Elements in music

1. DIVISION TRAINING WORKSHOP FOR
TRAINERS IN MUSIC
August 17-20, 2023
KINDERGARTEN AND GRADE I
MARIA JODELYN P. URATA
Resource Speaker

2. The Curriculum Framework of Music and Arts
Education Framework

3. GRADE LEVEL STANDARDS Grade
The learner demonstrates
understanding of the basic
and fundamental processes in
music and art, through
performing, creating, listening
and observing, and
responding.

4. ACTIVITY I
Divide the group into 5. Discuss
the following topics
1. What are the elements of music
included under the K to 12
program ?
2. In each of the elements listed
what elements have you
mastered?

5. ACTIVITY I
3. What elements you need to
strengthen?
4. What are the music processes?
5. What other topics in line with
music you want to know?

6. Music Processes
1. Listening
2. Reading
3. Imitating( Re-
creating)
4. Responding
5. creating

7. Music Processes
6. Performing (
including movement
7. Evaluating
8. Analyzing critically
9. Applying

8. Elements in Music for
Grades 1-3 Under the K to
12 program
1. Rhythm ( meter, beat/
pulse
2. Melody ( melodic contour,
high and low sounds)
3. Form ( Form of music)

9. Elements in Music for
Grades 1-3 Under the K to
12 program
4. Timbre ( Classification of Voices)
5. Dynamics (dynamic terms and
symbols)
6. Tempo ( Common Tempo markings)
7 Texture ( musical mixture)

10. Rhythm
Rhythm is the first element
that attracts the attention of the
child. Beat, meter, accent and
rhythmic patterns are the
components of rhythm.
Some activities in rhythm are
clapping, stomping, snapping ,
singing and others

11. Rhythm
• Beat is the pulse. It is done
regularly
• Meter the basic recurrent
rhythmical pattern of note,
values, accents and beats per
measure in music
• Accent –give emphasis on the
first beat in every measure
• Rhythmic Pattern

12. Objectives
Identify the difference between
sound and silence?
Associate visual images with
sound and silence within a
rhythmic pattern.

13. Rhythm
Sound and Silence
When you hear something there is
SOUND. When you can’t hear sound
there is SILENCE
When SOUND and SILENCE are
organized we create music.
We associate visual things to sound
and silence. We can create rhythmic
patterns based on visual images
presented

14. ACTIVITY 2
CREATE SOUND COMING FROM
DIFFERENT SOURCES
PRESENT ACTIVITIES RELATED
TO SILENCE

15.  1. SHOUTING 6. SHAKING HANDS
 2. SMILING 7. CLOSING THE EYES
 3. JUMPING 8. KNOCKING THE DOOR
 4. CLAPPING 9. TAPPING THE SHOULDER
 5. NODDING 10. SOBBING

16. Rhythm
Duration and rhythm apply to
silence in the same manner as
they apply to sounds.
1. clap, silence, clap silence
2. silence clap, silence, clap
3. clap, clap, clap, silence
4. silence, clap, clap, silence
5. clap, clap, silence, silence

17. Objectives
Identify steady beats by 2’s , 3’s,
4’s
Clap, tap, chant, walk, play
musical instruments in response
to sound with correct rhythm in
group of 2’s, 3’s, 4’s

18. Steady beats by 2’s, 3’s, 4’s
Beats are regular. They are called
steady beats or ostinato.
They can be done in 2s,3s,4s. It can be
done in different movements of the body
and with the use of musical instruments.
Ostinato can be seen and done in songs,
actions and played with musical
instruments. First beat is always heavier
than the rest of the beats. represents a
beat with sound represents one beat
with no sound.

19. 2

20. 2’s

21. 3’s

29. Activity 2
Create rhythm with different
rhythmic pattern in
2’s,3’s,4’s, and present them
by group.
Choose a song and apply the
rhythmic pattern as an
accompaniment. Use your
resourcefulness and creativity.

30. Content Standards on Rhythm
1. Sound and silence
2. Steady Beats 2’s, 3’s, 4’s
3. Simple Rhythmic Patterns
4. Ostinato

31. Activity
1.List down the title of songs
included in the guide that you do
not know .
2. List down the songs included in
the LM or TG that you have
mastered.
3. How did you address number one
question during your class in
Music?

32. OBJECTIVES
demonstrates basic
understanding of pitch and
simple melodic patterns
responds accurately to high and
low tones through body
movements, singing, and playing
other sources of sounds

33. MELODY
1. Pitch
2. Simple Melodic Patterns
3. Singing songs in the different
Keys

34. LEARNING COMPETENCIES
1. identifies the pitch of a tone as
high or low
2. matches the correct pitch of
tones with other sound sources
3. sings simple melodic patterns
3.1 ( so –mi, mi –so, mi – re-do)

35. LEARNING COMPETENCIES
4. matches the melody of a song with the
correct pitch vocally
4.1 greeting songs
4.2 counting songs
4.3 action songs
5. sings in pitch
5.1 rote singing
5.2 greeting songs
5.3 counting songs

36. Melody
Melody is a succession of related
single tones expressing an idea. It
can be done in steps or it can hop
or even jump from one position to
another.
Melody is the tone of the song. It
composes of musical lines that
make up a set of tones and
pitches.

37. Pitch
Pitch is the highness or lowness of
tones
How do you identify the pitch of
tones?
1. listening
2.through comparison
It can be through people, animals,
musical instruments and other
things that produce sound

38. Animal Sounds

42. Musical Instruments

43. MUSICAL INSTRUMENTS

45. Pitch of tones maybe high or
higher, low or lower. Musical
instruments produce different
pitches. Example: Viola has a
high pitch but violin is higher.
Snare drum has a low pitch but
the bass drum is lower. Getting
the correct pitch is singing the
correct tone of the song
accurately

47. Pitch defines the exact position of
each tone on the line or space. It
may go up and it may go down.
Sometimes pitch has the same tone.
A melody of a song when sung in
correct pitch produces a beautiful
sound and tone. In learning the
melody of a song the following can
be used; rote singing, echo singing,
and phrase singing

48. DEPARTMENT OF EDUCATION
do re mi fa so la ti
do
C Major Scale
Music

49. DEPARTMENT OF EDUCATION
Music
Kodaly Approach
-Zoltan Kodaly is a Hungarian Musician
-Kodaly method is a child developmental
sequence for teaching music concepts and
skills to young children
-It is vocal method rather than instrumental
one
-Uses series of hand signs with tonal
relationship

50. DEPARTMENT OF EDUCATION
Zoltan Kodaly Hand Signs
Music 5
“Sing My Hand”

51. DEPARTMENT OF EDUCATION
Music
Alamin
natin!

52. DEPARTMENT OF EDUCATION
Music
mi fa so so mi do mi fa so fa mi re
re mi
fa mi fa re re mi fa mi re do
mi re

53. DEPARTMENT OF EDUCATION
Music
do do re mi mi mi mi fa so la
la la
la fa la so re mi fa mi re
do

54. DEPARTMENT OF EDUCATION
Music
yan

55. DEPARTMENT OF EDUCATION
Pitch Names
Lines: E-very G-ood B-oy D-oes F-ine
Spaces: F-ather A-lways C-ome E-arly
DEPARTMENT OF EDUCATION
so-fa syllable do re mi fa so la ti do’
letter name C D E F G A B C’

56. do re mi fa so la ti do re mi fa so la ti do
Grand Staff
DEPARTMENT OF EDUCATION
Music

57. Children love to sing nursery rhymes
. This activity helps them develop
their singing ability and their
interest in music.
Music has a shape and direction. Its
shape or direction depends on the
melody of the song. Sometimes the
direction goes up. Other times it
goes down. Other time the direction
is the same

59. Activity 4 by Group
Create a simple melodic pattern.
Use your musicality. Explain your
work.

60. CONTENTS- FORM
1. Musical Lines
2. Beginnings and
Endings in Music
3. Repeats in Music


61. CONTENT STANDARDS
demonstrates basic
understanding of the
concepts of musical lines,
beginnings and endings in
music, and repeats in music

62. LEARNING COMPETENCIES
 6. identifies with body movements the
 6.1 beginnings
 6.2 endings
 6.3 repeats of a recorded music example
 7. identifies similar or dissimilar musical lines with the
use of:
 7.1 body movements
 7.2 geometric shapes or objects

63. LEARNING COMPETENCIES
 8. relates basic concepts of musical forms to
geometric shapes to indicate understanding
of:
8.1 same patterns
8.2 different patterns
 9. chooses the exact geometric shapes that
correspond to musical form


64. Form
The way music is put
together is called form.
There are songs called
binary, ternary

65. Musical lines maybe similar or
dissimilar. This means that there
are songs with similar tones
while others songs consist of
different tones.

67. Activity
How many lines are there in
the song?Are there similarities?
What lines are similar?
What lines are dissimilar?
List down some common songs
and their similarities and their
dissimilarities.

69. BEGINNING AND ENDING IN MUSIC
Music has always a beginning and has
always an ending. This is true to
both instrumental and vocals.

70. Activity
List down 10 titles of
songs. Write its
beginning line
And its ending 5
minutes ( individual
work)

71. Form- Repeats in Music
Repeats in music tells that,
in a song there are parts
which are repeated. It may
be through the melody. It
may be through the words
and phrases

73. CONTENT TIMBRE
1. Quality of Sound in Music
2. Introduction to Voice Production
3. Differentiation in Sound Quality
4. Introduction to Musical Instruments
CONTENT STANDARDS
demonstrates understanding of the basic
concepts of timbre


74. LEARNING COMPETENCIES
 1. identifies the source of sounds e.g. winds, waves swaying of the
trees, animals sounds, sounds produced by machines,
transportation, etc.
2. replicates different sources of sounds with body movements
3. identifies the common musical instruments by their sounds and
image
4. recognizes the difference between speaking and singing
5. sings songs with accurate pitch and pleasing vocal quality
6. produces sounds using voice, body, and objects


75. Timbre , Dynamics and Tempo
 Music is felt everywhere. Aside from its
melody and form, it is the expressive
elements of music such as dynamics and
tempo that help us express our emotions
and moods and make us feel like moving..
It has its own quality and color which
makes it different from other sounds like
the human voice and musical
instruments. The quality of sound that
distinguishes it from other sounds is
called Timbre.

76. Timbre
Sound comes from different
sources. They have their distinct
characteristics which make them
different from each other.

77.  Sound produced may not come always from people or musical
instruments. Sound sometimes may be pleasant and there are times it
may be unpleasant. People react to sounds
 deep (nauneg) very high (nasinggit)
 shallow (narabaw) bass (nabangeg)
 dark/heavy (nadagsen) fine (napino)
 light (nalag-an) coarse (nakersang)
 (These terms refer of timbre/color or
quality of sound)

78. TIMBRE- SOUND QUALITIES
 Sound comes from different sources. It may
come from the sound of people, animals,
machines as well as other living things
around us. They produce different timbre.
bird (high, shrill, brilliant, marbling, whistling,
etc.)
airplane (low, droning, crunching, rough, etc.)
thunder (coarse, loud, rumbling, roaring,
crackling, etc.)

79. DYNAMICS
1. Volume of Sound in Music
2. Distinction Between
Loudness and Softness in
Music


80.  7. interprets through body movements the dynamics of a song

8. distinguishes between “loud”, “louder”, “soft” and “softer” in
music

9. relates movements of animals to dynamics
 E.g.
 elephant walking – loud
 dog walking – medium
 tiny steps of a mouse - soft
 10. uses the words loud, louder, soft, softer – to identify variations in
volume

 11. replicates “loud,” “medium,” and “soft” with voice or with
instruments


81. TIMBRE-
INTRODUCTION OF
MUSICAL
INSTRUMENTS
 There are four kinds of musical instruments namely
percussion, string, woodwind and brass instruments .
Brass instruments are blown. They are made of brass
String instruments are strummed. Woodwind are also
blown and percussion are made from different sources
They are shaken or beaten

83. INTRODUCTION TO VOICE PRODUCTION
In singing there should be enough
breath control. It is better to
breath after sing a phrase of the
song

84. DYNAMICS- SOUND VOLUME IN MUSIC
Sound comes from different
sources. But in music sounds
come from musical instruments.
These instruments are played in
different volumes to have a
pleasant outcome. The volumes
in music are soft , loud and
medium

85.  Ang bayan ko’y tanging ikaw Pilipinas kong mahal
Ang puso ko at buhay man Sa iyo’y ibibigay
Tungkulin ko’y gagampanan Na lagi kang paglingkuran
Ang laya mo’y babantayan Pilipinas kong hirang
Bayan sa silanga’y hiyas Pilipinas kong mahal
Kami’y iyo hanggang wakas Pilipinas kong mahal
Mga ninuno naming lahat Sa iyo’y naglingkod ng tapat
Ligaya mo’y aming hangad Pilipinas kong mahal

86. Volume of sounds may be
associated with different
movements of animals. Slow
moving animals indicate soft
sound, moderately fast moving
animals indicate medium sound
and fast moving animals indicate
loud .sound.

87. MUSIC HAS DIFFERENT VOLUMES
AND IT MAY BE ASSOCIATED
WITH BODY MOVEMENTS. LOUD
VOLUME SIGNIFIES BIG
MOVEMENTS, MEDIUM SOUND
SIGNIFIES MEDIUM MOVEMENTS
AND SOFT VOLUME SIGNIFIES
SMALL MOVEMENTS.


88. Tempo: Sound Speed in Music
Volumes of music may be soft of softer,
loud or louder.
Tempo is an element of music which
shows the speed of the song as to slow
and fast determined through
performing, creating, listening,
observing and responding activities.
 Music has different speed. It may be
slow or slower, fast or faster

90. TEXTURE
 Texture is one of the elements of
music. It is the thickness and thinness
of sound. It also refers to a single or
several layers of sound which can be
heard at the same time. In this unit,
lessons and skills in texture are being
taught by singing round songs, singing
songs with or without accompaniment,
and playing improvised musical
instruments

91. AKONG MANOK
I
Akong manok sa buhi pa Akong manok sa buhi pa
Kusog motuktugaok Kukudiya kukuda
Kusog motuktugaok Kukudiya kukuda
Chorus:
Kukukudiya kukudiya kukuda Kukukudiya kukudiya kukuda
II
Akong manok sa patay na Akong manok sa patay na
Di na motuktugaok Kukudiya kukuda
Di na motuktugaok Kukudiya kukuda
Chorus:
Kukukudiya kukudiya kukuda Kukukudiya kukudiya kukuda
III
Akong manok sa litson na Akong manok sa litson na
Pagkalami kanoon kukudiya kukuda
Pagkalami kanoon kukudiya kukuda
Chorus:
Kukukudiya kukudiya kukuda Kukukudiya kukudiya kukuda

92. Texture: Thickness and Thinness of
the Sound of Music
Using one voice or solo
instrument create thin sound of
music. Using two voices or more
musical instruments create thick
sound in music. Round song is a
song with two or more parts. It is
sung in different times.

93. Texture: Thinness and Thickness
of Sounds (Instruments)
 Musical lines when single creates thinness
of sound. Multiple musical lines done
simultaneously creates thickness in music
 Musical density refers to the thinness and
thickness in sound. Music with single
instruments refers to only one music or
instrument. Layered orchestration refers to
more instruments use simultaneously.
Examples: bands, orchestra, rondalla

94. TEXTURE OF THE MUSIC CAN BE
MADE THICKER WITH THE
ADDITION OF THE SOUND OF
INSTRUMENTS
Chorus, duets, trio, quartet
create layered orchestration
create thick texture. Vocal solo,
Single instruments make thin
texture in music

95. “Music is the language of the
spirit. It opens the secret of
life bringing peace, abolishing
strife.” — Kahlil Gibran
“Where words leave off, music
begins.” — Heinrich Heine

96. 2nd RUNNER UP
Performer No. 1

97. 1st RUNNER UP
Performer No. 2

98. CHAMPION
Performer No. 3