ILOCOS SUR

POLYTECHNIC STATE
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MODULE

BSPE-122
Music in the K-12
Curriculum

ARJAY B. DOMISIW
INSTRUCTOR

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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POLYTECHNIC STATE
Tagudin Campus
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MODULE

I. Course Title: Music in the K-12 Curriculum

II. Course Overview:
“The music of the Musicians can change the condition of the state.” – Plato.
Welcome to Music in the K-12 Curriculum Self Learning Module. This module was
designed to provide you with fruitful and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This course is intended to introduce/enhance you about Music based on the K-12
Curriculum which covers a wide scope of studying music which includes Music
Theory, Philippine and Asian Music and Western Music Literature. This course is
intended to introduce you to musicianship, theory, musical materials, and
procedures.

III. Course Study Guide:

This module was prepared for you, my dear student, to work on your own. To
have the best in working with this module, you are reminded to follow these simple
yet effective guidelines:
1. Manage your time well. A course study schedule is prepared for you to help
you study the modules in this course. The productive use of your time and
energy will help you a lot in finishing the scheduled activities.
2. Focus your attention. The key element for better understanding is having
the focus on the things to be done.
3. Give your best. Always remember that success will be attained in everything
you do by giving extra effort in the things you are doing. Giving your best also
means observing Honesty in doing the assigned tasks you are asked to do in
this module. Never let someone do the task for you or copy the work of your
classmates.
4. Submit on time. Work diligently. Do not procrastinate. Remember time is
gold. Work immediately on the task at hand in order for you to follow
scheduled time for submission.
5. Be patient, motivate yourself. Patience equates success. Always think of
the bright future ahead. And to get there, start moving now.
6. Answer confidently. Study hard, surf the internet, read and read and read
more. The more you know, the more confident you become.
7. Work independently. You can do it! Your future lies in your own hands and
your own decisions. So, practice working independently, trust yourself, and be
independent.
8. Contact me. If you have any questions, don’t hesitate to ask me through my
Facebook account, gmail: arjaydomisiwcm7w01@gmail.com or the group
chat created for this class.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
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MODULE

IV. Course Study Schedule:

WEEK TOPIC LEARNING SPECIAL
ACTIVITIES INSTRUCTION
1 The Curriculum Classification of Review the Curriculum Guide
Guide Lessons of MUSIC (K-12)

2 Rhythm Computation

Identification

Illustration

Creating Rhythmic
Pattern

3 Melody and Identification

Harmony
Illustration

4 Tempo and Essay Explain using your own

Dynamics understanding.

Listening Activity Listen to appreciate.

Identification

5 Timbre, Form, Essay Explain using your own

Texture – understanding.
Instrument and
Ensembles Listening Activity Listen to appreciate.

Instrument
Classification

Identification

6-8 Music of the Essay Explain using your own

Medieval, understanding.
Renaissance, and Listening Activities
Baroque Period Listen to appreciate.
Identification
9 MIDTERM EXAM
10-12 Music of the Essay Explain using your own
Classical, understanding.
Romantic and 20th Listening Activities
Century and Afro- Listen to appreciate.
Latin America Identification

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
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MODULE

Video Performance

13-15 Music of the Essay

Archipelago
Instrument
Classification

Video Performance

16-17 Asian Music Identification

18 FINAL EXAM

V. Course Evaluation:

To pass the course, you must:

1. Submit all course requirements to include the following:
a. Activity Sheets/ Yellow Papers with answers of the in-text
questions given in the modules (more options to be
announced during online sessions)
b. Assignment Outputs
c. Evaluation Activities

2. Pass all examinations:

a. Midterm examination
b. Final examination
c.
VI. HOW TO USE THIS MODULE:
Welcome!

The Module, “Music in the K-12 Curriculum”, is a course which comprises the
knowledge and skills of a future music educator. Kindly refer to the FLOWCHART given in the
next page for your guide on how to use the module.

DO NOT WRITE ANYTHING ON THIS

MODULE. All answers to study guide,
activities, assignments, exercises and tests
should be written on a SEPARATE SHEET.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
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MODULE
There are a number of symbols in this module to guide you as you study:

This tells you to take note of or to remember an important point.

This tells you there is an Intended Learning Activity for you to accomplish.

This tells you there is an assignment or research activity to be undertaken.

This tells you there is an Assessment or Self-Test.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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MODULE

MODULE 7
CLASSICAL PERIOD
ROMANTIC PERIOD
MODERN PERIOD
INTENDED LEARNING OUTCOMES
In this module, you should be able to:

 Identify some composers from the Classical, Romantic and Modern period
 Identify the contributions in music given the Classical, Romantic and Modern period

WHAT TO KNOW?
MUSIC OF THE CLASSICAL PERIOD
The Classical Era, also called “Age of Reason,” is the period from 1750-1820. The cultural
life was dominated by aristocracy, as patrons of musicians and artists generally influenced
the arts. Significant changes in musical forms and styles were made.

In the middle of the 18th century, Europe began to move towards a new style in architecture,
literature and the arts known as classicism. It was also pushed forward by changes in the
economic order and in social structure. Instrumental music was patronized primarily by the
nobility.

Composers of the Classical Period

FRANZ JOSEPH HAYDN
His life is described as rag-to-riches story. He came from a poor family and his music led to
his rise in social status.

His music reflect his character and personality: mainly calm, balanced, serious but with
touches of humor. He was named as the “Father of Symphony”. Most of his Symphonies has
nicknames such as “The Surprise Symphony” “The Clock” “The military”

WOLFGANG AMADEUS MOZART

Wolfgang Amadeus Mozart is a child prodigy and the most amazing genius in musical
history. At age 5 he was already playing the violin and the harpsichord. At seven, he was
already composing excellent music. At age 13, he had already written sonatas, concertos,
symphonies, etc.

Unfortunately, due to his mismanaged finances, he lived his life in poverty, died young and
was buried in an unknown grave.

Some Compositions:
The Marriage of Figaro
Don Giovani

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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The Magic Flute
Eine Kleine Nacthmusik

LUDWIG VAN BEETHOVEN

He was born in Bonn, Germany to a family of musicians and studied music at an early age.
He was the composer who bridged the late Classical Era and the early Romantic Era.

Some Compositions:
Missa Solemnis
Fidelio
Symphony no. 3 (Eroica)
Symphony no. 5
Symphony no. 6 (Pastoral)
Symphony no. 9 (Choral)

He began to go deaf in 1796 but this did not become a hindrance. He continued composing
through the help of an assistant and hearing gadget. Some of his famous compositions were
made when he was deaf.

VOCAL AND INSTRUMENTAL MUSIC

1. Sonata
- A multi movement work for solo instruments. Sonata came from the word sonare
which means “to make sound.”
Example:
Sonata no. 16 in C Major K545 (Mozart)

2. Sonata Allegro Form

- The most important form that developed during the classical era.

Movements of Sonata Allegro Form:

A. Exposition – the first part of a composition in sonata form that introduces the
theme.
B. Development – the middle part wherein themes are being developed.
C. Recapitulation – repeats the Exposition
Example:
Eine Kleine Nachtmusik (Mozart)

3. Concerto
- A work for a soloist and orchestra. Its purpose is to give emphasis on the
qualities of different instruments. The solo instruments include violin, viola, cello,
clarinet, bassoon, trumpet, horn and piano.
Example:
Piano Concerto no. 5 (Beethoven)

4. Symphony
- A multi movement work for orchestra. It is derived from the word “sinfonia” which
means “ a harmonious sounding together.”
Example:
Surprise Symphony (Haydn)

5. Classical Opera
- Opera is a drama set to music where singers and musicians perform in theatrical
setting.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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Opera Seria – Usually implies heroic or tragic drama that employs myth characters.
Opera Buffa – Makes use of everyday characters and situations and typically employed
spoken dialogues, lengthy arias and was spiced with sight gags, naughty humor and social
attire.

Example:
The Magic Flute (Mozart)
Idomeneo (Mozart)

MUSIC THE ROMANTIC PERIOD

Romantic Period is described as a cultural movement that stressed emotion, imagination,
individualism and freedom of expression. These Characteristics are evident in music, art and
literature of the era.

VIOLIN AND STRINGS MUSIC

NICCOLO PAGANINI
His musical skill started with playing the mandolin at the age of 5. He eventually transferred
his training to violin at the age of 7 with different violin professors in Italy. His violin teachers
could not keep up with his fast progress that he kept on transferring from violin teacher to
another. This led him to adopt all his teachers’ influences in playing the violin. He became
the most famous violin virtuoso in the world.

Some compositions:
La Campanella
24 Caprices for Solo Violin
The Carnival of Venice

PIANO MUSIC
FREDERIC CHOPIN
He was known as “The Poet of the Piano.” He began to play piano at age 4. He composed
Polonaise at age 7. He studied piano at Warsaw Conservatory. He finished his formal
education in 1892 and soon travelled to Europe giving concerts to places such as Vienna,
Munich, Paris and London. He wrote most exclusively for piano. He made extensive use of
piano pedal in most of his compositions.

Chopin is famous for the following:

Ballad – a verse form or narrative that is set to music
Etude – a piece composed for the development of a specific technique.
Mazurka – A polish dance in 3-4 time
Nocturne – an instrumental composition of a pensive, dreamy mood for the piano
Prelude – a short piece of music that can be used as introduction to another work or may
stand on its own
Polonaise – a slow Polish dance in 3-4 time
Waltz – a german dance in 3-4
Impromtu
Cherzo
Sonata

Some of his works:

Fantasie in F minor
Revolutionary Etude

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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Frans Liszt
Some of his works:
Hungarian Rhapsodies (basis for Tom and Jerry show)
Un Sospiro
Hamlet

PROGRAM MUSIC
Peter Ilyich Tchaikovsky
He was known for his ballet music. He first studied law and became a law clerk. He rebelled
and began to study music. As a big fan of Mozart, he studied composition and moved to
Moscow and started teaching at the new conservatory.

He continued his music career in New York despite having marital problems and became
famous after composing the musical poem “Fatum” and “Romeo and Juliet/”

His famous Compositions:

Swan Lake
The Nutcracker
1812 Overture
Sleeping Beauty
Romeo and Juliet

Other Program Music Composers:

Hector Berlioz
Camille Saint Saens

VOCAL MUSIC OF THE ROMANTIC PERIOD

OPERA COMPOSERS
Franz Peter Schubert
The proper name for his songs is “lieder: which means songs. He is considered the last of
the classical composers and first of the romantic.

His famous work:

Gretchen am Spinnrade
Erlkonig
Unfinished Symphony

Giuseppe Verdi
His characters are ordinary people and not those of royal family. He studied in Busseto and
went to Milan where his first opera “Oberto” was peformed. Almost all of his works are
serious love story with unhappy ending.

His famous work:

La Traviata
Rogoletto
Falstaff
Otello
Aida (Famous graduation music in the Philippines)

Giacomo Puccini
Famous work:

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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POLYTECHNIC STATE
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MODULE
La Boheme
Tosca
Madame Butterfly
Turandot

Richard Wagner
Famous Work:
Tristan and Isolde
Die Wlkyrie
Die Meistersinger
Tannhauser
Parsifal

George Bizet
Famous for the Opera CARMEN

COMPONENTS OF AN OPERA
Libretto – The text of an opera
Score – The book containing the Librettos
Aria – an air solo singing part
Recitative – declamatory singing
Acts – main divisions of an opera
Scene – Setting or place

THE MUSIC OF THE 20th Century

The start of the 20th century saw the rise of distinct musical styles that reflected a move
away from the conventions of earlier classical music. These new styles were: impressionism,
expressionism, neo-classicism, avant garde music, and modern nationalism.

IMPRESSIONISM
It is a French movement in the late 19th and early 20th century. The sentimental melodies
and dramatic emotionalism of the preceding Romantic Period (their themes and melody are
easy to recognize and enjoy) were being replaced in favor of moods and impressions. There
is an extensive use of colors and effects, vague melodies, and innovative chords and
progressions leading to mild dissonances.

In impressionism, the sounds of different chords overlapped lightly with each other to
produce new subtle musical colors. Chords did not have a definite order and a sense of clear
resolution. Other features include the lack of a tonic-dominant relationship which normally
gives the feeling of finality to a piece, moods and textures, harmonic vagueness about the
structure of certain chords, and use of the whole-tone scale. Most of the impressionist works
centered on nature and its beauty, lightness, and brilliance.

CLAUDE DEBUSSY (1862–1918)

He was the primary exponent of the impressionist movement and the focal point for other
impressionist composers. He changed the course of musical development by dissolving
traditional rulesand conventions into a new language of possibilities in harmony, rhythm,
form, texture, and color.

Debussy was born in St. Germain-en-Layein France on August 22, 1862. His early musical
talents were channeled into piano lessons. He entered the Paris Conservatory in 1873. He
gained a reputation as an erratic pianist and a rebel in theory and harmony. He added other

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
systems of musical composition because of his musical training. In 1884, he won the top
prize at the Prix de Rome competition with his composition L’ Enfant Prodigue (The Prodigal
Son). This enabled him to study for two years in Rome, where he got exposed to the music
of Richard Wagner, specifically his opera Tristan und Isolde, although he did not share the
latter’s grandiose style.

Debussy’s mature creative period was represented by the following works:

Ariettes Oubliees
Prelude to the Afternoon of a Faun
Pelleas et Melisande (1895)—his famous operatic work that drew mixed extreme
reactions for its innovative harmonies and textural treatments.
La Mer (1905)—a highly imaginative and atmospheric symphonic work for orchestra
about the sea
Images, Suite Bergamasque, and Estampes—his most popular piano compositions; a set
of lightly textured pieces containing his signature work Claire de Lune (Moonlight)

MAURICE RAVEL (1875–1937)

Joseph Maurice Ravel was born in Ciboure, France to a Basque mother and a Swiss father.
He entered the Paris Conservatory at the age of 14 where he studied with the eminent
French composer Gabriel Faure. During his stint with the school where he stayed until his
early 20’s, he had composed a number of masterpieces.

The compositional style of Ravel is mainly characterized by its uniquely innovative but not
atonal style of harmonic treatment. It is defined with intricate and sometimes modal
melodies and extended chordal components. It demands considerable technical virtuosity
from the performer which is the character, ability, or skill of a virtuoso—a person who excels
in musical technique or execution.

The harmonic progressions and modulations are not only musically satisfying but also
pleasantly dissonant and elegantly sophisticated. His refined delicacy and color, contrasts
and effects add to the difficulty in the proper execution of the musical passages. These are
extensively used in his works of a programmatic nature, wherein visual imagery is either
suggested or portrayed. Many of his works deal with water in its flowing or stormy moods as
well as with human characterizations.
Ravel’s works include the following:
Pavane for a Dead Princess (1899), a slow but lyrical requiem
Jeux d’Eau or Water Fountains (1901)
Sonatine for Piano (c.1904)
Miroirs (Mirrors), 1905, a work for piano known for its harmonic evolution and imagination,
Le Tombeau de Couperin (c.1917), a commemoration of the musical advocacies of the
early 18th century French composer Francois Couperin,
Rhapsodie Espagnole
Bolero
Daphnis et Chloe (1912), a ballet commissioned by master choreographer Sergei
Diaghilev that contained rhythmic diversity, evocation of nature, and choral ensemble
La Valse (1920), a waltz with a frightening undertone that had been composed for ballet
and arranged as well as for solo and duo piano.

Ravel was a perfectionist and every bit a musical craftsman. He strongly adhered to the
classical form, specifically its ternary structure. A strong advocate of Russian music, he also
admired the music of Chopin, Liszt, Schubert, and Mendelssohn. He died in Paris in 1937.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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POLYTECHNIC STATE
Tagudin Campus
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MODULE

IGOR STRAVINSKY (1882–1971)

He was born in Oranienbaum (now Lomonosov), Russia onJune 17, 1882. Stravinsky’s early
music reflected the influence of his teacher, the Russian composer Nikolai Rimsky-
Korsakov. But in his first successful masterpiece, The Firebird Suite (1910), composed for
Diaghilev’s Russian Ballet, his skillful handling of material and rhythmic inventiveness went
beyond anything composed by his Russian predecessors. He added a new ingredient to his
nationalistic musical style. The Rite of Spring (1913) was another outstanding work. A new
level of dissonance was reached and the sense of tonality was practically abandoned.
Asymmetrical rhythms successfully portrayed the character of a solemn pagan rite. When he
left the country for the United States in 1939, Stravinsky slowly turned his back on Russian
nationalism and cultivated his neo-classical style.
Stravinsky adapted the forms of the 18th century with his contemporary style of writing.
Despite its “shocking” modernity, his music is also very structured, precise, controlled, full of
artifice, and theatricality. Other outstanding works include the ballet Petrouchka (1911),
featuring shifting rhythms and polytonality, a signature device of the composer. The Rake’s
Progress (1951), a full-length opera, alludes heavily to the Baroque and Classical styles of
Bach and Mozart through the use of the harpsichord, small orchestra, solo and ensemble
numbers with recitatives stringing together the different songs.

OTHER MUSICAL STYLES

Primitivism
Primitivistic music is tonal through the asserting of one note as more important than the
others. New sounds are synthesized from old ones by juxtaposing two simple events to
create a more complex new event.

Primitivism has links to Exoticism through the use of materials from other cultures,
Nationalism through the use of materials indigenous to specific countries, and Ethnicism
through the use of materials from European ethnic groups. Two well-known proponents of
this style were Stravinsky and Bela Bartok. It eventually evolved into Neo-classicism.

BELA BARTOK (1881–1945)

Bela Bartok was born in Nagyszentmiklos, Hungary(nowRomania) on March 25, 1881, to
musical parents. He started piano lessons with his mother and later entered Budapest
RoyalAcademyof Music in1899.Hewas inspired by the performance of Richard Strauss’s
Also Sprach Zarathustra to write his first nationalistic poem, Kossuth in 1903. He was a
concert pianist as he travelled exploring the music of Hungarian peasants.

In 1906, with his fellow composer Kodaly, Bartok published his first collection of 20
Hungarian folk songs. For the next decade, although his music was being badly received in
his country, he continued to explore Magyar folk songs. Later, he resumed his career as a
concert pianist, while composing several works for his own use.

As a neo-classicist, primitivist, and nationalist composer, Bartok used Hungarian folk themes
and rhythms. He also utilized changing meters and strong syncopations. His compositions
were successful because of their rich melodies and lively rhythms.He admired the musical
styles of Liszt, Strauss, Debussy, and Stravinsky.

He eventually shed the irin fluencies in favour of Hungarian folk and peasant themes. These
later became a major source of the themes of his works. Bartok is most famous for his Six
String Quartets (1908–1938). It represents the greatest achievement of his creative life,

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
spanning a full 30 years for their completion. The six works combine difficult and dissonant
music with mysterious sounds.

The Concerto for Orchestra (1943), a five-movement work composed late in Bartok’s life,
features the exceptional talents of its various soloists in an intricately constructed piece. The
short and popular Allegro Barbaro (1911) for solo piano is punctuated with swirling rhythms
and percussive chords, while Mikrokosmos (1926–1939), a set of six books containing
progressive technical piano pieces, introduced and familiarized the piano student with
contemporary harmony and rhythm.
His musicalcompositionstotal moreorless695 whichincludeconcerti,orchestral music, piano
music, instrumental music, dramatic music, choral music, and songs. In 1940, the political
developments in Hungary led Bartok to migrate to the United States, where he died on
September 26, 1945 in New York City, USA.

Neo-Classicism
Neo-classicism was a moderating factor between the emotional excesses of the Romantic
period and the violent impulses of the soul in expressionism. It was, in essence, a partial
return to an earlier style of writing, particularly the tightly-knit form of the Classical period,
while combining tonal harmonies with slight dissonances. It also adopted a modern, freer
use of the seven-note diatonic scale. Examples of neo-classicism are Bela Bartok’s Song of
the Bagpipe and Piano Sonata. In this latter piece, the classical three-movement format is
combined with ever-shifting time signatures, complex but exciting rhythmic patterns, as well
as harmonic dissonances that produce harsh chords. The neo-classicist style was also used
by composers such as Francis Poulenc, Bela Bartok, Igor Stravinsky, Paul Hindemith, and
Sergei Prokofieff.

SERGEI PROKOFIEFF (1891–1953)

Sergei Prokofieff is regarded today as a combination of neo-classicist, nationalist, and avant
garde composer. His style is uniquely recognizable for its progressive technique, pulsating
rhythms, melodic directness, and a resolving dissonance.

His contacts with Diaghilev and Stravinsky gave him the chance to write music for the ballet
and opera, notably the ballet Romeo and Juliet and the opera War and Peace. Much of
Prokofieff’s opera was left unfinished, due in part to resistance by the performers themselves
to the seemingly offensive musical content. He became prolific in writing symphonies,
chamber music, concerti, and solo instrumental music. He also wrote Peter and the Wolf, a
light hearted orchestral work intended for children, to appease the continuing government
crackdown on avant garde composers at the time.

Avant Garde
Music Closely associated with electronic music, the avant garde movement dealt with the
parameters or the dimensions of sound in space. The avant garde style exhibited a new
attitude toward musical mobility, whereby the order of note groups could be varied so that
musical continuity could be altered. Improvisation was a necessity in this style, for the
musical scores were not necessarily followed as written. For example, one could expect a
piece to be read by a performer from left to right or vice versa. Or the performer might turn
the score over, and go on dabbling indefinitely in whatever order before returning to the
starting point.

From the United States, there were avant garde composers such as George Gershwin and
John Cage with their truly unconventional composition techniques; Leonard Bernstein with
his famed stage musicals and his music lectures for young people; and Philip Glass with his

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
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MODULE
minimalist compositions. Through their works, these composers truly extended the
boundaries of what music was thought to be in earlier periods.

The unconventional methods of sound and form, as well as the absence of traditional rules
governing harmony, melody, and rhythm, make the whole concept of avant garde music still
so strange to ears accustomed to traditional compositions. Composers who used this style
includeOlivier Messiaen,John Cage,Phillip Glass,Leonard Bernstein, George Gershwin, and
Pierre Boulez.

GEORGE GERSHWIN (1898–1937)

George Gershwin was born in NewYork to Russian Jewish immigrants.His older brother Ira
was his artistic collaborator who wrote the lyrics of his songs. His first song was written in
1916 and his first Broadway musical La La Lucille in 1919.

From that time on, Gershwin’s name became a fixture on Broadway. He also composed
Rhapsody in Blue (1924) and An American in Paris (1928), which incorporated jazz rhythms
with classical forms. His opera Porgy and Bess (1934) remains to this day the only American
opera to be included in the established repertory of this genre. In spite of his commercial
success, Gershwin was more fascinated with classical music. He was influenced by Ravel,
Stravinsky, Berg, and Schoenberg, as well as the group of contemporary French composers
known as “Les Six” that would shape the character of his major works— half jazz and half
classical.

Gershwin’s melodic gift was considered phenomenal, as evidenced by his numerous songs
of wide appeal. He is a true “crossover artist,” in the sense that his serious compositions
remain highly popular in the classical repertoire, as his stage and film songs continue to be
jazz and vocal standards. Considered the “Father of American Jazz,” his “mixture of the
primitive and the sophisticated” gave his musican appeal that has lasted long after his death.
His musical compositions total around 369 which include orchestral music, chamber music,
musical theatre,film musicals, operas, and songs. He died in Hollywood, California, U.S.A.
on July 11, 1937.

Modern Nationalism Alooser form of 20th century music development focused on nationalist
composers and musical innovators who sought to combine modern techniques with folk
materials. However, this common ground stopped there, for the different breeds of
nationalists formed their own styles of writing.

In Eastern Europe, prominent figures included the Hungarian Bela Bartok and the Russian
Sergei Prokofieff, who were neo-classicists to a certain extent. Bartok infused Classical
techniques into his own brand of cross rhythms and shifting meters to demonstrate many
barbaric and primitive themes that were Hungarian—particularly gypsy—in origin. Prokofieff
used striking dissonances and Russian themes, and his music was generally witty, bold, and
at times colored with humor. Together with Bartok, Prokofieff made extensive use of
polytonality, a kind of atonality that uses two or more tonal centers simultaneously. An
example of this style is Prokofieff’sVisions Fugitive.
In Russia, a highly gifted generation of creative individuals known as the “Russian Five”
—Modest Mussorgsky, Mili Balakirev, Alexander Borodin, Cesar Cui, and Nikolai Rimsky
Korsakov—infused chromatic harmony and incorporated Russian folk music and liturgical
chant in their thematic materials.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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POLYTECHNIC STATE
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MODULE

20TH CENTURY MUSICAL STYLES: ELECTRONIC and CHANCE MUSIC

The musical styles that evolved in the modern era were varied. Some of these were short-
lived, being experimental and too radical in nature, while others found an active blend
between the old and the new.

New inventions and discoveries of science and technology lead to continuing developments
in the field of music. Technology has produced electronic music devices such as cassette
tape recorders, compact discs and their variants, the video compact disc (VCD) and the
digital video disc (DVD), MP3, MP4, ipod, iphone, karaoke players, mobile phones and
synthesizers. These devices are used for creating and recording music to add to or to
replace acoustical sounds.

NEW MUSICAL STYLES

Electronic Music The capacity of electronic machines such as synthesizers, amplifiers, tape
recorders, and loudspeakers to create different sounds was given importance by 20th
century composers like Edgar Varese, Karlheinz Stockhausen, and Mario Davidovsky.

Music that uses the tape recorder is called musique concrete, or concrete music. The
composer records different sounds that areheard in the environment such as the bustle of
traffic, the sound of the wind, the barking of dogs, the strumming of a guitar, or the cry of an
infant.These sounds are arranged by the composer in different ways like by playing the tape
recorder in its fastest mode or in reverse. In musique concrete, the composer is able to
experiment with different sounds that cannot be produced by regular musical instruments
such as the piano or the violin.

EDGARD VARESE (1883–1965)

Edgard (also spelled Edgar) Varèse was born on December 22, 1883. He was considered
an “innovative French-born composer.” However, he spent the greater part of his life and
career in the United States, where he pioneered and created new sounds that bordered
between music and noise.

The musical compositions of Varese are characterized by an emphasis on timbre and

rhythm. He invented the term “organized sound,” which means that certain timbres and
rhythms can be grouped together in order to capture a whole newdefinitionofsound.Although
hiscomplete survivingworks are scarce, he has been recognized to have influenced several
major composers of the late 20th century.

Varèse’s use of new instruments and electronic resources made him the “Father of
Electronic Music” and he was described as the “Stratospheric Colossus of Sound.” His
musical compositions total around 50, with his advances in tape-based sound proving
revolutionary during his time. He died on November 6, 1965.

Chance Music
Chance music refers to a style wherein the piece always sounds different at every
performance because of the random techniques of production, including the use of ring
modulators or natural elements that become a part of the music. Most of the sounds
emanatefromthe surroundings,bothnaturalandman-made, suchashonkingcars, rustling
leaves, blowing wind, dripping water, or a ringing phone. As such, the combination of
external sounds cannot be duplicated as each happens by chance.
An example is John Cage’s Four Minutes and Thirty-Three Seconds (4’33") where the
pianist merely opens the piano lid and keeps silent for the duration of the piece. The

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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audience hears a variety of noises inside and outside the concert hall amidst the seeming
silence.

JOHN CAGE (1912–1992)

John Cage was known as one of the 20th century composers with the widest array of
sounds in his works. He was born in Los Angeles, California, USA on September 5, 1912
and became one of the most original composers in the history of western music. He
challenged the very idea of music by manipulating musical instruments in order to achieve
new sounds. He experimented with what came to be known as “chance music.”
In one instance, Cage created a “prepared” piano, where screws and pieces of wood or
paper were inserted between the piano strings to produce different percussive possibilities.
The prepared piano style found its way into Cage’s Sonatas and Interludes(1946–1948),a
cycle of pieces containing a wide range of sounds, rhythmic themes, and a hypnotic quality.
His involvement with Zen Buddhism inspired him to compose Musicof Changes
(1951),written for conventional piano, that employed chance compositional processes.

He became famous for his composition Four Minutes and 33 Seconds (4’33"), a chance
musical work that instructed the pianist to merely open the piano lid and remain silent for the
length of time indicated by the title. The work was intended to convey the impossibility of
achieving total silence, since surrounding sounds can still be heard amidst the silence of the
piano performance.
Cage also advocated bringing real-life experiences into the concert hall. This reached its
extreme when he composed a work that required him to fry mushrooms on stage in order to
derive the sounds from the cooking process. As a result of his often irrational ideas like this,
he developed a following in the 1960s. However, he gradually returned to the more
organized methods of composition in the last 20 years of his life.

More than any other modern composer, Cage influenced the development of modern music
since the 1950s. He was considered more of a musical philosopher than a composer. His
conception of what music can and should be has had a profound impact upon his
contemporaries. He was active as a writer presenting his musical views with both wit and
intelligence. Cage was an important force in other artistic areas especially dance and
musical theater. His musical compositions total around 229. Cage died in New York City on
August 12, 1992.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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ACTIVITY 1:
1. Choose 1 music from the following:
Symphony no. 5 of Beethoven
Nocturne (Chopin)
Libiamo
The Marriage of Figaro (Mozart)
Hungarian Rhapsoy no. 2
The Swan (Saens)
Carmen (Bizet)
4’33” (John Cage)

2. Listen to it from youtube or other possible sources. Use your wide imagination.
3. Compose a 3 stanza poem with 4 lines each according to what you have felt/imagine
during listening to the music.

TITLE

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TITLE OF MUSIC
USED:___________________________________________________________

Course Code: BSPE 112

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LATIN AMERICAN MUSIC

The music of Latin America is the product of three major influences: Spanish-
Portuguese and African. It is also referred to Latin music because of the impact on the
countries colonized by Spain and Portugal, spanning the following areas:
 Andean Region (a mountain system of western South America along the
Pacific coast from Venezuela to Tierra del Fuego) - Argentina, Bolivia, Chile,
Ecuador, Peru and Venezuela.
 Central America- Belize, Costa Rica, El Salvador, Guatemala, Honduras and
Panama
 Caribbean- Cuba, Dominican Republic, Guadaloupe, Haiti, Martinique and
Puerto Rico
 Brazil

At the same time, because of interracial relations and migration, the above- named countries
also came to be populated by 5 major ancestral groups as follows:
 Indian descendants of the original native inhabitants of the region before the
arrival of the colonizers
 African descendants from Western and Central AfricaEuropean descendants
of colonizers mainly from Spain and Portugal, but also those French, Dutch,
Italian and British traders
 Asian descendants of migrants from China, Japan, India and Indonesia/ Java
 Mixed descendants from the above-named groups

5.POPULAR-LATIN AMERICAN MUSIC

1. SAMBA
 A dance form of African origin which evolved into an African- Brazilian. It was
meant to be executed for singing, dancing and parading in the Rio carnival.
2. SON
 a fusion of the popular music or canciones (songs) of Spain and the African rumba
rhythms of Bantu origin. Originating in Cuba, it is usually played with the tres (guitar),
contrabass bongos, maracas and claves (two wooden sticks that are hit together).
3. SALSA
 a social dance with marked influence from Cuba and Puerto Rico that started in
New York in the mid 1970’s. Its style contains elements from the swing dance and
hustle as wellas the complex Afro Cuban and Afro- Caribbean dance forms of pachanga
and guaguanco.

POPULAR MUSIC

1. FOLK MUSIC- refers to melodies and songs of the common people that are handed
down from one generation to the next. It often express the character of ethnic and
social groups. It also express political or religious beliefs, tell a story, recount history
or simply provide amusement.
2. COUNTRY AND WESTERN MUSIC – a blend of popular musical forms originally
found in the Southern US. It has roots in traditional folk music and evolved rapidly in
the 1920’s. The term “country music” began to be used in the 1940’s when the earlier
term “hillbilly music” was felt to be degrading and the term was subsequently
embraced in the 1970’s.
3. BALLADS- originated as an expressive folksong in narrative verse with text dealing

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
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typically with love. The word derived from both the medieval French “chanson
balladee” and “ballade”, which refers to a dancing song. Poets and composers use it
since the 18th century; it became slow popular love song in the 19th century. Today,
ballads refers to a love song in a slightly pop or rock style.
4. STANDARDS- used to denote the most popular and enduring songs from a particular
genre or style such as those by Irving Berlin, Cole Porter and Rodgers and Hart. Its
style is mostly in a slow or moderate tempo with a relaxed mood. It also features
highly singable melodies within the range and technical capacity of the amateur
singer.
5. ROCK AND ROLL-a hugely popular song form in the US during the late 1940’s-
1960’s. It combined Afro-American forms such as the blues, jump blues, jazz and
gospel music with the Western swing and country music.
6. DISCO- it arise in 1970’s. Disco music pertained to rock music that was more
danceable, thus leading to the establishment of venues for public dancing also called
“discos”. The term originated from the French word “discotheque” which means a
library for phonograph records.
7. HIP HOP and RAP- a stylized and highly rhythmic type of music that usually includes
portions of rhythmically chanted words called “rap”. In rapping, the artist speaks
along with instrumental or synthesized beat.
8. ALTERNATIVE MUSIC- an underground independent form of music that arose in the
1980’s. It became widely popular in the 1990’s as a way to defy “mainstream” rock
music. It was known for its unconventional practices such as distorted guitar sounds,
oppressive lyrics and defiant attitudes.

VOCAL FORMS OF LATIN AMERICAN MUSIC

BOSSA NOVA
 Originated in the late 1950’s when a slower, gentler version of the classic
Cuban samba became popular with the upper and middle class sectors of
Brazilian society. It contains themes centering on love, women, longing,
nature and youthfulness. It is ideal for easy and relaxed listening, conducive
to romantic dates and quite moments at lounges.

Also known as Tom In the Philippine pop music,

Jobim. SITTI NAVARRO, is a singer
a Brazilian composer who has become as the
ANTONIO CARLOS “Philippine Queen of Bossa
JOBIM, who became Nova”. Some of her recording
famous for his song set to the bossa nova beat
REGGAE DESAFINADO (1957). include Para sa akin, Hey
Look at the Sun, Lost in Space
and Kung di rin lang Ikaw.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
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REGGAE
 An urban music and dance style that originated in Jamaica in the mid-1960’s.
It contained English texts coupled with Creole expressions that were not so
familiar to the non-Jamaican. It contained a Western style melodic –harmonic
base with African sounds and characteristics.

The best-known proponent of reggae music is BOB MARLEY.

A Jamaican singer-songwriter, musician and guitarist. He
achieved international fame, acclaim for songs such as one love,
three little birds, no woman no cry, redemption song, and stir it
up.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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INDIVIDUAL ASSESSMENT
Encircle the letter of the correct answer.
1. A musical work with different movements for an instrumental soloist and orchestra.
A. Symphony B. Sonata C. Concerto

2. A section of sonata allegro where the themes are introduced.

A. Exposition B. Development C. Recapitulation

3. It repeats the theme as they first emerged in the opening exposition

A. Exposition B. Development C. Recapitulation

4. It is called the Age of reason

A. Classical B. Baroque C. Romantic

5. He is a child prodigy the most amazing genius in musical history.

A. Beethoven B. Liszt C. Mozart

II. Identify the composer of each selection.

___________________ 6. Carmen
____________________ 7. La Traviata
___________________ 8. La Campanella
____________________ 9. Hungarian Rhapsodies
____________________ 10. The Nutcracker

III. PERFORMANCE
Popular Music as discussed are categorized into different Genres.

In this activity, you are given 3 OPTIONS to submit.

Option 1: Submit a video of yourself singing a song that falls on one of the Music
Genres. (at least until the refrain part.)

Option 2: Submit a video of yourself playing an instrument with a song that falls on
one of the Music Genres. (at least until the refrain part.)

Option 3: Submit a DANCE VIDEO depending on a music that falls on the Genre:
ROCK AND ROLL. (minimum of 1 minute)

Submit through Private Message (Messenger).

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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MODULE

MODULE 8
MUSIC OF THE ARCHIPELAGO
INTENDED LEARNING OUTCOMES
In this module, you should be able to:

 Identify the Songs and instruments of different places in the Philippines

 Classify the instruments of this places
 Identify some of the biggest names in Philippine Music and their contributions
 Appreciate Filipino Music and Musicians

WHAT TO KNOW?
MUSIC OF THE LOWLANDS OF LUZON
Folksongs are songs written by the folk and are sung to accompany daily activities. These
songs are traditionally passed orally. Composers are mostly unknown. The people created
melodic chants and indigenous instruments based on the materials available on where they
lived.

Characteristics of Folksongs:
-passed down orally (within family, within community to other community, etc.)
-sung in a specific dialect
-has only one Key throughout
-composers are usually unknown
-mood can be sentimental, playful, humorous
-concepts are based on nature of people’s work, tradition, culture
-short and simple

Some examples of Lowlands folksongs:

ILOCANO
Pamulinawen Bannatiran
Naraniag a Bulan Ti Ayat ti Maysa nga Ubing
Manang Biday Igid diay baybay
Dungdungwenkanto Diro ni Ayat

KAPAMPANGAN
Atin cu pung singsing Misan a Cayaldawan
Caca O Caca Patag a Bundoc

TAGALOG
Magtanim ay di biro Bahay Kubo
Leron Leron Sinta Sitsiritsit

BICOLANO
Sarung Bangui

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
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PANGASINENSE
Malinac lay Labi
HARANA
- Traditional serenade where a man expresses his love to a lady through songs. It is
sung with emotion and usually accompanied by a guitar.

Examples of Popular Harana Songs:

Ang Tangi kong Pag-ibig
O Ilaw
Dungawin mo Hirang
Manang Biday

BALITAW
- A dialogue or courtship song arranged with counter melodies.

Example: Sa Libis ng Nayon, Bakya Mo Neneng, Arimunding-munding

KUNDIMAN
Came from the words “Kung hindi man.” Through its melody, lyrics and expressive singing,
the kundiman conveys a selfless spiritual attitude, intense love, longing caring, devotion and
oneness not only with a romantic partner, but also with a parent, child, a spiritual figure or
the mother land.

Some famous kundiman composers are Francisco Santiago, Nicanor Abelardo and
Francisco Buencamino.

Among the famous kundiman performers in the early 1900’s are Atang de la Rama, Jovita
Fuentes, Conching Rosal and Ruben Tagalog.

In musical context, kundiman usually starts in a minor key (basically sad mood) and then
goes to a major key (happier mood).

Example:
Pilipinas kong Mahal
Nasaan ka Irog
Mutya ng Pasig
Kung Hindi Man
Kundiman ng Luha

PANDANGGO
Pandanggo is a dance that can be found in the different islands of Luzon such as Batanes,
Ilocos, Tarlac and parts of Visayas. It is a variation of the Spanish word fandango. The
singers of this folk are called pandanggeros and pandanggeras

THE RONDALLA (Already discussed on Module 5)

THE MUSIC OF CORDILLERA

Vocal Music
Owiwi (Kalinga) – Lullaby
Dagdagay (Kalinga) – Infancy related songs (foretells the baby’s future)
Chag-ay (Bontoc) – expression of Love
Oggayam – greeting and advice
Didiyaw (Bontoc) – song to a dead child

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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Sowe-ey (Bontoc) – Rice Pounding song
Hudhud – epic song of Ifugao
Dangdang-ay – Entertainment song

Instruments
1. GANGSA
- A single hand held smooth surfaced gong with a narrow rim.

2. KALALENG/TONGALI
- The nose flute of the Cordilleras

3. TONGATONG
- A bamboo percussion instrument. It is made of bamboo cut in various lengths.

4. DIWDIW-AS
- 5 or more different size of slender bamboo tied together.

5. SAGGEYPO
- A bamboo pipe that is closed on one end and with the other end open and held

against the lips of the player as blows directly across the top.

6. SOLIBAO
- A hallow wooden drum topped with animal skin.

7. BUNGKAKA
- Bamboo buzzer. Used to drive away spirit.

REFLECTION: Which among the following have you tried to play? What is your impression
on its sound?
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Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
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MUSIC OF PALAWAN
Vocal Music
Bagit
Kulial
Tultul (Epic Chant)
Ulit (Shamanic Chant)

Instruments
Suling (banded flute) Babarak (ring flute)

Kutyapi (Lute) Pagang (Bamboo Zither)

MUSIC OF MINDORO
Vocal Music
Marayaw – song to communicate with spirits in rituals for healing the sick and protecting the
community
Pamuybuyen (legend)
Ambahan
Iyaya (lullabye)
Ayung (ritual chant)

Instruments

Kalutang Batiwtiw

Buray Dipay Agung

Course Code: BSPE 112

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MUSIC OF VISAYAS
Songs
MATUD NILA – Love song
ROSAS PANDAN – Courting song
CONDANSOY – drinking song
ILO NGA BATA – Children song
DANDANSOY – farewell song
ILI-ILI TULOG ANAY – Lullaby
SI PELIMON – Visayan Work Song

Instruments

Buktot Tulali

Agung

Course Code: BSPE 112

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MUSIC OF MINDANAO
Vocal Music
Langan Bata Bata – Lullaby
Tarasul – Song of advice
Dekir – death song
Salathul Juma – Friday Prayer Chant
Bua – Lullaby
Manambay – Chant on circumcision
Sinda-ay – Wedding chant sung before inviting the groom’s party to enter the bride’s house
Ulang Ing – lament song of Manobo
Balatuking – Harvest song
Pamasag – for victory ceremony

Instruments

Kudyapi

Saluroy

Sahunay Palendag

Kulintang

Gabbang

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
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Kulintang a Kayo

Gandingan

Kagul Kulintang a Tiniok

Dabakan Gandang

PHILIPPINE POPULAR MUSIC

OPM – Original Pinoy Music/Original Philippine Music

In the 1960s to 1970s, the following were highly popular OPM singers:
Nora Aunor, Eddie Peregrina, Victor Wood, the group ASIN and APO Hiking Society

In the 1970s to 1980s, the major commercial Philippine Pop Music Artists were:
Claire dela Fuente, Didith Reyes, Rico Puno, Ryan Cayabyab, Basil Valdez, Celeste
Legaspi, Hajji Alejandro, Freddie Aguilar, Imelda Papin, Nonoy Zuniga

Course Code: BSPE 112

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Instructor: Arjay B. Domisiw
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The 1980’s-1990’s is regarded as the Golden Era of Philippine Music. Among the classics
that emerged were those created by:
Ryan Cayabyab – Kay Ganda ng Ating Musika
George Canseco – Kastilyong Buhangin
Willie Cruz – Bituing Walang Ningning
Jose Mari Chan – Beautiful Girl
Gary Valenciano – Sana Maulit Muli
And many more artists

At the start, OPM was centered at Manila where Tagalog and English are the dominant
languages. HOWEVER, other ethno-linguistic groups such as the Visayan, Bicol,
Kapampangan and Ilocano began to sing and record their songs in their native dialects.

Between 1980s and 1990s, OPM was led by artists such as:
Martin Nievera, Gary Valenciano, Lea Salonga, Janno Gibbs, Sharon Cuneta, Vina Morales,
Raymond Lauchengco, Manilyn Reynes, Regine Velasquez, Ogie Alcasid

In the 1990s, famous OPM solo artists included:

Jaya, Donna Cruz, Ariel Rivera, Jessa Zaragoza

More recently, OPM Stars have included:

YENG CONSTANTINO, SARAH GERONIMO, AIZA ZEGUERRA and a lot of new artists.

PHILIPPINE POP MUSIC

Pop Music in the Philippines started as an adaptation or translation or imitation of Western
hits. It started with Bobby Gonzales’ Hahabol-habol (Hot pursuit) and Rico J. Puno’s Luneta
dapated from the song The Way We Were.

The Start of Manila Sound in the Mid 1970’s gave rise to songs using a colloquial language
called TagLish. Among the Proponents of the Manila Sound were singing groups and bands
like Hotdog and Apo Hiking Society.

PHILIPPINE JAZZ
Philippine musicians have also been inspired by jazz music. Among them are jazz pianist
and recording artist Boy Katindig who came from a well-known clan of musicians. The
Katindig family pioneered Latin Jazz in Manila.

PHILIPPINE ALTERNATIVE FOLK MUSIC

This new form of music is a combination of ethnic instrument and electronic accompaniment
while presenting themes or issues of Philippine society and environment.

The following composers are famous for their Alternative Folk Music:
JOEY AYALA, GRACE NONO, EDRU ABRAHAM

Other composers whose styles ranged from folk to semi-ethnic:

FREDDIE AGUILAR, YOYOY VILLAME, FLORANTE, GARY GRANADA

PHILIPPINE ROCK
1973 – Birth of Pinoy Rock Music.

Course Code: BSPE 112

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This new sound was introduced by Juan dela Cruz Band (with their song HIMIG NATIN)

Juan dela Cruz Band Members

1. JOEY “PEPE” SMITH
2. MIKE HANOPOL
3. WALLY GONZALES

Other Early Pinoy Rockers:

Maria Cafra, Sampaguita, Banyuhay Band, etc.

Other Pinoy Rock Groups:

Rivermaya, The Dawn, True Faith, The Eraserheads, Wolfgang, Parokya ni Edgar, Hale,
Sandwich, Sugar Free, Sponge Cola, etc.

PINOY RAP
In the Philippines, rap was made popular by composers and performers such as Francis
Magalona, Andrew E., and Gloc 9.

INDIVIDUAL ASSESSMENT

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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I. Classify all the mentioned instruments from LUZON, VISAYAS AND
MINDANAO according to the table below:
Aerophone idiophone Membranophone Chordophone

III. PERFORMANCE
Popular Music as discussed are categorized into different Genres.

In this activity, you are given 3 OPTIONS to submit.

Option 1: Submit a video of yourself singing any OPM song. (at least until the refrain
part.)

Option 2: Submit a video of yourself playing an OPM with your instrument. (at least
until the refrain part.)

Option 3: Submit a DANCE VIDEO dancing to the beat of any song by ANDREW E.
(minimum of 1 minute)

Submit through Private Message (Messenger).

“Music quietly initiates itself into manners and customs and from it issues a
greater force.”
– Plato

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
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MODULE

MODULE 9
ASIAN MUSIC
INTENDED LEARNING OUTCOMES
In this module, you should be able to:

 Identify the Songs and instruments of different countries in Asia.

 Appreciate Asian Music

JAPANESE MUSIC

Japanese music was influenced by the court music of China. It is based on the
five tone scale or the pentatonic scale. Other countries, like India and Indonesia
contributed also to the development of the Japanese musical styles. Before the
historical period, the Japanese traditional music (Hogaku) developed an
accompaniment of ritual dances called Kagura.

Japanese music is monophony in nature. It observes minute tones, free rhythm

and delicate timbre. It is usually written in duple meter.

Yo-sen and In-sen are the two tonal systems in Japanese music. Yo-sen is the
male scale and In-sen is the female scale.

There are two ancient traditional foundations of Japanese music.

A. SHOMYO
It is also called Buddhist chanting. The chants are based on sacred text
hymns. They have flexible rhythm, where the singers simply stop when there is no
more breath. They are sung acapella and are monophonic texture.
At present, the Shomyo has lost its real religious nature and has become
more and more of a formal ceremonial music in the temple and at home.

B. GAGAKU
It literally means “elegant and refined”.

CHINESE MUSIC
For several thousand years, Chinese culture was dominated by the teachings
of the philosopher Confucius. He conceived music in the highest sense as a means
of calming the passion of dispelling of unrest and lust, rather than as a form of
amusement.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
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Traditionally, the Chinese have believed that sound influences the harmony of
the universe. Significantly, one of the most important duties of the first emperor of
each new dynasty was to search out and establish that dynasty through standard of
pitch. A result of this, philosophical orientation was that the Chinese theoretically
opposed music performed solely for entertainment.
Melody and tone color are prominent features of Chinese music and great
emphasis is given to the proper articulation and inflection of each musical tone. Most
Chinese music is based on the 5-tone or the pentatonic scale though heptatonic is
also used.

KOREAN MUSIC
Korea’s folk music tradition, with its generous use of bright rhythms and
melodies, offers a more energetic and capricious contrast to the nation’s collection of
classical music works.
Chong-ak means literally “right ( or correct) music” and its tradition
includes both instrumental and oval music, which were cultivated mainly by the
upper-class literati of Joseon society. Chong-ak also refers to ensemble music for
men of high social status outside of the court. In this category, three important terms
are: a-ak, tang-ak and hyang-ak.
Sog-ak or minsogak is a category of Korean music traditionally
associated with the lower classes or for the general public and is vibrant and
energetic. It includes genres such as pansori and minyo. Pansori is a kind of music
presented to audiences by skilled vocal singers and drummers. But even the
unskilled could sing these songs. They sang when they worked in the rice paddy or
fields, sang when they went off with their lover and sang when their life was troubled
and weighing them down.
Instrumental Music of Korea
Korean music, especially in South Korea, has a rich vocal tradition and
diverse instruments and music forms. Folk songs, religious works, court music and
shaman rituals all express the soul of a nation whose history is filled with colourful
and fascinating tales. Traditional Korean music represents a world of captivating
rhythms and melodies whose sounds draw listeners in world of captivating rhythms
and melodies whose sounds draw listeners in like a breath.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

ACTIVITY 1
DIRECTIONS: Arrange the jumbled letters. Use the statements in Column B as your
clues.

Column A Column B

__________ 1. HCOGN-KA It literally means “right (or correct) music” and its
tradition includes both instrumental and oval
music, which were cultivated mainly by the
upper-class literati of Joseon society.

__________ 2. OYHOMS It is also called Buddhist chanting.

__________ 3. KUAGAG It literally means “elegant and refined”.

__________ 4.KA-GOS Itis a category of Korean music traditionally

associated with the lower classes or for the
general public and is vibrant and energetic.

__________ 5. RINAPOS It is a kind of music presented to audiences by

skilled vocal singers and drummers.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Cambodia
The pinpeatis a Cambodian musical ensemble or an orchestra that usually
accompanies ceremonial music of the royal courts and temples. Music is always part of their
court dances, masked plays, shadow plays, and religious ceremonies. This group is similar to
thepiphatensemble of Thailand and usually consists of nine or ten instruments.

Indonesia
The gamelan or gamelan orchestra is the most popular form of music in
Indonesia. There are many types of gamelan but the Javanese and Balinese gamelan are the
most famous.
Interlocking is a common technique used in gong ensembles. If there are four gongs,
the first gong will play first. While the first gong is playing, the second gong will enter so, there
will be two gongs playing. While the two gongs are playing the third gong will enter. While the
three gongs are playing, the fourth gong will enter so, there will be four different melodies or
rhythms to be heard.
Pesindhenis a female soloist singer who sings with a gamelan.
Gerong refers to the unison male chorus that sings with the gamelan.
Vocal music is used as ornamentation of the gamelan.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Myanmar
The hsaingwaing is Mysanmar’s traditional folk music ensemble. It is made up
mainly of different gongs and drums as well as other instruments depending on the nature of
the performance.

Malaysia
The musical ensembles and types of performances in Malaysia:
1. Agung and Kulintang. This is a gong-based musical ensemble commonly used in
funerals and weddings in East Malaysia. This type of ensemble is similar to the
Kulintang of the Philipines, Brunei, and Indonesia.
2. Kertok. This is a musical ensemble from the Malay Peninsula that consists of
Xylophones played swiftly and rhythmically in traditional Malay functions.
3. Dikir Barat. This is a type of musical form that is important to Malaysia’s national
culture. It is performed by singing in groups and often in a competitive manner usually
with percussion instrumental accompaniment or sometimes without instruments at all.
4. SilatMelayu. This is a form of martial art that is similar to t’ai chi. It is originated in the
Malay Peninsula since the Christian era and is a mixture of martial arts, dance, and
music usually accompanied by gongs, drums, and Indian oboes (wind instrument).

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Laos
The Lao orchestra can be divided into two categoties:
1. Sep Nyai – this is similar to the piphat of Thailand with instruments that are strickly
percussive but also integrates the used of an Oboe.
2. Sep Noi- this is also known as the Mahori of Thailand. However, it incorporates the
used of several khene which is a large bamboo mouth organ and is the most popular
folk music instrument of Laos.

Thailand
Thailand has three primary instrumental ensembles that are similar to the other
ensembles in Southeast Asia.
1. Piphat– This ensemble has different types but the highly ornate(elaborate
ornaments) one is traditionally associated with funerals and cremation
ceremonies.
2. KhrueangSai – It is an orchestra that combines some of the percussion and
wind instruments of the Piphat with an expanded string section. This group is
primarlly used for indoor performances and for the accompaniment of stick-
puppet theather.
3. Mahori – this ensemble is traditionally played by women. A vocalist performing
with the Mahori is usually accompanied by the so samsai.

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

INDIVIDUAL ASSESSMENT

. Matching type. Match the musical ensemble in Column A with the country in
Southeast Asia in Column B. Write the letter of your answer on
the space provided. You may repeat your answer.
Column A Column B
________1.AGUNG & KULINTANG A. CAMBODIA
________2.DIKIR BARAT B. INDONESIA
________3.GAMELAN C. LAOS
________4.HSAING WAING D. MALAYSIA
________5.KERTOK E. MYANMAR
________6.KHRUENG SAI F. THAILAND
________7.MAHORI
________8.PINPEAT
________9. PIPHAT
________10. SEP NOI

II. Identification. Identify what is being asked in the following sentences. Write your
answer on the space provided before each number.

GERONG KHENE PESINDHEN

INTERLOCKING JAVANESE AND BALINESE

______________11.What are the most popular gamelan in Indonesia?

______________12.What do you call the unison male chorus that sings with the
gamelan?
______________13.What is the common technique used in gong ensembles?
______________14.What is the most popular folk music instrument in Laos?
______________15.What do you call the female soloist who sings with the
gamelan?

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

FINAL EXAM

Congratulations for completing this Workbook for the finals. There are
still a lot of things to learn, keep on updating yourselves. Goodluck on
your journey! May God bless you all!

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

TAKE NOTE! IMPORTANT!

Your Instructors are normally given ONLY 1 WEEK AFTER THE FINAL EXAM to
submit your grades, so to avoid being marked IP, please submit your outputs
the earliest time possible (as long as you are done) and if possible not more
than 3 days after your exam so that your instructors will have enough time to
compute for your grades. Avoid submitting very late. Thank you very much.

References:
Flordeliza, Reydora F. et. A. Physical Education Principles of Movement Enhancement,
2018, Fatima Educational Publications
Dizer, Ronualdo U. et al. Physical Education, keeping Fit: Living Fully, Moving Forward and
Getting Fitter:I, II,II,IV. Don Basco Press Inc.
Gulpeo, Roberto P. et. Al.Physical Education, Health and Music (PEHM),1992, FNB Educational Inc,
https://etc.usf.edu/pe/
https://en.m.wikipedia.org/wiki/Aerobic_exercise
https://physicaleducationdegree.org/physical-education/
https://www.healthline.com/health/fitness-exercise/aerobic-exercise-examples
https://thephysicaleducator.com/resources/
https://dornsife.usc.edu/phed/learning-objectives/
http://users.metu.edu.tr/settar/hp10.htm
https://www.rexestore.com/physical-education-college-books/365-physical-fitness-for-
college-freshmen.html

Course Code: BSPE 112

Descriptive Title: Music in the K-12 Curriculum
Instructor: Arjay B. Domisiw