Instructional Plan

iPlan No. Learning Area: MUSIC Grade Level: 6 Quarter: 4th Duration: 1 hour

Learning Competency/ies: Identifies the different tempo in a given song or music: largo, Code: MU6TX-IVa-b-1
(Taken from the Curriculum andante, moderato, allegro , vivace, presto
Guide)
Key Concepts / Tempo is the speed of music. It evokes motion and emotion. Some tempos commonly used in music are : largo,
Understandings to be andante, moderato, allegro , vivace, presto. Metronome is used to measure the beats that occur in a minute. It can
Developed
be used to perform in strict renditions where the specific number of beats is indicated.

I. Objectives
Knowledge Generate appropriate tempo markings on scores
Skills Design a performance of 8-measure percussive music in specified tempo using localized and recycled
materials (plastic bottle, maracas, bottle drum, bamboo sticks, bottle cap tambourine, etc.)
Attitude Listen sincerely to other groups while they perform
Values Display oneness in doing group activities
II. Content/ Topic Tempo
III. Learning Resources A. References : Tempo-Wikipedia, https//en.wikipedia.org/wiki/Tempo
Tempo-Halinang Umawit at Gumuhit 5,pp 84-87
Where Words Fail, Music Speaks @familyfriendpoems.com
B. Materials: projector, slides, programmed audio tracks, word strips, Manila paper, localized
and improvised materials
IV. Procedure
1. Introductory Activity A. Review: Show the learners pictures that depict elements of music. Let volunteers interpret each picture
( __5__ minutes) by matching it with the appropriate musical element in strip. Pairings will be posted on the board.

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HARMONY FORM DYNAMICS

TEMPO MELODY RHYTHM

B: Show different signs. Ask them what to do when they see these signs.

Which signs are related to traffic?

Which signs are related to health?
What are the effects of improper waste disposal?
How is smoking bad to your health?
Why is it necessary to follow signs most especially in public places?
Say: Like public places, musical score is also full of signs and symbols. These are directives mandated by the
composer so that the music would be performed properly. These should be strictly followed.
2. Activity/Strategy Group Activity No 1:
(_20_minutes) Give each group three scores. Then, let them hear the audio tracks of the scores one after the other (The same
piece in three different tempos). After doing this, let them answer in groups using the following guide questions:
1. What are the similarities shared by the three audio tracks?
2. How are the audio tracks different from each other?

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The answers, written in bond sheet, will be reported.
Group Activity No.2 (Varied)
Distribute activity cards to each group with specific tasks to perform
Group 1:
Execute fast and slow tempos using appropriate body movements .(Bodily-kinesthetic)
Group 2:
Give an interpretation of a folk song in two varying tempos.( Musical)
Group 3:
Give an interpretation of a poem through choral reading using moderate tempo. (Linguistic)
Group 4:
Solve the problem. (Logical –Mathematical)
If one piece has a tempo of 60 beats per minute and another piece has a tempo of 90 beats per minute,
how many beats are there in all if both pieces last in exactly 2 minutes?

3. Analysis
(___5__ minutes) First Activity
1. In what elements are the 3 audio tracks similar?
2. In what elements are the 3 audio tracks different?
3. What are the tempos of the 3 audio tracks?
4. How do you know that the difference of elements among the 3 audio tracks is only tempo?

Second activity
1. How do you find the activity of Group 1?
2. What folk song was chosen by Group 2 to perform? How was it performed?
3. What is the title of the poem read in chorus by Group 3? What is the central message of the poem?
4. What is asked in the problem? How did Group 4 get the answer?

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4. Abstraction 4. Abstraction (_10_minutes). This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be emphasized.
(__5_minutes) What is tempo?
How important is tempo in conveying emotion?
Show the table of tempo on the projector.
TEMPO DESCRIPTION BPM
Largo broadly 40-60 BPM
Andante at a walking pace 76-108BPM
Moderato at a moderate speed 108-120 BPM
Allegro fast, quick and bright 120-156 BPM
Vivace lively and fast 156-176 BPM
Presto very, very fast 168-200 BPM

What are the tempos in music that we discussed?

How can we objectively execute such tempos?
5. Application
(__15__minutes) Design a performance of 8-measure percussive music making use of localized and improvised musical
instruments (ukulele may be included).
Composition and practice:5 minutes
Performance: 2 minutes
Group 1: Presto
Group 2: Andante
Group 3: Moderato
Group 4: Largo

How did you perform the task?

Did you enjoy performing with your group?

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Did you pay attention to other groups while they perform?
Why is it important to listen?

6. Assessment
(___7__minutes) Listen carefully to the pieces played by the teacher. Write on the given sheets the correct tempo of the piece

Music Tempo
1.String Quartet No. 1 in D by Tchaikovsky
2.Symphony No. 9 by Dvorak
3. Cello Concerto No. 1 by Haydn
4.Eine Kleine Nachtmusic by Mozart
5.Tarantella in A Minor by Pieczonka
6. Concerto No. 2 by Vivaldi
7.Mulawin by de Leon
8. Quartet No. 1 by Ono
9.Excerpt from Xerxes by Handel
10. Kredo by Toledo
7. Assignment
(__1___minutes) Look for a piece that gradually slows down or accelerates before ending. Share it to the class tomorrow.

8. Wrap-up/ Concluding Read in chorus:

Activity (__2___minutes) Tempo is the speed of music. It evokes motion and emotion. Some tempos commonly used in music are : largo,
andante, moderato, allegro , vivace, presto. Largo is described as broad; andante as at a walking pace;
moderato as at a moderate pace; allegro as fast, quick and bright; vivace as lively and fast; and presto as very,
very fast. Metronome is used to measure the beats that occur in a minute. It can be used to perform in strict
renditions where the specific number of beats is indicated.
V. Remarks

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VI. Reflections

Name of Teacher/Writer: Harry James B. Lucero School: COLAWIN ELEMENTARY SCHOOL

Position/Designation: T2 Division/Office: CEBU PROVINCE
Contact Number: Email Address: harryjuameslucero9@gmail.com

Note to the user: Kindly use the Form attached for your comments and suggestions to improve this instructional plan.

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APPENDICES:

A. ACTIVITY SHEETS
B. ANSWER KEY
C. REFERENCES

Appendix D. Comments and Suggestions Form

iPlan Comments and Suggestions Form

Instructions: Kindly accomplish this if you have comments and suggestions to

improve/ enhance this instructional plan and send to email address:
lrmds.ro7@deped.gov.ph

iPlan Comments Suggestions

No.

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