This document provides information about a quarterly curriculum on Afro-Latin American and Popular music. It outlines the content, performance, and learning competencies which include understanding characteristics of different music genres, performing vocal/dance forms, observing musical styles through various media, describing historical/cultural backgrounds, listening skills, analyzing musical elements, singing, exploring sound creation, improvising accompaniments, choreographing dances, and evaluating music. It also provides details on the music of Africa and Latin America, including classifications of African instruments and influences on Latin American music.
Latin American music is influenced by the United States and Europe and combines musical style, culture, language, and geography. It uses various instruments like the bombo drum, chajchas rattle, zampoñas panpipes, charango guitar, quena flute, cajon box, maracas, and claves sticks. Popular Latin dances and vocals include the cumbia, tango, cha-cha, bossa nova, raggae, rumba, foxtrot, and paso doble. Jazz originated in Africa and developed syncopated beats, improvisation, and forceful rhythms using woodwind and brass instruments. Main jazz styles are ragtime, big band, and be
Israel is a country in the Middle East, on the South Eastern Shore of the Mediterranean Sea and the northern shore of the Red Sea.
The country contains geographically diverse features within its relatively small area.
Israel's diverse culture origins from the diversity of its population: Jews from diaspora communities around the world have brought their cultural and religious traditions back with them, creating a melting pot of Jewish customs and beliefs.
Jerusalem, Israel's capital (population 788,100), has stood at the center of the Jewish people’s national and spiritual life since King David made it the capital of his kingdom some 3000 years ago.
The official languages of the country are Hebrew and Arabic, but in the country’s streets many other languages can be heard.
Latin American music developed from three main influences: indigenous, Spanish-Portuguese, and African. Indigenous music used local instruments like guiro, maracas, and flutes made from trees and animal parts. African music contributed complex rhythmic patterns from drums and percussion. Spanish-Portuguese influence brought Renaissance melodies. Popular genres that developed include samba, son, salsa, and others. Samba originated in Rio as a working class dance, while son fused Spanish songs and Cuban rhythms. Salsa combines elements from swing, Cuban, and Caribbean styles.
Music of Latin America developed from three main influences: indigenous, Spanish-Portuguese, and African. Indigenous music used local instruments like drums, flutes, and shells. Afro-Latin music features rich rhythmic patterns from drums and percussion. European music brought melodies and styles. Popular forms that developed include samba, son, salsa, and others blending these influences into dance music traditions.
This document provides an overview of music in the 20th century. It discusses several major musical styles that emerged including Impressionism, Expressionism, Neo-Classicism, Avant Garde music, and Modern nationalism. Key composers and their works are examined, including Debussy, Ravel, Schoenberg, Stravinsky, Bartok, Bernstein, and Gershwin. The document also covers electronic and chance music styles that utilized new technologies. A variety of learning activities are proposed to help students understand and engage with 20th century musical forms and compositions.
This document provides an overview of a technology-based arts class for 10th grade students. It includes an activity where students identify differences in pictures. It then discusses abstraction and defines technology-based arts, including computer/digital arts, mobile phone art, computer-generated images, digital photography, and video games. Examples of each are shown and computer programs that can be used are listed. The document discusses things that can be done in these programs, like resizing and adjusting colors. It provides samples of computer-generated imagery, digital photography, and video games. It notes that not all video games are bad and some encourage positive behavior. The document concludes by quoting Steve Jobs on the importance of learning to program.
The document discusses different types of folk and popular music styles including country and western music, ballads, blues ballads, pop and jazz ballads, and pop and rock ballads. Country and western music originated in the southern United States and reflects people's lives and local settings. Ballads originated as folk songs dealing with love and became popular love songs in the 19th century. Blues ballads developed from Anglo-American and Afro-American styles in the 19th century. The document also lists several influential composers in pop, jazz, and ballad styles like George Gershwin, Irving Berlin, and Duke Ellington.
The document discusses Impressionism in music, which originated in France in the late 19th century and was inspired by Impressionist painting, using techniques like irregular rhythms and modality to create moods and impressions rather than adhere to traditional structures. It identifies Claude Debussy and Maurice Ravel as the two leading composers of musical Impressionism, describing their backgrounds and most famous pieces like Debussy's Prelude to the Afternoon of a Faun and Ravel's Bolero.
Latin American music is influenced by the United States and Europe and combines musical style, culture, language, and geography. It uses various instruments like the bombo drum, chajchas rattle, zampoñas panpipes, charango guitar, quena flute, cajon box, maracas, and claves sticks. Popular Latin dances and vocals include the cumbia, tango, cha-cha, bossa nova, raggae, rumba, foxtrot, and paso doble. Jazz originated in Africa and developed syncopated beats, improvisation, and forceful rhythms using woodwind and brass instruments. Main jazz styles are ragtime, big band, and be
Israel is a country in the Middle East, on the South Eastern Shore of the Mediterranean Sea and the northern shore of the Red Sea.
The country contains geographically diverse features within its relatively small area.
Israel's diverse culture origins from the diversity of its population: Jews from diaspora communities around the world have brought their cultural and religious traditions back with them, creating a melting pot of Jewish customs and beliefs.
Jerusalem, Israel's capital (population 788,100), has stood at the center of the Jewish people’s national and spiritual life since King David made it the capital of his kingdom some 3000 years ago.
The official languages of the country are Hebrew and Arabic, but in the country’s streets many other languages can be heard.
Latin American music developed from three main influences: indigenous, Spanish-Portuguese, and African. Indigenous music used local instruments like guiro, maracas, and flutes made from trees and animal parts. African music contributed complex rhythmic patterns from drums and percussion. Spanish-Portuguese influence brought Renaissance melodies. Popular genres that developed include samba, son, salsa, and others. Samba originated in Rio as a working class dance, while son fused Spanish songs and Cuban rhythms. Salsa combines elements from swing, Cuban, and Caribbean styles.
Music of Latin America developed from three main influences: indigenous, Spanish-Portuguese, and African. Indigenous music used local instruments like drums, flutes, and shells. Afro-Latin music features rich rhythmic patterns from drums and percussion. European music brought melodies and styles. Popular forms that developed include samba, son, salsa, and others blending these influences into dance music traditions.
This document provides an overview of music in the 20th century. It discusses several major musical styles that emerged including Impressionism, Expressionism, Neo-Classicism, Avant Garde music, and Modern nationalism. Key composers and their works are examined, including Debussy, Ravel, Schoenberg, Stravinsky, Bartok, Bernstein, and Gershwin. The document also covers electronic and chance music styles that utilized new technologies. A variety of learning activities are proposed to help students understand and engage with 20th century musical forms and compositions.
This document provides an overview of a technology-based arts class for 10th grade students. It includes an activity where students identify differences in pictures. It then discusses abstraction and defines technology-based arts, including computer/digital arts, mobile phone art, computer-generated images, digital photography, and video games. Examples of each are shown and computer programs that can be used are listed. The document discusses things that can be done in these programs, like resizing and adjusting colors. It provides samples of computer-generated imagery, digital photography, and video games. It notes that not all video games are bad and some encourage positive behavior. The document concludes by quoting Steve Jobs on the importance of learning to program.
The document discusses different types of folk and popular music styles including country and western music, ballads, blues ballads, pop and jazz ballads, and pop and rock ballads. Country and western music originated in the southern United States and reflects people's lives and local settings. Ballads originated as folk songs dealing with love and became popular love songs in the 19th century. Blues ballads developed from Anglo-American and Afro-American styles in the 19th century. The document also lists several influential composers in pop, jazz, and ballad styles like George Gershwin, Irving Berlin, and Duke Ellington.
The document discusses Impressionism in music, which originated in France in the late 19th century and was inspired by Impressionist painting, using techniques like irregular rhythms and modality to create moods and impressions rather than adhere to traditional structures. It identifies Claude Debussy and Maurice Ravel as the two leading composers of musical Impressionism, describing their backgrounds and most famous pieces like Debussy's Prelude to the Afternoon of a Faun and Ravel's Bolero.
1. Music has always played an important role in African daily life and cultural traditions like religious expression and politics.
2. Traditional African music is largely functional and used for ceremonies marking life events while various genres like Afrobeat, Apala, and Jit later incorporated influences from black American and Caribbean styles.
3. Latin American music resulted from a fusion of indigenous, Spanish/Portuguese, and African influences and includes styles like samba, salsa, mariachi, and bossa nova pioneered by Antonio Carlos Jobim.
This document provides an overview of traditional and contemporary Philippine music. It discusses the characteristics of traditional Philippine music and its influences from other cultures. Some traditional musical instruments are described, including the kudlung, kudyapi, serongagandi, and saludoy. Contemporary or "new" Philippine music incorporates elements of 20th century Western music as well as popular styles. The document lists several famous Filipino composers and assigns researching the lives and compositions of Ramon Pagayon Santos, Ryan Cayabyab, Nicanor Abelardo, Antonio Buenaventura, Eliseo Pajaro, Rosendo Santos, Jose Maceda, and Ramon Santos.
The document discusses social dances and dance mixers. It provides information on dance etiquette including what to wear, personal grooming, behavior on the dance floor, and classifications of dances. Modern-standard dances discussed are waltz and cha-cha-cha. Latin dances mentioned include salsa, merengue, bachata, and tango. The document also gives basic steps for waltz and cha-cha-cha and describes dance mixers as a way to meet new partners.
Physical fitness refers to the ability to perform daily tasks with alertness and vigor. There are two main components of physical fitness - health-related fitness and skills-related fitness. Health-related fitness includes cardio-respiratory endurance, muscular strength, flexibility, muscular endurance, and body composition. Skills-related fitness consists of coordination, speed, balance, power, agility, and reaction time. The document discusses these components of physical fitness and provides examples of tests to measure aspects of health-related fitness like BMI, flexibility, cardiovascular endurance, and strength.
This document provides an overview of a quarterly curriculum on Afro-Latin American and popular music. It covers various music genres like African music, Latin American music, jazz, and popular/pop music. It outlines content and performance standards as well as learning competencies related to observing, describing, listening to, dancing to, analyzing, singing, exploring sounds, improvising, and choreographing various Afro-Latin American and popular music styles. Specific lessons are also summarized on the music of Africa, Latin America, African influences on Latin American music, popular Latin American music, and the musical instruments and vocal/dance forms of both regions.
Street dance is an umbrella term that includes various styles such as breakdancing, popping, locking, house dance, and waacking. These styles were created organically from culture and influenced by social interaction. Breakdancing incorporates acrobatic body movement and evolved from hip hop in the 1970s. Popping and locking involve tense and release muscle movements synchronized to beats. House dance emphasizes fast footwork and floor moves. Waacking uses wild arm movements around the head. Street dance emerged from popular culture outside dance studios and offered creative expression for underrepresented communities.
This document provides information about electronic and chance music. It discusses early electronic music pioneers like Edgard Varèse and his work "Poème Électronique". It also covers influential figures in electronic music such as Karlheinz Stockhausen and his composition "Kontakte". The document also discusses chance music and composer John Cage, including his famous silent composition 4'33". It provides background on musique concrète and techniques used in chance-controlled music.
This document provides an overview of lesson objectives and activities for teaching basic baseball/softball skills to 8th grade students. It includes 5 pre-assessment activities to evaluate prior knowledge of terms and skills. A lecture on the nature and background of baseball/softball is attached. Students will then participate in 6 main activities: 1) assessing prior knowledge of team sports, 2) identifying what they know and want to learn about baseball/softball, 3) completing a survey on engagement in team sports, 4) reading the baseball/softball lecture, 5) a group activity to assess knowledge of the sport, and 6) skill development stations to practice throwing, pitching, catching, batting and base running. The goal is for students
Popular music originated between 1800 and 1950 and appeals to mainstream audiences. It includes a wide range of genres from vaudeville to heavy metal. One consistent element is the pop song structure of verse and chorus.
Popular music genres discussed include ballads, standards, rock and roll, alternative music, and disco. Ballads have a slow tempo and romantic emotion. Standards originated from Broadway and Hollywood in the 1910s. Rock and roll combines genres like blues and country. Alternative music emerged from punk rock and has influences from various genres. Disco has a prominent bass line and is dance-oriented.
The document discusses the musical style of expressionism that developed in the early 20th century as a reaction to French impressionism. Expressionism used highly expressive and abstract forms to convey disturbed mental states, featuring complex rhythms, polyrhythms, polymeters, atonality, and elimination of key signatures. It provides details on expressionist composers including Schoenberg who developed the 12-tone technique of serial composition, and Stravinsky who studied law before training in orchestration under Rimsky-Korsakov and composing famous works like The Rite of Spring.
This document provides an introduction to a module on gender and human sexuality. It discusses several key concepts:
- Sexuality is an important component of one's personality from birth through adulthood. Knowledge of gender and human sexuality enhances relationships and family health.
- Sexually transmitted infections like HIV/AIDS are significantly linked to issues of gender and sexuality, and prevailing social norms have influenced the challenges of HIV/AIDS.
- Education about human sexuality helps develop maturity and allows individuals to make intelligent decisions about sexual behaviors.
The document outlines the curriculum for Music in Grade 10, focusing on Afro-Latin American and popular music. It covers several learning competencies including observing dance styles and instruments, describing historical and cultural backgrounds, analyzing musical characteristics, singing selections, and evaluating music performances using knowledge of elements and style. A variety of African musical genres are also defined such as Afrobeat, Apala, Jive, Juju, and types of instruments commonly used like the balafon, shekere, agogo bells, and slit drums.
Electronic music developed new styles and techniques using modern technology and digital instruments like computers and synthesizers. It became popular in the mid-1970s and uses electronic musical instruments and circuitry-based music technology to produce sounds. The development of electronic music occurred in three stages: 1) magnetic tape recording of natural sounds, 2) synthesizers which combined sound generators and modifiers, and 3) electronic computers.
The document discusses the benefits of indoor recreational activities like chess for children's development. It states that chess in particular develops physical, mental, social and emotional skills. The document then provides an overview of the game of chess, including its origins and history. It discusses the basic principles and benefits of playing chess, such as improving mathematical and problem solving skills. Finally, it outlines the learning goals and activities that will be covered in the module to help students learn how to play chess and understand its benefits.
Salsa dancing originated in Cuba, where people would gather in casinos to dance to rhythms blending African drums and Spanish guitar. Cuban music spread to the US through radio and American tourists visiting Havana. The Palladium Club in New York popularized Latin styles like mambo. When relations with Cuba deteriorated, Puerto Rican and jazz musicians in New York kept Cuban styles alive by mixing them with their own. Salsa incorporated diverse influences as it spread globally and evolved into many regional styles danced to today.
This document discusses different styles of popular music such as rock, jazz, and rap music. It provides characteristics of each style and examples to help differentiate between them. Rock music typically features electric guitars and unsynchronized rhythms. Jazz originated in New Orleans and uses complicated chords, modified basslines, and syncopated rhythms. Rap music relies on rhythmic beats, electronic drumming with scratches, and lyrical chanting often while dancing. The document concludes with activities for students to report on and perform different popular music styles.
This document provides an overview of modern art techniques and trends, including photography, film, print media, and digital media. It discusses the origins and evolution of photography from a technical process to an artistic medium. Notable Filipino photographers like George Tappan and John K. Chua are profiled. Film is discussed as a technology-driven collaborative art form involving directors, actors, cinematographers, editors, and other roles. The development of cinema from early devices like the Kinetoscope to the rise of film genres is summarized. Philippine filmmakers such as Lino Brocka, Marilou Diaz-Abaya, and Maryo J. de los Reyes are introduced along with some of their notable works.
This document discusses the secular music of the lowlands of Luzon, Philippines. It describes six main musical genres: harana, kumintang, pandanggo, polka, balitaw, and kundiman. For each genre, it provides background on origins, style, and examples. It then discusses kundiman in more depth, describing it as a courtship song usually in triple meter that can be about love or patriotism. Famous kundiman performers and examples from the early 1900s are listed. The document serves to educate students on the colonially influenced secular music traditions of Luzon.
Gr 8 music q3 page 121 #mcspicyishere http://ph.sharings.cc/teachermarley/s...S Marley
India has a rich musical tradition with both vocal and instrumental music. Vocal music includes Carnatic music from South India and Hindustani music from North India, both of which use melismatic singing. Instrumental music is classified into five categories - percussion instruments like ghatam and tabla, wind instruments like bansuri and shehnai, string instruments like sitar and sarangi, and bowed instruments like esraj. Rhythm also plays an important role in Indian music through the concept of tala, with instruments like tabla and mridangam keeping rhythm.
The document provides an overview of classical period music between 1750-1820. It discusses key characteristics including a shift away from Baroque complexity towards simplicity and balance inspired by ancient Greece. The classical orchestra became standardized and instrumental music was patronized by nobility. Major composers like Haydn, Mozart, and Beethoven emerged, developing new forms like the sonata and symphony. Their works came to define the classical style through harmonic homophony, clear dynamics, and forms emphasizing single melodies with accompaniment.
This document provides an overview of the content, performance standards, and learning competencies for a course on Afro-Latin American and Popular music. The course covers characteristic features and styles of various genres of Afro-Latin music as well as popular/pop music. Learners will demonstrate understanding through performance, observation of live performances, analysis of musical elements, singing, and dance. They will also explore sound creation techniques and ways to improvise or choreograph to selected songs.
This document provides information about the content, performance standards, and learning competencies for a course on Afro-Latin American and Popular music. It covers the characteristics of different types of African and Latin American music as well as musical instruments from these regions. It also discusses the historical and cultural influences on Latin American music, including indigenous, Spanish/Portuguese, African, and popular music forms. The document is intended to guide instruction on world music genres.
1. Music has always played an important role in African daily life and cultural traditions like religious expression and politics.
2. Traditional African music is largely functional and used for ceremonies marking life events while various genres like Afrobeat, Apala, and Jit later incorporated influences from black American and Caribbean styles.
3. Latin American music resulted from a fusion of indigenous, Spanish/Portuguese, and African influences and includes styles like samba, salsa, mariachi, and bossa nova pioneered by Antonio Carlos Jobim.
This document provides an overview of traditional and contemporary Philippine music. It discusses the characteristics of traditional Philippine music and its influences from other cultures. Some traditional musical instruments are described, including the kudlung, kudyapi, serongagandi, and saludoy. Contemporary or "new" Philippine music incorporates elements of 20th century Western music as well as popular styles. The document lists several famous Filipino composers and assigns researching the lives and compositions of Ramon Pagayon Santos, Ryan Cayabyab, Nicanor Abelardo, Antonio Buenaventura, Eliseo Pajaro, Rosendo Santos, Jose Maceda, and Ramon Santos.
The document discusses social dances and dance mixers. It provides information on dance etiquette including what to wear, personal grooming, behavior on the dance floor, and classifications of dances. Modern-standard dances discussed are waltz and cha-cha-cha. Latin dances mentioned include salsa, merengue, bachata, and tango. The document also gives basic steps for waltz and cha-cha-cha and describes dance mixers as a way to meet new partners.
Physical fitness refers to the ability to perform daily tasks with alertness and vigor. There are two main components of physical fitness - health-related fitness and skills-related fitness. Health-related fitness includes cardio-respiratory endurance, muscular strength, flexibility, muscular endurance, and body composition. Skills-related fitness consists of coordination, speed, balance, power, agility, and reaction time. The document discusses these components of physical fitness and provides examples of tests to measure aspects of health-related fitness like BMI, flexibility, cardiovascular endurance, and strength.
This document provides an overview of a quarterly curriculum on Afro-Latin American and popular music. It covers various music genres like African music, Latin American music, jazz, and popular/pop music. It outlines content and performance standards as well as learning competencies related to observing, describing, listening to, dancing to, analyzing, singing, exploring sounds, improvising, and choreographing various Afro-Latin American and popular music styles. Specific lessons are also summarized on the music of Africa, Latin America, African influences on Latin American music, popular Latin American music, and the musical instruments and vocal/dance forms of both regions.
Street dance is an umbrella term that includes various styles such as breakdancing, popping, locking, house dance, and waacking. These styles were created organically from culture and influenced by social interaction. Breakdancing incorporates acrobatic body movement and evolved from hip hop in the 1970s. Popping and locking involve tense and release muscle movements synchronized to beats. House dance emphasizes fast footwork and floor moves. Waacking uses wild arm movements around the head. Street dance emerged from popular culture outside dance studios and offered creative expression for underrepresented communities.
This document provides information about electronic and chance music. It discusses early electronic music pioneers like Edgard Varèse and his work "Poème Électronique". It also covers influential figures in electronic music such as Karlheinz Stockhausen and his composition "Kontakte". The document also discusses chance music and composer John Cage, including his famous silent composition 4'33". It provides background on musique concrète and techniques used in chance-controlled music.
This document provides an overview of lesson objectives and activities for teaching basic baseball/softball skills to 8th grade students. It includes 5 pre-assessment activities to evaluate prior knowledge of terms and skills. A lecture on the nature and background of baseball/softball is attached. Students will then participate in 6 main activities: 1) assessing prior knowledge of team sports, 2) identifying what they know and want to learn about baseball/softball, 3) completing a survey on engagement in team sports, 4) reading the baseball/softball lecture, 5) a group activity to assess knowledge of the sport, and 6) skill development stations to practice throwing, pitching, catching, batting and base running. The goal is for students
Popular music originated between 1800 and 1950 and appeals to mainstream audiences. It includes a wide range of genres from vaudeville to heavy metal. One consistent element is the pop song structure of verse and chorus.
Popular music genres discussed include ballads, standards, rock and roll, alternative music, and disco. Ballads have a slow tempo and romantic emotion. Standards originated from Broadway and Hollywood in the 1910s. Rock and roll combines genres like blues and country. Alternative music emerged from punk rock and has influences from various genres. Disco has a prominent bass line and is dance-oriented.
The document discusses the musical style of expressionism that developed in the early 20th century as a reaction to French impressionism. Expressionism used highly expressive and abstract forms to convey disturbed mental states, featuring complex rhythms, polyrhythms, polymeters, atonality, and elimination of key signatures. It provides details on expressionist composers including Schoenberg who developed the 12-tone technique of serial composition, and Stravinsky who studied law before training in orchestration under Rimsky-Korsakov and composing famous works like The Rite of Spring.
This document provides an introduction to a module on gender and human sexuality. It discusses several key concepts:
- Sexuality is an important component of one's personality from birth through adulthood. Knowledge of gender and human sexuality enhances relationships and family health.
- Sexually transmitted infections like HIV/AIDS are significantly linked to issues of gender and sexuality, and prevailing social norms have influenced the challenges of HIV/AIDS.
- Education about human sexuality helps develop maturity and allows individuals to make intelligent decisions about sexual behaviors.
The document outlines the curriculum for Music in Grade 10, focusing on Afro-Latin American and popular music. It covers several learning competencies including observing dance styles and instruments, describing historical and cultural backgrounds, analyzing musical characteristics, singing selections, and evaluating music performances using knowledge of elements and style. A variety of African musical genres are also defined such as Afrobeat, Apala, Jive, Juju, and types of instruments commonly used like the balafon, shekere, agogo bells, and slit drums.
Electronic music developed new styles and techniques using modern technology and digital instruments like computers and synthesizers. It became popular in the mid-1970s and uses electronic musical instruments and circuitry-based music technology to produce sounds. The development of electronic music occurred in three stages: 1) magnetic tape recording of natural sounds, 2) synthesizers which combined sound generators and modifiers, and 3) electronic computers.
The document discusses the benefits of indoor recreational activities like chess for children's development. It states that chess in particular develops physical, mental, social and emotional skills. The document then provides an overview of the game of chess, including its origins and history. It discusses the basic principles and benefits of playing chess, such as improving mathematical and problem solving skills. Finally, it outlines the learning goals and activities that will be covered in the module to help students learn how to play chess and understand its benefits.
Salsa dancing originated in Cuba, where people would gather in casinos to dance to rhythms blending African drums and Spanish guitar. Cuban music spread to the US through radio and American tourists visiting Havana. The Palladium Club in New York popularized Latin styles like mambo. When relations with Cuba deteriorated, Puerto Rican and jazz musicians in New York kept Cuban styles alive by mixing them with their own. Salsa incorporated diverse influences as it spread globally and evolved into many regional styles danced to today.
This document discusses different styles of popular music such as rock, jazz, and rap music. It provides characteristics of each style and examples to help differentiate between them. Rock music typically features electric guitars and unsynchronized rhythms. Jazz originated in New Orleans and uses complicated chords, modified basslines, and syncopated rhythms. Rap music relies on rhythmic beats, electronic drumming with scratches, and lyrical chanting often while dancing. The document concludes with activities for students to report on and perform different popular music styles.
This document provides an overview of modern art techniques and trends, including photography, film, print media, and digital media. It discusses the origins and evolution of photography from a technical process to an artistic medium. Notable Filipino photographers like George Tappan and John K. Chua are profiled. Film is discussed as a technology-driven collaborative art form involving directors, actors, cinematographers, editors, and other roles. The development of cinema from early devices like the Kinetoscope to the rise of film genres is summarized. Philippine filmmakers such as Lino Brocka, Marilou Diaz-Abaya, and Maryo J. de los Reyes are introduced along with some of their notable works.
This document discusses the secular music of the lowlands of Luzon, Philippines. It describes six main musical genres: harana, kumintang, pandanggo, polka, balitaw, and kundiman. For each genre, it provides background on origins, style, and examples. It then discusses kundiman in more depth, describing it as a courtship song usually in triple meter that can be about love or patriotism. Famous kundiman performers and examples from the early 1900s are listed. The document serves to educate students on the colonially influenced secular music traditions of Luzon.
Gr 8 music q3 page 121 #mcspicyishere http://ph.sharings.cc/teachermarley/s...S Marley
India has a rich musical tradition with both vocal and instrumental music. Vocal music includes Carnatic music from South India and Hindustani music from North India, both of which use melismatic singing. Instrumental music is classified into five categories - percussion instruments like ghatam and tabla, wind instruments like bansuri and shehnai, string instruments like sitar and sarangi, and bowed instruments like esraj. Rhythm also plays an important role in Indian music through the concept of tala, with instruments like tabla and mridangam keeping rhythm.
The document provides an overview of classical period music between 1750-1820. It discusses key characteristics including a shift away from Baroque complexity towards simplicity and balance inspired by ancient Greece. The classical orchestra became standardized and instrumental music was patronized by nobility. Major composers like Haydn, Mozart, and Beethoven emerged, developing new forms like the sonata and symphony. Their works came to define the classical style through harmonic homophony, clear dynamics, and forms emphasizing single melodies with accompaniment.
This document provides an overview of the content, performance standards, and learning competencies for a course on Afro-Latin American and Popular music. The course covers characteristic features and styles of various genres of Afro-Latin music as well as popular/pop music. Learners will demonstrate understanding through performance, observation of live performances, analysis of musical elements, singing, and dance. They will also explore sound creation techniques and ways to improvise or choreograph to selected songs.
This document provides information about the content, performance standards, and learning competencies for a course on Afro-Latin American and Popular music. It covers the characteristics of different types of African and Latin American music as well as musical instruments from these regions. It also discusses the historical and cultural influences on Latin American music, including indigenous, Spanish/Portuguese, African, and popular music forms. The document is intended to guide instruction on world music genres.
This document provides information about Afro-Latin American and popular music. It covers the following topics:
1. Characteristics of different types of Afro-Latin American music like African music, Latin American music, jazz, and popular/pop music.
2. Details about African musical instruments classified by type (idiophones, membranophones, chordophones, aerophones) and influential genres from Africa.
3. The influences and genres of Latin American music including indigenous, Spanish/Portuguese, and African influences and popular genres like tango, bossa nova, and salsa. It also lists musical instruments from Latin America.
African music has had a profound influence around the world. It originated as an integral part of rituals and celebrations [1]. While functional in nature, it also served social and entertainment purposes [2]. Some influential genres include Afrobeat, juju, marabi, and genres that developed in the Americas like blues, jazz, gospel, and soul, which have roots in African musical traditions [3]. Traditional African instruments include membranes like djembe drums, idiophones like agogo bells and balafons, and aerophones like flutes.
The document provides an overview of various musical genres including Afro-Latin American music, African music, Latin American music, popular music, and Philippine popular music. It describes the characteristic features and types of these musical genres, including instrumentation, vocal and dance forms, and important musical influences. Examples are given of popular music styles within each genre along with suggested activities for listening, analyzing, choreographing dances, and performing concerts of the different types of music.
The document discusses the historical and cultural background of Afro-Latin American and popular music. It describes the origins and characteristics of various musical forms that developed from African influences in Latin America, such as samba, blues, soul, and spirituals. Examples of common musical instruments used in African music are also provided, including membranes, idiophones, and chordophones.
African & latin american music duskyroseMalou Alipio
This document provides information about vocal and instrumental music from Africa and Latin America. It discusses the integral role of music in African culture and traditions, including styles like soukous and characteristics such as call-and-response and polyrhythmic techniques. Common African instruments are described such as idiophones, membranophones, and chordophones. The document also covers prominent musical styles of Latin America like salsa, rumba and merengue, and instruments used in Latin American music including maracas, claves, bongo drums, and string instruments like the cuatro and charango.
Africa is the second largest continent with over 800 languages and cultures. African music has characteristics like call and response, where a soloist alternates with a group response. Music serves many purposes in African societies like recreation, rituals, work, and storytelling. The influence of African musical styles can be seen in genres like jazz, rock, and rap. Spirituals evolved from African slave music and work songs and helped express the desire for freedom. Traditional African instruments fall into categories like idiophones, membranophones, chordophones, and aerophones. Drums are especially important for communication and celebration in many African cultures.
1. The document provides an overview of traditional African music and its influence on Afro-Latin American music, describing various musical genres, instruments, and characteristics.
2. Key characteristics of Afro-Latin music discussed include call-and-response vocals, improvisation, voice and instruments used melodically, rhythmic patterns including polyrhythms and syncopation.
3. The document examines various traditional African musical genres and instruments, including genres like Afrobeat, Apala, Jit, styles of drums like djembe and talking drums, and instruments like mbira, balafon, and slit drums.
1) African music has had a profound influence on global music styles through its historical importance in ceremonies and religious/political events as well as the development of genres like blues, soul, and salsa.
2) Traditional African musical genres include apala, axe, jit, juju, kwassa kwassa, marabi, reggae, soca, were, and zouk, each characterized by unique instrumentation, rhythms, and dances.
3) Vocal forms of African music that have spread globally include maracatu, blues, and soul, each tracing origins to African ceremonies and fields or combining African and other cultural influences.
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This document provides information on vocal and instrumental music from Africa and Latin America. It discusses the integral role of music in African culture, describing traditional styles like call-and-response and how instruments like drums, rattles, and xylophones are used. Griots are mentioned as skilled musicians who pass on history through oral traditions. The document also outlines several influential Latin American musical styles like salsa, rumba and merengue that blend African and European influences. Common percussion, string and wind instruments used in Latin America are described such as maracas, panpipes and various drums.
This document discusses Afro-Latin and popular music, with a focus on traditional African music. It describes how singing, dancing, drums, and other instruments are essential to African ceremonies and religious/political events. Several traditional African musical genres are outlined such as Apala from Nigeria and Jit from Zimbabwe. It also discusses how African music has influenced styles in the Americas like salsa, samba, and reggae. The document then covers prominent vocal forms that originated in Africa like blues, soul, and maracatu. It concludes with an overview of common traditional musical instruments from Africa organized by type.
This document discusses Afro-Latin and popular music, focusing on traditional African music forms and instruments. It describes how singing, dancing, and drums are essential to African ceremonies and religious expression. It also explains how African music has greatly influenced global styles like contemporary American, Latin American, and European music. Finally, it provides details on specific African musical genres, instruments, and vocal forms like reggae, salsa, maracatu, and the blues.
This document discusses Afro-Latin and popular music. It provides information on traditional African musical genres such as Apala, Axe, Jit, and Juju. It also discusses popular African-influenced genres like salsa, samba, soca, reggae, and zouk. The document outlines important vocal forms that originated in Africa such as maracatu, blues, and soul. It also describes many traditional African musical instruments including xylophones, rattles, drums, slit gongs, membranophones, lamellaphones, chordophones, aerophones, and the mbira thumb piano.
This document discusses Afro-Latin and popular music. It provides information on traditional African musical genres such as Apala, Axe, Jit, and Juju. It also discusses popular African-influenced genres like salsa, samba, soca, reggae, and zouk. The document outlines important vocal forms that originated from Africa like maracatu, blues, and soul. It also describes many traditional African musical instruments including xylophones, rattles, drums, gongs, flutes, panpipes, and horns. The mbira, djembe, shekere, agogo, and slit drums are highlighted as examples.
1. Music is an important part of daily life, ceremonies, and communication in African cultures. It accompanies work, religion, births, deaths, marriages, and other rituals.
2. Traditional African music is largely functional and used in ceremonies. It has an interlocking rhythmic structure due to overlapping dense textures and rhythms.
3. African music has been influenced by many cultures and has produced diverse styles like Afrobeat, Apala, Axe, Jive, Jit, Kwassa Kwassa, Juju, and Marabi. Musical instruments include membranophones like drums, idiophones, chordophones, and aerophones.
African music has had a significant influence globally and is used for many social and cultural purposes. Traditional African music incorporates singing, dancing, drums, and other instruments. It has influenced genres in Latin America like samba, salsa, and reggae through the slave trade. Some common African instruments include drums like the djembe, rattles, flutes, and the kora harp. Vocal styles include call-and-response, spirituals, and blues. Latin American music was shaped by indigenous, Spanish, and African influences and includes instruments like maracas, congas, and the charango small guitar. Popular genres are samba, son, and salsa which blend European, indigenous, and African rhythms and
The document discusses African and Afro-Latin music. It provides background on traditional African music, describing how singing, dancing, drums, and other instruments are integral to ceremonies and expression. It also lists various African musical genres like Apala, Jit, Jive, Juju, and characteristics of styles that influenced music in Latin America such as Reggae, Salsa, and Samba. The document also outlines traditional musical instruments from different regions of Africa such as xylophones, rattles, drums, and the mbira thumb piano.
The document discusses following and clarifying instructions in the workplace. It provides tips for both giving and receiving instructions. When giving instructions, one should provide context, be specific, ask politely, and allow questions. When receiving instructions, one should actively listen, take notes, ask questions if unsure, and respond respectfully. Clarifying instructions is important to ensure tasks are completed correctly according to workplace procedures and authority requirements.
agrcrcops 9 - occupatonal health and safetyRoelTabuyo2
The document discusses personal protective equipment (PPE) required for nursery work. It identifies several potential hazards including flying particles, chemicals, noise, and falling objects. It recommends PPE such as safety goggles, respirators, gloves, hard hats, boots, and protective clothing to minimize exposure to hazards that could cause injuries or illness from the eyes, lungs, head, feet, and skin. A variety of PPE types are presented for eye and face, hearing, respiratory, hand, head, foot, and clothing protection.
agricultural crops production for grade 9RoelTabuyo2
This document provides information about proper manual handling procedures and techniques. It discusses the importance of minimizing damage to loads and vehicles when manually handling materials. Key points covered include identifying risks of improper techniques, listing basic techniques like keeping loads close to the body, and emphasizing the importance of planning and positioning to reduce risks of injury. The document aims to educate about best practices for safely loading, lifting, and transporting materials.
The document discusses 10 herbal medicines approved by the Department of Health for treating common ailments. It provides details on the uses, preparation methods, and reminders for using each of the following 10 herbal plants: Sambong, Akapulko, Niyog-niyogan, Tsaang Gubat, Ampalaya, Lagundi, Ulasimang Bato, Bawang, Bayabas, and Yerba Buena. For each plant, it describes what part of the plant is used, how to prepare decoctions or other remedies, and what ailments it can help treat.
The document discusses the Responsible Parenthood and Reproductive Health Act of 2012 in the Philippines, which guarantees universal access to contraception, fertility control, sexual education, and maternal care. It has four pillars: responsible parenthood, respect for life, birth control, and informed choice. The Act recognizes abortion is illegal but aims to provide counseling to women who have abortions. It also aims to make reproductive healthcare and supplies available to the poor while respecting individual preferences. The goals are to help couples determine family size and equip parents with family planning information.
This document provides information about farm tools and equipment. It defines hand tools, farm implements, and farm equipment. The objectives are to identify tools based on their uses, conduct pre-operation checks, and use tools appropriately. Terms are defined and students participate in identifying tools and their uses. The importance of using the right tool, consequences of using the wrong tool, and benefits of proper maintenance are discussed. An activity involves problem-solving using limited tools. Assessment and an assignment are provided.
This document discusses personal entrepreneurial competencies and product development. It provides an overview of the key qualities of successful entrepreneurs, including seeing opportunities, managing risk, goal-setting, and problem-solving. It then outlines the steps involved in product development, which include identifying customer needs, establishing target specifications, analyzing competitors, generating product concepts, selecting and refining a concept, performing an economic analysis, and planning remaining development. The overall process focuses on innovating to meet customer needs and wants.
A market is characterized by a group of people with economic needs and demands that create business opportunities. A market is socially and politically organized based on cultural traditions and the current level of technology. A sole proprietorship is a basic legal form of business owned and operated by one individual, who is responsible for all aspects of the business.
This document provides information about farm tools and equipment. It defines hand tools, farm implements, and farm equipment. The objectives are to identify tools based on their uses, conduct pre-operation checks, and use tools appropriately. Terms are defined and students participate in identifying tools and their uses. The importance of using the right tool, consequences of using the wrong tool, and benefits of proper maintenance are discussed. An activity involves problem-solving using limited tools. Assessment and an assignment are provided.
This document discusses housekeeping. It defines housekeeping as keeping all unnecessary items cleared away and having necessary items in their proper places. Good housekeeping promotes quality, safety, and productivity. It helps by providing a place for everything, keeping inventory low, and getting rid of unwanted material. Effects of good housekeeping include eliminating accident causes, providing best use of space, and guaranteeing a good workplace appearance. Good housekeeping improves safety by removing hazards and improving visibility. Signs of poor housekeeping are poorly arranged work areas and spills. Methods to improve housekeeping include keeping areas clean and stored items safe. An effective housekeeping program requires planning, inspections, and enforcement.
This document provides an overview of the 5S methodology for improving organization and productivity in the workplace. It defines the 5S principles as Sort, Set in Order, Shine, Standardize, and Sustain. Each principle is explained in detail, including the Japanese terms and English equivalents. The benefits of implementing 5S include increased workspace, improved machine maintenance, higher productivity, and a safer work environment with fewer accidents. Before and after photos demonstrate how 5S can transform an area from cluttered to clean and organized. The overall goal of 5S is to establish clear standards for organizing and cleaning the workplace in a way that can be consistently sustained over time.
Plant nurseries produce large amounts of waste from plant debris and residues. This waste can be used as compost or fertilizer. Proper waste management in nurseries involves regular collection, transport, processing, disposal or recycling of waste materials. Effective waste management can save money and prevent environmental harm. The document then provides 19 tips for sustainable waste management at green nurseries, including using compost, recycling bins, reusable trays, and controlling weeds naturally.
This document discusses technology-based art and digital photography. It provides examples of early computer-generated art from the 1960s and discusses how computer art has evolved. It describes how today's artists use various image editing programs and applications to digitally manipulate and create art. The document also discusses different types of digital photography, including landscape, portrait, and documentary styles. It provides tips on photographic techniques like using the rule of thirds and considering point of view. Finally, it presents some assignments for students involving pixel art and photo shoots with themes.
The document provides information about Senior High School (SHS) in the Philippines, including details about the four tracks students can choose from in SHS: Academic, Technical Vocational Livelihood, Arts and Design, and Sports. It explains that SHS refers to grades 11 and 12, and that students will take core subjects and choose an area of specialization. The tracks are described, along with sample career pathways related to each track.
The document discusses several global health issues, concerns, and trends including tuberculosis, drug use and abuse, HIV/AIDS, non-communicable diseases, communicable diseases, climate change, mental health, immunization and vaccines, alcohol and tobacco abuse/addiction, and malaria and other vector-borne diseases. It also describes the World Health Organization's role in global health leadership and several global health initiatives to address issues like malaria, HIV/AIDS, and non-communicable diseases.
This document provides an overview of musical plays and examples of musical plays from Broadway, West End, and the Philippines. It defines musical plays as combining songs, spoken dialogue, acting, and dance to communicate the story and emotions. It discusses how musical plays became popular on Broadway in the 1920s and lists many famous Broadway and West End musicals. It then highlights several notable Philippine musical plays based on historical or cultural figures that integrate original music and dance into the storytelling.
The document discusses several global health issues, concerns, and trends including tuberculosis, drug use and abuse, HIV/AIDS, non-communicable diseases, communicable diseases, climate change, mental health, immunization and vaccines, alcohol and tobacco abuse/addiction, and malaria and other vector-borne diseases. It also describes the World Health Organization's role in global health leadership and several global health initiatives to address issues like malaria, HIV/AIDS, tobacco control, and non-communicable diseases.
Here are the problem/symptom statements for the given numbers:
1. The motor does not spin or rotate properly.
2. The motor makes grinding or squealing noises during operation.
3. The motor shaft wobbles or is loose during operation.
4. The motor does not turn on or stop working intermittently.
5. The motor overheats or the safety features like circuit breakers trip frequently.
The document discusses entrepreneurial motivation and competencies. It explains that entrepreneurial motivation comes from three social motives: need for achievement, need for power, and need for affiliation. Of these, need for achievement is most critical for entrepreneurship. Successful entrepreneurs also display competence motivation and certain personal competencies. The key competencies include initiative, seeing and acting on opportunities, persistence, information seeking, concern for quality, commitment, efficiency, planning, problem solving, self-confidence, assertiveness, persuasion, and using influence strategies. Developing these motivations and competencies is important for entrepreneurial success.
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Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
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Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...my Pandit
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25. Blues
Thebluesis amusical formof the late 19th
centurythat hashaddeeproots inAfrican-
Americancommunities. Thesecommunities are
locatedintheso-called“DeepSouth”
of theUnitedStates.Theslavesandtheir
descendantsusedto singastheyworkedin the
cottonandvegetablefields.
44. 2. Horns- Hornsandtrumpets, foundalmost
everywhereinAfrica, are
commonlymadefromelephant tusksand
animal horns.
Kuduhorn-Thisis
onetypeof horn
made fromthehorn
of the kuduantelope.
59. Teponaztli
Theteponaztli is aMexicanslit drumhollowed
outandcarvedfromapieceof hardwood. It is
thendecoratedwithdesignsin relief or carved
to representhumanfiguresor animalstobe
usedfor bothreligiousandrecreational
purposes.
65. AndeanInstruments
The Andean highlands made use of several
varieties of flutes andstring instruments that
includethefollowing:
a. Pitus
Thepitusareside-blowncaneflutesthat are
playedall
year round.
68. d. Charango
Thecharango is aten-stringedAndeanguitar
fromBolivia. It isthesizeof aukulele
andasmallerversionof themandolin, imitating
theearly guitar andlutebrought by
theSpaniards. It produces bright soundsandis
oftenusedin serenades in SouthernPeru.
74. Aforemost figureof bossa
novais Antonio
CarlosJobim, who
became famouswithhis
songDesafinado(1957).
InthePhilippinepop
music scene, Sitti
Navarroisa singer who
hasbecome knownasthe
“Philippines’ Queenof
75. 6. Reggae
Reggaeisanurbanpopular musicanddance
stylethat originatedinJamaicain
themid1960’s. It containedEnglishtext
coupledwith Creoleexpressionsthat
werenot sofamiliar tothenon-Jamaican. It
wasasynthesisof W
esternAmerican
(Afro-American) popular musicandthe
traditionalAfro-Jamaicanmusic,
79. JAZZ (Day3)
• Thearrival of thejazzgenredidnot
come overnight.
• It wasanoffshoot of themusicofAfricanslaves
whomigratedtoAmerica.
• Asmusicisconsideredatherapeutic
outlet for humanfeelings,
• theAfricans usedmusictorecall their nostalgic
past intheir homecountryaswellastovoice
out their sentimentsontheir desperatecondition
at that time.
80. RAGTIME
• RagtimeisanAmericanpopular musical
stylemainlyfor piano, originatingintheAfro-
AmericancommunitiesinSt. LouisandNew
Orleans.
• Itsstylewassaidtobeamodification
of the“marchingmode” madepopular by
JohnPhilip Sousa,wheretheeffect is
generatedbyaninternallysyncopated
melodiclinepittedagainst arhythmically
straightforwardbassline.
84. BEBOP
•Bebopor bopisa
musical styleof
modern jazz
•whichis characterized
byafast tempo,
instrumental virtuosity
,
* improvisationthat emergedduringW
orld
W
ar II.
DizzyGillespie
87. POPULARMUSIC(Day4)
*Popular music literally means “music of the
populace,” similar to traditional folk music of
thepast.
*it developed in the 20th century
, pop music
(asit hascometobecalled)
*generallyconsistedof musicfor
entertainment of large numbersof people,
whetheronradio or inliveperformances.
97. Michael Jackson,“TheKingofPop” Perhapsthe
most popular soloperformer of all timeis
MichaelJosephJacksonwhowasborn on
August29,1958anddiedonJune25,2009.
HewasanAmericanrecording
artist, entertainer, singer-
songwriter, recordproducer,
musical arranger, dancer,
choreographer, actor,
businessman, and
philanthropist.
112. WHA
TTOPERFORM GroupActivities(Day
6)
1. ClassSingingConcert–liveperformance
a. Y
our teacher will dividetheclassintofour groups.
b.Eachgroupwill beaskedtodrawlotstosinga
songfrom oneof thefollowingmusical genres:
ForAfricanMusic- choosefromKumbaya, W
aka
W
aka, orMbube
ForLatin-Americanmusic- OneNoteSamba
ForJazz- choosefromSomeonetoWatchOverMe
byElla Fritzgeraldor AllThatJazzfromthemovie
ChicagoForPopandOPM- chooseyourownsong
113. c. Decideamongyour groupmembers
whichof youwill sing, planthe
choreography or movementsto
accompanythesong, playamusical
instrument, andrecordthegroup’s
performanceonvideo.
d. Learnyour assignedsong, usingthe
lyricsonthefollowingpages.Practiceit,
withthechoreography and
accompaniment. Then, performit inclass.
114. 2. DanceInteraction
a. Asyour groupperformsinclass, invite
the other class members to join you
inthedancemovementsor
choreographythat youhaveprepared.
b. Doanimpromptu selection of “Best
Dance Performance” among your
classmates.
118. EvaluationofPerformingActivities
Ratingscale:
5=V
eryGood 3=Fair 2=Poor
4=Good 1=NeedsFollow-up
Ratescoresarebasedonthegroups’performancequality.
1. Howwelldidour groupperformour assignedmusic?
a.AfricanMusic
b. LatinAmericanMusic
c. Jazz
d. PopMusic/ OPM
2HowwellcanI identifythedifferentmusicalgenresbased
oninstrumentation,melody,rhythm,text,timbre,harmony,
andpurpose?
119. 3.HowwellcanI describethecharacteristics of
eachgenreasI listenedtothemelody
,
harmony
, rhythm,andlyrics?
4.Howwell didour groupperformthedifferent dance
movesfor our assignedsong?
5.HowwellcanI (individually)singthefollowing
musical genres?
a.AfricanMusic
b. LatinAmericanMusic
c. Jazz
d. Popular / PopMusic
e. OPM