Adelle Bert G.

Diaz December 11, 2019

GRADE 1
Music Concept Objectives Learning Experience Materials Evaluation

RHYTHM
A. Simple beat patterns *Understand the basic *Recite a rhyme/song *Children Percussion *Teacher will sing tatlo
(ta/ta-a) beat through listening with simple beat. Instruments (Maracas, bibe while the class
activity. *Let students raise their Egg Shaker, and etc.) patch the beat.
*Perform a song with hand on the beat where *Rhyme Songs *Teacher will sing the
simple beat. the simple beat enters. *Tatlong bibe song. The students raise
*Realize the importance *Sing a song with whole their hands on where
of whole note and and quarter rest the silent beat is.
quarter note through beautifully with specific *Student will sing the
relating it in the daily action for the rest. song beautifully.
living. *Ask them “what will
*To master the topic in happen if there is no
3 class. simple beat in life?”

MELODY
B. Pitch C (do) D (re) E *Identify by listening *Sing familiar song with *Tatlong Bibe *Class will be divided
(mi) what is C , D , and E. C and E. *Mary Had a Little into two groups. The
*Demonstrate a C , D , *Sing a song with the Lamb students will sing the
and E pitch through new note, D. Student *Bounce High, Bounce song, Bounce High
body movements. raise their hand when Low Bounce Low. First group
*To master the topic in they hear the new note. will sing the question,
3 class. *Perform a song with second group will
body movements to answer and stand
indicate the E is a step whenever they’ll sing
higher than D. the new note. Exchange
parts.
TIMBRE
*Tone color of musical *Distinguish aurally the *Watch a video clip of *Yellow colored paper *Teacher will show the
instruments (bright or bright or dark sound musicians playing in an *Dark blue colored paper instruments then
dark) musical instruments. orchestra. *Instruments: students have to identify
*Play instruments *Students will play Recorder if this instrument us
(Percussion) according to assigned percussion Violin bright or dark in tone by
its tone color. instruments with them. Cello raising Yellow paper for
*To master the topic in 3 Drum bright sound and dark
class. Triangle blue paper for dark
Lyre sound.

DYNAMICS
Crescendo and *Identify aurally if the *Students listen to a song *Play the Growing Sead *students will be
decrescendo (loud and song is in crescendo or with crescendo and evaluated through a
soft) decrescendo. decrescendo. game. Teacher will show
*Express the crescendo *Students move sequence of dynamics
and decrescendo through according to what they then students will move
body movement. hear. according to the
*Demonstrate the sequence shown.
crescendo and
decrescendo through a
game.
*To master the topic in 3
class.

FORM
Round Song *Demonstrate the round *Discover the part where *Row Row your Boat *Ask the student to
song and let them have the song need to *Shapes and Icons for the identify a round song.
groups and sing round rounded by raising the Song
songs. hand.
*Distinguish the part *Sing a round song, for
where you need to enter example “Row-row your
in round song. Boat” song.
 *To master the topic in 3
class.

TEMPO
Andante and Allegro *Differentiate the fast *The students will raise *Guitar *Students will move
(Fast and Slow) and slow movement of the card (allegro and *Tatlong Bibe according to the music
music. andante) if the music is *Old McDonald had a Andante-walk
Experience the tempo fast or slow. Farm Allegro-Jog
through body
movements.
*To master the topic in 3
class.

HARMONY
Monophony *Understand monophony *Define monophony *Sing a song with a clap *Students perform a
through simple texture. the hand. song beautifully.
discussion. *Let them experience the *Zum Gali Gali Gali
*Demonstrate monophony song
monophony through a through singing a song.
sing a song.
*To master the topic in 3
class.