8 Music

Quarter 3 - Module 2
Improvising Simple Accompaniment
to Selected South Asia and the
Middle East Music
Music – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 2: Improvising Simple Accompaniment to Selected South Asia and
the Middle East Music
First Edition, 2021

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Agnes R. Bernardo, PhD
Marquez T. Cartel
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Joannarie C. Garcia

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Department of Education--- Schools Division of Bulacan
Office Address: Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
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E-mail address: [email protected]
 8

Music
Quarter 3 - Module 2
Improvising Simple Accompaniment to
Selected South Asia and the Middle
East Music
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercise and tests. Read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 What I Need to Know

This module will help you understand one of the Most Essential Learning
Competencies of Grade 8 Music Education Quarter 3 (Music of South Asia and Middle
East)
Improvisation of South, Central and West Asian Musical Instruments:(MU8WS-IIIb-h-6)
At the end of this module, you are expected to:
* recognize and differentiate the musical instruments of south and middle east;
* perform music using the improvise simple/harmonic accompaniments; and
* evaluate music performances using guided rubrics applying knowledge of
musical elements and style.

What I Know

I. Multiple Choice:
Directions: Choose the letter of the correct answer. Write your answer in your activity
notebook.
1. It refers to the beat in Indian music.
A. Chautal B. Matra C.Tala D. Tintal

2. The predominant religion of Indian subcontinent and one of its indigenous religions.
A. Buddism B. Hinduism C. Judaism D. Taoism

3. A Jewish holy day of rest.

A. Hashana B. Hassidic C. Sabbath D. Yom Kippur

4. It is an ancient Indian sacred collection of Vedic Sanskrit hymns.

A. Raga B. Rig Veda C. Sama Veda D. Sangeet

5. The devotional music of the Chishti Order.

A. Carnatic B. Ghazal C. Hindustani D. Qawwali

6. It refers to music from South India.

A. Carnatic B. Ghazal C.Hindustani D. Qawwali

7. It is a hymn which accompanies religious observances and rituals.

A. Carnatic B. Devotional C. Hindustani D. Secular

8. They are known as the prayer leaders in India.

A. Hazan B. Hassidic C. Sangeet D. Synagogue

9. It is the Indian system of rhythm.

A. Chautal B. Dadra C. Tala D. Tintal

10. It is a sacred text, were sung as samagana and not chanted.

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 A. Melismatic B. Raga C. Rig Veda D. Sama Veda
II. True or False:
Directions: Write T if the statement is true and F if it is false. Do this in your activity notebook.
________11. Punjabi music strengthens the importance of musical instruments in Punjab
regions.
________12. In South India, the most common style of singing is called khyal, a word which
means imagination.
________13. Pakistan is known for its unique vocals.
________14. There are two divisions of Jewish music: devotional and secular.
________15. The Middle Eastern music generally emphasizes modal and harmony.

What’s In
Explain your answer to the following questions:

1. Describe how musical element reflects the culture of one country?

____________________________________________________________

2. How do musical elements bring out the message of a musician?

____________________________________________________________

What’s New
Word Hunt:
Directions: Find the words related to the vocal and musical instruments of India, Israel
and Pakistan. There are 13 words to look for and write it down on your
activity notebook.

O S T A L A S K L V

H I N D U S T A N I

A T R K P H A R L T

Z A A H S O B T Y A

A R G Y L F L A R T

N L A A E A A P E M

D H O L N R G H A N

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 What is It
Musical Instruments
of South Asia and Middle East
India

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 classes of instruments in India. It may also be a
melodic instrument or instruments to keep tal.

Ghatam Karta Manjira Nout

2. Avanaddh - described as a membranous percussive instrument. This class of

instruments typically comprise the drums.

Daf (Duf, Daphu) Tabla Dhol

3. Sushir – also known as blown air. It is characterized by the use of air to

excite the various resonators.

Bansuri Shehnai 4 Shankh Surpeti

4. Tat – referred to as vina during the old civilization. Instruments in this class are
plucked (stringed instruments).

Sitar Ektar Gotuvadyam Gophichand Rabab

Sitar Ektar Gotuvadyam Gopichand Rabab

5. Vitat – described as bowed stringed instruments. This is of the oldest
classifications of instruments and yet did not occupy a place in classical Indian music
until the last few centuries.

banam esraj sarangi chikara

Pakistan

SIGNIFICANT INSTRUMENTS OF PAKISTAN

Tabla Dholak Harmonium Rubab

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 SIGNIFICANT INSTRUMENTS OF ISRAEL

Israel

Kinnor (Jewish Lyre) Psalterion (Harp) Shofar

ARAB COUNTRIES

SIGNIFICANT INSTRUMENTS OF ARAB COUNTRIES

Goblet Toft

MIDDLE EAST

OTHER SIGNIFICANT MIDDLE EASTERN INSTRUMENTS

Oud (Southern Mesopotamia) Darbuka

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 What’s More
Independent Activity 1
Matching Type:
Directions: Match each picture in Column A with the names of instruments in
Column B. Write the letters only in your notebook.

_______1. A. Ektar

_______2. B. Daf

_______3. C.Ghatam

_______4. D.Surpeti

_______5. E. Dhol

_______6. F. Shankh

_______7. G. Manjira

_______8. H.Shehnai

_______9. I. Chikara

_______10. J. Esraj

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Independent Assessment 1
Tell where I belong
Directions: Identify the classifications of the following instruments from India.
____________1. Nout ___________6. Banam
____________2. Tabla ___________7. Rabab
____________3. Bansuri ___________8. Sitar
____________4. Karta ___________9. Daf
____________5. Gotuvadyam ___________10. Shankh

Independent Activity 2:
Scramble and Arrange
Directions: Arrange the jumbled letters to form the correct word.
Write your answer in your activity notebook.

_______________ 1. G A M D A N R I M – most common instrument for

keeping rhythm in Carnatic music and also transliterated as “mridang.
_______________ 2. A T T – referred to as vina during the old civilization.
Instruments in this class are plucked (stringed instruments) in India.
_______________ 3. R A G N A B H – one of the most recognized forms
of Punjab and based on the drum rhythm of Dhol in Pakistan.
_______________ 4. O H A R – a dance that often has strong off beats and
asymmetric meters of Isarael.
_______________ 5. A B I J U N P – it strengthens the importance of musical
instruments in Pakistan.

Independent Assessment 2:
Guess Where?
Directions: Write the name of given instruments according to the places of
origin base on the given chart below. Do this in your activity notebook.

Dhol Oud
Dhorlak Rubab
Harmonium Shofar
Jewish Lyre Sitar
Karta Toft

INDIA PAKISTAN ISRAEL

1. 4. 8.
2. 5. 9.

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 3. 6. 10.
7.

Independent Activity 3:
Compare and Classify!
Directions: Identify the country of origin of each musical instrument and
classify each using the Hornsbostel-Sachs classification.

Musical Name of Hornbostel-Sachs Classification

Instruments Country (Aerophones, Chordophones, Idiophones,
Membranophones, Electrophones)
1.

2.

3.

Independent Assessment 3
Learn, Create and Play!
Directions: Listen to the various sounds and rhythms played of South and
West Asia. Simulate the rhythm by using any improvised percussion
instruments using recycled materials as accompaniment and
incorporate body movements.

Assessment: Rhythm Rubric

Always demonstrate understanding of appropriate
EXECELLENT physical appearance for performing and connecting 4
with the audience to convey the message
Usually demonstrate understanding of appropriate
GOOD physical appearance for performing and connecting 3
with the audience to convey the message

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 Sometimes demonstrate understanding of
FAIR appropriate physical appearance for performing and 2
connecting with the audience to convey the message
NEEDS Rarely demonstrate understanding of appropriate
IMPROVEMENT physical appearance for performing and connecting 1
with the audience to convey the message

What I Have Learned

Direction: Your knowledge will be assessed through the given questions below. You
are encouraged to come up with your own ideas. Answer the questions briefly.
Do this in your activity notebook.

A. How do you compare the instrumental music of the South and Middle East?
______________________________________________________________________
______________________________________________________________________

B. Why do you think the Punjabi music strengthens the importance of musical instruments
in Pakistan?
______________________________________________________________________
______________________________________________________________________

C. How are the traditional musical instruments of the South and Middle East categorized?
______________________________________________________________________
______________________________________________________________________

What I Can Do
It is time to perform the music of India, Pakistan and Israel using self-made
instruments.

Directions: Use improvised instruments from recycled materials to create an

accompaniment for the music of India, Pakistan or Israel. In addition, use these
instruments and record a video of your performance to be submitted to your
music teacher.

Follow the given rubrics below.

Excellent Good Needs
Performance Rubric Improvement
(3) (2) (1)
The use of recycled
materials.

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 Creativity in the
improvised
instrument.
Demonstrate properly
the instrument with
musical.
Over-all musical
presentation.

Assessment

MULTIPLE CHOICE:
Directions: Choose the letter of the correct answer. Write your answer in your
activity notebook.

1. It is described as a non-membranous percussive instrument but with solid resonators

A. Avanaddh B. Ghan C. Sushir D. Tat
2. Also known as “blown air”.
A. Avanaddh B. Ghan C. Sushir D. Tat
3. This class of instruments typically comprise the drums.
A. Avanaddh B. Sushir C. Tat D. Vitat
4. Descibed as bowed stringed instruments.
A. Ghan B. Sushir C. Tat D. Vitat
5. Which of the following does not belong to the group?
A. Banam B. Chikara C.Esraj D. Rabab
6. The predominant religion of Indian subcontinent and one of its indigenous religions.
A. Buddism B. Hinduism C. Judaism D Taoism
7. Which of the following is not a chordophone?
A. Ektar B. Gopichand C. Rabab D. Tabla
8. Which group does surpeti, shankh,bansuri and shehnai belong?
A. Aerophone B. Chordophone C.Idiophone D. Membranophone
9. In Israeli Music, singers have a distinctive vocal style. They sing with ____ and throaty
enunciation.
A. Devotional B. Guttural C. Hazan D. Secular
10. It is a string instrument of Israel similar to the Philippine bandurria and the laud, traces
its origins to the Middle East and Indian sitar.
A. Harp B. Oud C. Tambourine D. Tat
11. It is one of the most recognized forms of Punjab, is based on the drum rhythm of dhol
in Pakistan.
A. Bhangra B. Chautal C.Matra D. Tintal
12. A music that strengthens the importance of musical instruments in Pakistan.
A. Matra B. Punjabi C. Rig Veda D. Raga
13. Referred to as vina during the old civilization. Instruments in this class are plucked
(stringed instruments) in India.
A. Bhangra B. Chautal C.Tat D. Tintal

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 14. The tambourine that associated with Middle Eastern music are used as
accompaniment in Israeli Music.
A.Chautal B. Darbuk C. Shehnai D. Tabla
15. The following are Isaraeli musical instruments except ____.
A. Jewish Lyre B. Psalterion (Harp) C. Rubab D. Shofar

Additional Activities

Sounds Like!
Directions: Given the links, watch and listen to musical video clips of the instruments
of India, Pakistan and Israel and answer the given table below. Do this in
your activity notebook.

Give/name Tempo Dynamics Country

the (Slow; (Mostly of Origin
Musical Links instruments Moderate; soft; or (India;
or Fast) Mostly Pakistan;
loud) or Israel)

1. https://youtu.be/aWrjaPN1sKo

2. https://youtu.be/9dkEe3ph_bU

3. https://youtu.be/jM9b2Qo5qwM

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 13
What I Know What’s New
I
1. b 1.Tala
2. b 2. Hindustani
3. c 3. Hagan
4. b 4. Dhol
5. d 5. Ghan
6. a 6. Khyal
7. b 7. Shofar
8. a 8. Tabla
9. c 9. Karta
10. d 10.Lyre
II 11. Vitat
11. T 12.Sitar
12. F 13. Raga
13. T
14. T
15. F Independent Activity 2: Scramble and Arrange!
1. Mridangam
Independent Activity 1 2. Tat
1. C 3. Bhangra
2. G 4. Hora
3. E 5. Punjabi
4. D
5. F Independent Assessment 2: Guess Where?
6. A INDIA: 1. Karta 2. Dhol 3. Sitar
7.I PAKISTAN: 4. Shofar 5. Toft 6. Jewish Lyre
8. J ISRAEL: 8. Rubab 9. Harmonium 10. Dholak
9. H
10. B
Independent Assessment 1 Independent Activity 3
1.Ghan 1. India, Aerophone
2. Avanaddh 2. Pakistan, Chordophone
3. Sushir 3. India, Idiophone
4. Ghan 4. India, Aerophone
5. Tat 5. Israel, Chordophone
6. Vitat
7. Tat
8. Tat
9. Avanaddh
10. Sushir
Answer Key
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WHAT I CAN DO
ASSESSMENT
1. B
2. C
3. A
4. D
5. D
6. B
7. D
8. A
9. B
10. B
11. A
12. B
13. C
14. B
15. C
 References

A. Books

Benavinte Jr., Renato P. 2013. Music and Arts, 1st ed. Philippines: Vicarish Publication
and Trading, Inc.

B. Electronic Sources

Vega, Uriel. “Shofar in Jerusalem”. August 2, 2019. https://youtu.be/9dkEe3ph_bU

Bella Ciao. “Pakistani Instrument Version”. October 2, 2019.

https://youtu.be/aWrjaPN1sKo

dabar.org. “Amazing Carnatic Music”. October 31, 2013. https://youtu.be/jM9b2Qo5qw

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 For inquiries or feedback, please write:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Address: [email protected]

7. Oud
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