10

MAPEH-MUSIC
Quarter 2 – Module 2:
Afro-Latin and Popular Music
Performance
MAPEH - Music – Grade 10
Self-Learning Module (SLM)
Quarter 2 – Module 2: Afro-Latin and Popular Music Performance
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Development Team of the Module

Writer: Pierre Jesu S. Pasuelo and Janie Rose Jayoma -

Capillo
Editor: Kenneth B. Nierra
Reviewer: Eden Ruth D. Tejada
Layout Artist: Guinevier T. Alloso
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Magdaleno C. Duhilag – REPS, MAPEH
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - EPS, LRMS
Gregorio O. Ruales – EPS, ADM
Eden Ruth D. Tejada – Division MAPEH Coordinator
Printed in the Philippines by Department of Education – SOCCSKSARGEN
Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]
 10

MAPEH
Quarter 2 – Module 2:
Afro-Latin and Popular Music
Performance
Introductory Message
For the facilitator:

Welcome to the MAPEH- Music Grade 10 Self-Learning Module (SLM) on Afro-Latin

and Popular Music Performance

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills 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

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. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the MAPEH – Music Grade 10 Self-Learning Module (SLM) Afro-Latin

and Popular Music Performance

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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 resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.
 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References HORIZONS Grade 10 Learner’s Material

Music and Arts Appreciation for Young
Filipino

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Afro-Latin and Popular Music Performance. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

Most Essential Learning Competencies:

1. The learner explores ways of creating sounds on a variety of sources suitable
to chosen vocal and instrumental selections; MU10AP-IIa-7
2. The learner performs selections of Afro-Latin American and popular music in
appropriate pitch, rhythm, style, and expression; MU10AP-IIa-h-6
3. The learner evaluates music and music performances using guided rubrics.
MU10AP-IIa-h-10

After going through this module, you are expected to:

1. Identify and evaluate different characteristics of Afro-Latin American and
Popular Music through listening activities.
2. Show appreciation to the music of Afro-Latin American and Popular Music
through creating and singing Afro-Latin American and Popular Music selected
with improvised musical instruments.
 What I Know

1. What is the definition of tempo?

a. Quality of a musical sound
b. Speed or pace of a given piece
c. A category of artistic composition
d. To specify which note value is equivalent to a beat
2. Which of the following is the definition of genre?
a. It produces sound by vibration of air in a tubular resonator.
b. A note having the time value of two half notes or four quarter notes.
c. A category of artistic composition and characterized by similarities in
form and style.
d. The character or quality of a musical sound or voice is distinct from its
pitch and intensity.
3. Who invented the music genre of bebop?
a. Nicholas Flamel c. Charlie Parker
b. Charlie Hamilton d. Liz Scamander
4. Which of the following is considered an aerophone?
a. Flute c. Violin
b. Guitar d. Xylophone
5. Which of the following is not a chordophone instrument?
a. Flute c. Harp
b. Guitar d. Violin
6. Which of the following is considered an Idiophone?
a. Flute c. Violin
b. Trumpet d. Xylophone
7. It is a Brazilian dance and musical genre of African origin; the dance step of
this genre is step-close-step-close.
a. Bebop c. Reggae
b. Popular Music d. Samba
8. A musical genre that originated in Jamaica and one of its popular artists is
Bob Marley. What music genre is this?
a. Bebop c. Jazz
b. Hip-hop d. Reggae
9. Which of the following is a characteristic of Jazz Music?
a. Does not include improvisations
b. It strictly follows the sheet music
c. Jazz is expressive and syncopated
d. Jazz only has slow and suggestive themes
10. Which is a characteristic of Bebop Music?
a. It is only played using a flute
b. The melody is quick and complex
c. It is based on a famous Latin dance
d. It plays slow and suggestive melodies
11. What kind of Musical style is attributed to Jamaican and American Jazz?
a. Jive c. Samba
b. Reggae d. Soca
12. Which best describes the tempo of bebop?
a. Fast c. Slow
b. Moderate d. Very slow
13. Which musical genre originated from Bronx, New York City?
a. Hip-hop c. Reggae
b. Popular Music d. Samba
14. Which of the following has no roots from Afro-Latin American music?
a. Bebop c. Ragtime
b. Classical Music d. Samba
15. If you played samba but performed it as reggae, what musical genre is it now?
a. Modern Music c. Reggae
b. Neo-Samba d. Samba
 Lesson
Afro-Latin and Popular
5 Music Performance
Music from the Afro-Latin and Popular Music uses a wide range of
instruments used for different occasions! Their instruments are diverse and unique.
They formed a special kind of music that we can distinguish when we hear them
from today’s popular music and African music. Let us start by doing the activity!

What’s In

Activity 1: Experiment

Directions:

1. Below are pictures of random objects found in your home.

2. Combine different kinds of objects and try to create one musical instrument. You
may combine 2 or more instruments.
3. Name your musical instrument and describe how you create music using the
object.

Pictures of the following:

Dustpan Canned Soft drink Coffee Wooden

Good Rocks
1 L Bottle Mug Sticks
Name of your instrument: ________________________________________________________
How does it work:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 Notes to the Teacher
The internet links used by the writers has secured
a permit from the owners.

Activity 2: Listen!

We can create music through objects from the previous activity.

Now, it is time to listen to sample music and identify the instruments being used.

Direction: Listen to the following tracks provided below and try to identify as much
as possible what instrument they used while performing.

For Samba

One Note Samba – Performed by Yos Hughes & Paolo Tabanao

https://soundcloud.com/orangeboxrecordings/missy-paolo-one-note-samba

Instruments used:
For Reggae

Marikit - Reggae Cover by John Rey Asis

https://www.youtube.com/watch?v=VyBplyIXBeg

Instruments used:

It’s a great practice to create something new or even to identify the musical
instruments by listening!

What’s New

How do you find the previous activity? You will learn more as you do the next activity.

Activity 3 Part 1: Get Ready!

Now that we have finished inventing your improvised musical instrument, and
listened to Samba and Jazz, do you have an idea what our activity is for today?

You guessed it right! You’ll be singing together with your improvised

instrument! But first, let us listen to Afro-Latin and Popular music with some few
follow-up questions.
Jazz

Bebop: Confirmation by Charlie Parker

https://www.youtube.com/watch?v=h0zsRwuR_YY
Questions:
1. What are the different jazz forms?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. How do you describe jazz music?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Popular Music

Pop Music: Moon River performed by Yos Hughes and Paolo Tabanao
https://soundcloud.com/yostabanao/moon-river-cover

Questions:

3. How did the musical genre hip-hop start?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. What are the characteristics of hip-hop and pop music that made it sound alike?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Latin-African Music

Samba: One Note Samba

https://soundcloud.com/orangeboxrecordings/missy-paolo-one-note-samba

Reggae: Marikit by Juan Caoile - cover by John Rey Asis

https://www.youtube.com/watch?v=VyBplyIXBeg
Questions:

5. Why are African-American people considered as very musical?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Is Samba and Buffalo Soldier sound alike? Indicate its similarities.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

These are guide questions for you to recall the music genres of Afro-Latin and
Popular Music. In part 2, you will prepare your song and your instrument.

What is It

Activity 3: Get Ready!

The next activity will help you learn and appreciate more about the Afro-Latin and
Popular Music. This is an enjoyable activity that will definitely enhance your
creativity and originality.

Instructions: On this part, this will be your guide on how to prepare for our activity!

What to prepare:

A. Choose a song to sing below:

Reggae:
● Buffalo Soldier
● Marikit (Reggae Version)

Popular Music:
● Moon River

Tip:
● When singing your chosen song, keep in mind to sing and play
the vibe and groove of the song for higher points!
● Lyrics will be provided.
 B. Prepare your instrument.

Direction: Choose any of the following but only choose depending what objects for
your instruments are available.

If you can think of different improvised instrument, you may do so.

Improvised Instruments What you’ll need

Improvised Maracas Plastic or Glass Bottle and insert rocks inside

Improvised Drums Sticks

C. Practice with your instrument!

Direction: Listen carefully to your selected song. Listen to its Rhythm, Beat,
and how they sing the melody. Try to imitate as much as possible the song
you chose. You may practice for at least 15 minutes.

D. Final Checklist for your activity:

1. Song to sing
2. Your improvised instrument
3. Your recording device
4. Practice

As you perform your activity for this week, make sure to copy the groove and feel of
the genre and song that you picked because we will have rubrics for this activity!

RUBRICS:

Score CRITERIA

Performs rhythm and duration accurately with ease.

Excellent use of dynamics and performs with an energetic
mood that matches the song choice and enhances the feel of
Excellent (90–100) the song. Technique in using the improvised instrument is
of high level in terms of proper handling. Shows off
originality and creativity. The entire performance is
excellent.

Most rhythms and durations are accurate. Good use of

dynamics. Level of energy and mood matches the feel of the
Very Good (80-89) song but displays less presence. Demonstrates proper
technique most of the time in using the improvised
instrument and shows originality and creativity.
 Frequent rhythm errors but attained some dynamics. At
some times the pattern of the sound is not consistent. The
Fair (70-79) level of energy somewhat matches the song but the mood is
not fitting to the music. Demonstrates proper technique in
using the improvised instrument often.

The rhythm is incorrect and did not attain dynamics that

show an unrecognizable pattern of the music. The overall
Poor (60-69) performance lacks energy and proper mood is not being
shown. Does show proper handling with the improvised
instrument seldom.

What song did you pick for your activity?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What improvised instrument did you choose?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Definition:

Rhythm - The pattern of beats of a specific musical genre.

Beat - It is the pulse of the music. Example: When listeners would tap their toes
when listening to music.
Melody - A sequence of single notes that is musically satisfying.
 What’s More

This activity assesses student’s knowledge based on the previous activity.

Questions:

Jazz
1. How did African-Americans create Jazz music?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. What is the mood when listening to Jazz music?

____________________________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Popular Music
1. In this particular Popular Music era, name two composers or singers.
____________________________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Does Popular Music and Jazz sound alike? How?

____________________________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Why does our current Popular Music today not sound like jazz anymore?
____________________________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________

4. Can you sing Popular Music?

____________________________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________
Latin-African Music

1. Do you agree that the sound of Latin-African music sounds lively, happy,
and bopping?
_____________________________________________________________________
_____________________________________________________________________

2. Explain the groove or beat of the Reggae genre.

____________________________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________

3. Can you sing music from Latin-African Music?

____________________________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________

What I Have Learned

Activity IV part I: Stop, Observe, and Listen

Directions: A rubric will be provided to you, including speed, instrumentation, and
mood. You will then listen to the following music below and answer them what pace,
instrumentation, and the mood of the music is. Please choose your answer from the
green box and place them on the green answering sheet below.

RUBRICS INSTRUCTIONS THE SOUNDTRACK IS:

Speed Listen if the music is fast or slow Fast or Slow

Instrumentation Observe if the music is only using Instrument or Vocal

instruments- if it does, choose
Instrument. If the music has vocals
or someone is singing in the song,
choose vocal.

Mood Feel if the music you’re listening to Happy or sad

is happy, or does it sound sad?

Genre mood Does the music sound like Jazz or Jazzy or Popular Music
festive like from a festival parade.
Answer Sheet:
SOUNDTRACK YOUTUBE / SPEED INSTRUMENTATION MOOD GENRE
SOUNDCLOUD MOOD
LINK

One Note https://soundclo

Samba ud.com/orangebo
xrecordings/miss
y-paolo-one-note-
samba

Confirmation https://www.you
tube.com/watch?
v=h0zsRwuR_YY

Marikit https://www.you
tube.com/watch?
v=VyBplyIXBeg

Moon River https://soundclo

ud.com/yostaban
ao/moon-river-
cover

What I Can Do

Activity IV part II: Perform and Brainstorm!

We’re finally at this point in the lesson where we perform and record ourselves. You
might be shy as you record yourselves but do not worry. Just enjoy your activity
today, and do your best!
Directions:
● Use your improvised instrument.
● Select only one song.
● Your song should sing the lyrics presented below. You may also add the next
following lyrics if desired.
● The performer should sing and play the groove and feel of the chosen song.
● Send your video to your teacher
Songs to select:
1. Reggae: Buffalo Soldier
2. Reggae: Marikit
3. Popular Music: Moon River
 RUBRIC FOR REGGAE PERFORMANCE

Criteria 30-28 points 27-25 points 24-23 points <15 points

Excellent Very Good Fair Poor Score

Instrument Students have Students have Students have Students have

Techniques shown musicality shown shown not shown any
all the time. musicality most frequent errors technique and
Displays of the time. in handling the creativity in
exceptional Creativity of the improvised handling the
creativity why craft is shown instrument but improvised
she/he used the during the attained instrument.
instrument as performance. creativity of the
accompaniment to craft.
the song.

Rhythm and Maintains the Maintains the Frequent The rhythm is

Timing rhythm and rhythm and errors in the incorrect, no
timing all the timing most of rhythm and timing and
time. The beat is the time. The timing. The inconsistent
always accurate. beat is accurate beat is not beat thus show
The music pattern most of the time consistent but unrecognizable
is very smooth. but with with pattern.
recognizable recognizable
pattern. pattern.

Performance Student’s mood Student’s mood Student’s The mood of the

with the song with the song mood does not student and the
matched with an matched but match with the level of the
energetic shows with less song but the energy do not
performance that presence. energy is match with the
enhances the somewhat song.
song. maintained.

/90

Lyrics
Reggae: Buffalo Soldier
Buffalo Soldier, Dreadlock Rasta
There was a Buffalo Soldier
In the heart of America
Stolen from Africa, brought to America
Fighting on arrival, fighting for Survival.

I mean it! When I analyze the stench

To me, it makes a lot of sense
How the dreadlock Rasta was the Buffalo Soldier
And he was taken from Africa, brought to America
Fighting on arrival, fighting for survival

Reggae: Marikit
Ikaw ang binibini na ninanais ko
Binibining marikit na dalangin ko
Ikaw ang nagbigay ng kulay sa ‘king mundo
Sana ay panghabang-buhay na ito

Ikaw ang binibini na ninanais ko

Binibining marikit na dalangin ko
Ikaw ang nagbigay ng kulay sa ‘king mundo
Sana ay panghabang-buhay na ito.

Popular Music: Moon River

Moon River, wider than a mile
I’m crossing you in style some day
Oh, dream maker, you heart breaker
Wherever you’re goin’, I’m goin; your way

Two drifters, off to see the world

There’s such a lot of world to see
We’re after the same rainbow’s end, waitin’ ‘round the bend
My huckleberry friend, moon river, and me.

Assessment

1. What is the definition of tempo?

a. Quality of a musical sound
b. Speed or pace of a given piece
c. A category of artistic composition
d. To specify which note value is equivalent to a beat
2. Which of the following is the definition of genre?
a. It produces sound by vibration of air in a tubular resonator.
b. A note having the time value of two half notes or four quarter notes.
c. A category of artistic composition and characterized by similarities in
form and style.
d. The character or quality of a musical sound or voice is distinct from its
pitch and intensity.
3. Who invented the music genre of bebop?
 a. Nicholas Flamel c. Charlie Parker
b. Charlie Hamilton d. Liz Scamander

4. Which of the following is considered an aerophone?

a. Flute c. Violin
b. Guitar d. Xylophone
5. Which of the following is not a chordophone instrument?
a. Flute c. Harp
b. Guitar d. Violin
6. Which of the following is considered an Idiophone?
a. Flute c. Violin
b. Trumpet d. Xylophone
7. It is a Brazilian dance and musical genre of African origin; the dance step of
this genre is step-close-step-close.
a. Bebop c. Reggae
b. Popular Music d. Samba
8. A musical genre that originated in Jamaica and one of its popular artists is
Bob Marley. What music genre is this?
a. Bebop c. Jazz
b. Hip-hop d. Reggae
9. Which of the following is a characteristic of Jazz Music?
a. Does not include improvisations
b. It strictly follows the sheet music
c. Jazz is expressive and syncopated
d. Jazz only has slow and suggestive themes
10. Which is a characteristic of Bebop Music?
a. It is only played using a flute
b. The melody is quick and complex
c. It is based on a famous Latin dance
d. It plays slow and suggestive melodies
11. What kind of Musical style is attributed to Jamaican and American Jazz?
a. Jive c. Samba
b. Reggae d. Soca
12. Which best describes the tempo of bebop?
a. Fast c. Slow
b. Moderate d. Very slow
13. Which musical genre originated from Bronx, New York City?
a. Hip-hop c. Reggae
b. Popular Music d. Samba
14. Which of the following has no roots from Afro-Latin American music?
a. Bebop c. Ragtime
b. Classical Music d. Samba
15. If you played samba but performed it as reggae, what musical genre is it now?
a. Modern Music c. Reggae
b. Neo-Samba d. Samba
 Activity IV Activity 2
Pre-test
B
One note Samba: Slow, 1.) One Note Samba: Guitar, C
Vocal, Happy, Jazzy Shaker, Vocals C
A
Confirmation: Fast, 2.) Marikit: Guitar, Vocals A
Instrument, Happy, Jazzy D
D
Marikit: Slow, Vocal, Happy, D
Popular music C
B
Moon River: Slow, Vocal, B
Happy, Jazzy A
A
B
C
Answer Key
References

● Sunico, R. M., Cabanban, E. M., & Moran, M. Y. (2015). HORIZONS Grade 10

Learner’s Materials Music and Arts Appreciation for Young Filipinos. Quezon,
Philippines: Tawid Publication.
● One Note Samba – Performed by Yos Hughes & Paolo Tabanao
https://soundcloud.com/orangeboxrecordings/missy-paolo-one-note-samba

● Marikit - Reggae Cover by John Rey Asis

https://www.youtube.com/watch?v=VyBplyIXBeg

● Bebop: Confirmation by Charlie Parker

https://www.youtube.com/watch?v=h0zsRwuR_YY

● Pop Music: Moon River performed by Yos Hughes and Paolo Tabanao
https://soundcloud.com/yostabanao/moon-river-cover
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]