First Quarter

Lesson 1: Pulse in Music

Week 1
Introduction
In music, the duration of sound and silence is important.
Duration refers to how long and how short tones and silence
last. These tones and silence follow a certain beat. Beat can
be felt with or without sound. We clap, walk, tap, march,
dance, and play musical instruments to show the rhythm and
beat of music.

Activity I
Sing Leron, Leron Sinta and move to the rhythm of the
song.

Remember:

The symbol ( ) shows the pulse of the sound.
Rest ( ) is the symbol used to show silence.
We can feel the pulse through clapping, tapping, walking,
chanting, and playing rhythmic instruments.

Leron leron sinta, buko ng papaya,

Dala dalay buslo, sisidlan ng bunga.
Pagdating sa dulo nabali ang sanga,
Kapos kapalaran humanap ng iba.

Clap the beat

while singing

Leron, Leron Sinta.

Give examples of sounds that you hear around us.
What movements can you make without creating any
sound?

Activity 2
Perform the following rhythmic patterns.

Write the stick notation below the images.

Activity 3
Perform the rhythmic patterns using the given movement, while
singing.
Group 1 -
clap

Group 2

tap

Group 3

snap

Group 4

play any rhythmic instrument

Evaluation
Put a check (

) in the appropriate box.

SatisfacSkill
Very
tory
1. Can differentiate
sounds that can be
heard from sounds
that cannot be heard
2. Can identify sounds
that we do not hear
but receives a beat

Needs Improvement

3. Can perform the given rhythmic pattern

correctly through clapping, tapping, chanting, or snapping
4. Can participate actively in group activities
5. Can demonstrate
kindness and respect
to self and others by
listening attentively

Lesson 2: Moving with the Beat

Week 2
Introduction

Beat is the pulse in music. It can be regularly slow or regularly

fast. It can also be felt and expressed through movements.

Activity I
Clap/Tap the following rhythmic patterns.

Sing Ang Alaga Kong Pusa while tapping the steady beat
of the song.

Activity 2

1. Look at the following pictures.

What is the man doing?

What do we call the man who builds a house?
What is his occupation?
What does a carpenter do?
Aside from houses, what other things does he do?


2. a. Clap/Tap the beat of Mang Kiko.

b. Chant Mang Kiko.

Mang Kiko (Chant)

Activity 3

Clap/Tap the rhythmic pattern of Colors at School.

Play the rhythmic patterns below using the indicated instrument.

Pair of sticks

Drum

Clap

Tambourine

Remember:

Beat is the pulse we feel in music. It is always regular and can be fast or slow. This is what we call steady
beat.
We can use movements like marching, tapping,
clapping, and playing musical instrument to show the
pulse in music.

Evaluation:

Put a check (
Skill

) in the correct box.

AdProfivanced
cient

1. Can show
steady beats
through movements while singing the song
2. Can perform
steady beats
using rhythmic
instruments
3. Can sing the
song correctly

Satisfactory

Beginning

4. Can participate
actively in group
activities

Lesson 3: Rhythm in Music

Week 3
Introduction

Rhythm is the flow of the movement of sounds. All

things that surround us have rhythm as seen in nature like
the rising and setting of the sun, the swaying of the trees, the
movement of the waves, and even the way we talk.

Activity I
Echo clapping

a.


b.
c.

Activity 2
Araw at Buwan

Remember:

Rhythm refers to the flow of the movements of sounds and

silence.
Rhythmic pattern is a combination of long ( )
) sounds, and silence (

) .

and short (

Do the following activities:

Clap the steady beats (pulse) only.
Clap the rhythmic pattern.
Divide the class into 2 groups:
Group A will clap the steady beats (pulse) only.
Group B will clap the rhythmic pattern only.
Which group clapped the steady beats?
How did Group B clap the rhythmic pattern?
What have you noticed about the sounds produced by
Group A and Group B?

Activity 3

Do the following activity.

Group 1 Sing the song Araw at Buwan.
Groups 2, 3, 4, and 5 Play the rhythmic patterns using
rhythmic instruments:
Group 2 - Pair of sticks

Group 3 - Drum

Group 4 - Clapper Group 5 - Tambourine

Evaluation:

Put a check on the correct box.

SKILL

Very

Good

1. Can demonstrate long and

short sounds
2. Can tap/clap
rhythmic patterns using stick
notation
3. Can play different rhythmic patterns using rhythmic instruments
4. Can participate
actively in all activities

Satisfactory

Needs Improvement

Lesson 4: Move in Rhythm

Week 4
Introduction
Rhythm is the most important element in music. It
shows organized movement in groups of 2s, 3s, and 4s.

Activity 1
Sing the song Soldiers March.
Clap/tap/chant/walk, and play rhythmic instruments while
singing.

Clap or tap the following rhythmic patterns.

Group activity
The class will be divided into 3 groups. Each group will play
musical instruments such as clapper, drum, tambourine,
while singing Soldiers March.

Activity 2
Sing the song Rocky Mountain.
Play the pulse of the song on rhythmic instruments.

Remember:
Sounds can be grouped in 2s, 3s, and 4s.

Week 5
Introduction
We can sing, move, and play musical instruments to
show the beat of the music. Dancing the waltz is the best movement to show beats grouped in 3s.

Activity 1
Sing See-Saw while clapping the rhythmic pattern. In tune singing

Sing Bahay Kubo

Group activity:
a. The class will be grouped into 2. The first group will
sing the song Bahay Kubo while the second
group will dance the waltz.
b. Let the pupils sing Bahay Kubo while playing
rhythmic instruments.

Activity 2

Select any rhythmic instrument inside the classroom to be

used while singing Tiririt ng Maya.

Remember:
We do the waltz step to show the pulse or beat of a
song grouped in 3s.

Week 6:
Introduction
Beats grouped in 4s are commonly used in most
songs. To make songs more interesting, we can add simple
accompaniment.

Activity 1

Let us sing the song Ten Little Indians. Do body movements

such as tapping, clapping, and marching.

Name the following musical instruments commonly used to

show the beat of a song.

What is our last instrument? Have you seen a trumpet?
Sing Come and Play.

Song analysis:
Do the following activities
Echo clap the pulse and rhythm of the song.
Tap and march in place while reciting the lyrics according to the pulse/beat of the song.
Let the children sing the song while imitating trumpet
playing.
How are the sounds grouped in Come and Play?
How did you show the beat of the song?

Activity 2
The class will be divided into 2.
Sing the songs Come and Play and Ten Little Indians
while playing rhythmic instruments.
Each group leader will choose a song to perform.

Remember:

We can clap, tap, chant, walk, and/or play musical instruments to show the beat of a song with
beats grouped into 4s.

Evaluation

Put a check (

1.
2.
3.
4.
5.

) on the correct box.

SKILLS
Can perform rhythm accurately
in all songs
Can identify the beat using
body movements
Can sing the correct pitch while
doing body movements
Can play the correct beat using
rhythmic instruments
Can participate actively in
group activities

Best Better Good

Lesson 5: Ostinato
Week 7
Introduction
Ostinato is a repeated rhythmic pattern used as an accompaniment to a song. It is often played using percussion instruments like drums, wood blocks, castanets, triangles, and rhythm
sticks.

Activity 1
Do the following activities.
a. Tap / clap the chant
b. Read the chant
c. Read the chant while tapping the rhythmic pattern.

Tap the following rhythmic patterns.

Study the picture.

What can you say about the picture?

Sing See-Saw while clapping/tapping the steady beat.
Study the following pattern/s.
or
a. Clap the rhythmic pattern repeatedly until pupils
become familiar with the rhythmic pattern.
b. Sing the song See-Saw while clapping/ tapping/
walking the rhythmic pattern.
c. Use any rhythmic instrument to play the rhythmic pattern while singing the song.

Activity 2

Group A Sing the song

Group B Do the ostinato pattern

Group C Do the ostinato pattern using rhythmic
instruments.

Remember:
Ostinato is a rhythmic pattern repeatedly used to accompany
a song. It can be played using rhythmic instruments and other
sound sources.

2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa

tumakbo, tumakbo, ang pusa sa loob ng bahay
3 Tumalon ,tumalon ang aso , ang aso, ang aso
Tumalon ,tumalon ang aso sa malaking bakod

Evaluation
Draw a for best, for better, and for good performances.
SKILLS
1. Can identify rhythmic
instruments and other
sound sources
2. Can use simple ostinato
pattern to accompany
a song
3. Can show creativity in
using sources of sounds

Best

Better

Good

4. Can sing the song while

playing simple ostinato
pattern
5. Can participate actively in the group activities

Lesson 6: Creating Ostinato

Week 8
Introduction
Creating simple ostinato patterns is an interesting activity.
In this lesson we will explore and experience creating simple
rhythmic patterns using rhythmic instruments and body percussion.

Activity I
Clap the following rhythmic patterns using the following
rhythm syllables.

Rhythmic dictation:
The teacher will clap rhythmic patterns in 2s, 3s, and 4s and
the pupils will draw the stick notation.

Activity 2

Do you love your country? Why?

Do the following activities.

a. Read/Clap the patterns using rhythmic syllables.

b. What rhythmic syllables were used in the rhythmic pat

tern?
c. Let the pupils create simple ostinato for the song.
d. Play the rhythmic pattern while singing the song Bayang
Sinta.

Activity 3
Group the class into 4. Each group will create an ostinato
pattern. Do the ostinato patterns through body movements
while singing the song.

Remember:
Ostinato can be played using rhythmic instruments or other sound
sources. Rhythmic patterns can be shown through body movements.

Evaluation:

Put a check (

) on the correct box.

SKILL
1. Can show creativity in creating
ostinato
2. Can perform the
given rhythmic
pattern through
clapping, tapping,
chanting, snapping, and playing
musical/rhythm
instruments
3. Can perform correctly the rhythmic
patterns as rhythmic accompaniment to a song
4. Can participate
actively in the
group activity
5. Can demonstrate
cooperation in doing group activity

Advanced

Proficient

Satisfactory

Beginning

3
MAPEH
Learners Material
Unit 2

Melody and Form

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.

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.
Development Team of the Learners Material

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address:

Telefax:
E-mail Address:

2nd Floor Dorm G, PSC Complex

Meralco Avenue, Pasig City
Philippines 1600
(02) 634-1054, 634-1072
imcsetd@yahoo.com

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

Second Quarter
Lesson 1: Pitch
Week I
Introduction
Melody is composed of tones that vary in pitch.
Pitch can be of low, moderate, and high tone. These
tones move in different directions.

Activity 1
Create your own body movements that will match the
different melodic directions of the song below.

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

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.

4. Class will sing the song.

Activity 5
Using the song Go Tell Aunt Rhody, match the so-fa
syllables written on the meta strips given by your teacher and
compare it to the musical score.
1.

2.

3.

4.

5.

so so la la do

la so la ti so

ti ti la so so

re re do ti ti ti

la la do ti la so

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.

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
7

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.

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.

9

c.

Sing the song by phrases.

d.

Sing the whole song and let pupils move their

hands/arms following the melodic lines.

Remember
Melody moves in different directions. It can
go up and down like the shape of a hill, mountain,
valley or plateau, or it can stay on one pitch like a
plain.

Activity 4
Divide the class into 2 groups. Let each group perform the
contour of the melody through body movements. Each group
may use other materials to enhance their performance.
Group 1

Group 2

10

Rubrics
Activities

Very
Good

Good

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
Contour is the shape of a melody. Some
notes move up and down forming different
shapes: wavelike, zigzag, curve-like, or mountain
shape.
Activity 1
Lets sing the following songs.

11

Fair

here

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

12

Activity 2
Let the children sing in tune.
adapted

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.
-

- - -

- - -

13

- -

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.

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
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

Excellent

14

Very
Good

Good

5. Can participate
actively in all group
activities

Lesson 4: Musical Form

Week 4
Introduction
Songs are made up of musical phrases.
These musical phrases can be the same, similar,
or different that can be represented through
symbols.

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:

15

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:
16

a. same (melody and rhythm)

b. different (melody and rhythm)
c. similar (melody and rhythm)
Draw a star on same melodic lines, a circle on different
melodic lines, and a triangle on similar melodic lines.
Activity 4
Practice singing the song below and identify the melodic
lines/phrases as: same, similar, and different.

Remember:
Songs are made up of musical phrases.
Musical phrases can be the same, different, or
similar. Songs have a beginning, middle, and
ending that form one musical idea.

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
The repeat mark ( II: :II ) is used to show repetition in music.

Activity 1
Sing the song following the repeat mark.

18

a.

b.

19

Remember:
Musicians use repeat marks( II: :II ) to indicate
repetition of certain parts in musical pieces.

Evaluation
Rubrics
Draw a star (

1.
2.
3.
4.
5.

) in the appropriate column.

Activities
Can sing with correct
expression and
interpretation.
Can identify the repeated
parts of the song.
Can apply the repeat mark
found in the song.
Can work harmoniously
with the group.
Can observe self-discipline
in doing the activities.

Excellent

Very Good

Lesson 6: Musical Lines

Week 6
Introduction
A musical composition is made up of musical lines that
can be repeated within a song.

20

Good

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
21

Group C create dance steps to the beat of the song

Remember:
The repeat mark (II: :II) is used to show repetition in music.

Activity 3
Perform the following rhythmic patterns following the
repeat signs.

Game instructions:
Let the pupils face their partner and do the following
actions while singing Come and Play:
1. Tap your lap, count 1; clap your hands, count 2; clap
your hands in front with your partner, count 3; and clap
with your hands, count 4.

22

Evaluation
Rubrics
5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor
Skills
5
4
3
2
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
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.
Activity 1
Sing previously learned action songs
Activity 2
Write the beginning line and ending line the following
songs.

23

a.
b.
c.
d.
e.

Songs
Ako ay Nagtanim
See-Saw
Jack and Jill
Twinkle, Twinkle Little
Star
Leron, Leron Sinta

Beginning

Ending

Remember:
We have a speaking and a singing voice. When we sing,
it should be done confidently and beautifully.

Evaluation
The whole class will sing properly, at least 4 songs learned
previously, with emphasis on the beginning and ending of the
song.
Rubrics
Draw a happy face (

) in the appropriate column.

Activities
Excellent
1. Can sing in
accurate pitch
2. Can sing with
correct
rhythm/timing
3. Can sing
confidently from
the beginning
until the end of
the song
4. Can enjoy singing
in a group

24

Very
good

Good

Needs
help

Lesson 8: Singing in Tune

Week 8
Introduction
Filipinos are known to be good singers. Singing is
one way of expressing our love and appreciation for
our folk songs and culture.
Activity 1
Let us sing the following songs emphasizing the beginning or
ending of each song.
a. Yaman ng Bayan (Mga hayop sa gubat)
b. Come Lets Play (Wont the big bass drum join
us with boom, boom, boom.)
c. Lubi-Lubi (Enero, Pebrero)
d. Tayoy Magsaya (Ha, ha, ha, ha, ha, lahat
maligaya.)
Activity 2
Sing the song Dance and Sing.
Remember:
Singing is an interesting activity. It helps us express our
feelings and improves our personality.
Singing develops self-confidence.

Activity 3
Sing the songs, Bahay Kubo and Leron, Leron Sinta
confidently, giving emphasis on the beginning and
ending of each song.
25

Evaluation
Rubrics
Draw a happy face (
Activities

) in the appropriate column.

Excellent

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

26

Very good

Good

Needs
help

3
MAPEH
Learners Material
Unit 3

Timbre and Dynamics

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.

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.
Development Team of the Learners Material

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address:

Telefax:
E-mail Address:

2nd Floor Dorm G, PSC Complex

Meralco Avenue, Pasig City
Philippines 1600
(02) 634-1054, 634-1072
imcsetd@yahoo.com

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

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.

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
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

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

Evaluation
Skills
3
2
1. Can identify the
sources of sound
2. Can interpret sound
through body
movements
3. Can imitate and
interpret sound
simultaneously
4. Can show creative
movements in
interpreting sounds
heard
5. Can participate
actively in the
activities
3 excellent 2 - very good 1- good

Lesson 2: The Human Voice

Week 2
Introduction:

One of the main sources of musical sound is the

human voice. The human voice is capable of producing
singing tones.
Each person has his/her own distinct voice because
of the size of his/her vocal cords. Voices differ in range
and timbre or tone color.

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.

Pakitong-kitong
Tong,tong,tong,tong pakitong-kitong,
Alimango sasuba ginbatog dili makuha,
Ako may makakuha
Ako may makakuha
Activity 2
Check the column that describes the voice of each singer.

1.
2.
3.
4.
5.

Singer
Lea Salonga
OgieAlcasid
Jaya
Charice
Bamboo

Male
High
Low

Female
High
low

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.
7

Evaluation
On your paper, draw a star (
) if the following is a singing
voice and circle(
) if it is a speaking voice.
1.
2.
3.
4.

Voice of a boy reading a sentence

Yeng Constantino singing Salamat
Voice of a girl reciting a poem
Christian Bautista singing The Way You Look at Me

Lesson 3: Sources of Sounds

Week 3
Introduction:
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.

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.
8

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
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.
Activity 4
Cut and paste pictures of musical instruments on your paper.

Piano

Trumpet

Tambourine

Guitar

Drum

Evaluation
Skills
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

10

1- good

Lesson 4: Dynamics through

Movements
Week 4
Introduction:
Dynamics helps us put expression in the music
we make. There are parts of music that must be
played either loud or soft. We can interpret
dynamics through body movements. Small
movement can be considered soft, while big
movement is loud. We can also relate dynamics to
animal movements. Likewise, dynamics is what we
call the volume in music.
Activity 1
Sing the song Tunog at Galaw ng Hayop.

11

Activity 2
Read the poem applying dynamics
Tunog at Galaw ng Hayop
Fely A. Batiloy
(soft)
Ako ay si Kuting, kuting na malambing
Matinik sa daga, matalinong pusa
Kaluskos, kuskos, kaluskos, kuskos
Pakinggan nyo ako ngayon. Meow!
(moderately loud)
Ako ay si Bantay, bantay ng yong bahay
Matulin tumakbo, mabait na aso.
Aw, aw, aw, aw, aw, aw, aw, aw
pakinggan nyo ako ngayon. Awooo!
(loud)
Ako si Kalabaw, masipag, matyaga
Pagsikat ng araw, dapat nang gumalaw.
Ma, ma, ma, ma, ma, ma, ma, ma
Pakinggan nyo ako ngayon. Maaa!
Activity 3
Recite the poem while doing animal movements to show
dynamics.
kitten - small movement
dog - medium movement
carabao - big movement
Remember:
Dynamics is one of the expressive elements of music that
deals with the softness and loudness of sound. It gives
freedom to interpret the music as soft, medium or loud.

12

Evaluation
Sing Farewell Song applying correct dynamics.

Rubrics
KNOWLEDGE
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

13

5. Can join and enjoy

performing with a
group
3- Excellent
2- Very good

1-Good

Lesson 5: Variations in Dynamics

Week 5
Introduction:
Music becomes more beautiful when expressed
in variety of sounds. Dynamics is one of the
expressive elements of music that makes a song
meaningful. Dynamics can either be soft,
moderately loud, or loud.

Activity 1:
A. Sing the following songs applying the correct dynamics.

14

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

Activity 2
Group Activity
Sing the song Do a Little Thing applying different dynamics.
Add dance patterns to enhance performance.

15

Evaluation
Rubrics
KNOWLEDGE

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

Lesson 6: Expressions of Music

Week 6
Introduction:
Dynamics is one of the expressive elements
of music that deals with softness and loudness of
sound. It helps express emotions. Moreover; it is
more meaningful if applied to a song using hand
gestures.
Activity 1
Recite the lyrics of Lupang Hinirang.
Recite the song following the gestures of the teacher
using palms down (soft) and palms up (loud)
Sing the whole song following the beat and gestures of
the teacher in soft, moderately loud, and loud. (S-soft, Mmoderately loud, L-loud).

16

Lupang Hinirang
Music : Julian Felipe
Lyrics : Jose Palma
L
S
L
S

Bayang magiliw
Perlas ng silanganan
Alab ng puso
Sa dibdib moy buhay.

L
S
L
S

Lupang hinirang
Duyan ka ng magiting
Sa manlulupig
Di ka pasisiil.

M
L
M
L

Sa dagat at bundok sa simoy at

Sa langit mong bughaw
May dilag ang tula at awit
Sa paglayang minamahal.

M
L
M
M

Ang kislap ng watawat moy tagumpay

Na nagniningning
Ang bituin at araw nya kailan pa
May di magdidilim.

L
L
L
L

Lupa ng araw, ng luwalhatit pagsinta

Buhay ay langit sa piling mo
Aming ligaya na pag may mang-aapi
Ang mamatay nang dahil sa yo

Remember:
Dynamics helps express emotions. It is more meaningful
when applied to a song.

17

Activity 2
Sing the song Pilipinas Kong Mahal with appropriate
dynamics.
Follow hand gestures of the teacher, showing softness and
loudness in singing.
Pilipinas Kong Mahal
S

M
L
M

Ang bayan koy tanging ikaw

Pilipinas kong mahal
Ang puso ko at buhay man
Sa iyoy ibibigay
Tungkulin kong gagampanan
Na lagi kang paglingkuran
Ang laya moy babantayan
Pilipinas kong hirang.

Evaluation
Rubrics
KNOWLEDGE

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

18

1-Good

Lesson 7 & 8: Application of

Dynamics
Week 7 & 8
Introduction
Dynamics is one of the expressive elements of music
that deals with the softness and loudness of sound. It
gives freedom to express emotions and likewise
enhances the beauty of songs, poetry, chants, and
drama or musical stories.
Activity 1
1. Mimic animal sounds and apply proper dynamics.
bee
cow
cat
duck
carabao
dog
2. Read the poem applying varied dynamics as soft, medium,
or loud.

19

S
M

To shine at night.
Green grass grow

L
Whereer you go
M

Trees and birds

S
Sing high and low.

Remember:
Dynamics gives freedom to express emotions and it adds
beauty to songs, poetry, chants, and drama or musical
stories.

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.

20

Evaluation
Rubrics
KNOWLEDGE
3
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
3 Excellent
2 - Very good

21

1 Good

3
MAPEH
Learners Material
Unit 1

Texture and Tempo

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.

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.
Development Team of the Learners Material

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address:

Telefax:
E-mail Address:

2nd Floor Dorm G, PSC Complex

Meralco Avenue, Pasig City
Philippines 1600
(02) 634-1054, 634-1072
imcsetd@yahoo.com

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

Fourth Quarter
Lesson 1: Fastness and Slowness in
Music
Week 1
Introduction
The speed of music can be slow, moderate, or fast.
This is called tempo.

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.

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.

Activity 3
Imitate the movements of each animal mentioned in the song:
Animal

Movement

spread arms as if flying

jump

run fast in place

glide / crawl

hop

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.

Move fast
like a
kangaroo
in a
zigzag
manner.

Fly slowly
like a bird in
tiptoe, in
any
direction.

Walk slowly
like a
duck in a
straight
line.

Gallop
fast
like a
horse.

Rubrics
Skills

Very
good
4

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

Good
3

Fair
2

Need
Improvement
1

Lesson 2: Slow, Moderate, and

Fast Tempo
Week 2
Introduction:
Music can be expressed in many ways. There are
songs in music that need to be sung or played fast,
moderate, and slow. These make music interesting
and enjoyable.
Activity 1
Recite and do the actions of the chant Double, Double.
Double, Double
Double, double, this this
Double, double, that that
Double this, double that,
Double, double, this that
How to do it:

Double - close fist

This
- open palm with partner
That
- back palm with partner

Do the warm-up activity slowly at first then gradually make

the speed moderate and then fast.
Activity 2:
Sing Mga Alaga Kong Hayop using the appropriate speed for
each animal movement.
Activity 3
Recite the chant, Engine, Engine Number 9

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
Remember:
Tempo can be shown through different movements.
It can be slow, moderate, or fast.
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.
9

3.

4.

5.

Lesson 3:

Variations in Tempo

Week 3
Introduction
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.

Activity 1
Sing the song, Look at Me. Imitate the movements of the
animals mentioned in the song while singing.

10

Remember:
Tempo and dynamics set the mood and character of
a song.

11

Evaluation
Create dance steps with your group.
Group A Group B Group C -

Slow Ili- Ili TulogAnay

Fast Leron, LeronSinta
Moderate - Bahay Kubo

Lesson 4: Two-Part Round

Week 4
Introduction
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.
Activity 1
Sing the song.

Activity 2
Sing the songs Tayo ay Magsaya and Are you Sleeping,
Brother John? in unison and in two-part round.

12

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.

13

Evaluation
Rubrics

Skills

Very
good
4

Good
3

Fair
2

Needs
Improvement

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

Lesson 5: Partner Songs

Week 5
Introduction
There are songs that when put together produce
a pleasing sound. These are called partner songs.

Activity 1
Look at the pictures:

14

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?
15

Activity 2
Sing the following songs in unison and as partner songs.
Observe singing in correct pitch and rhythm.

16

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

Evaluation
Rubrics
Skills

Very
good
4

Good
3

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

17

Fair
2

Needs
Improvement
1

Lesson 6: Single and Multiple

Melodic Lines
Week 6
Introduction
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.

Activity 1
Sing the songs Its a Small World and Hes Got the Whole World
in unison and as partner song.
Here are the song charts
Song Chart No. 1

18

Song Chart No. 2

Song Chart
No. 3

Sing these songs applying correct dynamics and tempo.

Remember:

Unison - one melodic line

Round song - same melody that enters one after the other
The melody also ends one after the other.
19

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

Lesson 7: Texture in Music

Week 7
Introduction
In music, texture is used to describe the overall
quality of a sound. It can be light or heavy, thin or
thick. The kind of musical texture depends on the
number of melodic lines found in a song.

Activity 1: Sing together.

20

Activity 2
Sing Awit ng Buhay in three-part round.

21

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.

Activity 3
Group I Sing the song in unison.
Tayo ay Magsaya
Group II - Sing these as partner songs.
Hes Got the Whole World in His Hands / Its a Small World

Group III Sing the song in unison.

Awit ng Buhay

Group IV Sing these as partner songs.

Sarung Banggi / Dandansoy

22

Evaluation
Very
Good

Knowledge/Skill

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

Lesson 8: Multiple Melodic Lines

Week 8
Introduction
The more melodic lines there are in the song, the
thicker the sound it produces. Singing in rounds, duet,
partner songs and adding rhythmic accompaniment
create thicker musical sounds.
Activity 1: Draw your music.
Be ready with your paper and crayons.
Pick your favorite colors. Using different colors, draw three (3)
groups of lines.
Draw your first horizontal line on the upper portion of the
paper.
In the middle part of the paper, draw 2 horizontal lines using
two different colors.
23

At the bottom part, draw three or more horizontal lines

using different colors.
Compare the colored lines you have drawn in all parts of the
paper. Looking at the number of lines, which group is thick
and which group is thin?

Song chart # 1 Bahay Kubo in unison

How many melodic lines do you see?

24

Song chart # 2 Bahay Kubo in two voices

How many melodic lines do you see?

Song chart # 3 Bahay Kubo in two voices with rhythmic

accompaniment

25

Remember
The more melodic lines, the thicker the sound.
The less melodic lines, the thinner the sound.

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 Jose 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.

26