34 lesson 12
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The document discusses festivals and music in Mindanao. It describes the Hari-Raya festival celebrated by Muslims in Mindanao marking the end of Ramadan. Key aspects of the festival include bathing in the sea, prayers at the mosque led by the Imam, relatives and friends kissing each other's hands to ask forgiveness, and older people giving money to children. The festival aims to commemorate fasting during Ramadan and thanksgiving.
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32 lesson 11
1. The document discusses several famous festivals in the Visayan region of the Philippines that celebrate religious traditions and culture, including the Balyu-an Festival in Leyte honoring the Holy Infant Jesus, the Sinulog festival in Cebu honoring the Sto. Niño, and the Dinagyang festival in Iloilo also honoring the Sto. Niño.
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32 lesson 11
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• a style of music combining folk and rock elements.
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Anak by Freddie Aguilar - became a finalist in the Metro Manila Pop Music
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• vocal and instrumental music genres
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• media and is also subject to selling
• refers generally to music that is easily accessible by the public through mass
Examples:
Kay Ganda Ng Ating Musika by Ryan Cayabyab - won Grand Prize in the Metro Manila Pop Music
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• a style of music infusing World music elements
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Magkaugnay by Joey Ayala
Panorama by Diwa De Leon
Alak, Sugal, Kape, Babae, Kabaong of Radioactive Sago Project
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• comical popular songs that may be for a current situation or holiday
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• a style of music incorporationg complex, stylized rhythms that is often accompanied by rapping
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• a style of music combining folk and rock elements.
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• OPM and Songwriting Competitions (e.g. Metro Manila Pop Music)
• Non-formal venues (bars, stadium, coliseum, outdoor, etc.)
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Contains some Festival names, Origin places, religious Figures and/or industry and Month Celebrated
Some Famous Religious Festivals
> Sinulog Festival
> Dinagyang Festival
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This document provides an overview of Philippine music through different time periods in history. It discusses the ancient period where early records of music are found in carvings from India, Egypt, China and Greece. The Greeks made notable contributions to music's growth through developments in drama and scales. Subsequent lessons cover the Christian period and pre-classical, classical, romantic, modern and regional music periods in the Philippines. Activities provide interpretation and analysis of musical concepts and styles.
48 back page
Maria Yvon R. Fundivilla graduated with a Bachelor's degree in Secondary Education majoring in MAPEH from Laguna State Polytechnic University in Siniloan, Laguna. She was born on December 22, 1991 in Siniloan, Laguna, where she currently lives with her family. She completed her primary and secondary education in Siniloan and Famy, Laguna respectively, before earning her tertiary degree from 2008 to 2010.
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The document lists several references on music and arts education in the Philippines. It then provides several online images of important classical composers like Joseph Haydn and Wolfgang Mozart. The remainder of the document consists of links and images related to traditional festivals in the Philippines, such as the Sinulog festival, Ati-Atihan festival, and Masskara festival.
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- Learning goals about analyzing and appreciating Mindanao folk music through its musical elements, singing representative songs, and evaluating music performances.
- An introduction to Mindanao's culture and maps to help students explore the region.
- Listening exercises and analysis of musical elements like timbre, dynamics, and rhythm in sample songs.
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The document summarizes three major festivals celebrated in the Philippines: the Sinulog Festival, held in honor of Santo Niño in Cebu; the Ati-Atihan Festival, where devotees dance in honor of Baby Jesus; and the Masskara Festival, a colorful mask festival held annually in Bacolod over the month of October to celebrate the city's founding.
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This document lists the provinces that make up two regions in the Philippines - Visayas. The Visayas region includes the provinces of Cebu, Negros Oriental, Siquijor and Bohol. The Leyte-Samar region includes the provinces of Biliran, Leyte, Southern Leyte, Eastern Samar, Northern Samar, Samar as well as the city of Tacloban.
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This is our group presentation (Team Charlie) last Grade 7 (2013) in Music (Taguig Science High School).... Hope you like our presentation and I hope that I help you in your assignmentss...!! :D Sorry if the last part is not arranged... I don't know why.... -_- But never mind.... The most important is the content :)
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popular types of music in the philippines
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• vocal and instrumental music genres
POP
• media and is also subject to selling
• refers generally to music that is easily accessible by the public through mass
Examples:
Kay Ganda Ng Ating Musika by Ryan Cayabyab - won Grand Prize in the Metro Manila Pop Music
Batang-bata Ka Pa of APO Hiking Society
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• a style of music infusing World music elements
Examples:
Magkaugnay by Joey Ayala
Panorama by Diwa De Leon
Alak, Sugal, Kape, Babae, Kabaong of Radioactive Sago Project
NOVELTY
• comical popular songs that may be for a current situation or holiday
Example:
History of the Philippines of Yoyoy Villame
HIP HOP
• a style of music incorporationg complex, stylized rhythms that is often accompanied by rapping
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• a style of music combining folk and rock elements.
Examples:
Mga Kababayan Ko by Francis Magalona
Anak by Freddie Aguilar - became a finalist in the Metro Manila Pop Music
Cultural Context (history and traditions)
• OPM and Songwriting Competitions (e.g. Metro Manila Pop Music)
• Non-formal venues (bars, stadium, coliseum, outdoor, etc.)
• Internet and Technology
Social Functions
• Nationalism and Social Relevance
• Self-expression
• Entertainment
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This document provides teaching guides for a music module on Nationalistic Songs and Love Songs in the Philippines. The module is targeted at Grade 7 students and will take 2 hours. It will introduce students to examples of Nationalistic Songs, including Marangal na Dalit ng Katagalugan by Julio Nakpil and Lupang Hinirang by Julian Felipe, and Love Songs, such as Nasaan Ka Irog ? by Nicanor Abelardo and Gaano Ko Ikaw Kamahal by Ernani Cuenco. Students will analyze musical elements, examine cultural and historical context, and perform songs individually and in groups. Assessment will include a group performance rubric. The module aims to help students
Muslim Mindanao Instruments
The document describes several traditional musical instruments used among various ethnic groups in the southern Philippines:
- Kulintang is a row of small horizontal gongs that function melodically and are accompanied by larger suspended gongs and drums. It is commonly played at social gatherings and ceremonies.
- Dabakan is a single-headed drum used to keep tempo in kulintang ensembles.
- Gabbang is a bamboo xylophone.
- Kudyapi is a two-stringed, fretted boat-lute, the only stringed instrument among some groups.
- Kubing is a bamboo jew's harp played by both men and women of some
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The document provides information on the Western Visayas region of the Philippines. It discusses the provinces of Aklan, Antique, Capiz, Guimaras, Iloilo, and Negros Occidental. It notes some of the major festivals celebrated in these provinces, including the Ati-Atihan festival in Aklan, the Binirayan festival in Antique, and the Dinagyang festival in Iloilo. It also provides details on the languages, ethnic groups, and arts and crafts of some of these provinces. The document then shifts to discussing the Central Visayas region, listing the provinces of Bohol, Cebu, Negros Oriental, and Siquijor, as well
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This document provides an overview of musical theatre, including its history and key elements. It discusses the origins of musical theatre in operetta and how shows like Oklahoma established the integrated form where music, dialogue and dance advance the plot. The golden age of musicals from the 1940s-1960s produced famous works before genres like rock musicals and mega-musicals became popular in later decades. Current musicals tend to focus on spectacle but some unusual critically acclaimed shows have emerged.
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The document summarizes the history of Philippine theater and drama. It discusses how performance was central to pre-colonial communities. During the Spanish colonial period, theater was performed on raised platforms and conveyed feudal and colonial values. Under American rule, theater became a form of protest by subverting genres. This led to censorship through the Sedition Act, which imprisoned playwrights who advocated for independence. The document also outlines the contributions of Daisy Hontiveros Avellana and the Barangay Theater Guild in popularizing and establishing Philippine theater.
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The document provides information about the Visayan people of the Philippines. It discusses their origins, history, culture, languages, important figures, literature, music, dances and festivals. The Visayans are the largest ethnic group in the country, numbering around 33 million people. They are speakers of Visayan languages like Cebuano, Hiligaynon and Waray-Waray. They live primarily in the Visayan islands as well as parts of Mindanao. Their culture is characterized by strong Roman Catholic influence and they are known for celebratory festivals like the Sinulog, Maskara, Sandugo, Ati-Atihan and Pintados-Kasadyaan.
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This document provides a teaching guide for a music lesson on the music of the Cordillera region in the Philippines. The lesson is targeted at 7th grade students and will take 2 hours. It will provide an overview of traditional Cordillera music styles such as Hudhud chanted poetry and instruments like bamboo stamping tubes. Students will analyze examples of Cordillera music, learn about the cultural context and traditions, and perform a group composition using improvised instruments. The lesson incorporates activities like listening to music examples, discussing the socio-historical context, filling out a concept map, writing and performing an original piece, and evaluating performances using rubrics.
Festivals And Fiestas in the Philippines
The document lists and describes various festivals celebrated in the Philippines. Some of the major festivals mentioned include the Ati-Atihan Festival in Kalibo, Aklan which honors Santo Niño; the Sinulog Festival in Cebu which also honors Santo Niño; and the Dinagyang Festival in Iloilo City held on the fourth Sunday of January which was voted one of the best tourism events in the Philippines. Many festivals celebrate harvests, culture, or saints and occur between January to December.
Music of mindanao
Butuan, located in northern Mindanao, was an early trading partner with Vietnam by the 10th century and was where the first Catholic mass was held in the Philippines. It and the surrounding Agusan Valley area were historically referred to as Butuan. Significant artifacts found throughout Butuan and Agusan demonstrate the intricate artistry of ancient Filipinos, such as the Agusan terracotta jars and okir patterns representing their appreciation for the environment. The Manobo people, known for their rich culture, predominantly occupy Agusan as well as nearby provinces.
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Presentation
This document provides an overview of Philippine music through different time periods in history. It discusses the ancient period where early records of music are found in carvings from India, Egypt, China and Greece. The Greeks made notable contributions to music's growth through developments in drama and scales. Subsequent lessons cover the Christian period and pre-classical, classical, romantic, modern and regional music periods in the Philippines. Activities provide interpretation and analysis of musical concepts and styles.
48 back page
Maria Yvon R. Fundivilla graduated with a Bachelor's degree in Secondary Education majoring in MAPEH from Laguna State Polytechnic University in Siniloan, Laguna. She was born on December 22, 1991 in Siniloan, Laguna, where she currently lives with her family. She completed her primary and secondary education in Siniloan and Famy, Laguna respectively, before earning her tertiary degree from 2008 to 2010.
47 references
The document lists several references on music and arts education in the Philippines. It then provides several online images of important classical composers like Joseph Haydn and Wolfgang Mozart. The remainder of the document consists of links and images related to traditional festivals in the Philippines, such as the Sinulog festival, Ati-Atihan festival, and Masskara festival.
46 activity 17
This document provides instructions for an activity to listen to a song, interpret it, and create an improvised dance. Students are asked to listen to the song "Leron-leron Sinta" in 2/4 time, feel the beat, and create original dance steps. They are then to include a performance of this song and dance in a school or community cultural program, using their imagination for costumes.
45 lesson17
The document provides steps for organizing a rhythm band in an elementary school:
1) Talk to the school head about plans for a rhythm band which could include members from one or multiple classes.
2) Secure instruments which could be purchased or homemade by students.
3) Introduce the instruments and how they are played.
4) Create an instrumentation by assigning rhythmic patterns to groups of instruments for pieces of music.
44 activity 16
The document provides instructions for correctly conducting the Philippine National Anthem. It lists basic steps including observing the musical notation, identifying the key and first note, finding the pitch of the first note using a C-pitchpipe, singing the motive, giving a preparatory beat, explaining the time signature and conductor's beat, and indicating the counts for the preliminary beat and when the anthem starts.
43 lesson 16
The document discusses different ways of listening to music according to composer Aaron Copland. It describes the three ways as the sensuous way (listening for pleasure), the expressive way (reacting emotionally), and the intellectual way (analyzing musical elements). It also lists several elements that can be listened for in music, such as melody, rhythm, harmony, and form.
42 activity 15
The document provides instructions for conducting the Philippine National Anthem. It includes steps to observe the notation, name the key, find the pitch of the first note, sing the motive, and provide preparatory, attack, and release beats. It asks the student to explain the time signature, draw the conductor's beat, and indicate counts. It also asks the student to divide the song into phrases and sections, and provide the appropriate tempo and dynamics through interpretative movements.
41 lesson 15
The document discusses conducting and provides guidance on proper techniques. It defines conducting as leading a group in interpreting musical compositions through hand and body movements with facial expressions. A good conductor must study the music thoroughly to provide clear leadership and unity through consistent beat indications and interpretive gestures. Vocal ranges are also classified to help assign singers in choruses.
40 activity 14
This document appears to be a student worksheet asking the student to interpret musical notes from the song "Pobreng alindahaw" and write out each note while naming them. The student is also prompted to provide their name and a score will be given.
39 lesson 14
The document discusses spirituals, which are American Negro folk songs of religious character. Spirituals expressed the hopes of slaves for freedom and justice in the afterlife. The texts of many spirituals were based on simple phrases from the Bible. Musically, spirituals show influences from African tribal music like syncopation and call-and-response structures, as well as from European religious and harmonic styles. There are three types of spirituals: lively and rhythmic, solo and choral response, and slow and sustained. The document encourages singing the spiritual "My Lord What a Mourning" with feeling and beautiful tone.
38 activity 13
This document provides instructions for a student to create a melody for a three stanza poem called "Watawat" about the Philippine flag with the colors red, white and blue representing freedom. The student is asked to write their melody in the space provided.
37 lesson 13
The document provides guidance on creative singing and the art of singing. It discusses various pointers to keep in mind when singing, including correct posture, breathing, placement of the voice, diction, interpretation, tempo, dynamics, phrasing, and style. The document emphasizes expressing one's feelings through singing and properly using the body as a resonating chamber for the voice.
36 chapter 4
This chapter discusses using creative activities to help students grow in music. It aims to have students apply their singing, playing, and listening skills and develop their creativity through various performances. Students will perform a simple musical activity in school.
35 activity 12
This document provides instructions for performing a cultural song and dance. Students are told to shout "Sa Birhen" with a rhythm pattern before and after each song phrase, as this is part of the tradition. Students are also instructed to improvise dance steps to the song as they please. Finally, students are encouraged to include this song in a school or community cultural program and to use their creativity in designing costumes.
33 activity 11
This document contains instructions for a student assignment to create a self-task. The student is asked to choose an activity and create a tempo and beats according to a song, and to choose a festival song and interpret it through their own understanding.
31 activity 10
The document provides instructions for a school assignment asking students to create a 2 verse song about a festival in Luzon, the largest island of the Philippines. It then asks students to choose one of the festival songs and interpret it in their own way by explaining its meaning and their understanding of it.
30 lesson 10
The document discusses several religious festivals and traditions found in different regions of the Philippines. These festivals often involve processions, songs, dances, and offerings to celebrate patron saints and virtues. Specific festivals mentioned include those in Pakil, Laguna; Taal, Batangas; Cañao; Moriones; Obando; Santacruzan; Sunduan; Ugnayan; and Quiapo. Religious songs and dances are an important part of celebrating the cultural heritage and spiritual beliefs across the Philippines.
29 chapter 3
This document discusses music in the Philippines and provides learning objectives related to religious songs. Students should be able to identify some religious songs, sing a single religious song while showing interest and good values, and show interest in studying one's culture.
27 lesson 9
The document discusses characteristics of modern music from 1880 to present, including the use of dissonance through new scales and polytonality, complex rhythmic patterns with different meters, the development of genres like jazz, ragtime, blues, and their influence across different media like radio, movies, and television.
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34 lesson 12
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