This document outlines objectives and activities for teaching students about sound and silence in music. The objectives are to relate visual images of quarter notes, eighth notes, and quarter rests to sounds and silence, describe and distinguish between sound and silence aurally and visually. The document explains that sounds are composed of vibrations transmitted through air and are represented by note symbols, while silence is the absence of sound and is represented by rest symbols where no sound is produced. It provides examples for students to identify sounds and silence and imitate animal sounds from a video, and clap the rhythm of a song containing notes and rests.
1. The document discusses dynamics and timbre in music education for third grade students. It covers 7 lessons that teach students about sound sources and their timbres, dynamics through body movements and songs, and applying dynamics to enhance musical expressions.
2. Dynamics refers to the loudness and softness of sounds. The lessons show students how to use their body and voice to demonstrate dynamics in interpreting various sounds, songs, and poems.
3. Applying different dynamics helps make music more beautiful and meaningful. The lessons aim to develop students' understanding and skills in expressing dynamics in their performances.
This document outlines objectives and activities for teaching students about sound and silence in music. The objectives are to relate visual images of quarter notes, eighth notes, and quarter rests to sounds and silence, describe and distinguish between sound and silence aurally and visually. The document explains that sounds are composed of vibrations transmitted through air and are represented by note symbols, while silence is the absence of sound and is represented by rest symbols where no sound is produced. It provides examples for students to identify sounds and silence and imitate animal sounds from a video, and clap the rhythm of a song containing notes and rests.
1. The document discusses dynamics and timbre in music education for third grade students. It covers 7 lessons that teach students about sound sources and their timbres, dynamics through body movements and songs, and applying dynamics to enhance musical expressions.
2. Dynamics refers to the loudness and softness of sounds. The lessons show students how to use their body and voice to demonstrate dynamics in interpreting various sounds, songs, and poems.
3. Applying different dynamics helps make music more beautiful and meaningful. The lessons aim to develop students' understanding and skills in expressing dynamics in their performances.
This document discusses musical concepts like rhythm, beat, meter, time signatures, and notes/rests. It provides examples and practice problems for students to identify musical symbols and time signatures. Key points covered include defining rhythm and beat, explaining simple meter and common time signatures like 4/4, 2/4 and 3/4, and giving examples of whole, half, quarter notes and rests. Students are asked to complete practice problems identifying musical symbols and time signatures.
This document appears to be a test for a Music III class that assesses students' knowledge, skills, and performance in music. It contains multiple choice and matching questions to test students' knowledge of musical terms and concepts. It also includes listening, notation, and performance-based sections to evaluate students' skills in areas like identifying melodic contours, so-fa syllables, melodic direction, singing songs accurately, and playing rhythms on instruments. The test will be graded and include a rating of the student's work.
English 2_q2_mod2_Generating Ideas Through Pre-Writing Activities_v2.pdfEverdinaGiltendez
Boyet is a responsible boy who likes to wear white shirts and blue shorts. He shares his fried chicken with his dog and takes good care of his pet by giving it baths and cleaning its doghouse. Boyet and his dog enjoy playing ball together in the garden.
This document discusses musical concepts like rhythm, beat, meter, time signatures, and notes/rests. It provides examples and practice problems for students to identify musical symbols and time signatures. Key points covered include defining rhythm and beat, explaining simple meter and common time signatures like 4/4, 2/4 and 3/4, and giving examples of whole, half, quarter notes and rests. Students are asked to complete practice problems identifying musical symbols and time signatures.
This document appears to be a test for a Music III class that assesses students' knowledge, skills, and performance in music. It contains multiple choice and matching questions to test students' knowledge of musical terms and concepts. It also includes listening, notation, and performance-based sections to evaluate students' skills in areas like identifying melodic contours, so-fa syllables, melodic direction, singing songs accurately, and playing rhythms on instruments. The test will be graded and include a rating of the student's work.
English 2_q2_mod2_Generating Ideas Through Pre-Writing Activities_v2.pdfEverdinaGiltendez
Boyet is a responsible boy who likes to wear white shirts and blue shorts. He shares his fried chicken with his dog and takes good care of his pet by giving it baths and cleaning its doghouse. Boyet and his dog enjoy playing ball together in the garden.
2. Layunin:
Sa pagtatapos ng aralin, ang mag-aaral ay
inaasahang:
• Nasasabi ang kahulugan/kahalagahan ng tunog
• Nakikila ang mga bagay na pinagmulan ng tunog
• Nakagagawa ng tunog gamit ang mga bahagi ng
katawan Music
Quarter 3_Wk1_D_1
3. Kumusta ang inyong academic
break?
Ano-ano ang inyong ginawa?
Ano ang ating huling pinag-aralan
bago tayo mag periodical tests?
Music
Quarter 3_Wk1_D_1
4. Mga bata, nakarinig na ba kayo
ng tunog?
Ano-anong mga tunog na ang
inyong narinig?
Music
Quarter 3_Wk1_D_1
5. Tignan ang mga larawan sa ibaba. Alin dito
ang may tunog? Alin naman ang wala?
Music
Quarter 3_Wk1_D_1
6. Maari kang gumawa ng tunog gamit ang
iba’t-ibang parte ng katawan tulad ng
kamay, balikat, paa, balat at bibig.
Music
Quarter 3_Wk1_D_1
7. Isagawa ang mga sumusunod na kilos
upang makagawa ng sarili mong tunog.
1.Pumalakpak ng tatlong beses
2.Tapikin ang iyong hita.
3.Bigkasin ang iyong pangalan.
4.Umawit ng “Happy Birthday”
5.Pumadyak ng dalawang beses. Music
Quarter 3_Wk1_D_1
8. Critical Thinking Skills/ Decision Making
Pinabantayan sa iyo saglit ng iyong nanay
ang bunso mong kapatid at nagsampay siya ng
damit. Sumang-ayon ka naman ngunit itinuloy
mo lang ang iyong paglalaro ng cellphone.
Maya-maya pa ay may narinig kang malakas na
kalabog kasunod ng isang malakas na pag- iyak.
Ano kaya ang ang nangyari? Ano ang gagawin
mo? Music
Quarter 3_Wk1_D_1
9. Mahalagang matutuhan ang tunog dahil ito ang
bumubuo sa ating naririnig.
Ginagamit natin ang tunog upang makipag-usap
at magpahayag ng ating damdamin sa salita
man o sa kilos.
Kung walang tunog ay wala ring musika.
Music
Quarter 3_Wk1_D_1
10. Punan ang mga patlang ng wastong salita upang makabuo ng
makabuluhang kaisipan tungkol sa aralin. Isulat ang sagot sa iyong
kwaderno.
Ang tunog ay isa sa mga biyaya ng Diyos sa mga tao. Biniyayaan nya tayo ng
dalawang _______________ upang makadinig ng iba’t-ibang __________
tulad ng mga salita at magagandang _______.
Kaya ingatan mo ang iyong tainga pati na rin ang iyong buong _________.
Sikaping gumawa lamang ng tunog na kaaya-ayang ___________.
Music
Quarter 3_Wk1_D_1
pakinggan tunog katawan
tainga musika
11. Takdang Aralin:
Gumuhit/gumupit ng limang bagay
sa iyong paligid na lumilikha ng
tunog. Gawin ito sa iyong
kwaderno.
Music
Quarter 3_Wk1_D_1