Teacher: LYKA S.

GONZALES
Subject: MUSIC (GRADE 7)

PERIOD June 25 and July 02, 2018/ 2 sessions

Music of Luzon: Lowland Luzon

CONTENT
CONTENT
STANDARDS The learner demonstrates understanding of the musical characteristics of
representative music from the lowlands of Luzon

PERFORMANCE The learner performs music of the lowlands with appropriate pitch,
STANDARDS rhythm, expression and style.

VALUE FOCUS Students give love and respect to the music of Lowland Luzon. How it
affect to the lives of everyone.
LEARNING Laptop/Projector, Speaker, Pictures, Music, Video, MAPEH 7
MATERIALS
COMPETENCIES PROCEDURE
LEARNING TARGETS

I CAN…
 identify the musical characteristics of lowlands Luzon
 analysed the musical elements of lowland Luzon
 explain the distinguishing characteristics of representative
Philippine music selection from Luzon in relation to history and
culture
 sing folk songs from lowland Luzon
 create appropriate movements or gestures to accompany the song

EXPLORE

Analyzed the relationship
of functions of Philippine
music from the lives of the
people.
ESSENTIAL QUESTION:
The students will answer the following questions:
1. What is the impact of music in the society?
2. Why are they singing the said songs?
ENERGIZER
Teacher provide a music video. One example of folk song and other is
Harana.

Folk song
 Harana

HOOK ACTIVITY
Activity 1: Jumbled Words!
Arrange words to form a sentence that addresses our lesson today

Activity 2: Audio Time!

Analysed the musical Students listen to “Magtanim ay Di Biro”.
elements of lowland (Teacher will play the said song)
Luzon
Follow Up questions:
 What is the song all about?
 What they you feel when you hear the song?
 What elements of music stand out that give the song its character?

FIRM-UP

Students discuss the Activity 3: Group Disscussion

background of the Students will be divided into 4 group. Each group will discuss the
following FOLK following. Choose representative to discuss it in front.
SONGS:
a. Harana Group 1: Harana
b. Balitaw  Discuss the concept of harana to the class
c. Kumintang  Discuss the song used in harana, “O Ilaw”. What the song
d. kundiman expresses to its listeners.
 Discuss the four stages of harana

Group 2: Balitaw
  Discuss balitaw.
 Discuss what makes balitaw differrent form the usual love song.
 Listen to the balitaw example entitled “dalaga’t binata” composed
by Juan Silos Jr. and sung by Sylvia La torre. What is your views?

Group 3: Kumintang
 Discuss the background of kumintang
 Point out the different of kumintang from the art song kundiman
 Listen to buencaminos “prinsesa de kumintang” and discuss the
lyrics of the song

Group 4: Kundiman
 Discuss the kundiman part
 Let the students read and recite the lyrics of kundiman song
 Listen to the song presented in Activity 4

DEEPEN

Explain the
distinguishing
characteristics of
representative Philippine
music selection from
Luzon in relation to
history and culture
Activity 4: Decode
Students will answer the following question:
1. From the previous discussion, which type of song appeals to you
the most? Why?
2. What is the relevance of the different types of folk songs in the
community?
3. How does music contribute to the enrichment of culture, whether
local or national scope?

TRANSFER

Activity 5: Perform It!

PERFORMANCE TASK
With the same group. Each group assign a folk song. It may be the
examples given in the textbook or any other folk song in the region where
Sing folk songs from you are. Put some actions or movements appropriate to the song. Present
lowland Luzon each group to the whole class.

Create appropriate
movements or gestures You are guided with the RUBRICS BELOW:
to accompany the COMPREHENSION
MEMORIZATION
FOCUS
CHARACTERIZATION
VOCAL DELIVERY
PHYSICAL DELIVERY
ENERGY
OVERALL PERFORMANCE
ASSIGNMENT Answer it on your notebook.
What is sacred music?

Checked by:

Date: