Music 8 LAS Quarter 3

8
MUSIC
THIRD QUARTER
LEARNING ACTIVITY SHEET
Note: Practice Personal Hygiene protocols at all times. i

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
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Learning Activity Sheet in MAPEH
(Grade 8)
Copyright © 2020
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Development Team
Writers : NIDA JEMIMA C. TORINO, CAG. NHS
GLENDA N. BAINGAN, CAG. NHS
ROSALINDA G. CARAG, TUG. CITY SH
JACOBA JUVIE B. ADDUN, CAG. NHS
Focal Persons : RANDALL B. TALAMAYAN, PhD

JESSICA T. CASTANEDA, PhD
DENIS M. AGBAYANI, PhD
RIZALINO G. CARONAN
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Table of Contents
Listens perceptively to music of South Asia and the --------------------

Middle East (Week 1) (MU8WS-IIIa-h-2) 1
Analyzes musical elements of selected songs and

instrumental pieces heard and performed -------------------- 6
Explores ways of producing sounds on a variety of
sources that would simulate instruments being
studied -------------------- 10
Improvises simple accompaniment to selected South

Asia and the Middle East music -------------------- 15
Performs music from Southeast Asia and Middle

East with own accompaniment -------------------- 18
Evaluates music and music performances using
guided rubrics applying knowledge of musical
elements and style -------------------- 22
Note: Practice Personal Hygiene protocols at all times. iii

MUSIC 8
Name: ____________________________ Grade Level: _____________
Section: ___________________________ Date: ___________________
LEARNING ACTIVITY SHEETS

Listening to South Asia and Middle East Music
Background Information for the Learners (BIL)
The nations of South Asia [and West Asia] have a unique vantage point being surrounded by
cultures which mingle and pass through their countries; these interactions have inspired and
been influenced the societies surrounding them.
India is the largest country in South Asia. Music is fundamental to the lives of people as a
source of spiritual inspiration, cultural expression and entertainment. Carnatic Music, music
from the South, are directed to Hindu god (temple music). Carnatic music is unified, where
schools are based on the same ragas, the same solo instruments, and the same rhythm
instruments. Music pieces are mainly set for the voice and with lyrics. Their devotional songs
are called “krti”. Hindustani Music, music from the north and central regions, goes back to
Vedic period around 1000 BC. Music is enriched by the Persian performance practices of the
Mughal era. Their singing style is “khyal” meaning imagination and uses nasal quality.
Vocal music and hymns uses melismatic with nasal style of singing. Singing based on the set
of pitches in Verdic period. Sama Veda, a sacred text, sung as samagana – philosophy and
science of uniting thoughts, sound, and music. Rig Veda, an ancient Indian sacred collection
Vedic Sanskrit hymns.
There are two divisions of vocal music in Israel: devotional and secular; and those could be
perform and execute in communal worships, life passage events, mystic rituals, and
entertainment.
In devotional music, it is featured during their Sabbath, the way they pray and worship; while,
life passage events songs are performed and executed as their secular music which generally
includes popular and romantic text. When we are talking about life passage events, these are
songs which usually perform in rites: (weddings, bar mitzvas, bat mitzvas, anniversaries).
Jews or Jewish people are an ethno religious group and a nation originating from the Israelites
and Hebrews of historical Israel and Judah. The system of melodic modes used in traditional
Arabic music, is maqam. Qawwali is a style of Muslim devotional music now associated
particularly with Sufis in Pakistan. The tala is a repeating rhythm pattern usually played by the
tabla (small drums). Hora is a traditional Romanian folk dance where the dancers hold each
other's hands and the circle spins, usually counter clockwise, as each participant follows a
sequence of three steps forward and one step back. The most popular instruments are oud a
form of lute or mandolin played principally in Arab countries, goblet drum is a single
head membranophone with a goblet shaped body, psalterion is an ancient stringed instrument
played by plucking the strings with the fingers or a plectrum.
In the following activities, you will listen to sample music from South Asia and Middle East.
Learning Competency:
Note: Practice Personal Hygiene protocols at all times. 1

✔ Listens perceptively to music of South Asia and the Middle East (Week 1) (MU8WS-
IIIa-h-2)
ACTIVITY 1 – Which Is Which?

Direction: Study the words written in the box. Identify which word fits the description of
Carnatic and Hindustani Music. Write your answers in your notebook.
Khyal Temple Music

Unified Northern
Krti Southern
Nasal Singing Lyrical
Persian Influence Imagination
CARNATIC MUSIC HINDUSTANI MUSIC
ACTIVITY 2- Carnatic and Hindustani Music
Directions:
Watch and listen to the following videos. If you have access to internet, visit the following
links to watch the video clips. In case you don’t have internet access, ask your teacher to lend
you a copy of the Carnatic and Hindustani Music taken from the website. Answer the questions
below after watching the videos. Write your answers in your notebook.
a. Carnatic Music
Amazing Carnatic Music | Raga Shanmukhapriya | Aruna Sairam | Music of India
https://www.youtube.com./watch?v=spRQEectgB8
Aruna Sairam & Soumik Datta | UTSAV | Bonus Track Tillana
https://www.youtube.com./watch?v=jQqtGzdteQ8
b. Hindustani Music
Nina Burmi | Mishra Bhairavi Thumri | Indian Classical Music
https://www.youtube.com./watch?v=kfBvz2rG-NI
Anoushka Shankar - Indian Classical Raga
https://www.youtube.com./watch?v=-wra4p4zARw
Guide Questions:
1. Does the music have a clear steady beat?
2. Do you hear any particular rhythm patterns which keep repeating?
3. Would the melody be easy to sing?
4. Are the sounds smooth or jumpy?
5. Is there one sound or lots of different sounds playing at once?
ACTIVITY 3- Word Search in the Middle Earth
Direction:
Search for the terms being described below that used in vocal and instrumental music of West
Asia. Encircle the words that you found.
1. The system of melodic modes used in traditional Arabic music.

2. A style of Muslim devotional music now associated particularly with Sufis in
Pakistan.
3. They are an ethno religious group and a nation originating from the Israelites and
Hebrews of historical Israel and Judah
4. It is a repeating rhythm pattern usually played by the table.
5. A single head membranophone with a goblet shaped body.
6. It is a traditional Romanian folk dance where the dancers hold each other's hands and
the circle spins, usually counter clockwise, as each participant follows a sequence of
three steps forward and one step back.
7. A form of lute or mandolin played principally in Arab countries.
8. It is an ancient stringed instrument played by plucking the strings with the fingers or
a plectrum.
9. It is an example of a life event.
O U D J M A G A M Q T
Q M B P D M A Q A M S
A D W S T Q P D T R T
M Z Q A W W A L I T A
I D S L G T E Z R Z L
T W A T Z J E W I S A
Z G Z E W L L W I V L
V A D R B G O B L E T
A T B I U O Z M A L T
S G A O H P I Q A Q M
L J O N E F R D K Q R
M H O R A Z N W A Z N
ACTIVITY 4 – 13 Beat Tala – Indian Rhythms
Direction:
Listen to an example of Indian Tala. While listening, answer the questions that follow.

(Note: If you have internet access, you can access the music samples from the following links.
If internet is not available, request from your teacher a copy of the recorded music.)
13 Beat Tala – Indian Rhythms https://www.youtube.com/watch?v=2d5A-tDOi7o
1. Is there one main instrument?

2. How do you think the main instrument is being played? Blown, plucked, bowed or
struck?
3. Does the music have a clear steady beats?
REFLECTION:
1. I learned that _______________________________________________.
2. I enjoyed most on ___________________________________________.
3. I want to learn more on _______________________________________.
ANSWER KEY:
ACTIVITY 1 – Which Is Which?
CARNATIC MUSIC HINDUSTANI MUSIC

Unified Khyal
Krti Nasal Singing

Temple Music Persian Influence
Southern Northern
Lyrical Imagination
ACTIVITY 2- Carnatic and Hindustani Music
Guide Questions:
1. Yes, the music have a clear steady beat.
2. Rhythmic patterns have repeated parts.
3. No, the melodies are not easy to sing.
4. Some sounds are smooth some are jumpy too.
5. Yes, there are sounds playing at simultaneously.
ACTIVITY 3 – Word Search in the Middle Earth
1. Maqam 6. Hora
2. Qawwali 7. Oud
3. Jews 8. Psalterion
4. Tala 9. Mitzvas
5. Goblet
O U D J M A G A M Q T
Q M B P D M A Q A M S
A D W S T Q P D T R T
M Z Q A W W A L I T A
I D S L G T E Z R Z L
T W A T Z J E W I S A
Z G Z E W L L W I V L
V A D R B G O B L E T
A T B I U O Z M A L T
S G A O H P I Q A Q M
L J O N E F R D K Q R
M H O R A Z N W A Z N
ACTIVITY 4 – 13 Beat Tala – Indian Rhythms
1. Tabla is the only instrument used.

2. Tala is being struck.
3. Yes the music have a clear steady beat.
References:
Book:
Anido, Baldoz, Parakiay, et al. 2013, Music and Arts - Grade 8 Learner’s Module. First edition.
Pasig City, Philippines: Department of Education
Website:
https://actmusicguide.wordpress.com/2018/10/25/south-and-west-asian-music-india-and-
israel/
Amazing Carnatic Music | Raga Shanmukhapriya | Aruna Sairam | Music of India
https://www.youtube.com./watch?v=spRQEectgB8
Aruna Sairam & Soumik Datta | UTSAV | Bonus Track Tillana
https://www.youtube.com./watch?v=jQqtGzdteQ8
Nina Burmi | Mishra Bhairavi Thumri | Indian Classical Music
https://www.youtube.com./watch?v=kfBvz2rG-NI
Anoushka Shankar - Indian Classical Raga
https://www.youtube.com./watch?v=-wra4p4zARw
13 Beat Tala – Indian Rhythms https://www.youtube.com/watch?v=2d5A-tDOi7o

NIDA JEMIMA C. TORINO
Writer
MUSIC 8
Name: ____________________________ Grade Level: _____________
Section: ___________________________ Date: ___________________

Analysis of South Asia and Middle East Music
South Asia and Middle East composes the Music of India, Pakistan and Israel. Each
country has their own musical characteristics.
India’s melody is called “raga”, the pitch system and also for specific formations of
pitches and tendencies. The raga/raag/ragam is the essential melodic element in Indian
classical music. It is a series of pitches similar to a European idea of a scale. (It is the vocabulary
of notes for a piece of music.) It often has distinctive melodic shapes, a pitch hierarchy and
characteristic ornamentation on specific pitches. Artful bending of pitch around the tones of
the raga is stylistically valued. Ornamentation is essential to the performance of a raga. It has
a specific ascending and descending form. Most Indian art music uses a drone, a constantly
sounding pitch or set of pitches which gives reference point to the ear in hearing the intricacies
of the raga being performed. The drone is usually the interval of a perfect fifth.
Tala/talam is the name of the metrical system and also specific rhythmic meters. A tala
is a cycle of beats (16 counts, 14, 12, etc.) with sub-divisions (ex: 3 + 2 + 3 + 2 = 10 beats).
Each tala has a specific name and distinctive characteristics.
The vocal quality in India usually nasal. Melodic instruments such as the sitar strings
the vibrations of which create a distinctive shimmering texture. Other melodic instruments such
as the sarangi imitate the favored vocal quality.
Indian music is usually performed with small groups of instruments. Because of this, it
often has a chamber music feeling, encouraging more delicate dynamics.
Classical music of Pakistan is based on the traditional music of South Asia which was
patronized by various empires that ruled the region and gave birth to several genres of classic
music including the Klasik and Hindustani classical music. The classical music of Pakistan has
two main principles, ‘sur’ (musical note) and ‘lai’ (rhythm). The systematic organization of
musical notes into a scale is known as a raag. The arrangement of rhythm (lai) in a cycle is
known as taal. Improvisation plays a major role during a performance.
Israel musical elements were borrowed a bit from Arabic music and, to a lesser extent,
traditional Yemenite and eastern Jewish music. The songs were often homophonic, modal, and
limited in range. Some songs have certain identifying musical characteristics: Use of minor
keys. The canonical songs are almost universally in minor. Use of the darbuka,
the tambourine and other instruments associated with Middle Eastern music. "Anu Nihiyeh
HaRishonim". A distinctive vocal style. Israeli singers – especially those of Yemenite origin or
who specialize in more Middle Eastern style songs – tend to sing with a guttural, throaty
enunciation.
✓ Analyzes musical elements of selected songs and instrumental pieces heard and
performed; (Week 2) (MU8WS-IIIc-h-4)
ACTIVITY 1 – Music of India
Direction:
Listen to the following compositions from India then answer the questions based on the music
selection that you heard. Write your answers on your notebook.
a. Amazing Carnatic music https://www.youtube.com/watch?v=jM9b2Qo5qwM

b. Power of Carnatic Violin
https://www.youtube.com/watch?v=uByEJ9u6bKE&list=RDgKEuDEtmy_c&inde
x=3
Questions:
1. Was drone used in the music you heard?
2. How do the rhythms of the instruments interact with the melodies?
3. How did you find listening to the “tala” in the compositions?
ACTIVITY 2 – Music of Pakistan
Direction:
Listen to the following composition from Pakistan then answer the questions based on the
music selection that you heard. Write your answers on your notebook.
Traditional Music of Pakistan https://www.youtube.com/watch?v=T56KTpJ3bLw
Questions:
1. What are the implicit rhythms of the melodies? Do they fit into a natural time signature?
3. What is the overall effect of the piece of music on the audience?
ACTIVITY 3 – Music of Israel
Direction:
1. Study the notation of Zum Gali-Gali.
2. Take note of the following musical elements as you study the piece (rhythm, melody and
form)
3. The CD given to you by a Barangay Representative contains 4 songs from South Asia and
Middle East. Listen to Zum Gali-Gali.
4.If you have internet access you can visit this address Zum Gali-Gali
https://www.youtube.com/watch?v=lIcF11XH6fk
5. Analyze the piece by answering the guide questions.

Questions:
1. What is the time signature of Zum Gali Gali? Is it simple or compound?
2. From the piece, what kind of note was commonly used?
3. Describe the range of the song. What is the melodic direction of the song?
ANSWER KEY:
ACTIVITY 1 – Music of India

Questions:
1. Was drone used in the music you heard?
✓ Yes! Drone was heard all throughout the composition.
✓ The rhythms were irregular rhythms.
3. How did you find listening to the “tala” in the compositions?
✓ The rhythms heard were irregular rhythms but makes a good music too.
ACTIVITY 2 – Music of Pakistan

Questions:
1. What are the implicit rhythms of the melodies? Do they fit into a natural time signature?
✓ Yes, rhythms follow a regular pattern.
✓ The rhythms heard were in tune with the melodies sang.
3. What is the overall effect of the piece of music on the audience?
✓ As I was listening to the music, aside from feeling the rhythm of the composition the
instruments heard add beauty to the piece.

ACTIVITY 3 – Music of Israel
Questions:
1. What is the time signature of Zum Gali Gali? Is it simple or compound?
✓ Quadruple meter
2. From the piece, what kind of note was commonly used?
✓ Eighth note
3. Describe the range of the song. What is the melodic direction of the song?
✓ Narrow range
REFLECTION:
1. I learned that _______________________________________________.
2. I enjoyed most on ___________________________________________.
REFERENCES:
Book:
Website:
Amazing Carnatic music https://www.youtube.com/watch?v=jM9b2Qo5qwM
Power of Carnatic Violin
https://www.youtube.com/watch?v=uByEJ9u6bKE&list=RDgKEuDEtmy_c&index=3
Traditional Music of Pakistan https://www.youtube.com/watch?v=T56KTpJ3bLw
Zum Gali-Gali https://www.youtube.com/watch?v=lIcF11XH6fk

Writer

MUSIC 8
Name: ____________________________ Grade Level: _____________
Section: ___________________________ Date: ___________________

WAYS OF PRODUCING SOUNDS ON A VARIETY OF SOURCES
IN SOUTH, CENTRAL, AND WEST ASIA
Background Information for Learners:
Sound is produced by continuous and regular vibrations as opposed to noise. It is the

distinctive quality of the music of a particular composer or performers or of the sound produced
by a particular musical instrument. Sound can be of different types – soft, loud, pleasant,
unpleasant, musical, audible, in audible, etc. An instrument creates sound when part of it
vibrates rapidly. The column of air inside a wind instrument, the string of a string instrument,
or the stretched skin of a drum all vibrate when played. This vibration produces sound waves
in the air, which we hear as musical notes. Instruments in South, Central, and West Asia can
be classified according to its use or function. There are many musical instruments in India.
Some instruments are used primarily in North Indian music (Hindustani Sangeet) while many
other instruments are used in South Indian music (Carnatic Sangeet). Instrumental music is
often similar to vocal music but sometimes they have distinctive instrumental styles.
In India, there are five known traditional systems for classification of instruments.
Ghan – described as a non-membranous percussive instrument but with solid
resonators. It is one of the oldest classes of instrument in India. It may be a melodic instrument
or instrument to keep tal.
Avanaddh – described as a membranous percussive instrument. This class of
instruments typically comprise the drums.
Sushir – known as “blown air”. It is characterized by the use of air to excite the
various resonators.
Tat – referred to as vina during the old civilization. Instruments in this class are
plucked (string instruments).
Vitat – describe as bowed stringed instruments and considered as one of the oldest
classifications of instruments and yet did not occupy a place in classical Indian music until
the last few centuries.
Rhythm plays as important role in Indian music. It is fundamental to the creation of
any musical system. It existed many centuries ago before the word “rag” was ever used.
Rhythm occupies an important position in the Indian system of music. Tala – literally, means
‘clap’; variously translated as “tal”, “taal”, or “taala”. It is a regular, repeating rhythmic
phrase, particularly as rendered on a percussive instrument with an ebb and flow of various
intonations represented as a “theka”. It is the common Indian system of rhythm.
The lute of Israel is similar to the Philippine bandurria and the laud, traces its origins
to the Middle Eastern oud and Indian sitar. Goblet drum, darbuk, the tambourine, and other
instruments associated with Middle Eastern music are used as accompaniment. One of the
dances where accompaniment is used is hora, a dance that often has strong off beats and
asymmetric meters.
In the following activities, you will explore ways of producing sounds on a variety of
sources that would simulate instruments that you have learned.
Learning Competency with Code:
Explores ways of producing sounds on a variety of sources that would simulate
instruments being studied; (Quarter 3, Week 3)
ACTIVITY 1: WATCH AND LISTEN!

Direction: Watch and listen to the following videos if you have access to internet, visit the
following links to watch the video clips. In case you do not have internet access you may ask
your teacher to lend you a copy of the South, Central, and West Asian Musical Instruments
taken from the website. Watch and listen to the sound of the instruments according to their
classification and answer the question below.
Ghan – Manjira https://www.youtube.com/watch?v=_gKCkAG304E

Avanaddh – Tabla https://www.youtube.com/watch?v=j0okP-Gq13s
Sushir – Shankh https://www.youtube.com/watch?v=nhDl5Y-Rvdo
Tat – Sitar https://www.youtube.com/watch?v=tTbY_EeC9Wg
Vitat – Banam https://www.youtube.com/watch?v=wwmJbnMNHJg&t=148s
Guide Question:
• To what available material from home can you compare the sound of the following
instruments?
Ex.: Karta of India and wooden clapper of Philippines
a. Manjira
b. Tabla
c. Shankh
d. Sitar
e. Banam
ACTIVITY 2: LET’S DO TALA

Directions: Perform the following tala rhythmic patterns using the given legend. Use any
kind of membranophones/percussion instruments found at home for tapping. Record your
performance using any recorder and send it to your teacher.
INSTRUMENTS AT HOME TALA RHYTHMIC PATTERNS
1 2 3 4 5 6
MANJIRA TIN CANS
x o
GHATAM 1 2 3 4 5 6 7 8 9 10 11 12
PAIL
x o x o x
TABLA 1 2 3 4 5 6 7 8 9 10
BOX
x x o x

LEGEND:
X – tap the drum
O – wave hand for silence
~ clap hands for unmarked beats
Rhythm Rubric:
5pts. 4pts. 3pts. 2pts. 1pt. – 0pt.
Tempo Appropriate Fluctuates Fluctuates Mostly Not

Slightly Often Wrong Appropriate
Steady Consistent Fluctuates Fluctuates Mostly Not

Slightly Often Wrong Appropriate
Beat
Rhythmic No Mistakes A Few Many Mostly Consistently

Pattern Mistakes Mistakes Wrong Wrong
Rest No Mistakes A Few Many Mostly Consistently

Rhythm Mistakes Mistakes Wrong Wrong
Overall Superior Very Good Good Fair Poor

Rhythm
ACTIVITY 3: SOUND LIKE

Direction:
Imitate India’s Percussion Ensemble/Indian Drums by identifying things found at home!

INDIA ENGLISH TERM Sound Like!
Daf (Duf, Daphu) gong Big basin
Dhol barrel drum
Tabla twin hand drums
Manjira clash cymbals
Ghatam Indian clay pot
Nout jar
REFLECTION:
1. I learned that _______________________________________________.
2. I enjoyed most on ___________________________________________.
ANSWER KEY:
ACTIVITY 1: WATCH AND LISTEN!

Possible answers in the guide question:
a. Manjura – cover of a cooking utensil
b. Tabla – pail and dipper
c. Shankh – horn (torotot)
d. Sitar – bamboo with a nylon strings/guitar
e. Banam – coconut shell with nylon string
ACTIVITY 2: LET’S DO TALA

Students answer may vary
ACTIVITY 3: SOUND ALIKE

Possible answers:
1. Blue Plastic Barrel
2. Two Pails
3. Kettle Cover
4. Plastic Water Container
5. Round Plastic Container
References:
Book:
Websites:
Manjira https://www.youtube.com/watch?v=_gKCkAG304E
Tabla https://www.youtube.com/watch?v=j0okP-Gq13s
Shankh https://www.youtube.com/watch?v=nhDl5Y-Rvdo
Sitar https://www.youtube.com/watch?v=tTbY_EeC9Wg
Banam https://www.youtube.com/watch?v=wwmJbnMNHJg&t=148s
GLENDA N. BAINGAN
Writer

MUSIC 8
Name: ____________________________ Grade Level: _____________
Section: ___________________________ Date: ___________________

IMPROVISATION OF SIMPLE ACCOMPANIMENT TO SELECTED
SOUTH ASIA AND MIDDLE EAST MUSIC
Vocal music is considered very important and the most ancient of all its musical traditions in
India. It is also well regarded and well appreciated by its people, especially the Samaveda, the
old musical texts in India which have crude musical notations. The performance of vocal music
is a form of prayer and communication to the Supreme Being. A song is a vehicle or medium
for communication and an interaction process between the worshipper and the deity. Hymn of
Shiva is a beautiful and moving hymn sung by Brahma and various gods to console Shiva in
the eighteenth chapter of Kalipurana. This episode is the account of Shiva’s grief after the
famous clash between Sati and her father Daksha.
Drone, French bourdon, in music, a sustained tone, usually rather low in pitch, providing a
sonorous foundation for a melody or melodies sounding at a higher pitch level. Music which
contains drones and is rhythmically still or very slow, called "drone music", can be found in
many parts of the world, including bagpipe traditions. Repetition of tones, supposed to be in
imitation of bagpipes, is found in a wide variety of genres and musical forms. The tambura or
tanpura is a plucked drone instrument used to accompany instrumental or vocal performances.
The four strings are played open rather than being depressed to alter the note. This example is
considerably smaller than the typical tambura. A very small version is sometimes known as a
tamburi.
Tintal is the most common tala of Hindustani music, and is used for drut (fast-tempo)the
structure of tintal is so symmetrical that it presents a very simple rhythmic structure against
which a performance can be laid. It is played on Tabla as well as on percussion instruments.
Tintal has sixteen (16) beats in four equal divisions. The period between every two beats is
equal. The first beat out of 16 beats is called sam and the 9th beat is called khali . To count the
Tintal, the audience claps on the first beat, claps on the 5th beat, then waves on the 9th beat
and lastly again claps on the 13th beat; these three claps (Hindi tin 'three' + tāl 'clap') give the
rhythm its name. Tintal can be used for both accompaniment and solo.
In the following activities, you will play drone as you accompany the song Hymn to Shiva and
play the rhythm of Tintal as you will be watching an ensemble.
✓ improvises simple accompaniment to selected South Asia and the Middle East music
(MU8WS-IIIb-h-6)
ACTIVITY 1 – HYMN TO SHIVA

Direction:
1. Look for any string instrument available in your home.
2. Try to explore the instrument playing one string to produce the sound of a drone.
3. Watch “Hymn to Shiva” https://www.youtube.com/watch?v=2KWpyu_6k5M
(Note: In case you don’t have internet access, ask your teacher to lend you a copy of the
performance taken from the website.)
4. As you will listen again to the music, try to play a drone following the timing of the singers.
5. Record your performance using your cell phone or any recorder that can save your
performance and send it to your teacher.
Rubrics
Beginning Needs Developing Proficient Exemplary
Instrument Technique of Demonstrates Demonstrates proper Demonstrates proper

Playing playing is proper technique technique most of the technique all of the
improper. some of the time. time. time.
Pitch Cannot Has difficulty Maintains pitch for Consistently maintains

maintain pitch maintaining pitch simple melodies but pitch for both simple
consistently has trouble and complex melodies
maintaining pitch for
complex melodies
Rhythm Rhythm is Rhythm is correct Rhythm is correct for Consistently performs
uncertain at least some of the songs with simple correct rhythm
and/or incorrect time rhythm but has trouble patterns for both
with more complex simple and complex
rhythms rhythms
ACTIVITY 2- TINTAL
Tintal pattern:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
X X O X
Legend:
X – tap your lap
O – wave hand for silence
Clap hands for unmarked beats
Direction:
1. Practice the pattern of TINTAL.
2. Watch Amazing Oriental Music-FARAN ENSEMBLE
https://www.youtube.com/watch?v=2X16HWbr87A
(Note: In case you don’t have internet access, ask your teacher to lend you a copy of the
performance taken from the website.)
3. Play along the tintal pattern as you watch the video.
4. Record your performance using your cell phone or any recorder that can save your
performance and send it to your teacher.

Beginning Needs Developing Proficient Exemplary
Instrument Technique of Demonstrates proper Demonstrates Demonstrates proper

Playing playing is technique some of proper technique technique all of the
improper. the time. most of the time. time.
Rhythm Rhythm is Rhythm is correct at Rhythm is correct Consistently
uncertain and/or least some of the time for songs with performs correct
incorrect simple rhythm but rhythm patterns for
has trouble with both simple and
more complex complex rhythms
rhythms
REFLECTION:
1. I learned that _______________________________________________.
2. I enjoyed most on ___________________________________________.
References:
Book:
Website:
Hymn to Shiva https://www.youtube.com/watch?v=2KWpyu_6k5M
Amazing Oriental Music-FARAN ENSEMBLE
https://www.youtube.com/watch?v=2X16HWbr87A

Writer

MUSIC 8
Name: ____________________________ Grade Level: _____________
Section: ___________________________ Date: ___________________

Music Performances of South Asia and Middle East
Music has always been viewed as a universal language. In the vast region of Asia,
religious music has been a common ground in uniting people with different languages, cultures
and norms. South Asian countries include Afghanistan, Bhutan, Bangladesh, India, Maldives,
Nepal , and Sri Lanka.
India is the largest country in South Asia. Its music is as vast as its geographic location
and as large as its demographic population. The music of India reflects different aspects of
Asian culture through its timbre, rhythm, melody, texture, form and style. In general, Indian
music remains fundamental to the lives of the people of India as sources of spiritual inspiration,
cultural expression and entertainment.
There are many musical instruments in India. Some instruments are used primarily in
North Indian music (Hindustani Sangeet) while many other instruments are used in South
Indian music (Carnatic Sangeet). Instrumental music is often similar to vocal music but
sometimes they have distinctive instrumental styles. There are five known traditional system
for classification of instruments.
Classification of Musical Instruments from India:
1. Ghan – described as a non-membranous percussive instrument but with solid resonators. It

is one of the oldest class of instrument in India. It may also be a melodic instrument or
instruments to keep tala.
2. Avanaddh - described as a membranous percussive instrument. This class of instruments

typically comprise the drums.

3. Sushir – also known as blown air. It is characterized by the use of air to excite the various
resonators.
4. Tat – referred to as vina during the old civilization. This class of instruments are plucked
(stringed instruments).
5. Vitat – described as bowed stringed instruments. One of the oldest classifications of

instruments and yet did not occupy a place in classical Indian music until the last few
centuries.
The following activities will help you imitate the music performances of India using your own
improvised instruments like manjira(small cymbals), dhol(drum)and bansuri (flute).
✓ Performs music from Southeast Asia and Middle East with own accompaniment
(Week 5-6) (MU7LV-IIIc-h-6)
ACTIVITY 1 – MANJIRA on BOTTLE CAPS

If you have internet access, follow the procedure on this address
How to Make Musical Instruments for Kids
https://www.youtube.com/watch?v=yrCEqdMfbno&t=123s
Reminder: Safety measures must be observed while handling sharp tools yourself.

Materials:
4 bottle caps, ruler, marker, cardboard, glue gun and stick glue
Directions:
1. Cut the cardboard measuring 6”x1”
2. Draw an India design on both ends of the cardboard.
3. Paste the bottle caps on both ends of the cardboard using stick glue.
4. Fold the cardboard.
5. Try playing your improvised manjira by tapping the bottle caps together.
ACTIVITY 2- DHOL on PAPER CUPS

Amazing Paper Cup Craft Idea https://www.youtube.com/watch?v=monSINCi_es&t=229s
Materials:
2 pcs of paper cups
Glue
Brown paint
Paint brush
Ball thread
Direction:
1. Put glue on the bottom edge of the paper cup then paste them together.
2. Paint the paper cups with brown.
3. Design the paper cup with a white ball thread using glue.
4. Cut a paper to cover the opening of the paper cup on both sides.
5. Add additional design using the white ball thread wrapping the middle part of the paper cups.
ACTIVITY 3- BANSURI on a PAPER

Simple Paper Flute https://www.youtube.com/watch?v=odoo0tUeIBA
Materials:
Oslo paper and a pair of scissor
Direction:
1. Roll the oslo paper and tighten and tape it to secure the whole seam.
2. Cut a hole on the opposite side of the unsecured edge by folding the rolled oslo paper.
3. Separate the first layer inside your rolled oslo. (you may insert a scissor to leave the first
layer).
4. Make a “v” shape of the separated paper. (to make it as the reed)
5. Add additional holes, press the rolled oslo paper and make a “V” cut.
ACTIVITY 4 – MUSICAL PERFORMANCE

Direction:
1. Look for 3 friends in your neighbourhood, or family members who can play the improvised
instruments with you.
2. Choose one song from the countries that you have learned and use the improvised
instruments as your accompaniment.
Rubric for Musicianship
Beginning Needs Proficient Exemplary

Developing
Instrument Technique of Demonstrates Demonstrates Demonstrates
Playing playing is proper technique proper technique proper technique
improper. some of the time. most of the time. all of the time.
Pitch Cannot maintain Has difficulty Maintains pitch Consistently

pitch maintaining pitch for simple maintains pitch for
consistently melodies but has both simple and
trouble complex melodies
maintaining pitch
for complex
melodies
Rhythm Rhythm is Rhythm is correct Rhythm is correct Consistently
uncertain and/or at least some of for songs with performs correct
incorrect the time simple rhythm but rhythm patterns for
has trouble with both simple and
more complex complex rhythms
rhythms
REFLECTION:
1. I learned that _______________________________________________.
2. I enjoyed most on ___________________________________________.
References:
Book:
Website:
How to Make Musical Instruments for Kids
https://www.youtube.com/watch?v=yrCEqdMfbno&t=123s
Amazing Paper Cup Craft Idea https://www.youtube.com/watch?v=monSINCi_es&t=229s
Simple Paper Flute https://www.youtube.com/watch?v=odoo0tUeIBA
ROSALINDA G. CARAG
Writers

MUSIC 8
Name of Learner: ______________________________ Grade Level:____________
Section: _______________________________________ Date: __________________
EVALUATING MUSIC AND MUSICAL PERFORMANCES

(South, Central and West Asian Music)
Background Information for Learners
The music of the South, Central and West Asia reflects the different Asian cultures
through its rhythm, timbre, expression and style.
In general, religion greatly affects the music of South Asia. It is impossible to separate
music from religion, for religious meanings is always present at any level in South Asian music.
Some of the notable characteristics of South Asian music are as follows: (1) The use of highly
melismatic singing with varied vocal timbres in their vocal music. (2) The use of intricate
metric system called tala, the common system of rhythm. (3) The use of suites and highly
ornamented improvisatory musical forms. (4) The use of rhythmic modes (short intricate scale)
and music is mostly in heterophonic in texture.
In addition, the Music of Pakistan which represents the Central Asian music
includes various musical elements of South Asia as well as Central Asian, Middle Eastern, and
Western music. With those more than one influences, a distinct Pakistani sound has emerged.
Therefore, the distinctive Pakistani sound was formed with multiple influences that makes
Pakistan known for its unique vocals.
Moreover, West Asian region is a wide and diverse area, but the musical traditions of
this region share some very important characteristics. One of the most important characteristics
that gives West Asian music its distinct sound is the use of quarter tones, small intervals
between notes. That means that while European music has 12 different tones, West Asian music
has 24. That's why this music sounds so different to people from outside of West Asia. Another
distinguishing characteristic of West Asian music is something called the drone, a continual
note or chord that underlies the entire piece. The drone sets a constant feeling for the piece that
provides structure and balance, but also helps to push the melody forward and maintains a sense
of dramatic tension. Harmonies are NOT a major focus of West Asian music. The only real
harmony is the drone, the emphasis is on the melody which is intricate, complex and ornate.
Now that you have already to understand the different characteristics of music in each
region, you are now ready enough to evaluate some musical performances. In this, you will
apply your gained knowledge from the previous topics discussed. This gauges how well you
know about the musical elements and style.

Learning Competency with code
Evaluates music and music performances using guided rubrics applying knowledge of musical
elements and style. 3rd Quarter, Week 8 (MU8WS-IIIch-8)
Activity 1a: ZUMing In!!!!

"Zum Gali Gali" is a traditional Hebrew song relating to the formation of the State of
Israel, originating sometime around its creation in 1948. The pioneers referred to in the song
were the Jewish settlers who built the new Israel. Years ago, this chant was sung by people
while working together.
Directions: Study the musical sheet below then answer the given questions. Write your answers
on your answer sheets.
Questions:
1. What is the time signature of the song?
2. How are notes being presented?
3. What is the range of the song?
4. What rest was commonly used?
5. What note was usually used in the selection?
Activity 1b: ZUMing into Contouring

Directions: Listen attentively to the song Hava Nagila (“Come Let Us Be Glad”), an Isareli
folk song. Create your own graphic representation of the song by following the melody and its
rhythm. Be guided by the checklist below. Afterwhich, answer the given questions.
Example:

If you can access to youtube, use the title and link for your reference. Otherwise, ask your
teacher to send the video thru messenger.
Israeli Folk Song "Hava Nagila" (1915)
https://www.youtube.com/watch?v=giaWa1OdvL4
Checklist:
Guide Evident Not Evident
1. Did I draw my lines along with
contour of the melody?
2. Did I create variations on the
lines used?
3. Are my lines drawn creatively
along with the other lines?
Questions:
1. Based from your representation, how do you describe the melody of the song?
2. What is the mood of the song?
3. What things/ events can you associate with the rhythm of the song? (i.e. running horse, tom
and jerry scene, and the like..)
Activity 2: Are you RIG-dy?

Rig Veda is an ancient Indian text collection that compiles 1,028 Vedic Sanskrit hymns
and 10,600 verses dedicated to Rigvedic deities. It is the oldest of the Vedas, and one of the
oldest extant texts in any Indo-European language.
Directions: Listen intensively to an excerpt of Rig Veda. Evaluate the selected piece by
describing the musical elements present to it. Write your answers on the table provided then
answer the given questions below.
For those who have access to youtube, use the video title and link below as your reference.
Otherwise, ask your MAPEH teacher to send the video thru messenger.
Nasadiya sukta - Hymn of creation Rig veda 10th Mandala 129 sukta
https://www.youtube.com/watch?v=nN5xgf9gFeo
Elements of Music Hymn of creation Rig veda 10th Mandala 129
sukta
Melody
(horizontal flow of the music)
Dynamics
(loudness or softness of the sound)

Tempo
(how fast or slow the music flows)
Rhythm
(beat/ pulse of the music)
Texture
(thinness or thickness of the sound)
Questions:
1. What do you feel after listening to the song?
2. How is the song being sung?
3. How will you describe the range of the song?
4. How will you compare this song to our Pasyon?
Activity 3: Let’s Evaluate!!

Directions: Watch an output performance of Grade 8 in ZUm Gali Gali in youtube. Assess the
performance using the given rubrics. Write your comments or suggestions about the
performance.
For those who have access to youtube, use the video title and link below as your reference.
Otherwise, ask your MAPEH teacher to send the video thru messenger.
‘zum gali gali challenge - anthurium sy17-18

https://www.youtube.com/watch?v=4utC9Fw224s
Rubrics for Scoring
5 4 3 2 1
Melody Sings and Sings and Sings and Sings entire song Could not
dances entire dances entire dances entire out of tune and sing most
song with song with 1 -2 song with lapses in dance of the
appropriate lapses in only 3-4 steps melody
melody melody lapses in
melody
Rhythm Sings and Sings and Sings and Sings entire song Could not
dances entire dances entire dances entire out of the rhythm demonstra
song with song with song with pattern and te most of
appropriate only 1-2 only 3-4 lapses in dance the
rhythm lapses in lapses in steps rhythm
rhythm rhythm
Choreography Demonstrate Demonstrate Demonstrate Demonstrate Remembe
and Costume excellent good knowledge some knowledge rs a few of
knowledge of knowledge of of the of the the steps.
the the choreograph choreography.
choreography choreography.

and with There are a y. There are Unsure of some
costume. few errors 3 to 4 errors movements
Performance Sings and Sings and Sings and Sings and dances Could not
Delivery dances with dances with danced with with no sing and
enthusiasm some little enthusiasm and dance
and energy enthusiasm enthusiasm energy
and energy and energy
Total Score:________
Comment/ Suggestion:
___________________________________________________________________________
___________________________________________________________________________
____
Reflection: Complete the statements
I’ve learned I’ve realized I am happy

that…… that…… that……
Answer Key
ACTIVITY 1A
1. Quadruple (4/4)
2. Presented by step and skips
3. Narrow
4. Quarter rest
5. Quarter note
ACTIVITY 1B
Graphic Representation varies
Answers on the questions vary
ACTIVITY 2
Elements of Music Hymn of creation Rig veda 10th Mandala 129
sukta
Melody constant/ stationary

(horizontal flow of the music)

Dynamics Constant
(loudness or softness of the sound)
Tempo Slow
(how fast or slow the music flows)
Rhythm no beat
(beat/ pulse of the music)
Texture Monophonic
(thinness or thickness of the sound)
1. Answers vary
2. Through chanting
3. Narrow
4. Answers vary
References for learners:
Book:
Prepared by
JACOBA JUVIE B. ADDUN

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8

LEARNING ACTIVITY SHEET

Note: Practice Personal Hygiene protocols at all times. i

Focal Persons : RANDALL B. TALAMAYAN, PhD

Printed by: DepEd Regional Office No. 02

Note: Practice Personal Hygiene protocols at all times. ii

Listens perceptively to music of South Asia and the --------------------

Analyzes musical elements of selected songs and

Improvises simple accompaniment to selected South

Performs music from Southeast Asia and Middle

Note: Practice Personal Hygiene protocols at all times. iii

LEARNING ACTIVITY SHEETS

Background Information for the Learners (BIL)

Note: Practice Personal Hygiene protocols at all times. 1

ACTIVITY 1 – Which Is Which?

Khyal Temple Music

CARNATIC MUSIC HINDUSTANI MUSIC

ACTIVITY 2- Carnatic and Hindustani Music

ACTIVITY 3- Word Search in the Middle Earth

1. The system of melodic modes used in traditional Arabic music.

ACTIVITY 4 – 13 Beat Tala – Indian Rhythms

Note: Practice Personal Hygiene protocols at all times. 3

13 Beat Tala – Indian Rhythms https://www.youtube.com/watch?v=2d5A-tDOi7o

1. Is there one main instrument?

ACTIVITY 1 – Which Is Which?

CARNATIC MUSIC HINDUSTANI MUSIC

Krti Nasal Singing

ACTIVITY 2- Carnatic and Hindustani Music

ACTIVITY 3 – Word Search in the Middle Earth

ACTIVITY 4 – 13 Beat Tala – Indian Rhythms

1. Tabla is the only instrument used.

Note: Practice Personal Hygiene protocols at all times. 5

LEARNING ACTIVITY SHEETS

Background Information for the Learners (BIL)

a. Amazing Carnatic music https://www.youtube.com/watch?v=jM9b2Qo5qwM

ACTIVITY 2 – Music of Pakistan

ACTIVITY 3 – Music of Israel

Note: Practice Personal Hygiene protocols at all times. 7

ACTIVITY 1 – Music of India

ACTIVITY 2 – Music of Pakistan

Note: Practice Personal Hygiene protocols at all times. 8

NIDA JEMIMA C. TORINO

Note: Practice Personal Hygiene protocols at all times. 9

LEARNING ACTIVITY SHEET

Background Information for Learners:

Sound is produced by continuous and regular vibrations as opposed to noise. It is the

ACTIVITY 1: WATCH AND LISTEN!

Ghan – Manjira https://www.youtube.com/watch?v=_gKCkAG304E

ACTIVITY 2: LET’S DO TALA

Note: Practice Personal Hygiene protocols at all times. 11

Tempo Appropriate Fluctuates Fluctuates Mostly Not

Steady Consistent Fluctuates Fluctuates Mostly Not

Rhythmic No Mistakes A Few Many Mostly Consistently

Rest No Mistakes A Few Many Mostly Consistently

Overall Superior Very Good Good Fair Poor

ACTIVITY 3: SOUND LIKE

Note: Practice Personal Hygiene protocols at all times. 12

Daf (Duf, Daphu) gong Big basin

Dhol barrel drum