Your SlideShare is downloading. ×
Presentation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Presentation

2,636
views

Published on


0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,636
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
49
Comments
0
Likes
3
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Understanding the concept of Philippine Music MARIA YVON R. FUNDIVILLA Author NEXT CONTENTS
  • 2. FOREWORD This Teacher Module in “UNDERSTANDING THE CONCEPT OF PHILIPPINE MUSIC” is part of the requirements in Educational Technology 2under the revised curriculum based on CHED Memorandum Order (CMO)-30, Series of 2004 Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovation technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. NEXT CONTENTS PREVIOUS
  • 3.
    • The students are provided with guidance and assistance of selected faculty members of the Collage on the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and function of computers especially the internet the student’s research and the advisers are able to design and develop various type of alternative delivery system. These kinds offer a remarkable learning experience for the education students as future mentors especially in the preparation and utilization of instructional materials.
    NEXT CONTENTS PREVIOUS
  • 4.
    • The output of the group’s effort on this enterprise may serve a contribution to the existing body of instructional materials that the institution may utilize in order to provide effective and quality education. The lesson and evaluations presented in the module may also function as a supplementary reference for secondary teachers and students.
    • MARIA YVON R. FUNDIVILLA
    • Author
    NEXT CONTENTS PREVIOUS
  • 5. FOREWORD This Teacher Module in “UNDERSTANDING THE CONCEPT OF PHILIPPINE MUSIC” is part of the requirements in Educational Technology 2under the revised curriculum based on CHED Memorandum Order (CMO)-30, Series of 2004 Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovation technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. NEXT CONTENTS PREVIOUS
  • 6.
    • The students are provided with guidance and assistance of selected faculty members of the Collage on the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and function of computers especially the internet the student’s research and the advisers are able to design and develop various type of alternative delivery system. These kinds offer a remarkable learning experience for the education students as future mentors especially in the preparation and utilization of instructional materials.
    NEXT CONTENTS PREVIOUS
  • 7.
    • The output of the group’s effort on this enterprise may serve a contribution to the existing body of instructional materials that the institution may utilize in order to provide effective and quality education. The lesson and evaluations presented in the module may also function as a supplementary reference for secondary teachers and students.
    • FOR-IAN V. SANDOVAL
    • Computer Instructor /Adviser
    • Educational Technology 2
    • SOCORRO R. FUNDIVILLA Ed.D
    • Department Head in MAKABAYAN
    • LYDIA R. CHAVEZ
    • Dean College of Education
    NEXT CONTENTS PREVIOUS
  • 8. ACKNOWLEDGEMENT The Author wants to express her profound gratitude to the following people whom though thick and thin stayed behind to make this module possible. Mr. For-Ian V. Sandoval for checking and sharing his ideas; Mrs. Marilyn E. Villaranda for her willingness to guide the author; Mrs. Lydia R. Chavez for her generous assistance; Mr. Raul F. Ravnera For understanding and financial support; NEXT CONTENTS PREVIOUS
  • 9.
    • My brother Jaycy and Yhares for their encouragement.
    • Mr. Anceto R. Fundivilla for his moral support;
    • Mrs. Socorro R. Fundivilla my mother for generous assistance, patience in guiding my work;
    • Above all, to our Almighty God, for he stayed with her even n the hardest time and without his guidance this will not be made possible. TO GOD BE ALL GLORY!
    • THE AUTHOR
    NEXT CONTENTS PREVIOUS
  • 10. GENERAL OBJECTIVES 1. gain clearer understanding about music. 2. awaken and develop musical thought and judgment. 3. make a clear cut impression on particular periods and value their contributions in the world of music. 4. provide a pleasurable and wholesome musical experiences. 5.develop the power to perceive the aesthetic and spiritual significance of music. 6. discover and improve one’s talent. 7. enhance school activities and gathering though the use of one’s talent. NEXT CONTENTS PREVIOUS
  • 11. CONTENTS Vision, Mission, Goals and Objectives Foreword for Author Foreword for Module Consultant Acknowledgement General Objectives Introduction Chapter 1 The Role of Music Lesson 1 Nationalism and Music Activity 1 Lesson 2 Music for Recreation Activity 2 NEXT PREVIOUS
  • 12. Lesson 3 Music for Cultural Study Activity 3 Chapter 2 Periods in the History of Music Lesson 5 Christian Period Lesson 4 Anciant Period Activity 4 Activity 5 Lesson 6 Pre-Classical Period Activity 6 Lesson 7 Classical Period Activity 7 Lesson 8 Romantic Period Activity 8 NEXT PREVIOUS
  • 13. Activity 9 Lesson 12 Famous Music in Mindanao Chapter 3 Music n the Philippines Lesson 9 Modern Period Lesson 10 Famous Music n Luzon Activity 10 Lesson 11 Famous Music in Visaya Activity 12 Activity 11 Lesson 13 Creative Song Activity 13 Chapter 4 Music Growth Through Creative Activities NEXT PREVIOUS
  • 14. Activity 14 Lesson 15 Round Lesson 16 Conducting Lesson 14 Spiritual Activity 16 Activity 17 Activity 15 References Back Page Lesson 17 Creative Listening NEXT PREVIOUS
  • 15. INTRODUCTION Music is the speech of an angel. Angels are the example of goodness, uprightness, and everything that bespeaks of morality. It is said that music is a child of prayer and companion of emotion. Aristotle the great philosopher, saw in music not only enjoyment, relaxation, but to release of tension and an incentive to the positive development of human characteristics. Music helps establish emotional integrity. Fully aware of his social and moral responsibilities, the teacher involved remedial measures to extricate the student from delinquents’ situation. That music is manna for emotional catharsis finds evidences n the continuing proliferation of music group. The vocal and instrumental and n the various content and festivals that allow the surfacing of talent of the people young and old. NEXT CONTENTS PREVIOUS
  • 16.
    • Filipinos are music lovers. Singing was an on-going activity even before the discovery of the islands. The Anitos, spirits, diwatas and incantos have to be appeased though songs. Prayers lustrations and laughter are accompanied by song. Music is a necessary ingredient in all ceremonies- wedding, delivery of a new baby, baptismal, ect. Music is the flavor for games, dances, worship, festivals, and other ceremonies expressing joy, humor, wonder, and sorrow.
    NEXT CONTENTS PREVIOUS
  • 17. Chapter 1 THE ROLE OF MUSIC
    • Objectives
    • After doing though this lesson you should be able to;
    • gain a clearer understanding about the concept of Philippine music.
    • develop nationalistic spirit in adapting Philippine Music.
    • develop one’s discipline and virtue.
    1 2 3 Lesson NEXT CONTENTS PREVIOUS
  • 18. LESSON 1 NATIONALISM AND MUSIC
    • Objectives:
    • After doing though this lesson you should be able to;
    • Gain a clearer understanding about the concept of the Philippine Music.
    • Develop nationalistic spirit in adapting Philippine Music.
    • Develop one’s discipline and virtue.
    NEXT CONTENTS PREVIOUS 2 3 Lesson
  • 19. INTRODUCTION
    • Music educator agrees on the important role that music plays n developing nationalism and strengthening national discipline. It is a valuable force n fostering a feeling of oneness among a people in search for national identity. Though it they realize their common heritage as depicted their nature, in the geography of their land in their culture.
    NEXT CONTENTS PREVIOUS
  • 20.
    • Studying our own music in its various forms is, therefore, an effective means of developing love of country.
    • Music is very important vehicle and extension of one’s love country. It is a strong medium which strengthen nationalism and social solidarity.
    • A complex but versatile language, music bridge the gap between multicultural people.
    NEXT CONTENTS PREVIOUS
  • 21.
    • A very special event that garners amazing publicity not on among foreigners but even among the natives is the colorful and fascinating “Ati-atihan marayonan” a thanks giving festivals to celebrate a peace treaty among the warring Aeta chieftaian of Panay Island. Originally a mimicking spree in 1214, this frolicking celebration, since the coming of Spaniards in 1572, has assumed a religious view to honor the Patron Sto.
    NEXT CONTENTS PREVIOUS
  • 22.
    • Nino Aklan. Foreigners as well as local tourists, mesmerized by its novelty and glamour, treck to the province to witness the boisterous looking faces of the participants, smeared with coal and paints and in diverse head costumes, who jestingly prance in the street to the merry music provided by tin cans, drums, band or musical contraption as they shout “Viva Kay Senior Sto. Niño.”
    NEXT CONTENTS PREVIOUS
  • 23. Music is a vital link between man and his ecology. It has provided dynamic personality and identity to him, thereby augmenting his growth though permissive socialization. Not manacled to his own music, man has consistently made incursion though diligent research and observation, thus affording opportunity to metamorphose and synthesize into a plurality of musical experiences to prevent music malnutrition. The songs “Bahay kubo”, “Paru-Parung Bukid”, “Tinikling”, and “Dahil sayo” are familiar tunes to aficionados, foreign and native. Fadella said “Music is a sort of looking glass from which we would be able to mirror the soul of a nation. The music of a certain nation is an important manifestation of the people’s psychology, character, and individuality.” NEXT CONTENTS PREVIOUS
  • 24.
    • Music plays a rallying force in arousing nationalist sentiments. Julian Felipe wrote the National Anthem during the Philippine revolution against the Spain in 1898. “The star Spangled Banner” was composed during the early days of the revolution in America, “the Marseilles”, during the French revolution, and a host of the other Nationalistic songs.
    • Bela Bartok felt that he could find the voice of his nation and that of the universal mankind only by setting his country’s folksong against the background of internationalism.
    NEXT CONTENTS PREVIOUS
  • 25. Name: ______________ Score:__________ INTERPRETATION When you sing the National Anthem, what feeling does it arouse in you? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 1 NEXT CONTENTS PREVIOUS
  • 26.
    • RHYTHM
    • Draw the conductors beat. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Draw the different kinds of notes and rest used. Give the value of each. Remember when the note is DOTTED its duration is increased by one-half of its value.
    • ♪ =1 beat ____=____
    • ____=____ ____=____
    NEXT CONTENTS PREVIOUS
  • 27. LESSON 2 MUSIC FOR RECREATION Objectives After doing though this lesson you should be able to; 1. Give example of action song. 2. Make a worthy leisure activity on different action songs. 3. Utilize music as an outlet of one’s feeling . NEXT CONTENTS PREVIOUS 1 3 Lesson
  • 28. INTRODUCTION According to William Shakespeare “Though music, oft has such a chum to make bad, good and to provide no harm.” Music is a powerful antidote to the multifarious problem of delinquency but still music affords profitable changes in mans societal surrounding. People are inspired and motivated by music, especially the out of school youth. They are more than willing to sing and strum their guitar if only to give expressions of enjoyment and pride in his chosen art . NEXT CONTENTS PREVIOUS
  • 29. The Action Song
    • Music is a refreshing change from the rigors of classroom work. Under the creative teacher, the music period becomes an eagerly awaited lesson where each child can relax and have RECREATON, while learning. It is here, where he can express himself through singing, playing or creating, stretch his tired muscles while developing his sense of rhythm, enjoy hearing pleasant sounds as he discover so many things heretofore unknown to him.
    • Singing ACTION SONGS is one of the most enjoyable classroom activities. An example is DO-RE-MI, a popular selection from Roger and Hammerstein’s. “The Sound of Music” In spite of its being quite common, it can be an interesting and novel experience learning it. A number of musical CONCEPTS may be learned from it .
    NEXT CONTENTS PREVIOUS
  • 30. ACTIVITY 2 Name: _________________________ Score:_____________ INTERPRETATION Methods Teach the action song by wrote, using the SING ALONG METHOD. This is an approach where by the students imitate the teacher in the manner a favorite singer is followed over the radio, television or CD. Below are the words with the suggested creative movements. DO-RE-MI Words : DO, a deer, a female deer . Action: Imitate the actions of a deer Re, a drop of golden sun Raise both hands, spread fingers and shake. Mi, a name I call myself Point to yourself NEXT CONTENTS PREVIOUS
  • 31.
    • Fa, a long, long way to run,
    • Point to a far away place with the right hand.
    • So, a needle pulling thread
    • Pretend to sew
    • La, a note to follow so
    • Place right hand on the left shoulder of the person to your right
    • Ti, a drink with jam and bread
    • Pretend to a cup of tea.
    • That will bring us back to DO.
    • On the word “bring” put both hands forward.
    • On the word “back” put both hands to chest.
    • On the word “DO” stretch hands over the hea
    NEXT CONTENTS PREVIOUS
  • 32. LESSON 3 MUSIC AS CULTURAL STUDY Objectives: After doing though this lesson you should be able to; 1. discuss music in studying cultures. 2. analyze music as an ingredient in all ceremonies. 3. develop friendship and understanding though music . NEXT CONTENTS PREVIOUS 1 2 Lesson
  • 33.
    • Felipe Padilla De Leon stated that “there is no other medium by which we can truly awake and unite national feeling except through our folklore.”
    • Filipinos are lovers of music, Singing was on going activity even before the discovery of Islands. The Anitos, pirits, diwatas and incantos have to be appeased through songs, Music is a necessary ingredient in all ceremonies- wedding, pressing joy, worship, festivities and other ceremonies.
    • Music is an art and culture is reflected n art. The study of music therefore, is directly a study of culture. The more music a person knows, the more cultured he becomes.
    NEXT CONTENTS PREVIOUS
  • 34.
    • Philippine music is a blend of eastern and western characteristics. Geographically speaking, we are Asians. Hence, with the predominantly Malayan culture of the ancient Filipinos, we find culture traces of neighboring countries like, Indonesia, China, Japan, Etc. however emotionally and mentally, we are marked Western having had strong cultural influences from Spain and the United states.
    • Four hundred years influence rule has made us think, feel and act Spanish in many ways. Fifty years of American rule has so “Americanized” us that we are finding it rather difficult to define distinctly who we really are.
    NEXT CONTENTS PREVIOUS
  • 35. ACTIVITY 3 Name: _______________________________ Score:_________ INTERPRETATION KANDINGAN is a Muslim wedding dance performed by the bride and groom. Explain the time signature. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Give the duration of these notes. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ NEXT CONTENTS PREVIOUS
  • 36.
    • Look of this rhythmic pattern.
    • _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • What are the rhythmic symbols that are used by the song?
    • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 37. CHAPTER 2 PERIODS IN THE HISTORY OF PHILIPPINE MUSIC
    • Objectives
    • After doing though this lesson you should be able to;
    • Discuss various strategies in teaching Philippines music.
    • Develop an open and willing attitude toward the Philippine music.
    • Compare the different kind of music based on different period.
    4 5 6 Lesson NEXT CONTENTS PREVIOUS 7 8 9
  • 38. LESSON 4 THE ANCIENT PERIOD Objectives: After doing though this lesson you should be able to; 1. Discuss ancient period of music. 2. Identify the contribution of Greek in music during ancient period. 3. Develop awareness in the growth of music during ancient period. NEXT CONTENTS PREVIOUS 5 6 7 Lesson 8 9
  • 39.
    • Man is always attached to something that is new not only in the clothes to wears, the food he eats and the things he dues he wants to change. Throughout the history of music, leaders have fathomed possibility to integrate tones, styles and others tonal relationship or modes.
    • The earliest record of ancient music is found in the carving and wall painting on tombs and monuments. These records indicate that in India, Egypt, China and Greece, music exited in some form both vocally and instrumentally.
    NEXT CONTENTS PREVIOUS
  • 40.
    • Music played a very important role n the religious ceremonies of the Hebrews. They sang their chants in unison at times employing antiphonal singing.
    • Egyptian music which dates back to 3000 B.C was science closely related to Astronomy. They used music social occasions and religious services.
    NEXT CONTENTS PREVIOUS
  • 41.
    • The contribution of the Greeks to the growth of music is notable. Early Greek drama was the basis for the development of our modern opera. Pythagoras, a famous Greek philosopher formulated certain rules of the science of sounds call acoustics. The Greeks used a series of tonal relationship called modes from which our present scale system eventually evolved.
    NEXT CONTENTS PREVIOUS
  • 42. Name:__________________________ Score: _____ Making a self task Create a topic or title about music in Ancient Period. It should be related to your experiences, interest and needs. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 4 NEXT CONTENTS PREVIOUS
  • 43.
    • Create a brief background of the topic information on the abstract of the following.
    • What the topic/title is all about?
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • What the learners intended to do with it?
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 44. Lesson 5 CHRISTIAN PERIOD Objectives: After doing though this lesson you should be able to; 1. give the different development of music during Christian period. 2. identify the characteristic of each development. 3. develop deep appreciation on their music. NEXT CONTENTS PREVIOUS 4 6 Lesson 7 8 9
  • 45. Monophonic Music
    • From the birth of Christ to 1300, literature, art and music were greatly influence by the church. During the early days of Christianity, Christians used to gather secretly in the catacomb (Underground cave) to perform their religious rites and to escape the persecution of the Roman Pagan. Their services were simple. No instrumental music allowed because instruments are closely associated with pagans. Music consisted of chant singing only.
    • Gradually the Christian community so expanded that in the early part of the 5th century, Christianity was proclaimed as the state religion by the Emperor Constantine. With this proclamation great cathedral were built throughout the empire and much attention was given to ritual church.
    NEXT CONTENTS PREVIOUS
  • 46.
    • The form of music sang in churches during this time was monophonic (on-line-melody). It was called the chant or plain song. The chant was built upon the church modes.
    • In the 6th century A.D these chant were located, organized and improved by Pope Gregory, Hence they are called Gregorian chant. We can hear them rang in Catholic churches to this day.
    NEXT CONTENTS PREVIOUS
  • 47. The Development of Polyphony
    • Around the 9th century, it was discovered that one melody sang with an original monophonic chant produced very interesting sound combinations. This combination of melodies is called polyphony.
    • The first experiment of polyphony consisted in singing second part four or five tones below the given melodic line. At first the added voices were parallel to the given melody. The result was the organum. Later melodic independence directions at the same time resulting in the Motet, Conductus, etc. The development of polyphonic choral music reached its points of perfection in the 6th century of perfection in the 16th century with the composer Palestrina.
    NEXT CONTENTS PREVIOUS
  • 48. Secular Music Although Secular (non-religion) music was in existence even before the 11th century it was not until then it gained much widespread popularity. In the 21st century a new type of singer known as THROUBADOURS and TROVERES appeared. The troubadours known as from southern France whereas the traverses were from northern France. They traveled though the land of singing of fair, young maids and deeds of heroic knights. These singers accompanied themselves on the flute, violin or a form of harp. They were good at improvising songs to fit occasions. In Germany, these traveling poet singers were organized called MINNE SINGERS. When more people become interested in singing societies were organized. Musical contest were held and the winner was given the title of mastersinger. Wagner’s opera “Die Mastersinger”, tells the story of such contest. NEXT CONTENTS PREVIOUS
  • 49. Name:_______________________ Score: _____ Making a self task Discover the contributions of the other composers in the pre-classical period. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 5 NEXT CONTENTS PREVIOUS
  • 50.
    • What are the contributions of Claudio Monteverdi in Pre-Classical period?
    • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • What are the contributions of Thomas Morley in Pre-Classical period?
    • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Create a topic or title about music in Pre-classical period. It should be related to your experiences, interest and needs.
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 51. Lesson 6 PRE-CLASSICAL PERIOD Objectives: After doing though this lesson you should be able to; 1. name the some outstanding composers in the pre-classical period. 2. give their contribution to music. 3. make a clearer cut impression they made on a particular period. NEXT CONTENTS PREVIOUS 4 5 Lesson 7 8 9
  • 52. INTRODUCTION
    • Up to the 16th century, the predominant kind of music was sacred vocal polyphony. Since then instruments music slowly and gradually gained importance until it completely gained importance over vocal music. Keyboards instruments like the clavichord and harpsichord (ancestors of the piano) were very popular and various new forms of the new instruments evolved. Greatest of all this forms was the fugue. The suite of folk dances also becomes very popular.
    • Gradually the orchestra, which used to be placed behind the curtain backstage rose to a position of great importance.
    • The violin gained prominence also and violin making became a well-famed trade especially in Italy. A mati, Stradivarius and Guarnerius were violin maker popular to this day and their instruments costing million. With the improvement of the instrument came improving in individual playing technique thus bringing the virtuoso soloist to fore.
    NEXT CONTENTS PREVIOUS
  • 53. Some of the outstanding composers of this period were: Johann Sebastian Batch On the 21st of March 1685 in the town of Eisenach, bach, one of the greatest musicians who ever lived was bored. He belonged to a musical family. In all parts of all beautiful German province of Thuringia lived his aunts, uncles, cousins and sisters who sang and played the organ, the flute or the fiddle. As soon as Bach was old enough, his father taught him to play violin. Today, back in known as the father of modern music. A scientist as well as musicians, he started a system of tuning which make possible for any scale to be played upon the same instruments. NEXT CONTENTS PREVIOUS
  • 54.
    • Bach wrote primarily for church purposes. His music was mainly polyphonic and he composed in all existing forms for instruments such as the harpsichord, organ, clavichord, orchestra, and small ensemble (chamber music). He was the master of fugue.
    • Among his well-known works are the well-tempered Clavichord, six Brandenburg Concertos, Passions according to St. John and St. Matthew the art of the Fugue and Chorales. He did in 1750.
    NEXT CONTENTS PREVIOUS
  • 55. George Frederick Handle
    • Handle, a German composer, did a lot of traveling and visiting countries Like Italy and England .Once he visited England and stayed so long that the elector of Hanover (later King George I of England) became angry with him. Their friendship is said to have been restored when during a water festival on the river Thames, lovely music followed when he found out that t was specially written for him by Handel, he immediately forgave him and gave him a pension. That music is known as Handel’s Water Music.
    • Handel is now remembered mostly for his oratorious the greatest of which is the “Messiah.”
    NEXT CONTENTS PREVIOUS
  • 56. Name:__________________________ Score: _____ Making a self task Discover and analyze the contributions of the other composers/musicians during classical period. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 6 NEXT CONTENTS PREVIOUS
  • 57.
    • What are the contributions of Ludwig Von Beethoven during the Classical period?
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • What are the contributions of Franz Peter Schubert during the Classical period?
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 58. Lesson 7 THE CLASSIC PERIOD Objectives: After doing though this lesson you should be able to; 1. discover the contributions of great composer during classical period. 2. analyze the importance of their contribution. 3. show interests to their contribution in music. NEXT CONTENTS PREVIOUS 4 5 6 Lesson 8 9
  • 59. INTRODUCTION
    • The period between 1750 and 1820 is referred to as the classic period. The term classic is borrowed from a period in ancient Greece when cut structure was emphasized and emotional display was frowned upon. Composers of this period showed concern for form specially the sonata form. Considerable attention was paid to dynamic marking (loud and soft, crescendo and diminuendo). It was also during this period that the symphony developed to its fullest and the piano, then a new instrument began to capture the interest of the composers.
    • The four most outstanding composers of this period were: Christopher Willibald Gluck, Franz Haydn, Wolfgang Amadeus Mozart and Ludwig Van Beethoven .
    NEXT CONTENTS PREVIOUS
  • 60. Cristoph Willibard 1714-1787
    • Gluck was the first great composer to interest himself in the reform and development of the opera. He was born in Austria but he was educated in Italy and Paris, and his name is associated with the rise of French opera. His philosophy as written in the preface of this opera alceste was “Simplicity and truth are the sole principles of the beautiful art.” This was very much in to contrast the superficialities of the operas of his days. His thirty operas some the best known are Orfeo, Iphigenie en Tauride and Alceste. To this day these are still performed.
    NEXT CONTENTS PREVIOUS
  • 61. Franz Joseph Haydn 1732-1809
    • Franz Joseph Haydn, affectionately called “Papa Haydn” is considered the father of the SONATA. It was he who divided the symphony into four divisions and clarified the outlines of the sonata form. Most of this early life was spent in Vienna where he directed music for court Esterhazy the greatest art patron of his time. The Esterhazy family maintained one of the most splendid courts in all Europe and this affords him to work the best singers and instruments of the period.
    • Haydn will long remembered for his outstanding church music, string, quartets famous oratories like the “The Creation” and twelve symphonies which he composed in England. The Surprise Symphony is one of them.
    NEXT CONTENTS PREVIOUS
  • 62. Wolfgang Amadeus Mozart (The Wonder Child) 1756-1791
    • Mozart was one of the most outstanding musical geniuses that over loved. At the age of four, he was not only reading but making up tunes of his own.
    • At age of six, he and his sister Nannerl played before kings and queens and royal families all over Europe and England.
    • Mozart considered him primarily an opera composer though his compositions covered a wide range including sonatas, quartets and symphonies. His most famous opera are “The Marriage of Figaro,” “Don Giovannani” a mass for the dead.
    • Mozart died very poor and nobody knew just where he was buried but his music possesses the simplicity, naiveté, grace, and charm all hearers love even to this day.
    NEXT CONTENTS PREVIOUS
  • 63. Name:__________________________ Score: _____ Making a self task Analyze the sound by its tempos chosen. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 7 NEXT CONTENTS PREVIOUS
  • 64.
    • Select a particular sound and tempo and create Lyrics.
    • _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • As you sing a song n Romantic period choose one of the examples and revise.
    • _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 65. Lesson 8 THE ROMANTIC PERIOD Objectives: After doing though this lesson you should be able to; 1. discuss the development of romantic period. 2. name some composer in romantic period. 3. appreciate the development of music. NEXT CONTENTS PREVIOUS 4 5 6 Lesson 7 9
  • 66. INTRODUCTION
    • The romantic period dates approximately between 1820 and 1900. Politically, the right of the common people was just emerging and this resulted in the overthrow of the powerful aristocracy and people were just emerging and this resulted in the overthrow of the powerful individual.
    • In music, individualism was stressed. Individual composers set out the blaze new trails which were pleasing to them. Expression becomes very personal in contrast to the impersonal characteristic of the classic period. Short description pieces displaying deep sentiment which convey a story developed. The subject of these stories was highly imaginative and often weird having to do with magic, or the supernatural. Nationalism is music also flowered during this period.
    NEXT CONTENTS PREVIOUS
  • 67. The most important was the development of piano music, orchestral and symphonies, solo that emerged were: 1. Fantasies and Romanzas 2. Nocturnes and Ballads 3. Symphonic Tones Poems 4. Symphonic Suites 5. Concert Overtures The new dance styles were: 1. Lander (Slow Waltz) 2. Viennese Waltz 3. Mazurka 4. Polonaise NEXT CONTENTS PREVIOUS
  • 68. Name:__________________________ Score: _____ Making a self task Analyze the development of music in modern period. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 8 NEXT CONTENTS PREVIOUS
  • 69.
    • Create a brief background of the topic information on the abstract of Modern period.
    • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 70. Lesson 9 MODERN PERIOD Objectives: After doing though this lesson you should be able to; 1. give the characteristic of modern music. 2. explain each characteristic. 3. familiarize on important composer during modern period. NEXT CONTENTS PREVIOUS 4 5 6 Lesson 7 8
  • 71. INTRODUCTION
    • The period dates more or less from 1880 to the present. Great social unrest which resulted in World Wars I and II showed marked influence on the arts. Music was also greatly influenced by the mechanical and scientific advantage of the Age.
    • Some characteristic of modern music are:
    • The predominance of dissonances as a result of the adoption of new scale patterns and the practice of using different keys at the same time (polytonality).
    • Complex rhythmic pattern brought about different meters occurring in various parts one time.
    • Development of jazz, like the ragtime blues, boogie-woogie, swing be-hop, progressive jazz, rock n’ roll and now the twist, soul, rock, disco, pinoy rock, ect.
    • The availability of music through new outlets like the radio, movies, recordings, television and Broadway shows.
    NEXT CONTENTS PREVIOUS
  • 72. Name:_________________________ Score: _____ Making a self task Create a two or more festivities song of Luzon using the religious song as part of your activity. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 9 NEXT CONTENTS PREVIOUS
  • 73.
    • Chose of one of the festival song and interpret it by your own mean and understanding.
    • ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 74. CHAPTER 3 Music in the Philippines Objectives After this lesson you should able to: 1. Identify some religious song. 2. Sing a single religious song, show interest and good values while performing. 3. Show interest in studying one’s culture. 10 11 12 Lesson NEXT CONTENTS PREVIOUS
  • 75. LESSON 10 FAMOUS MUSIC IN LUZON Objectives: After doing though this lesson you should be able to; 1. Identify some religious song in Luzon. 2. Give some festivities where religious songs are used. 3. Perform simple activity using religious song. NEXT CONTENTS PREVIOUS 11 12 Lesson
  • 76. INTRODUCTION
    • Filipinos have varied of folk festivals, to observance of which help disseminate and preserve cultural heritage. These festivals are elaborate rituals which serve as a reason for holding trades fairs, dance exhibition and other entertainment performances. A reason why we attract tourist, but the real climax of the occasion is for spiritual revival and thanks giving to their respective Patrons saints feast day.
    NEXT CONTENTS PREVIOUS
  • 77. In Pakil, Laguna NEXT CONTENTS PREVIOUS
  • 78.
    • The fiesta is an annual happening n every town and barrio in our country. In the early dawn of that day, people are awakened by stains of band music. The festive air is heightened by the bands that play around the town.
    • Masses are said in honor of the patron saint. In each home, no matter how humble, a feast s prepared days ahead for relatives and friends who would attend. Traditionally, a procession s held n the evening. It starts from the church and passes through the principal streets. In Pakil, Laguna such a procession is held in honor of Nuestra Senora de los Dolores. People from all walks of life join in the hope of obtaining some favors. This procession is unique because, instead of walking, devotees dance before her image as they sing.
    NEXT CONTENTS PREVIOUS
  • 79. In Taal, Batangas
    • In the Philippines, May s the month of flowers. Throughout this month a ceremony is called “Flores de Mayo” durng whch flowers offered to the Blessed Virgin s held in churches n many parts of the country.
    • In Taal the ceremony s referred to as “Alay”. Each day of the celebration a “hermana mayor” called “alaya” takes charge of the preparations and expenses. Relatives, neighbors and friends help n making the affairs a success. Bouquet offerings to the Virgin are very artistically made and only fresh flowers are used even if they have to secured from far-away places.
    • After the rosary is recited selected young girls get ready in pairs to make floral offerings. Among them is the “Alay” who carries largest floral arrangement which at tmes could be eight feet high. As firecrackers explode the girls start walking to the altar to the tune of the gay melody.
    NEXT CONTENTS PREVIOUS
  • 80. In Cañao NEXT CONTENTS PREVIOUS
  • 81.
    • This feast of the Igorots is based on the belief that a “mans social status is determined by his contribution”. Every family in the tribe contributes to the festivity.
    • Songs signal the start of the feast of merry making. Men and women young and old, light up the hills with bonfires around which they exhibit ritualistic native dances till the wee hours n the morning. They wear colorful costumes and sing traditional songs. They bring their best crop in baskets and lay them before the altar to be blessed by the priest during the mass.
    • After the mass, they indulge n basketball, softball, volleyball and other games to the haunting beat of gongs in the hills.
    NEXT CONTENTS PREVIOUS
  • 82. In Moriones NEXT CONTENTS PREVIOUS
  • 83.
    • Mariones which man “mask” or “vision”, is the top part of medieval Roman armor covering the face. Moronies is a colorful and unique Lenten ritual celebrated every Holy Week primarily in the towns of Boac, Gasan, and Mogpog in the province of Marinduque. This is a re-enactment of the Legend of Longinos, the Roman centurion stationed in Jerusalem during the reign of Pilate.
    • The Roman authorities could not allow such apostasy so he was captured
    • By the middle of the Holy Week, the Moriones wander around town rhythmically beating two stick called “Kalutang” as they dance and mimic the Roman soldiers. Climax of the celebration is the “Pugutan”, a cinematic presentation, held at noon on Eastern Sunday in the dried river bed outside Boac.
    NEXT CONTENTS PREVIOUS
  • 84.
    • Moriones festivals is held amidst the usual gloom and solemn season of Lent on the island of the marinduque, a heart-shaped island surrounded by numerous inlets. Marnduque is a national tourist attraction endowed with abundant river, caves, fishing grounds and mountains teeming with games of all sorts. It is reached either by boat by a 45-minutes plane ride from Manila.
    NEXT CONTENTS PREVIOUS
  • 85. Obando Fertility Rites
    • This festivities is held n Obando Bulacan for the childless couples in the hope that may be blessed with children after praying and dancing
    • To the patron saint of fertility, Santa Clara. She s honored on the 17th, 18th and 19th of May together with San Pascual Baylon, the 16th shepherd who became a model of religious virtue and the Lady of Salambao, the image of the Immaculate Conception believed to be fished out of the river by a fisherman with a salambao net to whom fisherman and farmers pray a bountiful catch and good harvest.
    NEXT CONTENTS PREVIOUS
  • 86. In Santacruzan NEXT CONTENTS PREVIOUS
  • 87.
    • Santa Cruzan is an annual festival during the month of May. It commemorates the mystical discovery of the cross by St. Helena. According to legend,300 years after the death of Christ, Helena , mother of Constantine , went to Calvary to conduct search for the Cross.
    • Santa Cruzan s the culmination of a month of long novena to the Virgen Mary under the sponsorship of a hermana or a designated host who manages the affair.
    • Constantine, the great emperor, converted the Roman Empire to Christianity, thus he is represented as consort to Queen Helena.
    NEXT CONTENTS PREVIOUS
  • 88. In Sunduan NEXT CONTENTS PREVIOUS
  • 89.
    • This is a century old festival popularized n LA HUERTA Parañaque .
    • This pageant held every September, dramatizes the fetching of beautiful maidens from their respective houses by young, handsome swains. These gentlemen carry parasols for their beautiful ladies as they parade on the streets to the music of the brass band. The entourage consists of fifteen to twenty pairs in attractive ternos who parade around the town and end up in the house of the hermana for a sumptuous meal.
    NEXT CONTENTS PREVIOUS
  • 90. In Ugnayan
    • using primatve instruments with modern Ugnayan comes from the words “ugat natin yan.” It is a musical culture undertaking which aims to link the modern Filipino with the precious values of its part heritage, thus imbibing a strong sense of National unity though music
    • The first Ugnayan was held on January 1, 1974 in ten cities of provinces- Bataan, Bulacan, Caloocan City, Cavite, Laguna, Manila, Pampanga, Pasay City, Quezon City, and Rizal where 20 radio stations serviced for 51 minutes the annual experience. It is a unique singular experience where 20 tapes of different type of a whole piece of music were simultaneously in the 10 designated places techniques .
    NEXT CONTENTS PREVIOUS
  • 91.
    • Ugnayan program notes have two parts:
    • Description and analysis of the music as organized sounds reflecting an intellectual and emotional concept.
    • Statement on performance, the making of the event reflecting creative action of a people in purposive search for national identity.
    NEXT CONTENTS PREVIOUS
  • 92. In District Fiesta of Quipo NEXT CONTENTS PREVIOUS
  • 93.
    • Celebrated every 9th of January, the District Fiesta of Quiapo is one religious festivity of the religious and at the extreme, the fantastic. People’s veneration of the “Mahal na Senior”, the patron saint is amazing.
    • The vast throng of follows of the Senior clad red clothes inch their way to join the lengthy procession around the vicinity of the district, culminating in the church late in the evening.
    • Brass bands parade in the streets adding cheer and excitement to the children as well as to adult.
    NEXT CONTENTS PREVIOUS
  • 94. Name:__________________ Score: _____ Making a self task 1. Create a two or more festivities song of Luzon using the religious song as part of your activity. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 10 NEXT CONTENTS PREVIOUS
  • 95.
    • 2. Chose of one of the festival song and interpret it by your own mean and understanding.
    • ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 96. Lesson 11 FAMOUS MUSIC IN VISAYA Objectives: After doing though this lesson you should be able to; 1. name some Visayan religious song. 2. identify each festivity. 3. develop one’s awareness NEXT CONTENTS PREVIOUS 10 12 Lesson
  • 97. In Balyu-an Festival NEXT CONTENTS PREVIOUS
  • 98.
    • BAlyu-an Festivals
    • One of the most colorful of Philippine festivities s the “Balyu-an” of Leyte. This s a celebration in honor of the Holy infant Jesus, the patron saint of Tacloban.Held every third week of the month of June, culminating in fluvial procession along the San Juanico Strait, Balyu-an reflects the people’s unity and religiously.
    NEXT CONTENTS PREVIOUS
  • 99. In Halaran
    • Halaran comes from the word “halad” which means gift or offer. This is a cultural attraction from the west Visayan region which depicts the colorful history and culture of the Capizenos dating back to the pre-Spanish times, particularly, the landing and settlement of the Bornean datus divided Panay Island into provinces of Capiz, Iloilo and Antique.
    NEXT CONTENTS PREVIOUS
  • 100. In Sinulog
    • Sinulog is celebrated in January in Cebu in honor of the Sto. Niño. It is a re-enactment of the Christianization of the King Humabon and queen. There is a parade participated by the “queen” followed by her “slave” and people dressed as giants (representing historical figures) as a devotion to Sto. Niño and other unseen forces. It maybe celebration of thanksgiving for a good harvest, good life, or repentance of one’s sin, or just plain worship. The paraders shout “Pit Senyor” as they go around the town.
    NEXT CONTENTS PREVIOUS
  • 101. In Dinagyang NEXT CONTENTS PREVIOUS
  • 102.
    • Dinagyang is celebrated on January 26-27 in Ilo-ilo honoring the Sto. Niño. It is a grand mardi-gras, native style, replete with riotous street dancing and revelry.
    • Every year some 15 tribes and 50 member in each group coming from neighboring towns of Ilo-ilo and the provinces of Aklan, Antique, and Negros Occidental, are all set of vie in the “Kasadyahan contest”, the biggest and most unique mardi-gras in the orient.
    NEXT CONTENTS PREVIOUS
  • 103.
    • Other exiting street spectacles include the fabulously decorated floats unfolding the historic past of the religion with reenactment of the Bornean datus landing in Panay Island who purchased the island ( now divided into the provinces of Ilo-ilo, Antique, Capiz, and Aklan) seven centuries ago from Ati kiing Marikudo for a gold Salakot and gold necklace for his wife, maniwangtiwang.
    NEXT CONTENTS PREVIOUS
  • 104. Balitaw
    • A Visayan folk song. The word “ balitaw ” is derived from the Malayan word “ Berita ” which mean narration or Balita in Tagalog. Balitaw is a dance and song, the counterpart of kundiman. Acording to Banas, balinaw is often sung than danced.
    • Balitaw is divided into two classes: Balitaw Mayor and Balitaw Menor. Balitaw Menor is characteristically a Visayan love song.
    • Balitaw Mayor
      • Visayan Balintanaw -Counter part of the Tagalog Kundiman. It is lively and process more syncopation.
    • Example:
    • “ Sa Kabukiran – Manuel Velez
      • Tagalog Balintanaw – is a harmoniums melody and lively as the European waltz. The original Balintawak is “ Inday sa Balitaw”.
    • Example:
    • “ Paru-prung Bukid”
    • “ Tinikling”
    NEXT CONTENTS PREVIOUS
  • 105.
    • Dansa Menor or Pangharana (Serenade) is a dance piece compose in the Minor key. Traditionally it is the “Philippine Serenade” or “pananapatan” In 2/4 time. It is called “ Dansa Pilipino”.
    • Examples:
    • “ Hating Gabi” Antonio Molina
    • “ Sampaguita” Dolores Paterno
    • “ Ay, Ay, Kalisud” Visayan Folksong
    • “ Bukang Liwayway” Antonio Molina
    NEXT CONTENTS PREVIOUS
  • 106. Halaran
    • Halaran comes from the word “ halad ” Which mean gift or offer. This is cultural attraction from the West Visayan region which depicts the colorful history and culture of Capizeños dating back to the pre-Spanish times, particularly, the landing and settlement of the Bornean Datus who divided Panay Island into the provinces of Capiz, Ilo-ilo, and Antique.
    • Legends say that the bornean datus gave gifts to the abororigines of Panay as tokens of goodwill and friendship. The celebration is highlighted by pageantry, food, drinks, and dancing to the exotic sounding drums.
    • Other festivities are the “Ambanahon Kapisnon” a serenade of haunting native song, beauty tilts, Banca racing contest, and island hopping tours.
    • The celebration is on June 23-24 every year.
    NEXT CONTENTS PREVIOUS
  • 107. Name:______________________ Score: _____ Making a self task 1. Chose one activity and create its tempo and beats according to your song. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 11 NEXT CONTENTS PREVIOUS
  • 108.
    • 2. Chose of one of the festival song and interpret it by your own mean and understanding.
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 109. Lesson 12 FAMOUS MUSIC IN MINDANAO Objectives: After doing though this lesson you should be able to; 1. enumerate the some festivities of Mindanao. 2. develop understanding to one’s culture. 3. appreciate the music of mindaraweño’s. NEXT CONTENTS PREVIOUS 10 11 Lesson
  • 110. In Hari-Raya NEXT CONTENTS PREVIOUS
  • 111.
    • Hari-raya Festival
    • Hari-raya falls on the first day of the 9th lunar month n the Muslims calendar. It is a feast that commemorates the Ramadan.
    • Officially, fasting begins by bathing of all people including new born babies in the sea. If a person is sick, the high priest, Imam, goes to the house of the sick person and pours water n him while he recites a verse from Koran. Fasting lasts from 29 days to attune for the sins committed during the past year.
    • Hari-Raya Puasa in the first delight for it is the fast breaking holiday, a thanksgiving feast. When the moon appeared, a drum announces signals with excited beat the start of the Hari-Raya festivals an hour of prayer at the Mosque with the Imam. During the festivity, friend and relatives kiss each other’s hand asking forgiveness for past offenses. Older people giving money to children who kiss their hands.
    NEXT CONTENTS PREVIOUS
  • 112.
    • During the festivity, friend and relatives kiss each other’s hand asking forgiveness for past offenses. Older people giving money to children who kiss their hands.
    NEXT CONTENTS PREVIOUS
  • 113. Name: ______________ Score:__________ Methods Listen to the song and interpret the song that you will going to here. Shout “Sa Birhen” with this rhythm pattern before starting the song and after each phrase. This is a part of the tradition and is indicated in the notation with XS. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 12 NEXT CONTENTS PREVIOUS
  • 114.
    • Improvised dance steps for the song. Create them as you please.
    • ____________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Include this number in one cultural program of your school or community. Use your originality and imagination n designing your costumes.
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 115. CHAPTER 4 Music Growth Though Creative Activities Objectives After doing this lesson you should able to 1. apply knowledge and skills in singing, playing and listening. 2. develop one’s creativity in performing different activities. 3. performs a simple musical activity in school. 13 14 15 Lesson NEXT CONTENTS PREVIOUS 16 17
  • 116. Lesson 13 CREATIVE SINGGING THE ART OF SINGING Objectives: After doing though this lesson you should be able to; 1. enumerate the different pointers to remember while singing. 2. practice the different points when singing. 3. express one’s feeling while singing. NEXT CONTENTS PREVIOUS 14 15 Lesson 16 17
  • 117. INTRODUCTION
    • John Dewey said,” As sculpture expresses the enduring, the stable, and universal, so music expresses stir, agitation, movement, the particular, and contingencies of existence.” Therefore music is the unifying element where man finds adequate expressions and inner satisfaction for feelings. It is an emotional response after determining the particular ideas the music conveys. Playing, listening and singing to music makes to develop “music lovers.”
    NEXT CONTENTS PREVIOUS
  • 118. THE VOICE
    • Our voiced is produced by the vibrations of the vocal chords in our voice box. Since the sound produced by these vibrations is not loud enough, there us a need for resonators. These resonators are hollow enclosures with bodies of air that vibrates sympathetically with another body thus, increasing the volume of our voice. Our lungs, esophagus, head and mouth cavities serve as resonators, hence the position of our body, head and mouth should serve as resonators, hence the position of our body, head and mouth should be such that air can vibrate freely.
    NEXT CONTENTS PREVIOUS
  • 119. CORRECT POSTURE
    • When singing one should stand erect in order to allow the air in the different cavities of the body to vibrate and flow freely. Furthermore keeping one foot forward will help maintain body balance. What seated one should keep his back away from the chair taking a position is though he is about to rise from it.
    NEXT CONTENTS PREVIOUS
  • 120. CORRECT BREATHING
    • The method of breathing is of vital importance in singing the quality volume of the voice depend a lot on it. Breathing should be diaphragmatic. This means that the breath should be supported by the diaphragm, a membrane separating the thoracic from the abdominal cavities.
    NEXT CONTENTS PREVIOUS
  • 121.
    • There are two processes involved in breathing:
    • 1. Exhalation – This is the act of putting out air. When we exhale, the diaphragm and the muscles around it contract. Try this for experiment.
    • Open your mouth and put one of your palms in front of it. You will feel warm air. That is the breath you are exhaling. Do it again. This time, put the other hand near the location of the diaphragm. You will feel the muscles receding. Repeating. This time, sing “ah” with the pitch of a. you are exhaling, when you sing.
    • 2. Inhalation – this is the process of taking air. Try this experiment to observe the diaphragmatic action when you inhale. Sing “ah” on A using the technique described in inhalation and sustain it for 8 counts or longer. Observe what happens when you stop singing. The muscles expand to give room for the incoming air. This is the proper thing for us to do when we inhale.
    NEXT CONTENTS PREVIOUS
  • 122. CORRECT PLACEMENT OF THE VOICE
    • When singing project the voice upwards the head to produce head tones. Emphasize the use of head tones especially when teaching children. Children’s voices have a light and floating quality when placement is correct. To develop good tone quality, avoid forcing out the voice to prevent throaty singing. At the start, require pianissimo singing until the correct placing of the voice becomes a habit.
    • Here are a few vocal exercises called Vocalizes that will help in establishing the correct placement of the voice and improving the tone quality. Sing them in a sequential manner (descending first then ascending) starting each figure a semitone lower or higher.
    NEXT CONTENTS PREVIOUS
  • 123. NEXT CONTENTS PREVIOUS
  • 124. DICTION
    • Correct pronunciation, clean enunciation and distinct articulation in singing constitute good diction. Pronunciation the utterance of words with regard to sound and accent. Enunciation is the manner of the utterance as regards fullness and clearness. Articulation in the action of speech organs in the formation of consonants, vowels, syllables and distinct words. In articulating, vowels should be sustained for the maximum amount of time on every note and with the greater possible. Consonant must be articulated vigorously and rapidly with the tongue, lips throat muscles and with a minimum amount of breath.
    NEXT CONTENTS PREVIOUS
  • 125.
    • Good diction is essential for the purpose of conveying the meaning of the song to the listeners. It also acts favorably or unfavorably on the tone quality and information of the singer.
    • One way of bringing out the meaning of the song, is to sing in the manner of expressive speaking. It is essential to subordinate the less important words or parts of wprds as in natural and meaningful speech.
    • Here is the first line of “Pilipinas Kong Mahal”
    • “ Ang bayan ko’y tanging ikaw”
    • Which words or syllables should be stressed?
    NEXT CONTENTS PREVIOUS
  • 126. INTERPRETATION
    • Interpretation is the re-creation of the composer’s work. To interpret properly, it is necessary for one to sense the message of the composer, and then make that message clear as it is sung. The text and the music convey the meaning of the songs. In interpretation, the whole conveying the meaning of the song.
    • Interpretation is very important in expressive singing. Without it, a song becomes dull and uninteresting. A very simple song can be fascinating if interpreted artistically. There are many things involved in interpretation. Listed below are some of them.
    NEXT CONTENTS PREVIOUS
  • 127. TEMPO is the speed of the composition. An unsuitable tempo can ruin a song. The composer or editor usually indicates by words (usually in Italian) or metronome marks what he considers as the proper tempo. But while the printed marks are present to guide the singer, these marks are merely suggestions and he must finally sing the song at a tempo which permits him to sing tone correctly, distinctly and appropriately. Here is a list of terms commonly used to indicate tempo. Largo – very slow Adagio – slow Andante – walking pace Andantino a little faster than andante Allegretto – moderately fast Allegro – fast Presto – very fast Accelerando – gradually becoming faster Ritardando – gradually becoming slower NEXT CONTENTS PREVIOUS
  • 128. DYNAMICS refer to the loudness or softness of the music. Here are some dynamic marks: pppmpmffffdim. pianissimo piano mezzo piano mezzo forte forte fortissimo crescendo decrescendo diminuendo very soft softhaft softhaft loud loud very loud gradually becoming louder gradually becoming softer gradually becoming softer MOOD MARKS Animato – with spirit Dolce – sweetly Sostenuto – sustained Maestoso - majestically Vivace – vivaciously NEXT CONTENTS PREVIOUS
  • 129. PHRASING
    • A song maybe divided into phrases. A phrase is a series of tones which more or less expresses a musical idea and should be sung in the breath. Breathing in singing is called phrasing. Here are few things we should remember about phrasing.
    • Always sing phrase – wise. Avoid bouncing from note to note. Sometimes two phrases may be connected, if the music requires it.
    • When you sing a phrase you will notice that there is a note or word which seems to be more important than the others. This is called the phrase climax.
    NEXT CONTENTS PREVIOUS
  • 130.
    • Let us sing the first phrase of “Dandansoy.” Which word or syllable is the climax of the phrase?
    NEXT CONTENTS PREVIOUS
  • 131. 1. Analyze each phrase for color and mood. Is it sad, gay, or quiet? 2. In general sing the end of the phrase softer than the rest. NEXT CONTENTS PREVIOUS
  • 132. STYLE
    • Different songs have different styles. The period during which the song is composed and the composer has a lot to do with its style. The following questions will be of great help to us in interpreting style.
    • When was the song composed? To what musical period does it belong? What was the manner of interpreting songs in that period?
    • Who composed it? What are the characteristics of the music of the composer?
    • What is the form of the song?
    • Vocal forms may be classified into:
    NEXT CONTENTS PREVIOUS
  • 133.
    • Long vocal forms
    • An opera is a drama set to music with action, costume and scenery.
    • A cantata is a religious story told in music with action.
    • An oratorio is sacred story of epic proportions told in picking the conflict between the Christians and the Muslims.
    • The Moro-Moro is a Philippine drama set to music, depicting the conflict between the Christmas and the Muslims.
    NEXT CONTENTS PREVIOUS
  • 134. The zarzuela is a Philippine play set to music. It is similar to an opera.
    • Short vocal forms
    • Folk Song
    • Art Song
    • Kundiman
    • Balitaw
    • Danza / Habanera
    • Anthem
    • Motet
    • Madrigal
    • Ballad
    • Chorale
    • Round
    • Aria
    NEXT CONTENTS PREVIOUS
  • 135. Name:__________________________ Score: _____ Making a self task Create a melody for this poem: WATAWAT By: Prof. Velinda Samonte Watawat na tatlong kulay Pula, puti saka bughaw Makikitang nasa takdang Larawan ng kalayaan. Write your answer below. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 13 NEXT CONTENTS PREVIOUS
  • 136. INTRODUCTION
    • A spiritual is an American Negro folk song of religious character. Much of the music of the Negro is characterized by deep, personal feeling. Because of their life as slaves in bondage many of their spirituals expressed hope for a future as salves in bondage many their spirituals expressed hope for the future life after death, “a promised” land where they would be free and worldly injustices would be done away with. The texts for many of those spirituals, both sad and gay were based upon simple phrase from the Bible.
    NEXT CONTENTS PREVIOUS
  • 137.
    • Musically, spirituals show both African and European and American influences. From African tribal music came the steady beat, syncopation and the solo and response musical structures.
    NEXT CONTENTS PREVIOUS
  • 138.
    • From European culture came religious and harmonic styles. There are three types of spirituals namely the:
    • Lively, rhythmic variety
    • Solo and choral response type
    • Slow sustained lyrical type.
    • “My Lord What a Mourning” is an interpretation of the second coming Christ and the final days of judgment as expressed by St. John in the Book of Revelation.
    • In singing this spiritual song let us try to sing with beautiful tone quality and with feeling.
    NEXT CONTENTS PREVIOUS
  • 139. NEXT CONTENTS PREVIOUS
  • 140. NEXT CONTENTS PREVIOUS
  • 141. Name:__________________________ Score: _____ Making a self task 1. Interpret the notes and named them all in the song Pobreng alindahaw . ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ACTIVITY 14 NEXT CONTENTS PREVIOUS
  • 142.
    • 2. Write each note and name them.
    • ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 143. Lesson 15 ROUND Objectives: After doing though this lesson you should be able to; 1. define round. 2. discuss some suggestion teaching round. 3. develop pleasurable activity. NEXT CONTENTS PREVIOUS 13 14 Lesson 16 17
  • 144. INTRODUCTION
    • At one time or another you must have witnessed or heard about the performance of the Vienna Boy’s Choir. They sing so beautifully that often the listener feels he is almost transported to heaven when watching them perform. Yet, their conductor makes a minimum of movements. In fact, at times he does not oven conduct but accompanies them on the piano instead. As they perform the observer notices that each boy knows exactly what to do. What is the secret of their success? It is, excellent musicianship acquired through proper vocal and musical training under the guidance of their conductor and music teachers.
    NEXT CONTENTS PREVIOUS
  • 145.
    • To be able to conduct with artistry therefore, one must train his group properly before the performance. The conductor must study the music very well analyzing its form, style, phrasing, dynamics, tempo etc. and then train his group vocally and musically to follow him in interpreting the music. Conducting (therefore) is defined as the art of leading a group in the interpretation of a composition. This is done by using hand and other bodily movements with the appropriate facial expression.
    NEXT CONTENTS PREVIOUS
  • 146.
    • A conductor must first of all provide leadership, so that there will be unity of ensembles. He does this by indicating the beats which is a point in time. The movements between beats. Except for special purposes, he had never stops still but keeps some movements going between every beat. Let us take up the methods usually followed in indicating the beats.
    NEXT CONTENTS PREVIOUS
  • 147.
    • 1. One in a measure. One straight down for each bar. This is used for or quick tempo.
    • 2. Two in a measure: Down, up. This is used for or in quick tempo.
    NEXT CONTENTS PREVIOUS
  • 148.
    • 3. Three in a measure. Down, right, up. This is used for moderate of slow or fast.
    • 4. Four in a measure: down, left, right up. This is used for moderate or slow.
    NEXT CONTENTS PREVIOUS
  • 149.
    • 5. Six in a measure: Left, left, left, right, right, right.
    NEXT CONTENTS PREVIOUS
  • 150. STEPS IN CONDUCTING
    • Introduction – Play the introduction if there is any. If there is none, a gently rolled chord or the singing of the motive will do. Before singing the motive, find the correct pitch of the first note with the help of the pitch pipe.
    • Preparatory beat – Raise the baton or the hands. This is just like saying “Ready”.
    • Preliminary beat – before singing, the singers must be given time to take a breath. This is indicated by the preliminary beat which is generally the beat the attack.
    • Attack beat – This is the count on which the singers start singing or doing the next phrase after breathing or pausing.
    • Release beat – at the end of a phrase or section a release beat is given which means or pause.
    NEXT CONTENTS PREVIOUS
  • 151. INTERPRETATION IN CONDUCTING
    • Helen Quach, the internationally famous woman conductor she won the administration of the Filipinos by her performances with the Manila Symphony Orchestra to her, conducting is providing the psychological leadership in bringing about the desred interpretation. She has the music in her mind, when she conducts and interprets this with clear artistically dynamic and dramatic movements. Her manner of considering has in most instances a hypnotic effect upon the orchestra and the audience.
    NEXT CONTENTS PREVIOUS
  • 152.
    • What are some interpretative movements in conducting? Here are few suggestions.
    • 1. Long, broad, sweeping beats mean strong, full tones conveying confidence, dramatic moments, majesty, etc.
    • 2. Slight and short beats means soft and light tones denote playfulness, joy, etc.
    • 3. Heavy beats indicate determination, passion.
    • 4. Beats with hands near the body means care, caution, restrain.
    • 5. Palms downward has a subduing influence
    • 6. Palms upward with lifting movements mean power.
    NEXT CONTENTS PREVIOUS
  • 153. VOICE CLASSIFICATION
    • In teaching choruses, it is important for one to know how to classify voices, so that each singer may be properly assigned. There are two things to consider in classifying voice. They are:
    NEXT CONTENTS PREVIOUS
  • 154.
    • TIMBRE – What is the general tonal character? Two voices may be able to sing the same high or low tones but still be differently classified because they differ greatly in quality or timbre.
    • The kinds of women’s voices from the highest to the lowest are:
    • 1. Soprano – The tone is lighter in character, less somber and frequently more flexible.
      • Coloratura
      • Mezzo soprano
      • Lyric
    NEXT CONTENTS PREVIOUS
  • 155.
    • 2. Alto or Contralto – The tone is richer and fuller.
    • The kinds of men’s voices from the higher to the lowest ARE:
        • Tenor
        • Baritone
        • Bass
    NEXT CONTENTS PREVIOUS
  • 156.
    • B. RANGE – The following are the practical ranges that may be expected from high school and college choirs.
    NEXT CONTENTS PREVIOUS
  • 157.
        • 1. Soprano
        • 2. Alto
    NEXT CONTENTS PREVIOUS
  • 158.
          • 3. Tenor
          • 4. Bass
    NEXT CONTENTS PREVIOUS
  • 159.
    • Name:_______________ Score:_________
    • Do the following for each basic step in conduction the Philippine National Anthem.
    • Introduction
      • A. Observe the notation.
      • B. Name the keys in which it is written.
      • C. Name the first note of the song.
      • D. Illustrate how to find the pitch of the first note.
      • E. Find the pitch of the first note. Use the C-pitch pipe.
      • F. Sing the motive of the song.
    ACTIVITY 15 NEXT CONTENTS PREVIOUS
  • 160.
    • Write your Answer Below.
    • _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 161.
    • B. Predatory Beat
    • 1. Preparatory beat by using one of your hands or both hands.
    • Preliminary Beat.
      • A. Explain the time signature.
      • B. Draw your conductor’s beat.
      • C. Indicate the count on which the preliminary beats falls.
    • Write your Answer Below.
    • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 162.
    • C. Attack Beat
      • 1. Indicate the beat on which the anthem starts.
    • Write your Answer Below.
    • ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • D. Release Beat
      • A. How many section are there?
      • B. Divide the song into phrases.
      • C. Indicate the end or phrases and section with release beat.
    • Write your Answer Below.
    • ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 163.
    • F. INTERPRETATION
    • A. What is the Tempo?
    • B. Give the appropriate dynamics by using interpretative movements.
    • Write your Answer Below.
    • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    NEXT CONTENTS PREVIOUS
  • 164. Lesson 16 CREATIVE LISTENING
    • Objectives:
    • After doing though this lesson you should be able to;
      • 1. enumerate the three ways of listening to music.
      • 2. discuss each ways.
      • 3. listen attentively to the given music.
    NEXT CONTENTS PREVIOUS 13 14 15 Lesson 17
  • 165. INTODUCTION
    • Music is sound and therefore, the most natural way of learning to understand and appreciate music through listening. We hear music everywhere, but, do we really listen to it. What is the best way to listen to music?
    • According to Aaron Copland, there are three ways of listening to music?
    NEXT CONTENTS PREVIOUS
  • 166.
    • 1. The Sensuous Way – The simplest way is listening for the sheer pleasure of hearing the musical sound. We hear music without thinking, without considering it in any way.
    • 2. The Expressive Way – When we react to music emotionally by getting sad, happy or excited we listen the expressive way. Sometimes we give meaning to the music that we hear; hence, we may be reminded of something like a storm, a swan or a sad experience.
    • 3. The Intellectual Way – besides the pleasurable sound of music and the expressive feeling that it evokes music exists in terms of the notes themselves and what happens to it.
    NEXT CONTENTS PREVIOUS
  • 167.
    • The beast way to listen to music is to listen for something. Here are some of the things we can listen for:
    • 1. Melody
    • 2. Rhythm
    • 3. Harmony
    • 4. Tone Color
    • 5. Form
    • 6. Texture
    • 7. Style
    • 7. Interpretation
    NEXT CONTENTS PREVIOUS
  • 168. MELODY
    • A succession of tones arranged in such a way as to give a musical sense is what we call MELODY. Tones may go up or down or may remain on the same LEVEL. Let us see how the TONES of the familiar melody, JINGLE BELLS are arranged: LISTEN:
    NEXT CONTENTS PREVIOUS
  • 169.
    • Tones 1 to 7 are on the same level. Tone 8 goes up while Tone 9 goes down. Incidentally, the difference in the highness or lowness of tones is what we call pitch. MELODY therefore is made of a series of tones that vary in pitch and duration.
    NEXT CONTENTS PREVIOUS
  • 170. THE PHILIPPINE NATIONAL ANTHEM
    • HISTORICAL BACKGROUND
    • When the First Philippines Republic was proclaimed the need for a national anthem was felt. Gen. Emilio Aguinaldo wanted a serious and majestic march that would echo the sentiments of the people. His staff recommended Julian Felipe, a young music teacher and composer from Cavite, Cavite to compose it. General Mariano Trias invited Felipe to his house where Aguinaldo was a guest.
    • Thus, the maestro was requested to compose our national anthem. Six days later, Felipe played the anthem on the piano for Aguinaldo and his committee. It was exactly what they wanted and they named it Marcha National Filipinas National Filipinas.
    NEXT CONTENTS PREVIOUS
  • 171.
    • So, on June 12, 1898 while the first Filipino flag was being raised the Filipino the Filipino people heard for the first time the Philippine National Anthem which was played by the Banda San Francisco de Malabon.
    • A year later, the first lyrics were written in Spanish by Jose Palma. It was later translated into English by Hon. Camilo Osias. Toda, we sing in Pilipino as translated into English by Hon. Camilo Osias. Today, we sing Filipino as translated by the Institute of National Language.
    NEXT CONTENTS PREVIOUS
  • 172. NEXT CONTENTS PREVIOUS
  • 173. NEXT CONTENTS PREVIOUS
  • 174. Name:______________ Score: _____ Do the following for each basic step in conducting the Philippine National Anthem: Introduction A. Observe the notation B. Name the keys in which it is written C. Name the first note of the song D. Illustrate how to find the pitch of the first note. ACTIVITY 16 NEXT CONTENTS PREVIOUS
  • 175.
    • 5.
    • 6. Find the pitch of the first note. Use the C-Pitchpipe.
    • 7. Sing the motive of the song.
    • B. Preparatory Beat
    • 1. Give the preparatory beat by raising one of your hands or both hands.
    NEXT CONTENTS PREVIOUS
  • 176.
    • C. Preliminary Beat
    • 1. Explain the time signature.
    • 2. Draw the conductor’s beat
    • D. Indicate the count on which the preliminary beat falls.
    • E. Indicate the beat on which the anthem starts.
    NEXT CONTENTS PREVIOUS
  • 177. Lesson 17 CREATIVE PLAYING Objectives: After doing though this lesson you should be able to; 1. identify the objectives of organizing. 2. give the steps in organizing a band. 3. organize band in school. NEXT CONTENTS PREVIOUS 13 14 15 Lesson 16
  • 178. THE RHYTHM BAND
    • One of the easiest instrumental groups to organize in the elementary grades to improve musicianship and develop a better understanding of music is the rhythm band, a group that plays rhythm instruments. Some objectives that can be accomplished by organizing one are:
    • 1. To improve or develop a sense of rhythm.
    • 2. To develop a better understanding of the fundamentals of music through the playing of instruments.
    • 3. To handle with manipulative skills simple rhythm instruments.
    • 4. To organize the shapes and sounds of the different rhythm band instruments.
    NEXT CONTENTS PREVIOUS
  • 179. The Steps in Organizing a Rhythm band are:
    • 1. Talk to the head of the school about your plans to organize one. It may be composed of members of one class or a combination of members from different classes of relative musical nations of members from different classes of relative musical abilities and backgrounds. Most probably the suggestion to organize one will come fro the head or the principal
    • 2. Secure the instruments. The instruments maybe bought, through a more practical, economical as well as educational ways of acquiring instruments is to ask the pupils to make their own.
    NEXT CONTENTS PREVIOUS
  • 180.
    • This may be done in the Work Education class. In some schools, kitchen utensils are utilized for the band.
    • 3. Introduce the instruments to the pupils. Show how each one is played. Call the pupils attention to the kind of sound produced by each instruments. This will be useful later on when they are asked to create their own instrumentation.
    NEXT CONTENTS PREVIOUS
  • 181.
    • 4. Teach or create the instrumentation. Instrumentation is defined as assigning of parts for each group of instruments. Here is a suggestion as to how to make instrumentation.
    • A. Choose a piece which may either be a familiar song or a selection played on a melodic instrument like the piano, guitar, or xylophone. The selection should be rhythmical and lively. Recorded music may also be used.
    • B. Make rhythmic patterns based on the rhythm of the selection.
    • C. Assign a group, playing one kind of instrument to play a rhythmic pattern. Practice.
    NEXT CONTENTS PREVIOUS
  • 182.
    • Here is an example of an instrumentation of Tagalog Folk Song.
    • LERON-LERON SINTA
    • Time Signature 2/4
    NEXT CONTENTS PREVIOUS Sand Blocks Triangle Jingle Bells Bao & Rhythm Sticks Drum
  • 183. Remarks
    • Before organizing a rhythm band it is necessary that the pupils be given a lot of rhythmic first. Action songs, eurhythmics, fundamental natural movements, creative dances, folk and foreign dances are good preliminary activities.
    NEXT CONTENTS PREVIOUS
  • 184. SEATING ARANGEMENT NEXT CONTENTS PREVIOUS
  • 185. Name:_____________ Score: _____ Methods 1. Listen to the song and interpret the song that you will going to here. 2. Leron-leron Sinta is in 2/4 time signature. Sing and listen carefully.Feel the beat of the song. ACTIVITY 17 NEXT CONTENTS PREVIOUS
  • 186.
    • 3. Improvised dance steps for the song. Create them as you please.
    • 4. Include this number in one cultural program of your school or community. Use your originality and imagination n designing your costumes.
    NEXT CONTENTS PREVIOUS
  • 187. A. References Cruz, Robert, (1997), Musika at sining I, Jupiter St. Congressional Avenue Project 6, Quezon City. Del Castillio, Loreto-Gloria,(1984), Music for Classroom Teacher, Manila Philippines. Parro, Alicia and Victoriya, Renoir,(1997), Musika at Sining II, Jupiter St. Congressional Avenue Project 6, Quezon City. Ruadelo, Rosita F., (1986), Music Education Materials and method, Mandaluyong City Philippines. Salud, Ladicita and Flores Rodolfo, (1997), Music Art and Physical Education, Mapa St. Sta Mesa Manila. NEXT CONTENTS PREVIOUS
  • 188. B. Online Images http:// images.google.com.ph/imgres?imgurl =http://haydn2009.files.wordpress.com/2008/10/joseph_haydn_by_hardy.jpg&imgrefurl=http://haydn2009.wordpress.com/2008/10/&usg=__XHTIkSCEY9WXUUx4vcVnUqzotvc=&h=1078&w=853&sz=123&hl= tl&start =1&um=1&itbs=1&tbnid=ONBVgv5zj8Ud5M:&tbnh=150&tbnw=119&prev=/images%3Fq%3Dpicture%2Bof%2BFranz%2BJoseph%2BHaydn%26um%3D1%26hl%3Dtl%26sa%3DX%26ndsp%3D20%26tbs%3Disch:1 January 10, 2010 http://haydn2009.files.wordpress.com/2008/10/joseph_haydn_by_hardy.jpg http://upload.wikimedia.org/wikipedia/commons/5/54/Wolfgang-amadeus-mozart_1-revert.jpg http://images.google.com.ph/imgres?imgurl=http://sinulog-festival.philippinepictures.com/images/sinulog-cebu-11.jpg&imgrefurl=http://sinulog-festival.philippinepictures.com/&usg=__HW8CkasFMH-NcR1sgp13AZzkMfU=&h=405&w=536&sz=121&hl=tl&start=4&um=1&itbs=1&tbnid=r_OoflLo3FuIPM:&tbnh=100&tbnw=132&prev=/images%3Fq%3DPicturers%2Bof%2BPhilippine%2BFestivals%26um%3D1%26hl%3Dtl%26sa%3DG%26tbs%3Disch:1 January 10,2010 NEXT CONTENTS PREVIOUS
  • 189.
    • http://images.google.com.ph/images?um=1&hl=tl&tbs=isch%3A1&sa=3&q=Picturers+of+Philippine+Festivals&btnG=Maghanap+ng+mga+larawan January 10,2010
    • http://media.photobucket.com/image/Picturers%20of%20Philippine%20Festivals/ronaldmhs/philippine%20festivals/philippine_festival2.jpg March 10,2010
    • http://www.lakbaypilipinas.com/images/bacolod_masskara_festival2.jpgMarch 10,2010
    • http://en.wikipilipinas.org/images/thumb/b/bb/Ati-atihan_Festival.jpg/300px-Ati-atihan_Festival.jpg
    • http://kabyahe.files.wordpress.com/2008/05/aaaaaaa1.jpg
    • http://3.bp.blogspot.com/_gmxyAR0C1mI/Spd1EaqojwI/AAAAAAAAANk/t9h6bZAG6AI/s400/sinulog+festival+1.jpg
    • http://farm3.static.flickr.com/2096/2215070113_b770222790.jpgMarch 10,2010
    NEXT CONTENTS PREVIOUS
  • 190. Maria Yvon R. Fundivilla is a graduate of Bachelor of Secondary Education (BSEd) major in MAPEH at Laguna State Polytechnic University Siniloan, Laguna. She is the second among the four children of Mr. Aniceto L. Fundivilla and Mrs. Socorro R. Fundivilla. She was born on December 22,1991 and presently living together with her family at Don Felipe Subdivision Siniloan, Laguna She completed her Elementary Education at Siniloan Elementary School, from 2003-2004, and her Secondary Education at Famy National High School, Famy, Laguna from 2007-2008. Her tertiary education was completed at Laguna State Polytechnic University, Siniloan, Laguna From 2008-2010. About the Author CONTENTS PREVIOUS