SDOQUEZON-ADM-SHS12-S-AEPA-M1

SHS

Arts and Design 12

APPRENTICESHIP AND EXPLORATION
IN THE PERFORMING ARTS

Quarter 1 - Module 1:
Local Music Genres

GOVERNMENT PROPERTY | NOT FOR SALE

Apprenticeship and Exploration in the Performing Arts – Grade Twelve Arts and Design
Track
Alternative Delivery Mode
Quarter 1 – Module 1
First Edition, 2020

As stated under the Republic Act No. 8293, section 176 states that: No copyright shall subject
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. No prior approval or conditions shall be required for the use for any purpose of
statutes, rules and regulations, and speeches, lectures, sermons, add

There are contents, image, etc. included or mentioned in this book, which are owned by their
respective copyright holders. The writer, herself extends righteous credit for the entire Writers
who have been an additional source in due completion of this module.
The publisher and author do not represent nor claim ownership over them.
No part of this module may be reproduced or transmitted in any form or by any means without
the permission of the department.

Published by Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Kristine Joan M. Hinanay, LPT

Editor: Guadalupe C. De Jesus, PhD.

Reviewer: Rosalie A. Salgo, EdD

Illustrator: Ray Jay T. Dipasupil, LPT

Proofreader: Dr. Rejulius Villenes

Management Team: Elias A. Alicaya, Ed.D., OIC-Schools Division Superintendent

Gregorio T. Mueco, OIC-ASDS In-Charge of CID

Lorena S. Walangsumbat, Ed.D., CID Chief

Jee-Ann O. Borines, LRM Supervisor

Juanito A. Merle, Ed.D., EPS In-Charge SHS

Rejulios M. Villenes, PSDS In-Charge SHS

Joe Angelo L. Basco, LRM PDO II

Printed in the Philippines by SDO QUEZON

Department of Education – Region IV - CALABARZON - SDO QUEZON

Office Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon

Telefax: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321

E-mail Address: [email protected]

12

Apprenticeship
and Exploration

in the
Performing Arts

Module

First Quarter – Module 1: Local
Music Genres

Introductory Message

For the facilitator:
Welcome to the Apprenticeship and Exploration in the Performing Arts –Grade
12 Alternative Delivery Mode (ADM) Module on Music and Dance!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Apprenticeship and Exploration in the Performing Arts –Grade
12 Alternative Delivery Mode (ADM) Module on Music and Dance!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
What I Know competencies you are expected to learn in the
module.
What’s In
What’s New This part includes an activity that aims to
What is It check what you already know about the
What’s More lesson to take. If you get all the answers
correct (100%), you may decide to skip this
What I Have Learned module.
What I Can Do
This is a brief drill or review to help you link
the current lesson with the previous one.

In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your
Additional Activities level of mastery in achieving the learning
Answer Key competency.

In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

This contains answers to all activities in the
module.

At the end of this module you will also find:

References This is a list of all sources used in developing
this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.

3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

Lesson Local Music Genres
1

This lesson will serve as a guide for the students to understand the
Local Music Genres and application of ICT in Music compositions. It is important to
synthesize information gathered from previous experiences and explorations in
the musical production industry.

What I Need to Know

This module is written for you to know the different musical
genres in your community. This will enlighten your mind in knowing its
classification and uniqueness. Application of ICT is also integrated in this module.
Documentations of work and observations from your own research will also be
enriched. The scope of this module expressly provides development of ability,
creativity, flexibility and cleverness. This also permits application to many different
learning situations. The lessons are arranged to follow the standard sequence of the
course and expected outcomes.

Lesson 1 – Local Music Genres, ICT Applications in Music

After going through this module, you are expected to:

1. determine the Local Musical Genres (Vocal and Instrumental Music);
2. differentiate song and chant;
3. analyze the different instrument music (indigenous, folk, rock, pop and

classical);
4. determine ICT Applications in making musical compositions;
5. evaluate song genres;

What I Know

PRETEST

Identify the music genre illustrated in each of the following statements.
Write only the letter of your answer on a separate sheet.

A. Chant B. Classical C. Folk D. Indigenous E. Jazz
F. Opera G. Pop H. RnB I. Rock J. Song

___________ 1. It is a musical composition for voice or voices.
___________ 2. A genre of popular music, developed during and after the 1950s in the
United States, commonly used by electric guitar to portray its uniqueness among the
other genres.
____________3. It is often contrasted with other popular music genres such as soul
and rock, and also inherently popular because it creates a sense of familiarity for
listeners.
____________4. It is a traditional music of the indigenous peoples of the world, a music
of an "original" ethnic group that inhabits any geographic region alongside more
recent immigrants who may be greater in number.
____________5. It is a type of singing done generally without instruments and
harmony.

____________6. It is a music that originates in traditional popular culture or that is
written in such a style and is typically of unknown authorship and transmitted orally
from generation to generation.
____________7. It is originally known as Rhythm and Blues, a genre of popular music
that originated in African-American communities in the 1940s.
____________8. It is considered as an art form in which singers and musicians perform
a dramatic work combining text (libretto) and musical score, usually in a theatrical
setting.
____________9. It refers to American music developed especially from ragtime and
blues and characterized by propulsive syncopated rhythms, polyphonic ensemble
playing, varying degrees of improvisation, and often deliberate distortions of pitch
and timbre.
____________10. It is a serious or conventional music following long-established
principles rather than a folk, jazz, or popular tradition.

Lesson Local Music Genres
1

Genre is a category of artistic composition in music, characterized by
similarities and uniqueness in form, style or subject. Genre is most popularly known
as a category of literature, music, or other forms of art or entertainment, whether
written or spoken, audio or visual, based on some set of stylistic criteria, yet genres
can be aesthetic, rhetorical, communicative, or functional. Genres form by
conventions that change over time as cultures invent new genres and discontinue
the use of old ones. Often, works fit into multiple genres by way of borrowing and
recombining these conventions. Stand-alone texts, works, or pieces of
communication may have individual styles.

Music of the Philippines (Filipino: Musika ng Pilipinas; Spanish: Música de
Filipinas) include musical performance arts in the Philippines or by Filipinos
composed in various genres and styles. The compositions are often a mixture of
different Asian, Spanish, Latin American, American, and indigenous influences. The
Philippines, an archipelago of 7,100 islands, is made up of 77 provinces grouped into
16 regions. The main groups include Luzon, the Visayan Islands, and the Mindanao
islands. Based on religion, the population may be grouped into three broad
categories: Christian groups, indigenous religion groups, and Muslim groups. The
Christian groups are the largest and are concentrated in the lowlands of Luzon and
the Visayan islands. Indigenous religion groups are found in upland northern Luzon,
Mindanao and Palawan. Muslim groups are concentrated in Mindanao, the Sulu
islands and southern Palawan.

Although, geographically, the Philippines belongs to the East, its music has been
heavily influenced by the West owing to 333 years of Spanish rule and 45 years of
American domination. Music in the highland and lowland hamlets where indigenous
culture continues to thrive has strong Asian elements. Spanish and American
influences are highly evident in the music of the urban areas. In discussing
Philippine music, three main divisions are apparent: (1) an old Asian influenced
music referred to as the indigenous; (2) a religious and secular music influenced by

Spanish and European forms; and (3) an American/European inspired classical,
semi-classical, and popular music.

- CORAZON CANAVE-DIOQUINO
Source: https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-

sca/music/philippine-music-a-historical-overview/

From the exposition of Jonas Baes, Spanish and later American colonial
regimes created a Philippine society whose Western social institutions were modeled
after their respective societal structures. While both Spanish and American regimes
gave their shares of social and cultural influences, it was the American regime that
established institutions that make up some of the present structures of modern
Philippine society. The creation of such institutions and the absorption of Philippines
into the global political economy likewise created a need for forms of leisure that was
fit for such a society. This social condition gave rise to the development of Philippine
popular music into the forms that are known today.

Local Music Genre is another term for Filipino Music. This music is the
Original Composition of Filipinos, but some genres are adopted from the influence of
well-known musicians in the world. Filipinos are believed to be good singers and
instrumentalists. Yet, these genres are divided into two, such as, Vocal and
Instrumental Music.

What’s In

Are you fond of listening to music? Who is your favorite Singer or Composer? What
genre of music do you find attractive most? Read these lyrics from the famous
song of Lea Salonga.

A whole new world
A new fantastic point of view

No one to tell us, "No"
Or where to go

Or say we're only dreaming
A whole new world

A dazzling place I never knew
But when I'm way up here
It's crystal clear

That now I'm in a whole new world
with you

(Now I'm in a whole new world with
Answer the followinygouq)uestions: Write your answer on a separate answer sheet.
1. What is the genre of this music? ____________________________________

2. What does the song imply to the listeners? _________________________
3. How do you feel while you read the lyrics of this song? ________________

What’s New

Notes for the teacher
To be able to deliver this lesson well, the teacher must
provide the following:
➢ Email address or Google Drive
➢ Make sure that the student will document all his/her

works from the very beginning of this lesson.

Read the following and distinguish the uniqueness of the instrumental music.

1. Indigenous Instrumental Music – It is a traditional music of the indigenous
peoples of the world, music of an "original" ethnic group that inhabits any geographic
region alongside more recent immigrants who may be greater in number.

Example: Tongatong is a bamboo
percussion instrument used by the
people of Kalinga to communicate with
spirits during house blessings. It is made
of bamboo cut in various lengths. When
you hit it against soft earth, a certain
drone reverberates though the
instrument's open mouth. When an
entire set of Tongatong is played in
interloping rhythm and prolonged with
the tribal chanting, it could put
the audience and the dancers in a trance.
Video Link: https://www.youtube.com/watch?v=zsQpy2y_8aM
2. Folk Instrumental Music – these are the music used in Philippine Folk Dances
commonly played with a Rondalla. An example of this is the music for the dance
Cariñosa, Tinikling, Itik-itik and many more.

Example: Cariñosa means “the loving

or affectionate one”. This is a

Philippine dance of Hispanic origin

from the Maria Clara suite of

Philippine folk dances, where

the fan or handkerchief plays an

instrumental role as it places the

couple in romance scenario. Tinikling

is a traditional Philippine folk dance

which originated during the Spanish

colonial era. The dance involves two

people beating, tapping, and sliding

bamboo poles on the ground and

against each other in coordination

with one or more dancers who step

over and in between the poles in a

dance. It is traditionally danced to rondalla music, a sort of serenade played by an

ensemble of stringed instruments which originated in Spain during the Middle Ages.

Itik-itik is a mimetic folk dance in the Philippines. It originated in Cantilan, Surigao

del Sur. Itik-itik was discovered in this town by National Artist for Dance Francisca

Reyes-Aquino. Originating from a dance called Sibay and performed to the tune of

Dejado, the story was told that an expert young dancer named Cayetana at a barrio

of Cantilan during a baptismal party had become so carried away with the rhythm

that she began to improvise short, choppy steps similar to ducks and then splash

water on their backs. The dance immediately became popular in the province for

stage performances and social dancing.

Video Link:

https://www.youtube.com/watch?v=RNEkgefVL7k

3. Rock Instrumental Music – A genre of popular

music, developed during and after the 1950s in the

United States, commonly used by electric guitar to

portray its uniqueness among the other genres.

Example: The famous “Canon Rock” of Jerry
Chang that has been adopted here in the

Philippines. The composer himself is a Taiwanese

guitarist and
composer. He is

known for
arranging and playing "Canon Rock", a rock

arrangement of Johann Pachelbel's Canon in D. He
began playing the guitar at the age of 17, and the

piano before age 15. His style is influenced by
classical music, neoclassical guitarists, as well as

metal bands.

Pachelbel’s Canon, by name of
Canon and Gigue in D Major, musical
work for three violins and ground bass by
German composer Johann Pachelbel,
admired for its serene yet joyful character.
It is Pachelbel’s best-known composition
and one of the most widely performed
pieces of Baroque music. Although it was
composed about 1680–90, the piece was
not published until the early 20th
century.

Video Link: https://www.youtube.com/watch?v=cm8Ic2TwGjk

4. Pop Instrumental Music – It is often contrasted with other popular music genres
such as soul and rock, and also inherently popular because it creates a sense of
familiarity for listeners.

Example: The famous instrumental song
“River Flows in you”, that has been
adopted here in the Philippines. This is an
original piece of Yiruma, whose real name
is Lee Ru-ma, a South Korean-British
composer and pianist. The phrase ‘River
Flows in You’ is quite enigmatic in English.
So, whether it’s about finding your inner
music, falling in love (or the feeling of
desperately needing to find a bathroom),
the meaning behind the piece is all in the
ears of the listener.

Video Link: https://www.youtube.com/watch?v=7maJOI3QMu0

5. Classical Instrumental Music – It is a serious or conventional music following
long-established principles rather than a folk, jazz, or popular tradition.

Example: "Für Elise" (For Elise) is one of
Ludwig van Beethoven's most popular
compositions. It was not published during
his lifetime, only being discovered by Ludwig
Nohl, 40 years after his death. The identity
of "Elise" is unknown.

Ludwig van Beethoven is a German
composer, and the predominant musical
figure in the transitional period between
the Classical and Romantic eras.

Ludwig Nohl is a German music scholar and
writer best known for discovering and
publishing Beethoven's famous bagatelle, "Für
Elise".

Video Link: https://www.youtube.com/watch?v=wfF0zHeU3Zs

What Is It

Local Music Genres are divided into two:
1. Vocal – consists of Songs and Chants

Songs, generally, are compositions intended to be vocally performed by the human
voice. These are often done at distinct and fixed pitches or melodies using patterns
of sound and silence. Songs contain various forms, such as those including the
repetition, and variation of sections.
Chants, specifically, are types of singing done generally without instruments and
harmony and are also the iterative speaking or singing of words or sounds, often
primarily on one or two main pitches called reciting tones. Chants may range from a
simple melody involving a limited set of notes to highly complex musical structures,
often including a great deal of repetition of musical sub phrases, such as Great

Responsories and Offertories of Gregorian chant. Chants may be considered speech,

music, or a heightened or stylized form of speech.

2. Instrumental Music- consists of Indigenous, Folk, Rock, Pop and

Classical.

Indigenous, is a traditional music of
the indigenous peoples of the world,
music of an "original" ethnic group
that inhabits any geographic region
alongside more recent immigrants who
may be greater in number. The
indigenous traditions are practiced by
about 10% of the population. Eight
percent of this minority comprises
some 50 language groups of people
who live in the mountains of northern
Luzon and the islands of Mindanao,
Sulu, Palawan, and Mindoro in
southern and western Philippines. The
remaining 2% of these groups are the
Muslims from Mindanao and Sulu.

Folk, while there is no written
information about the music in the
Philippines before the arrival of Magellan
in 1521, subsequent reports made by
friars, civil servants and travelers include
descriptions of instrumental and vocal
music–sometimes mentioned in passing,
other times in greater detail. From these
documents, various kinds of interments
made of bronze, bamboo, or wood are
cited. These include gongs of various
kinds of sizes and shapes, drums, flutes
of different types, zithers, lutes, clappers,
and buzzers. Vocal genres include epics
relating genealogies and exploits of
heroes and gods; work songs related to
planting, harvesting, fishing; ritual songs
to drive away evil spirits or to invoke
blessings from the good spirits; songs to
celebrate festive occasions particularly marriage, birth, victory at war, or the settling
of tribal disputes; mourning songs for the dead; courting songs; and children’s game
songs. It is this type of music that is still practiced today by the indigenous groups.
Folk, is a music that originates in traditional popular culture or that is written in
such a style and is typically of unknown authorship and is transmitted orally from
generation to generation. The International Folk Music Council defined folk music as
“the product of a musical tradition that has been evolved through the process of oral
transmission.” The term is thus applied to the musical repertory of communities as
opposed to art music or music composed by trained musicians. It is also applied to
music composed by an individual but which has been absorbed into the unwritten
living tradition of the community.

Rock, It is a genre of popular music,
developed during and after the 1950s in
the United States, commonly used by
electric guitar to portray its uniqueness
among the other genre. In the 1950’s to
the 1960’s, newer genres as rock and roll
and country music appealed to a
younger generation of Filipino popular
artists. Filipino counterparts of famous
Western artists as Elvis Presley, Jerry
Vale, Buddy Holly, Chuck Berry, and
the Beatles were heard over the radio
and seen in movies and on television.

While preference for foreign artists
prevailed, local artists continued to
strive for a distinct sound that could be
referred to as “Filipino”. Conscious
efforts to develop that Filipino sound
(Pinoy Sound) came however in the 1970’s with the creation of Filipino rock music,
dubbed as Pinoy Rock, Filipino Jazz or Pinoy Jazz and Filipino pop ballad or the
Manila Sound. Those initial efforts came to a significant development in the late 70’s
to the 80’s with the flourishing of various Filipino pop styles.

Pop, is often contrasted with other popular music genres such as soul and rock,
and also inherently popular because it creates a sense of familiarity for listeners.

In the late 70’s, the Metro Manila
Popular Music Festival (or Metro Pop), a
song writing competition for amateurs
and professionals, became the buffer for
the creation of new pop songs and the
introduction of emerging artists and
performers. Other local competitions
inspired even more artists and
composers to create more music. These
include Likha Awit Pambata (a children’s
song competition), the Himig Awards,
and the Cecil Awards. It was at about this
period when the Organisasyon ng mga
Pilipinong Mang-aawit (OPM), was created
to address the needs of Filipino popular
artists. OPM also stood for Original
Pilipino Music, a handle for music composed and/or performed by Filipinos, even
with its eventual use of English lyrics.
The effort to probe deeper into the search for a Filipino identity in popular music
was attempted in the late 1980’s and the early 90’s by a group of composers who
banded together to form KATHA (write/create). This effort gave rise to the move to
create Brown Music, a kind of counterpart to the African-American “Black Music”.

The outputs of multi-awarded composer Ryan Cayabyab to fuse indigenous musical
elements with foreign pop idioms took off to enable non-mainstream artists like Joey
Ayala to surface in the commercial arena. As the decade of the 90’s commenced,
more and more alternative artists entered into the mainstream.

Classical, it is a serious or conventional music following long-established principles
rather than a folk, jazz, or popular tradition. The term classical in music conforms
to the ideals of objectivity, emotional restraint, clarity of form, and adherence to
certain structural principles, music is regarded as having permanent rather than
ephemeral value. In a general way, this period gave the impression of greater
stability, repose, clarity, balance, self-reliance, objectiveness and traditionalism than
those preceding and following it.

There are ICT Applications in Music:
• Jingle Composition - A jingle is a short song or tune used in advertising and
for other commercial uses. Jingles are a form of sound branding. A jingle
contains one or more hooks and meaning that explicitly promote the product
or service being advertised, usually through the use of one or more advertising
slogans. Ad buyers’ use jingles in radio and television commercials. They can
also be used in non-advertising contexts to establish or maintain a brand
image. Many jingles are also created using snippets of popular songs, in which
lyrics are modified to appropriately advertise the product or service.

• Music Arranging- An arrangement of a musical composition is a reworking
of a piece of music so that it can be played by a different instrument or
combination of instruments from the original. For example, a song written for
one voice with piano accompaniment might be arranged so that it can be sung
in parts by a choir, or a piece for violin might be arranged so that it can be
played on a clarinet instead. The person who does the arrangement may be
the composer themselves, or it may be someone else.

• Music Recording- Sound recording and reproduction is an electrical,
mechanical, electronic, or digital inscription and re-creation of sound waves,
such as spoken voice, singing, instrumental music, or sound effects. The two
main classes of sound recording technology are analog recording and digital
recording.

What’s More

Independent Activity 1. Listen and Know.

Identify the genre of the following list of Popular Songs and Songwriters.
Answer on a separate sheet of paper.
_________________________1. Natutulog ba ang Diyos, by Garry Valenciano
_________________________2. Maglalatik, a Rural Dance
_________________________3. Kiss the Rain, by Yiruma
_________________________4. Magic Flute, by Mozart
_________________________5. Kullitong, from Kalinga Tribe
_________________________6. Ang Huling El Bimbo, by Eraserheads
_________________________7. Pagdating ng Panahon, by Aiza Seguerra
_________________________8. Lapay Bantigue, a Mimetic Dance
_________________________9. Symphony No. 4, by Mozart
_________________________10. Bohemian Rhapsody, by Queen

Independent Assessment 1. Listen and Know.

Among the given musical pieces, distinguish each history, and how it has
been published in the Industry of music.

Answer on a separate sheet.

Music History and How it has been
published in the Industry of Music
1. Natutulog ba ang Diyos, by Garry
Valenciano
2. Maglalatik, a Rural Dance
3. Kiss the Rain, by Yiruma
4. Magic Flute, by Mozart
5. Kullitong, from Kalinga Tribe
6. Ang Huling El Bimbo, by
Eraserheads
7. Pagdating ng Panahon, by Aiza
Seguerra
8. Lapay Bantigue, a Mimetic Dance
9. Symphony No. 4, by Mozart
10. Bohemian Rhapsody, by Queen

Independent Activity 2. Recognize Me.

Read this lyric. Identify its title, genre, history and message. Write your
answer on a separate sheet.

Paruparong bukid na lilipad-lipad
Sa gitna ng daan papaga-pagaspas

Isang bara ang tapis
Isang dangkal ang manggas

Ang sayang de kola
Isang piyesa ang sayad
May payneta pa siya — uy!
May suklay pa man din — uy!
Nagwas de-ohetes ang palalabasin
Haharap sa altar at mananalamin
At saka lalakad nang pakendeng-kendeng.

Title of the Song: ___________________
Genre: ______________________________
History: ____________________________
Message: __________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________

Independent Assessment 2. Research Your Song.

Look for all available musical genres in your community and choose one to
specialize in.

Example: Folk Music, (Polkabal from Atimonan, Quezon)

Write your research on a separate answer sheet,
gather its information, identify its genre and its

history, and observe the chosen genre.

You will be graded based on this rubric:

Research Scope - 50%
Language and Grammar - 25%
Substance and Content - 25%
Total: 100%

Independent Activity 3. Instrumentalist.

Research all ICT Applications in music that are available in the community
and choose one. From the chosen application, make your own beat or melody for
you to make your own instrumental music (2 minutes minimum and 3 minutes
maximum). After making your composition, make sure to submit this to your
teacher on-line or thru email.

Example: Audacity

Wavepad and Music Audio Editor

Recording Studio: Audio Editor

Process:

• This is just an application of skills that you have learned from your Creative
Industries I and II.

• From your mobile phone or laptop, you may download any of the
applications mentioned above.

• Then, there is a simple step by step process on the app itself.

You will be graded based on this rubric: - 50%
Improvisation and Originality - 25%
Rhythm and Melody - 25%
Expressiveness and Engagement Total: 100%

Independent Assessment 3.

Using the Venn diagram, Find the similarities and differences of your chosen
musical genre from your community (gathered from your answer in Independent
Assessment 2) and your own instrumental composition, make sure to distinguish
its musical genre and its unique content.

You will be graded based on this rubric:

10 8 5 3

o Paragraph o Paragraph o Paragraph has o Paragraph
has a strong has a topic does not
topic sentence that a topic have a topic
sentence that reflects sentence but sentence
reflects content
content may not o Paragraph
o Paragraph reflect content compares
o Paragraph compares and
thoroughly and o Paragraph contrast the
compares contrasts the two topic (in
and two topics (in compares and at least 2
contrasts the at least 4 contrasts the ways)
two topics (in ways)
more than 5 two topics (in o The errors
ways) o Spelling, at least 3 in
punctuation ways) capitalizatio
o Spelling, and n,
punctuation capitalization o There are punctuatio
and are mostly n and
capitalization correct many errors in spelling
are all spelling, disrupt
correct understandi
punctuation ng of the
and message

capitalization.

What I Have Learned

Local Music Genre is another term for Filipino Music. This type of music is
the original composition of Filipinos, but some genres are adopted from the influence
of well-known musicians in the world. Filipinos are believed to be good singers and
instrumentalists. Yet, these genres are divided into two, such as, Vocal and
Instrumental Music. Vocal Music is consisting of a Song and a Chant. The
Instrumental Music is consisting of Indigenous, Folk, Rock, Pop ad Classical.

Integrating ICT in Music could be through Jingle Composition, Music
Arranging-with the help of an app and Music Recording- which are very much
accessible especially to those who have their own mobile phones.

What I Can Do Chant

Compare and Contrast the following:
Song

Classical Music Indigenous Music

Pop Music Rock Music

You will be graded based on this rubric:

10 8 5 3
o Paragraph
o Paragraph o Paragraph o Paragraph has
has a strong has a topic a topic does not
topic sentence that have a topic
sentence that reflects sentence but sentence
reflects content may not
content o Paragraph
o Paragraph reflect content compares
o Paragraph compares and
thoroughly and o Paragraph contrast the
compares contrasts the compares and two topic (in
and two topics (in contrasts the at least 2
contrasts the at least 4 two topics (in ways)
two topics (in ways) at least 3
ways)

more than 5
ways)

o Spelling, o Spelling, o There are o The errors
punctuation punctuation many errors in in
and and capitalizatio
capitalization capitalization spelling, n,
are all are mostly punctuation punctuatio
correct correct n and
and spelling
capitalization. disrupt
understandi
ng of the
message

Assessment

Match Column A with Column B. Write the letter of the correct answer.

Column A. Column B.

1. Classical A. a traditional music of the indigenous
peoples of the world, music of an
2. Pop "original" ethnic group that inhabits any
geographic region alongside more recent
3. Jingle immigrants who may be greater in
4. Indigenous number.

B. a type of music that conforms to the
ideals of objectivity, emotional restraint,
clarity of form, and adherence to certain
structural principles, music is regarded
as having permanent rather than
ephemeral value.

C. may range from a simple melody
involving a limited set of notes to highly
complex musical structures, often
including a great deal of repetition of
musical sub phrases

D. a short song or tune used in advertising
and for other commercial uses.

5. Chant E. commonly used by electric guitar to
6. Rock portray its uniqueness among the other
7. Genre genres.
8. Folk
F. inherently popular because it creates
9. Music Recording a sense of familiarity to listeners.
10. Music Arranging G. a category of artistic composition, as
in music or literature, characterized by
similarities in form, style, or subject
matter.

H. an arrangement of a musical
composition that is considered a
reworking of a piece of music so that it
can be played by a different instrument
or combination of instruments from the
original.

I. an electrical, mechanical, electronic,
or digital inscription and re-creation of
sound waves

J. a product of a musical tradition that
has been evolved through the process of
oral transmission.

Additional Activities

Begin to enhance your own instrumental composition based on the comments
and recommendations of your teacher. After doing this activity, submit your work to
your teacher on-line.

You will be graded based on this rubric: - 50%
Improvisation and Originality - 25%
Rhythm and Melody - 25%
Expressiveness and Engagement Total: 100%

What’s More

Independent Assessment 1

1. Produced by the ABS-CBN. Published on July 2008 based on the 1998 Film,
Natutulog ba ang Diyos, which originally gathered from a novel book.
2. Uses coconut to produce sounds and also accompanied with rondalla music. It
was published through a written literature of dances and its music.
3. Composed in 1997 for the album “The Yellow Room”. Recorded and produced in
2003 through media.
4. Mozart’s last opera, premiered at the “rustic Theater auf der Wieden” near Vienna
on September 30, 1791, not long before Mozart’s death on December 5.
5. A bamboo polychordal tube zither from Bontok, Kalinga Tribe, published through
a written literature of Indigenous Music.
6. A song of Eraserheads from their Third album Cutterpillow. It was released as a
single in 1995 and became one of the band’s signature hits.
7. Aiza Seguerra’s biggest hit year 2001 being produced by the ABS-CBN.
8. It is a traditional folk dance created by Lola Felisa, and was accompanied with
rondalla music, Published through a written literature of dances and its music.
9. It was composed inn London during the Mozart Family’s Grand Tour of Europe in
1765. The musical piece was written in hand of his father and was preserved in the
Bavarian State Library in Munich.
10. Released in 1975. The song is about a young man who has accidentally killed
someone and, like Faust, sold his soul to the devil.

What’s More What’s In What I Know

Independent Activity 1 1. Pop 1. J 6. C
2. A new world to 2. I 7. H
1. Pop discover with the one 3. G 8. F
2. Folk you loves. 4. D. 9. E
3. Pop or Rock 3. I feel like I’m flying 5. A 10. B
4. Classic with happiness
5. Indigenous because I have the one
6. Pop or Rock I love beside me.
7. Pop
8. Folk
9. Classic
10. Rock

Answer Key

Assessment What’s More

1. B Independent Activity 2
2. F
3. D 1. Paruparong Bukid
4. A 2. Folk Song
5. C 3. It originated during the Spanish Time here in
6. E the Philippines. It is said that the song acts as a
protest song for the Filipino women.
7. G The meaning of the song is this: during that
8. J time, some women are selling their own bodies
9. I (prostitutes) to the Spanish colonizers (the
10. H military, especially, the friars) with exchange for
money and food.

References:

Corazon Canave-Dioquino, Ramon P. Santos, Ph. D., Submission in the Arts Article-
Music National Commission for Culture and the Arts website.

https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-
the-arts-sca/music/philippine-music-formscomposition/

Dioquino, Corazon And Ramon P. Santos, 1994, Eds. Ccp Encyclopedia Of Philippine
Art (Nicanor Tionson, Ed) Vol. Vi Manila: Cultural Center Of The Philippines,

https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-
the-arts-sca/music/philippine-music-formscomposition/

Francisca Reyes-Aquino, Classic Collection Series 1. Edited by the Cultural Center
of the Philippines

Betsy Schwarm, 2020, Pachelbel's Canon Britannica.com
https://www.britannica.com/topic/Pachelbels-Canon

Julian Medforth Budden, Raymond L. Knapp, 2020, Britannica.com
https://www.britannica.com/biography/Ludwig-van-Beethoven

Manuel, Arsenio, Dictionary of Philippine Biographies. Vols. I-IV

Photo Credits:

https://images.app.goo.gl/AUQvP4uQbQZ45Kza8
https://images.app.goo.gl/j4E7eo6Gn6qnC7TR7
https://images.app.goo.gl/wp3tRsGB2iRdrUHy5
https://images.app.goo.gl/TAUGDZdNAKMDXFNT8
https://images.app.goo.gl/5nDFkTeyKRoFysTn9
https://images.app.goo.gl/Znve2Et7jPXP3n1F8
https://images.app.goo.gl/c7aLutNcqz4c3U3o9https://images.app.goo.gl/3RWoyLA
9ZbYygMQv9
https://images.app.goo.gl/bMK4G7WGrJ61xE9q7
https://images.app.goo.gl/Sw6QedyzBja1kQHb7
https://images.app.goo.gl/h1neRieGwSScaZhLA
https://images.app.goo.gl/QxbzjmX3HuxmeUym9
https://images.app.goo.gl/UBhehE3UWKHVd1SQ7
https://images.app.goo.gl/UAZBxzTWfd3XH1FR6
https://images.app.goo.gl/h5v3d9hvn4MSayFX9

For inquiries or feedback, please write or call:

Department of Education – Region IV - CALABARZON - SDO QUEZON
Sitio Fori, Brgy. Talipan, Pagbilao, Quezon

Telefax: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321

Email Address: [email protected]