompaniment).

5. They may use props and costumes, if needed. Let them create or
improvise appropriate sounds, music, gestures, movements, and costume
using media and technology for a selected part of the musical play and
broadway musical.

6. Let them perform the short musical play in class. They may add some
choreography or movements and improvised props and costumes, if
needed.

7. Ealuate the performance based on:

- musicianship (musical elements) 50%
- audience impact 20%

DEPED COPY
- stage presence 20%
- stage discipline and deportment 10%

8. Announce the “Best Group Performance Award.”

B. Recording or Music Video

1. Divide the class into groups and let the students choose a group leader
who will assign 1 or 2 members to record the performance of their
group. They may use a cassette recorder or they make a music video
using their mobile phone, digital camera, or video camera.

2. Have each group play their recorded performance or music video to

their classmates.

3. Choose the “Best Video.”

Evaluation of Performing Activities

Let the students answer the questions.

Rating Scale: 5 - Very Good 2 - Poor

4 - Good 1 - Needs Follow-up
3 - Fair

85
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

Rate scores are based on the performance quality.

Rating myself:

1. How well did I perform with my group the following

musical styles?
a. Philippine musical play __________
b. Broadway musical __________

2 How well can I identify the different musical genres

based on instrumentation, text, and purpose? __________

3. How well can I describe the characteristics of each

through listening and singing to their melody,
harmony, rhythm, text, and mass appeal? __________

4. How well can I identify the different musical styles

(Philippine musical plays and Broadway musicals)? __________

DEPED COPY
Rating your own group members:

1. How well did the performer/s express the

message of the musical? __________

2. How well did your group members perform? __________

3. How well did your group members participate? __________

VI. GENERALIZATION

In the Philippines, the musical play is a more recent development than Broadway
and West End, relying mostly on adaptations from previous novels, literary works,
or biographical sketches of famous artists.

In Noli Me Tangere and El Filibusterismo, for example, the treatment in the

musical play production leans more towards the artistic and collaborative
conception of music, dance, and visual effects rather than the thematic emphasis
of the opera.

86
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter IV: 20th and 21st Century Multimedia Forms

VII. EVALUATION

1. Let the students listen to some songs from the Philippine musicals and
Broadway musicals discussed in class and let them identify their titles.

2. Let them play a game of “drawing lots” with the title on each lot. Let them
say at least two things learned about the Philippine and Broadway musicals
on which the title is drawn.

VIII. ENRICHMENT ACTIVITY

1. Songs from Philippine musicals - Let the students listen to some songs
from the following Philippine musicals:
Song of Joseph
Mayo Bisperas ng Liwanang (May Day Eve)
The Legend of M
Larawan ng Kababaihan: Maskara at Mukha

DEPED COPY
Hades Ladies by Fides Cuyugan-Asensio

2. Film Viewing - Let the students watch any Philippine musicals and
Broadway musicals in VCD/DVD format, o they may watch excerpts or
video clips on the internet or YouTube.

Have them write a reaction paper on the viewed musical.

87
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide

DEPED COPY

88
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.