9

SPECIAL
PROGRAM IN
THE ARTS

Quar
ter 1
Module3
Elements of
music: Philippine
and
Western Music

SPA-Music 9
Quarter 1 – Module 3: Elements of music: Philippine and Western Music
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Melanie G. Logdat
Editor: Melanie G. Logdat
 Reviewers: Alma D. Coronado
Illustrator: Edison P. Clet
Layout Artist: Elinette B. Dela Cruz
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City.

MUSIC 9
PROGRAM IN THE ARTS (MUSIC)
SPECIAL

Quarter 1
Module 3
Elements of Music
(Philippine and Western Music)
Introductory Message

For the Facilitator:

Welcome to the SPA Music 9 Self-Learning Module on Elements of music: Philippine and Western Music

This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the
Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma.
Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using
the Most Essential Learning Competencies (MELC) in developing this instructional resource.

This learning material hopes to engage the learners in guided and independent learning activities at their
own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially
the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep
track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected
to encourage and assist the learners as they do the tasks included in the module.

For the Learner:

Welcome to the SPA Music 9 Self-Learning Module on Elements of music: Philippine and Western Music

This module was designed to provide you with fun and meaningful opportunities for guided and independent
learning at your own pace and time. You will be enabled to process the contents of the learning material
while being an active learner.
This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

 that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

EXPECTATIONS
Most Essential Learning Competencies
∙ Demonstrates skills in playing actual or stimulated indigenous Philippine and western instruments
Specific Objectives
∙ Identify the different elements of Philippine and Western music.
∙ Demonstrates basic skills in note reading and Basic Vocal techniques. ∙ Show appreciation in the elements of the

Philippine and Western music. PRETEST

MULTIPLE CHOICE
Directions. Read each questions carefully. Choose the letter of the correct answer and write it on the space provided.

_________1. This refers to the harmonic or monophonic sound usually in low notes that provides a rich foundation in a
musical composition. It also serves as an accompaniment or a background sound in a musical composition.
A. Descant C. Figured Bass
B. Drone D. Oastinato

_________ 2. A musical scale consisting of only five notes.

A. chromatic scale C. major scale
B. diatonic scale D. pentatonic scale

_________ 3. It is a systematic arrangement of musical sound and silence.

A. beat C. melody
B. dynamics D. rhythm

_________ 4. A type of musical texture with two or more melodies sounding simultaneously. A. Homophonic C. Monophonic
B. Heterophony D. Polyphonic

_________ 5. It is the linear succession of single tone or note in a musical composition.

A. dynamics C. melody
B. harmony D. timbre

RECAP
IDENTIFICATION
Directions: Identify what is being asked in each item below. Choose your answer inside the box. Write your answers on
the space provided.

PENTATONIC SCALE KUNDIMAN

PAMULINAWEN
RENAISSANCE DUNG AW DAL-LOT

_____________ 1. It is a love song created by an Ilocano Troubadour of pre-colonial time. It tells about courting a girl
with a stone heart
_____________ 2. It is a song of farmers during wedding, baptismal and other parties accompanied by Kutibeng (guitar)

_____________ 3. It a song requesting a dead person to be good in his next life.

_____________ 4. A period of looking back to the Golden Age of Greece and Rome. _____________ 5. It is a five tone
scale introduce by the Chinese, Japanese and
Hindus.
LESSON
Music Elements Western Philippines

∙ Rhythm- a Pre Baroque music Pre-colonial Music

systematic
∙ Free meter- it is ∙ Free meter- the
arrangement of
when a musical Philippine
musical sound and
composition has no Indigenous music is
silence.
definite beat and the usually written in
rhythm is free free meter. It has no
flowing. definite meter.
Example: Gregorian Example:
Chant Kulintang Music of
∙ Ostinato- it is a short Mindanao.
repetitive musical
phrase or rhythm
played in the musical
composition. It can be
sung or played by a
musical instrument.
∙ Drone- it is a
harmonic or
monophonic sound
usually in low notes
that provides a rich
foundation in a
musical composition.
It also serves as an
accompaniment or a
background sound in
a musical
composition.
∙ Melody – is the ∙ Church modes- all ∙ Nasal sound- vocal
linear succession these church modes music of the Pre
of were built from the colonial indigenous
single tone or note in notes in the C major music sounds nasal.
a musical Scale or the White Music is also
composition. Keys on the Piano. transmitted orally
from one generation
to another.
∙ Used of pentatonic
scale- a musical
scale consisting of 5
notes

Notation of Church modes were taken

from the Essential Secrets of Song
Writing. Used under fair dealing
provisions.

∙ They used the Viva

Voce method of Notation of pentatonic scale were taken
from the Music Stack Exchange
learning music.

∙ Use of microtones or
semitones in their
music resulting to a
more ethnic sound.

∙ Harmony - is the ∙ Polyphonic- a type of ∙ Monophonic- a

sounding of two or musical texture with chant without music
more notes two or more melodies accompaniment.
simultaneously. It is sounding ∙ Ambahan- it is a
poetry with
the sounding of two simultaneously. rhythmic
or more pitches at the Example expression of the
same time. Hanunuo Mangyans
people of Mindoro.It
 Mass - is a form of sacred has a meter of 7
musical composition that syllable lines and
sets texts of rhythmic end
the Eucharistic liturgy into syllables. It is a chant
music. without determined
musical pitch or
Madrigal - A secular accompaniment.
vocal polyphonic music ∙ Hudhud – is consists
composition which of narrative chants
originated from Italy. It traditionally performed
was written and expressed by the Ifugao
in a poetic text and sung community, which is
during courtly well known for its rice
terraces extending over
the highlands of the
northern island of the
Philippine archipelago.
It is practiced during the
rice sowing season, at
harvest time and at
funeral wakes and
rituals.

∙ Tempo – it is ∙ Fast-Allegro Fast Tempo- Happy

defined as the ∙ Moderate- Adagio Slow Tempo- sad
speed ∙ Slow - Lento
of music. It helps the
composer to express
a feeling in a certain
music. It can be fast,
slow or moderate.

∙ Dynamics – refers to ∙ Loud - piano ∙ Loud and

the loudness or ∙ Soft – forte ∙ Soft dynamics.
softness of sound

∙ Timbre –it is the ∙ ( Local instrument ∙ Musical Instruments

tone color or the Classification, Gongs, Bamboo,
tone Hornboestel-Sachs, Drums,
quality of a music. It ∙ Psaltery, Lutes,Viols,
can either be a sound Tambor ∙ Gangsa- North
of the human voice ∙ Kunlintang- South
or the sound of the
musical instruments.

ACTIVITIES
DAY 1.
RHYTHMIC EXERCISE

Directions: Fill in the missing note or rest to complete the number of beats on each measure. Write the notes on the space
provided.

Duple meter

Triple meter

DAY 2
NOTE SPELLING
Directions: Identify the following notes on each staff below by writing its corresponding letter names on the notes. Use
the illustration below as a guide.

Note: Illustration were taken from Wikipedia.net. Used under fair provisions.

1. __________________________________2_______________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. __________________________________4.______________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. __________________________________6.______________________________
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

DAY 3
MUSIC ANALYSIS
Directions. Compare and Contrast the characteristics of Western and pre- colonial Philippine music
using the Venn diagram.

Pre- Baroque Music

Pre- Colonial
Music
Similarities

WRAP–UP
ONE WORD SUMMARY
Directions: Think of one word that helps you remember the lesson and explain why you pick that word. Write your word in the box
and your explanation to the space provided below.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

VALUING

REFLECTION
Directions: Read each questions carefully, then write your answers on the space provided.

1. What is the difference between the music of the Pre-Baroque period of Western and Pre-Colonial period of the
Philippines?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Do you think that the music during the pre-colonial period is better than our music today? Why or why not? Explain
your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________

POSTTEST

FILL IN THE BLANK

Directions: Fill each blank with the correct answer. Choices are written in the box below. Write your answer on the blank
provided.
beat melody

drone polyphonic

five silence
1. ___________________ is the linear succession of single tone or note in a musical composition.
2. ___________________ is the musical texture with two or more melodies sounding simultaneously.
3. Rhythm is a systematic arrangement of musical sound and _________.

4. Pentatonic scale is consist of only ___________ notes.

5. ________________ refers to the harmonic or monophonic sound usually in low notes that provides a rich foundation in
a musical composition. It also serves as an accompaniment or a background sound in a musical composition.

KEY TO CORRECTION

note/rest 1 eight . 5
C 5. B 1. amulinawen P 1.
D 4. retest P Recap
entatonic P 5.
D 3.
Renaissance 4. aw- ung D
D 2.
3. lot - Dal 2.
 1 eight note/rest . 1 quarter note/rest and
4 2 eight note/rest 1 quarter note/rest,/ 3.
2 eight note/rest 1 quarter note/rest/ 2. 2
eight note/rest 1 quarter note/rest,/ 1.
Duple Meter

Activity 1
1 Activity 1

microtones
use -
bamboo/metals

BEG 6.
FEED 5.
BEAD 4.
FAÇADE 3.
CABBAGE 2.
FACE 1.
half note/rest/2 quarter note/rest/4 eight note/rest . 5 /2 eight
Note Spelling - Activity 2
note/rest . 1 quarter note/rest 4
1 quarter note/rest/2 eight note/rest/ 3.
eight note/rest 4 quarter note/rest/ 2 1 half note/rest 2. & 2
quarter note/rest eight note/rest 1 1.
le Meter rip T
 from free meter -
instruments classification s
percussive use of - ’ Sach
scale
use pentatonic -
nasal sound -
her anot ornbostel H
generation to church mode
from one - drone -
teaching music ostinato -
tradition in drone 5.
five 4.
silence 3.
polyphonic 2.
used oral -
Colonial - re P Similarities Baroque - re P Activity 3
melody 1.
osttest P

REFERENCES
❖ Books

Burkholder, J. Peter, et.al. (1980).Norton Anthology of Western Music. Vol.1: Ancient to Baroque 5th Edition 2014. New
York City, United States of America. Norton W.W.& Company Inc.
Kamien, Roger (1976).Music Appreciation.9th Edition July 24, 2018. The Hebrew
University of Jerusalem, Israel. McGraw-Hill Education
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale
University.

❖ Website

Musical staff with piano keys- Wikipedia.en.org

Music of the Philippines during Pre-Spanish Era
https://www.google.com/search?
q=pre+colonial+philippine+music&tbm=isch&ved=2ahUKE
wjxlcSE9r7qAhXiJaYKHQDGAIEQ2-
cCegQIABAA&oq=pre+colonial+philippine+music&gs_lcp=CgNpbWcQAzoECCMQJzoG

CAAQCBAeOgIIADoECAAQHlCKRFjXaGCMbmgAcAB4AIABmQGIAfENkgEEMS4xN
JgBAKABAaoBC2d3cy13aXotaW1n&sclient=img&ei=6WUGX7H9KeLLmAWAjIOICA&
bih=589&biw=1366&rlz=1C1CHBF_enPH854PH854#imgrc=VlzmgbxuvrizCM
ACKNOWLEDGEMENT
_____________________________________________ EDISON P. CLET
Illustration

ELINETTE B. DELA CRUZ

Project Development Officer II (LRMS)
Lay-out Artist

MELANIE G. LOGDAT
Video/ PowerPoint Presenter

ALMA D. CORONADO
Validator
MARIVIC D. LISING
MAPEH Department Head

GILBERT O. INOCENCIO
Rizal High School
School Head

NORLYN D. CONDE
MAPEH Education Program Supervisor

RODOLFO B. MANUEL/ROLANDO C. JULIAN

Public Schools District Supervisor