MUSIC AND ARTS / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of local concepts, processes, and practices of Music and Arts as influenced
Standards by the faiths and beliefs of the province.

B. Performance The learners improvise creative works that depict the faiths and beliefs of the province, using local concepts,
Standards processes, and practices in Music and Arts.

C. Learning Learning Competency

Competencies
and Objectives Compare the musical, theatrical, dance, and visual arts representations of local concepts (i.e. use of range of
dynamics, use of colors and symbols) in relevant creative works based on the faiths and beliefs of the province

Learning Objectives:

1. Explain how music, theater, dance, and visual arts representations of local concepts, can be utilized to
express themes or ideals associated with a person's faith or beliefs
2. Analyze how music, theater, dance, and visual art are used to depict the same local concepts related to
faiths and beliefs in bendian dance and tayaw dance
3. Compare the bendian dance and the tayaw dance based on faiths and beliefs of the province

C. Content Basic concepts and principles of sound, theater, dance, and visual elements
Faiths and Beliefs in the Province on Music and Arts

D. Integration SGD 11 Sustainable Cities and Communities: Protect Cultural and Natural Heritage
Culture Identity
Faiths and Beliefs

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II. LEARNING RESOURCES

Alphabet Numbers - JavaTPoint. (n.d.). www.javatpoint.com. https://www.javatpoint.com/alphabet-numbers

Catimo, G. T. (2024, May 25). Benguet and Ibaloy culture. Igorot Cordillera BIMAAK Europe. https://www.icbe.eu/consultations/137-9th-icbe-
consultation/857-benguet-and-ibaloy-culture
Culture & Lifestyle. (2023, May 2). Good Morning, Baguio. https://goodmorningbaguio101.wordpress.com/miss-summer-capital-2018-2/
Empian, O., & Empian, O. (2023, December 6). ADIVAY GRAND CAÑAO. Baguio Midland Courier.
https://www.baguiomidlandcourier.com.ph/adivay-grand-canao/
Etag TV. (2022, October 30). Dance of the Unseen😱 IGOROT RITUALS [Video]. YouTube. https://www.youtube.com/watch?v=_jemXzvw6S0
GetEmoji - Copy & Paste All Emojis From The Emoji Keyboard - No apps required. (n.d.). https://www.getemoji.com/
Hiraya TV. (2021, May 1). KUNG IKAW AY MASAYA (2021) WITH LYRICS | Animated Filipino Folk Song | Hiraya TV [Video].
YouTube. https://www.youtube.com/watch?v=d_IvS7qrrPE
Official Pan Abatan Records TV. (2023, November 24). ADIVAY 2023 GRAND CAÑAO | TAYAO DANCE [Video]. YouTube.
https://www.youtube.com/watch?v=7DhrCY8F_co

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior WEEK 3: DAY 1

Knowledge
1. Short Review
Answer key:
FACT or BLUFF
Direction: Identify whether each of the following statements is fact or bluff. In a ¼ 1. ●•
sheet of paper, draw a smiling face emoji ●• • if the statement is a fact and a
frowning
face emoji • ● if it is a bluff. 2. •●

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1. The main instruments playing the Bendian dance are gangsa and solibaos.
2. The traditional attire of the Igorots of Benguet includes kambal, bahag, 3. ●•
eten, shenget, and ketep.
3. In Bendian dance only the elderly men and women can participate. 4. ●•
4. Bendian is performed to celebrate a bountiful harvest only.
5. The traditional attire of the Igorot reflects their way of life, culture, 5. •●
personalities, religious practices, and rituals.

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 2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose ● Let the learners stand and sing an action song entitled “No Sik-a yan The teacher may choose a local
Naragsak” the Kankanaey version of “Kung Ikaw Ay Masaya.” song practice/event in their
province.

To process the previous activity, ask the following questions:

 When was the last time you felt happy? How did you express your
happiness during that moment?
 People express their feelings in varied ways. They laugh, clap their hands,
stomp their feet, jump, or even sing. Aside from doing those actions, they
celebrate. How do they celebrate?

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 o They go to the beach, some go to the park, dine out in fast food
restaurants, etc. Here in the Cordillera, people feast… they butcher
pigs, and chickens, cook them, and serve watwat. They do sing,
play musical instruments, dance, and merrymaking with loved
ones and the people in the community play musical instruments
and dance.
 Do you also sing, and play musical instruments? Do you dance?
 Many of you are fond of following TikTok dances on social media. How
about our traditional dances, do you know how to dance them?

2. Unlocking Content Vocabulary

DECODE ME
Direction: Decode the following numbers into letters or a word. Write your answers
on your worksheet. Use the chart below as your guide.

Note: Each number represents a letter. For example, 1=A, 2=B, 3=C, 4=D, etc. Answer key:
Example: 4, 1, 14, 3, 5 = DANCE
1. TAYAW
1. 20, 1, 25, 1, 23 = 2. BENDIAN
2. 2, 5, 14, 5, 9, 1, 14 = 3. FAITH
3. 6, 1, 9, 20, 8 = 4. BELIEF
4. 2, 5, 12, 9, 5, 6 = 5. RITUAL

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 5. 18, 9, 20, 21, 1, 12 = 6. PRAYER
6. 16, 18, 1, 25, 5, 18 =

C. Developing and 1. Explicitation

Deepening ● Ask the learners if they already watched the celebration of Grand Cañao.
Understanding
As the highlights of the Adivay Festival were festivities started with a The teacher may use their local
thanksgiving dance, during which the pigs that were caught during the "depap" creative works in their place or
were blessed and presented to God. Following this, the animals were killed and province.
consumed by hundreds of people who had congregated at the venue for the entire
day.

Performing these dances is incomplete without the sound of Indigenous

instruments like the gangsa, solibao, bunkaka, and takik.

2. Worked Example
● The teacher will play a video clip of people performing Tayaw dance and
let the learners observe the body movement of the dancers and the
people playing the instruments, the movement of the dancers’ arms and
the position of their palms, the instruments played, the audience, and the
attires of the performers. Video may be accessed through
https://www.youtube.com/watch?v=7DhrCY8F_co

● Let the learners take note of their observations on the following while
watching

 body movement of the dancers and the instrumentalists

 movement of the arms and the position of their palm
 instruments played
 sounds heard other than the instruments
 audience or the people around

● The teacher will introduce what Tayaw dance is.

Tayaw is a way to convey feasting, happiness, or festivity. It's never done during
the wake period. In time with the gong (gangsa), the man and the woman perform
separate dancing moves. The man throws blankets over his shoulders and dances.
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The woman dances while wearing a sarong and a blanket. Their attire is colorful,
and they are in a striped pattern. Show the picture below and let the learners
describe the colors, designs, and patterns of the attire.

Image source: https://www.baguiomidlandcourier.com.ph/adivay-grand-canao/

For the Benguet people, when performing Tayaw, which means fly among the
Igorots, there are interpretations and meanings associated with the arm gestures.

▪ Being able to spread one's arms like an eagle signifies freedom and
independence.

▪ Palms up on hands represent gratitude to Kabunyan.

▪ Lowering one's arms to show reverence for deceased ancestors is symbolic.

▪ Fingers pressed together represent unity and harmonious relationships.

▪ The male represents bravery and self-confidence during the tayaw, while
the female represents humility and submission.

▪ The dancers occasionally gaze up into the sky and then down at the floor,
signifying a request for fertility and an abundant crop.

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There are many but there are 4 pairs of dancers and 5 instrumentalists, 2 gong
players, 2 solibao players, and 1 takik player. They dance and move around the
circle.

There are special names for the pair of dancers: the Manedjaw or male dancer and
the Meneshung or female dancer. They go around the circle several times, with
their stretched arms outward, dancing with a hop-and-skip. The meneshung, with
her two arms raised, like in a surrender can change her style by skipping and
mincing steps.

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As shown in the video while they were dancing tayaw, rice wine (tapey) was
offered to them, and those playing the instruments. A prayer (Datok) in the form
of a wish is said aloud to the dancers during the music playing as an offering to the
spirits. The dancers began with smooth movements, connected to the earth with
gentle force while the instruments were sharp in their attack with high energy,
floating and lifting away with strong effort. Just like the Bendian dance, the tayaw
dance is accompanied by the beautiful sound of indigenous instruments such as
the gongs and solibao.

The gongs (gangsa) are created through the aid of a hammer and anvil (a heavy
iron block), heated up, then pounded and bent using a metal cylinder to create a
particular sound, often depending on its placement in an ensemble. The solibao is
played by striking the drumhead using the palm. The takik and bungkaka are
optional.
DAY 2

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SUB-TOPIC: Utilization of Music, theater, dance, and visual arts
representations in expressing themes or ideals associated with
a person's faith or beliefs

3. Lesson Activity

Activity 1: Sound and Movement Exploration

● Play audio of Bendian and Tayaw music, separately. Click these links.
 Bendian music: https://www.youtube.com/watch?v=c8lzyvLHo3M
 Tayaw music: https://www.youtube.com/watch?v=Mc149fJ4x2w

● Request learners to move freely to the music.

● Ask the learners about their experience and how did they come up with that
movement.

The beat and rhythmic sounds of the instruments made you enjoy the activity.
More than anything else, percussion controls the mood in addition to vocals. Like
the Bendian dance, the Tayaw dance is accompanied by the lovely sound and
volume of native instruments like the solibao and gangsa.

The music of gangsa is known for its rhythmic beats and melodic tones that can
evoke a range of emotions in listeners. From feelings of joy and celebration to
feelings of peace and spirituality, the sounds of gangsa have a powerful effect on
those who experience them. This traditional music is deeply rooted in Filipino
culture and history, making it a significant and emotional art form for many.

Solibao music's rhythmic beats create a lively atmosphere, transporting listeners

to joy and celebration, making it impossible to resist tapping your feet and moving
to the music. The gangsa and solibao, when combined, can evoke a variety of
emotions in listeners. The solibao's rhythmic pulses and gangsa's deep tones create
a captivating sound that can transport listeners to various emotional states,
connecting them to nature, cultural richness, and even promoting dance and
celebration.

WEEK 4: DAY 1
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SUB-TOPIC: Analysis of music, theater, dance, and visual art related to faiths
and beliefs in Bendian Dance and Tayaw dance

Activity 2

● Let the learners watch a video on “catching pigs” which is a game held
every Adivay festival in Benguet. As they watch let them observe the
following: the sound and movement of the pigs and the catchers: For additional information
https://www.youtube.com/watch?v=h5OBlTWuVgQ regarding the belief system of
the Benguet folks, the teacher
The catching of pigs is one of the most awaited parts of the festival wherein may refer to these links
representatives from the 13 municipalities of Benguet catch a pig so that they have ● https://ncca.gov.ph/about-
something to butcher and eat during the event. ncca-
3/subcommissions/subcommi
In Benguet, events such as the piercing scream of a pig, the distribution of watwat ssion-on-cultural-
on Igorot feast, the sound of gongs, and the merrymaking of people, how they communities-and-traditional-
respond usually communicate their religious beliefs, customs, and values. arts-sccta/northern-cultural-
communities/benguet-belief-
The Benguet people have the belief that there are unseen beings that come from systems/#:~:text=serve%20si
both the skyworld and the underworld and that these beings possess the ability to milar%20purposes.-
control humans. ,Belief%20System,by%20man
%20to%20his%20advantage.
These spirits are said to be deadly and manipulable by humans, even though they ● https://icbe.eu/2nd-icbe/70-
are unseen. By doing this, people try to gain the spirits' favor and become the-beliefs-and-home-rituals-
friends with them. of-benguet

Through prayerful communication with the spirits, a ritualistic offering is made in

an attempt to win their favor or placate the irate spirits. The spirits grant
prosperity and good health to the celebrant in return for the gifts they have
received, and the placated spirit will stop spreading illness.

Tayaw dance combines music, theater, dance, and visuals to express spiritual
bonds and respect for ancestors' beliefs. It uses ritualistic movements, symbolism,

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and storytelling to convey cultural relevance, incorporating rhythmic drumming,
chanting, and mythological creatures.

DAY 2

Activity 3

Comparison of Bendian Dance and the Tayaw Dance Based on Faiths and
Beliefs of the Province

● Instruction:
 Divide the class into 4 groups.
 Identify the symbols or patterns in the costumes and movements and
discuss its symbolism
 Do this in the worksheet
 Each group will be given pictures that are assigned to them.

Group 1: Bendian costumes

Image source: https://thephilippinestoday.com/attire- Image source:

of-an-ibaloy-woman/ https://www.lazada.com.ph/products/benguet
-ibaloi-bahag-with-chaleco-kids-
i3774496659.html

Group 2: Bendian dance steps

Image source: https://isnatako.blogspot.com/2012/08/how-to-dance-bendian.html

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Group 3: Tayaw costumes

Image source: https://easterweavinginc.com/product-page/sadong-tayaw/

Group 4: Tayaw dance steps

Image source:
https://goodmorningbaguio101.wordpress.com/miss-summer- Image source:
capital-2018-2/ https://selliliar.live/product_details/57319405.html

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 ● Instruction:
 Identify the symbols or patterns in the costumes and movements
assigned to you and discuss their symbolism. Do this on the
worksheet.

BENDIAN TAYAW

● It means “dance until ● An expression of feast, joy, or

exhausted.” celebration
● It is a mass dance. ● A man and a woman dance different
● It is participated in by as parts to the rhythm of the gong.
many as there are present in o The man dances with blankets
the celebration. dropped over his shoulder.
● It is a fatigue dance o The woman dances the sarong
● the word Bendiyan or wrapped with the blanket.
Binendiyan means “let us ● Movements of the arms while
see who gets tired.” performing Tayaw for the Benguet
people have meanings or
interpretations.
● Tayaw means “fly” among the
Igorots.
D. Making 1. Learner’s Takeaways The teacher will facilitate the
Generalizations Let the learners complete the following phrases: discussion, during which
learners will express their
a. We learned that observations and insights into
b. We realized that the cultural importance of the
c. We appreciated that dances.

2. Reflection on Learning
a. Why is it important to experience cultural events such as the Bendian
Dance Festival?
b. What is your plan to learn more about the Bendian dance?

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 c. In your little ways, how can you help preserve the rich cultural traditions
of Benguet?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning
Compare and Contrast
Compare and contrast the Bendian and Tayaw dances based on their musical,
theatrical, and visual elements and their cultural importance. Plot your answers
in a Venn Diagram. Do this on your worksheet.

Sample Rubrics
Indicator Level 3 – Level 2- Level 1-
3 Points 2 Points 1 Point
Content If 2 Sub- If 1 Sub- If no Sub-
 Complete indicators indicator is indicator is
 Correct are Present Present Present
Overall If 2 Sub- If 1 Sub- If no Sub-
 On Time Submission indicators indicator is indicator is
 Clean/ Creative are Present Present Present

2. Homework
 Write a brief reflection on your understanding of the Bendian and
Tayaw dances and how they relate to Filipino culture.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and

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 strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement and other related
stuff.
learner engagement/
Teachers may also suggest ways
interaction
to improve the different
others activities explored.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection lesson conducted/ facilitated is
▪ principles behind the teaching essential and necessary to
What principles and beliefs informed my lesson? improve practice. You may also
Why did I teach the lesson the way I did?
consider this as an input for
Did I attain all my lesson objectives?
the LAC/Collab sessions.
How did I encourage my students to participate in the class discussions and
activities?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
Did my pupils actively participate in all the class activities that I prepared?
Were the instructions in the class activities clear to the pupils?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
What challenges did I encounter in implementing the class activities?

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