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DRAFT
April 10, 2014
First Quarter
Lesson 1: Pulse in Music
Week 1
Introduction
Activity I
Sing “Leron, Leron Sinta” and move to the rhythm of the
song.
		
In music, the duration of sound and silence is important.
Duration refers to how long and how short tones and silence
last. These tones and silence follow a certain beat. Beat can
be felt with or without sound. We clap, walk, tap, march,
dance, and play musical instruments to show the rhythm and
beat of music.
Remember:
•	 The symbol ( ) shows the pulse of the sound.
•	 Rest ( ) is the symbol used to show silence.
•	 We can feel the pulse through clapping, tapping, walking,
chanting, and playing rhythmic instruments.
DRAFT
April 10, 2014
Leron leron sinta, buko ng papaya,
		 Dala dala’y buslo, sisidlan ng bunga.
		 Pagdating sa dulo nabali ang sanga,
		 Kapos kapalaran humanap ng iba.
Clap the beat while singing
“Leron, Leron Sinta”.
	Give examples of sounds that you hear around us.
	What movements can you make without creating any
	sound?
Activity 2	
Perform the following rhythmic patterns.
DRAFT
April 10, 2014
Write the stick notation below the images.
Activity 3
Perform the rhythmic patterns using the given movement, while
singing.
Group 1 -	 clap
	
Group 2 -	 tap
	
	 Group 3 -	 snap
DRAFT
April 10, 2014
Group 4 -	 play any rhythmic instrument
				
Evaluation
Put a check ( ) in the appropriate box.
Skill Very
Satisfac-
tory
Needs Im-
provement
1. Can differentiate
sounds that can be
heard from sounds
that cannot be heard
2. Can identify sounds
that we do not hear
but receives a beat
DRAFT
April 10, 2014
3. Can perform the giv-
en rhythmic pattern
correctly through clap-
ping, tapping, chant-
ing, or snapping
4. Can participate ac-
tively in group activities
5. Can demonstrate
kindness and respect
to self and others by
listening attentively
Lesson 2: Moving with the Beat
Week 2
Introduction
	
Activity I
Clap/Tap the following rhythmic patterns.
		
Beat is the pulse in music. It can be regularly slow or regularly
fast. It can also be felt and expressed through movements.
DRAFT
April 10, 2014
Sing “Ang Alaga Kong Pusa” while tapping the steady beat
of the song.
Activity 2	
1. Look at the following pictures.
What is the man doing?
		 What do we call the man who builds a house?
		 What is his occupation?
		 What does a carpenter do?
		 Aside from houses, what other things does he do?
DRAFT
April 10, 2014
			
2. a. Clap/Tap the beat of “Mang Kiko”.
b. Chant “Mang Kiko”.
Mang Kiko (Chant)
DRAFT
April 10, 2014
Activity 3
Clap/Tap the rhythmic pattern of “Colors at School”.
DRAFT
April 10, 2014Play the rhythmic patterns below using the indicated in-
strument.
	
Pair of sticks
Drum
DRAFT
April 10, 2014
Clap
Tambourine
Evaluation:				
	 Put a check ( ) in the correct box.
Skill
Ad-
vanced
Profi-
cient
Satisfac-
tory
Begin-
ning
1. Can show
steady beats
through move-
ments while sing-
ing the song
2. Can perform
steady beats
using rhythmic
instruments
3. Can sing the
song correctly
Remember:
Beat is the pulse we feel in music. It is always regu-
lar and can be fast or slow. This is what we call steady
beat.
We can use movements like marching, tapping,
clapping, and playing musical instrument to show the
pulse in music.
DRAFT
April 10, 2014
4. Can participate
actively in group
activities
Lesson 3: Rhythm in Music
Week 3
Introduction
	
Activity I
Echo clapping
a.
				
		
b.
c.
Rhythm is the flow of the movement of sounds. All
things that surround us have rhythm as seen in nature like
the rising and setting of the sun, the swaying of the trees, the
movement of the waves, and even the way we talk.
DRAFT
April 10, 2014
Activity 2
Araw at Buwan
Remember:
Rhythm refers to the flow of the movements of sounds and
silence.
Rhythmic pattern is a combination of long ( ) and short (
) sounds, and silence ( ) .
DRAFT
April 10, 2014
Do the following activities:
Clap the steady beats (pulse) only.
Clap the rhythmic pattern.
Divide the class into 2 groups:
Group A will clap the steady beats (pulse) only.
Group B will clap the rhythmic pattern only.
Which group clapped the steady beats?
How did Group B clap the rhythmic pattern?
What have you noticed about the sounds produced by
Group A and Group B?
Activity 3
Do the following activity.
Group 1 – Sing the song “Araw at Buwan”.
Groups 2, 3, 4, and 5 – Play the rhythmic patterns using
rhythmic instruments:
Group 2 - Pair of sticks Group 3 - Drum
Group 4 - Clapper Group 5 - Tambourine
DRAFT
April 10, 2014
Evaluation:	
Put a check on the correct box.
SKILL Very Good
Satisfac-
tory
Needs Im-
provement
1. Can demon-
strate long and
short sounds
2. Can tap/clap
rhythmic pat-
terns using stick
notation
3. Can play differ-
ent rhythmic pat-
terns using rhyth-
mic instruments
4. Can participate
actively in all ac-
tivities
Lesson 4: Move in Rhythm
Week 4
Introduction
Activity 1
•	 Sing the song “Soldier’s March”.
•	 Clap/tap/chant/walk, and play rhythmic instruments while
singing.
Rhythm is the most important element in music. It
shows organized movement in groups of 2s, 3s, and 4s.
DRAFT
April 10, 2014Clap or tap the following rhythmic patterns.
DRAFT
April 10, 2014
DRAFT
April 10, 2014
Group activity
The class will be divided into 3 groups. Each group will play
musical instruments such as clapper, drum, tambourine,
while singing “Soldier’s March”.
Activity 2
Sing the song “Rocky Mountain”.
Play the pulse of the song on rhythmic instruments.
Remember:
Sounds can be grouped in 2s, 3s, and 4s.
Week 5
Introduction
Activity 1
Sing “See-Saw” while clapping the rhythmic pattern. In -
tune singing
We can sing, move, and play musical instruments to
show the beat of the music. Dancing the waltz is the best move-
ment to show beats grouped in 3s.
DRAFT
April 10, 2014
Sing “Bahay Kubo”
DRAFT
April 10, 2014
Group activity:
a. The class will be grouped into 2. The first group will
sing the song “Bahay Kubo” while the second
group will dance the waltz.
b. Let the pupils sing “Bahay Kubo” while playing
rhythmic instruments.
Activity 2
Select any rhythmic instrument inside the classroom to be
used while singing “Tiririt ng Maya”.
Remember:
We do the waltz step to show the pulse or beat of a
song grouped in 3s.
DRAFT
April 10, 2014
Week 6:
Introduction
Activity 1
Let us sing the song “Ten Little Indians”. Do body movements
such as tapping, clapping, and marching.
Beats grouped in 4s are commonly used in most
songs. To make songs more interesting, we can add simple
accompaniment.
DRAFT
April 10, 2014Name the following musical instruments commonly used to
show the beat of a song.
			
What is our last instrument? Have you seen a trumpet?
Sing “Come and Play”.
DRAFT
April 10, 2014
Song analysis:
Do the following activities
•	 Echo clap the pulse and rhythm of the song.
•	 Tap and march in place while reciting the lyrics ac-
cording to the pulse/beat of the song.
•	 Let the children sing the song while imitating trumpet
playing.
How are the sounds grouped in “Come and Play”?
How did you show the beat of the song?
Activity 2
The class will be divided into 2.
Sing the songs “Come and Play” and “Ten Little Indians”
while playing rhythmic instruments.
Each group leader will choose a song to perform.
DRAFT
April 10, 2014
Evaluation
Put a check ( ) on the correct box.
	
SKILLS Best Better Good
1.	 Can perform rhythm accurately
in all songs
2.	 Can identify the beat using
body movements
3.	 Can sing the correct pitch while
doing body movements
4.	 Can play the correct beat using
rhythmic instruments
5.	 Can participate actively in
group activities
Lesson 5: Ostinato
Week 7
Introduction
	
Ostinato is a repeated rhythmic pattern used as an ac-
companiment to a song. It is often played using percussion instru-
ments like drums, wood blocks, castanets, triangles, and rhythm
sticks.
Remember:
We can clap, tap, chant, walk, and/or play mu-
sical instruments to show the beat of a song with
beats grouped into 4s.
DRAFT
April 10, 2014
Activity 1
Do the following activities.
a. Tap / clap the chant
b. Read the chant
c. Read the chant while tapping the rhythmic pattern.
		
Tap the following rhythmic patterns.
	
Study the picture.
4
DRAFT
April 10, 2014
What can you say about the picture?
Sing “See-Saw” while clapping/tapping the steady beat.
Study the following pattern/s.
or	
a.	 Clap the rhythmic pattern repeatedly until pupils
become familiar with the rhythmic pattern.
b. Sing the song “See-Saw” while clapping/ tapping/
walking the rhythmic pattern.
c. Use any rhythmic instrument to play the rhythmic pat-
tern while singing the song.
Activity 2
	 Group A – Sing the song
Group B – Do the ostinato pattern
		
	 Group C – Do the ostinato pattern using rhythmic
			instruments.
Remember:
Ostinato is a rhythmic pattern repeatedly used to accompany
a song. It can be played using rhythmic instruments and other
sound sources.
DRAFT
April 10, 2014
2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa
tumakbo, tumakbo, ang pusa sa loob ng bahay
3 Tumalon ,tumalon ang aso , ang aso, ang aso
Tumalon ,tumalon ang aso sa malaking bakod
Evaluation
Draw a for best, for better, and for good performances.
SKILLS Best Better Good
1.	 Can identify rhythmic
instruments and other
sound sources
2.	 Can use simple ostinato
pattern to accompany
a song
3.	 Can show creativity in
using sources of sounds
DRAFT
April 10, 2014
4.	 Can sing the song while
playing simple ostinato
pattern
5.	 Can participate active-
ly in the group activities
Lesson 6: Creating Ostinato
Week 8
Introduction
Activity I
Clap the following rhythmic patterns using the following
rhythm syllables.
	
Creating simple ostinato patterns is an interesting activity.
In this lesson we will explore and experience creating simple
rhythmic patterns using rhythmic instruments and body per-
cussion.
DRAFT
April 10, 2014
Rhythmic dictation:
The teacher will clap rhythmic patterns in 2s, 3s, and 4s and
the pupils will draw the stick notation.
Activity 2	
	
Do you love your country? Why?
DRAFT
April 10, 2014
Do the following activities.
a. Read/Clap the patterns using rhythmic syllables.
b. What rhythmic syllables were used in the rhythmic pat
tern?
c. Let the pupils create simple ostinato for the song.
d. Play the rhythmic pattern while singing the song “Bayang
Sinta”.
Activity 3
Group the class into 4. Each group will create an ostinato
pattern. Do the ostinato patterns through body movements
while singing the song.
Remember:
Ostinato can be played using rhythmic instruments or other sound
sources. Rhythmic patterns can be shown through body move-
ments.
DRAFT
April 10, 2014
Evaluation:	
			
Put a check ( ) on the correct box.
	
SKILL
Ad-
vanced
Profi-
cient
Satisfac-
tory
Begin-
ning
1. Can show crea-
tivity in creating
ostinato
2. Can perform the
given rhythmic
pattern through
clapping, tapping,
chanting, snap-
ping, and playing
musical/rhythm
instruments
3. Can perform cor-
rectly the rhythmic
patterns as rhyth-
mic accompani-
ment to a song
4. Can participate
actively in the
group activity
5. Can demonstrate
cooperation in do-
ing group activity
DRAFT
April 10, 2014
1 
 
 
MAPEH
Learner’s Material
Unit 2
Melody and Form
3
  This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
DRAFT
April 10, 2014
2 
 
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material
DRAFT
April 10, 2014
3 
 
Table of Contents
Second Quarter
Lesson 1
Pitch…………………………………………… 4
Lesson 2
Melodic Contour……………………………. 8
Lesson 3
Perfect Pitch…………………………………. 11
Lesson 4
Musical Form……………………………….. 15
Lesson 5
Repetitions in Music………………………. 18
Lesson 6
Musical Lines………………………………. 20
Lesson 7
Beginning and Ending…………………… 23
Lesson 8
Singing in Tune……………………………. 25
DRAFT
April 10, 2014
4 
 
Melody is composed of tones that vary in pitch.
Pitch can be of low, moderate, and high tone. These
tones move in different directions.
 
Second Quarter
Lesson 1: Pitch
Week I
Introduction
Activity 1
Create your own body movements that will match the
different melodic directions of the song below.
DRAFT
April 10, 2014
5 
 
Activity 2
Let us sing the scale using hand signs.
Activity 3
Let us clap the beat of the rhythmic pattern below
using improvised rhythmic instruments.
1 2 3 1 2 3 1 2 3 1 2 3
Activity 4
The teacher will present the musical score “Go Tell Aunt
Rhody”.
1. Teacher will sing the song.
2. Teacher will let the pupils read the lyrics with correct
rhythm.
3. Teacher will teach the song using rote method or any
melodic instrument.
DRAFT
April 10, 2014
6 
 
4. Class will sing the song.
Activity 5
Using the song “Go Tell Aunt Rhody”, match the so-fa
syllables written on the meta strips given by your teacher and
compare it to the musical score.
1.
2.
3.
4.
5.
DRAFT
April 10, 2014
7 
 
Activity 6
Create any body movement that will show the following
pitch:
1. high
2. moderately high
3. moderately low
4. low
 Have the pupils sing “Go Tell Aunt Rhody”. Using
flaglets of different colors, do the following body
movements:
high – hands upward
mid – hands sideward
low – hands downward
Remember:
 Melody is what we remember in a song. It is
the tune of the song.
 Melody is a musical line made up of a set of
tones or pitches
 Pitch is the highness or lowness of a tone. In
order to create one musical idea, a composer
needs many tones.
 Melodies are made up of different
pitches/tones that vary in pitch and duration.
so so la la do
A
la so la ti so re re do ti ti ti
B C
D ti ti la so so 
D
E la la do ti la so
DRAFT
April 10, 2014
8 
 
Activity 7
Do the following tasks
Listen to the tones that will be sung or played by the teacher.
Identify which of the given tone is low, moderate, or high by
placing the cut out colored quarter notes( ) on the staff.
Green – highest tone
Yellow – middle tone
Red - lowest tone
Lesson 2: Melodic Contour
Week 2
Introduction
Melodies move in different directions. Some
notes may move upward or go downward. There are
also melodies that remain unchanged or stay on the
same level.
DRAFT
April 10, 2014
9 
 
Activity 1
Let us sing and act like a see-saw with your partner.
While singing the song “See-Saw”, you and your partner will
demonstrate the movement of a see-saw showing the concept
of the high and low tones/pitch.
Activity 2
Let us sing the so-fa syllables of the song “See-Saw” using the
Kodaly hand signs.
Activity 3
Pupils will do the following activities:
a. Perform hand signs while singing the so-fa syllables.
b. Sing the lyrics of the song.
DRAFT
April 10, 2014
10 
 
c. Sing the song by phrases.
d. Sing the whole song and let pupils move their
hands/arms following the melodic lines.
Activity 4
Divide the class into 2 groups. Let each group perform the
contour of the melody through body movements. Each group
may use other materials to enhance their performance.
Group 1
Group 2
Remember
Melody moves in different directions. It can
go up and down like the shape of a hill, mountain,
valley or plateau, or it can stay on one pitch like a
plain.
DRAFT
April 10, 2014
11 
 
Rubrics
Activities Very
Good
Good Fair
1. Can identify music
contour
2. Can sing in tune
3. Can illustrate musical
lines through body
movements
4. Can participate
actively in group
activities
Lesson 3: Perfect Pitch
Week 3
Introduction
Activity 1
Let’s sing the following songs.
Contour is the shape of a melody. Some
notes move up and down forming different
shapes: wavelike, zigzag, curve-like, or mountain
shape.
DRAFT
April 10, 2014
12 
 
Divide the class into 4. Each group will play available rhythmic
instruments, while singing the song “Months of the Year”
Group I
Empty bottles
(Shakers)
Group 2
Coconut shells
Group 3
Sticks
Group 4
Plastic drum
here
DRAFT
April 10, 2014
13 
 
Activity 2
Let the children sing in tune.
Let’s try to do this
A.
1. Describe the melodic direction of the first line of the
song?
2. Using arm movements, make an outline of the direction
of music as you sing the song.
3. What shapes have you formed in following the melodic
direction of the song?
B.
Let us connect the lines to show the melodic contour
of the song “Kaygandang Tignan”.
-
- - -
- - - - - - - -
adapted
DRAFT
April 10, 2014
14 
 
Activity 3
Using crayons let the pupils draw on their notebooks the
melodic directions they hear. The teacher will play or sing the
following:
1. Happy Birthday Song
2. Rain, Rain, Go Away
Evaluation
Divide the class into 4 groups. The leader of each group will draw
lots where the directions of the melodies are written. Each group
is expected to perform each melodic contour using body
movements, drawing, singing or writing on meta strips.
Activities Excellent
Very
Good Good
1. Can move to the
melodic contour of
the song
2. Can draw the
direction of melody
heard
3. Can sing in tune
alone and with
others
4. Can create
movements to show
the direction of the
melody
Remember:
Melody is made up of a set of varying tones
or pitches. Melodic contour is the direction of
melody. It may go up, down, or stay in place.
DRAFT
April 10, 2014
15 
 
5. Can participate
actively in all group
activities
 
Lesson 4: Musical Form
Week 4
Introduction
Activity 1
Pupils will identify the title of the following songs.
a. …ang mamatay ng dahil sa‘yo.
b. Ang bayan ko’y tanging ikaw
c. …dala-dala’y buslo
d. …sa paligid-ligid ay maraming linga.
Activity 2
Suggested songs:
Songs are made up of musical phrases.
These musical phrases can be the same, similar,
or different that can be represented through
symbols.
DRAFT
April 10, 2014
16 
 
Do the following activities:
a. Let the pupils sing the song
b. Let pupils identify the following
 Same lines or phrases
 Similar lines or phrases
 Different lines or phrases
Activity 3
 Create body movements to show the beginning and
ending of the songs. Analyze the songs based on the
following:
DRAFT
April 10, 2014
17 
 
a. same (melody and rhythm)
b. different (melody and rhythm)
c. similar (melody and rhythm)
 Draw a star on same melodic lines, a circle on different
melodic lines, and a triangle on similar melodic lines.
Activity 4
Practice singing the song below and identify the melodic
lines/phrases as: same, similar, and different.
Remember:
Songs are made up of musical phrases.
Musical phrases can be the same, different, or
similar. Songs have a beginning, middle, and
ending that form one musical idea.
DRAFT
April 10, 2014
18 
 
Evaluation
Rubrics
Activities Excellent Very Good Good
Needs
help from
doing the
task
1. Can identify the
beginning, middle and
ending of the song
2. Can identify same,
similar and different
musical lines or phrases
in the song
3. Can sing same, similar
and different phrases in
the song
4. Can show musical lines
or phrases through
body movements and
geometric shapes or
objects
5. Can participate
actively in the group
activity
Lesson 5: Repetitions in Music
Week 5
Introduction
Activity 1
Sing the song following the repeat mark.
The repeat mark ( II: :II ) is used to show repetition in music.
DRAFT
April 10, 2014
19 
 
a.
b.
DRAFT
April 10, 2014
20 
 
Evaluation
Rubrics
Draw a star ( ) in the appropriate column.
Lesson 6: Musical Lines
Week 6
Introduction
Activities Excellent Very Good Good
1. Can sing with correct
expression and
interpretation.
2. Can identify the repeated
parts of the song.
3. Can apply the repeat mark
found in the song.
4. Can work harmoniously
with the group.
5. Can observe self-discipline
in doing the activities.
Remember:
Musicians use repeat marks( II: :II ) to indicate
repetition of certain parts in musical pieces.
A musical composition is made up of musical lines that
can be repeated within a song.
DRAFT
April 10, 2014
21 
 
Activity 1
Explore and create your own way of playing improvised
musical instruments using the following rhythmic patterns.
Activity 2
Tell something about the picture
Form 3 groups. Using the song “Bagbagto”, do the
following activities.
Group A – sing the song
Group B – play improvised instruments using the
following rhythmic patterns
                                         
 
or
DRAFT
April 10, 2014
22 
 
Group C – create dance steps to the beat of the song
Activity 3
Perform the following rhythmic patterns following the
repeat signs.
1 2 1 2
Game instructions:
Let the pupils face their partner and do the following
actions while singing “Come and Play”:
1. Tap your lap, count 1; clap your hands, count 2; clap
your hands in front with your partner, count 3; and clap
with your hands, count 4.
Remember:
The repeat mark (II: :II) is used to show repetition in music.
DRAFT
April 10, 2014
23 
 
Evaluation
Rubrics
5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor
Skills 5 4 3 2 1
1. Can play the rhythmic patterns
following the repeat marks
2. Can play the improvised rhythmic
instruments accurately to
accompany the song
3. Can work together cooperatively
to come up with the best
performance
4. Can manifest self- confidence in
performing group rhythmic in front
of the class
Lesson 7: Beginning and Ending
Week 7
Introduction
Activity 1
Sing previously learned action songs
Activity 2
Write the beginning line and ending line the following
songs.
The voice is important in making sound. We
have a speaking and a singing voice. When we
sing, it should be done confidently and beautifully.  
DRAFT
April 10, 2014
24 
 
Songs Beginning Ending
a. Ako ay Nagtanim
b. See-Saw
c. Jack and Jill
d. Twinkle, Twinkle Little
Star
e. Leron, Leron Sinta
Evaluation
The whole class will sing properly, at least 4 songs learned
previously, with emphasis on the beginning and ending of the
song.
Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent
Very
good Good
Needs
help
1. Can sing in
accurate pitch
2. Can sing with
correct
rhythm/timing
3. Can sing
confidently from
the beginning
until the end of
the song
4. Can enjoy singing
in a group
Remember:
We have a speaking and a singing voice. When we sing,
it should be done confidently and beautifully.  
DRAFT
April 10, 2014
25 
 
Lesson 8: Singing in Tune
Week 8
Introduction
Activity 1
Let us sing the following songs emphasizing the beginning or
ending of each song.
a. “Yaman ng Bayan” (Mga hayop sa gubat…)
b. “Come Let’s Play” (Won’t the big bass drum join
us with boom, boom, boom.)
c. “Lubi-Lubi” (Enero, Pebrero…)
d. “Tayo’y Magsaya” (Ha, ha, ha, ha, ha, lahat
maligaya.)
Activity 2
Sing the song “Dance and Sing”.
Activity 3
Sing the songs, “Bahay Kubo” and “Leron, Leron Sinta”
confidently, giving emphasis on the beginning and
ending of each song.
Filipinos are known to be good singers. Singing is
one way of expressing our love and appreciation for
our folk songs and culture.
Remember:
Singing is an interesting activity. It helps us express our
feelings and improves our personality.
Singing develops self-confidence.
DRAFT
April 10, 2014
26 
 
Evaluation
Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent Very good Good Needs
help
1. Can sing in tune
2. Can sing with
correct rhythm/
timing
3. Can sing
confidently the
beginning and
ending of a song
4. Can sing with the
group happily
 
DRAFT
April 10, 2014
1 
 
 
MAPEH
Learner’s Material
Unit 3
Timbre and Dynamics
3
  This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
DRAFT
April 10, 2014
2 
 
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material
DRAFT
April 10, 2014
3 
 
Table of Content
Lesson 1
Quality of Sounds……………………… 4
Lesson 2
The Human Voice……………………... 6
Lesson 3
Source of Sound………………………. 8
Lesson 4
Dynamics Through Movements……. 11
Lesson 5
Variations of Dynamics………………. 14
Lesson 6
Expressions of Music…………………. 16
Lesson 7 -8
Applications of Dynamics…………… 17
DRAFT
April 10, 2014
4 
 
Third Quarter
Lesson 1: Quality of Sound
Week 1
Introduction:
There are varieties of sounds that can be heard
around us. These sounds differ in tone quality or
timbre. Sounds come from different sources like
humans, animals, nature, things, and musical
instruments.
DRAFT
April 10, 2014
5 
 
Activity 1
Check the column that matches the source of each sound.
Sounds
Produced
Human Nature Transportation Animal Musical
instruments
1. crying of
the baby
2. honking of
automobile
horn
3. booming of
the drum
4. chirping of
birds
5. splashing of
waves
Activity 2
Identify the source of each sound. Interpret the sounds through
body movements.
raindrops dogs barking
sound of a church bell trombone
nursery songs trumpet
Remember:
1. Timbre - refers to the tone quality or tone color of
sound.
2. Different sound sources:
human nature musical instruments
animals things musical gadgets
DRAFT
April 10, 2014
6 
 
Evaluation
Skills  3 2 1 
1. Can identify the
sources of sound
 
2. Can interpret sound
through body
movements
 
3. Can imitate and
interpret sound
simultaneously
 
4. Can show creative
movements in
interpreting sounds
heard
 
5. Can participate
actively in the
activities
 
3 – excellent 2 - very good 1- good
 
Lesson 2: The Human Voice
Week 2
Introduction:
One of the main sources of musical sound is the
human voice. The human voice is capable of producing
singing tones.
Each person has his/her own distinct voice because
of the size of his/her vocal cords. Voices differ in range
and timbre or tone color.
DRAFT
April 10, 2014
7 
 
Pakitong-kitong
Tong,tong,tong,tong pakitong-kitong,
Alimango sasuba ginbatog dili makuha,
Ako may makakuha
Ako may makakuha
Remember:
The human voice has a different tone quality or timbre when
speaking and singing. Some voices are high, others are thin,
low, thick, or husky.
We use our speaking voice when we talk and our singing
voice when we sing.
Activity 1
a. Read the poem ” Bayang Sinilangan”.
Bayang Sinilangan
ni Mary Grace V. Cinco
Bayan kong sinilangan
Pilipinas ang pangalan
Inasam mong kalayaan
Dugo’t pawis mong nakamtan.
b. Sing the song “Pakitong-kitong”.
Activity 2
Check the column that describes the voice of each singer.
Singer
Male Female
High Low High low
1. Lea Salonga
2. OgieAlcasid
3. Jaya
4. Charice
5. Bamboo
DRAFT
April 10, 2014
8 
 
Evaluation
On your paper, draw a star ( ) if the following is a singing
voice and circle( ) if it is a speaking voice.
1. Voice of a boy reading a sentence
2. Yeng Constantino singing “Salamat”
3. Voice of a girl reciting a poem
4. Christian Bautista singing “The Way You Look at Me”
Lesson 3: Sources of Sounds
Week 3
Introduction:
Activity 1
Sing the song about musical instruments.
Tugtog Ko, Hulaan Mo
Ako ay may tugtog
Hulaan mo ang instrument ko
Tayo nang maglaro
Isa, dal’wa tatlo
Handa na ba kayo?
Boom,boom,boom,boom, boom
Klang, klang, klang, klang, klang
Tring, tring, tring, tring, tring
Toot, toot, toot, toot, toot.
Sounds come from different sources. They can come
from nature, human voice, animals, musical instruments,
or other man-made things around us. Different sound
sources can produce a variety of timbres. 
DRAFT
April 10, 2014
9 
 
Activity 2
Listen to the recorded sound of the following instruments:
1. drum 3. guitar
2. cymbals 4. trumpet
Activity 3
Imitate the sounds of the following:
jeepney thunder
train duck
mother singing lullaby piano
Activity 4
Cut and paste pictures of musical instruments on your paper.
Remember:
There are different sound sources which produce a
variety of timbres. Timbre refers to the tone quality or
tone color of the human voice or any musical
instrument.
Piano
 
Trumpet
 
DRAFT
April 10, 2014
10 
 
Evaluation
Skills 3 2 1
1. Can recognize the sound of
musical instruments
2. Can identify pictures of musical
instruments
3. Can use other sources of sound
to produce variety of timbres
creatively
4. Can perform the activities with
enjoyment and cooperation
5. Can sing and play musical
instruments harmoniously
3-excellent 2- very good 1- good
 
Tambourine 
Guitar 
Drum
DRAFT
April 10, 2014
11 
 
Lesson 4: Dynamics through
Movements
Week 4
Introduction:
Activity 1
Sing the song “ Tunog at Galaw ng Hayop”.
Dynamics helps us put expression in the music
we make. There are parts of music that must be
played either loud or soft. We can interpret
dynamics through body movements. Small
movement can be considered soft, while big
movement is loud. We can also relate dynamics to
animal movements. Likewise, dynamics is what we
call the volume in music. 
DRAFT
April 10, 2014
12 
 
“Tunog at Galaw ng Hayop”
Fely A. Batiloy
(soft)
Ako ay si Kuting, kuting na malambing
Matinik sa daga, matalinong pusa
Kaluskos, kuskos, kaluskos, kuskos
Pakinggan n’yo ako ngayon. Meow!
(moderately loud)
Ako ay si Bantay, bantay ng ‘yong bahay
Matulin tumakbo, mabait na aso.
Aw, aw, aw, aw, aw, aw, aw, aw
pakinggan n’yo ako ngayon. Awooo!
(loud)
Ako si Kalabaw, masipag, mat’yaga
Pagsikat ng araw, dapat nang gumalaw.
Ma, ma, ma, ma, ma, ma, ma, ma
Pakinggan n’yo ako ngayon. Maaa!
Activity 2
Read the poem applying dynamics
Activity 3
Recite the poem while doing animal movements to show
dynamics.
kitten - small movement
dog - medium movement
carabao - big movement
Remember:
Dynamics is one of the expressive elements of music that
deals with the softness and loudness of sound. It gives
freedom to interpret the music as soft, medium or loud.  
DRAFT
April 10, 2014
13 
 
Evaluation
Sing “Farewell Song” applying correct dynamics.
Rubrics
KNOWLEDGE 3 2 1
1. Can interpret
dynamics correctly
through the use of
body movements
2. Can distinguish soft,
medium, and loud
sound in a song or
music
3. Can show dynamics
through movements
of a given animal
4. Can show creativity
and self-discipline in
performing
DRAFT
April 10, 2014
14 
 
5. Can join and enjoy
performing with a
group
3- Excellent 2- Very good 1-Good
Lesson 5: Variations in Dynamics
Week 5
Introduction:
Activity 1:
A. Sing the following songs applying the correct dynamics.
Music becomes more beautiful when expressed
in variety of sounds. Dynamics is one of the
expressive elements of music that makes a song
meaningful. Dynamics can either be soft,
moderately loud, or loud.
DRAFT
April 10, 2014
15 
 
Activity 2
Group Activity
Sing the song “Do a Little Thing” applying different dynamics.
Add dance patterns to enhance performance.
Remember:
Music is more beautiful when expressed in a variety of
sounds. Dynamics is one of the expressive elements of
music that makes a song meaningful. Dynamics can be
soft, moderately loud, or loud 
DRAFT
April 10, 2014
16 
 
Evaluation
Rubrics
KNOWLEDGE 3 2 1
1. Can use the dynamic terms as soft,
moderately loud or loud in a song correctly
2. Can identify the exact changes of
dynamics in a song
3. Can perform with appropriate
choreography, props, mask and sound
variations
4. Can show self-discipline and flexibility in
doing tasks
5. Can join and cooperate with the group
3-Excellent 2- Very Good 1-Good
 
Lesson 6: Expressions of Music
Week 6
Introduction:
Activity 1
 Recite the lyrics of “Lupang Hinirang”.
 Recite the song following the gestures of the teacher
using palms down (soft) and palms up (loud)
 Sing the whole song following the beat and gestures of
the teacher in soft, moderately loud, and loud. (S-soft, M-
moderately loud, L-loud).
Dynamics is one of the expressive elements
of music that deals with softness and loudness of
sound. It helps express emotions. Moreover; it is
more meaningful if applied to a song using hand
gestures.
DRAFT
April 10, 2014
17 
 
Remember:
Dynamics helps express emotions. It is more meaningful
when applied to a song.
Lupang Hinirang
Music : Julian Felipe
Lyrics : Jose Palma
L Bayang magiliw
S Perlas ng silanganan
L Alab ng puso
S Sa dibdib mo’y buhay.
L Lupang hinirang
S Duyan ka ng magiting
L Sa manlulupig
S Di ka pasisiil.
M Sa dagat at bundok sa simoy at
L Sa langit mong bughaw
M May dilag ang tula at awit
L Sa paglayang minamahal.
M Ang kislap ng watawat mo’y tagumpay
L Na nagniningning
M Ang bituin at araw n’ya kailan pa
M May di magdidilim.
L Lupa ng araw, ng luwalhati’t pagsinta
L Buhay ay langit sa piling mo
L Aming ligaya na pag may mang-aapi
L Ang mamatay nang dahil sa ‘yo
 
DRAFT
April 10, 2014
18 
 
“ Pilipinas Kong Mahal”
S Ang bayan ko’y tanging ikaw
Pilipinas kong mahal
Ang puso ko at buhay man
Sa iyo’y ibibigay
M Tungkulin kong gagampanan
Na lagi kang paglingkuran
L Ang laya mo’y babantayan
M Pilipinas kong hirang.
 
Activity 2
Sing the song “Pilipinas Kong Mahal” with appropriate
dynamics.
Follow hand gestures of the teacher, showing softness and
loudness in singing.
Evaluation
Rubrics
KNOWLEDGE 3 2 1
1. Can respond to the conducting
gestures of the teacher while singing
the song “Lupang Hinirang”
2. Can identify the exact changes of
dynamics in a song
3. Can sing and interpret the song
“Lupang Hinirang” with correct
dynamics
4. Can show flexibility in doing the task.
5. Can join and cooperate with the
group in doing the activity
3-Excellent 2- Very good 1-Good
 
DRAFT
April 10, 2014
19 
 
Lesson 7 & 8: Application of
Dynamics
Week 7 & 8
Introduction
Activity 1
1. Mimic animal sounds and apply proper dynamics.
bee cow
cat duck
carabao dog
2. Read the poem applying varied dynamics as soft, medium,
or loud.
Dynamics is one of the expressive elements of music
that deals with the softness and loudness of sound. It
gives freedom to express emotions and likewise
enhances the beauty of songs, poetry, chants, and
drama or musical stories.
DRAFT
April 10, 2014
20 
 
Activity 2
Sing the song with actions.
“Ang Maliit na Gagamba”
Ang maliit na gagamba
Umakyat sa sanga
Dumating ang ulan,
Naanod siya
Sumikat ang araw
Natuyo ang lupa
Ang maliit na gagamba
Bumalik sa sanga.
Remember:
Dynamics gives freedom to express emotions and it adds
beauty to songs, poetry, chants, and drama or musical
stories.
 
S
To shine at night.
M
Green grass grow
L
Where’er you go
M
Trees and birds
S
Sing high and low.
DRAFT
April 10, 2014
21 
 
Evaluation
Rubrics
3 – Excellent 2 - Very good 1 – Good
 
 
KNOWLEDGE 3 2 1
1. Can enhance poetry using
the dynamics soft, moderately
loud or loud
2. Can use sound variations in
chanting
3. Can recite the poem with
proper choreography, sound
variations and sound effects
4. Can show creativity and
workmanship
5. Can apply changes in
dynamics through poems,
chants and musical stories
6.Can join and cooperate with
the group
DRAFT
April 10, 2014
1 
 
 
MAPEH
Learner’s Material
Unit 1
Texture and Tempo
3
  This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
DRAFT
April 10, 2014
2 
 
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dino S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material
DRAFT
April 10, 2014
3 
 
Table of Contents
Lesson 1
Fastness and Slowness in Music…………..…4
Lesson 2
Slow, Moderate and Fast Tempo…………… 8
Lesson 3
Variations in Tempo ………………………… 10
Lesson 4
Two Part Round………………………………. 12
Lesson 5
Partner song…………………………………. 14
Lesson 6
Single and Multiple Melodic Lines ……… 18
Lesson 7
Texture in Music…………………………….. 20
Lesson 8
Multiple Melodic Lines…………………….. 23
DRAFT
April 10, 2014
4 
 
Fourth Quarter
Lesson 1: Fastness and Slowness in
Music
Week 1
Introduction
Activity1: March while singing the song “Quiet Voices”
While singing the song, “Quiet Voices”, clap, tap, or walk to the
beat of the song. Follow your teacher’s instructions.
The speed of music can be slow, moderate, or fast.
This is called tempo.
DRAFT
April 10, 2014
5 
 
Activity 2
Look at the pictures and identify the animal in each box.
How do these animals move?
 
Remember:
Tempo refers to the speed of music.
DRAFT
April 10, 2014
6 
 
Activity 3
Imitate the movements of each animal mentioned in the song:
Animal Movement
What tempo can we use to compare the movements of
the following animals? Write the answer inside the box
opposite each animal.
Answers:
birds - fly  
spread arms as if flying 
jump
run fast in place
glide / crawl
hop
DRAFT
April 10, 2014
7 
 
cat - jump
dog - run
turtle - crawl
rabbit - hop
Evaluation
Do the following activity.
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Need
Improvement
1
1. Can imitate movements of
given animals correctly
2.Can perform animal
movements according to
fast and slow
3.Can differentiate the speed
of each movement
accordingly
4. Can cooperatively
participate in group
activities
Move fast
like a
kangaroo
in a
zigzag
manner.
Fly slowly
like a bird in
tiptoe, in
any
direction.
Gallop
fast
like a
horse.
Walk slowly
like a
duck in a
straight
line.
 
 
 
 
DRAFT
April 10, 2014
8 
 
Lesson 2: Slow, Moderate, and
Fast Tempo
Week 2
Introduction:
Activity 1
Recite and do the actions of the chant “Double, Double”.
Double, Double
Double, double, this this
Double, double, that that
Double this, double that,
Double, double, this that
How to do it: Double - close fist
This - open palm with partner
That - back palm with partner
Do the warm-up activity slowly at first then gradually make
the speed moderate and then fast.
Activity 2:
Sing “Mga Alaga Kong Hayop” using the appropriate speed for
each animal movement.
Activity 3
Recite the chant, “Engine, Engine Number 9”
Music can be expressed in many ways. There are
songs in music that need to be sung or played fast,
moderate, and slow. These make music interesting
and enjoyable.
DRAFT
April 10, 2014
9 
 
Engine, engine number 9
Going down the railroad line
If the train goes off the track
Will I get my money back?
Yes, no, maybe so
Evaluation
Identify the movement of each of the following pictures.
On your paper, write F for fast, S for slow and M for
moderate.
1.
2.
Remember:
Tempo can be shown through different movements.
It can be slow, moderate, or fast. 
DRAFT
April 10, 2014
10 
 
3.
4.
5.
Lesson 3: Variations in Tempo
Week 3
Introduction
Activity 1
Sing the song, “Look at Me”. Imitate the movements of the
animals mentioned in the song while singing.
Music has varied tempo. It affects the
movement and mood of a song. This is why we feel
like dancing when we hear fast music, and we feel
sleepy when we listen to slow music.
DRAFT
April 10, 2014
11 
 
Remember:
Tempo and dynamics set the mood and character of
a song. 
DRAFT
April 10, 2014
12 
 
Evaluation
Create dance steps with your group.
Group A - Slow - “Ili- Ili TulogAnay”
Group B - Fast - “Leron, LeronSinta”
Group C - Moderate - “Bahay Kubo”
Lesson 4: Two-Part Round
Week 4
Introduction
Activity 1
Sing the song.
Activity 2
Sing the songs “Tayo ay Magsaya” and “Are you Sleeping,
Brother John?” in unison and in two-part round.
There are songs that have the same melody sung by
two or more groups. These songs are usually short
songs or children’s songs. The way songs are sung
affects the general mood of the song. 
DRAFT
April 10, 2014
13 
 
Remember:
Round is a musical composition wherein two or more
groups sing exactly the same melody. Here, the first group
starts ahead, while the second group follows after the first
phrase.
DRAFT
April 10, 2014
14 
 
Evaluation
Rubrics
Lesson 5: Partner Songs
Week 5
Introduction
Activity 1
Look at the pictures:
Skills
Very
good
4
Good
3
Fair
2
Needs
Improvement
1
1. Can sing in correct
pitch
2. Can differentiate
unison singing with
round singing
3. Can demonstrate
concept of texture in
music by singing
two-part round
4. Can sing in correct
rhythm
5. Can participate
actively in all group
activities
There are songs that when put together produce
a pleasing sound. These are called partner songs.
DRAFT
April 10, 2014
15 
 
What does the picture show?
Are the two pupils in the picture doing their chores
together?
What do you see in the picture?
Where do you use these things?
Do you use them at the same time, separately or one after the
other?
Can you consider them partners? Why?
DRAFT
April 10, 2014
16 
 
Activity 2
Sing the following songs in unison and as partner songs.
Observe singing in correct pitch and rhythm.
DRAFT
April 10, 2014
17 
 
Evaluation
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Needs
Improvement
1
1. Can sing in correct
pitch
2. Can identify partner
songs
3. Can demonstrate
concept of texture in
music by singing
partner songs
4. Can sing in correct
rthythm
5. Can demonstrate
active participation in
all the activities
related to the lesson
 
 
 
 
Remember:
Unison - performance of a single melodic line by more than
one instrument or voice at the same pitch
Partner song – two songs with the same meter and mood to
be sung at the same time
                  Melody 1 
                   Melody 2 
 
DRAFT
April 10, 2014
18 
 
Lesson 6: Single and Multiple
Melodic Lines
Week 6
Introduction
Activity 1
Sing the songs “Its’ a Small World” and “He’s Got the Whole World”
in unison and as partner song.
Here are the song charts –
 
 
 
 
 
 
 
 
 
Song Chart No. 1
Melodic line is a musical line that forms a definite tune.
Unison singing is an example of songs having single
melodic lines while round songs/partner songs are
examples of songs having multiple melodic lines. 
DRAFT
April 10, 2014
19 
 
 
 
 
 
 Sing these songs applying correct dynamics and tempo.
 
 
 
 
Song Chart No. 2
Song Chart No. 3
Remember:
Unison - one melodic line
Round song - same melody that enters one after the other
The melody also ends one after the other.
DRAFT
April 10, 2014
20 
 
Evaluation
Rubrics
Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can identify single and
multiple melodic lines
2. Can sing partner songs
harmoniously with the
group
3. Can show mastery in
singing partner songs
4. Can participate actively
in all the activities
 
Lesson 7: Texture in Music
Week 7
Introduction
Activity 1: Sing together.
In music, texture is used to describe the overall
quality of a sound. It can be light or heavy, thin or
thick. The kind of musical texture depends on the
number of melodic lines found in a song.
DRAFT
April 10, 2014
21 
 
Activity 2
Sing “Awit ng Buhay “ in three-part round.
DRAFT
April 10, 2014
22 
 
Activity 3
Group I – Sing the song in unison.
Group II - Sing these as partner songs.
Group III – Sing the song in unison.
Group IV – Sing these as partner songs.
Remember:
We have a single melodic line when we sing songs in
unison, and multiple melodic lines if we sing songs in
round.
A single melodic line produces a thin sound and multiple
melodic lines produce thick sounds.
“He’s Got the Whole World in His Hands” / “It’s a Small World”
“Sarung Banggi” / “Dandansoy”
“Awit ng Buhay”
“Tayo ay Magsaya”
DRAFT
April 10, 2014
23 
 
Evaluation
Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can sing in tune
2. Can demonstrate
understanding of thinness
and thickness through
round song
3. Can distinguish between
thinness and thickness of
musical sound
4. Can participate actively
in all the activities
 
Lesson 8: Multiple Melodic Lines
Week 8
Introduction
Activity 1: Draw your music.
Be ready with your paper and crayons.
Pick your favorite colors. Using different colors, draw three (3)
groups of lines.
Draw your first horizontal line on the upper portion of the
paper.
In the middle part of the paper, draw 2 horizontal lines using
two different colors.
The more melodic lines there are in the song, the
thicker the sound it produces. Singing in rounds, duet,
partner songs and adding rhythmic accompaniment
create thicker musical sounds. 
DRAFT
April 10, 2014
24 
 
At the bottom part, draw three or more horizontal lines
using different colors.
Compare the colored lines you have drawn in all parts of the
paper. Looking at the number of lines, which group is thick
and which group is thin?
Song chart # 1 – “Bahay Kubo” in unison
How many melodic lines do you see?
DRAFT
April 10, 2014
25 
 
Song chart # 2 – “Bahay Kubo” in two voices
How many melodic lines do you see?
Song chart # 3 – “Bahay Kubo” in two voices with rhythmic
 
accompaniment
DRAFT
April 10, 2014
26 
 
Evaluation
On the blank, write thin if the situation creates a thin sound and
thick if it creates a thick sound.
__________ 1. The whole class sings “Bahay Kubo” in unison.
__________ 2. Ana sings “Awit ng Buhay” with
accompaniment.
__________ 3. The pupils of Jose Rizal Elementary School sing the
National Anthem in unison without
accompaniment.
__________ 4. The class of Ms. Santos sings partner songs.
__________ 5. The grade three class was divided into two groups
for round singing.
Remember
 The more melodic lines, the thicker the sound.
 The less melodic lines, the thinner the sound.

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Grade 3 Music Learners Module

  • 1. DRAFT April 10, 2014 First Quarter Lesson 1: Pulse in Music Week 1 Introduction Activity I Sing “Leron, Leron Sinta” and move to the rhythm of the song. In music, the duration of sound and silence is important. Duration refers to how long and how short tones and silence last. These tones and silence follow a certain beat. Beat can be felt with or without sound. We clap, walk, tap, march, dance, and play musical instruments to show the rhythm and beat of music. Remember: • The symbol ( ) shows the pulse of the sound. • Rest ( ) is the symbol used to show silence. • We can feel the pulse through clapping, tapping, walking, chanting, and playing rhythmic instruments.
  • 2. DRAFT April 10, 2014 Leron leron sinta, buko ng papaya, Dala dala’y buslo, sisidlan ng bunga. Pagdating sa dulo nabali ang sanga, Kapos kapalaran humanap ng iba. Clap the beat while singing “Leron, Leron Sinta”. Give examples of sounds that you hear around us. What movements can you make without creating any sound? Activity 2 Perform the following rhythmic patterns.
  • 3. DRAFT April 10, 2014 Write the stick notation below the images. Activity 3 Perform the rhythmic patterns using the given movement, while singing. Group 1 - clap Group 2 - tap Group 3 - snap
  • 4. DRAFT April 10, 2014 Group 4 - play any rhythmic instrument Evaluation Put a check ( ) in the appropriate box. Skill Very Satisfac- tory Needs Im- provement 1. Can differentiate sounds that can be heard from sounds that cannot be heard 2. Can identify sounds that we do not hear but receives a beat
  • 5. DRAFT April 10, 2014 3. Can perform the giv- en rhythmic pattern correctly through clap- ping, tapping, chant- ing, or snapping 4. Can participate ac- tively in group activities 5. Can demonstrate kindness and respect to self and others by listening attentively Lesson 2: Moving with the Beat Week 2 Introduction Activity I Clap/Tap the following rhythmic patterns. Beat is the pulse in music. It can be regularly slow or regularly fast. It can also be felt and expressed through movements.
  • 6. DRAFT April 10, 2014 Sing “Ang Alaga Kong Pusa” while tapping the steady beat of the song. Activity 2 1. Look at the following pictures. What is the man doing? What do we call the man who builds a house? What is his occupation? What does a carpenter do? Aside from houses, what other things does he do?
  • 7. DRAFT April 10, 2014 2. a. Clap/Tap the beat of “Mang Kiko”. b. Chant “Mang Kiko”. Mang Kiko (Chant)
  • 8. DRAFT April 10, 2014 Activity 3 Clap/Tap the rhythmic pattern of “Colors at School”.
  • 9. DRAFT April 10, 2014Play the rhythmic patterns below using the indicated in- strument. Pair of sticks Drum
  • 10. DRAFT April 10, 2014 Clap Tambourine Evaluation: Put a check ( ) in the correct box. Skill Ad- vanced Profi- cient Satisfac- tory Begin- ning 1. Can show steady beats through move- ments while sing- ing the song 2. Can perform steady beats using rhythmic instruments 3. Can sing the song correctly Remember: Beat is the pulse we feel in music. It is always regu- lar and can be fast or slow. This is what we call steady beat. We can use movements like marching, tapping, clapping, and playing musical instrument to show the pulse in music.
  • 11. DRAFT April 10, 2014 4. Can participate actively in group activities Lesson 3: Rhythm in Music Week 3 Introduction Activity I Echo clapping a. b. c. Rhythm is the flow of the movement of sounds. All things that surround us have rhythm as seen in nature like the rising and setting of the sun, the swaying of the trees, the movement of the waves, and even the way we talk.
  • 12. DRAFT April 10, 2014 Activity 2 Araw at Buwan Remember: Rhythm refers to the flow of the movements of sounds and silence. Rhythmic pattern is a combination of long ( ) and short ( ) sounds, and silence ( ) .
  • 13. DRAFT April 10, 2014 Do the following activities: Clap the steady beats (pulse) only. Clap the rhythmic pattern. Divide the class into 2 groups: Group A will clap the steady beats (pulse) only. Group B will clap the rhythmic pattern only. Which group clapped the steady beats? How did Group B clap the rhythmic pattern? What have you noticed about the sounds produced by Group A and Group B? Activity 3 Do the following activity. Group 1 – Sing the song “Araw at Buwan”. Groups 2, 3, 4, and 5 – Play the rhythmic patterns using rhythmic instruments: Group 2 - Pair of sticks Group 3 - Drum Group 4 - Clapper Group 5 - Tambourine
  • 14. DRAFT April 10, 2014 Evaluation: Put a check on the correct box. SKILL Very Good Satisfac- tory Needs Im- provement 1. Can demon- strate long and short sounds 2. Can tap/clap rhythmic pat- terns using stick notation 3. Can play differ- ent rhythmic pat- terns using rhyth- mic instruments 4. Can participate actively in all ac- tivities Lesson 4: Move in Rhythm Week 4 Introduction Activity 1 • Sing the song “Soldier’s March”. • Clap/tap/chant/walk, and play rhythmic instruments while singing. Rhythm is the most important element in music. It shows organized movement in groups of 2s, 3s, and 4s.
  • 15. DRAFT April 10, 2014Clap or tap the following rhythmic patterns.
  • 17. DRAFT April 10, 2014 Group activity The class will be divided into 3 groups. Each group will play musical instruments such as clapper, drum, tambourine, while singing “Soldier’s March”. Activity 2 Sing the song “Rocky Mountain”. Play the pulse of the song on rhythmic instruments. Remember: Sounds can be grouped in 2s, 3s, and 4s. Week 5 Introduction Activity 1 Sing “See-Saw” while clapping the rhythmic pattern. In - tune singing We can sing, move, and play musical instruments to show the beat of the music. Dancing the waltz is the best move- ment to show beats grouped in 3s.
  • 18. DRAFT April 10, 2014 Sing “Bahay Kubo”
  • 19. DRAFT April 10, 2014 Group activity: a. The class will be grouped into 2. The first group will sing the song “Bahay Kubo” while the second group will dance the waltz. b. Let the pupils sing “Bahay Kubo” while playing rhythmic instruments. Activity 2 Select any rhythmic instrument inside the classroom to be used while singing “Tiririt ng Maya”. Remember: We do the waltz step to show the pulse or beat of a song grouped in 3s.
  • 20. DRAFT April 10, 2014 Week 6: Introduction Activity 1 Let us sing the song “Ten Little Indians”. Do body movements such as tapping, clapping, and marching. Beats grouped in 4s are commonly used in most songs. To make songs more interesting, we can add simple accompaniment.
  • 21. DRAFT April 10, 2014Name the following musical instruments commonly used to show the beat of a song. What is our last instrument? Have you seen a trumpet? Sing “Come and Play”.
  • 22. DRAFT April 10, 2014 Song analysis: Do the following activities • Echo clap the pulse and rhythm of the song. • Tap and march in place while reciting the lyrics ac- cording to the pulse/beat of the song. • Let the children sing the song while imitating trumpet playing. How are the sounds grouped in “Come and Play”? How did you show the beat of the song? Activity 2 The class will be divided into 2. Sing the songs “Come and Play” and “Ten Little Indians” while playing rhythmic instruments. Each group leader will choose a song to perform.
  • 23. DRAFT April 10, 2014 Evaluation Put a check ( ) on the correct box. SKILLS Best Better Good 1. Can perform rhythm accurately in all songs 2. Can identify the beat using body movements 3. Can sing the correct pitch while doing body movements 4. Can play the correct beat using rhythmic instruments 5. Can participate actively in group activities Lesson 5: Ostinato Week 7 Introduction Ostinato is a repeated rhythmic pattern used as an ac- companiment to a song. It is often played using percussion instru- ments like drums, wood blocks, castanets, triangles, and rhythm sticks. Remember: We can clap, tap, chant, walk, and/or play mu- sical instruments to show the beat of a song with beats grouped into 4s.
  • 24. DRAFT April 10, 2014 Activity 1 Do the following activities. a. Tap / clap the chant b. Read the chant c. Read the chant while tapping the rhythmic pattern. Tap the following rhythmic patterns. Study the picture. 4
  • 25. DRAFT April 10, 2014 What can you say about the picture? Sing “See-Saw” while clapping/tapping the steady beat. Study the following pattern/s. or a. Clap the rhythmic pattern repeatedly until pupils become familiar with the rhythmic pattern. b. Sing the song “See-Saw” while clapping/ tapping/ walking the rhythmic pattern. c. Use any rhythmic instrument to play the rhythmic pat- tern while singing the song. Activity 2 Group A – Sing the song Group B – Do the ostinato pattern Group C – Do the ostinato pattern using rhythmic instruments. Remember: Ostinato is a rhythmic pattern repeatedly used to accompany a song. It can be played using rhythmic instruments and other sound sources.
  • 26. DRAFT April 10, 2014 2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa tumakbo, tumakbo, ang pusa sa loob ng bahay 3 Tumalon ,tumalon ang aso , ang aso, ang aso Tumalon ,tumalon ang aso sa malaking bakod Evaluation Draw a for best, for better, and for good performances. SKILLS Best Better Good 1. Can identify rhythmic instruments and other sound sources 2. Can use simple ostinato pattern to accompany a song 3. Can show creativity in using sources of sounds
  • 27. DRAFT April 10, 2014 4. Can sing the song while playing simple ostinato pattern 5. Can participate active- ly in the group activities Lesson 6: Creating Ostinato Week 8 Introduction Activity I Clap the following rhythmic patterns using the following rhythm syllables. Creating simple ostinato patterns is an interesting activity. In this lesson we will explore and experience creating simple rhythmic patterns using rhythmic instruments and body per- cussion.
  • 28. DRAFT April 10, 2014 Rhythmic dictation: The teacher will clap rhythmic patterns in 2s, 3s, and 4s and the pupils will draw the stick notation. Activity 2 Do you love your country? Why?
  • 29. DRAFT April 10, 2014 Do the following activities. a. Read/Clap the patterns using rhythmic syllables. b. What rhythmic syllables were used in the rhythmic pat tern? c. Let the pupils create simple ostinato for the song. d. Play the rhythmic pattern while singing the song “Bayang Sinta”. Activity 3 Group the class into 4. Each group will create an ostinato pattern. Do the ostinato patterns through body movements while singing the song. Remember: Ostinato can be played using rhythmic instruments or other sound sources. Rhythmic patterns can be shown through body move- ments.
  • 30. DRAFT April 10, 2014 Evaluation: Put a check ( ) on the correct box. SKILL Ad- vanced Profi- cient Satisfac- tory Begin- ning 1. Can show crea- tivity in creating ostinato 2. Can perform the given rhythmic pattern through clapping, tapping, chanting, snap- ping, and playing musical/rhythm instruments 3. Can perform cor- rectly the rhythmic patterns as rhyth- mic accompani- ment to a song 4. Can participate actively in the group activity 5. Can demonstrate cooperation in do- ing group activity
  • 31. DRAFT April 10, 2014 1      MAPEH Learner’s Material Unit 2 Melody and Form 3   This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.
  • 32. DRAFT April 10, 2014 2    MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material
  • 33. DRAFT April 10, 2014 3    Table of Contents Second Quarter Lesson 1 Pitch…………………………………………… 4 Lesson 2 Melodic Contour……………………………. 8 Lesson 3 Perfect Pitch…………………………………. 11 Lesson 4 Musical Form……………………………….. 15 Lesson 5 Repetitions in Music………………………. 18 Lesson 6 Musical Lines………………………………. 20 Lesson 7 Beginning and Ending…………………… 23 Lesson 8 Singing in Tune……………………………. 25
  • 34. DRAFT April 10, 2014 4    Melody is composed of tones that vary in pitch. Pitch can be of low, moderate, and high tone. These tones move in different directions.   Second Quarter Lesson 1: Pitch Week I Introduction Activity 1 Create your own body movements that will match the different melodic directions of the song below.
  • 35. DRAFT April 10, 2014 5    Activity 2 Let us sing the scale using hand signs. Activity 3 Let us clap the beat of the rhythmic pattern below using improvised rhythmic instruments. 1 2 3 1 2 3 1 2 3 1 2 3 Activity 4 The teacher will present the musical score “Go Tell Aunt Rhody”. 1. Teacher will sing the song. 2. Teacher will let the pupils read the lyrics with correct rhythm. 3. Teacher will teach the song using rote method or any melodic instrument.
  • 36. DRAFT April 10, 2014 6    4. Class will sing the song. Activity 5 Using the song “Go Tell Aunt Rhody”, match the so-fa syllables written on the meta strips given by your teacher and compare it to the musical score. 1. 2. 3. 4. 5.
  • 37. DRAFT April 10, 2014 7    Activity 6 Create any body movement that will show the following pitch: 1. high 2. moderately high 3. moderately low 4. low  Have the pupils sing “Go Tell Aunt Rhody”. Using flaglets of different colors, do the following body movements: high – hands upward mid – hands sideward low – hands downward Remember:  Melody is what we remember in a song. It is the tune of the song.  Melody is a musical line made up of a set of tones or pitches  Pitch is the highness or lowness of a tone. In order to create one musical idea, a composer needs many tones.  Melodies are made up of different pitches/tones that vary in pitch and duration. so so la la do A la so la ti so re re do ti ti ti B C D ti ti la so so  D E la la do ti la so
  • 38. DRAFT April 10, 2014 8    Activity 7 Do the following tasks Listen to the tones that will be sung or played by the teacher. Identify which of the given tone is low, moderate, or high by placing the cut out colored quarter notes( ) on the staff. Green – highest tone Yellow – middle tone Red - lowest tone Lesson 2: Melodic Contour Week 2 Introduction Melodies move in different directions. Some notes may move upward or go downward. There are also melodies that remain unchanged or stay on the same level.
  • 39. DRAFT April 10, 2014 9    Activity 1 Let us sing and act like a see-saw with your partner. While singing the song “See-Saw”, you and your partner will demonstrate the movement of a see-saw showing the concept of the high and low tones/pitch. Activity 2 Let us sing the so-fa syllables of the song “See-Saw” using the Kodaly hand signs. Activity 3 Pupils will do the following activities: a. Perform hand signs while singing the so-fa syllables. b. Sing the lyrics of the song.
  • 40. DRAFT April 10, 2014 10    c. Sing the song by phrases. d. Sing the whole song and let pupils move their hands/arms following the melodic lines. Activity 4 Divide the class into 2 groups. Let each group perform the contour of the melody through body movements. Each group may use other materials to enhance their performance. Group 1 Group 2 Remember Melody moves in different directions. It can go up and down like the shape of a hill, mountain, valley or plateau, or it can stay on one pitch like a plain.
  • 41. DRAFT April 10, 2014 11    Rubrics Activities Very Good Good Fair 1. Can identify music contour 2. Can sing in tune 3. Can illustrate musical lines through body movements 4. Can participate actively in group activities Lesson 3: Perfect Pitch Week 3 Introduction Activity 1 Let’s sing the following songs. Contour is the shape of a melody. Some notes move up and down forming different shapes: wavelike, zigzag, curve-like, or mountain shape.
  • 42. DRAFT April 10, 2014 12    Divide the class into 4. Each group will play available rhythmic instruments, while singing the song “Months of the Year” Group I Empty bottles (Shakers) Group 2 Coconut shells Group 3 Sticks Group 4 Plastic drum here
  • 43. DRAFT April 10, 2014 13    Activity 2 Let the children sing in tune. Let’s try to do this A. 1. Describe the melodic direction of the first line of the song? 2. Using arm movements, make an outline of the direction of music as you sing the song. 3. What shapes have you formed in following the melodic direction of the song? B. Let us connect the lines to show the melodic contour of the song “Kaygandang Tignan”. - - - - - - - - - - - - adapted
  • 44. DRAFT April 10, 2014 14    Activity 3 Using crayons let the pupils draw on their notebooks the melodic directions they hear. The teacher will play or sing the following: 1. Happy Birthday Song 2. Rain, Rain, Go Away Evaluation Divide the class into 4 groups. The leader of each group will draw lots where the directions of the melodies are written. Each group is expected to perform each melodic contour using body movements, drawing, singing or writing on meta strips. Activities Excellent Very Good Good 1. Can move to the melodic contour of the song 2. Can draw the direction of melody heard 3. Can sing in tune alone and with others 4. Can create movements to show the direction of the melody Remember: Melody is made up of a set of varying tones or pitches. Melodic contour is the direction of melody. It may go up, down, or stay in place.
  • 45. DRAFT April 10, 2014 15    5. Can participate actively in all group activities   Lesson 4: Musical Form Week 4 Introduction Activity 1 Pupils will identify the title of the following songs. a. …ang mamatay ng dahil sa‘yo. b. Ang bayan ko’y tanging ikaw c. …dala-dala’y buslo d. …sa paligid-ligid ay maraming linga. Activity 2 Suggested songs: Songs are made up of musical phrases. These musical phrases can be the same, similar, or different that can be represented through symbols.
  • 46. DRAFT April 10, 2014 16    Do the following activities: a. Let the pupils sing the song b. Let pupils identify the following  Same lines or phrases  Similar lines or phrases  Different lines or phrases Activity 3  Create body movements to show the beginning and ending of the songs. Analyze the songs based on the following:
  • 47. DRAFT April 10, 2014 17    a. same (melody and rhythm) b. different (melody and rhythm) c. similar (melody and rhythm)  Draw a star on same melodic lines, a circle on different melodic lines, and a triangle on similar melodic lines. Activity 4 Practice singing the song below and identify the melodic lines/phrases as: same, similar, and different. Remember: Songs are made up of musical phrases. Musical phrases can be the same, different, or similar. Songs have a beginning, middle, and ending that form one musical idea.
  • 48. DRAFT April 10, 2014 18    Evaluation Rubrics Activities Excellent Very Good Good Needs help from doing the task 1. Can identify the beginning, middle and ending of the song 2. Can identify same, similar and different musical lines or phrases in the song 3. Can sing same, similar and different phrases in the song 4. Can show musical lines or phrases through body movements and geometric shapes or objects 5. Can participate actively in the group activity Lesson 5: Repetitions in Music Week 5 Introduction Activity 1 Sing the song following the repeat mark. The repeat mark ( II: :II ) is used to show repetition in music.
  • 50. DRAFT April 10, 2014 20    Evaluation Rubrics Draw a star ( ) in the appropriate column. Lesson 6: Musical Lines Week 6 Introduction Activities Excellent Very Good Good 1. Can sing with correct expression and interpretation. 2. Can identify the repeated parts of the song. 3. Can apply the repeat mark found in the song. 4. Can work harmoniously with the group. 5. Can observe self-discipline in doing the activities. Remember: Musicians use repeat marks( II: :II ) to indicate repetition of certain parts in musical pieces. A musical composition is made up of musical lines that can be repeated within a song.
  • 51. DRAFT April 10, 2014 21    Activity 1 Explore and create your own way of playing improvised musical instruments using the following rhythmic patterns. Activity 2 Tell something about the picture Form 3 groups. Using the song “Bagbagto”, do the following activities. Group A – sing the song Group B – play improvised instruments using the following rhythmic patterns                                             or
  • 52. DRAFT April 10, 2014 22    Group C – create dance steps to the beat of the song Activity 3 Perform the following rhythmic patterns following the repeat signs. 1 2 1 2 Game instructions: Let the pupils face their partner and do the following actions while singing “Come and Play”: 1. Tap your lap, count 1; clap your hands, count 2; clap your hands in front with your partner, count 3; and clap with your hands, count 4. Remember: The repeat mark (II: :II) is used to show repetition in music.
  • 53. DRAFT April 10, 2014 23    Evaluation Rubrics 5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor Skills 5 4 3 2 1 1. Can play the rhythmic patterns following the repeat marks 2. Can play the improvised rhythmic instruments accurately to accompany the song 3. Can work together cooperatively to come up with the best performance 4. Can manifest self- confidence in performing group rhythmic in front of the class Lesson 7: Beginning and Ending Week 7 Introduction Activity 1 Sing previously learned action songs Activity 2 Write the beginning line and ending line the following songs. The voice is important in making sound. We have a speaking and a singing voice. When we sing, it should be done confidently and beautifully.  
  • 54. DRAFT April 10, 2014 24    Songs Beginning Ending a. Ako ay Nagtanim b. See-Saw c. Jack and Jill d. Twinkle, Twinkle Little Star e. Leron, Leron Sinta Evaluation The whole class will sing properly, at least 4 songs learned previously, with emphasis on the beginning and ending of the song. Rubrics Draw a happy face ( ) in the appropriate column. Activities Excellent Very good Good Needs help 1. Can sing in accurate pitch 2. Can sing with correct rhythm/timing 3. Can sing confidently from the beginning until the end of the song 4. Can enjoy singing in a group Remember: We have a speaking and a singing voice. When we sing, it should be done confidently and beautifully.  
  • 55. DRAFT April 10, 2014 25    Lesson 8: Singing in Tune Week 8 Introduction Activity 1 Let us sing the following songs emphasizing the beginning or ending of each song. a. “Yaman ng Bayan” (Mga hayop sa gubat…) b. “Come Let’s Play” (Won’t the big bass drum join us with boom, boom, boom.) c. “Lubi-Lubi” (Enero, Pebrero…) d. “Tayo’y Magsaya” (Ha, ha, ha, ha, ha, lahat maligaya.) Activity 2 Sing the song “Dance and Sing”. Activity 3 Sing the songs, “Bahay Kubo” and “Leron, Leron Sinta” confidently, giving emphasis on the beginning and ending of each song. Filipinos are known to be good singers. Singing is one way of expressing our love and appreciation for our folk songs and culture. Remember: Singing is an interesting activity. It helps us express our feelings and improves our personality. Singing develops self-confidence.
  • 56. DRAFT April 10, 2014 26    Evaluation Rubrics Draw a happy face ( ) in the appropriate column. Activities Excellent Very good Good Needs help 1. Can sing in tune 2. Can sing with correct rhythm/ timing 3. Can sing confidently the beginning and ending of a song 4. Can sing with the group happily  
  • 57. DRAFT April 10, 2014 1      MAPEH Learner’s Material Unit 3 Timbre and Dynamics 3   This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.
  • 58. DRAFT April 10, 2014 2    MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material
  • 59. DRAFT April 10, 2014 3    Table of Content Lesson 1 Quality of Sounds……………………… 4 Lesson 2 The Human Voice……………………... 6 Lesson 3 Source of Sound………………………. 8 Lesson 4 Dynamics Through Movements……. 11 Lesson 5 Variations of Dynamics………………. 14 Lesson 6 Expressions of Music…………………. 16 Lesson 7 -8 Applications of Dynamics…………… 17
  • 60. DRAFT April 10, 2014 4    Third Quarter Lesson 1: Quality of Sound Week 1 Introduction: There are varieties of sounds that can be heard around us. These sounds differ in tone quality or timbre. Sounds come from different sources like humans, animals, nature, things, and musical instruments.
  • 61. DRAFT April 10, 2014 5    Activity 1 Check the column that matches the source of each sound. Sounds Produced Human Nature Transportation Animal Musical instruments 1. crying of the baby 2. honking of automobile horn 3. booming of the drum 4. chirping of birds 5. splashing of waves Activity 2 Identify the source of each sound. Interpret the sounds through body movements. raindrops dogs barking sound of a church bell trombone nursery songs trumpet Remember: 1. Timbre - refers to the tone quality or tone color of sound. 2. Different sound sources: human nature musical instruments animals things musical gadgets
  • 62. DRAFT April 10, 2014 6    Evaluation Skills  3 2 1  1. Can identify the sources of sound   2. Can interpret sound through body movements   3. Can imitate and interpret sound simultaneously   4. Can show creative movements in interpreting sounds heard   5. Can participate actively in the activities   3 – excellent 2 - very good 1- good   Lesson 2: The Human Voice Week 2 Introduction: One of the main sources of musical sound is the human voice. The human voice is capable of producing singing tones. Each person has his/her own distinct voice because of the size of his/her vocal cords. Voices differ in range and timbre or tone color.
  • 63. DRAFT April 10, 2014 7    Pakitong-kitong Tong,tong,tong,tong pakitong-kitong, Alimango sasuba ginbatog dili makuha, Ako may makakuha Ako may makakuha Remember: The human voice has a different tone quality or timbre when speaking and singing. Some voices are high, others are thin, low, thick, or husky. We use our speaking voice when we talk and our singing voice when we sing. Activity 1 a. Read the poem ” Bayang Sinilangan”. Bayang Sinilangan ni Mary Grace V. Cinco Bayan kong sinilangan Pilipinas ang pangalan Inasam mong kalayaan Dugo’t pawis mong nakamtan. b. Sing the song “Pakitong-kitong”. Activity 2 Check the column that describes the voice of each singer. Singer Male Female High Low High low 1. Lea Salonga 2. OgieAlcasid 3. Jaya 4. Charice 5. Bamboo
  • 64. DRAFT April 10, 2014 8    Evaluation On your paper, draw a star ( ) if the following is a singing voice and circle( ) if it is a speaking voice. 1. Voice of a boy reading a sentence 2. Yeng Constantino singing “Salamat” 3. Voice of a girl reciting a poem 4. Christian Bautista singing “The Way You Look at Me” Lesson 3: Sources of Sounds Week 3 Introduction: Activity 1 Sing the song about musical instruments. Tugtog Ko, Hulaan Mo Ako ay may tugtog Hulaan mo ang instrument ko Tayo nang maglaro Isa, dal’wa tatlo Handa na ba kayo? Boom,boom,boom,boom, boom Klang, klang, klang, klang, klang Tring, tring, tring, tring, tring Toot, toot, toot, toot, toot. Sounds come from different sources. They can come from nature, human voice, animals, musical instruments, or other man-made things around us. Different sound sources can produce a variety of timbres. 
  • 65. DRAFT April 10, 2014 9    Activity 2 Listen to the recorded sound of the following instruments: 1. drum 3. guitar 2. cymbals 4. trumpet Activity 3 Imitate the sounds of the following: jeepney thunder train duck mother singing lullaby piano Activity 4 Cut and paste pictures of musical instruments on your paper. Remember: There are different sound sources which produce a variety of timbres. Timbre refers to the tone quality or tone color of the human voice or any musical instrument. Piano   Trumpet  
  • 66. DRAFT April 10, 2014 10    Evaluation Skills 3 2 1 1. Can recognize the sound of musical instruments 2. Can identify pictures of musical instruments 3. Can use other sources of sound to produce variety of timbres creatively 4. Can perform the activities with enjoyment and cooperation 5. Can sing and play musical instruments harmoniously 3-excellent 2- very good 1- good   Tambourine  Guitar  Drum
  • 67. DRAFT April 10, 2014 11    Lesson 4: Dynamics through Movements Week 4 Introduction: Activity 1 Sing the song “ Tunog at Galaw ng Hayop”. Dynamics helps us put expression in the music we make. There are parts of music that must be played either loud or soft. We can interpret dynamics through body movements. Small movement can be considered soft, while big movement is loud. We can also relate dynamics to animal movements. Likewise, dynamics is what we call the volume in music. 
  • 68. DRAFT April 10, 2014 12    “Tunog at Galaw ng Hayop” Fely A. Batiloy (soft) Ako ay si Kuting, kuting na malambing Matinik sa daga, matalinong pusa Kaluskos, kuskos, kaluskos, kuskos Pakinggan n’yo ako ngayon. Meow! (moderately loud) Ako ay si Bantay, bantay ng ‘yong bahay Matulin tumakbo, mabait na aso. Aw, aw, aw, aw, aw, aw, aw, aw pakinggan n’yo ako ngayon. Awooo! (loud) Ako si Kalabaw, masipag, mat’yaga Pagsikat ng araw, dapat nang gumalaw. Ma, ma, ma, ma, ma, ma, ma, ma Pakinggan n’yo ako ngayon. Maaa! Activity 2 Read the poem applying dynamics Activity 3 Recite the poem while doing animal movements to show dynamics. kitten - small movement dog - medium movement carabao - big movement Remember: Dynamics is one of the expressive elements of music that deals with the softness and loudness of sound. It gives freedom to interpret the music as soft, medium or loud.  
  • 69. DRAFT April 10, 2014 13    Evaluation Sing “Farewell Song” applying correct dynamics. Rubrics KNOWLEDGE 3 2 1 1. Can interpret dynamics correctly through the use of body movements 2. Can distinguish soft, medium, and loud sound in a song or music 3. Can show dynamics through movements of a given animal 4. Can show creativity and self-discipline in performing
  • 70. DRAFT April 10, 2014 14    5. Can join and enjoy performing with a group 3- Excellent 2- Very good 1-Good Lesson 5: Variations in Dynamics Week 5 Introduction: Activity 1: A. Sing the following songs applying the correct dynamics. Music becomes more beautiful when expressed in variety of sounds. Dynamics is one of the expressive elements of music that makes a song meaningful. Dynamics can either be soft, moderately loud, or loud.
  • 71. DRAFT April 10, 2014 15    Activity 2 Group Activity Sing the song “Do a Little Thing” applying different dynamics. Add dance patterns to enhance performance. Remember: Music is more beautiful when expressed in a variety of sounds. Dynamics is one of the expressive elements of music that makes a song meaningful. Dynamics can be soft, moderately loud, or loud 
  • 72. DRAFT April 10, 2014 16    Evaluation Rubrics KNOWLEDGE 3 2 1 1. Can use the dynamic terms as soft, moderately loud or loud in a song correctly 2. Can identify the exact changes of dynamics in a song 3. Can perform with appropriate choreography, props, mask and sound variations 4. Can show self-discipline and flexibility in doing tasks 5. Can join and cooperate with the group 3-Excellent 2- Very Good 1-Good   Lesson 6: Expressions of Music Week 6 Introduction: Activity 1  Recite the lyrics of “Lupang Hinirang”.  Recite the song following the gestures of the teacher using palms down (soft) and palms up (loud)  Sing the whole song following the beat and gestures of the teacher in soft, moderately loud, and loud. (S-soft, M- moderately loud, L-loud). Dynamics is one of the expressive elements of music that deals with softness and loudness of sound. It helps express emotions. Moreover; it is more meaningful if applied to a song using hand gestures.
  • 73. DRAFT April 10, 2014 17    Remember: Dynamics helps express emotions. It is more meaningful when applied to a song. Lupang Hinirang Music : Julian Felipe Lyrics : Jose Palma L Bayang magiliw S Perlas ng silanganan L Alab ng puso S Sa dibdib mo’y buhay. L Lupang hinirang S Duyan ka ng magiting L Sa manlulupig S Di ka pasisiil. M Sa dagat at bundok sa simoy at L Sa langit mong bughaw M May dilag ang tula at awit L Sa paglayang minamahal. M Ang kislap ng watawat mo’y tagumpay L Na nagniningning M Ang bituin at araw n’ya kailan pa M May di magdidilim. L Lupa ng araw, ng luwalhati’t pagsinta L Buhay ay langit sa piling mo L Aming ligaya na pag may mang-aapi L Ang mamatay nang dahil sa ‘yo  
  • 74. DRAFT April 10, 2014 18    “ Pilipinas Kong Mahal” S Ang bayan ko’y tanging ikaw Pilipinas kong mahal Ang puso ko at buhay man Sa iyo’y ibibigay M Tungkulin kong gagampanan Na lagi kang paglingkuran L Ang laya mo’y babantayan M Pilipinas kong hirang.   Activity 2 Sing the song “Pilipinas Kong Mahal” with appropriate dynamics. Follow hand gestures of the teacher, showing softness and loudness in singing. Evaluation Rubrics KNOWLEDGE 3 2 1 1. Can respond to the conducting gestures of the teacher while singing the song “Lupang Hinirang” 2. Can identify the exact changes of dynamics in a song 3. Can sing and interpret the song “Lupang Hinirang” with correct dynamics 4. Can show flexibility in doing the task. 5. Can join and cooperate with the group in doing the activity 3-Excellent 2- Very good 1-Good  
  • 75. DRAFT April 10, 2014 19    Lesson 7 & 8: Application of Dynamics Week 7 & 8 Introduction Activity 1 1. Mimic animal sounds and apply proper dynamics. bee cow cat duck carabao dog 2. Read the poem applying varied dynamics as soft, medium, or loud. Dynamics is one of the expressive elements of music that deals with the softness and loudness of sound. It gives freedom to express emotions and likewise enhances the beauty of songs, poetry, chants, and drama or musical stories.
  • 76. DRAFT April 10, 2014 20    Activity 2 Sing the song with actions. “Ang Maliit na Gagamba” Ang maliit na gagamba Umakyat sa sanga Dumating ang ulan, Naanod siya Sumikat ang araw Natuyo ang lupa Ang maliit na gagamba Bumalik sa sanga. Remember: Dynamics gives freedom to express emotions and it adds beauty to songs, poetry, chants, and drama or musical stories.   S To shine at night. M Green grass grow L Where’er you go M Trees and birds S Sing high and low.
  • 77. DRAFT April 10, 2014 21    Evaluation Rubrics 3 – Excellent 2 - Very good 1 – Good     KNOWLEDGE 3 2 1 1. Can enhance poetry using the dynamics soft, moderately loud or loud 2. Can use sound variations in chanting 3. Can recite the poem with proper choreography, sound variations and sound effects 4. Can show creativity and workmanship 5. Can apply changes in dynamics through poems, chants and musical stories 6.Can join and cooperate with the group
  • 78. DRAFT April 10, 2014 1      MAPEH Learner’s Material Unit 1 Texture and Tempo 3   This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.
  • 79. DRAFT April 10, 2014 2    MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dino S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material
  • 80. DRAFT April 10, 2014 3    Table of Contents Lesson 1 Fastness and Slowness in Music…………..…4 Lesson 2 Slow, Moderate and Fast Tempo…………… 8 Lesson 3 Variations in Tempo ………………………… 10 Lesson 4 Two Part Round………………………………. 12 Lesson 5 Partner song…………………………………. 14 Lesson 6 Single and Multiple Melodic Lines ……… 18 Lesson 7 Texture in Music…………………………….. 20 Lesson 8 Multiple Melodic Lines…………………….. 23
  • 81. DRAFT April 10, 2014 4    Fourth Quarter Lesson 1: Fastness and Slowness in Music Week 1 Introduction Activity1: March while singing the song “Quiet Voices” While singing the song, “Quiet Voices”, clap, tap, or walk to the beat of the song. Follow your teacher’s instructions. The speed of music can be slow, moderate, or fast. This is called tempo.
  • 82. DRAFT April 10, 2014 5    Activity 2 Look at the pictures and identify the animal in each box. How do these animals move?   Remember: Tempo refers to the speed of music.
  • 83. DRAFT April 10, 2014 6    Activity 3 Imitate the movements of each animal mentioned in the song: Animal Movement What tempo can we use to compare the movements of the following animals? Write the answer inside the box opposite each animal. Answers: birds - fly   spread arms as if flying  jump run fast in place glide / crawl hop
  • 84. DRAFT April 10, 2014 7    cat - jump dog - run turtle - crawl rabbit - hop Evaluation Do the following activity. Rubrics Skills Very good 4 Good 3 Fair 2 Need Improvement 1 1. Can imitate movements of given animals correctly 2.Can perform animal movements according to fast and slow 3.Can differentiate the speed of each movement accordingly 4. Can cooperatively participate in group activities Move fast like a kangaroo in a zigzag manner. Fly slowly like a bird in tiptoe, in any direction. Gallop fast like a horse. Walk slowly like a duck in a straight line.        
  • 85. DRAFT April 10, 2014 8    Lesson 2: Slow, Moderate, and Fast Tempo Week 2 Introduction: Activity 1 Recite and do the actions of the chant “Double, Double”. Double, Double Double, double, this this Double, double, that that Double this, double that, Double, double, this that How to do it: Double - close fist This - open palm with partner That - back palm with partner Do the warm-up activity slowly at first then gradually make the speed moderate and then fast. Activity 2: Sing “Mga Alaga Kong Hayop” using the appropriate speed for each animal movement. Activity 3 Recite the chant, “Engine, Engine Number 9” Music can be expressed in many ways. There are songs in music that need to be sung or played fast, moderate, and slow. These make music interesting and enjoyable.
  • 86. DRAFT April 10, 2014 9    Engine, engine number 9 Going down the railroad line If the train goes off the track Will I get my money back? Yes, no, maybe so Evaluation Identify the movement of each of the following pictures. On your paper, write F for fast, S for slow and M for moderate. 1. 2. Remember: Tempo can be shown through different movements. It can be slow, moderate, or fast. 
  • 87. DRAFT April 10, 2014 10    3. 4. 5. Lesson 3: Variations in Tempo Week 3 Introduction Activity 1 Sing the song, “Look at Me”. Imitate the movements of the animals mentioned in the song while singing. Music has varied tempo. It affects the movement and mood of a song. This is why we feel like dancing when we hear fast music, and we feel sleepy when we listen to slow music.
  • 88. DRAFT April 10, 2014 11    Remember: Tempo and dynamics set the mood and character of a song. 
  • 89. DRAFT April 10, 2014 12    Evaluation Create dance steps with your group. Group A - Slow - “Ili- Ili TulogAnay” Group B - Fast - “Leron, LeronSinta” Group C - Moderate - “Bahay Kubo” Lesson 4: Two-Part Round Week 4 Introduction Activity 1 Sing the song. Activity 2 Sing the songs “Tayo ay Magsaya” and “Are you Sleeping, Brother John?” in unison and in two-part round. There are songs that have the same melody sung by two or more groups. These songs are usually short songs or children’s songs. The way songs are sung affects the general mood of the song. 
  • 90. DRAFT April 10, 2014 13    Remember: Round is a musical composition wherein two or more groups sing exactly the same melody. Here, the first group starts ahead, while the second group follows after the first phrase.
  • 91. DRAFT April 10, 2014 14    Evaluation Rubrics Lesson 5: Partner Songs Week 5 Introduction Activity 1 Look at the pictures: Skills Very good 4 Good 3 Fair 2 Needs Improvement 1 1. Can sing in correct pitch 2. Can differentiate unison singing with round singing 3. Can demonstrate concept of texture in music by singing two-part round 4. Can sing in correct rhythm 5. Can participate actively in all group activities There are songs that when put together produce a pleasing sound. These are called partner songs.
  • 92. DRAFT April 10, 2014 15    What does the picture show? Are the two pupils in the picture doing their chores together? What do you see in the picture? Where do you use these things? Do you use them at the same time, separately or one after the other? Can you consider them partners? Why?
  • 93. DRAFT April 10, 2014 16    Activity 2 Sing the following songs in unison and as partner songs. Observe singing in correct pitch and rhythm.
  • 94. DRAFT April 10, 2014 17    Evaluation Rubrics Skills Very good 4 Good 3 Fair 2 Needs Improvement 1 1. Can sing in correct pitch 2. Can identify partner songs 3. Can demonstrate concept of texture in music by singing partner songs 4. Can sing in correct rthythm 5. Can demonstrate active participation in all the activities related to the lesson         Remember: Unison - performance of a single melodic line by more than one instrument or voice at the same pitch Partner song – two songs with the same meter and mood to be sung at the same time                   Melody 1                     Melody 2   
  • 95. DRAFT April 10, 2014 18    Lesson 6: Single and Multiple Melodic Lines Week 6 Introduction Activity 1 Sing the songs “Its’ a Small World” and “He’s Got the Whole World” in unison and as partner song. Here are the song charts –                   Song Chart No. 1 Melodic line is a musical line that forms a definite tune. Unison singing is an example of songs having single melodic lines while round songs/partner songs are examples of songs having multiple melodic lines. 
  • 96. DRAFT April 10, 2014 19             Sing these songs applying correct dynamics and tempo.         Song Chart No. 2 Song Chart No. 3 Remember: Unison - one melodic line Round song - same melody that enters one after the other The melody also ends one after the other.
  • 97. DRAFT April 10, 2014 20    Evaluation Rubrics Knowledge/Skill Very Good Good Needs Improvement 1. Can identify single and multiple melodic lines 2. Can sing partner songs harmoniously with the group 3. Can show mastery in singing partner songs 4. Can participate actively in all the activities   Lesson 7: Texture in Music Week 7 Introduction Activity 1: Sing together. In music, texture is used to describe the overall quality of a sound. It can be light or heavy, thin or thick. The kind of musical texture depends on the number of melodic lines found in a song.
  • 98. DRAFT April 10, 2014 21    Activity 2 Sing “Awit ng Buhay “ in three-part round.
  • 99. DRAFT April 10, 2014 22    Activity 3 Group I – Sing the song in unison. Group II - Sing these as partner songs. Group III – Sing the song in unison. Group IV – Sing these as partner songs. Remember: We have a single melodic line when we sing songs in unison, and multiple melodic lines if we sing songs in round. A single melodic line produces a thin sound and multiple melodic lines produce thick sounds. “He’s Got the Whole World in His Hands” / “It’s a Small World” “Sarung Banggi” / “Dandansoy” “Awit ng Buhay” “Tayo ay Magsaya”
  • 100. DRAFT April 10, 2014 23    Evaluation Knowledge/Skill Very Good Good Needs Improvement 1. Can sing in tune 2. Can demonstrate understanding of thinness and thickness through round song 3. Can distinguish between thinness and thickness of musical sound 4. Can participate actively in all the activities   Lesson 8: Multiple Melodic Lines Week 8 Introduction Activity 1: Draw your music. Be ready with your paper and crayons. Pick your favorite colors. Using different colors, draw three (3) groups of lines. Draw your first horizontal line on the upper portion of the paper. In the middle part of the paper, draw 2 horizontal lines using two different colors. The more melodic lines there are in the song, the thicker the sound it produces. Singing in rounds, duet, partner songs and adding rhythmic accompaniment create thicker musical sounds. 
  • 101. DRAFT April 10, 2014 24    At the bottom part, draw three or more horizontal lines using different colors. Compare the colored lines you have drawn in all parts of the paper. Looking at the number of lines, which group is thick and which group is thin? Song chart # 1 – “Bahay Kubo” in unison How many melodic lines do you see?
  • 102. DRAFT April 10, 2014 25    Song chart # 2 – “Bahay Kubo” in two voices How many melodic lines do you see? Song chart # 3 – “Bahay Kubo” in two voices with rhythmic   accompaniment
  • 103. DRAFT April 10, 2014 26    Evaluation On the blank, write thin if the situation creates a thin sound and thick if it creates a thick sound. __________ 1. The whole class sings “Bahay Kubo” in unison. __________ 2. Ana sings “Awit ng Buhay” with accompaniment. __________ 3. The pupils of Jose Rizal Elementary School sing the National Anthem in unison without accompaniment. __________ 4. The class of Ms. Santos sings partner songs. __________ 5. The grade three class was divided into two groups for round singing. Remember  The more melodic lines, the thicker the sound.  The less melodic lines, the thinner the sound.