DETAILED LESSON PLAN

SCHOOL STA. CRUZ NHS GRADE LEVEL Grade 7

TEACHER Ethyl Joy S. Sibayan LEARNING AREA Music
TEACHING DATES & TIME QUARTER 3
SECTIONS PASCAL, EDISON, GALILEO DIVISION AGUSAN DEL SUR

I. OBJECTIVES
A. Content The Learner demonstrates understanding of the musical characteristics of
Standards representative music from Mindanao.
B. Performance The Learner performs music of Mindanao with appropriate expression and style.
Standards
C. Learning At the end of the lesson the students should be able to:
Competencies/Ob  Describe the different instrument that are used in Music of Mindanao.
jectives  Appreciate the form and style of the instruments.
 Draw some instruments that were used in the music of Mindanao.

II. CONTENT MUSIC OF MINDANAO ( Moro/Islamic Music)

III. LEARNING
RESOURCES
A. Reference Music and Arts Teacher Guide 7
1. Teacher's Pg. 102-107
Guide pages
2. Learner's
Materials pages
3. Textbook
pages
4. Materials from
LR portal
B. Other Learning Music and Arts 7: learner’s Materials p.102-107
Resources Youtube: https://www.youtube.com/watch?v=3j-CZRu21_A and
https://www.youtube.com/watch?v=4z_ddMUJobM
IV.
PROCEDURE Teacher’s Activity Student’s Activity
S
A. PRELIMINARY ACTIVITIES

A.1 Greetings Good morning class! Good morning, ma’am!

A.2 Prayer Kindly stand and let us pray. (Students will pray)
Please lead the prayer.

A.3 Setting of Before you take your seat, arrange your (Students’ will arrange their
Standards chairs properly and pick up all the pieces chairs properly and pick up all
of paper. Also, turn off your cellphones during my the pieces of paper.)
time.
A.4 Checking of Now, let’s check your attendance. Who is/are
attendance absent today? No one is absent today ma’am.

B. DEVELOPMENTAL ACTIVITIES
a. Review The teacher will ask the learners to recall the
different Ethno-linguistic Groups in the Islamic
Community of Mindanao through crossword puzzle
for 5 minutes.

The students will do this activity

Answers:
1. Maguindanao 2. Maranao 3.
Samal 4. Tausug 5. Yakan

1. Ethno-linguistic group living primarily in south

central Mindanao, the largest island in the
southern Philippines with a name meaning
“people of the flood plain”.
2. Largest of the Muslim cultural-linguistic groups
of the Philippines. Numbering more than 840,000
in the late 20th century, they live around Lake
Lanao on the southern island of Mindanao.
3.Occupy the island of Cagayan de Sulu in
southwestern Philippines. They call their island
Tana (land) Mapun and their language, Pullum
Mapun.
4.One of the largest of the Muslim (sometimes
called Moro) ethnic groups of the south-western
Philippines. They live primarily in the Sulu
Archipelago, southwest of the island of Mindanao,
mainly in the Jolo island cluster.
5.The major indigenous Filipino ethno linguistic
groups in the Sulu Archipelago. Also known as
dream weaver having a significant number of
followers of Islam, it is considered as one of the 13
Moro groups in the Philippines.

b. Motivation Before we move on to our discussion for this day.

Let’s have an activity I called it “Puzzlle Picture”
I will divide you into three groups. Each group will
be given envelopes with cut out pictures inside. I
will be give you 1 minute to arrange the cut out
pictures in it’s original form.

Is it clear class? Yes Ma’am

This activity will be a hint of what will be the topic

we will discuss today. The first group to arrange
and complete the puzzle picture will receive 10 (The students will listen to the
points, 2nd group 8 points and 3rd group 5 points. instructions of the teacher)

Very good class! Thank you for your participation.

Did you enjoy the activity?

Yes Ma’am

Give yourselves a frog clap!

(The students will give themselves
What did you notice to the picture you arrange? a frog clap)
Yes Jey?
Nice idea Jey! I notice old instruments
c. Lesson Our lesson for today is about Moro/Islamic Music.
Proper The Vocal and Instrumental Music of Mindanao
Before that let me introduced to you our objectives.

Presentation of At the end of the lesson the students should be

the Objectives able to:
 Describe the different instrument that are
used in Music of Mindanao.
 Appreciate the form and style of the
instruments. (The students will listen attentively
 Draw some instruments that were used in to the discussions of the teacher)
the music of Mindanao.

Mindanao, the second-largest island in the

Philippines, boasts a rich cultural tapestry,
Discussion including a diverse array of vocal music traditions.
Mindanao's vocal music is deeply rooted in the
island's indigenous heritage, reflecting the vibrant
cultural identities of its various ethno-linguistic
groups such as the Maguindanao, Maranao, (The students will listen attentively
Tausug, and many others. to the discussions of the teacher)

One notable aspect of Mindanao's vocal music is

its strong connection to spirituality and community
life. Many songs and chants are integral parts of
rituals, ceremonies, and everyday communal
activities, serving as expressions of cultural identity
and social cohesion.
Over the years, Mindanao's vocal music has also
evolved and incorporated influences from various
sources, including neighboring Southeast Asian
cultures, Spanish colonization, and modern
globalization. This dynamic blend of influences has
contributed to the vibrant and diverse musical
(The students will listen attentively
landscape of Mindanao.
to the discussions of the teacher)

Vocal Music of Mindanao

1. CHANTS – a lyrical rendition of different
improvised text
Yakans do their chantings through solo and counter
singing or group singing. Their three famous
everyday style chants are the
a. Lugu - chants used in reading their Qur’an
and books they use in their Islam religion
b. Kalangan – songs used for serenading
loved ones
(The students will listen attentively
c. Sa-il/Lunsey – a chant to be sung by the to the discussions of the teacher)
wife-to-be during the ceremony
Maranao’s Vocal repertoire:
a. Dikker – sacred songs highlighted by
quotations from Qur’an
b. Bayok – semi-generic term for a lyrical
rendition of different improvised text
Okay class I will going to play a video about Bayok
Of Maranao
https://www.youtube.com/watch?v=9KESBf_1eJ8 (The students will watch a video)
2. LULLABY – a chant –style or chant formula used
for rocking a baby to sleep
a. Ya-ya – song of the Yakans to put baby to
sleep
b. Bayok – Maranao term for lullaby

Is it clear class?
Yes Ma’am
What are the three everyday style chants of the
Yakans and what are their respective purposes
within the community?

Yes Paula? The three everyday style chants of

the Yakans and their respective
purposes within the community
are: Lugu: Chants used in reading
the Qur’an and books related to
their Islam religion. Kalangan:
Songs used for serenading loved
ones. Sa-il/Lunsey: A chant sung
by the wife-to-be during the
Very good Paula! ceremony.

What distinguishes the Maranao's Dikker from

Bayok in terms of lyrical content and cultural
significance?

Yes Jayvee?
The distinction between Maranao's
Dikker and Bayok lies in their
lyrical content and cultural
significance. Dikker consists of
sacred songs highlighted by
quotations from the Qur’an, while
Bayok is a semi-generic term for a
lyrical rendition of different
Brilliant Jayvee! improvised text.

Can you describe the significance of lullabies in the

vocal music traditions of Mindanao, including their
cultural context and intended purpose within the
community?

Yes Angelo?

Lullabies hold significance in

Mindanao's vocal music traditions
as they are chant-style or chant
formula used for rocking a baby to
sleep. In the Yakans' tradition, the
lullaby called "Ya-ya" is sung to
put the baby to sleep, while among
the Maranao, lullabies are referred
to as "Bayok." These lullabies
serve as a cultural practice to
soothe infants and are also a way
to pass down cultural heritage
Very good Angelo! through oral tradition.

Now let’s move on to the Instrumental Music of

Mindanao

1. Kulintang Ensemble- Gongbased ensemble

used by the Maguindanao and Maranao of Western
Mindanao, Tausug,Yakans, and the Sama-Bajao of
the Sulu Archipelago.

They have varied functions but mostly used for

celebrations and are divided in to two groups:

Kulintangan/Kwintangan-gongs in a row
Tahunggo, Agung, Salmagi,Blowon, Semagi-
suspended gong ensembles in various
namesaccording to each tribe.

(The students will listen to the

teacher as the teacher discusses
the lesson. They may also express
their thoughts and ideas during the
discussion.)

Kulintang- is an important social property. This

instrument of the ensemble is a highly valued
priceless heirloom that can command a high price
as dowries
Agung- a large, deep rimmed gong, vertically
suspended, hanged in The students will listen to
the teacher as the teacher discusses the lesson.
They may also express their thoughts and ideas
during the discussion. wooden frames.

(The students will listen to the

teacher as the teacher discusses
the lesson. They may also express
their thoughts and ideas during the
discussion.)

2. Bamboo Ensemble- bamboo instruments were

made for the purpose of entertainment and
personal expression of their spiritual faith.
Gabbang- a native xylophone in an instrument
bamboo keyboard on top, constructed out of wood.
Seronggagandi- a guitar-like made of bamboo, cut
before one nod and after next. Two cords are slit
loose side by side from the outer skin fibers of the
bamboo itself and these are given tension by
means of bridges.

(The students will listen to the

teacher as the teacher discusses
the lesson. They may also express
their thoughts and ideas during the
Kudyapi- is a string instrument made of wood
discussion.)
which resembles an elongated guitar usually
having 2 string.

Suling- is made mainly of “tamiang” bamboo, a (The students will listen to the
long, thin walled bamboo tube with a mouthpiece teacher as the teacher discusses
circled with a thin band made of rattan near a small the lesson. They may also express
hole. their thoughts and ideas during the
discussion.)
 Yes Ma’am

None Ma’am

Is it Ma’am Kulintang ensemble and

clear class? Bamboo ensemble

Do you have any questions?

What are the two ensembles of Instrumental Music

of Mindanao?

Yes Lara?

Very good Lara

Analysis Rearrange the scrambled letters in Column A to

find the correct answer and match it with column B

Answer:
1. 6. Kalangan
2. 7. Ya-ya
3. 8. Bayok
4. 9. Lunsey
5. 10. Lugu

Activity 1
Describe the characteristics, appearance, form
or style of the instruments that were used by
the Music of Mindanao. Please refer to the
images that were shown below. 5 point Each

1.

____________________________________ (The students will do the activity)

____________________________________
____________________________________
 ____________________________________
_____________________________

2.

____________________________________
____________________________________
____________________________________
____________________________________
_________

Let’s have another activity in the same group

earlier in our motivation. You will Draw any
instrument used in Music of Mindanao basing from
what we discuss today.

BE CREATIVE and RESOURCEFUL

Application and for the criteria of your performance

Clarity of drawing- 40%
Creativity – 40%
Mastery – 10%
Overall group participation- 10%
Total - 100%

(The students will do the activity)

Let’s have an assessment please get a 1 whole

sheet of paper and answer this.

1. What are the three everyday style chants of the

Yakans and their respective purposes within the
community?
a. Lugu - chants used in reading the Qur’an and
Evaluation books they use in their Islam religion
b. Kalangan – songs used for serenading loved
ones
c. Sa-il/Lunsey – a chant to be sung by the wife-
to-be during the ceremony
d. All of the above
2. What distinguishes the Maranao's Dikker from
Bayok in terms of lyrical content and cultural
significance? Answers:
a. Dikker consists of sacred songs highlighted by
quotations from the Qur’an
b. Bayok is a semi-generic term for a lyrical 1. What are the three everyday
rendition of different improvised text style chants of the Yakans and
c. Both a and b their respective purposes within
d. None of the above the community?
- Answer: d. All of the above
3. What is the significance of lullabies in the vocal (Lugu, Kalangan, Sa-il/Lunsey)
music traditions of Mindanao?
a. They are used for serenading loved ones 2. What distinguishes the
b. They are sung during ceremonies Maranao's Dikker from Bayok in
c. They are a chant-style used for rocking a baby terms of lyrical content and cultural
to sleep significance?
d. All of the above - Answer: c. Both a and b
(Dikker consists of sacred songs
4. Which term refers to the Maranao term for a highlighted by quotations from the
lullaby? Qur’an, Bayok is a semi-generic
a. Ya-ya term for a lyrical rendition of
b. Bayok different improvised text)
c. Kulintang
d. Gabbang 3. What is the significance of
lullabies in the vocal music
5. What are the main instruments in the Bamboo traditions of Mindanao?
Ensemble? - Answer: c. They are a chant-
a. Kulintang style used for rocking a baby to
b. Seronggagandi sleep
c. Kudyapi
d. Gabbang 4. Which term refers to the
Maranao term for a lullaby?
6. Which instrument in the Kulintang Ensemble is - Answer: b. Bayok
highly valued as a priceless heirloom?
a. Kulintangan 5. What are the main instruments
b. Tahunggo in the Bamboo Ensemble?
c. Agung - Answer: d. Gabbang
d. Blowon
6. Which instrument in the
7. What distinguishes the Kulintang Ensemble from Kulintang Ensemble is highly
the Bamboo Ensemble? valued as a priceless heirloom?
a. The Kulintang Ensemble uses gong-based - Answer: c. Agung
instruments
b. The Bamboo Ensemble uses bamboo-based 7. What distinguishes the
instruments Kulintang Ensemble from the
c. Both a and b Bamboo Ensemble?
d. None of the above - Answer: c. Both a and b (The
Kulintang Ensemble uses gong-
8. Which ethnic groups utilize the Kulintang based instruments, The Bamboo
Ensemble in their musical traditions? Ensemble uses bamboo-based
a. Maguindanao and Maranao instruments)
b. Tausug and Yakans
c. Sama-Bajao of the Sulu Archipelago 8. Which ethnic groups utilize the
d. All of the above Kulintang Ensemble in their
musical traditions?
9. What is the main function of the Kulintang - Answer: d. All of the above
Ensemble? (Maguindanao and Maranao,
 a. Used for celebrations Tausug and Yakans, Sama-Bajao
b. Used for serenading loved ones of the Sulu Archipelago)
c. Used for reading the Qur’an
d. Used for lullabies 9. What is the main function of the
Kulintang Ensemble?
10. What is the significance of the Agung within the - Answer: a. Used for
Kulintang Ensemble? celebrations
a. It is used for reading the Qur’an 10. What is the significance of the
b. It is a native xylophone Agung within the Kulintang
c. It is a large, deep-rimmed gong that is highly Ensemble?
valued - Answer: c. It is a large, deep-
d. It is made mainly of bamboo rimmed gong that is highly valued

Assignment:
Essay (5 points each) Write your thoughts by answering the following questions. Minimum of three to five
sentences.
1. What can you say about the instruments used by Music in Mindanao?
2. Do you find the designs of the instruments pleasing to the eyes of the viewers? Yes or No? Explain your
answer.