Cittadini School

Caterina and Giuditta Cittadini School

52 Magsaysay Road, San Antonio, San Pedro, Laguna
S.Y. 2020 – 2021

UNIT: INTRODUCING THE MUSIC OF SOUTHEAST ASIA

LESSON 1: Music of Southeast Asia
Time Frame: 10 days
STAGE 1 – DESIRED LEARNING OUTCOMES
TARGET VALUES MEANING – MAKING
ENDURING UNDERSTANDING (EU) ESSENTIAL QUESTION (EQ)
 Multiculturalism
Students will understand that learning the music in
 Creativity and resourcefulness How does the music of Southeast Asian countries
Southeast Asian countries promote better understanding
 Collaboration and cooperation promote better understanding of their cultural identity?
of their cultural identity.
CONTENT STANDARD TRANSFER
The Learner …
Students on their own and in the long run will be able to perform Southeast Asian songs with appropriate
demonstrates understanding of common musical
pitch, rhythm, expression, and style by understanding of common musical characteristics of the region as well as
characteristics of the region as well as unique
unique characteristics of a particular Southeast Asian country.
characteristics of a particular Southeast Asian country.
PERFORMANCE STANDARD ACQUISITION
The Learner …
performs Southeast Asian songs with appropriate pitch, The Learner …
rhythm, expression, and style. 1. explains how the music of a Southeast Asian country relates to its geography and culture. MU8SE-Ia-h-1

LEARNING TARGETS
ACQUISITION
1. I CAN explain how the music of a Southeast Asian country relates to its geography and culture.
MEANING - MAKING
1. I CAN analyse musical elements of selected songs and instrumental pieces heard and performed;
2. I CAN evaluate music and music performances applying knowledge of musical elements and style; and
3. I CAN formulate insights on how can knowledge of the music Southeast Asian countries help in understanding their cultural identity.
TRANSFER
1. I CAN listen perceptively to music of Southeast Asia;
2. I CAN sing songs of Southeast Asia; and

GRADE 8 – MUSIC
QUARTER ONE
3. I CAN explore ways of producing sounds on a variety of sources that would simulate instruments being studied.

STAGE 2 – ASSESSMENT EVIDENCE

ACQUISITION
ACTIVITY 1. Four Pics, One Word
Four pictures of a certain country will be presented to the class. The students need to guess what the country is.
ACTIVITY 2. Listening Activity
Students will guess the folk songs and where it came from.

STAGE 2 – ASSESSMENT EVIDENCE

MEANING - MAKING
GUIDED GENERALIZATION
SONG 1 SONG 2 SONG 3 SONG 4
ESSENTIAL QUESTION (EQ) Indonesian Song Thai Folk Song Cambodian Song Myanmar Song
“Si Patokaan” “Chaang” By the Pinpeat “Pat pyo”
How does the music of Southeast Ensemble
Asian countries promote better
understanding of their cultural FORM
identity?  What are the dominant
elements?
 How are these used in
the musical piece?
 What instruments are
used in the musical
piece?
 How does the use of
these instruments
enhance the beauty of
the music?
CONTEXT
 What is her / her
perception of life and
mankind, as expressed
in the musical piece?
 What human character
is revealed in the

GRADE 8 – MUSIC
QUARTER ONE
 musical piece?
EXPRESSION
 What message is the
composer trying to
convey?
 What values are held
by the singer?
 What attitudes and
ideas does the song
elicit?

COMMON IDEAS IN REASON:

ESSENTIAL UNDERSTANDING (EU)

Students will understand that learning the music in Southeast Asian countries promote better understanding of their cultural identity.

HOLISTIC RUBRIC
GUIDED GENERALIZATION
4 3 2 1
The response is well-developed that The response is complete that examines The response is incomplete and/or The response provides evidence of an
examines the topic and presents several the topic and presents related oversimplified to examine the topic and attempt to examine the topic and
related information. information. presents few related information. presents irrelevant information.

STAGE 2 – ASSESSMENT EVIDENCE

TRANSFER

Transfer Goal
Students on their own and in the long run will be able to perform Southeast Asian songs with appropriate pitch, rhythm, expression, and style by understanding of common
musical characteristics of the region as well as unique characteristics of a particular Southeast Asian country.

Scaffold 1 – Directed Prompt: “Let’s Sing Together”

In groups of four, the students will listen to the different folk song of Southeast Asia and they will try to sing the songs as well.
Scaffold 2 – Open Prompt: “Song Accompaniment”

GRADE 8 – MUSIC
QUARTER ONE
 In groups of eight, students will choose a Southeast Asian folk song and will create an accompaniment similar to the given folk song.
Scaffold 3 – Guided Transfer: “Performance Practice”
The students will practice their performance for the cultural show.
Scaffold 4 – Transfer: “Cultural Show”
The performing arts group will be celebrating their 30 th year. In line with this, they are planning to have a cultural show that will feature culture and music of Asia. You are
asked to perform about Southeast Asian culture and music.

STAGE 3 – LEARNING PLAN

EXPLORE
Time Frame: 1 day

ACTIVITY 1. Four Pics, One Word

Four pictures of a certain country will be presented to the class. The students need to guess what the country is.

These picture will be presented through a PowerPoint presentation. The activity will be done as a class.
After guessing the correct answers, a short sharing of ideas how these pictures are related to the cultural background of each country will take place.

ACTIVITY 2. Listening Activity

Folk songs representing each Southeast Asian countries will be played. They need to guess where the folk song came from. After guessing the correct answers, the class will
have a short discussion about the elements of music in each folk songs and how each relate to the geographical, historical, and cultural background of each countries.

Folk songs to be played:

 Si Patokaan – Indonesia
 Piphat – Thailand
 Pinpeat ensemble – Cambodia
 Saung Gauk – Myanmar

GRADE 8 – MUSIC
QUARTER ONE
Elements of Music
 Melody
 Harmony
 Texture
 Timbre
 Rhythm

FIRM – UP
Time Frame: 6 days

DAY 1
LECTURE DISCUSSION: Indonesian – Javanese and Balinese Gamelan Music;
Thailand – Vocal and Instrumental Music // History, Culture, Traditions, and Beliefs of the People of Indonesia and Thailand

Activity 3: SCAFFOLD 1 – Directed Prompt: “Let’s Sing Together”

1. Give the Key Question: “How does the music of Southeast Asian countries promote better understanding of their cultural identity?” The class must be able to answer this
question somehow given the activities they did in EXPLORE.
2. Introduce the history, culture, traditions, and beliefs of the people of Indonesia and Thailand. Pictures and short video clips will be provided for better audio – visual
understanding.
3. Given the cultural background, discuss the musical elements both in vocal and instrumental music and how these kind of music help in creating their cultural identity.
4. Present the musical characteristics, both vocal and instrumental, for better understanding.

5. Introduce Scaffold 1. Let the students listen again to the folk songs from Indonesia and Thailand, entitled “Si Patokaan” (Indonesia) and “Chaang” (Thailand).
6. Assist them in singing the lyrics correctly. Let them use musical notations found in the worktext.

DAY 2
1. Let the students practice the folk songs “Si Patokaan” and “Chaang”.
2. After two to three times of practicing the song as a class, divide them into groups of four.
3. Each group will then sing both folk songs in front of the class.
4. Their output will be assessed based on pitch accuracy, rhythm accuracy and style and interpretation. Highest possible given is 5 in each category, for a total of 15 POINTS.

DAY 3
LECTURE DISCUSSION: Cambodia – Pinpeat Ensemble; Myanmar – Saung Gauk // History, Culture, Traditions, and Beliefs of the People of Cambodia and
Myanmar
Activity 4: SCAFFOLD 2 – Open Prompt: “Song Accompaniment”
1. Present the Essential Understanding: “learning the music in Southeast Asian countries promote better understanding of their cultural identity.” Let the students analyse the
EU then, call two to three students to share their ideas about the EU. The class must be able to understand this because of the previous activities.

GRADE 8 – MUSIC
QUARTER ONE
2. Introduce the history, culture, traditions, and beliefs of the people of Cambodia and Myanmar. Again, pictures and short video clips will be provided for better audio – visual
understanding.
3. Given the cultural background, discuss the musical elements both in vocal and instrumental music and how these kind of music help in creating their cultural identity.
4. Present the musical characteristics, both vocal and instrumental, for better understanding.
5. Let the students listen again to the songs from Cambodia and Myanmar.
6. Introduce them Scaffold 2 which is a song accompaniment. Explain that they will be creating a similar tune or pattern of melodic groups for a given song (from Cambodia
and Myanmar).

DAY 4
1. In groups of eight, students will choose a Southeast Asian folk song and will create an accompaniment similar to the given folk song.
2. Five minutes will be given to each group for practice.
3. Each group will perform in front of the class.
4. Their output will be assessed based on pitch accuracy, rhythm accuracy and style and interpretation. Highest possible given is 5 in each category, for a total of 15 POINTS.

DAY 5 - 6
Activity 5: SCAFFOLD 3 – Guided Transfer: “Performance Practice”
1. Given the previous activities, the Final Performance Task will be presented.
2. After the designation of the things the class need to execute, they will be given a two days to organize and practice for the said performance task. A day is enough for them
to organize a program and practice the whole performance since previous scaffolds were given and can be used in the performance itself.
3. This is somehow an extension activity in preparation for the final activity.
4. Their output will be assessed based musicality, voice inflection, creativity and resourcefulness, performance skills. Highest possible given is 5 in each category, for a total of
20 POINTS, similar to the given criteria for their final performance task.

DEEPEN
Time Frame: 1 day

GUIDED GENERALIZATION
SONG 1 SONG 2 SONG 3 SONG 4
ESSENTIAL QUESTION (EQ) Indonesian Song Thai Folk Song Cambodian Song Myanmar Song
“Si Patokaan” “Chaang” By the Pinpeat “Pat pyo”
How does the music of Southeast Ensemble
Asian countries promote better FORM
understanding of their cultural  What are the dominant
identity? elements?
 How are these used in
the musical piece?
 What instruments are

GRADE 8 – MUSIC
QUARTER ONE
 used in the musical
piece?
 How does the use of
these instruments
enhance the beauty of
the music?
CONTEXT
 What is her / her
perception of life and
mankind, as expressed
in the musical piece?
 What human character
is revealed in the
musical piece?
EXPRESSION
 What message is the
composer trying to
convey?
 What values are held
by the singer?
 What attitudes and
ideas does the song
elicit?

COMMON IDEAS IN REASON:

ESSENTIAL UNDERSTANDING (EU)

Students will understand that learning the music in Southeast Asian countries promote better understanding of their cultural
identity.

GRADE 8 – MUSIC
QUARTER ONE
 HOLISTIC RUBRIC
GUIDED GENERALIZATION
4 3 2 1
The response is well-developed that The response is complete that examines The response is incomplete and/or The response provides evidence of an
examines the topic and presents several the topic and presents related oversimplified to examine the topic and attempt to examine the topic and
related information. information. presents few related information. presents irrelevant information.

Activity 6. SCAFFOLD 4 – TRANSFER

Time Frame: 2 days

PERFORMANCE TASK
“Cultural Show”
GOAL To perform a culminating activity presenting the music of Southeast Asia.
ROLE You as a DIRECTOR
You as a SINGER
You as an INSTRUMENTALIST
AUDIENCE MAPEH Teachers
Students
SITUATION The performing arts group will be celebrating their 30 th year. In line with this, they are planning to have a cultural show that will feature culture and music
of Asia. You are asked to perform about Southeast Asian culture and music.
PRODUCT Some will sing, play instruments. The theme must be conveyed creatively using any appropriate media.
STANDARD Their output will be assessed based on musicality, voice inflection, creativity and resourcefulness, performance skills.

ANALYTIC RUBRIC
CRITERIA Outstanding (10) Satisfactory (8) Developing (6) Beginning (4) Score
Musicality All group members exhibit Most of the group members Group members can Group members have
(Degree of difficulty – complexity evidence of performing exhibit evidence of performing somewhat remember of trouble in practicing and
and intricacy in the use of rhythmic vocal technique, vocal technique, musicianship what they practiced and are performing the vocal
patterns in various meters) musicianship and timing and timing (tempo) trying to perform the vocal technique, musicianship and
(tempo) exceptionally. satisfactorily. technique, musicianship and timing (tempo)
timing (tempo) reasonably. appropriately.
Voice inflection Excellent voice inflection is Proper voice inflection is 2-3 mispronunciations but 5-6 incorrect voice
(Pitch accuracy – a rise or fall in observed. There is observed. There is blending of voice inflection is good. inflections, voices assigned

GRADE 8 – MUSIC
QUARTER ONE
 the sound of a person’s voice; a excellent blending of voices, harmonious and Blending is not consistently are not performed as it
change in the pitch or tone of a voices, very harmonious synchronized, has good harmonious and should be. Committed 3-5
person’s voice) and synchronized. Very enunciation, no words are synchronized.  mispronunciations.
good enunciation, no mispronounced. 
words are mispronounced. 
Creativity and Demonstrates Demonstrates adequate and Demonstrates considerable Demonstrates poor
Resourcefulness extraordinary proper personalization, personalization, personalization,
(Originality and creativity is shown personalization, resourcefulness and / or resourcefulness and / or resourcefulness and / or
all throughout the performance; resourcefulness and / or originality in the musical originality in the musical originality in the musical
utilized the resources available) originality in the musical arrangements. arrangements. arrangements.
arrangements.
Performance Skills The performers draw the The performers communicate The performers are generally The performers are not that
(Behavior during performance – judges in to want to watch with audience / judges through focused, but only some focused on making eye
projection of eye contact and them and is able to eye contact, facial and body attempt made to grab contact, concentrated or
cheerful facial expressions with the engage the audience expression and is able to attention of the audience not committed to
audience) completely all throughout engage the judges, but and judges through eye performance.
their performance. occasionally loses focus. contact and good facial
expression.
Total Score

SUMMATIVE ASSESSMENT
In a ½ crosswise, students will answer the following items.

1. How will you prove that the music of Southeast Asia is rich?
2. What strategy will you do if you are going to sing some Filipino folk songs and improvise musical instruments using the rhythmic patterns heard in the music of Southeast
Asia?

GENERALIZATION AND ASSESSMENT

As a concluding activity, conduct a 3-2-1 activity. ((Rutherford, 2008)
Identify...
3 important concepts that interest you;
2 questions that you want to ask; and
1 idea that you need clarification

GRADE 8 – MUSIC
QUARTER ONE
Prepared by: Reviewed and Approved by: Noted by:

Miss Chona M. Bahil Mrs. Anna Liza R. Sietereales Sr. Rea B. Pangantihon, USS
MUSIC Teacher Academic Coordinator School Principal

GRADE 8 – MUSIC
QUARTER ONE