BUDGET OF LESSON FOR MAPEH (MUSIC)

QUARTER GRADE 1 GRADE 2 GRADE 3

Quarter 1 MUSIC MUSIC MUSIC
identifies the difference between relates visual images to sound and relates images with sound and
sound and silence accurately. silence using quarter note silence using quarter note, beamed
, beamed eight notes and quarter rest eight note, half note, quarter rest
in a rhythmic pattern and half rest within a rhythmic
pattern
relates images to sound and silence maintains a steady beat when maintains a steady beat when
within a rhythmic pattern replicating a simple seris of replicating a simple series of
performs steady beat and accurate rhythmic patterns (e.g. echo rhythmic patterns in measures of
rhythm through clapping, tapping, clapping, walking, tapping, chanting 2s, 3s and 4s (e.g. echo clapping,
and playing musical instruments) walking, marching, tapping,
chanting, walking and playing reads stick notations in rhythmic patterns chanting, dancing the waltz or
musical instruments in response to with measures of 2s, 3s and 4s playing musical instruments)
sound plays simple ostinato patterns
o in groupings of 2s (continually repeated
o in groupings of 3s musical phrase or rhythm) with
o in groupings of 4s
classroom instruments and other
sound sources
performs simple ostinato patterns on writes stick notations to represent creates ostinato patterns in different
other sound sources including body the heard rhythmic patterns meters using combination of
parts different sound sources
creates simple ostinato patterns in plays simple ostinato patterns on creates continually repeated
groupings of 2s, 3s, and 4s through classroom instruments sticks, musical phrase or rhythm in
body movements drums, triangles, nails, coconut measures of 2s, 3s, and 4s
shells, bamboo, empty boxes, etc.
creates simple ostinato patterns in
measures of 2s, 3s, and 4s with
body movements
Quarter 2 MUSIC MUSIC MUSIC
identifies the pitch of a tone as high identifies the pitch of tones as: identifies the pitch of a tone as:
or low
 high (so)  high – higher
 low (mi)  moderately high – higher
 higher (la)  moderately low – lower
 lower (re)  low – lower
 sings simple melodic patterns responds to ranges of pitch through matches the correct pitch of tones
 ( so –mi, mi –so, mi – re do) body movements, singing, or  with the voice
playing instruments  with an instrument
sings the melody of a song sings children songs with accurate recreates simple patterns and
contour of a melody
with the correct pitch e.g. pitch:
 greeting songs  wrote songs
 counting songs  echo songs
 action songs  simple children’s melodies
demonstrates melodic contour identifies the beginning, middle,
through: ending and repetitions within a
song or music sample
 movement
 music writing (on paper or
on air)
 visual imagery
identifies the beginning and ending identifies musical lines as
of a song
 similar
 same
 different
recognizes repetitions within a
song
sings repetitions of musical lines
independently
performs song with accurate pitch
from beginning to end including
repetitions
Quarter 3 MUSIC MUSIC MUSIC
relates the source of sound with identifies the source of sounds e.g. recognizes musical instruments
winds, waves swaying of the trees, through sound
different body movements e.g. animals sounds, sounds produced
 wind, wave, swaying of the by machines, transportation, etc.
trees, animal sounds, or
sounds produced by man-
made devices or machines,
uses voice and other sources of replicates different sources of uses the voice and other sources of
sound to produce a variety of sounds with body movements
timbres sound to produce a variety of
timbres
produces sounds with different identifies the common musical distinguishes “loud,” “medium,”
 timbre using a variety of local instruments by their sounds and and “soft” in music
materials image
identifies volume changes from recognizes the difference between responds to conducting gestures of
sound samples using the terms loud speaking and singing the teacher for “loud” and “soft”
and soft
interprets with body movements the perform songs with appropriate relates dynamics to the
dynamics of a song vocal or sound quality (from movements of animals e.g.
available instruments) elephant walking – loud
 small movement – soft 
 big movement –loud  mice scurrying – soft
distinguishes the dynamics of a song applies varied dynamics to
or music sample enhance poetry, chants, drama,
songs and musical stories
uses the words loud, louder, soft,
softer to identify variations in volume
replicates “loud,” “medium,” and
“soft” with voice or with
instruments
performs song with appropriate
dynamics
Quarter 4 MUSIC MUSIC MUSIC
demonstrates the basic concepts follows the correct tempo of a Applies correct tempo and tempo
of tempo through movements song including tempo changes changes by following basic
conducting gestures
(fast or slow)
Uses body movements or dance distinguishes “slow,” “slower,”“ distinguishes among fast,
fast,” and “faster” in recorded music moderate, and slow in music
steps to respond to varied tempo
 slow movement with slow
music
 fast movement with fast
music
uses varied tempo to enhance identifies musical texture sings songs with
poetry, chants, drama, and musical with recorded music e.g. designated tempo
stories  melody with solo instrument E.g.
or voice  Lullaby – slow
 single melody with  Joyful songs – fast
accompaniment
 two or more melodies sung
or played together at the
 same time
demonstrates awareness of texture shows awareness of texture by performs songs with appropriate
by identifying sounds that are solo relating visual images to recorded or tempo (use songs from the locality)
or with other sounds performed music
demonstrates awareness of texture distinguishes between single distinguishes between single
by using visual images musical line and multiple musical musical line and multiple musical
lines which occur simultaneously lines which occur simultaneously
distinguishes between thinness and
thickness of musical sound
demonstrates the concept of
texture by singing “partner
songs
e.g.
“Leron, Leron Sinta”
 “Pamulinawen”
 “It’s A Small World”
“He’s Got the Whole World in His
Hands

SUBMITTED BY: AIZA JABAGAT SUBMITTED TO: PROF. LYNITTE QUENGA

YEAR AND SECTION: BEED 3B