Music 7 Activity Sheets
Music 7 Activity Sheets
Music 7 Activity Sheets
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of Philippine festivals
and theatrical forms
B.Performance Standard: The learner performs music used in Philippine festivals and theatrical forms.
C.Learning Competency: The learner:
1. identifies musical characteristics of selected Philippine festivals and theatrical forms through
video or live performances (MU7FT-IVa-g-1);
2. narrates the origins and cultural background of selected Philippine festivals (MU7FT-IVa-d-2);
and
5. explains the distinguishing characteristics of representative Philippine festivals and theatrical
forms (MU7FT-IVa-h-5).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 112 - 138
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and YouTube
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: What does FESTIVAL mean? How about THEATER?
Terminology Definition
Festival
Theater
B.Establishing a Purpose for the Lesson: Appreciation of Philippine festivals and theatrical forms
C.Discussing New Concepts and Practicing New Skills: Read your Learning Material or Search YouTube for examples
of Philippine festivals and theatrical forms, listen/watch attentively.
D.Developing Mastery: What are examples of Philippine festival and theatrical forms?
E.Finding Practical Applications of Concepts and Skills in Daily Living: What is the cultural background of each
Philippine festival and theatrical form? Describe/characterize each.
1
F.Evaluate Learning: Fill-in the table:
Theatrical Musical Characteristics
Forms (Description / Cultural background)
Komedya /
Moro –
moro /
Arakyo
Sarsuela
Bodabil
Senakulo
Aklan Ati-atihan
Davao Kadayawan
Marinduque Moriones
Cebu Sinulog
Bicol Ibalon
Batangas Sublian
Baguio Panagbenga
Kabayan Bendian
2
G.Making Generalizations and Abstractions About the Lesson: What did I learn today?
_________________________________________
Signature Over Printed Name of Parent/Guardian
3
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 4-2 Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of Philippine festivals
and theatrical forms
B.Performance Standard: The learner performs music used in Philippine festivals and theatrical forms.
C.Learning Competency: The learner:
3. creates movements to music of a particular Philippine festival (MU7FT-Iva-d-3);
4. describe how the music contributes to the performance of the musical production (MU7FT-IVh-4).
6. describes how a specific idea or story is communicated through music in a particular Philippine musical
theater (MU7FT-Ive-h-6); and
7. sing selection/s from chosen Philippine musical theater (MU7FT-IVe-h-7).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 112 - 138
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, YouTube, speaker, &
props
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson:
1.Have you attended/participated in a Philippine festival?
2.What is it?
3.What did you felt?
B.Establishing a Purpose for the Lesson: Appreciation of Philippine festivals and theatrical forms
C.Discussing New Concepts and Practicing New Skills: Select a Philippine festival. What festival did you choose?
Describe.
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D.Developing Mastery:
1.Based on selected Philippine festival, identify performance movements or dance steps of it.
Performance Movements / Steps Description/Counts
(Script) (Repetition and Set)
E.Finding Practical Applications of Concepts and Skills in Daily Living: Video/picture group/self-performing your
selected modern/contemporary street dance concentrating on Philippine festival/theater. Post it in our
TCNHS MAPEH 7 SY 23-24 Group Chat.
_________________________________________
Signature Over Printed Name of Parent/Guardian
5
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 4-3 Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of Philippine festivals
and theatrical forms
B.Performance Standard: The learner performs music used in Philippine festivals and theatrical forms.
III.Learning Resources:
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, YouTube, speaker, &
props
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: What Philippine festival or musical theater did you select?
B.Establishing a Purpose for the Lesson: Appreciation of Philippine festivals and theatrical forms
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C.Discussing New Concepts and Practicing New Skills: What are the elements and principles of performing/theater
arts? Describe.
Theater-Performance Description/Characterization of Selected
Meaning
Elements Philippine Festival or Theatrical Form
Music/Song
Scenery/Background
Costume/Attire
Properties
Light Effects
Sound Effects
Make Up/Mask
Acting/Character
Gestures / Movements
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D.Developing Mastery: Video/picture group/self-performing your selected modern/contemporary street dance
concentrating on Philippine festival/theater. Post it in our TCNHS MAPEH 7 SY 23-24 Group Chat.
E.Finding Practical Applications of Concepts and Skills in Daily Living: Did you enjoy your Balye sa Kalye/Festival
Dance/Dance Evolution? How come?
_________________________________________
Signature Over Printed Name of Parent/Guardian
8
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 3-1 Learner Activity Sheet
I. Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from Mindanao.
B.Performance Standard: The learner performs music of Mindanao with appropriate expression and style
C.Learning Competency: The learner:
1. identify the musical characteristics of representative selections from Mindanao after listening (MU7MN-
IIIa-g-1);
2. analyzes the musical elements of some Mindanao vocal and instrumental music (MU7MN-IIIa-g-2); and
3. explains the distinguishing characteristics of representative music selections of Mindanao in relation to its
culture and geography (MU7MN-IIIa-g-3).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 88 - 109
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and YouTube
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: Search YouTube for Mindanao music/songs and
listen/watch attentively.
C.Discussing New Concepts and Practicing New Skills: What are the major places/ethnic tribes of Mindanao?
Mindanao is divided into six administrative regions: the Zamboanga Peninsula, Northern Mindanao,
the Caraga region, the Davao region, Socsksargen, and the Autonomous Region of Bangsamoro.
D.Developing Mastery:
1.What are the two major classification of music?
2.What are examples of each?
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F.Evaluate Learning: Fill-in the table:
Sa-il / Lunsey
Ya-ya
Vocal
El Galina Capituda
Tu Man
Dikker
Bayok
Mindanao
Agung
Instrumental
Gabbang
Seronggagandi
Kudyapi
Suling
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G.Making Generalizations and Abstractions About the Lesson: What did I learn today?
_________________________________________
Signature Over Printed Name of Parent/Guardian
11
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 3-2 Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from Mindanao.
B.Performance Standard: The learner performs music of Mindanao with appropriate expression and style
C.Learning Competency: The learner:
4. explore ways of producing sounds on a variety of sources similar to instruments being studied (MU7MN-
IIIb-h-4);
5. improvise simple rhythmic/melodic accompaniments to selected music from Mindanao (MU7LV-IIIc-h-5);
6. performs instruments/improvised instruments from Mindanao, alone and/or with others (MU7LV-IIIc-h-
6); and
10. evaluates music selections and music performances applying knowledge of musical elements and style
(MU7LV-IIIb-h-10).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 88 - 109
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, musical instrument, and
YouTube
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: Search YouTube or ask your elder/s on how to play
musical instruments of Mindanao.
C.Discussing New Concepts and Practicing New Skills: What are the Mindanao music instruments?
E.Finding Practical Applications of Concepts and Skills in Daily Living: Where are such Mindanao music instruments
found?
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F.Evaluate Learning: Fill-in the table:
Classification
(Aerophone, Idiophone, Origin
Mindanao Music Instruments
Membranophone, Chordophone, (Community)
or Zylophone)
Western Mindanao
Kulintang Idiophone (Maguindanao &
Maranao)
Kulintangan /
Kwintangan
Tahunggo / Salmagi /
Blowon Salmagi /
Agung
Gabbang
Seronggagandi
Kudyapi
Suling
G.Making Generalizations and Abstractions About the Lesson: What did I learn today?
_________________________________________
Signature Over Printed Name of Parent/Guardian
13
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 3-3 Learner Activity Sheet
Name: ___________________________ Grade and Section: ___________ Date: February 12, 2024
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from Mindanao.
B.Performance Standard: The learner performs music of Mindanao with appropriate expression and style
III.Learning Resources:
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and Likhawitan
IV.Procedure:
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Additional Activities for Application or Remediation:Activity: Taking into consideration your performance, answer
the following:
1.What is the title of your Likhawitan? Describe.
2.What is the Mindanao music elements and principles incorporated in your likhawitan? How is your song
sung?
3.What external (foreign) and internal (indigenous) influences are reflected in your performance? Why did
you choose such song?
_________________________________________
Signature Over Printed Name of Parent/Guardian
15
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 2-1 Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from the highlands of Luzon, Mindoro, Palawan, and the Visayas .
B.Performance Standard: The learner performs instrumental music of Cordillera, Mindoro, Palawan and the Visayas
in appropriate style.
C.Learning Competency: The learner:
1. identify the musical characteristics of representative selections of Cordillera, Mindoro, Palawan and of the
Visayas after listening (MU7LV-IIa-f-1);
2. analyzes the musical elements of some vocal and instrumental selections from the Cordillera, Mindoro,
Palawan and of the Visayas (MU7LV-IIa-f-2); and
3. explains the distinguishing characteristics of representative music from the Cordillera, Mindoro, Palawan
and of the Visayas in relation to its culture and geography (MU7LV-IIb-f-3).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 58 - 84
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Activity Sheet, and YouTube
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: Music 7 - Quarter 2 concentrates on Cordillera, Mindoro,
Palawan and Visayas music.
1.What are the major ethnic tribes in such places?
2.What are the 2 major forms of music?
B.Establishing a Purpose for the Lesson: Appreciation of the music of Cordillera, Mindoro, Palawan, and Visayas
C.Discussing New Concepts and Practicing New Skills: What are examples of vocal and instrumental music of each
ethnic tribe of Cordillera, Mindoro, Palawan, and Visayas?
E.Finding Practical Applications of Concepts and Skills in Daily Living: How was the Musical Elements (Timbre,
Tempo, Singing Style, Melody, Meter, Texture, Mood) used?
Langan bata-bata
Tarasul
Marayaw
Vocal Pamuybuyen
Ambahan
Mindoroan
Kudyapi
Instrumental Gitgit
(Hanunuo) Kalutang
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Kulial
Vocal Tultul
Lantege
Palawanon
(Tagbanua)
Bagit
Gabbang
Instrumental
Suling
Pagang
Kusyapi
Matud Nila
Rosas Pandan
Condansoy
Si Pelimon
Usahay
Binanog
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G.Making Generalizations and Abstractions About the Lesson: What did I learn today?
I learned today that there are music/songs of places/people, aside from where I live, worth listening to and
emulating its kind.
_________________________________________
Signature Over Printed Name of Parent/Guardian
19
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 2-2 Learner Activity Sheet
Name: ___________________________ Grade and Section: ___________ Date: November 13, 2023
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from the highlands of Luzon, Mindoro, Palawan, and the Visayas .
B.Performance Standard: The learner performs instrumental music of Cordillera, Mindoro, Palawan and the Visayas
in appropriate style.
C.Learning Competency: The learner:
4.explore ways of producing sounds on a variety of sources similar to instruments being studied (MU7LV-IIb-
g-4);
5. improvise simple rhythmic/melodic accompaniments to selected music from the Cordillera, Mindoro,
Palawan and of the Visayas (MU7LV-IIb-g-5);
6. performs instruments/improvised instruments from Cordillera, Mindoro, Palawan and of the Visayas,
alone and/or with others (MU7LV-IIb-g-6); and
10. evaluate music and music performances applying knowledge of musical elements and style (MU7LV-IIc-
h-10).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 58 - 84
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Log, YouTube, and musical instrument/s
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: To further your understanding on Cordillera, Mindoro,
Palawan and Visayas music, search YouTube or ask your elder/s on how to play musical instruments of
identified places.
B.Establishing a Purpose for the Lesson: Appreciation of the music of Cordillera, Mindoro, Palawan, and Visayas
C.Discussing New Concepts and Practicing New Skills: What are some musical instruments of each ethnic tribe of
Cordillera, Mindoro, Palawan, and Visayas?
E.Finding Practical Applications of Concepts and Skills in Daily Living: How are such musical instrument
played/sounded?
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Gitgit
Kalutang
Kusyapi
Basal
Agung
Pagang
Gimbal
Suling
Barabak
Sanang
Guitar
Banduria
Gabbang
G.Making Generalizations and Abstractions About the Lesson: What did I learn today?
H.Additional Activities for Application or Remediation: Chose one musical instrument from the above mentioned
and using ready-available, indigent or recycled musical instruments/materials, mimic the instrumentation
being studied. Practice, alone or by group, then capture through video. Post final output to our TCNHS
MAPEH 7 SY 23-24 Group Chat. Do not forget to identify who will be evaluated. You will be graded/scored
according to:
_________________________________________
Signature Over Printed Name of Parent/Guardian
21
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 2-3 Learner Activity Sheet
Name: ___________________________ Grade and Section: ___________ Date: November 16, 2023
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music
from the highlands of Luzon, Mindoro, Palawan, and the Visayas .
B.Performance Standard: The learner performs instrumental music of Cordillera, Mindoro, Palawan and the Visayas
in appropriate style.
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 58 - 84
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat, Learner Log, YouTube, and musical instrument/s
Additional Activities for Application or Remediation:Activity: Taking into consideration your performance, answer
the following:
1.What is the title of your Likhawitan? Describe.
22
2.What is the (Cordillera, Mindoro, Palawan, and Visayas) music elements and principles incorporated in
your likhawitan?
3.What external (foreign) and internal (indigenous) influences are reflected in your performance?
_________________________________________
Signature Over Printed Name of Parent/Guardian
23
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-1 Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C.Learning Competency: The learner sing and conduct Flag Raising Ceremony songs and pledges.
III.Learning Resources:
A.Learner’s Material:
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-24 Group Chat and YouTube
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: What are the activities, songs and pledges being done during FRC?
B.Establishing a Purpose for the Lesson: FRC familiarization and active participation
C.Discussing New Concepts and Practicing New Skills: How is FRC done?
D.Developing Mastery: How are the FRC songs and pledges conducted?
E.Finding Practical Applications of Concepts and Skills in Daily Living: How can you lead during FRC?
F.Making Generalizations and Abstractions About the Lesson: What should you do during FRC?
G.Evaluate Learning:
1.Download and have your own copy/print FRC songs and pledges.
2.Attach herewith your printed/own copy of the FRC songs and pledges.
3.Video yourself/group singing and conducting an FRC song or pledge.
4.Send/post to/in our GC.
________________________________________
Signature Over Printed Name of Parent/Guardian
24
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-2 Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C.Learning Competency: The learner:
1identifies the musical characteristics of representative music selections from the lowlands of Luzon after
listening (MU7LU-Ia-1);
2. analyzes the musical elements of some lowland vocal and instrumental selections (MU7LU-Ia-2); and
3. explains the distinguishing characteristics of representative Philippine music selections from Luzon in
relation to its culture and geography (MU7LU-Ib-3).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7 pages 4 - 54
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-23 Group Chat and YouTube
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson: What are the FRC songs & pledges? How is it conducted?
B.Establishing a Purpose for the Lesson: Music of the lowlands of Luzon appreciation.
C.Discussing New Concepts and Practicing New Skills: What are the major ethnicity/places in Luzon?
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E.Finding Practical Applications of Concepts and Skills in Daily Living: What are some examples of vocal and instrumental music
of each ethnicity/place (Ilocano, Tagalog, Kapampangan, Igorot, and Bicolano) of Luzon? State/identify 1 each.
F.Making Generalizations and Abstractions About the Lesson: What have I learned today?
G.Evaluate Learning: Learner’s Log: Include this Activity Sheet in your Portfolio.
_________________________________________
Signature Over Printed Name of Parent/Guardian
26
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-3A Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and
style.
C.Learning Competency: The learner:
1. identifies the musical characteristics of representative music selections from the lowlands of Luzon after
listening (MU7LU-Ia-1);
2. analyzes the musical elements of some lowland vocal and instrumental selections (MU7LU-Ia-2); and
3. explains the distinguishing characteristics of representative Philippine music selections from Luzon in
relation to its culture and geography (MU7LU-Ib-3).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7, pages 4 - 54
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-23 Group Chat, YouTube, & electronic keyboard
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson:
1.What are some of the ethnicity/places of Luzon?
2.What are some of the music of the lowlands of Luzon?
3.What are the classification of music of the lowlands of Luzon?
B.Establishing a Purpose for the Lesson: Music of the lowlands of Luzon appreciation.
C.Discussing New Concepts and Practicing New Skills: How can music be described?
27
D.Developing Mastery: What are the Elements of Music? Describe each.
G.Evaluate Learning:
1.Learner’s Log: Include this Activity Sheet in your Portfolio.
2.Sing selected music. Video yourself/group. Sent/post in our GC
Rubrics: Lyrics (Relevance to the content) 25%
Music (Arrangement and melody) 25%
Originality/Participation 15%
Vocal quality 20%
Showmanship (Stage presence and interpretation) 15%
_________________________________________
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Signature Over Printed Name of Parent/Guardian
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-3B Learner Activity Sheet
Harana
Singing Style / Form / Devotional
Melody Art Song
Polka sa Nayon
2-2
2-4
Meter / Rhythm / Beat
3-4
4-4
Heterophonic
Texture
Homophonic
Happy
Mood / Mode
Sad
_________________________________________
29
Signature Over Printed Name of Parent/Guardian
Tuba Central National High School Music 7
Poblacion, Tuba, Benguet Quarter 1-4 Learner Activity Sheet
I.Objectives:
A.Content Standard: The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B.Performance Standard: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C.Learning Competency: The learner:
1.explore ways of producing sounds on a variety of sources similar to instruments being studied (MU7LU-Ib-
f-4);
2.improvise simple rhythmic/melodic accompaniments to selected music from the lowlands of Luzon
(MU7LU-Ic-f-5);
3.performs instruments/improvised instruments from Luzon lowlands (MU7LU-Ig-h-6); and
4.evaluate music and music performances applying knowledge of musical elements and styles (MU7LU-Ic-h-
10).
III.Learning Resources:
A.Learner’s Material: Music and Arts 7 pages 4 - 54
B.Other Learning Resources: TCNHS MAPEH 7 SY 23-23 Group Chat, YouTube, and gangsa ensemble
IV.Procedure:
A.Review Previous Lesson or Presenting the New Lesson:
1.What are some music of the lowlands of Luzon?
2.Did you enjoy singing-listening to it?
B.Establishing a Purpose for the Lesson: Music of the lowlands of Luzon appreciation.
C.Discussing New Concepts and Practicing New Skills: How can music instruments be classified?
D.Developing Mastery: What are examples of Aerophone, Idiophone/Zylophone/Percussion, Membranophone, Chordophone, &
Electrophone?
30
E.Finding Practical Applications of Concepts and Skills in Daily Living:
1. What is a gangsa ensemble?
2.How is it played?
Beat 1 (Solibao): Ka- lim - pa - tong (1n2n)
Beat 2 (Gimbal): Ba - ka (1-2)
Beat 3 (Palas): Tik - tik (1-2)
Te - nge - lem ta tag - ba - tek (1ana 2anƺ)
Beat 4 (Pinsak): Pa - lit e ngol - ngol (1n 2anƺ)
Ta - nek e ta - nek (1n 2anƺ)
Beat 5 (Kalsa/gangsa): Pi - lak (1-2, 1-2, 1ana 2ana)
No - not (1-2, 1-2, 1n2ƺ)
F.Making Generalizations and Abstractions About the Lesson: What have I learned today?
G.Evaluate Learning:
1.Learner’s Log: Include this Activity Sheet in your Portfolio.
2.Play an instrument of the gangsa ensemble. Video yourself/group. Send/post in our GC
Rubrics: Music (Arrangement and melody) (25%)
Originality/Group participation (25%)
Harmony (25%)
Showmanship (Stage presence and interpretation) (25%)
_________________________________________
31
Signature Over Printed Name of Parent/Guardian
32