e medi a Ee QUARTER 2 MAPEH (Music) G8Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the PI ippines. 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 (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 the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 4A and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any tules stated in the Intellectual Property Rights for leaming standards. The Editors PIVOT 4A CALABARZON Music C8PIVOT 4A Learner's Material Quarter 2 First Edition, 2020 MAPEH (Music) Grade 8 Job S. Zape, Je. FIVOT 4A Instructional Design & Development Lead Ronald Lozano Content Creator & Writer Jhonathan 8. Cadavido Internal Reviewer & Bditor Lhovie A. Cauilan & Jael Faith 7. Ledesma Layout Artist & Illustrator Jhucel A. del Rosario & Melanie Mae N. Moreno Graphic Artist & Cover Designer Ephraim L. Gibar IT & Logistics Published by: Department of Education Region IV-A CALABARZON Regioaal Director: Wilfredo B. Cabral Assistant Regional Director: Ruth L, Fuentes PIVOT 44 CALABARZON Music C8Guide in Using PIVOT 4A Learner’s Material For the Parents/Guardians This module aims to assist you, dear parents, guardians, or siblings| of the leamers, to understand how materials and activities are used in the new normal. It is designed to provide information, activities, and new learning that learners need to work on. Activities presented in this module are based on the Most| Essential © Learning Competencies (MELCs) in MAPEH (Music) as prescribed by the Department of Education. Further, this learning resource hopes to engage the learners in| guided and independent leaming activities at their own pace. Furthermore, this also aims to help learners acquire the essential 21st century skills |wiile taking into consideration their needs and circumstances. You are expected to assist the children in the tasks and ensure the| learner’s mastery of the subject matter. Be reminded that learners have to answer all the activities in their own notebook. For the Learners The module is designed to suit your needs and interests using the| IDEA instructional process. This will help you attain the prescribed grade- level knowledge, skills, attitude, and values at your own pace outside the normal classroom setting. The module is composed of different types of activities that are| arranged according to graduated levels of difficulty—irom simple to complex. You are expected to : a. answer all activities on separate sheets of paper; b. accomplish the PIVOT Assessment Card for Learners on page 88 by providing the appropriate symbols that correspond to your personal assessment of your performance; and c. submit the outputs to your respective teachers on the time and date agreed upon. PIVOT 4A CALABARZON Music C8Parts of PIVOT 4A Learner’s Material K to 12 Learning Delivery Process Descriptions This part presents the MELC/s and the desired learning cutcomes for the day or week, purpose of, the lesson, core content and relevant samples. This maximizes awareness of his/her own What Ineed to know Introduction What is new knowledge az regards content and skills cequired for the lesson. What Ienow This pert presents activities, tasks and contents of value and interest to learner. This exposes him/her on what he/she knew, what he/she does What is in not know and what he/she wants to know and earn, Most of the activities and tasks simply and directly revolve around the concepts of What is it developing mastery of the target skills or MELC/s. Development In this part, the learner engages in various tasks What is more and opportunities in building his/her knowledge, skills and attitude/values (KSAVs) to meaningfully connect his/her concepts after doing the tasks in the D part. This also exposes What I can do him/her to real life situations/tasks that shall: ignite bis/ her interests to meet the expectation; make his/her performance satisfactory; and/or produce a product or performance which will help WhatelseIcando | him/her fully understand the target skills and concepts . Engagement This part brings # hne/she shall demonstrate ideas, interpretation, learner to @ process where WhatIhaveleamed | cingeet or values and create pieces of information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context, Also, this WhatIcan achieve | part encourages him/her in creating conceptual structures giving him/her the avenue to integrate new and old learnings. Assimilation This module is a guide and a resource of information in understanding the Most Essential Learning Competencies (MELCs). Understanding the target contents and skills can be further enriched thru the K to 12 Learning Materials and other supplementary materials such as Worktexts and Texthooles provided by achcols and/or Schools Division Offices, and thna other learning delivery modalities, including radio-based instruction (RBI) and TV-based instruction vy. PIVOT 44 CALABARZON Music C8oS East Asian Music af e Lesson At the oad of this lesson, you should be able to recognize the solationship of socio-cultural aspect of Japan, Korea and China in the development of their music and appreciate their music through listening perceptively. Japan, Korea, and China are some of the countries in East Asia. These three countries has wonderful and exceptional culture and tradition they share with the world through their performances. Let's discover the beauty of their traditional vocal and instrumental music. Japan The traditional music of Japan is quite different from the western music. ‘The #musicall interval in Japan is based 6m human breathing, not on The Japanese musicians show their spiritual selfmastery through mastering the instrument than simply perfecting a technique. They give more importance to their performance and composure. Basically, the traditional music of Japan is meditative in character, Traditionally, the Japanese music performance has been spiritual in character. It is similar to martial arts and other forms of art such as the tea Ssfemony/Siid!ealligr@phyl Usually, choir music is about Feligiousl festivals) work, dance, love, and regional songs. Historically, the music of Japan has been greatly influenced by Chinese music. Some of its forms and popular instruments are adopted from China. ‘China China has a long and influential musical tradition. For centuries, musician develops different styles in music and invented or adopt many musical instruments ‘The teaching of Confucius dominated the culture of Chinese for several thousand years. Confucius conceived their music as a way of calming passion and dispelling unrest, rather than as a form of amusement. ‘They believed that sounds influence the harmony of the universe. PIVOT 4A CALABARZON Music C8 6Korea The traditional music of Korea is generous in the use of bright rhythms: and melody. It gives more energy and capricious contrast to the nation’s: collection of classical music works. Their folk music represents the soul and sound of traditional Korean villages with a wide-ranging array of music forms. ‘Two Major Divisions of Traditional Korean Music outside of the court. 2, Sog-ak or minsogak Learning Task 1: Fill out the table with the correct information. You may ask the help of your guardian or you may research from the internet for this activity. Write your answers on your answer sheet. ‘Country Location ‘Neighboring | Description of Music countries Japan China Korea 7 PIVOT 44 CALABARZON Music C8Learning Task 2: Sing and interpret the 3 musical pieces and answer the questions below. You may ask the help of your teacher, check the link or the barcode beside each song to help you listen to the song. Write your answers on your answer sheet. Sakura . Sakura Susresied recording Seloura sakura Yayoi ao serawa tosis Mewatasubagil wu youtube.com asus kuneoks Toso ture anya zave Mint yakan cherry Blossoms Cherry blossoms, Cherry Hossome Across the Spring As farasyou can Isita mist, or clouds? Fragrant n the air, Come now, come, Lets look, et fast Translation we What a beautiful jasmine flower HR Hh RE G§-kR Mh RA What a beautiful jasmine flower Hho i dw ms i domo Fh Hao idiom homo Bh Sweet-smeling, beautiful, stems fullofbuds Fragrant aad white, | everyone praises Let me pluck you —f = down Give to someone's amily Ogogag Jasmine flower, oh jasmine flower Suggested recording BAER AN T BEM A lang ot jing abi ogg bese i 1 PIVOT 4A CALABARZON Music C8 8Arirang, Arirang, Arasiyo, Arirang gogaero neommeoganda, Nareul ‘veorigo gasineua simeun Simride motgaseo balbbyeongnands. English Translation Arirang arirang arasiyo Crossing over Arirang Pass Dear who abandoned me will aot even walk even ten Li before his/ her feet burt Suggested recording hitos: wateh Joutude com 2, What do you think is the message of these songs? Sakura Mo LiHua Arirang 3, Do you think the melody and rhythm of the song are appropriate to deliver the message of the song? Why? 9 PIVOT 44 CALABARZON Music C8oe Learning Task 3: In your answer sheet, compare and contrast the music of Japan, Korea, and China on Learning Task 2. Answer the guide questions below. Japan China Korea Differences Guide Questions: 1. How is culture reflocted in the music of Japan, China, and Korea? 2. What is the relevance of the music of Japan, China, and Korea in the society? Learning Task 4: On your answer sheet, draw any symbol that will show the relationship of culture in the music of Japan, China, and Korea. Write a short explanation for each symbol. PIVOT 4A CALABARZON Music C8 10Learning Task 5: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your answers on your answer sheet. 1. China has influenced the music of Japan. 2. The traditional music of Japan is based on social status. 3. Sakura song is about goodaye. 4. Koreans believed that music influenced the harmony of the 5. The Japanese are generous in the use of bright rhythm and melody. © Complete the paragraph below. Do this task on your answer sheet. The show their spiritual through mastering the instrument than simply perfecting a technique of some sort and how they give importance to their performance and . has a long and influential musical tradition. For centuries, musician develops different styles in music and invented or adopt many musical instruments. The traditional music of is generous in the use of bright rhythms and . It gives more energy and capricious contrast to the nation’s collection of classical music works. it PIVOT 44 CALABARZON Music C8East Asian Music: Musical Instruments oe Lesson At the end of this lesson, you should be able to analyze the musical elements of selected songs and instrumental pieces heard and performed from East Asia and show appreciation through Poster Making Japanese Vocal Music Japanese music has two modes, the Yo4#6a and imt€a mode. The classical Japanese melodies are based on yo-sen and in-sen mode but not always in one mode alone. It usually shift on both modes Chinese Vocal Music The prominent expressive features of Chinese music are the melody and tone color. Chinese vocal quality is often described as being high-pitched and H@Sal, This is generally true, but there are regional differences. The northern style of singing (guch as Peking opera) tends to be higher and more shrill than the southern style of singing (such as Kua Opera or Nanguan|. Pentatonic Scale /or S:tone|scalé is commonly used in Chinese music. Korean Vocal Music The music of Korea has a slow tempo that gives a very peaceful and pensive character. Skilled singers and drummer perform Pansori Music. Listening and watching of recording music representing Japan, China, and Korea revealed through the musical elements used. PIVOT 4A CALABARZON Music C8 12oO Learning Task 1: Search the words related to East Asian music in the puzzle and answer the questions below. Write your answers on your answer sheet. mMl]oj|fte I Hliulatls K als s |x|v p/[xf[alwtfie pla k|/eflofri{s|xiyi[u a | P vu |rtlr rR |/Prplo U r 1, What are the words that you found in the puzzle? 2. Are they related to East Asia? Why did you say so? 13 PIVOT 44 CALABARZON Music C8Learning Task 2; Sing and interpret the 3 musical pieces below. You may ask the help of your guardian or you may check the link or the barcode of each song you listen. Japanese song ‘Sakura ‘Sakura sakura yayoi no sorawa mi-watesukegiri kasumika kumoka izaya zaye ‘mini yukan Cherry Blossoms Cherry blossoms, cherry blossoms, Across the Spring sky, As far as you see. 1s ita mist, or clouds? Fragrant in the air. ‘Come now, come, Let's look, at last Suggested recording https: / / www.youtube.com /watch?v-IKTRnO7SV68 PIVOT 4A CALABARZON Music C8 14Me Li Hua 7 “~G ~ ARKH HM F BRWAA RH EHR A Rang wo bi jang ni zhii xia, song gei bie ren jia, mo Ui bua yom ih Translation What a beautiful jasmine flower What a beautiful jasmine flower Sweet smelling, beautiful, stems full of buds Fragrant and white, everyone praises Let me pluck you down Give to someone's family Jasmine flower, oh jasmine fl 15Arirang, Arirang, Arariyo... Arirang gogaero neommeoganda, Nareul ‘becrigo gasineun nimeun Simrido motgaseo balbbyeongnanda, English Translation Arirang arirang arariyo Crossing over Arirang Pass Dear who abandoned me will not even walk even ten Li before his/her feet hurt PIVOT 4A CALABARZON Music C8 16 orn Suggested recording https: / /www.youtube.com, watch?v=f991ZQ8XtGMLearning Task 3: On your answer sheet, answer the following guide questions and fill up the table based on Learning Task 2. Guide Questions: 1. Describe the musical pisces using the table below. 2. Based on your answers, what can you conclude on the musical elements of Musical Elements | Japan folk Chinese follk | Korean folk song song, song Sakura Mo Li Hua Asirang ‘Meter Melody Form oe Learning Task 4: Make a poster that will describe the music of Japan, China, and Korea. Write a short explanation about the poster. Do this on your answer sheet. Criteria Points Creativity S pts Effort/Perseverance 5S pts Relevance to the theme 5 pts Craftmanship/Skill 5 pts 5 pts Originality 5 pts Learning Task 5: Write the similarities and differences of Japanese, Chinese, and Korean music to the Philippine music on the table below. Do this activity on your answer sheet. Philippines Country Similarities Difference Japanese Chinese Korean 7 PIVOT 44 CALABARZON Music C8Leaming Task 6: On your answer sheet, identify which county is being described in the following statements. 1. It uses a pentatonic scale. 2. Ituses two modes in their music. 3. Ituses slow tempo that shows peaceful character. 4. Ithas two auxiliary tones. 5. Its music is more melodie rather than harmonic, © Complete the statement below. Write your answers on your answer sheet. In this lesson, I realized that This lesson will help to PIVOT 4A CALABARZON Music C8 18Musical Instrument of East Asian e Lesson At the end of this lesson, you should be able to recognize the different musical instruments of Japan, China, and Korea, explore ways of producing sounds on variety of sources that would simulate instruments being studied, draw possible improvise musical instrument, and develop creativity through searching possible materials in making improvised musical instrument. Classification of Musical Instruments (Horabostel-Sachs System) Musical Instruments of Japan Percussion Instruments (Membranophone} Odaiko is| a big drum, The Odaiko P performance gives physical energy and ° Sheet excitement, It is an integral part of ? many Japanese Matsuri. Teuzumi is an hourglass-shape_ instrament! It has two varieties, the smaller (Kotsuzumi) and the larger (otsuzumi). These instruments are used in both Noh and Kabuki performance. ‘Teuridaike is 2 large hanging barrel drum. The two mallets are used to play tsuridaiko on the other side only. 19 PIVOT 44 CALABARZON Music C8String Instruments (Chordophone| ‘Wind Instruments (Aerophone] PIVOT 4A CALABARZON Music C8 Roto is a 13-Stringed zither. It is made of Pauilownial Wood and about fWo| imeters) IBR@ It performs through plucking using a, pick on the thumb and first two fingers of the right hand, while the left hand can be used to modify pitch and tone Shamisea is a stringed instrument and performs through plucking. The strings stretched across a resonating body. The neck is fretless. Biwa is a short necked fretted lute. This instrument is commonly used in narrative storytelling. Shakuhachi is the most famous flute made from bamboo. It consist of four or five holes on the front face and a thumb hole on the rear face. It was imported from China for Gagaku. Nokan is a bamboo flute (fue) is the only melodic instrument perform in Noh, The melody of this instrument has no specific pitch relationship with the melody of the chanting. Hichiriki is one of the two main melodic instruments in Japanese Gagakuu music, It is a double reed Japanese flute. 20Chinese Musical Instruments ‘Yueqin is a moon-shaped lute with a shorter neck and four strings It is used to accompany focal operas. Pipa is a four-stringed lute with 30 frets and a pear-shaped body. It has extremely wide dynamic range and remarkable expressive power. Erhu is one of the most popular instruments in- China, It is fiddle with) two) Strings. This instrument can be performed as solo as well, in small ensemble or large orchestra, and by various ethic groups. ‘Yunluo is a set of ten small tuned gongs mounted in @ wood frame. It literally means cloud gongs or cloud of gongs. This instrument is generally equal in diameter, but different in thickness. The pitch depends on the thickness of the gongs. Sheng is known as a Chinese mouth organ. It consist of 12 to 36 bamboo pipes. The pipe has a different length and it has a brass reed on the ‘bottom and a hole that must be locked in order to make a sound. at PIVOT 44 CALABARZON Music C8Korean Musical Instruments PIVOT 4A CALABARZON Music C8 22Wind Instrument Percussion Instrument Both heads produce sounds with different pitch. wv oO Learning Task 1: Classify the following instruments using the Hornbostel-Sachs System. Write your answer on your answer shoot. Musical Instruments Hornbostel-Sachs System (Idiophone, Membranophone, ‘Chordophone, Aerophone) fi x eh 4 23 PIVOT 44 CALABARZON Music C8Learning Task 2: On your answer sheet, answer the following questions. 1. Which East Asian musical instruments do you like most? Why? 2. What is the importance of understanding the Hornbostel-Sachs classification of some East Asian musical instruments? 3. How would knowledge on playing East Asian musical instruments help you in exploring the sounds most especially in creating improvised musical instruments? e Learning Tasks 3: If you will make or create an improvised musical instrument inspired by the Fast Asian Music, specifically Japan, China, and Korea, what materials do you suggest to use for the following instruments: A. Chordophone B. Aerophone C. Membranophone Learning Task 4: In a bond paper, draw an improvised musical instruments. Then, list down the materials to he used. Materials: Material Specifications: PIVOT 4A CALABARZON Music C8 24Learning Task 5: Identify the name of the instrument and its place of origin. Write your answers on your answer sheet. Name of Instrument | Place of Origin 1, It is called as mouth organ. 2. Ibis a four-stringed lute with 30 frets and a pear-shaped body. 3. It literally means dragon flute. 4, It is a two string vertical fiddle. 5. It is a six string aither. Learning Task 6: On your answer sheet, make a short essay on the question below. After answering the learning tasks in this lesson, what did you discover in the Japan, Chinese, and Korean musical instruments? © Complete the paragraph below. Do this task on your answer sheet. is a zither like string instrument, with recent variants have been constructed with 21 or more numbers of strings. Changgo is an body with two heads made irom animal skin. Both heads produce sounds with different pitch. is a big drum. The Odaiko performance gives physical energy and sheer excitement. It is an integral part of many Japanese Matsuri. 25 PIVOT 44 CALABARZON Music C8Improvised Musical Instrument eo Lesson At the end of this lesson, you should be able to recall the musical instruments of Japan, China, and Korea as your inspiration in creating improvised musical instrament. Observe the pictures of the musical instrument below. Try to name them in your notebook. PIVOT 4A CALABARZON Music C8 26oO Learning Task 1: Make a project plan for your improvised musical instrument using the format below as your guide. Do this activity in your answer sheet. Improvised musical instruments are made from objects like plastic, bottle, tin can or any materials that can be found in the house. It is designed like the real musical instruments and the sound produced is almost like the real one. Title: ‘My Improvised Musical Instrament Objectives: Draw your possible output Possible Materials, Procedure: (Write the step by step procedure} oe Learning Task 2: On your answer sheet, answer the questions based on your project plan on the improvised musical instrument. 1. Are the majority of the materials of the improvised musical instrument in your project plan indigenous or be found in your home? 2. Did you achieve the sound or the tone that you desired for your performance? a7 PIVOT 44 CALABARZON Music C8After you went through with the previous tasks, you may now create the improvised musical instrument. Please note that your output here, the improvised musical instrument that you will create will be used as your accompaniment in your performance. Learning Task 3: From any recyclable or indigenous materials at home, make a simple improvised musical instrament reilecting. Be guided by the abovementioned rubric. Rubric for Assessment. Criteria 4 3 2 1 Excellent | Proficient| Basic | Below Basie Appearance of the instrument Mou sic al characteristics of the instrument Learning Task 4: On your answer sheet, answer the following questions. 1. How was the experience in making improvised musical instrument? 2. Why do we have to create improvised musical instruments? Learning Task 5: On your answer sheet, write a simple essay relating the quotation below on the lesson. It’s not the lack of resources that cause failure, It’s the lack of resourcefulness that cause failure” - Tony Robbins © Complete the paragraph below. Do this task on your answer sheet. In this lesson, Ilearned that In creating improvised musical instrament, I realized that PIVOT 4A CALABARZON Music C8 28 PIVOT 44 CALABARZONEast Asian Folk Song Performance e Lesson Now we come to the highlight of this module, your performance. Are you not excited? This is your chance to apply or show your knowledge and skills on East Asian Music through you performance, But before you go on with the show, you must first know and understand the criteria in which you will be assessed with. Do your best because the show is a great evidence of your knowledge and skills you attained in this module as a whole. Good luck and enjoy performing. At the end of this lesson, you should be able to perform the Salaura, a folle song from East Asia using one’s own accompaniment. You are also expected to show confidence in your performance. Observe the pictures below. Can you tell what they are doing? Do you think they are performing? Do you think they are confident in their performances? Can you perform with confidence? How about the pictures below? Can you tell what improvised instruments are they? Have you tried once an improvised instrument? Can they be used as accompaniment? 29 PIVOT 44 CALABARZON Music C8o Learning Task 1: Master the song and use your improvised musical instrament as accompaniment. If you have an internet access you may use the link below. The QR code is also provided for you so you can easily search the song. Sakura . ‘Sakura sakura -yayoi no sorawa mbwatasukagit Cherry blossoms, ‘chery blossoms, Across the Spring sky, As far as you cen see, Isita mist, or clouds? Fragrant in the air Come nom, come, Lets look, at last Suggested recording ittps: / www.youtube.com [watch ?v=IKTRaO7SV68 Learning Task 2: Describe the characteristics of Sakura folk song from Japan by answering the given questions. Write your answers in your notebook. 1. What is the message of the song? 2. What is the time signature of the song? 3. Describe the melody and form of the song. PIVOT 4A CALABARZON Music C8 30o Learning Task 6: After you listen or read an Asian follt song, write on your answer sheet at least five suggestions to improve your performance if given the chance to render again an Asian folk song. Follow the sample format below. ‘Sample Asian Folk Song ‘Suggestions on how to perform this song Ex, Sakura It is better if I will have a tribal music background. PIVOT 4A CALABARZON Music C8 32Learning Task 2: In your previous lesson you've performed the Sakura song with your improvised instrument. Now, you will assess your own performance using the rubric below. Write your rating on your answer sheet. Rubric for Assessment Criteria Excellent | Very Good [Good | Needs Im- ment (5 pts) (4 pts) | (3 pts) | Prov (2 pts Mastery of the song and the use of impro- vised musical instru- ment Interpretation of the song Timing Dynamics © Learning Task 3: Complete the statement below. Use your score in the rubric in the previous activity. Write your answers on your answer sheet. In the previous performance based test, my strength are . In the previous performance based test, my weakness are . PIVOT 4A CALABARZON Music C8 34Learning Task 4: Make an essay that describes your performance and how you will improve for the next performance. Do this activity on your answer sheet. Rubric for Asscssmeat Points ‘CRITERIA Excellent The response is Clearly demonstrates an understanding S pts of the task. It contains all requirements and gives an. insightful explanation and opinion that leads to extend, the aspects of the text. Vary Good The response is clearly demonstrates an understanding (4 points) of the task. It contains all requirements. and gives some explanation and opinion using situation or ideas from the text as support. Good The response addresses all of the requirements, but (3 points) partially demonstrates understanding of the task, and uses text incorrect resulting in an inconsistent explanation. Needs Improvement | The response shows minimal understanding of the task, (2 points} dose nct complete the requirements, and provides unclear content, Unacceptable ‘The response is not connected to the topic, (point) Learning Task 5: Based on your self assessment, what are your strengths and weaknesses? ‘What can you suggest to yourself to improve your skills in music? Write your answers on your answer sheet. 35 PIVOT 44 CALABARZON Music C8Department of Education. (2020). K to 12 Most Essential Learning Competencies with Corresponding CG Codes. Pasig City: Department of Education. Department of Education Region 4A CALABARZON. (2020). PIVOT 44 Budget of Work in all Learning Areas in Key Stages 1-4: Version 2.0. Cainta, Rizal: Department of Education Region 44 CALABARZON. Department of Education. Grade § Music and Arts Learner’s Module . Pasig City: Department of Education, Department of Education. Grade 7 Music and Arts Learner’s Module . Pasig City: Department of Education. 39 PIVOT 44 CALABARZON Music C8For inquiries or feedback, please write or call: Department of Education Region 4A CALABARZON Office Address: Gate 2, Karangalan Village, Cainta, Rizal Landline: 02-8682-5773, locals 420/421 Email Address: Irmd.calabarzon@deped.gov.ph Dep