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Music
First Quarter – Module 3:
Conducting Gestures in Time
Signatures of 2/4, 3/4, 4/4, and 6/8
MAPEH (MUSIC)– Grade Six
Alternative Delivery Mode
Quarter 1 – Module 3: Conducting Gestures in Time Signatures of 2/4, 3/4, 4/4 and 6/8
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team
Author: Cinday M. Toquero
Editor: Jodilmary C. Montemayor/Emilia M. Baydal
Reviewers: Emilia M. Baydal
Illustrator: Leo Bill N. Paglinawan
Layout Artist: Leo Bill N. Paglinawan
Management Team: Arden D. Monisit
Nonale Q. Resoor
Susan T. Balbuena
Romil Victor A. Villahermosa

Printed in the Philippines by: Department of Education Region VII, Central Visayas
Division of Guihulngan City

Office Address: Osmeña Avenue, Poblacion, Guihulngan City,

Negros Oriental, Philippines, 6214
Telefax: (035)410-4069/ (035)410-4066
E-mail Address: guihulngan.city@deped.gov.ph
 6
Music
First Quarter – Module 3:
Conducting Gestures in Time
Signatures of 2/4, 3/4, 4/4 and 6/8

Introduction
 This module, MAPEH 6 (MUSIC) covers the development of the learners’ skill to
demonstrate the Conducting Gestures in Time Signatures of 2/4, 3/4, 4/4 and 6/8 as
designed in the Most Essential Learning Competency (MELC) for the particular quarter
specifically in the first quarter.

Most of the topics are simplified and illustrated in easy musical terms and figures to
be easily understood. Simple exercises, review, and sample lessons are also incorporated
to enhance the learners’ comprehension regarding the lesson.
As the learners go through the activities, the development team ensures that the
learners will find enjoyment as they express themselves in music experiences.

This module has parts and icons that you need to know.

What I Need to Know In this part, you will be able to know the
things that you will learn in this module.
What I Know This is a test given to you to check how far
you know about the lesson to take. If you
get 100%, skip the module, if 50% - 99%
proceed with module
This connects the current lesson with the
What’s In previously learned lesson through review
test or exercises.

This introduces the new lesson through a

What’s New story, a poem, song, situation, or an
activity.

Discussion of the activity that will help you

What is It discover and understand the concept that
lead to formative assessment.

Guided and independent activities that will

What’s More enforce the lesson learned will be
presented in this part.

It contains questions or fill in the blanks

What I Have Learned sentence / paragraph to process what you
have learned from the lesson.

What I Can Do An activity will be given that shall transfer

your skills, knowledge gained or learned
into real – life situations.
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 Assessment This evaluates the level of mastery in
achieving the learning objectives.

In this part, you will be given an activity to

reinforce learning.

Additional Activities

Answer Key It contains all the correct answers in the

activities of this module.

To get the most out of this module, please be reminded of the following instructions:
1. Several learners will be using this module, so please handle this with care and do all
your work in separate sheets of paper in answering questions.
2. Read and carefully understand the instruction before answering any activity.
3. “Honesty is the Best Policy.” So, answer activity with honesty.
4. Answer the Pre-Assessment first before working on the activities. Then, perform and
answer all the activities before going to the next page.
5. As you work on the exercises, try to relate them to the objectives of this module. What
skill or strategy does the activity develop?
6. Go over the Answer Key at the back portion and pay attention to the items you missed
after each activity. Learn from your mistakes.
7. After working on all activities, take the Post Assessment then, return this module
afterwards.

If you find it hard to answer the activities, do not hesitate to ask assistance from
your teacher, parents, guardians, or anybody from your household who can assist you
to perform/answer the activities. Always bear in mind that you are not alone.
We are hoping that this module can help you learn and have a deep
understanding on the lesson. You can do it!

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 What I Need to Know

This module was designed and written to help you demonstrate understanding the
importance of conducting gestures in time signatures of 2/4,3/4, 4/4, and 6/8.

The module is divided into three parts, namely:

• Part 1 - Introduction to Conducting
• Part 2 - Beat Patterns: 2/4,3/4, 4/4, 6/8
• Part 3 – Conducting Posture and Three Parts of Conducting Gestures

After going through this module, the learners are expected to:
1. learn the definition of conducting
2. identify the beat patterns
3. demonstrate the proper conducting posture
4. cite the three parts of conducting gestures
5. demonstrate the conducting gesture in time signatures using the given songs in
the exercises

What I Know
Give the beat for each pattern:

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 What’s In

Time Signatures
a. 2/4 = two beats per measure; the unit of measurement is a quarter note, which
gets one beat.

b. 3/4 = three beats per measure; the unit of measurement is a quarter note, which
gets one beat.

c. 4/4 = four beats per measure; the unit of measurement is a quarter note, which
gets one beat.

d. 6/8 = conducted in "2" but the unit of measurement is an eighth note, which gets
one beat.

Lesson 3
Conducting Gestures in Time
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 Signatures of 2/4, 3/4, 4/4
and 6/8
Music conductors help people sing together. They do this by showing the beat
of a song through arm movements that follow certain patterns.
Conductors show the beat of a song through arm movements that follow
certain patterns. These are called conducting gestures or conducting patterns. We
see conductors in church choirs, school choirs, marching bands, and in a concert
orchestra.

What’s New

Study the illustrations below.

What mystery word through the clues that the pictures reveal?

What is It

A. Conducting is the art of directing a musical performance, such as a concert, by

way of visible gestures with the hands, arms, face, and head. The primary duties
of the conductor are:

a. to unify performers
b. to set the tempo
c. to execute clear preparations and beats (meter)
d. to listen critically and shape the sound of the ensemble.

Communication is non-verbal during a3performance however the conductor can give

verbal directions as to how the music should be played or sung during rehearsals.
 Conductors act as guides to the orchestras and/or choirs they conduct. Orchestras,
choirs, concert bands and gatherings such as flag ceremonies are usually led by
conductors.

B. 2/4 & 6/8

2/4 is two beats per measure; the unit of measurement is a quarter note,
which gets one beat. And 6/8 is conducted in "2" but the unit of measurement is an
eighth note, which gets one beat.

Examples of duple meter are 2/4, 2/2, or fast 6/8 time. A conductor would
sweep out a J-shaped arc to conduct duple meter:

When conducting slow 6/8 time, the conductor will sweep out an upside-
down T, bouncing along the bottom to each beat.

3/4

3/4 is three beats per measure; the unit of measurement is a quarter note,
which gets one beat.
Examples of triple meter are 3/4 or 3/2. A conductor would sweep out a
triangular arc to conduct triple meters:

4/4

4
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 4/4 is four beats per measure; the unit of measurement is a quarter note, which
gets one beat.

An abbreviation for 4/4 is the large C found in some works; this stands for
"Common Time". A derivative of Common Time is "Cut Time" which is the C with a line
drawn through it vertically. Cut time is a faster 4/4 and while one still counts 1-2-3-4 the
actual subdivision is in "2" and cut time is conducted in "2". May also be written as 2/2.
Example of quadruple meter are 4/4, 4/2, or 4/8. A conductor would sweep
out an upside-down T shape to conduct quadruple meter.

C. The posture of a conductor is just

as important as the posture of a
singer. It should not be ramrod
stiff, nor should it be so loose that
the gestures have no energy. The
conductor should adopt a position
of alertness that is inspired by
energy but is not muscle-bound.
The feet of the conductor should
be separated, the heels
approximately six to eight inches
apart. The knees should be
flexible, not stiff. The weight
should be distributed evenly on
the balls of the feet. The conductor
should lean slightly towards the
choir. (The upper part of the body
should be carried high.) The head
should be held slightly in front of
the shoulders, but without
assuming a hunched position.

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 The arms are the part of the body with which beginning conductors are most
concerned. The body posture must be such that the arms can operate freely and most
naturally. The conducting plane (the level at which the arms operate) will vary
depending upon the ensemble's size, its position from the conductor, and upon the
conductor himself. The median of the conducting plane should normally be just below
the height of the shoulder. Only in extreme instances should any beats go below the
waist. Very few beats will rise above the head, except that the top of the last beat of a
measure will, on occasion, go almost above the head.

PARTS OF CONDUCTING GESTURES:

There are three parts to each beat in a conducting gesture:

1) Preparation = the swing going into the ictus

2) Ictus = the point at which you change direction (the precise moment where the
beat occurs, where the choir sings the note)

3) Rebound = the swing coming out of the ictus. It tells you how to sing the music.
For instance, a strong, snappy rebound would indicate that you sing something
accented and marcato. A smooth and pulled rebound would indicate that you sing
legato

What’s More

Activity 1:

A. Using your own words, define the following terms found below.

a. Conducting:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________________________________________.

b. Conductor:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________________________.

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 Activity 2:

A. Write in the box the correct numerical sequence in conducting for each beat pattern.

Activity 3:

A. Cite the three parts of each beat in a conducting gesture and define each part.

1. _____________________ =

2. ___________________ =

3. ___________________ =

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 What I Have Learned

A. Conducting is the art of directing a musical performance, such as a concert, by way

of visible gestures with the hands, arms, face and head. And conductors act as
guides to the orchestras and/or choirs they conduct.

B. Conducting the Basic Beat Patterns

• When conducting 2/4, 2/2, or fast 6/8 time, the conductor would sweep out a
J-shaped arc to conduct duple meter.

• When conducting slow 6/8 time, the conductor will sweep out an upside-down T,
bouncing along the bottom to each beat.

• When conducting 3/4 or 3/2 time, the conductor would sweep out a triangular arc
to conduct triple meters.

• When conducting 4/4, 4/2, or 4/8, the conductor would sweep out an upside-
down T shape to conduct quadruple meter.

C. The posture of a conductor is just as important as the posture of a singer. It should

not be ramrod stiff, nor should it be so loose that the gestures have no energy.

D. Three parts to each beat in a conducting gesture: 1) Preparation, 2) Ictus, and 3)

Rebound.

What I Can Do

Demonstrate on your own or with the help of your parent/guardian the conducting
gestures in Time Signatures of 2/4, 3/4, 4/4, and 6/8 as you follow the pattern shown below.
Upon conducting, kindly apply the principles of conducting posture.

2/4 3/4

8
 6/8
4/4

Assessment

Demonstrate the conducting gesture in time signature of 4/4 as used in the

“Leron, Leron Sinta”. Upon conducting, kindly apply the principles of
conducting posture.

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 Additional Activities

Demonstrate the conducting gesture in time signature of 2/4 as used in the National
Anthem, “Lupang Hinirang”. Upon conducting, kindly apply the principles of
conducting posture.

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ASSESSMENT FOR LESSON 1:
Using your own words, define the following terms found below.
: a. Conducting Conducting is the art of directing a musical
performance, such as a concert, by way of visible gestures with
the hands, arms, face, and head.
b. Conductor: Conductors act as guides to the orchestras and/or
choirs they conduct.
4/4 6/8
2/4 3/4
WHAT I KNOW
Give the beat for each pattern:
Key Answers
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ASSESSMENT FOR LESSON 3:
Cite the three parts of each beat in a conducting gesture and define each part.
1. Preparation: swing going into the ictus
2. Ictus: point at which you change direction (the precise moment where the beat
occurs, where the choir sings the note)
3. Rebound: the swing coming out of the ictus and tells you how to sing the music
ASSESSMENT FOR LESSON 2:
B. Write in the box the correct numerical sequence in conducting for each beat pattern
 References

Kennedy, M. & Bourne Kennedy, J. (2007). Conducting. Oxford Concise Dictionary of

Music (Fifth ed.). Oxford University Press, Oxford. ISBN 9780199203833.

Holden, R. (2003). The technique of conducting. In Bowen, José Antonio (ed.). The
Cambridge Companion to Conducting. Cambridge: Cambridge University Press.
ISBN 0521-52791-0.

Pascual, M., Reyes, I., Garcia, M., & Artuz, M. (2016). Enjoying Life Through Music,
Arts, Physical Education, and Health. Phoenix Publishing House Inc.

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For inquiries or feedback, please write or call:

Department of Education – Region VII, Central Visayas

Division of Guihulngan City

Osmeña Ave., Poblacion, Guihulngan City

Telefax: (035)410-4069/ (035) 410-4006

Email Address: guihulngan.city@deped.gov.ph