2nd Quarter DLP

MAPEH 8 (Music)
WEEK 1 (DAY 1-3)
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of common musical characteristics of the region
as well as unique characteristics of East Asian country.
B. Performance Standard
The learner performs East Asian music with appropriate pitch, rhythm, expression and
style.
C. Most Essential Learning Competency
MELC No. 1 – Listens perceptively to music of East Asia. (MU8SE-IIa-h-2)
MELC No. 2 – Analyzes musical elements of selected songs, and instrumental pieces
heard and performed. (MU8SE-IIc-h-4)
D. Objectives
The learner…
1. identifies the elements of music of the selected song and instrumental pieces in East
Asian countries,
2. listens to the musical pieces of East Asian countries; and
3. shows appreciation of East Asian music by means creating an illustration showing
the relation of man and nature as reflected in the three East Asian Folk songs.
II. CONTENT: “East Asian Music”
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Material Pages: Learner’s Module Music and Arts 8 (pp. 52 –57, 63 – 85)
3. Textbook Pages: The 21st Century MAPEH in ACTION (pp.22-45)
4. Additional Materials from Learning Resources (LR) portal:
http://tiny.cc/Japan_Sakura
http://tiny.cc/MoLiHua
http://tiny.cc/Arirang

B. OTHER LEARNING RESOURCES: Printed Materials

IV. PROCEDURES
A. Reviewing previous lesson/Presenting the new lesson

Analyze the pictures below and identify their place of origin.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 B. Establishing a purpose of the lesson
East Asian music is meditative in character, has a slow phase and follows different scales.
Most of their folk songs have a nasal vocal quality. Their music is categorized into instrumental
and vocal.

Lists down all the things you are familiar with: Culture, Tradition,
and Music of the given countries below.

JAPAN CHINA KOREA PHILIPPINES

Culture

Tradition

Music

C. Presenting Examples/Instances of the new lesson

Listen perceptively to the music of East Asia and

answer the guide questions below.

a. SAKURA (Japan) http://tiny.cc/Japan_Sakura

Sakura Sakura (Cherry Blossoms)

(Japanese Folk Song) (English Version)

Sakura sakura Cherry blossoms, cherry blossoms,

Yayoi no sorawa Across the spring sky,
Mi-watasukagiri As far as you can see.
Kasumika kumoka Is it a mist or clouds?
Noiizo izuru Fragrant in the air.
Izaya zaya Come now, come,
Mini yukan. Let’s look, at last.
s

b. MO LI HUA(China)http://tiny.cc/MoLiHua

Mo Li Hua Mo Li Hua
(Chinese Folk Song) (The Jasmine Flower)
(English Version)
Hao yi duo mei li di What a beautiful jasmine flower
Mo li hua. What a beautiful flower
Hao yi mei li di Sweet-smelling, beautiful, stems full of
Mo li hua. buds
Fen fang mei li man zhi ya, Fragrant and white, everyone praises
You xiang you bai ren ren kua. Let me pluck you down
Rang wo lai jiang ni zhai xia, Give to someone’s family
Song gei bie ren jia, Jasmine flower, oh jasmine flower.
Mo li hua ya mo li hua.

c. ARIRANG (Korea) http://tiny.cc/Arirang

Arirang Arirang (My Beloved One)

(Korean Folk Song) (English Version)

Arirang, arirang, arariyo. Arirang, arirang arariyo

Arirang gogaero neommeoganda Crossing the over Arirang Pass
Nareul beorigo gasineun nimeun Dear who abandoned me
Simrido motgaseo balbbyeongnanda. Will not even walk even ten Li before
his/her feet hurt.

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 1. How are the musical elements of timbre and texture reflected in the Japanese folk
song “Sakura?”
___________________________________________________________________
___________________________________________________________________
2. What does the Korean folk song “Arirang” want to convey?
__________________________________________________________________
__________________________________________________________________

3. What is the message of the Chinese folk song “Mo Li Hua?”

__________________________________________________________________
__________________________________________________________________

D. Discussing new concepts and practicing new skills #1

Japanese Music
Japanese vocal music is quite different from the Western vocal music, because it
is based on the intervals of human breathing rather than mathematical timing. Japanese
musicians show their spiritual self-mastery in mastering their instrument more than simply
perfecting technique of some sort and how they give value to their performance and
composure.
Japanese music:
 is basically meditative in character.
 performance is highly ritualized.
 has a slow pace.
 observes self-mastery and composure during performance.

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

Korean Music
 Korean’s folk music tradition generously uses bright rhythms and melodies.
 It is more energetic.
 It has instrumental pieces: pansori and shaman ritual music.

Chong – Ak
-It literally means “right” or “correct music” (both instrumental and vocal music).
-It is ensemble music for men of high social status.

Sog – Ak or misongak
-It is a category of Korean music traditionally associated with the lower classes.
-It is a vibrant and energetic performance of Korean traditional music.

E. Discussing new concepts and practicing new skills #2

EAST ASIAN FOLK SONGS
SAKURA (Japan) http://tiny.cc/Japan_Sakura

Sakura Sakura (Cherry Blossoms)

(Japanese Folk Song) (English Version)

Sakura sakura Cherry blossoms, cherry blossoms,

Yayoi no sorawa Across the spring sky,
Mi-watasukagiri As far as you can see.
Kasumika kumoka Is it a mist or clouds?
Noiizo izuru Fragrant in the air.
Izaya zaya Come now, come,
Mini yukan. Let’s look , at last.

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 MO LI HUA (China)http://tiny.cc/MoLiHua

Mo Li Hua Mo Li Hua
(Chinese Folk Song) (The Jasmine Flower)
(English Version)
Hao yi duo mei li di What a beautiful jasmine flower
Mo li hua. What a beautiful flower
Hao yi mei li di Sweet-smelling, beautiful, stems full of
Mo li hua. buds
Fen fang mei li man zhi ya, Fragrant and white, everyone praises
You xiang you bai ren ren kua. Let me pluck you down
Rang wo lai jiang ni zhai xia, Give to someone’s family
Song gei bie ren jia, Jasmine flower, oh jasmine flower.
Mo li hua ya mo li hua.

ARIRANG (Korea) http://tiny.cc/Arirang

Arirang Arirang (My Beloved One)

(Korean Folk Song) (English Version)

Arirang, arirang, arariyo. Arirang, arirang arariyo

Arirang gogaero neommeoganda Crossing the over Arirang Pass
Nareul beorigo gasineun nimeun Dear who abandoned me
Simrido motgaseo balbbyeongnanda. Will not even walk even ten Li before
his/her feet hurt.

Elements of Music of East Asian Folk Songs

Elements of Music Sakura Mo Li Hua Arirang

Timbre (quality of sound Sung in nasal Sung in nasal sung in nasal voice,
or tone that distinguishes voice, voice voice, voice voice resonates
different types of sounds resonates through resonates through through the nose
such as voices and the nose the nose
musical instruments)
Texture (quality of the Monophonic or the Homophonic in Homophonic in
sound in a piece) melody is alone texture texture

Rhythm (makes a Slow in tempo, one Moderate tempo Moderate tempo and
pattern of sounds) beat per second and range range, meter is in
triple

F. Developing Mastery (Leads to Formative Assessment)

Activity 1:
Unscramble the letters to reveal the correct answer to the
following statements.

_____________1. (H U L I A O M) It is a folk song that describes the beauty and the

sweet smell of the jasmine flower.
_____________2. (I R I P) It is a wind instrument in Korea made of bamboo tube.
_____________3. (R I S O A N P) It is a kind of music presented to the audience by
skilled vocal singers and drummers.
_____________4. (T O O K) It is a13- string zither instrument in Japan.
_____________5. (N G R A R I A) It is a Korean folk song.

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 G. Finding practical application of concepts and skills in daily living
Activity 2:

State your opinion by answering the questions below.

1. Why is it important to understand the culture of other countries?

___________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Why do the teenagers today easily get hooked with foreign music?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. How do you express yourself using music?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

H. Generalization
Activity 3: Based on what have you learned about the musical
ensemble and instruments of East Asian countries,
complete the following phrases.

I learned that…
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

I realized that…
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

I intend to…
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

I. Evaluating Learning
Activity 4:

Analyze musical elements of selected songs, and instrumental

pieces heard and performed by accomplishing the table below.

Rhythm
Dynamics Pitch Tempo
2 3 4
(soft or loud) (high or low) (fast or slow)
4 4 4
Sakura

Arirang
Mo Li Hua

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
J. Additional activities for application or remediation
Activity 5:
Draw a creative illustration on the relationship of man and nature
as reflected in the three folk songs you have learned. (Sakura, Mo
Li Hua and Arirang)

Criteria 5 points 4 points 3 points 2 points

Artwork Artwork is Artwork is Artwork has few Artwork lacks
expressive and expressive and details. detail.
detailed. somewhat
detailed.
Creativity The student’s The student’s There is little Student has not
personal personal evidence of a made much
vision/ideas vision/ideas are personal vision attempt to meet
come through. present in parts or own idea/s the
of the work. but the requirements of
assignment is the assignment.
done.

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 2nd Quarter DLP
MAPEH 8 (Music)
WEEK 1 (DAY 4-6)
I. OBJECTIVES
A. Content Standard
Demonstrates understanding of common and distinct musical characteristics of East Asian
countries
B. Performance Standard
Performs East Asian music with appropriate pitch, rhythm, expression and style
C. Most Essential Learning Competency
MELC No. 3 – Explores ways of producing sounds on a variety of sources that would
simulate instruments being studied(MU8SE-llb-h-5)
MELC No. 4 – Improvises simple accompaniment to selected East Asian music.
(MU8SE-IIb-h-6)
D. Objectives
The learner…
1. describes the sounds produced of selected musical instruments of East Asia,
2. creates a musical instrument using localized material, and
3. shows appreciation of East Asian music by means of imitating the sounds of
musical instruments using body music.
II. CONTENT: “Musical Instruments of East Asia”
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Material Pages: Learner’s Module Music and Arts 8 (pp. 52 –57, 63 – 85)
3. Textbook Pages: The 21st Century MAPEH in ACTION (pp.22-45)
4. Additional Materials from Learning Resources (LR) portal:
http://tiny.cc/Yuequin
http://tiny.cc/Zheng
http://tiny.cc/Pengling
http://tiny.cc/Sheng
http://tiny.cc/Changgo
http://tiny.cc/Haegum
http://tiny.cc/Geomunggohttp://tiny.cc/Kayagum
http://tiny.cc/Tsuzumi
http://tiny.cc/Taiko
http://tiny.cc/Koto
http://tiny.cc/Shamisen
http://tiny.cc/Biwa
http://tiny.cc/Hichiriki

B. OTHER LEARNING ESOURCES: Printed Materials

II. PROCEDURES
A. Reviewing previous lesson/Presenting the new lesson

Match the folk songs of Asia in Column A with their country of origin
in column B.

Column A Column B
1. Bahay Kubo   China
2. Arirang   Japan
3. Mo Li Hua   Korea
4. Sakura   Malaysia
5. Rasa Sayang   Philippines

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 Identify the classifications of the following musical
instruments. Write A if the instrument is classified as
Aerophone, C for Chordophone, I for Idiophone, and M for
Membranophone.

_____1. _____3. _____5.

_____2. _____4.

B. Establishing a purpose of the lesson

The world is full of different sounds. Some are delightful, others are annoying.
Sounds help us to communicate our deepest feelings and emotions, to understand what
is going on around us and to know what other people are thinking of.
Instruments come in different sizes, shapes and materials that are based on the
raw materials available in the environment.

Analyze the picture below and answer the guide

questions.

1. What do you think are the instruments

used in the performance?
________________________________
________________________________

2. How do they play the instruments?

________________________________
________________________________

C. Presenting Examples/Instances of the new lesson

Complete the table below by supplying the missing

terms.

Musical Mode of
Materials used Classification
Instruments playing

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 Hitting

Chordophone

Bamboo

Metal/ Wooden
frame

D. Discussing new concepts and practicing new skills #1

China
Classification of
Musical Description
Instruments
1. Yuequin

It is a moon-shaped lute with shorter neck

and four strings, played with a spectrum,
used for accompanying local operas.
http://tiny.cc/Yuequin

String
2. Pipa
Instruments
(Chordophone)
It is a four-stringed lute with 30 frets and a
pear-shaped body. This instrument has an
extremely wide dynamic range and
remarkable expressive power.

3. Erhu It is a two-stringed fiddle and one of the most

popular Chinese instruments. It is used as a
solo instrument as well as in small ensembles
or large orchestra, and by various ethnic
groups.
4. Zheng
It is an ancient Chinese instrument that has
an arched surface and an elongated-
trapezoid with 13 to 21 strings stretched over
individual bridges. It’s playing range spans
three to four octaves. http://tiny.cc/Zheng

5. Yunluo
It is literally "cloud gongs" or "cloud of gongs”.
Yunluo is a set of ten small tuned gongs
Idiophone mounted in a wooden frame. The yunluo's
gongs are generally of equal diameter but
different thickness. The thicker gongs
produce a higher pitch.

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 6. Pengling
These are two small bells made of high-tin
bronze, without internal clappers, and
hemispheric or bottomless gourd-like in
shape. The instrument has a delicate, clarion
and melodious tone.
http://tiny.cc/Pengling

7. Sheng
It is also called as Chinese mouth organ and
looks like a set of panpipes with 12 to 36
bamboo pipes. Each pipe is of different
length with a brass reed at the bottom and a
hole that must be blocked in order for the
note to sound. Sheng is one of the oldest
Chinese musical instruments.
Aerophone http://tiny.cc/Sheng

8. Dizi

It is the traditional Chinese flute. It can have

a membrane over an extra hole to give the
characteristic rattle effect.

Korea
Classification of
Musical Description
Instruments
1. Changgo It is the most widely used drum in the
traditional music of Korea. It is available in
most kinds, and consists of an hourglass-
shaped body with two heads made from
animal skin. The two heads produce
Percussion
sounds of different pitch and timbre, which
(Membranophone)
when played together are believed to
represent the harmony of man and
woman.
http://tiny.cc/Changgo

2. Haegum (two-
string vertical
fiddle) It has a rod-like neck, a hollow wooden
soundbox, two silk strings, and is held
vertically on the knee of the performer and
played with a bow.
String Instruments http://tiny.cc/Haegum
(Chordophone)

3. Geomunggo
This six-string plucked zither is a
traditional Korean stringed musical
instrument of the zither family of
instruments with both bridges and frets.
http://tiny.cc/Geomunggo

4. Kayagum
It is a traditional Korean zither like string
instrument, with 12 strings, although more
recently variants have been constructed
with 21 or more numbers of strings.
http://tiny.cc/Kayagum

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 5. Piri
It is used in both the folk and classical
(court) music of Korea. It is made of
Woodwind
bamboo. Its large reed and cylindrical bore
(Aerophone)
gives it a sound mellower than that of
many other types of oboe. /

E. Discussing new concepts and practicing new skills #2

Japan
Classification of
Musical Description
Instruments
1. Odaiko (big drum)
The physical energy and sheer
excitement of an Odaiko
performance is an integral part of
many Japanese matsuri (festivals).

2. Tsuzumi (hourglass- There are two varieties, the smaller

shape) kotsuzumi and the larger otsuzumi.
They are used in both noh and
kabuki performances. The
Percussion kotsuzumi is held on the right
(Membranophone) shoulder and the player alters the
tone by squeezing the laces.
http://tiny.cc/Tsuzumi
3. Tsuridaiko

It is a large hanging barrel drum

4. Taiko It is a Japanese drum that comes

in various sizes and is used to play
a variety of musical genres. It has
become particularly popular in
recent years as the central
instrument of percussion
ensembles whose repertory is
based on a variety of folk and
festival music of the past.
http://tiny.cc/Taiko
1. Koto It is a 13-string zither, about two
meters long and made of
Paulownia wood. It is plucked
using picks on the thumb and first
String Instruments two fingers of the right hand, while
(Chordophone) the left hand can be used to modify
pitch and tone. Koto is used in an
ensemble in gagaku or as a solo
instrument.
http://tiny.cc/Koto

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 2. Shamisen
It is a plucked stringed instrument.
Its construction follows a model
similar to that of a guitar or a banjo,
employing a neck, and strings
stretched across a resonating
body. The neck of the shamisen is
fretless, and is slimmer than that of
a guitar or a banjo.
http://tiny.cc/Shamisen

3. Biwa It is a Japanese short-necked

fretted lute, often used in narrative
storytelling. The Biwa is the chosen
instrument of Benten, the goddess
of music, eloquence, poetry, and
education in Japanese Shinto.
http://tiny.cc/Biwa
1. Shakuhachi
It is the most famous flute made
from bamboo. It has four or five
finger holes on the front face and a
thumbhole on the rear face. As with
other instruments above, it was
imported from China for gagaku.

2. Hichiriki
It is a double reed Japanese flute
(fue) used as one of two main
melodic instruments in Japanese
gagaku music, the other being the
Wind instruments U\njWHNL.
(Aerophone) http://tiny.cc/Hichiriki

3. Nokan
It is a parallel, bamboo flute (fue) is
the only melodic instrument used in
noh. The melody of the flute has no
specific pitch relationship with the
melody of the chanting.

4. Sho
It is a Japanese free reed musical
instrument that was introduced
from China during the Nara period.

5. Shinobue
It is also called as takebue in the
context of Japanese traditional
arts. It is a transverse flute or fue
that has a high-pitched sound.

6. Ryuteki
Literally “dragon flute” is a
Japanese transverse fue made of
bamboo. It is used in gagaku.

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 F. Developing Mastery (Leads to Formative Assessment)
Activity 1:
Compare and contrast the following East Asian instruments
using the Venn diagram.

KOT ZHENG TSUZUMI CHANGGO

O

PIRI DIZI
TSUZUMI TSUZUMI

G. Finding practical application of concepts and skills in daily living

Activity 2:

Answer the following questions below using the phrase “I

believe” as your first statement.

1. Why do some music make you feel relax and happy?

_____________________________________________________________________
_____________________________________________________________________
2. If there will be no sound and music in this world, what do you think will happen?
_____________________________________________________________________
_____________________________________________________________________

H. Generalization

Activity 3:

Complete the table below. Reflect and assess your own learning.

Things I learned about musical instruments of East Asia

1._____________________________________________
2._____________________________________________

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 Thing I found interesting about musical instruments of East Asia
1. _____________________________________________

I. Evaluation

Activity 4
Improvise simple accompaniment to selected East Asian
music.

Criteria 5 4 3 2
Proper Timing Execution of Execution of Execution of Execution of
beats is exact beats is beats is with beats is with
or perfect. almost few errors. many errors.
perfect.
Creativity The video was Creativity is Creativity is Creativity was
well-thought evident in the evident only in not seen
of, and most parts of few parts of throughout the
creatively the video. the video. video.
done.
Resourcefulness All materials Some Few materials There is no
used are materials used are improvised
improvised used are improvised material during
during the improvised during the the
presentation. during the presentation. presentation.
presentation.

J. Additional activities for application or remediation

Activity 5: 1. Explores ways of producing sounds on a variety of sources

that would simulate instruments being study.
2. Use your body parts to imitate the sounds of the instruments
it produced.
3. Take a picture of you while doing the activity and paste in
your paper.

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 2nd Quarter DLP
MAPEH 8 (Music)
I. OBJECTIVES WEEK 1 (DAY 7-9)
A. Content Standard
The learner demonstrates understanding of common and distinct musical characteristics
of East Asian Countries.
B. Performance Standard
The learner performs East Asian music with appropriate pitch, rhythm, expression and
style.
C. Most Essential Learning Competency
MELC No. 5 – Performs music from East Asia with own accompaniment.
(MU8SE-Ilb-h-7)
MELC No. 6 – Evaluates music and music performances using guided rubrics applying
knowledge of musical elements and style. (MU8SE-Ilb-h-8)
D. Objectives
The learner…
1. explores way of producing sounds using available materials that would stimulate
instruments being studied,
2. values the significance of East Asian music through singing a folk song with one
member of the family; and
3. performs musical presentation using the improvised musical instruments.
II. CONTENT: “Musical Performances of East Asia”
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Material Pages: Learner’s Module Music and Arts 8 (pp. 66, 70, 74, 80-85)
3. Textbook Pages: The 21st Century MAPEH in Action (pp. 23, 37-38, 40-44)
4. Additional Materials from Learning Resources (LR) portal:
B. OTHER LEARNING RESOURCES: Printed Materials

IV. PROCEDURES
A. Reviewing previous lesson/Presenting the new lesson

Match the musical instrument of East Asia in Column A with their

corresponding description in Column B.

A B
1. yuequin   a. 13-string Zither
2. zheng   b. dragon Flute
3. yunluo   c. moon-shaped instrument
4. ryuteki   d. ancient Chinese Inst.
5. Koto   e. cloud of gongs

Analyze the pictures below and fill the missing letters.

C O __ F U __ I U __ B __ S
(Famous Philosopher) (Famous KPop Group)

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 K__NG HE__FATCH__I CH__RR__ BL__SSO__
(New Year Celebration) (National Flower)

B. Establishing a purpose of the lesson

Listening music is one of the ways of understanding human behaviors. Sometimes
it reflects the personality of a person on how he/she deals with others.

Answer the following statements that reflect your personality as a

person:

C. Presenting Examples/Instances of the new lesson

Analyze the picture and answer the following questions.

What is being shown in the picture?

______________________________________
______________________________________
______________________________________
How did their music and performances influence
the music and culture of the Filipino?
______________________________________
______________________________________
______________________________________
_______________
D. Discussing new concepts and practicing new skills #1
The music of East Asia contributes certain characteristics such as the tonal system
and the cultural influences. Their music has contributed much to the region’s identity in
shaping its unique culture.
Chinese music is based on the doctrines or beliefs of some of the Chinese
philosophers like the Great Confucius, that is why Chinese music is influenced by the
philosophy, both social and political order. Most of the Japanese traditional music were
brought by the Koreans and Chinese. It was also used for ritual music in Shinto
ceremonies and performed by Buddhist priest, court musicians, and scholar.
Korean music offers a more energetic and sudden change of mood contrast to the
nation’s collection of classical music works. In South Korea, the traditional music is being
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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 preserved, but Western music has entered and influenced its people, especially the young
ones.

E. Discussing new concepts and practicing new skills #2

CHINESE FOLK SONG
Mo Li Hua – “The Jasmine Flower” is a traditional Chinese song with a beautifully gentle
and lyrical melody. The song describes a custom of giving Jasmine flowers, popular in the
southern Yangtze Delta region of China.

JAPANESE FOLK SONG

Sakura or “Cherry Blossoms” is a Japanese folk song which is considered as an elegant
old music where the melody reminds the culture of an urban or court life in Japan.

KOREAN FOLK SONG

Arirang or “Ahrirang” which means “Dear and Beautiful Korea” is a kind of folk song
which is a metaphor for a loved one who is dear and beautiful.

F. Developing Mastery (Leads to Formative Assessment)

Activity 1:

Rearrange the jumbled letters to form the correct answer.

_________________1. (C F S C U O U I N) He is a great philosopher who

influenced Chinese music.
_________________2. (A U S R K A) It is a Japanese folk song which means “Cherry
Blossom”.
_________________3. (R R A G A N I) It is a kind of folk song which is a metaphor for a
loved one who is dear and beautiful.
_________________4. (L H A M U I O) It is a traditional folk song with a beautifully
gentle and lyrical melody.
_________________5. (E O K R A) The music of this country offers a sudden
change of mood.

G. Finding practical application of concepts and skills in daily living

Activity 2:

Choose among the folk songs of East Asia and sing it with one of
your family members.

Reflect on the following questions:

1. What folk song did you choose? Why?

_______________________________________________________________________
_______________________________________________________________________
2. What did you feel while singing the song?

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______________________________________________________________________

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO
 H. Generalization
Activity 3:
Think of three (3) interesting facts that you have learned about
music of East Asia. Write two (2) things that you will keep and
value in East Asian music and make one (1) realization after
learning about East Asian music.

I. Evaluating Learning
Activity 4:
1. Choose a folk song from the East Asia that you have learned.
2. Make a video of your performance.
3. You can use anything that can produce sounds as your
accompaniment.
4. Be guided with the rubric below.

Criteria 5 4 3 2
Above Meets Standard Approaching Below
Standard Standard Standard
Melody Melody is Melody is Melody is Melody is
executed executed executed fairly. executed poorly.
excellently. satisfactorily.
Originality Ideas and Ideas and Ideas and Ideas and
and Creativity techniques are techniques are techniques are techniques are
presented in presented in presented in presented in a
unique and unique and very good way. poor way.
excellent way. good way.
Stage Plays with Plays with very Plays with high Plays with low
Presence excellent high confidence. confidence. level of
confidence. confidence.

J. Additional activities for application or remediation

Activity 5:

After learning the music or music performance of East Asia,

evaluate if there’s any impact that may influence the culture
of the Filipino.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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PROPERTY OF PAMPANGA HIGH SCHOOL- DEPED CITY OF SAN FERNANDO