1. The document provides an instructional material for Grade 3 students on the concepts of texture and tempo in music. It contains 8 lessons with activities to teach students about fast and slow tempos, variations in tempo, two-part rounds, partner songs, single and multiple melodic lines, and texture in music.
2. The lessons use songs, chants, and dances to demonstrate different tempos and textures. Students are assessed on their ability to identify and perform the musical concepts.
3. The material was collaboratively developed by educators and is intended to help students understand features of music like tempo, texture, and melodic structure.
1. The document discusses musical texture and tempo in a learner's material for MAPEH (Music, Arts, Physical Education, and Health) grade 3.
2. It provides lessons on identifying slow, moderate, and fast tempos and variations in tempo through songs and activities.
3. The lessons also cover concepts like unison singing, two-part rounds, partner songs, and how they contribute to thin and thick textures in music.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, then discuss how movements represent sounds and silence.
- An assessment asks students to evaluate their ability to differentiate sounds, identify sounds without hearing, and perform rhythmic patterns through various means.
- The lesson aims to have students maintain a steady beat through different movements while singing. Rhythmic instruments will be used to demonstrate steady beats.
- Stick notation will be introduced to represent rhythmic patterns. Students will clap patterns from a song and discuss long and short sounds. Instruments will be
This document provides a teaching guide for a Grade 1 music class focusing on dynamics and tempo. It includes lesson plans, activities, and assessments for two 40-minute classes on dynamics and two 30-minute classes on tempo. The lessons introduce key concepts like loudness vs softness and fast vs slow through songs, games, movement, and discussion. Students demonstrate their understanding by performing songs at different volumes and speeds, creating poems using loud and soft words, and identifying dynamics and tempos in various sounds and activities. The goal is for students to understand how to apply these musical elements appropriately based on the mood or style of different pieces.
1. The document discusses dynamics and timbre in music education for third grade students. It covers 7 lessons that teach students about sound sources and their timbres, dynamics through body movements and songs, and applying dynamics to enhance musical expressions.
2. Dynamics refers to the loudness and softness of sounds. The lessons show students how to use their body and voice to demonstrate dynamics in interpreting various sounds, songs, and poems.
3. Applying different dynamics helps make music more beautiful and meaningful. The lessons aim to develop students' understanding and skills in expressing dynamics in their performances.
1. The document discusses a learner's material for a MAPEH (Music, Arts, Physical Education, and Health) class. It includes lessons on melody, pitch, musical form, and other musical concepts.
2. The material was collaboratively developed by educators and is meant to help teachers teach musical concepts to students.
3. Each lesson includes activities for students to practice the concepts through singing, movement, playing instruments, and drawing. The lessons assess students' understanding of melody, pitch, and musical form.
K TO 12 GRADE 3 LEARNING MATERIAL IN MUSICLiGhT ArOhL
This document provides a draft lesson plan on pitch in music for the first week of the second quarter. The four-part lesson includes activities where students: 1) Create body movements to match the melodic directions of a song; 2) Sing a scale using hand signs; 3) Clap a rhythmic pattern using improvised instruments; and 4) Review a musical score presented by the teacher. The introduction states that melody is composed of tones that vary in pitch and move in different melodic directions.
1. The document discusses musical texture and tempo in a learner's material for MAPEH (Music, Arts, Physical Education, and Health) grade 3.
2. It provides lessons on identifying slow, moderate, and fast tempos and variations in tempo through songs and activities.
3. The lessons also cover concepts like unison singing, two-part rounds, partner songs, and how they contribute to thin and thick textures in music.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, then discuss how movements represent sounds and silence.
- An assessment asks students to evaluate their ability to differentiate sounds, identify sounds without hearing, and perform rhythmic patterns through various means.
- The lesson aims to have students maintain a steady beat through different movements while singing. Rhythmic instruments will be used to demonstrate steady beats.
- Stick notation will be introduced to represent rhythmic patterns. Students will clap patterns from a song and discuss long and short sounds. Instruments will be
This document provides a teaching guide for a Grade 1 music class focusing on dynamics and tempo. It includes lesson plans, activities, and assessments for two 40-minute classes on dynamics and two 30-minute classes on tempo. The lessons introduce key concepts like loudness vs softness and fast vs slow through songs, games, movement, and discussion. Students demonstrate their understanding by performing songs at different volumes and speeds, creating poems using loud and soft words, and identifying dynamics and tempos in various sounds and activities. The goal is for students to understand how to apply these musical elements appropriately based on the mood or style of different pieces.
1. The document discusses dynamics and timbre in music education for third grade students. It covers 7 lessons that teach students about sound sources and their timbres, dynamics through body movements and songs, and applying dynamics to enhance musical expressions.
2. Dynamics refers to the loudness and softness of sounds. The lessons show students how to use their body and voice to demonstrate dynamics in interpreting various sounds, songs, and poems.
3. Applying different dynamics helps make music more beautiful and meaningful. The lessons aim to develop students' understanding and skills in expressing dynamics in their performances.
1. The document discusses a learner's material for a MAPEH (Music, Arts, Physical Education, and Health) class. It includes lessons on melody, pitch, musical form, and other musical concepts.
2. The material was collaboratively developed by educators and is meant to help teachers teach musical concepts to students.
3. Each lesson includes activities for students to practice the concepts through singing, movement, playing instruments, and drawing. The lessons assess students' understanding of melody, pitch, and musical form.
K TO 12 GRADE 3 LEARNING MATERIAL IN MUSICLiGhT ArOhL
This document provides a draft lesson plan on pitch in music for the first week of the second quarter. The four-part lesson includes activities where students: 1) Create body movements to match the melodic directions of a song; 2) Sing a scale using hand signs; 3) Clap a rhythmic pattern using improvised instruments; and 4) Review a musical score presented by the teacher. The introduction states that melody is composed of tones that vary in pitch and move in different melodic directions.
1. The document discusses musical concepts like melody, pitch, and form. It provides lesson plans and activities to teach these concepts to grade 3 students.
2. The lessons include singing songs, identifying high and low pitches, exploring melodic contour through body movements, and analyzing musical form through same/similar/different phrases.
3. Repetition in music is discussed, with an activity having students sing songs following repeat signs. Overall the document aims to develop students' understanding of fundamental musical elements through engaging hands-on activities.
This document provides a teaching guide for a Grade 1 music class covering Units 1 and 2 on dynamics and tempo. The guide includes lesson plans, activities, songs and assessments for two 40-minute lessons on dynamics and two 30-minute lessons on tempo. Some key objectives are for students to interpret dynamics through body movements, associate them with animal movements, and identify loud and soft sounds. The lessons use call-and-response singing, games, poems and movement activities to help students understand and demonstrate concepts of dynamics and tempo.
Here are the steps for the Tiklos dance:
Figure 1
1-2 Change step to R
3-4 Change step to L
5-6 Heel and toe change step to R
7-8 Heel and toe change step to L
Figure 2
1-2 Cut step to R
3-4 Cut step to L
5-6 Touch R, close L
7-8 Touch L, close R
Figure 3
1-2 Jump, land on both feet with R in front
3-4 Jump, land on both feet with L in front
5-6 Change step to R
7-8 Change step to L
Repeat figures 1-3
This document provides an overview of a music lesson on pulse and rhythm. It includes 4 activities:
1) Singing a song and moving to the pulse, discussing pulse and beat.
2) Performing and notating rhythmic patterns using body movements.
3) Dividing into groups to perform rhythmic patterns while singing.
4) Evaluating skills like differentiating sounds, performing patterns, and participating in groups.
The lesson teaches that pulse is the regular underlying beat in music and can be expressed through movement. Rhythmic patterns involve long and short sounds and silence.
The document provides instructions for a lesson on still life painting of fruits for students. It instructs students to observe the colors, shapes, textures of different arranged fruits and to draw and paint them using watercolors, adding white or black to create lighter or darker areas. The goal is for students to paint a realistic still life of fruits by overlapping shapes and choosing the right colors for each fruit.
Deatailed Lesson Plan in Arts Color HarmonyErica Calcetas
This document contains a detailed lesson plan for teaching color harmonies to 4th grade students. The objectives are for students to identify color harmonies, enumerate the 4 types, appreciate color aesthetics in indigenous arts, and make artworks using different harmonies. The lesson plan outlines preliminary activities like prayers and reviews. It then teaches the 4 types of harmony - direct, split complementary, triadic, and analogous. Students participate in activities to reinforce the concepts and apply their understanding by drawing desired Christmas gifts and identifying the color harmonies used. Assessment is through a quiz on the 4 types, and homework asks students to relate their favorite color to personality.
This document outlines a lesson plan for a Grade 3 science unit on matter. The lesson focuses on introducing students to solids and having them describe different objects based on characteristics like shape, color, texture, and size. Students will go on a field trip in the school garden to observe and list objects. They will then discuss how they identified the objects and what makes them similar or different. The lesson concludes with students describing objects in different areas and drawing labeled objects from their bedroom.
This document provides details for a series of 3 art lessons on drawing for elementary students. Lesson 1 focuses on different types of lines and their characteristics. Students will create a design using contrasting lines. Lesson 2 teaches about showing distance through object size. Students will draw people of different sizes. Lesson 3 introduces the concept of illusion of space and students will create a drawing demonstrating this. The lessons incorporate art history, production, criticism and appreciation.
This document outlines a math lesson plan for teaching students to convert between units of time such as days, weeks, months, and years. The objectives are for students to understand and apply conversions of time measures and solve related problems. The lesson plan includes reviewing concepts, examples of conversions, group activities with word problems, and a formative assessment to evaluate learning. The reflection section considers students' mastery of the content and the effectiveness of the teaching strategies.
Math3 q1 mod1_visualizing-numbers-up-to-10-000_v308092020angela quinto
The document discusses a mathematics module that teaches students to visualize numbers from 1,001 to 10,000. It uses examples like the number of rice sacks distributed after a typhoon to explain how to represent numbers with discs and blocks in their place values of thousands, hundreds, tens and ones. The module provides activities to help students understand and practice visualizing four-digit numbers.
The document provides instructions for a basketball skills lesson that teaches dribbling and shooting. Students are introduced to proper dribbling technique at different height levels. They then participate in a shooting game to practice these skills. Finally, they reflect on their ability to dribble properly and display sportsmanship during the game. The goal is to help students develop coordination and accuracy through enjoyable practice of fundamental basketball techniques.
The lesson plan discusses proper waste management and recycling. It aims to teach students about recycling and its importance. The plan outlines activities like singing a recycling song, guessing recycling materials from clues, and discussing how recycled items can be reused. Students will also sort objects into recyclable and non-recyclable categories and identify recyclable items in pictures. The goal is for students to understand recycling and how they can help reduce waste in their school and community.
K TO 12 GRADE 4 LEARNER’S MATERIAL IN SCIENCE (Q1-Q4)LiGhT ArOhL
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, chocolate drinks became popular among the Aztecs and Europeans discovered chocolate in the 16th century, initially using it as medicine before it became widely consumed as a sweet treat.
1. The document provides lesson materials for a Grade 3 MAPEH (Music, Arts, Physical Education, and Health) class on the topic of melody and form.
2. It includes 7 lessons that cover musical concepts like pitch, melodic contour, perfect pitch, musical form, repetitions in music, musical lines, beginning and ending, and singing in tune.
3. Each lesson includes introductions to the concepts, example songs and activities for students to explore the concepts through singing, playing instruments, drawing, and body movements.
1. The document discusses musical concepts like melody, pitch, and form. It provides lesson plans and activities to teach these concepts to grade 3 students.
2. The lessons include singing songs, identifying high and low pitches, exploring melodic contour through body movements, and analyzing musical form through same/similar/different phrases.
3. Repetition in music is discussed, with an activity having students sing songs following repeat signs. Overall the document aims to develop students' understanding of fundamental musical elements through engaging hands-on activities.
This document provides a teaching guide for a Grade 1 music class covering Units 1 and 2 on dynamics and tempo. The guide includes lesson plans, activities, songs and assessments for two 40-minute lessons on dynamics and two 30-minute lessons on tempo. Some key objectives are for students to interpret dynamics through body movements, associate them with animal movements, and identify loud and soft sounds. The lessons use call-and-response singing, games, poems and movement activities to help students understand and demonstrate concepts of dynamics and tempo.
Here are the steps for the Tiklos dance:
Figure 1
1-2 Change step to R
3-4 Change step to L
5-6 Heel and toe change step to R
7-8 Heel and toe change step to L
Figure 2
1-2 Cut step to R
3-4 Cut step to L
5-6 Touch R, close L
7-8 Touch L, close R
Figure 3
1-2 Jump, land on both feet with R in front
3-4 Jump, land on both feet with L in front
5-6 Change step to R
7-8 Change step to L
Repeat figures 1-3
This document provides an overview of a music lesson on pulse and rhythm. It includes 4 activities:
1) Singing a song and moving to the pulse, discussing pulse and beat.
2) Performing and notating rhythmic patterns using body movements.
3) Dividing into groups to perform rhythmic patterns while singing.
4) Evaluating skills like differentiating sounds, performing patterns, and participating in groups.
The lesson teaches that pulse is the regular underlying beat in music and can be expressed through movement. Rhythmic patterns involve long and short sounds and silence.
The document provides instructions for a lesson on still life painting of fruits for students. It instructs students to observe the colors, shapes, textures of different arranged fruits and to draw and paint them using watercolors, adding white or black to create lighter or darker areas. The goal is for students to paint a realistic still life of fruits by overlapping shapes and choosing the right colors for each fruit.
Deatailed Lesson Plan in Arts Color HarmonyErica Calcetas
This document contains a detailed lesson plan for teaching color harmonies to 4th grade students. The objectives are for students to identify color harmonies, enumerate the 4 types, appreciate color aesthetics in indigenous arts, and make artworks using different harmonies. The lesson plan outlines preliminary activities like prayers and reviews. It then teaches the 4 types of harmony - direct, split complementary, triadic, and analogous. Students participate in activities to reinforce the concepts and apply their understanding by drawing desired Christmas gifts and identifying the color harmonies used. Assessment is through a quiz on the 4 types, and homework asks students to relate their favorite color to personality.
This document outlines a lesson plan for a Grade 3 science unit on matter. The lesson focuses on introducing students to solids and having them describe different objects based on characteristics like shape, color, texture, and size. Students will go on a field trip in the school garden to observe and list objects. They will then discuss how they identified the objects and what makes them similar or different. The lesson concludes with students describing objects in different areas and drawing labeled objects from their bedroom.
This document provides details for a series of 3 art lessons on drawing for elementary students. Lesson 1 focuses on different types of lines and their characteristics. Students will create a design using contrasting lines. Lesson 2 teaches about showing distance through object size. Students will draw people of different sizes. Lesson 3 introduces the concept of illusion of space and students will create a drawing demonstrating this. The lessons incorporate art history, production, criticism and appreciation.
This document outlines a math lesson plan for teaching students to convert between units of time such as days, weeks, months, and years. The objectives are for students to understand and apply conversions of time measures and solve related problems. The lesson plan includes reviewing concepts, examples of conversions, group activities with word problems, and a formative assessment to evaluate learning. The reflection section considers students' mastery of the content and the effectiveness of the teaching strategies.
Math3 q1 mod1_visualizing-numbers-up-to-10-000_v308092020angela quinto
The document discusses a mathematics module that teaches students to visualize numbers from 1,001 to 10,000. It uses examples like the number of rice sacks distributed after a typhoon to explain how to represent numbers with discs and blocks in their place values of thousands, hundreds, tens and ones. The module provides activities to help students understand and practice visualizing four-digit numbers.
The document provides instructions for a basketball skills lesson that teaches dribbling and shooting. Students are introduced to proper dribbling technique at different height levels. They then participate in a shooting game to practice these skills. Finally, they reflect on their ability to dribble properly and display sportsmanship during the game. The goal is to help students develop coordination and accuracy through enjoyable practice of fundamental basketball techniques.
The lesson plan discusses proper waste management and recycling. It aims to teach students about recycling and its importance. The plan outlines activities like singing a recycling song, guessing recycling materials from clues, and discussing how recycled items can be reused. Students will also sort objects into recyclable and non-recyclable categories and identify recyclable items in pictures. The goal is for students to understand recycling and how they can help reduce waste in their school and community.
K TO 12 GRADE 4 LEARNER’S MATERIAL IN SCIENCE (Q1-Q4)LiGhT ArOhL
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, chocolate drinks became popular among the Aztecs and Europeans discovered chocolate in the 16th century, initially using it as medicine before it became widely consumed as a sweet treat.
1. The document provides lesson materials for a Grade 3 MAPEH (Music, Arts, Physical Education, and Health) class on the topic of melody and form.
2. It includes 7 lessons that cover musical concepts like pitch, melodic contour, perfect pitch, musical form, repetitions in music, musical lines, beginning and ending, and singing in tune.
3. Each lesson includes introductions to the concepts, example songs and activities for students to explore the concepts through singing, playing instruments, drawing, and body movements.
This rubric evaluates students on a song they create about their own beliefs and values. It assesses them on four criteria: analysis of their beliefs and values in the song, detail about their beliefs and values in the song, the clarity of their written presentation, and the clarity of their verbal presentation explaining the song. Students can score from 1 to 4 in each category, with higher scores meaning they more thoroughly and clearly examined their own beliefs and values through the creative project.
The document discusses Italian musical tempo terms ranging from fast to slow and provides examples of combining terms with words like "a little" and "a lot". It then shifts to discussing assignments for students, including rhythmic reading and shifting technique exercises. Individual solo pieces are also assigned to challenge students' skills, and students will tape their progress for review and reflection.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, charts, and improvised instruments. They will identify symbols that represent sounds and silence.
- The lesson procedures include practicing rhythmic patterns through clapping, chanting, and moving to the beat. Students will discuss how movements are used to demonstrate sounds and silence.
- Students will be evaluated on their ability to differentiate sounds from silence, identify unheard beats, perform rhythmic patterns correctly, and participate actively in group activities.
Elements Of Music Power Point Tempo Markingsbregan01
Metronome markings provide the most accurate tempo indication by specifying the number of beats per minute. They are found at the beginning of a piece of music and use note values and numbers, such as 60 next to a quarter note, to denote the number of that note type that can be played in one minute. Tempo markings are less precise as they use Italian words like Largo, Adagio, Allegro and Prestissimo to describe the speed in a relative way from slow to very fast. A metronome is a device that keeps steady tempo and can now be accessed virtually online.
This document provides tempo markings and their meanings used in music. It lists common tempo markings like grave, adagio, allegro and their speed such as very slow, slow, fast. It also includes words to modify the tempo like molto for very and poco for little. Additionally, it outlines terms to gradually speed up or slow down the tempo and words for playing freely or at pleasure.
The sun is the largest object in the solar system, containing over 99% of its mass. It emits light and heat that support life on Earth and influence all solar system objects. The sun has various internal layers, including the core where energy is produced through nuclear fusion, and an outer atmosphere. Sunspots, solar flares, and other features periodically appear on its surface. In a few billion years, the sun will expand and grow hotter, eventually making Earth uninhabitable.
The document summarizes key information about the sun. It begins by stating that the sun is an average sized star, located at the center of the solar system, composed primarily of hydrogen and helium. It then describes the various layers of the sun, including the core, radiation layer, convection layer, photosphere, chromosphere, and corona. It explains that nuclear fusion in the core converts hydrogen into helium, releasing energy in the process. This energy eventually makes its way to the surface of the sun and radiates out into space.
This document discusses the effects of the sun's heat and light on Earth. It begins by stating it will discuss both the good and bad effects of sunlight, as well as ways to protect oneself from the sun's heat. It then provides objectives, activities, and discussions around photosynthesis, vitamin D production, water cycle, and more. It also details both beneficial effects like plant growth as well as harmful effects like sunburn if exposed too long. The document aims to teach students how life on Earth depends on and is influenced by the sun's energy.
This document defines musical tempo and dynamics terms. It discusses tempo as the speed or pace of a piece of music, measured in beats per minute (BPM). Common tempo markings and their approximate BPM ranges are provided, including slow tempos like Largo (45-50 BPM) and fast tempos like Allegro (109-132 BPM). Dynamics refer to the loudness or softness of sound, indicated by markings like piano (p), forte (f), crescendo, and diminuendo. Examples of works demonstrating these tempo and dynamics elements are referenced.
The document discusses musical tempos, which indicate the speed or pace of a piece of music. It defines tempos as slow, medium, or fast, and provides examples of specific tempo terms in Italian and their meanings. The tempo is shown above or below the musical staff and introduces common tempo markings like Largo (very slow), Allegro (fast), and Andante (walking tempo). It includes a timeline of tempos from slow to fast and some examples of songs paired with the correct tempo markings.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
This PowerPoint discusses the Sun at a high school level. It talks about characteristics, solar activities/events, how energy is created, and many more.
This document is an instructional material for a MAPEH (Music, Arts, Physical Education, and Health) unit on texture and tempo in music. It contains 8 lessons that teach students about concepts like slow, moderate, and fast tempo; variations in tempo; two-part rounds; partner songs; single and multiple melodic lines; and texture in music. Each lesson includes introductions, activities like singing songs and doing movements, and evaluations to assess student understanding.
This document contains a unit on melody and form from a MAPEH (Music, Arts, Physical Education, and Health) learner's material. It discusses various concepts of melody including pitch, melodic contour, perfect pitch, musical form, repetitions in music, and musical lines. The material was collaboratively developed by educators and is intended to help teachers and students learn about musical elements and concepts.
This document contains a unit from a MAPEH (Music, Arts, Physical Education, and Health) learner's material on timbre and dynamics. It discusses various lessons including identifying sources of sound through their timbre, the human voice, musical instruments as sound sources, interpreting dynamics through body movements, and variations in dynamics. The lessons include activities like singing songs, identifying sources of sounds, and applying dynamics through movement. They aim to help students understand timbre, sources of sound, and how to interpret dynamics in music.
This document provides a teaching guide for a Grade 1 music class focusing on dynamics and tempo. It includes lesson plans, activities, and assessments for two 40-minute classes on dynamics and two 30-minute classes on tempo. The lessons introduce key concepts like loudness vs softness and fast vs slow through songs, games, movement, and discussion. Students demonstrate their understanding by performing songs at different volumes and speeds, creating poems using loud and soft words, and identifying dynamics and tempos in various sounds and activities. The goal is for students to understand how to apply these musical elements appropriately based on the mood or style of different pieces.
This document provides a teaching guide for a Grade 1 music module on dynamics and tempo. It includes two lesson plans that introduce the concepts of loudness/softness (dynamics) and fast/slow speed (tempo) through songs, games, movement activities, and discussions. The lessons assess students' understanding through performance, creation of poems with appropriate dynamics, and identification of volume changes. The goal is for students to demonstrate basic comprehension of dynamics and tempo when performing, creating, listening, observing, and responding to music.
This document provides an overview of the first quarter music lessons for students. It includes 6 lessons on topics like pulse in music, rhythm, and ostinato. The lessons involve singing songs, performing rhythmic patterns through body movements, playing instruments, and evaluating musical skills. Students are divided into groups to collaborate on activities like creating simple ostinato patterns to accompany songs. The goal is to help students understand foundational musical concepts and work together through experiential learning.
The document provides guidance on interpreting dynamics in music through body movements. It discusses how dynamics refers to the volume or loudness of sound. Small body movements can represent soft dynamics, while big movements represent loud dynamics. Students are instructed to interpret songs and poems by applying dynamics through animal movements of different sizes, such as using small movements for a kitten and big movements for a caraboo. The document emphasizes that music becomes more beautiful and meaningful when a variety of dynamics are expressed.
1. The document discusses dynamics and timbre in music education for third grade students. It covers 7 lessons that teach students about sound sources and their timbres, dynamics through body movements and songs, and applying dynamics to enhance musical expressions.
2. Dynamics refers to the loudness and softness of sounds. The lessons show students how to use their body and voice to interpret dynamics in music. Students learn to distinguish different volumes and apply this to songs, poems, and other artistic works.
3. The lessons encourage active student participation through group activities like singing, chanting, and movement. They aim to develop students' understanding and skills in using dynamics to add expression and beauty to musical performances.
The document provides instructions for a basketball skills lesson that teaches dribbling and shooting. Students are introduced to proper dribbling technique at different height levels. They then participate in a shooting game to practice these skills. Finally, they reflect on their ability to dribble properly and display sportsmanship during the game. The goal is to help students develop coordination and accuracy through enjoyable practice of fundamental basketball techniques.
This document provides an overview of a music lesson on pulse and rhythm. It includes 4 activities:
1) Singing a song and moving to the pulse, discussing pulse and beat.
2) Performing and notating rhythmic patterns using body movements.
3) Performing rhythmic patterns on instruments while singing.
4) An evaluation with questions about differentiating sounds, rhythmic patterns, and participation. The lesson teaches students about the basic elements of pulse, rhythm, and musical notation through singing, movement, and playing instruments.
This document provides an overview of a music lesson plan for teaching rhythm and pulse. It includes 4 sections over 4 weeks. Students will learn about pulse, beat, rhythm, and ostinato through singing songs, clapping rhythmic patterns, playing instruments, and analyzing rhythmic elements in music. The lesson incorporates group activities and evaluation to assess students' understanding of rhythmic skills and active participation.
This document contains information about a MAPEH (Music, Arts, Physical Education, and Health) learner's material for Grade 3. It includes 8 lessons on various physical education topics such as moving in different speeds and directions, throwing and catching skills, dance movements for kunday-kunday, and rhythmic routines using implements like rings and balls. It also has 2 lessons on basic basketball skills of dribbling and shooting. The material was collaboratively developed by educators and is intended to encourage the development of motor skills through fun activities.
Action song / How to teach kids new songIstek Schools
This document discusses using action songs in English language classrooms. It outlines the benefits of action songs for language development in children and proposes that songs can be used to promote a stress-free learning environment. Specific benefits include allowing self-expression, encouraging participation, and developing skills like listening, attention, and following directions. The document also provides guidelines for teachers to select age-appropriate songs aligned with learning objectives and to design related activities like guessing, matching words, and acting out the songs.
This document provides a draft lesson plan on pitch in music for the first week of the second quarter. The four-part lesson includes activities where students: 1) Create body movements to match the melodic directions of a song; 2) Sing a scale using hand signs; 3) Clap a rhythmic pattern using improvised instruments; and 4) Review a musical score presented by the teacher. The introduction states that melody is composed of tones that vary in pitch and move in different melodic directions.
This document provides a draft music curriculum consisting of 6 lessons taught over 8 weeks. The lessons cover topics like pulse, rhythm, beat, and ostinato. Some key activities described include singing songs while moving to the beat, performing rhythmic patterns with body percussion and instruments, analyzing songs, and creating simple ostinato patterns to accompany songs. The lessons emphasize developing skills like differentiating sounds and silence, performing rhythms accurately, identifying the beat, playing correct rhythms on instruments, and participating actively in group work.
This document contains a lesson plan for teaching musical concepts related to pitch. The lesson includes activities where students will [1] create body movements to match different pitches, [2] sing songs and identify high and low pitches, and [3] perform rhythmic patterns on pitched instruments. The evaluation has students self-assess their understanding of pitch and participation in group activities.
This lesson plan focuses on language appreciation through nursery rhymes. The plan outlines 4 activities for a 60 minute lesson: 1) Listening to and doing gestures for a song about colors, 2) Singing the song along with flashcards, 3) Singing the song in groups, and 4) Completing a worksheet assessment. The goal is for students to creatively perform nursery rhymes with correct pronunciation and rhythm by the end of the lesson.
This document provides an overview of the Enrichment Skills and Competencies curriculum for transition learners with disabilities in the Philippines. The curriculum aims to provide educational and recreational opportunities in music, visual arts, movement, and sports tailored to learners' interests. It is intended for learners enrolled in the Transition Curriculum who are interested in pursuing one of the four enrichment areas. The curriculum has no set duration or hours and is customized based on each learner's Individualized Education Plan. It focuses on developing basic skills and understanding of elements in each subject area through performance, creation, and participation activities.
This document provides learning intentions and lesson plans for teaching early childhood music. It includes intentions such as listening to different pitches, keeping a steady beat, and singing with dynamics. Several songs and activities are outlined to help teach rhyming words, pitch changes, tempos, and more. Nursery rhymes are also listed that can aid in developing skills like counting, fine motor coordination, and timing through role play and actions.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Filipino q4 week 3 naisakikilos ang napakinggang awitEDITHA HONRADEZ
Naisakikilos ang napakinggang awitF4PN-IVc-5
Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon tulad ng pagsasabi ng punaF4PS-IVc-12.16
Nasasagot ang mga tanong tungkol sa binasang teskto ng awit.
F4PU-IVc-2.1
1. 1
MAPEH
Learner’s Material
Unit 1
Texture and Tempo
3
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
2. 2
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dino S. Ocampo, Ph.D.
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Development Team of the Learner’s Material
3. 3
Table of Contents
Lesson 1
Fastness and Slowness in Music…………..…4
Lesson 2
Slow, Moderate and Fast Tempo…………… 8
Lesson 3
Variations in Tempo ………………………… 10
Lesson 4
Two Part Round………………………………. 12
Lesson 5
Partner song…………………………………. 14
Lesson 6
Single and Multiple Melodic Lines ……… 18
Lesson 7
Texture in Music…………………………….. 20
Lesson 8
Multiple Melodic Lines…………………….. 23
4. 4
Fourth Quarter
Lesson 1: Fastness and Slowness in
Music
Week 1
Introduction
Activity1: March while singing the song “Quiet Voices”
While singing the song, “Quiet Voices”, clap, tap, or walk to the
beat of the song. Follow your teacher’s instructions.
The speed of music can be slow, moderate, or fast.
This is called tempo.
5. 5
Activity 2
Look at the pictures and identify the animal in each box.
How do these animals move?
Remember:
Tempo refers to the speed of music.
6. 6
Activity 3
Imitate the movements of each animal mentioned in the song:
Animal Movement
What tempo can we use to compare the movements of
the following animals? Write the answer inside the box
opposite each animal.
Answers:
birds - fly
spread arms as if flying
jump
run fast in place
glide / crawl
hop
7. 7
cat - jump
dog - run
turtle - crawl
rabbit - hop
Evaluation
Do the following activity.
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Need
Improvement
1
1. Can imitate movements of
given animals correctly
2.Can perform animal
movements according to
fast and slow
3.Can differentiate the speed
of each movement
accordingly
4. Can cooperatively
participate in group
activities
Move fast
like a
kangaroo
in a
zigzag
manner.
Fly slowly
like a bird in
tiptoe, in
any
direction.
Gallop
fast
like a
horse.
Walk slowly
like a
duck in a
straight
line.
8. 8
Lesson 2: Slow, Moderate, and
Fast Tempo
Week 2
Introduction:
Activity 1
Recite and do the actions of the chant “Double, Double”.
Double, Double
Double, double, this this
Double, double, that that
Double this, double that,
Double, double, this that
How to do it: Double - close fist
This - open palm with partner
That - back palm with partner
Do the warm-up activity slowly at first then gradually make
the speed moderate and then fast.
Activity 2:
Sing “Mga Alaga Kong Hayop” using the appropriate speed for
each animal movement.
Activity 3
Recite the chant, “Engine, Engine Number 9”
Music can be expressed in many ways. There are
songs in music that need to be sung or played fast,
moderate, and slow. These make music interesting
and enjoyable.
9. 9
Engine, engine number 9
Going down the railroad line
If the train goes off the track
Will I get my money back?
Yes, no, maybe so
Evaluation
Identify the movement of each of the following pictures.
On your paper, write F for fast, S for slow and M for
moderate.
1.
2.
Remember:
Tempo can be shown through different movements.
It can be slow, moderate, or fast.
10. 10
3.
4.
5.
Lesson 3: Variations in Tempo
Week 3
Introduction
Activity 1
Sing the song, “Look at Me”. Imitate the movements of the
animals mentioned in the song while singing.
Music has varied tempo. It affects the
movement and mood of a song. This is why we feel
like dancing when we hear fast music, and we feel
sleepy when we listen to slow music.
12. 12
Evaluation
Create dance steps with your group.
Group A - Slow - “Ili- Ili TulogAnay”
Group B - Fast - “Leron, LeronSinta”
Group C - Moderate - “Bahay Kubo”
Lesson 4: Two-Part Round
Week 4
Introduction
Activity 1
Sing the song.
Activity 2
Sing the songs “Tayo ay Magsaya” and “Are you Sleeping,
Brother John?” in unison and in two-part round.
There are songs that have the same melody sung by
two or more groups. These songs are usually short
songs or children’s songs. The way songs are sung
affects the general mood of the song.
13. 13
Remember:
Round is a musical composition wherein two or more
groups sing exactly the same melody. Here, the first group
starts ahead, while the second group follows after the first
phrase.
14. 14
Evaluation
Rubrics
Lesson 5: Partner Songs
Week 5
Introduction
Activity 1
Look at the pictures:
Skills
Very
good
4
Good
3
Fair
2
Needs
Improvement
1
1. Can sing in correct
pitch
2. Can differentiate
unison singing with
round singing
3. Can demonstrate
concept of texture in
music by singing
two-part round
4. Can sing in correct
rhythm
5. Can participate
actively in all group
activities
There are songs that when put together produce
a pleasing sound. These are called partner songs.
15. 15
What does the picture show?
Are the two pupils in the picture doing their chores
together?
What do you see in the picture?
Where do you use these things?
Do you use them at the same time, separately or one after the
other?
Can you consider them partners? Why?
16. 16
Activity 2
Sing the following songs in unison and as partner songs.
Observe singing in correct pitch and rhythm.
17. 17
Evaluation
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Needs
Improvement
1
1. Can sing in correct
pitch
2. Can identify partner
songs
3. Can demonstrate
concept of texture in
music by singing
partner songs
4. Can sing in correct
rthythm
5. Can demonstrate
active participation in
all the activities
related to the lesson
Remember:
Unison - performance of a single melodic line by more than
one instrument or voice at the same pitch
Partner song – two songs with the same meter and mood to
be sung at the same time
Melody 1
Melody 2
18. 18
Lesson 6: Single and Multiple
Melodic Lines
Week 6
Introduction
Activity 1
Sing the songs “Its’ a Small World” and “He’s Got the Whole World”
in unison and as partner song.
Here are the song charts –
Song Chart No. 1
Melodic line is a musical line that forms a definite tune.
Unison singing is an example of songs having single
melodic lines while round songs/partner songs are
examples of songs having multiple melodic lines.
19. 19
Sing these songs applying correct dynamics and tempo.
Song Chart No. 2
Song Chart No. 3
Remember:
Unison - one melodic line
Round song - same melody that enters one after the other
The melody also ends one after the other.
20. 20
Evaluation
Rubrics
Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can identify single and
multiple melodic lines
2. Can sing partner songs
harmoniously with the
group
3. Can show mastery in
singing partner songs
4. Can participate actively
in all the activities
Lesson 7: Texture in Music
Week 7
Introduction
Activity 1: Sing together.
In music, texture is used to describe the overall
quality of a sound. It can be light or heavy, thin or
thick. The kind of musical texture depends on the
number of melodic lines found in a song.
22. 22
Activity 3
Group I – Sing the song in unison.
Group II - Sing these as partner songs.
Group III – Sing the song in unison.
Group IV – Sing these as partner songs.
Remember:
We have a single melodic line when we sing songs in
unison, and multiple melodic lines if we sing songs in
round.
A single melodic line produces a thin sound and multiple
melodic lines produce thick sounds.
“He’s Got the Whole World in His Hands” / “It’s a Small World”
“Sarung Banggi” / “Dandansoy”
“Awit ng Buhay”
“Tayo ay Magsaya”
23. 23
Evaluation
Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can sing in tune
2. Can demonstrate
understanding of thinness
and thickness through
round song
3. Can distinguish between
thinness and thickness of
musical sound
4. Can participate actively
in all the activities
Lesson 8: Multiple Melodic Lines
Week 8
Introduction
Activity 1: Draw your music.
Be ready with your paper and crayons.
Pick your favorite colors. Using different colors, draw three (3)
groups of lines.
Draw your first horizontal line on the upper portion of the
paper.
In the middle part of the paper, draw 2 horizontal lines using
two different colors.
The more melodic lines there are in the song, the
thicker the sound it produces. Singing in rounds, duet,
partner songs and adding rhythmic accompaniment
create thicker musical sounds.
24. 24
At the bottom part, draw three or more horizontal lines
using different colors.
Compare the colored lines you have drawn in all parts of the
paper. Looking at the number of lines, which group is thick
and which group is thin?
Song chart # 1 – “Bahay Kubo” in unison
How many melodic lines do you see?
25. 25
Song chart # 2 – “Bahay Kubo” in two voices
How many melodic lines do you see?
Song chart # 3 – “Bahay Kubo” in two voices with rhythmic
accompaniment
26. 26
Evaluation
On the blank, write thin if the situation creates a thin sound and
thick if it creates a thick sound.
__________ 1. The whole class sings “Bahay Kubo” in unison.
__________ 2. Ana sings “Awit ng Buhay” with
accompaniment.
__________ 3. The pupils of Jose Rizal Elementary School sing the
National Anthem in unison without
accompaniment.
__________ 4. The class of Ms. Santos sings partner songs.
__________ 5. The grade three class was divided into two groups
for round singing.
Remember
The more melodic lines, the thicker the sound.
The less melodic lines, the thinner the sound.