I.

II.

III.

Objectives
a. Correlates Philippine music from Mindanao to the lives of the people;
b. Evaluates music and music performances applying knowledge of musical
elements and styles; and
c. Improvises simple rhythmic/harmonic accompaniments to selected Philippine
music from Mindanao
Learning Content
A. Topic: Philippine music from Mindanao
B. Focus: Socio-cultural influences and distinct religious beliefs of the people of
Mindanao
C. Skills: listening, improvising rhythms/harmony
D. Materials: cellphone, speaker, pictures, chalkboard
Leaning Activities
A. Daily Routine
B. Presentation of the lesson
C. Procedure
1. Prelection
a. Prior knowledge
The teacher reviews the learners about the previous lesson.
b. Motivation
The teacher displays three pictures which show the culture of Mindanao as
a varied and colorful as their geography and the peoples who live there.
Before learning their music, the teacher lets the learners find out what they
already know by naming the pictures shown and describing each of them.
2. Lesson Proper
Asian musical cultures come together in the Southern Philippines. On
these islands old Malay music and a later form of India/Muslim music
coexist.
Two distinct types of song are popular among the Maguindanaos:
1) religious chants sung during the Friday noon service
2) the less formal secular songs, such as love songs, legend chants, and
lullabies.

3. HOTS
1. What is the function of music?
2. How were the varied musical elements (timbre, dynamics, rhythm, pitch, form) used in
bringing out the message of the music?

4. Integration
a. Across Discipline

Social studies: Studying traditions and culture

5. Evaluation
With the help of the Philippine map, find out some major ethnic groups in Mindanao. Name at
least three ethno-linguistic groups.

I.

Objectives

A. Explains the distinguishing characteristics of representative Philippine music from

II.

III.

Mindanao in relation to history and culture of the area;

B. Develops musical awareness and creativity in expressing oneself while doing the
fundamental processes in music; and
C. Analyzes examples of Philippine music from Mindanao and describes how the
musical elements are used.
Learning Content
a. Topic: Gong music of Mindanao
b. Focus: The aspects of instrumentation and performance techniques
c. Skills: listening, distinguishing of musical techniques and function
d. Materials: cellphone, speaker, chalkboard
Learning Activities
a. Daily Routine
b. Presentation of the lesson
c. Procedure
1. Prelection
a. Prior knowledge
The teacher reviews the learners about the previous lesson.
b. Motivation
The teacher plays an instrumental song and lets the learners identify what
instrument was used in the song.
2. Lesson Proper
Gong ensembles have varied functions but are mostly used for
celebrations and rituals. The gong ensembles in Mindanao are mainly
divided into two types:
1. Kulintangan, Kwintangan Gongs in a row
2. Tahunggo, Agung, Salmagi, Blowon Semagi Suspended gong;
ensembles in various names according to each tribe.

3. HOTS

1. What is an ensemble? How is it arranged?

2. Why do the musical or poetical compositions have dual meanings? What are these meanings?
4. Integration
a. Across Discipline
Social studies: Studying traditions and culture
5. Evaluation
Compare the similarities and differences among the gongs of various ethnic groups with regards
to gong type (gong in a row or hanging gongs), other instruments played with the gong
ensembles, and technique (hand position, damped and ringing sound).

I.

Objectives

a.

II.

IV.

Describes how a specific idea or story is communicated through Philippine

Traditional Music Forms and Philippine Theater Musical Forms;
b. Expresses the beliefs of a nation about patriotism, love and how a nation places
value on artists creations; and
c. Analyzes musical elements and processes of Philippine music and theater.
Learning Content
a. Topic: Vocal Music of the 20th Century Filipino Composers
b. Focus: Nationalistic Songs and Love Songs
c. Skills: critical listening, identifying the texture of vocal music
d. Materials: cellphone, speaker, pictures, chalkboard
Learning Activities
a. Daily Routine
b. Presentation of the lesson
c. Procedure
1. Prelection
a. Prior knowledge
The teacher reviews the learners about the previous lesson.
b. Motivation
The teacher forms two teams for the musical charades. The teacher gives
each team strips of paper containing phrases from Lupang Hinirang. To
get to a point, the team must sing the phrase, with correct lyrics and
correct melody. The first team to get 5 correct performances wins.
2. Lesson Proper

Nationalistic compositions:

Marangal na Dalit ng Katagalugan by Julio Nakpil

Lupang Hinirang by Julian Felipe
Love Songs compositions:

Kundiman Nasaan Ka Irog by Nicanor Abelardo

Gaano Ko Ikaw Kamahal by Ernani Cuenco
These songs express the beliefs of a nation about patriotism and love and how a nation places a
value on artists creations. . A group song and dance performance on these four songs culminates
the educational experience and musical elements.
The two representative nationalistic songs, Marangal na Dalit ng Katagalugan (Nakpil)
and Lupang Hinirang(Felipe), played very important roles in our history, being iconic
representations of our nations love of freedom, at this point in time, from the Spanish regime.
On the other hand, Nasaan Ka Irog (Abelardo) Gaano Ko Ikaw Kamahal (Cuenco) are our
artists creative expressions of love which are valued in our Philippine culture and heritage.
3. HOTS
1. How do the nationalistic compositions and love songs express patriotism and love and how a
nation places a value on artists creations?
2. As a grade 7 student, how can you promote patriotism and love for our country in your own
ways?
4. Integration
a. Across Discipline
Social studies: Studying patriotism and love for ones country
5. Evaluation
The teacher plays the song of Francis Magalona, Tayoy Mga Pinoy and asks the students the
following questions:

1.

What is the message of the songs?

2. Are you proud to be a Filipino? Why?