This document provides an introduction and overview of a lesson on music from the lowlands of Luzon in the Philippines. It includes the learning competencies, lesson objectives, and an introduction to various musical elements like rhythm, tempo, dynamics, harmony, timbre, meter, melody, and texture. It then discusses vocal and instrumental music and provides examples of folk songs from different regions of the Philippines like Ilocano, Kapampangan, Bicolano, and Tagalog folk songs. The document aims to teach students about traditional Philippine folk music.

1. Are you excited for a fun
learning session?

3. Introduce yourself
Introduction of the Lesson
October 6, 2020
Tuesday
If you can dream
it, you can do it.
– Walt Disney
MOST LEARNING
COMPETENCY:
1. identifies the musical
characteristics of
representative music
selections from the
lowlands of Luzon after
listening. MU7LU-Ia-1
2. 2. analyzes the
musical elements of
some lowland vocal
music selections
MU7-LU-1a-2
3. sings folksongs from
the lowlands of Luzon
MU7LU-Ia-h7
Netiquette for online classes
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15. 01
02
03
LESSON OBJECTIVES
cite the musical characteristics
of representative music
selections from the lowlands of
Luzon after listening
determine the musical
elements, themes, and moods
present in vocal and
instrumental music of lowland
of Luzon; and
appreciate the simplicity of
Luzon’s lowland folksongs

18. .
👉Let us recall the different music
elements that you have learned from
your previous music lessons. All you
must do is thumbs Up if it is TRUE and
thumbs down if it is FALSE.

20. RHYTHM
• Rhythm is the regular
repeated pattern of
sounds. It serves as the
pulse of the musical
composition. This
element has three
components: beat,
tempo and meter.

22. TEMPO
• Tempo is the speed of
the beat. Every music
has its own speed
which depends on the
mood of the whole
music. Most happy
tunes are fast while sad
music is relatively slow.

24. DYNAMICS
• The second element is about the
softness and loudness of the
music - the Dynamics. This can
be gradual (crescendo and
decrescendo) or sudden /
abrupt. Dynamics in music
suggests the emotional aspect of
the composition. Soft music
suggests themes such as love
while loud or strong music
suggests bravery or war.

26. HARMONY
• The vertical arrangement of sound in a
musical piece is called Harmony. It is
the simultaneous sounding of two or
more notes.
• This element can refer to the chords
produced, the accompaniment styles,
and the countermelodies. Harmony has
two types, the consonance and the
dissonance. Consonant intervals in
music are more pleasant and seems like
“everything is ok”. Dissonant intervals
on the other hand produce a more
“creepy” sound. It shows tension and
needs to be resolved.

28. TIMBER
• The timbre is the quality of
sound heard. If you and your
friend sing “Bahay Kubo” in
unison, you can easily
distinguish each other’s voice
based on the quality of the
sound of your voices.

29. METER
The meter, which composes of time
signature is the combination of strong
beats (accent) and weak beats.
For example 44 (four four) time
signature is like counting 1, 2, 3, 4, 1,
2, 3, 4, 1, 2, 3, 4, and so on. This type
of meter is commonly used in pop
songs. In 34 time signature, you just
count 1, 2, 3, 1, 2, 3, 1, 2, 3 and so on.
This meter is commonly used in waltz
music. For the time signature 24 (two
four), you just count 1, 2, 1, 2, 1, 2
and so on. Marches, polkas use this
kind of meter.

30. MELODY
• The next element is the most
obvious among all musical elements
– the Melody. It is the organized
sequence (horizontal) of single notes.
• In other words, it is the main tune of
the musical piece. It is what you
hear and what retains in your head.
It has two types, the conjunct and
the disjunct.
• The more singable or playable type
is the conjunct. The melody is easy
to sing because the notes have no
skips or leaps.

31. TEXTURE
• Texture is all about the thickness of
the sound. In the three diagrams
below, the lines represent the
melodic movement of a musical
piece

33. 1. Are you familiar with the song?
2. Have you tried singing this song
before? How was it?
3. Where do you think this song came
from?
4. What do you think is the genre of the
music?
5. Do you like listening to this type of
song? Why or why not?

34. 👉These are songs written by the folk and
are sung while doing daily activities such
as farming, fishing, and putting the baby to
sleep.
👉These are traditionally passed on
orally.
👉Most Philippine folk songs have
Spanish and Western influences.
👉Filipino folk songs and indigenous
rituals are part of Filipinos daily lives.
These are performed in his/her native
language such as Ilocano, Pangasinense,
Kapampangan, Tagalog, Bicolano, and
others

35. 👉Originally passed down orally to the family, and to the other members of the
community.
👉Learned through rote
👉Sung in her/his own dialect
👉Begins in one key and ends in the same
Key
👉Composers and lyricists are usually unknown
👉Mood can be sentimental, playful, and
Humorous
👉Concepts are based on nature peoples
work, tradition, culture
👉Short and simple
👉Either duple meter 2/4, triple meter 3/4, or quadruple meter 4/4

36. VOCAL MUSIC INSTRUMENTAL
MUSIC
👉Performed by one
or more singers with
or without
instrumental
accompaniment where
singing provides the
main focus of the
piece.
👉Performed
by one or more
singers with
instrumental
accompaniment

38. ILOCANO FOLK SONG
🎻It is a popular old Ilocano folk
song possibly pre-Spanish era is
about a girl with a hardened heart
who does not need her lover's
pleading. It is about courtship and
love.

40. KAPAMPANGAN FOLK SONG
🎻It is a traditional Filipino folk song
from Central Luzon, Philippines in
Kapampangan sung by adults and
children. The woman in the song
was looking for
a missing ring given by her mother
and offers her love as a prize for the
man who could find it.

42. BICOLANO FOLK SONG
🎻a popular Bicolano song
written by Potenciano
B. Gregorio Sr. in Albay
more than a hundred
years ago.

44. TAGALOG FOLK SONG
🎻It is a
traditional Filipino folk song
which originated from
"Mariposa Bella", a Filipino
song in Spanish originated
in the 1890s.

46. QUESTIONS
AND
CLARRIFICATION
S

47. SHARING
TIME