Course Subject: TEACHING MUSIC IN ELEMENTARYGRADES

C H A P T E R 2: Preparing f or y ou r
Mu sic lesson

TEAM#3

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Leader: Gonzales, Alexyz L.

Assistant Leader: Fesalbon, Romwell
Members:
Espares, Wendy M.
Espino, Nilo Joe B.
Espinosa, Daniela T.
Evangelista, Christian A.
Gallen, Jhon Michael R.
Gallo, Raffy J.
Gozon, Jordbell C.
Lacno, Darryl R.
Launio, Lyca V.
Malabo, Pauline M
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Introduction

Instruments of the Western Orchestra

Timbre also known as tone color,refers to the character and quality of a sound that differentiate one
musical instrument or voice from one another.

a. Solo - means "alone" in italian. A musical composition for a single instrument without accompaniment.
Accompaniment - a background music that supports a principal part or parts.

b. Duet - musical composition written for two parts.

c. Trio - musical composition written for three parts.

d. Ensemble - musical composition written for a relatively large group of performers.

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Voice Range Classifications: Soprano, Alto, Tenor, and Bass.

Here are the four most common classifications which denote a person's voice range.

a. Soprano - highest pitch

b. Alto - also known as "contralto".
c. Tenor - naturally highest type of voice in adult males.
d. Bass - lowest sounding male voice.

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Identifying Ensemble Instruments

1. Drum and Lyre Band
- type of filipino marching band that was derived from the drum and bugle corps.

a. Lyre - portable percussion b. Snare Drum - composed of a

instrument. cylinder-shaped shell with two
heads.

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c. Tenor Drum - deep cylindrical d. Bass Drum - consisting of e. Cymbals - usually held by hand in
drum. cylindrical shell with two pairs.
heads.

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2. Rondalia
- it is an ensemble that was later customized and transformed to fit filipino culture.

a. Bandurria - small stringed b. Laud - this plucked instrument

instrument derived from the is also tuned in fourths but is
guitar. pitched one octave lower.

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c. Octavina - this plucked instrument shares the d. Guitar - plucked either with or without a
same tuning as the laud. plectrum, it has a six strings. e. Double Bass - largest
of the bowed string instruments and has the lowest
pitch.

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3. Native Bamboo Ensemble - a unique filipino performing or ensemble that uses nontraditional bamboo
instruments.

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4. The Western Orchestra - it is divided into several sections namely; the strings, the woodwinds, the
brasses, and the percussion.

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String section
The instruments of this section produce sounds .

A. VIOLIN B. VIOLA

A string instrument that is commonly bowed but may Slightly larger than the violin, it is the second
also be plucked, it has a hollow,resonating body made highest-piched member of the violin family. Music for
of wood with an attached neck and peg box. It is the the viola is usually notated in the alto clef, and its
highest- piched member of this section.It can be played four strings are tuned a fifth below that of the violin.
either as a solo or an ensemble instrument.

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C. CELLO D. DOUBLE BASS

Also called violoncello, it is the second lowest-piched of Also called contrabass, it is the largest of the
the bowed string instruments and possesses a deep, bowed string instruments and has the lowest
rich tone in its low register. Due to its size, the cello is pitch and range. It can be played either by
played between one’s legs. It can be played either by plucking or with a bow.
plucking or with a bow.

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Woodwinds section
The instruments of this section were initially constructed out of wood, but today some of them are
made out of metal. Blowing wind into a tube sets up vibrations that in turn make sounds.

A. FLUTE B. CLARINET

The flute is long, slender, cylindrical shape Sound is produced by blowing into a reed (a small
instrument wherein the player blows through a piece of cane) which vibrates. Slightly conical in
side hole. It is held horizontally. Its timbre is shape, it is usually made of ebony. Its timbre is
usually gentle, light, and airy, but can also stand rich and flexible, close to the sound of human
out clearly when played in a higher register. voice.

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C. OBOE D. BASSOON

Just like clarinet,oboe uses a reed, but in this Another double reed instrument, the bassoon is a
case, it has a double reed. Blowing air into an low-ranged woodwind, bigger and longer than the
oboe is relatively harder since a player has to other woodwind instruments. Its bore is folded in the
force air between two reeds which are lashed middle to reduce its lengthy exterior dimension.
together. Because of this, the oboe has a crisp
and focused sound.

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Brass section
Brass instruments tend to be the loudest of the wind instruments. Toproduce a sound, the player
blows into a small metal mouthpiece which makes the lips vibrate. This vibration sets up vibration
inside the brass tube.
A. TRUMPET B. FRENCH HORN

It is the instrument with the highest range in the It is lower, mellower than the trumpet. Its tube
section. It has a bright and powerful tone. Piches are is coiled into a somewhat circular fashion,
controlled by a valve that either connects or which gives it its distinct shape.
disconnects the main tubes with the secondary tubes.
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C. TROMBONE D. TUBA

Instead of using a valve like the trumpet and the Having a low register, this instrument usually is the
freanch horn, the trombone uses a sliding foundation for the brass section. It is less flexible than
mechanism to produce and control pitches. The the other brass instruments.
trombone has a lower range than the trumpet.

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Percussion section
Percussion instruments produce sound by striking or hitting them with wooden or metal mallets or
sticks. Some percussion instruments have a difinite pitch, such as the timpani, xylophone, tubular bells,
and marimba, while others have indefinite pitches like gongs and drums.

A. TIMPANI or B. GLOCKENSPIEL
KETTLEDRUMS

These are large drums that are capable of being tuned

Realated to the lyre, this instrument has
into exact low piches or sounds. These are usually small steel bars that when struck, produce
played in groups of two to three. Specialized a brilliant, penetrating sound.
drumsticks called timpani sticks or timpani mallets
are used in hitting the drumhead to produce sounds.
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C. CELESTA D. MARIMBA

Not played with sticks or mallets, the celesta Usually mounted on stands, a marimba is played like
has a keyboard and is played similarly like a the xylophone in that it is struck with mallets. It is
piano, though it is smaller in size. It produces a originally an African instrument. It has resonators
under each of its bars.
delicate, metallic sound.

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E. TRIANGLE F. SNARE DRUM

It is composed of a cylinder-shaped well with two heads,

It is a small handled triangular instrument usually made out of wood or metal. This shell has two
made of metal that gives a bright, sparkling heads, the bottom part outfilted with gut wires or strings
sound when srtruck. called snares that run parallel to one another. The upper
head, also called the batter head, is usually struck with
wooden stricks.

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G. TENOR DRUM H. BASS DRUM

A deep cylindrical drum, it is struck with Also consisting of a cylindrical shell with two heads,
felt-headed or side-drum sticks. It is not this drum is bigger, around 36 inches in diameter and
outfitted with snares. It is also called a long 16 inches deep.
drum.

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1. How do i teach the difference between

and singing?

(For Grade 1) One activity that you may

do is to find an example of a song based
on poem. A good example would be
nursery rhyme songs "Humpty "Dumpty".

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2. How do I teach the difference qualities

of sound?

(For Grades 1 to 3)
Choose an easy song that the students are
familiar with. Ask one student to sing a
small part of that song. Afterward, ask
another student, then another to sing the
same part of that song

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3.How do I present the topic different musical instruments?

(For Grades 4 to 6)
As always, when introducing musical to the class, ideally the teacher has to prepare audio
recording audio recordings among with visual or pictures of the instruments being taught.

4.How do I teach them about the differences between SATB (Soprano, Alto, Tenor, and Bass)
voices?
(For Grade 5)
Recording may be used to differentiate these voice classifications. If the teacher can find an audio
or a video recording of a duet between two female voice (such as the flower duet of Leo Delibes’
opera “Lakme”) it would be a great listening exercise so that the students can hear which voice
sings the upper line (soprano) and which sings the lower line (Alto).

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1.HARMONY is the relationship between two or more pitches sounded together at the same time.

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2.HARMONIC INTERVAL is the distance between two pitches or notes that sound together, as
opposed to melodic intervals, where the two pitches are played one after another.

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3. CONSONANCE AND DISSONANCE are two types of harmonic intervals.

CONSONANCE basically sound stable and do not require resolution.

DISSONANCE, on the other hand, sound unresolve and somehow "hanging"

4.CHORDS AND TRIADS a CHORD is a set of three or

more pitches which are sounded together at the same
time.
-The most basic form of chord is the TRIAD, aptly
called so because is made up of three notes .
Composed of root (1st), third (3rd),and the fifth(5th).

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5. PRIMARY TRIAD are the most commonly used

chords in western tonal music.

3 MAJOR TRIAD:
-Tonic (I)
-Subdominant (IV)
-Dominant (V)

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GALLEN , JOHN MICHAEL

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Objectives
In this lesson, the student will able to:

1.Take note of consideration that are to be applied when teaching harmony and texture, including
these when writing down a music lesson plan, as necessary and.
2.Learn examples of approaches and activities that maybe used in for teaching content pertaining to
harmony and texture.

What is Harmony?
the combination of simultaneously sounded musical notes to
produce chords and chord progressions having a pleasing effect

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Points to Ponder When teaching Harmony and Texture.

The following are concerns, approaches and questions that are to be thought about when
teaching content topics regarding harmony and texture

Harmony
1. How do I teach the simultaneous sounding of two pictches (harmonic intervals) (For grade 4)
• In teaching harmony you only need two facet, the aural and visual
• A visual presentation like a note written on the staff has to be shown to the students, make sure that
your note stack vertically on the top of one another

2. How do I teach chords and triads? (For Grade 5-6)

• Again, visual and listening materials are dispensable when making activities for chords and triads.
• Illustrations like piano keyboard is very helpful (any instruments its either digital or actual) in
absence of this the students can see, hear and experience the triad at the same time.

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3. Singing Activities for teaching Harmony

•Partner songs ads song contains different melodies that may be sung together to create harmony.
You may teach the partner song below and have the student sing together for harmonic exercise.

A. Row, row, row your boat and “Three Blind Mice”

B. Mulberry bush and Skip to My Lou
C. This old man and Skip to My Lou

•Ones the students mastered those song, encourage them to compose a simple melodic lines that
sound complementary. The unique melody is what you called descant.

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4.Using simple accompaniments for Song

• Chords and triad can also experience by children by using instruments, such as resonator bell. On
board draw a C major with the pitches of C, E and G.
• Give a resonator to the learners, let give a time to practice the students asynchronously so that they
can play a sound and chords completely and correctly.

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Texture:
music, texture is how the tempo, melodic, and harmonic materials are combined in a musical
composition, determining the overall quality of the sound in a piece.

Monophony:
Monophony is a texture comprising a single line of musical tones: that is, a single melody, or
intonation, or cantillation. It makes no difference whether there is one singer, or several, or many
singers.

Example of monophony:
-choir singing in octaves
-solo singer performing an unaccompanied melody
-two instruments playing the same melody
simple accompaniments for Song
.
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Polyphony:
a musical texture that features two or more equally prominent melodic lines played at the same time.
Each of these lines can be thought of as a melody in its own right -- one that could be sung, played, or
listened to independently of the others.
Example:
popular pop song which incorporates the lead singer, backup singers, and instruments in the
background.

Homophony:
A musical texture consisting of one melody and an accompaniment that supports it. Homophony is a
musical texture of several parts in which one melody predominates; the other parts may be either
simple chords or a more elaborate accompaniment pattern.
Example:
singer accompanied by a guitar picking or strumming chords. A small jazz combo with a bass, a piano,
and a drum set providing the "rhythm" background for a trumpet improvising a solo.

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1.FORM - is the general shape of a musical work. it also refers to the basic structure of a musical
composition, wich helps listeners realize the big picture.

2. PHRASE- a phrase is a musical unit made up of a group of notes that contains a definite idea.

Different types of phrases:

a. Antecedent
- This is a phrase that is left hanging or unresolved. like a question.
b. Consequent
- This is a phrase that is usually follows an antecedent phrases which conpletes and resolves. It
gives an answer to a hanging question when listening to it.

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3. Structure of musical forms

a. Binary
- This is a piece of music which has
two section which has related and
complement each other.
-These two section are also usually the
same in length. Also called A-B form
where A is the first secion and B is the
second section. However it is customary
to repeat each section so it becomes A-A
B-B form.

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b. Ternary
- Also called A-B-A form, This form has three
section where A is the opening section followed
by a B section that is different yet
complementary and tonally related. after this
the A section is repeated.

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c. Rondo
- In this form, a primary section or theme(usually on the tonic key) recurs multiple times, alternating with
secondary section. this is signified as A-B-A-C-A or A-B-A-C-A-D-A
form. where the primary section A is repeated in between episodes ( section B, C, and D).
d. Strophic
- This is a type of form wherein all the stanzas or verses of a songs lyrics are sung to the same music. it is also
called verse repeating form.

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DYNAMICS IN MUSIC

- The dynamics of a piece is the variation in loudness between notes or phrases.

- Dynamics in music refers to how loud or soft is the music.

Question: Why are Dynamics important?

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For Grade 1 Dynamics: - Distinction between loud and soft.

Loud sound - If a noise is loud the level of Soft sound - Quiet and pleasant to listen.
sound is very high and it can be easily
heard

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For Grade 2 Dynamics: *loud, louder Soft and Softer *

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For Grade 3 Dynamics: Dynamics with conducting

- Conducting requires an understanding of the elements of musical expression ( tempo, dynamic,
articulation) and the ability to communicate them effectively to an ensemble. The ability to
communicate nuances of phrasing and expression through gestures is also beneficial.

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For Grade 4,5 and 6 Dynamics:

Dynamics terminology

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REPEAT MARKS
a. Da Capo - it is an itallian words that means "from the beginning" usually abbreviated as D.C. In
a music notation it shows a return to the very beginning of a musical composition

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b. Dal Segno- Abbreviated as D.S. it is an itallian word meaning "from the sign". It directs a musician to
repeat a section of music from the sign.

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c. Da Capo al Fine
- It is an instruction that means "to repeat from the beginning to the end" the word al fine means "
to the end".it is abbreviated as D.C al fine in notation.

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d. Repeat sign
- These are a sign which says that a section of music is to be played twice. Music is that to be
repeated is written in the measures within the two dots. insert pic*

e. 1st and 2nd endings

- When a music has a different ending upon repeat, brackets with numbers on tops of measures
shows which to play during the first time and which to play during the second time and so on...

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Objectives
In this lesson, the student will be able to

1. take note of considerations that are to be applied when teaching form and dynamics, including
these when writing down a music lesson plan, as necessary, and
2. learn examples of approaches and activities that may be used for teaching content pertaining to
form and dynamics

THINK: Points to Ponder When Teaching Form and Dynamics

The following are concerns, approaches, and questions that are to be thought about when
teaching content topics regarding form and dynamics.
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FORM

What are the important concepts I have to teach to my students regarding musical form?

For Grades 1-3

a. How a piece or song begins and ends;
b. Evaluate if there are any patterns (melodically and rhythmically); and
c. Check if there are repeats in the piece or song.

For Grades 4-6

A. Identity musical phrases in a piece of music.
B. Denote whether the phrases are antecedent or consent, and
C. Identify how many sections a piece is in
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Section
- A section is a bigger chunk of music which is usually made up of two or more phrases.
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Two-part (binary) and three-part (ternary) forms are most commonly used in Western
music.

A. Binary Form – It is a type of musical form with two contrasting parts (“A” part and “B” part)

b. Ternary Form- It is a type of musical form with three parts. The first part, “A” is repeated
after the second part, “B.” This makes this form symmetrical.
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What is Dynamics?
Dynamics is referring to sound and volume

•Example#1
Mad:
"I don't want to go to the hospital"
"Stop thief! give that back!"

Worried:
"Will you please stop crying?“

Sleepy:
"Hush now and go get some sleep"

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Example #2 Hard or Soft?

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Example#3 Holy Night

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Hard: Jingle Bells

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Crescendo and Decrescendo

Palm Movements :
Down to Up- Louder
Up to Down- Quieter

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