OAS COMMUNITY COLLEGE

Calzada, Oas, Albay

MODULE 1
IN

MC MUSIC
(Teaching Music in the
Elementary Grades)
Prepared by:

SALVACION R. RAGAS
Instructor
Draw a G-clef on the staff and a whole note on the line or in the space represented by
under each staff.

1. _____________________________ ____________________________
_____________________________ 2. ____________________________
_____________________________ ____________________________
_____________________________ ____________________________
_____________________________ ____________________________
B E A D E D D E C A D E
 MODULE 1 - LESSON 1: CONCEPT IN MUSIC
Music is life. Everyone has passion towards music either in the form of listening for
relaxation or a desire to learn. In this module, you will learn some concept of music which
includes the definition, origin and history of music, and the importance of music.

Expected Outcomes: At the end of this module, you are expected to:

Gain knowledge about the definition, origin and history of music

Express ideas, feelings and emotions about music
Give examples of music with different moods
Explain the importance of music to oneself

Let’s have a simple brain teaser. Let me see if you can

answer this also before we start our lesson
 Music is universal. Music is also relative and subjective. One person might like a certain style
of music while another person might not. For some people, good music can be an orchestral
symphony, a jazz set, an electronic beat or even something as simple as bird's chirping. Take a

moment to ponder what music you like as you continue your journey in this world of music. Origin
and History of Music
Music comes from the Greek work mousike which means “the art of Muse”. Muse is one of the
nine sister goddesses of song and poetry and of the arts and sciences. She is the spirit that gives the
poet or composer his ideas and inspiration.

There are numerous theories regarding when and where music originated. Though, many
historians think that music existed before man existed. That animal took part in music. Even so,
historiographers point out that there are six periods of music and each period has a particular style
that significantly contributed to what music is today.

MEDIEVAL/MIDDLE AGES.

The Middle Ages, which encompasses the 6th-century to the 16th-century, featured medieval
music. During this time, there were two general types of music styles; the monophonic and the
polyphonic. The main forms of music included Gregorian chanting and plainchant. Plainchant is a
form of church music that has no instrumental accompaniment and only involves chanting or singing.
For a period, it was the only type of music allowed in Christian churches. Around the 14th-century,
secular music became increasingly prominent, setting the stage for the music period known as the
Renaissance.

RENAISSANCE

Renaissance means "rebirth." In context to music, by the 16th-century, the Church's hold of
the arts weakened. Thus, composers during the Renaissance period were able to bring about many
changes in the way music was created and perceived. For example, musicians experimented with
cantus firmus, began using instrumentals more and created more elaborate music forms that included
up to 6 voice parts.

BAROQUE

The word "baroque" comes from the Italian word "barocco" which means bizarre. The Baroque
period was a time when composers experimented with form, musical contrasts, styles and
instruments. This period saw the development of opera, instrumental music as well as other Baroque
music forms and styles. Music became homophonic, meaning a melody would be supported by a
harmony.

Prominent instruments featured in Baroque period compositions included the violin,

viola, double bass, harp, and oboe.

The Baroque period in music history refers to the styles of the 17th and 18th-centuries. The High
Baroque period lasted from 1700 to 1750, during which Italian opera was more dramatic and expansive.
 Have you ever sung with your heart? Have you sung sacred hymns, national
anthems, homely folk songs, or several kundimans that have sprung from our native
soil? Or have you listened to lovely ditties and ballads, to exquisitely rendered
oratorios, musicales, concerts – vocal or instrumental? If you have, then you will
know what we mean when we say that music is a divine gift, that is soul- searching
and soul-satisfying.

Music is a common language of mankind. There is no human heart that is not

touched by music. It finds an instinctive response there, and awakens the finer
nature of man. It has the power to summon the tenderest as well as the most
sublime feelings – love of home and kinsfolk, of country, of fellowmen, and, above all,
of our Creator. With its noble and exquisite melodies, music can tame a savage heart
and make one milder and gentler. It has that mysterious charm of disciplining the
passion and uplifting the soul. Truly, music can change our outlook in life beyond
our highest dreams.

Music with its various moods has a match for every condition and occasion.
There are songs for the sad and weary, songs for the gay and the cheery. There are
songs that stir men to heroic action, and songs that comfort the down-hearted, songs
that bring back memories, and songs that promise a bright future. There are operas,
arias, and symphonies for lovers of the grand; and sacred songs for concentration
and deepening of religious ardor.

Why should we study music? The knowledge of musical symbols and signs will
unlock for us a world of beauty, harmony, and joy, which can be ours for the taking.
To those possessing artistic talents, music is one of the finest outlets for
selfexpression. It is one of the best means of satisfying one’s creative impulse – that
has made possible humanity’s wealth of musical legacies down the ages. But any
such achievement is preceded by the cultivation of music appreciation, and by much
patient work.

Love of music sharpens the aesthetic sense, and trains the heart and ears to
discriminate the pure, the noble, and the beautiful. To the extent that music
appreciation is developed, to that extent shall be developed aversion for the vulgar,
the sensual, the cheap, and the tawdry, which stir only the baser instincts of man.
Appreciation of the really lovely and beautiful has a moral force which leaves no place
within for what is base and low. This makes music appreciation supremely
significant – especially to the youth of our land.

Let music study therefore, produce in us two things:

1. The development of our aesthetic sense for the inner refinement of

personality; and
2. The cultivation of a musical heart – to sing, sing, sing, and make wholesome
music a part of our daily living – until this exalts us to that enjoyment of
the beautiful, enduring, and satisfying values, which is a link with
immortality!
 1. Do you agree that music is a divine gift? Why? Tell what you feel when you
sing wholesome music.
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Give at least three things that good music can do.
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What are some of the moods of music? How do they help or inspire people?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. What will the knowledge of musical symbols and signs reveal to us?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________
5. Name at least 5 Philippine airs that have a festive mood.
______________________________________________________________
______________________________________________________________

REFERENCES:
1. Bautista, Villalon & Del Rosario, An Introduction to Music, National Book
Store, 2006.
2. Rivadelo, Rosita, Fundamentals of Music
3. ttps://www.liveabout.com/music-history
 Good day everyone! Here we are again for this
humble class, MC Music. By the way, do you still remember
your previous lesson? Fine!

Are you familiar with the musical notation and

symbols?
Well, draw and identify as many as you can the musical notes
and symbols found inside the following dancing crayons
design box. Write your answer in your answer sheet, bond
paper.)
 Very good! Are you now
ready for this week lesson?
Well, let’s start let’s start…

Music notation or musical notation is any system used to visually represent aurally

perceived music played with instruments or sung by the human voice through the

use of written, printed, or otherwise-produced symbols, including notation for

durations of absence of sound such as rests.

Types and methods of notation have varied between cultures and throughout

history, and much information about ancient music notation is fragmentary. Even

in the same time period, such as in the 2010s, different styles of music and

different cultures use different music notation methods; for example, for

professional classical music performers, sheet music using staves and noteheads is

the most common way of notating music, but for professional country music

session musicians, the Nashville Number System is the main method.

The symbols used include ancient symbols and modern symbols made upon any

media such as symbols cut into stone, made in clay tablets, made using a pen on

papyrus or parchment or manuscript paper; printed using a printing press (c.

1400s), a computer printer (c. 1980s) or other printing or modern copying

technology.

Although many ancient cultures used symbols to represent melodies and rhythms,
none of them were particularly comprehensive, and this has limited today's
understanding of their music. The seeds of what would eventually become modern
Western notation were sown in medieval Europe, starting with the Catholic Church's
goal for ecclesiastical uniformity. The church began notating plainchant melodies so
that the same chants could be used throughout the church. Music notation
developed further in the Renaissance and Baroque music eras. In the classical period
(1750–1820) and the Romantic music era (1820–1900), notation continued to
develop as new musical instrument technologies were developed. In the
contemporary classical music of the 20th and 21st century, music notation has
continued to develop, with the introduction of graphical notation by some modern
composers and the use, since the 1980s,
 1

Illustrate and identify the following musical symbols.

 2
A. Questions to Answer:

1. What is a staff? _________________________________________________________

2. What are the singing names on the lines, line 1 - 5? ____________________________

3. What are the singing names on the spaces, 1 - 4) ______________________________

B. Draw on a clean piece of short bond paper the staff below, then place and identify the singing
names on the right side of the lines and spaces. Make your drawing clearly and clean.

C. Draw a G-clef on the staff and a whole note on the line or in the space represented by each
letter under each staff.

1. ________________________________ 4. ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
B E A D E D D E C A D E
2. ________________________________ 5. ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
D EE AA F F FF AA CC E E
3. ________________________________ 6. ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
________________________________ ______________________________________
C A B A G E D E B A G

D. Write under each staff the word spelled by these notes.

 Very good! You
were able to
answer correctly Assignment:
the activities given Familiarize the grand
in this lesson 2. staff and the
Keep it up! scale, notes and
rests.
 OBJECTIVES:
⚫ Describe the purpose of a Grand Staff
⚫ Determine the importance of Grand staff
to musicians
◆ Identify the notes and rests and its
relationship
◆ Determine the notes and rests that
balance the group of notes and rests
 MODULE 1, LESSON 3
The Grand Staff

Understanding the Grand Staff

When you put together a jigsaw puzzle, you put the border together first, so you have a
framework for the other pieces. In piano music, this framework is called the Grand Staff, and it
consists of two separate staves of five lines each that are connected by a brace on the left side, like
you see here:

Without a captain to tell them what to do, the crew of a ship is just a bunch of people with no purpose.
Likewise, without a clef to tell us what notes are on a staff, the staff is just a bunch of lines with no
meaning. The clef on the top staff is called the treble clef, and it tells your right hand what to do on
the piano. The bottom staff uses a bass clef, and it tells your left hand what to do on the piano.
B. Illustrate the following on a piece of clean short bond paper.
1. Closed notehead with a stem ______________
2. Open notehead ________________
3. Quarter Rest _________________
4. Closed notehead with a stem and two hooks ____________
5. Open notehead with a stem______________
6. Staff with the singing names on the spaces _____________
7. Half Rest _______________
8. Quarter note _______________
9. Whole note _______________
10. Sixteenth Rest ____________
THE SCALE
 B.

Show this activity

through a video…
 A) Write under the staff the word spelled by these notes

I - Direction: Select the letter of the correct answer being identified by the following items.

________ 1. There were two general types of music during the Medieval or Middle Age, namely:
A. monophonic and polyphonic c. polyphonic isophonic
B. monochromatic and polychromatic
________ 2. This period saw the development of opera.
A. Classical B. Medieval Age C. Baroque

__________ 3. In this period, music used to tell a story or express an idea and the expanded on the use of
various instruments including wind instruments.
A. Romantic B. Classical C. 20th Century
__________ 4. Artists in this period were more willing to experiment with new music forms
A. Romantic B. Classical C. 20th Century
__________ 5. The piano was undoubtedly the primary instrument used by composers during the Classical
period.
A. Romantic B. Classical C. Baroque

II -- On the blank after each group of notes and rests, draw a note that will balance the group.

1. = ___________ 2. = _________
 Congratulations on
finishing the learning module!
You have just had an amazing
learning journey and for sure,
you will have the same in the

Additional Task:

Prepare a Simple Reflection on your 4 weeks learning activity in this

subject. write your opinion on a topic, supporting it with
your observations and personal examples.

REFERENCES:

1. Bautista, Villalon & Del Rosario, An Introdution to Music, National

Book Store, 2006.
2. Rivadelo, Rosita, Fundamentals of Music
3. Dictionary
4. Google…

Prepared by:

SALVACION R. RAGAS
Instructor