Competencies: Diffun Campus

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
Module 1 MUSIC
Competencies 1.recognize the origin and importance of Music;
2.appreciate the role of music in our lives;
3.discuss the essentials in song writing;
4.demonstrate understanding of the different music genres;
5.demonstrate understanding of the classification of musical
instruments; and
6. display an ability to do song composition.
Discussion he word “music” is from the Greek word mousike, which means “Art of the
Muses.” It is the art of arranging tones in an orderly way to produce a
unified and continuous composition. The common elements of music are
pitch (which governs melody and harmony), rhythm (and its associated
concepts tempo, meter, and articulation) dynamics, and the sonic qualities
of timbre and texture.
To many people of different cultures, music is an integral part of their
way of life. It is an art that puts sounds together in a way that people like.
Most music includes people singing with their voices or playing a musical
instrument, such as drums, piano, guitar, and others.
When music is written on a staff, the pitches (tones) and their
duration are represented by symbols known as notes. These symbols are
put on the lines and in the spaces between the lines. Each position says
which tone must be played. The higher the note is in the staff, the higher
the pitch of the tone. The lower the
notes are, the lower the pitch of the
tone.
Music can also be written,
naming them as in the solfa “Do, Re,
Mi, Fa, Sol, La, Si/Ti, Do.” The next
table shows how each note is
represented in the Standard Notation
or chords. This notation was made
to make the lecture on music notes
simple and easy to read.
What is the Role of Music in Our Lives?

Art and music are fundamental human functions and essential parts
of human life. Without music, our life is a lost, unsure, and probably
incapable of venting our emotions (Galindo, 2003). Based on studies,
music can be a right way of helping our imagination goes to new heights.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
1
“Molding Minds, Shaping Future”
DIFFUN CAMPUS

It touches our soul and enables us to express different moods and

emotions. It inspires people and allows us to get in touch with our
feelings in a way that is unique. It allows our body and mind to make a
break from the monotony of life.
Likewise, music can kindle the mind. It can inspire ordinary human
feelings and bridges gaps between cultures. It touches our emotional being
and shows emotions that are sometimes difficult to articulate. It can be
our day happy or excited.
The Elements of Music
Music is highly useful art that originates in nature and has been
taken up by humanity as a way of expression. It has the power to
influence emotional and psychological aspects of behavior. It has major
elements, namely:
1. Harmony (From the Greek harmonia, meaning “joint or agreement”)
- It refers to the verticalization of pitch. It is often thought as the
art of combining pitches into chords. These chords are usually
arranged into sentence-like patterns called chord progressions.
2. Key- It is known as tonality, a principle in music composition
wherein at the end of the piece there is a feeling of completion by
going back to the tonic.
3. Melody (From a Greek meloidia, which means “singing” or
“chanting”)- It refers to the tune of a song or piece of music.
4. Pitch- It refers to the perceptual property that allows the ordering
of sounds on a frequency-related scale either relative lowness or
highness.
5. Rhythm- It comes from a Greek word rhythmos, which means “any
regular recurring motion.” It is the pattern of the sound in time
and beats in music.
6. Tempo- It regards to the speed (slow or fast) of a given piece of
music.
7. Texture- It refers to how the harmonic materials are combined in a
composition. It could be monophonic (single melodic line),
polyphonic (two or more melodic lines) and homophonic (the main
melody accompanied by chords).
8. Timbre- It refers to the quality of the sound (tone) that
distinguishes one voice or instrument from another.
The Essentials in Song writing
The song is a composition for a voice or voices, performed by singing.

Musical instruments may accompany a song, or it may be
VISION MISSION
2
DIFFUN CAMPUS

unaccompanied, as in the case of the cappella songs. It may be for a solo

singer, a duet, trio, or larger ensemble involving more voices. Songs with
more than one voice to a part are considered choral works. Most song
writing techniques are about what you should do to succeed. Below are
the common essentials in song writing (Kamien, 1997).
Arrangement. Arrangement in music is considered as a
reconceptualization of a previously composed work. It includes the order
in which the sections of music are placed (such as, intro-verse-chorus-
verse-chorus), and the organization of the instrumentation, vocals or other
parts of music that make up the song.
Beat and Rhythm. The beat is the speed (tempo) of the song that
drives the listener to feel either fast or slow. On the other hand, the
rhythm is the beat that the various instruments such as bass, drum, and
guitar have produced.
Chords (chord progression). It refers to any harmonic set of pitches
used to accompany the melody of the song. It is formed when multiple
pitches (notes on a musical instrument) are placed together on staff (a
sheet of music). It comes in different varieties, which includes the
augmented chords, major chords, minor chords, diminished chords,
seventh chords, and Neapolitan chords.
Concept (story). All songs have a storyline or concept. Typically, the
song title will convey the essence of that story idea and the words (lyric)
will expound upon that idea.
Genre and Style. The genre of the song such as pop, rock, or
country is established by the beat and rhythm of the song. The quality of
the song branches out from the genre, such as alternative, hip-hop, punk
rock, or alternative type of music.
Length. The length of a song is always considered, depending on its
use. They can be shorter or longer, but this is the typical length of today’s
musical arrangement.
Lyrics. This term comes from the Greek word lyrikos, which means
“singing to the lyre.” It describes a concept of a theme which rhymes in the
sections of music.
Melody. Melody is the harmony of the song that you play or sing. It
is the main line of music you’re making and the basis of the song.
Song Sections. Songs are divided up into sections or components
such as intro, verse, chorus, bridge, lead breaks, etc.
VISION MISSION
3
DIFFUN CAMPUS

The Different Music Genres

Being involved in a musical event with music-minded people who
enjoy the same sort of songs and sounds can be a good experience. Genres
can sometimes be a good-natured way to work with other people and to
introduce new fans to the music you are producing.
Music is a form of art and an organized sound. It voices our emotions
harmoniously and pleasantly. Different genres of music help in soothing
one’s disturbed soul in the growth of concentration and cheer us to live
our life joyfully. Some types of music are as follows:
Classical Music. Classical music is a sophisticated form of
composition as it requires skills like learning the ability to coordinate with
others musicians.
Folk Music. This type of music reflects the emotions of common
people. Cultural and popular music are the two sub-genres of folk music.
Funk.This music became known in the late 1960s. Funk made
rhythm the most important element while de-emphasizing melody.
Hip-hop Music. Hip-hop music always includes the use of an
instrument such as bass, drums, guitar, piano, violin, and fiddle. In this
type of music, the bass is the main instrument. This can be used in
different intensities to emote feelings of anger or pride.
Jazz. Complex and strong beats feature this type of music. The main
instruments used for this type of music are a cornet, trumpet, or violin.
Meta Music. This is a type of music wherein the melody is influenced
by the structure of the songs (known as “information music”).
Opera Music. This genre has a fantastic combination of theatrical art
and musical invention and is played explicitly in big audiences.
Rock Music. This music genre requires the vocals to be accompanied
by bass, drums, and guitar. Sometimes, piano, synthesizer, saxophone,
flute, mandolin, and sitar are also in this genre for a more profound
impact. This type of music has several sub-genres, such as hard rock,
metal rock, and progressive rock.
Techno Music. This genre is also known as fusion type of music. This
is a form of electronic dance-music based on African-American music
styles like electro jazz and funk.
Trance Music. This type of music is usually performed in
clubhouses. This is characterized by fast tempo and repetitious beats.
VISION MISSION
4
DIFFUN CAMPUS

Classification of Musical Instruments
A Musical instrument is a tool adapted or created in making musical

sounds. It was primarily designed to emulate natural sounds for ritual
purposes. Their vocal range often classifies it in comparison with other
instruments such as the following:
a. Alto Instruments
1. Alto Saxophone- It is a member of the saxophone family of woodwind
instruments invented in 1841 by Adolphe Sax, a Belgian instrument
designer. It is a type of device mostly used in classical compositions.
2. French Horn- It is a brass instrument made about 12-13 feet of
tubing wrapped into a coil with a flared bell.
3. English Horn (also known as coranglais) - It is a double-reed
woodwind instrument in the oboe family.
4. Viola- It is the middle voice of the violin family and between the violin
and the cello. It is a bowed string instrument.
b. Bass Instruments
1. Double Bass- It is the largest and lowest-pitched bowed string
instrument in the modern symphony orchestra.
2. Bass Guitar- It is a stringed instrument with a longer neck and scale
length, with four to eight strings. It is played mainly with the fingers or
thumb, by picking, plucking, slapping, popping, tapping, or thumping.
3. Bass Saxophone-It is one of the largest members of the saxophone
family of low range, usually supported on a stand while being played.
4. Tuba- It is the largest and deep-pitched brass instrument. The Sound
is produced by vibrating the lips into a sizeable cup-shaped
mouthpiece.
c. Baritone Instruments
1. Bassoon- It is, a woodwind instrument in the double reed family. It
is played by pressing the reed between the lips and blow to sound the
instrument.
2. Baritone Saxophone- It is one of largest members of the saxophone
family and is the lowest-pitched saxophone.
3. Bass Clarinet- It is regularly performed in symphony orchestras, wind
ensembles, occasionally in marching bands, and plays an occasional
VISION MISSION
5
DIFFUN CAMPUS

solo role in contemporary music.

4. Cello (viooncello)- It is a bowed, and sometimes plucked string
instrument. It has a hollow wooden body with two sound holes, and
four strings were running along the body and neck.
5. Baritone Horn-It is a wind instrument that consists of a brass tube
(usually of variable length) that is blown using a cup-shaped or pipe-
shaped mouthpiece.
d. Soprano Instruments
1. Flute- It is a wind instrument that produces sound through the flow
of air from the hole that has an elaborate set of keys.
2. Violin- It is a small string instrument, usually with four strings tuned
in perfect fifths.
3. Soprano Saxophone- It is a woodwind instrument used as a solo and
chamber instrument in classical music or a concert band or orchestra.
4. Trumpet- It is the musical instrument which is usually played by
blowing air through closed lips in producing a buzzing sound.
5. Clarinet- It is a type of woodwind instrument that has a straight
cylindrical tube with a flaring bell and a single-reed mouthpiece.
6. Oboe- It is a woodwind instrument with a double-reed mouthpiece, a
slender tubular body, and holes stopped by keys.
7. Piccolo- It is the high-pitched woodwind instrument used in
orchestras and military bands
e. Tenor Instruments
1. Trombone- It is a musical instrument in which the sound is produced
when the player’s vibrating lips trigger the air column inside the device
to vibrate.
2. Tenor Saxophone- It is a medium-sized woodwind instrument that is
very prominent in jazz groups and is one of the essential voices of a
concert or marching band.
3. Guitar- It is a stringed musical instrument with a fretted fingerboard,
typically incurved sides, and have six or twelve strings, played by
plucking or strumming.
VISION MISSION
6
DIFFUN CAMPUS

Enrichment Musical Therapy

Activities Let the students listen or sing the song entitled “Kundiman ng Langit” by
Augusto Espino. Share your reflection on the meaning of the song. Here is the
link of the song. https://www.youtube.com/watch?
v=d4NdUnRWWLk&feature=youtu.be
“Kundiman ng Langit”
May isang kundimang naiiba,

Daloy ay kay haba,
waring hindi magwawakas;
Nilikha buhat sa langit,
ng Amang tapat umibig;
Awitin, kundiman ng langit.
Himig ay sinulat ng Kanyang dugo,

Titik ay hinugot sa
pusong ‘di magtatampo,
Ang hatid ay kaligtasan,
at ang ating kalayaan;
Dinggin, kundimang ito.
Kay hiwaga ng pag-ibig na dulot Mo,

Kasalanan ko’y nilimot nang totoo;
Sa kabila ng ginawa ko;
ako’y mahal na mahal Mo,
May hihigit pa ba sa pag-ibig Mo?
Nilikha buhat sa langit,

ng Amang tapat umibig;
Awitin, kundiman ng langit.
Sana’y tugunan ang haranang ito

Na binuhay ng kamatayang pinangtubos,
Sugat ay paghihilumin.
Dungis nati’y lilinisin;
Damhin, pagsuyong ito.
Kay hiwaga ng pag-ibig na dulot Mo,

Kasalanan ko’y nilimot nang totoo;
Sa kabila ng ginawa ko;
ako’y mahal na mahal Mo,
VISION MISSION
7
DIFFUN CAMPUS

May hihigit pa ba sa pag-ibig Mo?
May hihigit pa ba sa kundimang ito?
b. Song Composition
Compose a song depicting your life as student or any theme (focus).
Compositions can be in English, Tagalog, or any Filipino dialect. Let this song
be presented through video with a decent outfit/attire. Criteria: Melody, Beat
and Rhythm, as well as Length.
Comprehensio A short measurement of the students’ comprehension will be given in

n Check this section.
Answers will be provided at the end of this section. A brief explanation

to the options is necessary whether they are correct or wrong.
References Arts appreciation by Bernardo Nicolas Caslib Jr., Dorothea C. Garing,
and Jezreel Anne R. Casaul, Rex bookstore Inc.manila 2018.
VISION MISSION
8
Module 2 MEDIEVAL PERIOD
Competencies 1. demonstrates an understanding of basic concepts and
DIFFUN CAMPUS
processes in music and art through appreciation, analysis and
performance
for his/her
COLLEGE self-development,
OF TEACHER EDUCATIONcelebration of his/her Filipino cultural
identity and
diversity, and expansion of his/her world vision.
2. demonstrates understanding of salient features of music
and art of the Philippines and the world, through appreciation, analysis,
and performance
3. demonstrates understanding of salient features of Western
music and the arts from different historical periods, through
appreciation.
Discussion Music of the Medieval Period (700 – 1400)
The Medieval period is also known as the Middle Ages or ―Dark Ages‖
that started with the fall of the Roman Empire. During this time, the
Christian Church influenced Europe’s culture and political affairs.
Monophonic plainchant was named after Pope Gregory I, who made
this the approved music of the Catholic Church. Pope Gregory’s action
made monophonic plainchants popular. Although it was originally
transmitted orally, scholars agreed to put it in notation to assist
dissemination of chants across Europe.
Characteristics of the Gregorian Chants:

monophonic

Free meter

Modal

Usually based on Latin liturgy

Use of Neume notation
The music sheet below is a notated Gregorian Chant written in Neumes:

Description: The Introit Gaudeamus Omnes, scripted in square
notation.
Date: 14th century – 15th century
Source: wikepedia.org
File: Graduale Aboense
VISION MISSION
9
DIFFUN CAMPUS

VISION MISSION
10
Module 3 RENAISSANCE PERIOD
Competencies 1. demonstrates an understanding of basic concepts and
DIFFUN CAMPUS
processes in music and art through appreciation, analysis and
performance
for his/her
COLLEGE self-development,
OF TEACHER EDUCATION celebration of his/her Filipino cultural
identity and
2. demonstrates understanding of salient features of music
and art of the Philippines and the world, through appreciation, analysis,
and performance
3. demonstrates understanding of salient features of Western
appreciation.
Discussion Music of the Renaissance Period (1400 – 1600)
The term ―Renaissance‖ comes from the word ―renaitre‖ which means
“rebirth‖, ―revival‖, and ―rediscovery‖. The Renaissance Period is a
period of
of ―looking back‖ to the Golden Age of Greece and Rome.
The invention of printing in the 1400’s paved the way for a wide
distribution of renaissance compositions. With the emergence of the
bourgeois class, renaissance music became popular as entertainment
and
activity for amateurs and the educated. Lute was the prominent
instrument of
the renaissance era. The influence of the Roman Catholic Church started
to
decline as the new music genre arose. Though sacred music was still of
great
importance, secular music became more prominent in the renaissance
period.
This era was also known as the ―golden age‖ of a capella choral music.
Other historical facts during this era is the discovery of the actual
position of earth in the solar system by Copernicus, the invention of
compass
creating a wider navigation not only of the lands but also of the oceans,
and
Martin Luther’s Protestant reformation.
Characteristics of Renaissance Music:
 Mostly polyphonic
 Imitation among the voices is common
 Use of word painting in texts and music
 Melodic lines move in a flowing manner
 Melodies are easier to perform because these move
along a scale with a few large leaps
Vocal Music of the Renaissance Period
1. Mass – is a form of sacred musical composition that sets texts of the
Eucharistic liturgy into music.
Characteristics of the Mass:
 Polyphonic
 May be sung a cappella or with orchestral accompaniment
VISION  Text may be syllabic (one note set to each syllable), MISSION neumatic (a
few
The leading center for academic and notes set
technological to one syllable),
excellence Developor melismatic
competent (many
and morally notes
upright to one and generate
professionals
Five Main Sections of Mass:
1. Kyrie (Lord Have Mercy) 11
2. Gloria (Glory to God in the Highest)
3. Credo (I Believe in One God)
DIFFUN CAMPUS

VISION MISSION
12
Module 4 BAROQUE PERIOD
Competencies  demonstrates an understanding of basic concepts and
DIFFUN CAMPUS
Diffun, 3401 Quirino in music and art through appreciation, analysis and
processes
performance
for his/her self-development, celebration of his/her Filipino
cultural identity and
 demonstrates understanding of salient features of music
and art of the Philippines and the world, through appreciation,
analysis,
and performance
 demonstrates understanding of salient features of Western
appreciation.
Discussion Music of the Baroque Period (1685 – 1750)
The word Baroque is derived from the Portuguese word ―barroco”
which means ―pearl of irregular shape‖. Some of the great
composers of this
time were George Friedrich Handel, Johann Sebastian Bach,
Claudio
Monteverdi, and Antonio Vivaldi.
During this time, the arts highlighted grandiose and elaborate
ornamentation. These were clearly seen in the musical
compositions created
by Baroque composers.
New instrumental techniques and changes in musical notation
were
developed. Major and minor tonality was also created in this
period. A lot of
the musical terms and concepts that evolved in this era are still
used today.
Characteristics of Baroque Music:
 Melodies sound elaborate and ornamental
 Melodies are not easy to sing or remember
VISION MISSION
The leading center for academic andtechnological
Primarilyexcellence
contrapuntal textures
Develop competentwith someupright
and morally homophony
professionals and generate
 Dynamic contrast – alternation between loud and soft
13
“Molding
 Music Minds, Shaping
genres—operas, Future”
oratorios, suites, tocatas, concertó
grosso,
DIFFUN CAMPUS

VISION MISSION
14
Module 5 CLASSICAL PERIOD
DIFFUN CAMPUS
processes
performance
analysis,
and performance
appreciation.
Discussion MUSIC OF THE CLASSICAL PERIOD (1750-1820)
The Classical Era, also called “Age of Reason”, is the period from
1750-1820. The cultural life was dominated by the aristocracy,
who, as
patrons of musicians and artists, generally influenced the arts.
Significant
changes in musical forms and styles were made.
In the middle of the 18th century, Europe began to move toward a
new
style in architecture, literature, and the arts, known as Classicism.
It was also
pushed forward by changes in the economic order and in social
structure.
Classical music was patronized primarily by the nobility.
Important historical events that occurred in the West during this
era
were the French Revolution, Napoleonic Wars, the American
Declaration of
Independence in 1776 and the American Revolution.
The term “classical” denotes conformity with the principles and
VISION characteristics of ancient Greece and Roman literature and art
MISSION
and prime catalyst for a progressivewhich were Quirino
and sustainable appropriate knowledge and technologies to meet the needs of Quirino
formal, elegant, simple, and dignified. The same characteristics
15
may“Molding
also Minds, Shaping Future”
describe the melodies of classical music. Texture is generally
DIFFUN CAMPUS

VISION MISSION
16
DIFFUN CAMPUS

VISION MISSION
17
Module 6 ROMANTIC PERIOD
DIFFUN CAMPUS
processes
performance
analysis,
and performance
appreciation.
Discussion MUSIC OF THE ROMANTIC PERIOD 1820-1910
Romantic Periodis described by some musicians, composers and
researchers around the world as a cultural movement that
stressed emotion,
imagination, individualism and freedom of expression. it was
characterized by
expanding the formal structure within a composition and making
the pieces more
passionate and expressive.
Nationalism is one of the main features of this era. This is
evidently shown
in some compositions made by Romantic composers. One of which
is the
Polonaise of Frederic Chopin, a dance composition for piano which
is famous in
Poland until today. In addition, the composers’ focuses mainly on
individuality of
style and expressive aims and subjects.
Emotions, variety of musical style in compositions, freedom of
expression
VISION
are only a few things that characterized the music of the Romantic
MISSION
The leading center for academic andperiod. It was
technological excellence Develop competent and morally upright professionals and generate
during the heights of popularity of Ludwig Van Beethoven, one of
the great 18
composers during the Classical period made a great distinction to
DIFFUN CAMPUS

VISION MISSION
19
Module 7 MUSICAL THEATRE
DIFFUN CAMPUS
processes
performance
analysis,
and performance
appreciation.
Discussion Musical theatre is a form of theatrical performance that combines
songs, spoken dialogue, acting and dance. The story and
emotional content of a musical – humor, pathos, love, anger – are
communicated through words, music, movement and technical
aspects of the entertainment as an integrated whole. Although
musical theatre overlaps with other theatrical forms like opera and
dance, it may be distinguished by the equal importance given to
the music as compared with the dialogue, movement and other
elements. Since the early 20th century, musical theatre stage
works have generally been called, simply, musicals.
Musicals are performed around the world. They may be presented
in large venues, such as big-budget Broadway or West
End productions in New York City or London. Alternatively,
musicals may be staged in smaller venues, such as fringe
theatre, Off-Broadway, Off-Off-Broadway, regional theatre,
or community theatre productions, or on tour. Musicals are often
presented by amateur and school groups in churches, schools and
other performance spaces. In addition to the United States and
Britain, there are vibrant musical theatre scenes in continental
Europe, Asia, Australasia, Canada and Latin America.
Book musicals
Since the 20th century, the "book musical" has been defined as a
musical play where songs and dances are fully integrated into a
well-made story with serious dramatic goals that is able to evoke
genuine emotions other than laughter.[2][3] The three main
components of a book musical are its music, lyrics and book. The
VISION book or script of a musical refers to the story, MISSIONcharacter
development
and prime catalyst for a progressive and dramatic
and sustainable Quirino structure,
appropriate including
knowledge and technologiesthe spoken
to meet the needs of Quirino
dialogue
Province and Southern Cagayan and stage directions, but
Valley. it can
Province also refer
and Southern to the
Cagayan dialogue
Valley.
and lyrics together, which are sometimes referred to as20

“Molding Minds,
the libretto (Italian Shaping
for "little book").Future”
The music and lyrics together
form the score of a musical and include songs, incidental

Competencies: Diffun Campus

Uploaded by

Copyright:

Available Formats

Competencies: Diffun Campus

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Competencies: Diffun Campus

Uploaded by

Copyright:

Available Formats

QUIRINO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

What is the Role of Music in Our Lives?

COLLEGE OF TEACHER EDUCATION

It touches our soul and enables us to express different moods and

The Essentials in Song writing

The song is a composition for a voice or voices, performed by singing.

COLLEGE OF TEACHER EDUCATION

unaccompanied, as in the case of the cappella songs. It may be for a solo

COLLEGE OF TEACHER EDUCATION

The Different Music Genres

COLLEGE OF TEACHER EDUCATION

Classification of Musical Instruments

A Musical instrument is a tool adapted or created in making musical

COLLEGE OF TEACHER EDUCATION

solo role in contemporary music.

COLLEGE OF TEACHER EDUCATION

Enrichment Musical Therapy

May isang kundimang naiiba,

Himig ay sinulat ng Kanyang dugo,

Kay hiwaga ng pag-ibig na dulot Mo,

May hihigit pa ba sa pag-ibig Mo?

Nilikha buhat sa langit,

Sana’y tugunan ang haranang ito

Kay hiwaga ng pag-ibig na dulot Mo,

COLLEGE OF TEACHER EDUCATION

May hihigit pa ba sa pag-ibig Mo?

May hihigit pa ba sa kundimang ito?

Comprehensio A short measurement of the students’ comprehension will be given in

Answers will be provided at the end of this section. A brief explanation

The music sheet below is a notated Gregorian Chant written in Neumes:

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION

and lyrics together, which are sometimes referred to as20

You might also like