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    The Teacher Will Present A Powerpoint For The Drill Part of The Lesson

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    Yan Art Genciana
    The lesson plan introduces students to vocal and instrumental music of the Philippine Lowlands by having them listen to and analyze examples of liturgical and devotional songs that were influenced by Spanish colonization. Students are divided into groups to examine different musical elements in assigned songs and then present their findings. The lesson aims to help students appreciate how these musical traditions are connected to the country's cultural past.

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    The Teacher Will Present A Powerpoint For The Drill Part of The Lesson

    Uploaded by

    Yan Art Genciana
    85 views3 pages
    The lesson plan introduces students to vocal and instrumental music of the Philippine Lowlands by having them listen to and analyze examples of liturgical and devotional songs that were influenced by Spanish colonization. Students are divided into groups to examine different musical elements in assigned songs and then present their findings. The lesson aims to help students appreciate how these musical traditions are connected to the country's cultural past.

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    mapeh101

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    The lesson plan introduces students to vocal and instrumental music of the Philippine Lowlands by having them listen to and analyze examples of liturgical and devotional songs that were influenced by Spanish colonization. Students are divided into groups to examine different musical elements in assigned songs and then present their findings. The lesson aims to help students appreciate how these musical traditions are connected to the country's cultural past.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    85 views3 pages

    The Teacher Will Present A Powerpoint For The Drill Part of The Lesson

    Uploaded by

    Yan Art Genciana
    The lesson plan introduces students to vocal and instrumental music of the Philippine Lowlands by having them listen to and analyze examples of liturgical and devotional songs that were influenced by Spanish colonization. Students are divided into groups to examine different musical elements in assigned songs and then present their findings. The lesson aims to help students appreciate how these musical traditions are connected to the country's cultural past.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    SAMPE LESSON PLAN IN MAPEH GRADE 7

    (MUSIC 1 st Quarter)

    I. Objective

    Analyze the musical elements of some Lowland vocal and instrumental music selections

    Appreciate the cultural past of the Philippines through vocal and instrumental music selections.

    II. Content and Materials

    A. Music of the Lowlands of Luzon 1: Liturgy and Devotional Music


    B. Reference: Learner’s Module in Music Grade 7 pages: 8-12
    Curriculum Guide page: 40
    C. Materials:
    Equipment: laptop, projector, multi-media speaker, tablet
    Software: PowerPoint presentation, sample songs downloaded from youtube.com
    D. Concept: Liturgy and devotional music representations of the lowlands are usually influenced by
    the colonization of the country by the Spaniards which lasted for more than 3 centuries.

    III. Procedure:

    A. Introductory Activity:
    1. Drill:
    The teacher will present a PowerPoint for the drill part of the lesson.

    2. Motivation:

    Students will listen to the songs listed below:


    1. Regina Coeli
    2. Pasyon
    3. Dios Te Salve
    4. Exultet
    5. Pastores a Belen
    (Teacher will play the songs for this particular part of the lesson.)

    Guide
    Questions:

    1. With the songs you


    3. What activities are
    have just listened to,
    they used to?
    what type of songs are
    they?

    2. Are you familiar with


    the songs you have
    listened? Yes or No and
    Why?
    B. Development of the Lesson:

    1 st Activity:
    The class will be grouped into 7 groups. (Teacher is given freedom to find ways or style in
    grouping the students.) The teacher will present vocal music selections as a listening activity for the
    students. After the activity, students will analyze the different musical elements found in every songs
    presented/assigned to every group. Answers or responses will be written on a Manila paper and will be
    presented to the class by the group leader.
    Group 1 – Mass
    Group 2 – Pastores a Belen
    Group 3 – Senakulo
    Group 4 – Pasyon
    Group 5 – Salubong
    Group 6 – Flores de Mayo
    Group 7 – Santacruzan

    2 nd Activity:
    The teacher will discuss the songs presented to class through a PowerPoint presentation.
    (The teacher is expected to unlock or define the terms liturgical and devotional before going to class
    discussion.)

    Source: http://my grade7music.blogspot.com

    3 rd Application:
    Student in their past grouping will choose from either Flores de Mayo or Santacruzan songs as
    their musical piece that they are going to perform to the class. Performance will be rated according to
    the rubrics presented below. While the group is performing one of the members of the group will
    record a video which is to be presented the next meeting.

    CATEGORY Outstanding (5) Excellent (4) Good (3) Average (2) Poor (1)
    Students\' singing Students\' singing Students\' singing Students\' singing Students\' singing
    voice is of the voice is great voice is above voice is average voice is not
    highest quality, nice quality, nice to listen average, pleasant to and not solo pleasant to listen to
    Singing Voice to listen to, and to and appropriate listen to but not a quality. and would not
    advanced for their for their age. Solo typical solo voice. blend in a group.
    age. Solo singing is singing is
    encouraged. appropriate.

    Students\' has a Students\' has an Students\' has a fair Students\' has little Students\' shows no
    superior musical ear excellent musical ear musical ear with 4- musical ear with 7 - true musical ear
    with no mistakes with 1-3 mistakes 6 mistakes made. 10 mistakes made. with over 10
    Tonal M emory made. made. mistakes made.

    Students\' has Students\' has Students\' has a nice Students has fair Students\' has poor
    superior stage excellent stage stage presence with stage presence with stage presence with
    presence with presence with a non-distracting lack of facial awkward facial
    Stage Presence outstanding facial pleasant face and facial expression expression and expression and
    expressions and body movement. and body body movement. body movement.
    body movement. movement.

    Source: rubistar.com
    4 th Conceptualization:
    These following questions will be ask:
    1. What are different songs under mass?
    2. Did you like the songs sample you have heard a while ago? Yes or No and Why?
    3. What do you think would have happened if we were not colonized by the Spaniards? Do you think
    we will have these kinds of songs?

    IV. Evaluation:
    The evaluation will be made through a Digital Quiz

    V. Assignment:

    Remedial Reinforcement Enrichment

    Activity 1

    A. What are the different elements of music?


    B. What are the songs you know under mass?
    C. List down liturgical or devotional songs sung during religious festivals.

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