University of Wollongong Thesis Collections University of Wollongong Thesis Collection
University of Wollongong Year
Music educational and ethnomusicological implications for curriculum design: development, implementation and evaluation of Philippine music and dance curricula
Philomena S. Brennan University of Wollongong
Brennan, Philomena S., Music educational and ethnomusicological implications for curriculum design: development, implementation and evaluation of Philippine music and dance curricula, Doctor of Philosophy thesis, Department of Education, University of Wollongong, 1984. http://ro.uow.edu.au/theses/1332
This paper is posted at Research Online.
APPENDIX
FREQUENCIES OF THE VARIABLES 1048
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VARIABLES, TEACHERS AND CLASS CELLS 1051
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Ye s aDua!.jadx3 s,jaqoBai Inex p Inex p Ex p Ex p Ex p Ex p Ex p Ex p Ex p xas s.jaLjOBai Lu U- z: s: LL. U- LL. U- :^ SSBL3 L^POS z: 1 ID xas 9L6ULS /[BUOL:i.BDnpao3 Boy s Co-e d Co-e d Co-e d Co-e d Co-e d ss - Co-e d Co-e d Co-e d luauiujaAog-uoN CD CD CD CD CD CD CD CD Q_ /:;uaLuuuaA09 LBjny/UBqjn ID ZD ID ZD ZD ZD QZ QZ ID iiinLnouun3 < < < < CQ CQ CQ CQ CQ FB R FB O PW L PW A AM F AM P AF B HE L HE M Ros e Faw n Aqu a Lim e Lemo n Orang e Beig e Purpl e Mauv e Enrigh t Mitchel l Blackwel l Enrigh t Blackwel l Mitchel l William s William s F . H . F . H . A . P . P . A . Fordha m A . 1053 6/8 -^eaA en 00 00 00 00 00 00 00 1 8 aDua6LL[a:^ui 3 = < A = < I-H CO = a 2 1 2 1 1 5 1 2 6 1 3 = 1 6 1-H i-H l = = xas s,[Ldnd = = 9 = = = II II = 8 8 G=1 2 G 8 8 G 8 CQ CD G BLSV M^.LM o o o o o o Ye s /Cq.UBL[LmBJ •z. •z. Ye s z. •z. •z. z. aDUBQ J.0 o o Ye s Ye s Ye s Ye s Ye s asn snoLAaJd •z. Ye s DLsnw ujaq.saM o o o o Ye s Ye s -uoN ^0 asn Ye s zz. •z. •z Ye s , aDuauadx3 s, jaLjOBai Inex p Ex p Ex p Ex p Ex p Ex p Ex p Ex p . xas s,jaL|OBai •Si s: U- U- s: s: z: s: <- SSB[3 [BLOOS •SL ZD ZD ID LM ] _j xas 9LS*>'!-S /[BuoLq.BDnpao3 Boy s Boy s ss - SS - ss - Girl s Co-e d Co-e d Co-e d Co-e d Co-e d t^uaiuujaAog-uoN CL CL Q. CD CD CD CD CD /:^uaiuujaA09 ZD ZD ID QZ ZD ID ID ZD LBuny/UBq^n LunLnou.>tn3 CQ CQ OQ CQ CQ CQ CQ CQ AF S MG T GL Y AN B CS W Ta n CS G CS B CS R Silve r Brow n Re d Yello w Gre y Whit e Blac k Fordha m A . M . Giffor d G . Lewit t C . Sha w C . Sha w C . Sha w A . Norri s C . Sha w APPENDIX ISSUES ARISING DURING IMPLEMENTATION OF THE CURRICULA 1055 This Appendix summarises the reports from teachers during the implementation of the curricula. Items are given in no specific order of importance. 1. A school Principal noted pupils' interest in the work and purchased extra equipment for the Music Department. 2. One teacher wished to make revision sheets of his own but was refused permission, as this was out of the bounds of the experiment. 3. One teacher wished to implement Curriculum 8 with Year 11 classes, but was not permitted to do so. 4. "Curriculum 8 fascinates me and interests the pupils and is a good introduction to the world of Oriental music, an area of music that has never interested me greatly before." 5. "Simulation demands that the teacher becomes involved with the pupils in a way not previously encountered." 6. "Everything I (teacher) need to know is included." 7. "We are going to make our own kallzlzngs ." 8. "Slow learners find the work fascinating; some are having trouble as they cannot write or read English." 9. Teachers and pupils performed the dances in the classroom, in the sportsfields , and in the playground. 10. Pupils came at recess breaks to complete the Puzzles, in addition to completing the Puzzles at home. 11. A Curriculum A teacher expressed a desire to have more information relating to the Philippine Tribes. 12. The kit format was appreciated, as was the video. 13. Days missed owing to excurions and out-of-school activities were reported. 14. Pupil numbers were periodically checked. 15. Overall, the comments from the teachers reported that the implementation of either curriculum was not an arduous experience. APPENDIX PHILIPPINE MUSIC AND DANCE ACHIEVEMENT TEST 1057 This Appendix has three (3) sections, namely: Instructions for Teachers Administering Test. The Philippine Music and Dance Achievement Test. Sources of Themes and Illustrations in the Test. 1058 PHILIPPINE MUSIC AND DANCE ACHIEVEMENT TEST INSTRUCTIONS FOR TEACHERS ADMINISTERING TEST Please read these instructions prior to giving the Test, and refer to the instructions as the Test is in progress. 1. The Test is to be given in the lesson immediately following the final lesson for 'Music and Dance of the Filipino Christians'. 2. The Test has been timed to take one class period time. 3. The Test has twelve (12) Questions. 4. Every pupil undertakes the same Test. Therefore, those pupils studying Curriculum A and those studying Curriculum B all undertake the same Test. 5. Pupils should revise Philippine Tribal, Moro and Christian music and dance prior to the Test. This should be done as homework, using Pupil's Book. The music for the Test is on TAPE. The three pieces for the Test FOLLOW Tlnlkllng {Tlnlkllng is the final music for 'Music and Dance of the Filipino Christians') The first piece on the TAPE for the Test is Christian music, the second piece is Tribal and the third is Moro music. The Tribal and Moro Test music have been studied as part of the Course, being, respectively, Bontok [fJaft Vancz and Vuyog. The Christian music is called Caftlnosa, and the rhythmic score is given on page 1 of the Test. This will make it easy for you to locate the correct place on the TAPE. 1059 7. The three Test pieces follow each other on the TAPE. 8. Pupils must write all answers on their Test paper and return completed Test to the Teacher at the end of the session. 9. Pupils are asked to write their name and class on the Test paper. This is for administrative purposes ONLY and no child's name will be used in any documents elsewhere. 10. Pupils must circle 'A' or 'B' on Test paper, following Teacher's instruction. 'A' designates Curriculum A, while 'B' designates Curriculum B. 11. The Teacher is to read each Question and subquestion as the Test progresses. This is to ensure that no questions are omitted. 12. Many questions include lists of Filipino terms from which the pupils choose their answers. These are to be read by the Teacher at the appropriate times. 13. In questions that demand listening to music on TAPE in order to be answered, those Questions and subquestions should be read BEFORE TAPE is played. 14. Pupils may write answers as they listen to TAPE. 15. Question 1 and Question 5 require the Teacher to rewind the TAPE, in order to replay a section of the music for that Question. 16. In Questions 4, 7 and 10, the Teacher is requested to play themes. These are to be played on PIANO, as many times as specified. 1060 17. The Teacher should allow time at the completion of the Test for the pupils to re-read their answers. 18. It would be appreciated if the Teacher could enclose, with the completed Test papers, the number of pupils undertaking the Test and the number of pupils studying the Course (hopefully, these numbers will be the same). 19. The Test papers will be marked by a team of examiners 20. All materials for An. 1 ntfioductlon to Pklllpplnz Music and Vancz, including the completed Tests, will be collected at a date and time suitable to the Teacher and the School . Thank you for your co-operation. 1061 PHILIPPINE MUSIC AND DANCE ACHIEVEMENT TEST NAME CLASS INSTRUCTIONS: 1. Write all answers on this paper. 2. The Teacher will read each Question 3. Attempt all Questions. 4. Return this Test to the Teacher at the end of the session. 5. Circle A or B as instructed by Teacher: A B 1062 Test 1 QUESTION 1. The first piece for this Test is called 'Cariiiosa'. Listen to the whole piece once, following the entries of the themes A and B, whose rhythm patterns are given below. Listen in order to answer Question 1(a) - 1(c) Sequence of themes: Intro .ABABABAB. Introduction: I j J j I j ' O w O vi/ Fast THEME A: «n Jl | J ni IJ nm ni i ij nn\} J:J IJ nniJiD} \ \i nnu DJ IJ nm .nj 1 IJ n.niJ ni IJ .nnij j j u THEME B: J J IJ J inj J IJ J1 IDJ J IJ J iJij J iJiJij 1 \i } } \J j inj JiJ J1 lilJ J IJ J ij. mi j J ij (a) What is the time signature of Carinosa? (b) What Philippine musical ensemble plays Cari nosa? (c) Name three (3) instruments ADDED to this ensemble for Carinosa (d) Listen, once, to the first appearance of themes A and B (bars 1 - 34) and answer the following questions : i) Name the two (2) instruments which play the tune in A Test 2 1063 ii) Name the guitar-shaped, low-pitched instrument which plays part of theme B (e) Listen, once, to the next appearance of themes A and B (bars 34 - 66) and answer the following questions: i) The electric guitar plays theme A at this point. WHY is the electric guitar included in this Philippine musical ensemble? ii) High string instruments play theme B. What playing technique is used here? Listen to the whole piece, Carinosa, once again to answer Questions 1(f) - l(j). (f) Circle the word that best describes the rhythm of Carinosa: free metrical (g) Circle the phrase that best represents the scale of Carinosa: 2 note scale 4 note scale 8 note scale (h) Does any instrument play chords in Carinosa? yes no (circle correct) (i) Carinosa is an example of Philippine Tribal/ Moro/Christian music. (Circle correct) (j) Give three (3) reasons for your answer to (i) above: 1064 Test 3 QUESTION 2. The titles below are the names of several Philippine Christian dances. Choose your answers to questions 2(a) - 2(d) from these titles. Not all the titles given are used as answers. Sampagui ta Lulay Maglalatik Polka Tagala Polka Sa Nayon Tinikling Bi nasuan Pandanggo Sa Haw (a) Name the Philippine Christian dance in which the dancers jump between two long bamboo poles (b) Name the dance of the Filipino Christians which originated in Spain and in which the dancers wear Maria Clara costumes. (You performed this dance to music called Polkabal.) (c) Name the Philippine Christian dance in which the dancers balance lights on their hands and head (d) Name the Philippine Christian dance in which the men wear coconuts attached to their bodies QUESTION 3. The Filipinos use bamboo as a source for several different musical instruments. Chose two (2) bamboo instruments, from the list below, which are played by Filipino Christians. kalleleng kubing bungbong bamboo organ bunkaka 1 2. 1065 Test 4 QUESTION 4. For this question, you must name the piece of music from which you are given the main tune. There are four (4) tunes for you to identify. The following is a short list of music of the Philippine Christians. Some or all of these titles are used as answers for Questions 4(a) - 4(d). Dahil Sa lyo Pamulinawen Kondansoy Magtanim Ay Di Biro Lulay Tinikling Polkabal Pandanggo Sa Haw (a) The teacher will play this tune once. Follow the tune and name the piece of music from which it comes: /0> /^ /^ ^^ JDZ # s h± g # i)^!hJ I jJ xr etc, Name of music: (b) The teacher will play this tune once. Follow the tune and name the piece of music from which it comes: m m s^ f^ sdt i i ^ etc, Name of music: (c) Study the tune of this song yourself. Name the song: lEtc. gAJllPf*..•»l " "r Ta yo na sa bu-ki rin, ang lu pa ay bung ka-lin Test 5 1066 (d) Study the tune of this song yourself. Name the song: etc. ^ m fe -J ' d' 14m ' An in-i nga sa -yaw an nga -ran ti-nik-ling —An bi-nu-bu QUESTION 5. Listen, once, to the next piece of music on Tape. Answer Questions 5(a) and 5(b) after the first listening. (a) Name this piece of music (b) What Filipino tribe play this piece of music? Listen to the opening section of this music once again and answer Questions 5(c) - 5(e). (c) Give the Filipino and English names of the instrument playing at the opening of this piece: (d) Circle the statement that best describes the scale used in this opening section: 8 note scale 2 or 3 note scale 4 or 5 note scale (e) Circle the word that best describes the rhythm of this opening section: strict free metrical Listen to the entire piece again, in order to answer Questions 5(f) and 5(g). (f) A flat gong and a drum are heard later in this piece. Give the correct Filipino tribal names for these instruments: flat gong drum (g) 'Dong Dong Ay' chant is sung during this piece of music. Name two (2) other Philippine tribal songs you know: 1 2 Test 6 1067 QUESTION 6. (a) Delete the incorrect sentence: Banga is a thanksgiving dance of the Bukidnon. Dugso is a thanksgiving dance of the Bukidnon. (b) Delete the incorrect sentence: Banga is a Kalinga occupational dance, in which dancers balance pots on their heads. Dugso is a Kalinga occupational dance, in which dancers balance pots on their heads. QUESTION 7. The teacher will play each of the tunes below, twice After the second playing, identify the piece of Tribal music from which the tune comes. A list of Tribal words is given to aid you in your answer. Ambahan Idaw Dong Dong Ay Ullalim Alsig Ela-Lay Sinidsiruy Ifugao Hanunoo (a) Name the music: I ij h}} n J i d € i^-m— w- ^ etc. (b) Name the music fe^ ^ ^ ^^ \4 U b< \l 31 Hay-i Hay-i A lig gu'og gwa-non ^^ fc>JJbJijT J J bJ J -JCL lEtC "\- ma-wa-an si-an ng tu-bi de Heu-oi Test 7 1068 (c) Name the music: \/» rb, ^^^^^^^ H • 1^ et QUESTION 8. Listen to the next piece of Filipino music (final piece on Tape), twice only and answer all Questions 8(a) - 8(g). (a) Name this piece of music (b) What Philippine musical ensemble plays this music (c) Name four (4) instruments of this ensemble: 1 2 3 4 (d) Does any instrument play chords in this piece of music? Yes No (circle correct) (e) Circle the phrase that best represents the scale of this piece of music: 2 note scale 4 note scale 8 note scale (f) This music is an example of Philippine Tribal/ Moro/Christian music. (Circle correct) (g) Give three (3) reasons for your answer to (f) above: Test 8 1069 QUESTION 9. Singkil dance was viewed on the video during this course. (a) How many bamboo poles are used in Singkil? .... (b) In Singkil, the bamboo poles move to the time signature of 3 4 (circle correct). 4 4 (c) What instrumental ensemble accompanies Singkil? (d) Delete the TWO incorrect statements: Singkil is a Tribal dance. Singkil is a royal Moro dance. Singkil is a rural Christian dance QUESTION 10. The teacher will play each of the tunes below, twice After the second playing, identify the piece of Moro Philippine music from which the tune comes. A list of Moro words is given to aid you in your answer. Duyog Daling-Daling Binalig Dende 0 Dende Tagonggo Talawi Sinulog Bang Adhan Singkil (a) Name this piece of Maguindanao Moro music: W> vtVM1># h1^ k^0 !>•• ^0 ^0 ^/R?- etc. ^ m Os -se-der a su-ng tok Ta-1i-wi ke-wa-ka (b) Name this piece of Maranao Moro music 0 ; * ^'' r Iff r LfB a i f etc, 1070 Test 9 (c) Name this piece of music from the Sulu Moros: ii.n.nii ^h i^ etc. QUESTION 11. This question involves visual recognition of Philippine instruments and dances. Selected Tribal, Moro and Christian instruments and dances are illustrated. You must name each illustration. Three lists of Filipino words are given to aid you in your answers. The words are grouped in Tribal, Moro and Christian categories. There are twelve (12) illustrations. Question 11(a) - 11(1). TRIBAL: Idaw. Kal1 eleng Dugso. Ambahan Banga Gansa. Kudyapi. Sul ibao MORO Gabbang. Kulintang. Dabakan. Daling-Daling Sinulog. Singkil. Agong. Kapiil Sa Munsala. Duyog CHRISTIAN Rondalla. Pamulinawen Ti ni kling . Bandurria. Octavina. Magialati k. Bamboo Organ. Test 10 1071 (a) (b) 1072 Test 11 (d) (e) (f) 1073 Test 12 (g) (h) 1074 Test 13 (J) (k) (1) Test 14 1075 QUESTION 12. (a) Read each statement below, carefully. Give your opinion by indicating with a check (X) whether you agree or disagree with the statement. AGREE DISAGREE 1. Learning music and dance from another country is interesting. 2. Philippine Tribal music is interesting. 3. Philippine Moro music is interesti ng. 4. Philippine Christian music is interesting. 5. Learning Philippine dances is interesting. 6. Playing Philippine music on school instruments is interesting. 7. Listening to foreign music is interesting. 8. Following a score when listening to foreign music is interesting. 9. Singing songs in a foreign language is difficult but interesting. 10. Performing dances in music lessons at School is interesting. Test 15 1076 (b) Answer the following question by placing a check (X) beneath yes or no. YES NO Would you like to study the music and dance of another country? TAKE A FEW MINUTES TO READ OVER YOUR ANSWERS FOR QUESTIONS 1 - 12. Give this Test paper to the Teacher at the end of the session. END OF TEST THANK YOU. 1077 ACKNOWLEDGEMENT OF SOURCES FOR THEMES AND ILLUSTRATIONS IN PHILIPPINE MUSIC AND DANCE ACHIEVEMENT TEST 1078 Question 1 Rhythmic trans cription of Caftlnosa - p. Brennan Question 4 4(a) Theme of - Collected: P. Brennan. Transcribed: Vakil Sa P. Brennan to fit The World Famous T-yo Pangkat Kawayan, A & W Records International AWL-1002. 4(b) Theme of - Collected: P. Brennan. Transcribed: Kondansoy P. Brennan to fit The Historic Bamboo Organ of Las Pinas, 1975. 4(c) Theme of Magtanim Ay VI Blfto - P. Brennan. 4(d) Theme of Tlnlkllng - P. Brennan. Question 10 10(a) Theme of - Transcribed: P. Brennan from Music of Talawi the Maguindanao in the Philippines. Folkways Ethnic Library FE4536A/B. 10(b) Theme of - Transcribed: P. Brennan from Bayanihan Vzndz 0 Sings! Monitor MFS372. Vzndz from Sagayan Sa Kulong 10(c) Theme of - Transformed to Kulintang tuning: Vallng P. Brennan from Aquino II 1976:20. Vallng Question 11 11(a) Singkil - M. Clarke for Maligaya Dance Company. 11(b) Gansa - Pfeiffer (1975:6). 11(c) Bamboo Organ - Kruger (17307) 11(d) Bandufiftla - Photograph P. Brennan of personal bandufiftla. 11(e) Vabakan - Photograph P. Brennan of dabakan of the Asian Instrument Collection at Philippine Women's University, Manila. 1079 1(f) Agong Photograph P. Brennan of personal agong Kg) Kallzlzng Molina (1967:21) 1(h) Maglalatik Kruger (17208) 1(i) Kulintang Photograph P. Brennan of personal kulintang. l(j) Sullbao Pfeiffer (1975:7) l(k) Octavina Photograph P. Brennan of personal octavina. 1(1 Tlnlkllng - M. Clarke for Maligaya Dance Company APPENDIX G ANSWERS AND MAXIMUM SCORES FOR TEST QUESTIONS 1081 QUESTION 1. CHRISTIAN MUSIC Maximum score = 17 Item Score Answer e 3 4 b 1 Rondal1 a c 3 Glockenspiel, snare drum electric guitar dia 1 Bandurria dib 1 Laud dii 1 Octavina ei 1 American influence ei i 1 Tremolo f 1 Metrical g 1 8 note scale h 1 Chords: Yes i 1 Christian j 3 Any three correct reasons QUESTION 2. CHRISTIAN DANCE Maximum score = 8 Item Score Answer a 2 Ti ni kling b 2 Polka Tagala c 2 Pandanggo Sa Haw d 2 Maglalatik 1082 QUESTION 3. CHRISTIAN INSTRUMENTS Maximum score = 2 Item Score Answer a 1 Bamboo organ b 1 c Bungbong QUESTION 4. CHRISTIAN THEMES Maximum score = 10 Item Score Answer a 2 Dahil Sa lyo b 2 Kondansoy c 3 Magtanim Ay Di Biro d 3 Tini kli ng QUESTION 5. TRIBAL MUSIC Maximum score = 13 Item Score Answer a 2 Bontok War Dance b Bontok cl Kal 1 eleng c2 Nose flute d 4 or 5 note scale e Free fl Gansa f2 Sulibao gi Any two of ten known g2 ] Tribal song titles 1083 QUESTION 6. TRIBAL DANCE Maximum score = 2 Item Score Answer a Dugso b Banga QUESTION 7. TRIBAL THEMES Maximum score = 6 Item Score Answer a 2 Ela-Lay b 2 Alsig c 2 Dong Dong Ay/Bontok War Dance QUESTION 8. MORO MUSIC Maximum score = 14 Item Score Answer a 2 Duyog b 1 Kulintang ensemble c 4 Kuli ntang, babandi1 , gandingan, agong, dabakan Bonus If 4 instruments correctly named in 8c d 1 No e 1 8 note scale f 1 Moro g 3 Any three correct reasons 1084 QUESTION 9. MORO DANCE Maximum score = 4 Item Score Answer a Four 4 b 4 c Kulintang ensemble d Royal Moro dance QUESTION 10. MORO THEMES Maximum score = 6 Item Score Answer a 2 Talawi b 2 Dende 0 Dende c 2 Daling-Daling 1085 QUESTION 11. VISUAL RECOGNITION OF MIXED ITEMS Maximum score 18 Item Score Answer a 1.5 Singki1 b 1 .5 Gansa c 1.5 Bamboo organ d 1.5 Bandurria e 1.5 Dabakan f 1.5 Agong g 1.5 Kalleleng/nose flute h 1.5 Magialati k i 1 .5 Kulintang j 1.5 Suli bao k 1.5 Octavina 1 1.5 Tinikling APPENDIX H FREQUENCY DISTRIBUTION FOR TEST QUESTIONS 1087 Question 1 • C h r i stian Music Total A B f f f 17 - 53 1 52 16 - 36 3 33 15 - 21 4 17 14 - 27 6 21 13 - 35 11 24 12 - 39 20 19 11 - 26 17 9 10 - 48 25 23 9 - 34 20 14 8 - 37 30 7 7 - 36 25 11 6 - 37 30 7 5 - 28 19 9 4 - 16 10 6 3 - 15 12 3 2 - 13 8 5 1 - 12 9 3 0 - 0 6 2 Curriculum A X = 7.81 02 = 13.41 cf = 3.66 SE„ = .23 m Curriculum B X = 12.16 (/2 = 19.5 (7 = 4.42 SE = .27 m t = 12.24 1088 Question 1 - Christian Music Frequency distribution. A3N3nt)3yj 1089 Question 2 - Christ ian Dance Total A B f f f 8 - 132 48 84 6 - 123 42 81 4 - 114 60 54 2 - 89 63 26 0 - 63 43 20 Curriculum A 3.91 o 2 = 7.32 d 2.71 SE .17 m Curri culum B X = 5 38 cr2 = 5 99 a 2 45 15 SEm„ = t = 6.5 >- o ID cr QZ SCORE 1090 Question 3 Christian Instruments Total A B f f f 2 - 275 110 165 1 - 194 111 83 0-52 35 17 Curriculum A X = 1.29 (72 = .48 (f = .69 SEm„ = .04 Curriculum B X = 1 .56 a^ = .37 (f = .61 SE„m = .04 t = 4.63 280 r 240 >- CD pnn cr 160 / / oz / 120 / 80 * A+B y 40 • .yy B/ 1 1 ' 0 (0) 1 SCORE 1091 Que s t i 0 n 4 - Chri stian Themes Total A B f f f 10 - 121 33 88 9 0 0 0 8 - 18 11 7 7 - 86 15 71 6 - 17 10 7 5 - 87 49 38 4 - 25 18 7 3 - 108 82 26 2 - 30 20 10 1 0 0 0 0 - 29 18 11 Curriculum A X = 4.63 (^2 = 7.56 (f = 2.75 SE. .17 m Curriculum B X = 6.83 0-2 = 8.34 0' = 2.89 SE„ =. .18 m t = 8.87 1092 Question 4 - Christian Themes Frequency distribution. 140 120 • 100 o 80 LU Di 60 40 A+B 20 CT-T:: I I—' r (0) 1 2 3 4 5 6 7 8 9 10 SCORE 1093 Quest ion 5 - Tri bal Music Total A B f f f 13 - 65 2 63 12 - 40 6 34 11 - 37 16 21 10 - 70 30 40 9 - 42 28 14 8 - 43 21 22 7 - 58 50 8 6 - 48 28 20 5 - 29 20 9 4 - 33 24 9 3 - 19 12 7 2 - 11 4 7 1 - 10 8 2 0 - 16 7 9 Curriculum A X = 6.64 02 = 8.3 0 2.88 SE„m = .18 Curriculum B X = 9.33 (/2 = 13.11 0' 3.62 SE .22 m t = 4.4 1094 Question 5 Tribal Music Frequency distribution >- czr LU oc; (0) 1 2 3 4 5 6 7 8 9 10 11 12 13 SCORE 1095 Question 6 Tribal Dance Total A B f f f 2 - 275 111 164 1 - 153 85 68 0 - 93 60 33 Curri culum A X = 1.19 0-2 = .63 (f = .79 ^ = .05 Curriculum B X = 1.49 0'2 = .5 a = .71 .04 SEm^ = t = 4.55 280 240 » >- 200 • ZD 16C « cr LU / az / 120 / A-l-R 80 • 40 : , 1 (0) 1 SCORE 1096 Quest ion 7 - Tribal Themes Total A B f f f 6 - 149 52 97 5 - 0 0 0 4 - 179 85 94 3 - 0 0 0 2 - 130 75 55 1 - 4 4 0 0 - 59 40 19 Curriculum A X = 3.14 (f^ = 3.9 d = 1.97 SEm„ = .12 Curriculum B X 4.1 (/2 3.44 d 1.85 .11 m t = 5.71 18C. 15C. >- CD 12C« CD- LU QZ Li_ SCORE 1097 Question 8 Moro Music Total A B f f f 14 - 36 0 36 13 - 30 7 23 12 - 33 8 25 11 - 31 13 18 10 - 58 18 40 9 - 39 19 20 8 - 44 23 21 7 - 40 32 8 6 - 48 38 10 5 - 37 17 20 4 - 52 38 14 3 - 24 17 7 2 - 27 16 11 1 - 8 5 3 0 - 14 5 9 Curri culum A X = 6.19 c/2 = 9.29 d = 3.05 SE = m .19 Curriculum B X = 9.11 cf^ = 15.58 cf = 3.95 .24 t = 9.47 1098 Question 8 - Moro Music Frequency distribution A3N3nt)3yj 1099 Question 9 Moro Dance Total A B f f f 4 - 193 58 135 3 - 154 96 58 2 - 105 61 44 I- H - 39 23 16 0 - 30 18 12 Curriculum A X = 2.6 c/2 = 1.3 Cf = 1.14 SE 07 m Curri culum B X = 3.09 cf^ = 1.32 cf = 1.15 SE = .07 m t = 4.87 210- 180 o 150 •z. LU ^ 120 . / LU CXZ 90 • / 60 y y^^ ^ A+B **^ 30 "• A.—— —Z --^ B » ' ^ 0 (0) 2 3 SCORE 1100 Question 10 - Moro Th ernes Total A B f f f 6 - 142 19 123 4 - 180 111 69 2 - 161 101 60 0 - 38 25 13 Curri culum A X = 2.93 (r2 = 2.37 Cf = 1.54 SE. 1 'm Curri culum B X = 4.19 0'2 = 3.47 d = 1.86 SE„. = . 11 ni t = 8.4 210 • 180 150 >- CD 120 y LU \y ctz 90 60 y " A+B / y 30 0 1 1 1 (0) SCORE 1101 Quest.io n 11 - Visual Mixed Items Total A B f f f 18 - 72 12 60 16.5 - 47 9 38 15 - 42 21 21 13.5 - 56 33 23 12 - 49 33 16 10.5 - 31 15 16 9 - 53 35 18 7.5 - 52 28 24 6 - 50 31 19 4.5 - 19 13 6 3 - 28 16 12 1.5 - 9 6 3 0 - 13 4 9 Curriculum A X = 9.79 cr2 = 19.21 ff = 4.38 SE = m .27 Curriculum B X = 12.26 cr2 = 28.19 d = 5.31 .33 SE„m = t = 5.8 1102 Question 11 - Visual Mixed Items Frequency distribution. >- CD cr LU Qc: 15 16.5 18 SCORE APPENDIX I DISPERSION OF THE MEANS FOR TEST QUESTIONS 1104 in CM r-^ CO CM CO r-H r^ 00 00 <—1 CD CNJ r—1 • • . r-H 1-H .—1 r-H 1 -»- r^ CM ^ 1-H 1-H O CO in o 1-H Ln to to . . . 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CURRICULUM RAW SCORES: RAW SCORES: RANGE CLASS CELL 1 {%) MEAN R. Buckingham A 45 - 72 Gold RBG 59.06 R. Buckingham A Magenta RBM 34 - 96 57.06 L. Drummond A 16 - 59 41 .4 Emerald LDE L. Drummond A 32 - 54 41 .68 Maroon LDM D. Fletcher A 12 - 64 46.69 Pink DFP G. Huntley A 29 - 85 60.66 Blue GHB G. Huntley A 24 - 61 40.15 Green GHG A. Mitchell A 18 - 75 53.04 Cream AMC A. Mitchell A 12 - 73 49.54 Fawn AMF A. Mitchell A 42 - 84 63.96 Purple AMP P. Williams A 11 - 36 25.2 Aqua PWA P. Williams A 32 - 79 64.33 Lemon PWL F. Blackwell B 19 - 86 63.26 Orange FBO F. Blackwell 8 11 - 74 54.79 Rose FBR H. Enright B 54 - 93 70.33 Lime HEL 1110 1 —• . _, CURRICULUM RAW SCORES: RAW SCORES: RANGE CLASS CELL (%) MEAN H. Enright B 53 - 95 75.13 Mauve HEM A. Fordham B 35 - 97 70.46 Beige AFB A. Fordham B 41 - 96 75.14 Silver AFS M. Gifford B 77 - 100 92.71 Tan MGT G. Lewitt B 79 - 99 91 .58 Yellow GLY A. Norris B 32 - 98 72.85 Brown ANB C. Shaw 8 22 - 67 50.71 Black CSB C. Shaw B 57 - 95 82.75 Grey CSG C. Shaw B 53 - 92 77.11 Red CSR C. Shaw B 10 - 50 32.25 White CSW APPENDIX K RANK ORDER OF TEST ITEMS 1112 QUESTION ITEM ANSWER 9 - Moro Dance a Four poles for Singkil 3 - Christian Instruments a Bamboo organ/bungbong 11 - Visual/Mixed c Bamboo organ 5 - Tribal Music fl Gansa 10 - Moro Themes a Talawi 4 - Christian Themes d Tinikling 5 - Tribal Music cl Nose flute/kail eleng 1 - Christian Music b Rondalla r 5 - Tribal Music c2 Nose flute/kail eleng 5 - Tribal Music e Free 9 - Moro Dance d Royal Moro dance 11 - Visual/Mixed b Gansa 3 r 1 - Christian Music a 4 1 - Christian Music i Christian 5 - Tribal Music d 4 or 5 note scale 11 - Visual/Mixed g Nose flute/kalleleng r 1 - Christian Music dia Bandurria/Laud 7 - Tribal Themes a Ela-Lay 2 - Christian Dance a Tinikling r 5 - Tribal Music f2 Sulibao 8 - Moro Music cl One kulintang ensemble instrument r 6 - Tribal Dance a Dugso 8 - Moro Music d No r 1 - Christian Music f Metrical 1 - Christian Music h Yes 8 - Moro Music f Moro music 11 - Visual/Mixed a Singkil 11 - Visual/Mixed k Octavina _ 1 — — — 1113 QUESTION ITEM ANSWER 5 - Tribal Music b Bontok 8 - Moro Music c2 One kulintang ensemble instrument 8 - Moro Music c3 One kulintang ensemble instrument r 6 - Tribal Dance b Banga 7 - Tribal Themes c Dong Dong Ay 8 - Moro Music b Kulintang ensemble 9 - Moro Dance c Kulintang ensemble 1 - Christian Music g 8 note scale 4 - Christian Themes a Dahil Sa lyo 8 - Moro Music e 8 note scale 5 - Tribal Music gi Choose Tribal song title r 1 - Christian Music dib Bandurria/Laud 11 - Visual/Mixed d Bandurria r 2 - Christian Dance b Polka Sa Nayon 2 - Christian Dance d Maglalatik 3 - Christian Instruments b Bungbong/bamboo organ 11 - Visual/Mixed i Kulintang b 4 9 - Moro Dance 4 Fll - Visual/Mixed f Agong 11 - Visual/Mixed j Sulibao 1 - Christian Music j Three reasons for Carinosa being Christian music 8 - Moro Music c4 One kulintang ensemble instrument 10 - Moro Themes c Daling-Daling r 1 - Christian Music dii Octavina 11 - Visual/Mixed 1 Tinikling 4 - Christian Themes b Kondansoy 10 - Moro Themes b Dende 0 Dende 1114 QUESTION ITEM ANSWER 8 - Moro Music Three reasons for Duyog being Moro music. 1 - Christian Music en Tremolo 5 - Tribal Music a Bontok War Dance 1 - Christian Music c Snare drum, glockenspiel, electric guitar " 2 - Christian Dance c Pandanggo Sa Haw 7 - Tribal Themes b Alsig 11 - Visual/Mixed e Dabakan ' 1 - Christian Music ei American influence 11 - Visual/Mixed h Maglalatik 4 - Christian Themes c Magtanim Ay Di Biro 5 - Tribal Music g2 Choose Tribal song title 8 - Moro Music Bonus For identifying 4 Kulintang ensemble instruments. 8 - Moro Music Duyog 1115 The pattern of correct responses to the eleven Questions of the Test, expressed as percentages, for pupils of Curriculum A and Curriculum B. 80 _ LU CD < LU CJ QZ LU ex. 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CD _1 CD ZD O CJ ^ OQ 3 CQ CJ JZ ct CC CL- QZ 3 -P a cu tn in en ^ I-H cn co in r>s cn cn 00 ^ s_ to r-» r^ LO CO «* r^ CM •^ ^ to CO s_ o o cu s- in in in tn in in in tn tn in Ln in o u I-H 00 s cu -p ro JD u -o J^ .— to t—1 cy APPENDIX M ANALYSIS OF VARIANCE: SIGNIFICANT VARIABLES 1125 QUESTIONS 1-11 AND SCHOOL-RELATED SIGNIFICANT VARIABLES MS F-value df 1. CHRISTIAN MUSIC Main effects 643.218 42.233 5 < .001 Curriculum A/8 2542.281 166.922 1 < .001 Urban/rural 60.768 3.990 1 .046 Coed./Single sex 212.892 13.978 2 < .001 Residual 15.230 515 2. CHRISTIAN DANCE Main effects 89.812 14.051 5 < .001 Curriculum A/8 169.126 26.460 1 < .001 Coed./Single sex 22.132 3.462 2 .032 Residual 6.392 515 3. CHRISTIAN INSTRUMENTS Main effects 3.037 7.218 5 < .001 Curriculum A/B 10.920 25.959 1 < .001 Residual .421 515 4. CHRISTIAN THEMES Main effects 146.281 18.754 5 <.001 Curriculum A/B 474.506 60.833 1 <.001 Residual 7.8 515 5. TRIBAL MUSIC Main effects 188.804 18.020 5 <.001 Curriculum A/B 767.867 73.287 1 <.001 Coed./Single sex 34.467 3.290 2 .038 Residual 10.477 515 TRIBAL DANCE Main effects 3.795 6.847 5 <.001 Curriculum A/B 10.318 18.616 1 <.001 Urban/rural 3.945 7.117 1 .008 Coed./Single sex 1.812 3.269 2 .039 Residual .554 515 TRIBAL THEMES Main effects 31.077 8.623 5 <.001 Curriculum A/B 131.870 36.592 1 <.001 Govt./Non-Govt. 18.734 5.198 1 .023 Coed./Single sex 20.202 5.606 2 .004 Residual 3.604 515 1126 MS F-value df 8. MORO MUSIC Main effects 321.969 29.026 5 < .001 Curriculum A/8 1035.469 93.349 1 < .001 Urban/rural 68.491 6.175 1 .013 Govt./Non-Govt. 69.235 6.242 1 .013 Coed./Single sex 65.881 5.939 2 .003 Residual 11.092 515 9. MORO DANCE Main effects 19.569 16.417 5 < .001 Curriculum A/B 22.291 18.701 1 <.001 Urban/rural 21.585 18.108 1 <.001 Govt./Non-Govt. 14.410 12.089 1 .001 Coed./Single sex 25.615 21.489 2 <.001 Residual 1.192 515 10. MORO THEMES Main effects 67.290 24.279 5 <.001 Curriculum A/B 254.444 91.808 1 < .001 Urban/rural 11.063 3.992 1 .046 Coed./Single sex 9.488 3.423 2 .033 Residual 2.771 515 11. VISUAL MIXED ITEMS Main effects 363.841 16.545 5 <-.ooi Curriculum A/8 842.014 38.289 1 < .001 Urban/rural 345.740 15.722 1 <.001 Coed./Single sex 323.058 14.690 2 < .001 Residual 21.991 515 TOTAL Main effects 12397.808 36.961 5 <.001 Curriculum A/B 45278.992 134.989 1 < .001 Urban/rural 1661.826 4.954 1 .026 Coed./Single sex 3936.482 11.736 2 < .001 Residual 335.428 515 1. CHRISTIAN MUSIC Main effects 1269.435 85.149 2 <.001 Curriculum A/B 2491.626 167.129 1 <.001 Social class 79.486 5.332 1 .021 Two-way interactions Curric.A/B-Soc. class 813.201 54.547 1 <.001 Residual 14.908 517 1127 MS F-value df 2. CHRISTIAN DANCE Main effects 143.244 23.988 2 <.001 Curriculum A/B 283.219 47.429 1 <.001 Two-way interactions Curric.A/8-Soc. class 367.160 61.486 1 <.001 Residual 5.971 517 3. CHRISTIAN INSTRUMENTS Main effects 6.299 14.990 2 <.001 Curriculum A/B 9.119 21.702 1 <.001 Social class 3.950 9.400 1 .002 Two-way interactions Curric.A/B-Soc. class 1.993 4.743 1 .030 Residual .420 517 4. CHRISTIAN THEMES Main effects 335.311 46.008 2 <.001 Curriculum A/8 625.003 85.757 1 <.001 Social class 60.439 8.293 1 .004 Two-way interactions Curric.A/B-Soc. class 309.907 42.522 1 < .001 Residual 7.288 517 5. TRIBAL MUSIC Main effects 424.652 43.396 2 <.001 Curriculum A/B 763.076 77.980 1 <.001 Social class 108.400 11.078 1 <.001 Two-way interactions Curric.A/B-Soc. class 431.529 44.099 1 <.001 Residual 9.785 517 6. TRIBAL DANCE Main effects 6.839 12.254 2 <.001 Curriculum A/B 11.748 21.050 1 <.001 Social class 2.336 4.186 1 .041 Two-way interactions Curric.A/B-Soc. class 2.209 3.959 1 .047 Residual .558 517 7. TRIBAL THEMES Main effects 56.449 16.578 2 < .001 Curriculum A/B 103.903 30.515 1 < .001 Two-way interactions Curric.A/B-Soc. class 138.048 40.542 1 < .001 Residual 3.405 517 1128 MS F-value df 8. MORO MUSIC Main effects 611.049 54.342 2 <.001 Curriculum A/B 866.919 77.097 r- H <.001 Social class 401.537 35.710 r- H <.001 Two-way interactions Curric.A/8-Soc. class 286.977 25.522 r- H <.001 Residual 11.244 517 9. MORO DANCE Main effects 17.931 14.356 2 <.001 Curriculum A/B 32.102 25.702 1 <.001 Two-way interactions Curric.A/B-Soc. class 30.119 24.115 1 <.001 Residual 1.249 517 10. MORO THEMES Main effects 146.517 52.930 2 <.001 Curriculum A/B 238.640 86.209 1 <.001 Social class 64.046 23.137 1 <.001 Two-way interactions Curric.A/B-Soc. class 39.588 14.301 1 <.001 Residual 2.768 517 11. VISUAL MIXED ITEMS Main effects 393.112 16.889 2 <.001 Curriculum A/B 726.166 31.199 1 <.001 Two-way interactions Curric.A/B-Soc. class 324.923 13.960 1 <.001 Residual 23.276 517 TOTAL Main effects 25031.060 79.427 2 <.001 Curriculum A/B 45588.481 144.658 1 <.001 Social class 5713.772 18.130 1 <.001 Two-way interactions Curric.A/B-Soc. class 21741.225 68.987 1 < .001 Residual 315.147 517 QUESTIONS 1-11 AND TEACHER-RELATED SIGNIFICANT VARIABLES 1. CHRISTIAN MUSIC Main effects 634.372 41.418 5 < .001 Curriculum A/B 2447.852 159.821 1 < .001 Teacher's sex 75.063 4.901 1 .027 Experience 173.579 11.333 1 .001 Non-Western music 96.044 6.271 1 .013 Residual 15.316 515 1129 MS F-value df CHRISTIAN DANCE Main effects 88.406 13.802 5 <.001 Curriculum A/8 319.873 49.937 1 <.001 Sex 120.451 18.804 1 <.001 Residual 6.406 515 3. CHRISTIAN INSTRUMENTS Main effects 2.556 6.009 5 <.001 Curriculum A/B 7.588 17.840 1 < 001 Residual .425 515 4. CHRISTIAN THEMES Main effects 133.367 16.828 5 <.001 Curriculum A/8 592.873 74.806 1 <.001 Residual 7.926 515 5. TRIBAL MUSIC Main effects 198.451 19.112 5 <.001 Curriculum A/B 773.023 74.445 1 <.001 Sex 77.292 7.443 1 .007 Non-V/estern music 51.875 4.996 1 .026 Residual 10.384 515 6. TRIBAL DANCE Main effects 4.453 8.128 5 <.001 Curriculum A/B 9.265 16.912 1 <.001 Sex 3.191 5.825 1 .016 Non-Western music 5.214 9.517 1 .002 Residual .548 515 7. TRIBAL THEMES Main effects 27.914 7.680 5 <.001 Curriculum A/B 96.953 26.676 1 <.001 Experience 26.106 7.183 1 .008 Residual 3.635 515 8. MORO MUSIC Main effects 267.436 23.011 5 <.001 Curriculum A/B 745.728 64.166 1 <.001 Experience 195.853 16.852 1 <.001 Non-Western music 126.378 10.874 1 .001 Residual 11.622 515 1130 MS F-value df 9. MORO DANCE Main effects 21.252 18.077 5 < .001 Curriculum A/B 28.522 24.261 1 < .001 Experience 4.672 3.974 1 .047 Non-Western music 50.214 42.712 1 < .001 Dance 6.037 5.135 1 .024 Residual 1.176 515 10. MORO THEMES Main effects 60.526 21.333 5 < .001 Curriculum A/B 216.498 76.308 1 < .001 Experience 11.909 4.198 1 .041 Non-Western music 35.035 12.349 1 < .001 Residual 2.837 515 11. VISUAL MIXED ITEMS Main effects 316.807 14.113 5 < .001 Curriculum A/B 654.784 29.169 1 < .001 Experience 333.744 14.868 1 < .001 Non-Western music 162.896 7.257 1 .007 Residual 22.448 515 TOTAL Main effects 12172.976 36.056 5 < .001 Curriculum A/B 43309.467 128.282 1 < .001 Experience 4172.185 12.358 1 < .001 Non-Western music 3921.346 11.615 1 .001 Residual 337.611 515 1. CHRISTIAN MUSIC Main effects 840.225 56.315 4 < .001 Curriculum A/B 2609.059 174.868 1 < .001 Experience 551.049 36.933 1 < .001 Asia 287.055 19.239 1 < .001 Residual 14.920 516 2. CHRISTIAN DANCE Main effects 104.450 16.219 4 < .001 Curriculum A/B 313.046 48.609 1 < .001 Sex 57.061 8.860 1 .003 Residual 6.440 516 3. CHRISTIAN INSTRUMENTS Main effects 3.407 8.056 4 < .001 Curriculum A/B 8.621 20.386 1 < .001 Sex 2.832 6.697 1 .010 Experience 4.709 11.136 1 .001 Asia 2.752 6.507 1 .011 Residual .423 MS F-value df P 4. CHRISTIAN THEMES Main effects 164.316 20.724 4 < .001 Curriculum A/B 590.790 74.513 1 < .001 Residual 7.929 516 5. TRIBAL MUSIC Main effects 274.539 27.026 4 < .001 Curriculum A/B 844.682 83.151 1 < .001 Experience 137.575 13.543 1 < .001 Asia 159.571 15.708 1 < .001 6. TRIBAL DANCE Main effects 3.986 7.130 4 < .001 Curriculum A/B 8.924 15.962 1 < .001 Residual .559 7. TRIBAL THEMES Main effects 51.148 14.608 4 < .001 Curriculum A/B 116.841 33.369 1 < .001 Sex 25.677 7.333 1 .007 Experience 72.682 20.757 1 < .001 Asia 72.518 20.711 1 < .001 Residual 3.501 516 8. MORO MUSIC Main effects 377.163 33.475 4 < .001 Curriculum A/B 839.900 74.545 1 < .001 Sex 214.828 19.067 1 < .001 Experience 649.296 57.628 1 < .001 Asia 303.639 26.949 1 < .001 Residual 11.267 516 9. MORO DANCE Main effects 13.260 10.388 4 < .001 Curriculum A/8 26.627 20.859 1 < .001 Experience 6.354 4.978 1 .026 Residual 1.277 516 10. MORO THEMES Main effects 71.147 24.819 4 < .001 Curriculum A/B 226.105 78.875 1 < .001 Sex 13.645 4.760 1 .030 Experience 52.408 18.282 1 < .001 Asia 18.853 6.577 1 .011 Residual 2.867 516 1132 MS F-value df 11. VISUAL MIXED ITEMS Main effects 418.154 18.808 4 <.001 Curriculum A/B 759.754 34.173 1 <.001 Sex 107.659 4.842 1 .028 Experience 783.781 35.254 1 <.001 Asia 308.274 13.866 1 <.001 Residual 22.233 516 TOTAL Main effects 15760.285 47.365 4 <.001 Curriculum A/8 46490.222 139.720 1 <.001 Experience 13430.922 40.365 1 <.001 Asia 6176.355 18.562 1 <.001 Residual 332.739 516 QUESTIONS 1-11 AND PUPIL-RELATED SIGNIFICANT VARIABLES 1. CHRISTIAN MUSIC Main effects 929.788 74.693 5 <.001 Curriculum A/B 2641.092 212.168 1 <.001 Sex 150.530 12.093 1 .001 Intelligence 785.560 63.107 2 <.001 Residual 12.448 515 2. CHRISTIAN DANCE Main effects 148.266 25.456 5 <.001 Curriculum A/B 305.879 52.517 1 <.001 Sex 106.875 18.350 1 <.001 Intelligence 156.038 26.791 2 <.001 Residual 5.824 515 3. CHRISTIAN INSTRUMENTS Main effects 3.461 8.308 5 <.001 Curriculum A/B 8.978 21.554 1 <.001 Intelligence 3.600 8.643 2 <.001 Residual .417 515 4. CHRISTIAN THEMES Main effects 261.953 39.231 5 <.001 Curriculum A/B 631.141 94.523 1 <.001 Sex 74.740 11.194 1 .001 Year 8/9 67.430 10.099 1 .002 Intelligence 291.622 43.675 2 <.001 Residual 6.677 515 1133 MS F-value df 5. TRIBAL MUSIC Main effects 466.595 59.970 5 <.001 Curriculum A/B 823.667 105.863 1 <.001 Sex 98.798 12.698 1 <.001 Year 8/9 51.758 6.652 1 .010 Intelligence 713.875 91.752 2 <.001 Residual 7.780 515 6. TRIBAL DANCE Main effects 4.663 8.543 5 <.001 Curriculum A/8 11.646 21.336 1 <.001 Intelligence 4.900 8.977 2 <.001 Residual .546 515 7. TRIBAL THEMES Main effects 61.258 18.503 5 <.001 Curriculum A/B 107.204 32.380 1 <.001 Sex 89.204 26.943 1 <.001 Intelligence 51.284 15.490 2 <.001 Residual 3.311 515 8. MORO MUSIC Main effects 484.551 50.930 5 <.001 Curriculum A/B 904.046 95.023 1 <.001 Intelligence 684.821 71.980 2 <.001 Residual 9.514 515 9. MORO DANCE Main effects 29.912 27.403 5 < .001 Curriculum A/B 36.771 33.687 1 < .001 Sex 5.740 5.258 1 .022 Intelligence 48.955 44.849 2 < .001 Residual 1.092 515 10. MORO THEMES Main effects 85.770 33.090 5 < .001 Curriculum A/B 242.343 93.495 1 < .001 Sex 26.949 10.397 1 < .001 Intelligence 80.552 31.077 2 < .001 Residual 2.592 515 11. VISUAL MIXED ITEMS Main effects 551.640 27.353 5 < .001 Curriculum A/B 699.175 34.668 1 < .001 Sex 406.145 20.138 1 < .001 Year 8/9 303.508 15.049 1 < .001 Intelligence 721.931 35.796 2 < .001 Residual 20.168 515 1134 MS F-value df TOTAL Main effects 22045.553 91.187 5 <.001 Curriculum A/B 47352.638 195.866 1 <.001 Sex 7381.692 30.533 1 <.001 Year 8/9 1542.620 6.381 1 .012 Intelligence 26211.189 108.418 2 <.001 Residual 241.761 515 APPENDIX N ATTITUDE RESPONSES 1136 RESPONSE TO QUESTION 12b: CURRICULUM 'Do you wish to study the music and dance of another country?' YES NO NO RESPONSE R. Buckingham A 6 11 - Gold RBG R. Buckingham 9 - Magenta RBM A 9 L. Drummond A 5 19 1 Emerald LDE L. Drummond A 6 12 7 Maroon LDM D. Fletcher A 4 20 2 Pink DFP G. Huntley A 8 20 1 Blue GHB G. Huntley A 6 14 - Green GHG A. Mitchell A 8 15 3 Cream AMC A. Mitchell A 8 8 8 Fawn AMF A. Mitchell A 5 18 1 Purple AMP P. Williams A 1 3 6 Aqua PWA P. Williams A 8 4 - Lemon PWL F. Blackwell 8 13 10 - Orange FBO F. Blackwell B 11 4 4 Rose FBR H. Enright 8 3 6 - Lime HEL H. Enright 8 7 1 Mauve HEM - 1137 RESPONSE TO QUESTION 12b: 'Do you wi sh to study CURRICULUM the music and dance of another country?' YES NO NO RESPONSE A. Fordham 8 10 13 1 Beige AFB A. Fordham 8 13 6 2 Silver AFS M. Gifford B 19 2 - Tan MGT G. Lewitt 8 24 2 - Yellow GLY A. Norris 8 15 7 5 Brown ANB C. Shaw B 5 17 2 Black CSB C. Shaw B 9 3 - Grey CSG C. Shaw 8 21 6 - Red CSR C. Shaw 8 16 5 3 White CSW APPENDIX 0 PHILIPPINE CHRISTIAN, TRIBAL AND MORO MUSIC AND DANCE: SIGNIFICANT VARIABLES 1139 <.00 1 .03 3 .01 3 MOR O P Theme s 9 . Danc e <.00 1 Questio n 8 . Musi c <.00 1 8 . Musi c .01 3 9 . Danc e <.00 1 9 . Danc e <.00 1 8 . Musi c 9 . Danc e .00 1 8 . Musi c .00 3 8 . Musi c <.00 1 8 . Musi c <.00 1 10 . Theme s <.00 1 10 . Theme s .04 6 10 . Theme s 10 . 10 . Theme s .03 0 _ .00 7 .03 8 TRIBA L P Musi c Musi c 7 . Theme s .00 4 5 . Musi c .00 1 5 . 7 . Theme s <.00 1 6 . Danc e .01 7 . Theme s .00 6 . Danc e .04 1 5 . 7 . Theme s .02 3 6 . Danc e .03 9 6 . Danc e .00 8 5 . Musi c <.00 1 6 . Danc e <.00 1 Questio n .00 4 P CHRISTIA N Musi c <.00 1 Musi c .02 1 Musi c .02 7 Musi c <.00 1 Musi c .04 6 Theme s . 1 . 2 . Danc e <.00 1 3 . Instrument s .01 0 1 . 3 . Instrument s .00 2 1 . 4 . 2 . Danc e .03 1 . 1 2 . Danc e <.00 1 3 . Instrument s <.00 1 4 . Theme s <.00 1 Questio n B A / Se x clas s VARIABL E Non-governmen t Curriculu m Singl e Curriculu m Urban/Rura l Teacher' s se x Socia l Government / Coeducational / 1140 ' .00 1 .00 1 .00 1 .00 1 < < <.00 1 .01 1 MOR O .04 7 P < .02 2 < <.00 1 <.00 1 Danc e Danc e Questio n 9 . 8 . Musi c 9 . Danc e 8 . Musi c .00 1 9 . Danc e .02 4 9 . 8 . Musi c <.00 1 8 . Musi c 9 . Danc e 10 . Theme s 10 . Theme s 10 . Theme s 10 . Theme s 10 . Theme s .00 1 TRIBA L P 7 . Danc e < .00 1 5 . Musi c .02 6 6 . Danc e .00 2 7 . Theme s < .00 1 5 . Musi c <.00 1 7 . Theme s <.00 1 Questio n 5 . Musi c < .00 1 5 . Musi c <.00 1 7 . Theme s <.00 1 5 . Musi c < .00 1 6 . Danc e <.00 1 <.00 1 CHRISTIA N Musi c <.00 1 Musi c .01 3 Musi c .00 1 Danc e . 4 . Theme s .00 1 3 . Instrument s <.00 1 1 . Musi c <.00 2 . 1 . Musi c .00 4 . Theme s <.00 1 1 2 . Danc e <.00 1 1 . 1 . 3 . Instrument s .01 1 3 . Instrument s .00 1 Questio n P • musi c us e enc e se x Asi a 1igenc e VARIABL E per i e x o f danc e wit h Wester n Inte l Teacher' s Us e o f non - Previou s Familiarit y Pupi1' s 1141 MOR O Questio n P TRIBA L P Questio n 5 . Musi c .01 0 .00 2 CHRISTIA N Theme s 4 . Questio n P VARIABL E Yea r 9 Yea r 8 / BIBLIOGRAPHY BIBLIOGRAPHY Abubakar, A.J. 1977. "To Win a Tausug Maiden." In A.R. Roces (Ed.). Filipino Heritage. 10 Vols. Manila: Lahing Pi Ii pi no Publishing, Vol. 3:606-611. Adcock, C.J. 1964. Fundamentals of Psychology. Middlesex: Penguin. Agoncillo, T.A. 1975. A Short History of the Philippines. New York: The New American Library. Alejandro, G. 1978. Philippine Dance: Mainstream and Crosscurrent. Philippines: Vera-Reyes. Al Faruqi, R. 1979. Islam. 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Bayanihan Philippine Dance Company. Monitor, MFS322. Bayanihan on Tour. Bayanihan Philippine Dance Company. Monitor MFS428. ^ Bayanihan Sings! Bayanihan Philippine Dance Company. Monitor, MFS372. Bayanihan 6. Bayanihan Philippine Dance Company. Monitor, MFS723. Belgica-Ribaya, E. Ang Binhing Pilipina. Mawphil, LP-8791-1-3. Brennan, P.S. Field Recordings; Philippines. (69ihours). Coloma, R. Philippine Music to Remember. (Audio tape: no details). Conklin, H.C. (Collector). Hanunoo Music from the Philippines. Ethnic Folkways Library, FE4466. Feuerring, J. (Collector). Music of the Orient in Hawaii. Folkways Records, FW8745. Fifty Filipino Songs for Children. Mawphil. Folk Songs of the Philippines. Folkways Records, FW8791. Historic Bamboo Organ of Las Pinas. w. Oehms (Organist). Parish of Las Pinas, Rizal. Iniibig Kita. R. Romero (Conductor). Philharmonic Records, 2. Kasilag, L.R. East/West. Kubing Records. Kayaw. Villar MLP/MLS-5173. Kiefer, T.M. (Collector). Music from the Tausug of Sulu. Ethno- sound, EST8000-8001. Kulintang sa Mindanao at Sulu, Ang mga. Kagawaran ng Pananaliksik sa Musika, Dalubhasaan sa Musika, Pamantasan ng Pilipinas. Kundiman. Mabuhay Singers. Villar, MLS5308. Maceda, J. (Collector). Music of the Maguindanao in the Philippines. Folkways Ethnic Library, FE4536A/B. Music of the Philippines. (45r.p.m.). Abaruray (Mx-725); Alitaptap (Mx-725); Binasuan (Mxs-590). T. Santos (Conductor). Mico Records. 1170 Philippine Brass Band. A. Ordona (Conductor). Wilears, WL-72-19. Philippine Folk Dances. N. Gonzales (Conductor). Mico Records, TM-022. Philippine Folk Dances. N. Gonzales (Conductor). Mico Records, TMS-044. Philippine Folk Dances. J. Silos (Conductor). Villar, MLP5000-S. Philippine Folk Dances. J. Silos (Conductor). Villar, MLP-5062. Philippine Folk Songs: Visayan. Silliman Music Foundation No.5803 (SM305-6). Philippine Music. (45r.p.m.). A La Jota (Mx-950); Bao (Mx-25-A); Benguet Bendean Dance (Mx-889); Bontoc War Dance (KXS5-1); Bumayah (Mx-889); Daling-Daling (Mx-661); Haplik (Mx-25); Igorot Rain Dance (KSX9-1); Ilongot Dance (KSX9-1); Itik- Itik (Mx-780); Kalinga Wedding Dance (1514-4); Kapiil Sa Munsala (Mx-661); Kandingan (Mx-810); Katalana (Mx-850); Kuratsa Negros (Mx-734); Kondansoy (Mx-764); La Jota San Joaquina (Mx-847); Lawiswis Kawayan (1511-4); Lerion (Mx-694); Liki (Mx-847); Lubi-Lubi (Mx-735); Maong-A-Lalong (Mx-807); Maramion (Mx-562); Pabirik (Mx-729); Pabo (Mx-649); Paggapas Paggiik at Pahangin (Mx-649); Pagtatahip (Mx-662); Pandanggo Ilocano (Mx-729); Pandanggo Sa Haw (Mx-420); Polkabal (Mx-844); Polka Sal a (Mx-886); Polka Tagala (Mx-948); Polka Tayabas (Mx-556); Salakot (C-5052); Sayaw Ng Mga Kaibigan (Mx-807); Sayaw Sa Bangko (Mx-694); Singkil (C-5082); Sua-Sua (Mx-913); Subli (Mx-662); Ti Liday (Mx-556); Tinikling (Mx-342); Voluntario (Mx-734); Zamboanga (Mx-764). N. Gonzales (Director). Mico Records. Philippine Rondalla Folk Dances. L. Angus (Conductor). Plaka Pilipino, TSP-5223(WL-72-2l). Philippine Rondalla Folk Dances. L. Angus (Conductor). Plaka Pilipino, TSP-5227(WL-74-31). Popular Ilongo Songs. Villar, MLP-5079. Tribal Music of the Philippines. Silliman Music Foundation No.5801- 5802. Singing Bamboos: Pangkat Kawayan. Villar MLS5169/MLS5241. Souvenirs from the Philippines. A. Ordona (Conductor). Plaka Filipino TSP-5225(WL-73-30). World Famous Pangkat Kawayan, The. V. Toledo (Conductor). A&W Records, AWL-1002.