Module 2: (EXPLORING MUSIC of MINDANAO)

Republic of the Philippines Department of Education Regional Office IX, Zamboanga Peninsula

MUSIC Quarter 3 – Module 2: (EXPLORING MUSIC OF MINDANAO)

Name of Learner: ______Grade & Section: ______Name of School: ______What I Need To Know

Good day learners! We’re glad you finish your module 1 on time. Now we want you to proceed to the next level. Are you guys ready? Great! We know that you can finish it again on time with good results. Let’s get it on.

In this module, you are expected to attain the following MELCS: 1. improvises simple rhythmic/melodic accompaniments to selected music from Mindanao; (MU7LV-IIIb-h-5) 2. perform music from Mindanao with own accompaniment;(MU7LV- IIIc-h-6) 3. evaluates music selections and music performances using rubrics on musical elements and style. (MU7LV-IIIb-h-10

What I know

Activity title: Name me please! Directions: Name the different instruments of Mindanao below then identify whether it is Islamic or Non-Islamic instruments. Write your answers on the space provided.

Gabbang Kulintang

Suling Bamboo Ensemble

Kudyapi Agung Seronggagandi 1.

https://mikehayes77.tripod.com/p2africa/flutes.jpg ______

https://www.philippinegenerations.org/wp-content/uploads/2009/08/kulintang1.jpg ______

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcR9tOxxY03wvVYtXrPbgEe2c3n52nDcISWvMA&usqp=CAU

______4.

https://www.kipas.nl/Instruments/JPG/Gabbang5.JPG

______

http://3.bp.blogspot.com/-30mLyBHyMZQ/T2pnclmNmNI/AAAAAAAAAAc/OfO2TUDgaDA/s1600/Suling.jpg

______

https://i.pinimg.com/564x/e4/4a/e6/e44ae648f6abd1bc1fe2aa50ecf2a9a5.jpg

______7.

https://www.kipas.nl/Instruments/JPG/Serongg1.jpg

______

What’s In Directions: Name a local song from your place ( song that is really familiar to you ). Complete the concept map by writing what you know about your local vocal music in the boxes below.

Texture Melody

Rhythm Dynamics

What’s New

Mindanao’s Islamic communities cover different forms and stylistic differences that exist in rendering these forms.

Activity

Directions: This time, watch and listen to the musical example. Try to focus on the musical elements as you listen to the vocal tone, melodic lines, and rhythm of the song, texture, and form. Describe how the instruments were used to achieve the same effect as to how “functional” music was used during the olden times in relation to his/her social gatherings/rituals as well as how they described his/her unique tradition.

WOW Mindanao https://www.youtube.com/watch?v=WwNWgBibWoA

1. Vocal tones ______

2. Rhythm

______

3. Texture ______

4. Form ______

5. Impact of instrument used in video

______

What Is It

The Rich Culture of the Music of Mindanao

https://blog.palabas.org/content/images/2017/08/cover10.png The musical practices of Mindanao reflect separate Islamic and non-islamic cultural traditions. Story of socio-cultural relations and others influences outside these communities gave birth to the distinctiveness of his/her characters.

https://i.pinimg.com/originals/07/4b/f0/074bf02441d861e6dcb35cc9855a08bd.jpg

https://photos1.blogger.com/blogger/4507/549/1600/Dabakan%2006.jpg

https://images.summitmedia-digital.com/esquiremagph/images/2020/03/13/Pre-Colonial-Mindanao-Culture-02.jpg http://www.seasite.niu.edu/Tagalog/Mindanao_Culture/mindamusician_excom78.jpg

We have the chants and lullabies under vocal music; the richness of his/her kulintang and bamboo ensemble, the popular solo instruments like the kudyapi, all of which are strongly influenced by Islam and its traditions. Then we have the traditions of the Christians, which now has a very wide range of ancient and modern Catholic/church music, and those Non-Christians / non-Muslims group’, the Lumad’s folk songs. What’s More

Activity 1 Activity title: View and Listen! Directions: Watch the youtube link stated below and evaluate its performance using the given rubrics. After evaluating the performance, make a simple comparison on the music of Cordillera and music of Mindanao. Write your answers on the space provided.

“Sanlibutan” by: Ang Grupong Pendong https://www.youtube.com/watch?v=I9O2GdUsAgMDocument4

CATEGORY 4 3 2 1 SCORE

Rhythm The beat is The beat is The beat is The beat is secure and secure and somewhat usually the rhythms the rhythms erratic. Some erratic and are accurate are mostly rhythms are rhythms are for the scales accurate. accurate. seldom being sung. There are a Frequent or accurate few duration repeated detracting errors. But duration significantly these do not errors. from the detract from Rhythm overall the overall problems performance. performance. occasionally detract from the overall performance. Pitch Virtually no An Some Very few errors. Pitch occasional accurate accurate or is very isolated pitches, but secure accurate. error, but there are pitches. most of the frequent time pitch is and/or accurate and repeated secure. errors. Dynamics Dynamic Dynamic Dynamic Attention to levels are levels are levels dynamic obvious, typically fluctuate but levels is not consistent, accurate and can be obvious. and an consistent. discerned. accurate interpretation of the style of music being sung. Expression Performs Typically Sometimes Rarely and Style with a performs performs demonstrates creative with nuance with nuance expression nuance and and style and style and style. style in that is that is Just plays response to indicated in indicated in the notes. the score and the score or the score or limited which is which is coaching. suggested by suggested by instructor or instructor or peer. peer. Tone Tone is Tone is Tone is often The tone is Quality consistently focused, focused, often not focused, clear and clear and focused, clear, and centered centered, but clear or centered through the sometimes centered throughout normal the tone is regardless of the range of singing uncontrolled the range, the voice. range. in the significantly Extremes in normal detracting range singing from the sometimes range. overall cause tone Extremes in performance. to be less range are controlled. usually Tone quality uncontrolled. typically Occasionally does not the tone Music of Cordillera detract frMoumsicqoufaMlitiyndanao the detracts performance. from overall performance.

What I Have Learned I have learned that ______

______

What I Can Do

Designing an instrument Substitute Directions: design an instrument substitute to create your own accompaniment. Make use of the available materials at home. Please don’t forget to follow the rubrics for you to be guided.

https://diyinspired.com/wp-content/uploads/2015/10/DIY-Instruments-Recycled-Craft.jpg

Rubrics for designing an instrument substitute

4 3 2 1 SCORE CATEGORY Above Meets Approaches Below Standards standards standards standards Construction Appropriate Appropriate Most of the Construction materials materials materials construction materials were were selected were selected materials were not and creatively appropriate, appropriate for modified in but 1-2 were the purpose ways that not made them even better for the purpose Quality of The The The Pieces are Construction instrument instrument instrument is missing of shows shows neatly failing off. considerable considerable constructed Seems attention. It is attention to but is fragile “slapped sturdy, neat construction. and will together” in a and will stand It is probably not hurry. up to repeat reasonably stand up to playing over a sturdy and being played period of time. neat and will more than stand up to once. being played more than once. Demonstration Presenter Instrument is Instrument is Instrument is speaks loudly shown to shown to class shown to class and clearly. class and its and its use and is named. Instrument is use demonstrated. The student visible to demonstrated. The cannot class and its The instrument is describe the use instrument is named and process used demonstrated. named and the presenter to make it or The the process describes a not instrument is for making it few of the demonstrate. named and is described steps making the process clearly. It was it. for making it hard to hear is described the presenter. clearly. Time and Time was Time was Time was not Time was not Effort used wisely. used wisely. always used used wisely Much time Time and wisely. and the and effort effort went student put in went into into planning, no additional planning, design, and effort. design, and construction. construction. Student could The student have put in clearly worked more time at home. and effort at home. Written Plan Steps and Steps and Steps and Plan was materials materials materials were seriously were outlined were outlined outlined in a incomplete or in a fashion in a fashion fashion but not sequential. that could be that could be had 1-2 gaps followed by followed by that require anyone anyone explanation. without without additional additional explanations. explanations. No family Some family member help member help was needed to was needed to accomplish accomplish this. this.

Assessment

Directions: Write a short reflection about your own experiences in accomplishing the activities given in this module. The rubrics below will guide you in writing your reflection.

Category Points 5 4 3 2 1 Sco re Organization Information is Information Information The Information very is organized is organized information is not only organized with well- but appears to disorganized with well- constructed paragraphs disorganize but constructed paragraphs are not well- information inaccurate. paragraphs, and constructed is suspect use of information and to being subheadings, is factual information correct and and and correct. is factual. factual. information is factual and correct. Quality of Information Information Information Information Information Information clearly relates clearly clearly has to do has nothing to the main relates to relates to with the to do with topic. It the main the main main topic. the main includes topic. It topic. No topic. several provides 1-2 details supporting supporting and/or details and/or details examples or examples. and/or given. examples.

Mechanics No Almost no A few Many Way too grammatical, grammatical grammatical grammatical many for a spelling or , spelling, or , spelling, or , spelling, or student punctuation punctuation punctuation punctuation getting ready errors. errors. errors. errors. to enter the health education field

Sources All sources All sources All sources Some Too many are accurately are are sources are sources are documented accurately accurately not not in the desired documented documented accurately documented format but a few but many documented accurately are not in are not in and there is the desired the desired not a format format format. used. ______

Answer Key:

1. Bamboo Ensemble 2. Kulintang 3. Agung 4. Gabbang 5. Suling 6. Kudyapi 7. Seronggagandi

References:

DEVELOPMENT TEAM

Writers: Mark Vincent Lauriaga Steffany Fegi Editor: Language Editor: Proof Reader: Illustrators: Layout Artist:

Management Team: Julieto H. Fernandez, Ed. D., CESO VI SDS-Isabela City Maria Laarni T. Villanueva, Ed. D., CESE ASDS-Isabela City Henry R. Tura, CID Chief Elsa A. Usman, LR Supervisor Jani P. Ismael, EPS-MAPEH, Module Region IX: Zamboanga Peninsula Hymn – Our Eden Land Here the trees and flowers bloom Gallant men And Ladies fair Here the breezes gently Blow, Linger with love and care Here the birds sing Merrily, Golden beams of sunrise and sunset The liberty forever Stays, Are visions you’ll never forget Oh! That’s Region IX Hardworking people Abound, Here the Badjaos roam the seas Every valleys and Dale Here the Samals live in peace Zamboangueños, Tagalogs, Bicolanos, Here the Tausogs thrive so free Cebuanos, Ilocanos, Subanons, Boholanos, With the Yakans in unity Ilongos, All of them are proud and true Region IX our Eden Land Region IX Our… Eden... Land...

The Footprints Prayer Trees by Joyce Kilmer One night I had a dream. I dreamed I think that I shall never see that I was walking along the beach A poem lovely as a tree. with the LORD. A tree whose hungry mouth is prest In the beach, there were two (2) sets Against the earth’s sweet flowing of footprints – one belong to me and breast; the other to the LORD. A tree that looks at God all day, Then, later, after a long walk, I And lifts her leafy arms to pray; noticed only one set of footprints. A tree that may in Summer wear “And I ask the LORD. Why? Why? A nest of robins in her hair; Why did you leave me when I am sad and helpless?” Upon whose bosom snow has lain; And the LORD replied “My son, My Who intimately lives with rain. son, I have never left you. There was only one (1) set of footprints in the Poems are made by fools like me, sand, because it was then that I But only God can make a tree. CARRIED YOU!