Monday, June 18, 2012


Target Year Level:    Grade 7

Time Allotment:        60 minutes

Module No.:              1

Lesson No.:               1

Topic:                         Music of the Cordilleras

Materials:                   paper, TG and LG

  1.  Ask the students about their previous experience in music - creating, appreciating, and producing.
  2. Ask them how music relates to one’s self and in the community.

  1.  Introduce the topic – the music of the highlands of Luzon.
  2. Use the K-W-L Chart to determine the prior knowledge of the students about the topic and what they expect to learn in the lesson.
  3. Draw the concept map found in the Learning Guide on the board. Discuss the concept map for the music of the Cordilleras.

  1.  Ask the students to clap their hands alternately, simultaneously, or individually.
  2. Let them tell the differences in the sound produces through different claps.
  3. Let the students discover and understand the process of producing music in the Cordilleras.
  4. Relate the production of music in the life of the village or in the affairs of the community.

  1.  Music in the Cordilleras is communal – everybody in the community participates in the production and appreciation of music.
  2. Ask for volunteers – at least three students. Let the students clap the following patterns: strong, rest, strong, rest ..... Do this as if the students are making a round song.

  1.  Let the students produce simple music through clapping. Observe the strong – rest – strong pattern.
  2. Ask the students to share their stories about the sounds that they hear and how they or their classmates participated in the activity. Let them relate these experiences to:

a.    Family affairs
b.    School activities
c.    Day to day activities in the community
d.    Political system
e.    World order and worldviews

  1.  Let the students bring the following materials next meeting: a piece of bamboo segment similar to tongatong, a piece of round wood at least 1 foot in length and 2 inches in diameter, or bamboo sticks of at least 1 inch in width and 1 foot in length.
  2. Write a short reflection about the lesson for the day. Let them answer the following in their Reflection Notebooks:

a.    Which part of the lesson did you like most? Why?
b.    Which part of the discussion did you find difficult? What do you think will be the best strategy for you to learn that part of the lesson?
c.    Which part of the lesson do you intend to learn more? How will you do that?

This lesson plan is based on the K to 12 Teaching and Learning Modules for Grade 7. Please feel free to give your feedbacks, comments, or suggestions.

Sunday, June 17, 2012



TIME ALLOTMENT:  The time allotment for MAPEH is 60 minutes or an hour a day for four days a week.

MODULE NO.     Most of the Teaching and Learning Guides in the K to 12 Curriculum are divided into several modules; each module is composed of one or more lessons. However, not all learning areas provide the same number of modules. In Art, the First Quarter is composed of five learning modules.

LESSON NO.    Lesson number is optional. It is included here for the sake of determining how many lessons have been taught by the teacher.

TOPIC: This refers to the topic for the day and not the general topic or the content standard found in the Curriculum Guide for Grade 7

MATERIALS: List down all the materials that you and your students will need in the lesson.

I. MOTIVATION. This part of the lesson can be stated in bullet format or through an outline. Motivation part of the lesson introduces concept or topic through an activity that will open up or stir the interest of the students to participate in learning. Grade 7 MAPEH is student-centered class; students do the activities and most of the talking - the teacher only facilitates and helps in the processing of information. Motivation leads the students to discover or to realize something that will encourage them to ask for more.

II. ANALYSIS. This part asks thought-provoking questions related to the topic for the day. The teacher may provide sample questions or let the students formulate their own questions regarding the lesson. To aid the students in formulating questions, short activities and hands on experiences must be supplied by the teacher. This is the WHAT-part of the lesson.

III. ABSTRACTION. Abstraction leads the students to critical thinking. In it, the teacher must be able to encourage the students to formulate more questions and develop their own concepts based on their questions. More short activities must be supplied by the teacher in this part of the lesson in order to help the students delve into the realm of learning. This is the WHAT IF-part of the lesson.

IV. APPLICATION. Once the students are able to ask what ifs in the discussion, the how tos must follow immediately. The teacher must provide simple steps or instructions to help the students arrive into their own realization. In abstraction, the concepts and ideas are intangible or simple pure imagination while in the application part, those imaginations must be transformed into a tangible product or actual experience.

V. ASSESSMENT. Activities must be provided by the teacher to determine what have been learned by the students in the topic and how did they used the learning that they have acquired in making learning meaningful to them. A rubric must be prepared by the teacher to describe the progress made by the students in learning the topic.

VI. ASSIGNMENT.  While assignment is no longer graded, it is still important to sustain learning and must be encouraged. However, assignment should not become burden to the students but a must-be learning experience for them. When giving an assignment, the students must feel that they must do the task for fun and another learning experience. Learning guides in MAPEH provide activities that the students will enjoy making at home or even during their vacant hours.

In using this format, the teacher see his or her students as thinkers, innovators, leaders, and artists. The teacher edifies the students. In the process of edifying students, the teacher is pushing them to come out from their comfort zones without jeopardizing their individual interests. When the teacher edifies his or her students, they are empowering them to take bold steps towards learning and achieving more. The first person to believe in the capacity of a student is his or her teacher. 

This format is not mandatory or prescription to teachers. School administrators may impose other format depending on the nature of their students. When you use this format, please feel free to send me your feedback at or at

Wednesday, June 28, 2006

Antas o Pitch


Naibibigay ang kahulugan ng antas o pitch.
Napapangalanan ang mga antas o pitch sa limguhit.
Nailalapat sa limguhit ang mga antas na batay sa salitang Ingles.


A. Paksa: Antas o Pitch
B. Kagamitan: aklat, iskor ng musika, music pad, lapis na may pambura
C. Sanggunian: MAPEH I nina Vilma V. Perez at mga kasamahan, pp. 6-8.


A. Panimulang Gawain

Balik-aral: Natapos na natin ang talakayan tungkol sa kahulugan ng musika, mga uri ng tunog at ang mga pinagmumulan ng musika. Bago tayo magpatuloy, magabalik-aral muna tayo. Magtungo sa link na ito:

B. Presentasyon at Talakayan

Ang antas o pitch ay tumutukoy sa pagtaas at pagbaba ng mga sukat sa isang awitin. Ang mga antas ng tono sa limguhit ay pinapangalanan sa pamamagitan ng mga sumusunod:

1. G-Clef o Treble Staff
Unang Guhit - E
Pangalawang Guhit - G
Pangatlong Guhit - B
Pang-apat na Guhit - D
Panglimang Guhit - F
Unang Puwang - F
Pangalawang Puwang - A
Pangatlong Puwang - C
Pang-apat na Puwang - E

Ang pangalan ng mga linya ng limguhit ay madaling matatandaan sa pamamagitan ng sumusunod na pangugusap: Every Good Boy Does Fine

Ang pangalan ng mga puwang sa limguhit ay madali namang maaalala sa pamamagitan ng sumusunog na pangungusap sa Ingles: Father Always Come Early

2. F-Clef o Bass Cleff

Unang Guhit - G
Pangalawang Guhit - B
Pangatlong Guhit - D
Pang-apat na Guhit - F
Panglimang Guhit - A
Unang Puwang - A
Pangalawang Puwang - C
Pangatlong Puwang - E
Pang-apat na Puwang - G

Ang mga guhit sa limguhit ay madaling matatandaan kung makakabisa ang sumusunod na pangungusap:

a. Para sa mga linya: Good Boy Don't Forget Anything
b. Para sa mga puwang: All Cows Eat Grass

Para sa karagdagang kaalaman, magtungo sa link na ito:


Wednesday, May 10, 2006

Source of Music

A. Subject Name: MAPEH I

B. Lesson Reference No: Lesson 1

C. Lesson Title: Sources of Music

D. Lesson Description:
The lesson makes the student to determine different souces of music in the surrounding
The lesson covers the following learning items: Natural music and Music created from musical instruments

E. Learning Outcome:
At the end of the lesson the student recognize, identify and list different sources of music.
At the end of the lesson the student describe different sources of music; explain how music helps us in our day to day activities; report different sources of music around them; and review basic characteristics of sounds.

F. Review of Previous Learning/Lesson:
Concept 1 - The Definition fo Music. Music is an art, entertainment, or other human activity which involves organized and audible sound, though definitions may vary.,,

Concept 2 - Functions of Music. Music have so many functions. Visit

G. Learning Presentation:
Learning Object 1 - Music is everywhere. It is present in merely all living and non-living things surrounding us. Music is conceptual time expressed in the structures of tones and silence. It is the exploration of time in complex generative forms through rigorous construction of patterns and combinations of natural stimuli like sound. Music is a human activity which involves structured and audible sounds, which is used for artistic or aesthetic, entertainment, or ceremonial purposes. Definitions vary in different cultures and social milieus. or

Learning Object 2 - Music is all around us, and can be heard on several different mediums.

Learning Object 3 - What to know, student is linked to e-learning presentation of the teacher in flash, powerpoint, or downloadable document stored in a web host

H: Learning Activity:
Activity 1 - As we explore the nature of music, it is important to consider the objects that make the sounds: musical instruments. or

Activity 2 - Differentiate natural music and music from musical instruments
Activity 3 - Make a list of different sources of music in your surrounding.

I. Learning Evaluation:

To test what have you learned, visit or

J. Assignment:

Study more about the characteristics of sound. Visit or compare You can also visit