4

Quarter 1
Lesson Exemplar Week

for Music and Arts 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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MATATAG K TO 10 CURRICULUM
Instructional Design Framework - Lesson Exemplar (LE)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES. This part includes

objectives related to content knowledge and competencies. It also describes the behavior or
performance teachers want learners to exhibit to consider them competent. It states what the
teacher intends to teach and serves as a guide for instruction and assessment.
Subject Matter / Topics Based on the Big Ideas

MUSIC AND ARTS

I. Performing Arts
A. Music
1. Timbre
Vocal/Instrumental
A. Content 2. Dynamics
Levels of Dynamics
B. Performing Arts
1. Dance Forms
a. Relevant Local Dance Forms
II. Visual Arts
A. Visual Elements and Forms

Content Standards as Benchmarks of Knowledge and Skills.

B. Content The learners demonstrate understanding of how one’s cultural
Standards identity/ies and local tradition/s including concepts, processes and
practices influence creative decisions
Performance Standards as Benchmarks of Transfer of Learning
C. Performance
The learners apply local cultural and traditional concepts, processes and
Standards
practices in Music and Arts in creative works about one’s cultural identity
Learning Competencies
D. Learning
LC#1. Discuss the basic concepts and principles of sound, theater, dance
Competencies
and visual elements based on the representations in the creative works of
their province.
Learning Objectives

The learners:

E. Objectives 1. discuss elements of performing and visual arts that can be associated
with the creative works, and
2. analyze the elements of performing and visual arts as portrayed in
various creative works.

II. LEARNING RESOURCES

A. References

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1. Teacher’s
NA
Guide pages
2. Learner’s
Materials NA
pages
3. Textbook
NA
pages
4. Additional
Materials
from NA
Learning
Resource
(LR) portal
B. Other
Learning
Source: Philippine Folk Dance Society
Resources
Sayaw Volume 7
(e.g., Learning
technologies /
sites / OERs
III. TEACHING AND LEARNING PROCEDURES

Before the Lesson/Pre-Lesson Proper

Activating Prior The teacher:
Knowledge - Shows a video of any representation of creative works found in the
province/locality.

Sample creative work: (Kalinga: Ragragsakan)

(Mindoro: Pandango sa Ilaw)
(Jolo, Sulu: Sua-ku-sua)
(Cebu: Si Pilemon)
(Marinduque: Putungan)

- Identify the creative works shown on the video using a table.

Note: The ideas/concepts listed on the table are taken from an example
creative work of Northern Luzon. Use available creative forms found in your
province/locality for this part of the lesson.

Performing Arts Visual Arts

Dance Theater Music

Ragragsakan Folk dance Chant Handwoven
performance (Salidumay) baskets and
blankets

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Costumes and
accessories

Ask these questions after showing the video.

1. What creative works are shown in the video?
2. What elements of the performing and visual arts did you notice
while watching the video?

Lesson Purpose / Activity 2: Controlled Singing: Chant

Intention Note: This is a sample chant from Cordillera Region (Salidumay).
Use an existing chant/song from your province/locality.

The teacher,
-tells the learners sing the presented song applying loud and soft
voices alternately in every phrase. The teacher may use hand
signals to guide/lead the learners to use loud and soft voices as
they chant.
- instructs the learners to imitate various sources of sound as they
chant.

Ask:

1. How many levels of loud/soft dynamics did you use while chanting?
2. Which sources of sound produce heavy and dark qualities or light
and bright qualities?
Describe vocal timbre
- Vocal timbre is like the color of your voice. It is what makes your
voice sound different from others. Some voices might sound smooth,
while others might sound a bit rough.
Present levels of dynamics
- Loud and soft

Lesson Language
Practice/Unlocking of
Difficulties

During/Lesson Proper
Reading the Activity 3: Show and Tell
Key Idea/Stem - The teacher prepares the materials for the activity.
Note: These are sample materials found in Northern Luzon. Use
materials found in your province/locality.
(hand props for Ragragsakan : blankets, labba)
1. Divide the class into two groups and assign a material for each group
to use during the Show and Tell activity.

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2. Brainstorming: Instruct the learners to focus on the elements of

visual art present in the materials assigned to them.

Present different types of texture

- Actual – textures that can be perceived through touch
(how it feels)
- Visual – textures that can be determined through lines, shading and
use of color (what it seems to be)

Developing The teacher presents a video showing a theatrical presentation of dance

Understanding of the found in the province/locality.
Key Idea/Stem Note: Sample from Kalinga (video presentation of Banga - Kalinga)

Activity 4: Video Analysis

1. Describe the video presentation.

2. Find relevant elements of performing and visual arts that are part of the
creative works you viewed.

Discuss elements of performing and visual arts through the use of bubble
maps.
Note: The concepts/ideas were taken from a sample creative work from
Kalinga. Use relevant creative works from your province/locality for this
activity.

Movement- Dynamics
bouncy - loud and
walking soft dance
movement music

Dance
Banga
(Kalinga)

Texture-
Props – Timbre –
Banga (clay Ganza
pots) instrument
Hard, brass
smooth percussion

Source: Philippine Folk Dance Society

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Sayaw Volume 7
● Deepening
Understanding Activity 5: Adopt and Create
of Key - Divide the class into 4 groups
Idea/Stem
Create a presentation on the following art forms

● chant
● dance
● theater
● or any combination of the art forms

Activity 6: Connect and Perform

⮚ What levels of dynamics did you apply in your chant?

⮚ What vocal quality did you use in your chant?
⮚ What are the elements of visual arts did you apply in your
costumes, hand props in your dance/theater presentation?
Their performance shall be graded based on the following criteria.

After the Lesson/Post-Lesson Proper

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Making
Generalizations and Gallery Walk and Reflection
Abstractions Hang up the visual representations around the room.
Allow learners to walk around and observe each group's work. Afterward,
make a reflection session where learners share their insights and thoughts
on the generalizations made.

Reflection Questions:
1. What are the art forms you observed?
2. What are the elements of performing and visual arts that you observed
in the different visual representations?
3. How do these elements of arts affect the different creative works from
your province?

Evaluating Learning Directions: Choose the letter of the correct answer.

1. Which of the following best defines dynamics?
A. It is the pitch of the sound.
B. It is the quality of the sound.
C. It is the duration of the sound.
D. It is the loudness and softness of the sound.
2. Which is an example of timbre?
A. loud singing
B. speaking softly
C. light and bright voice
D. expressive movement
3. Which element of art is defined as a two-dimensional closed figure, flat
and limited to height and width?
A. line
B. shape
C. texture
D. color
4. Which of the following best describes the dynamics of Kalingan chant
“Salidumay”?
A. loud
B. very loud
C. soft
D. very soft
5. What is the basic character of the dance movements shown in
“Ragragsakan”?
A. imitation of animal movements
B. display of occupation
C. worship gestures
D. courtship gestures
Note: Content of the Evaluation may vary due to the contextualized materials
used during the teaching-learning process.
Additional Activities
Make a collage of representation of creative works from your province.
for Application or
Remediation
(if applicable)
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CATEGORY 4 3 2 1
Creativity All of the Most of the Only a few None of the
objects or objects or objects or objects or
materials materials materials materials
used in the used in the reflect the reflect the
collage reflect collage reflectlearner's learner's
a degree of learner’s creativity, but creativity.
learner’s creativity in the ideas
creativity in his/her were typical
his/her display rather than
display. creative.
Design Materials or Some Some Materials are
objects are materials are materials are not an
cut to an lacking in lacking in appropriate
appropriate design or design or size shape.
size, shape placement. placement. Glue marks
and are There may be Too much evident. Most
arranged few smudges background is of the
neatly. Care or glue marks. showing. background is
has been There are showing. It
taken to noticeable appears little
balance the smudges or attention was
pictures glue marks. given to
across the designing the
area. Items collage.
are glued
neatly and
securely.
Time and Much time The learner Class time Class time
Effort and effort could have was seldom was not used
went into the put in more used wisely. wisely and the
planning and time and student put in
design of the effort. no additional
collage. It is effort.
clear that the
learner’s used
class time
efficiently.
Attention to The learner The learner The learner The learner's
Theme gives a gives a gives a fairly explanations
reasonable reasonable reasonable are weak and
explanation of explanation of explanation of illustrate
how every how most how most difficulty
item in the items in the items in the understanding
collage is collage are collage are how to relate
related to the related to the related to the items to the
assigned assigned assigned assigned
theme. For theme. For theme. theme.
most items, many of the

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the items, the

relationship is relationship is
clear without clear without
explanation. explanation.

Remarks
Reflection

Prepared by:
MA. GINA P. RETUBIS
Teacher I

Noted by:

RODOLFO Q. DELA CRUZ JR.

Principal II