7music gr10 tg - qtr 4 (10 april 2015).pdf

7/25/2019 7MUSIC Gr10 TG - Qtr 4 (10 April 2015).pdf

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Quarter IV: 20th and 21st Century Multimedia Forms

61

Quarter IV

20TH AND 21ST CENTURYMULTIMEDIA FORMS

CONTENT STANDARDS

The learner demonstrates understand of...

1. Characteristic features of 20th and 21st century opera, musical play, ballet,

and other multimedia forms.

2. The relationship among music, technology, and media.

PERFORMANCE STANDARDS

The learner

1. Performs selections from musical plays, ballet, opera in a satisfactory level of

performance.

2. Creates a musical work using media and technology.

LEARNING COMPETENCIES

The learner

1. Describes how an idea or story in a musical play is presented in a live

performance or video,

2. Explains how theatrical elements in a selected part of a musical play are

combined with music and media to achieve certain effects,

3. Sings selections from musical plays and opera expressively;

4. Creates/improvises appropriate sounds, music, gestures, movements, andcostume using media and technology for a selected part of a musical play;

5. Presents an excerpt from a 20th or 21st century Philippine musical and

highlights its similarities and differences to other Western musical plays.

From the Department of Education curriculum for MUSIC Grade 10 (2014)

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying without written permission from the DepEd Central Office.


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MUSIC Teachers Guide

62

Quarter IV

20TH AND 21ST CENTURY MULTI-MEDIA FORMS

Sessions 1, 2, and 3

OPERA IN THE PHILIPPINES

I. SUBJECT MATTER

A. Topic: 20th and 21st Century Multi-Media Forms

Sub Topics: Philippine Opera

a) La Loba Negra

b)Noli Me Tangere

c) El Filibusterismo

B. Materials: Pictures/slides of performances of opera, ballet,

musical plays, and Broadway musicals

Charts with bullet-highlights of the works

Musical scores

DVD/CD recordings of sample works

CD/VCD/DVD/Karaoke players, computers, laptops,

netbooks, tablets, i pads, mobile phones, MP3/MP4 players

C. Reference: Music Grade 10 Learners Materials

Pages 142-155

II. LESSON PROPER

A. PRELIMINARY ACTIVITY

1. Review: Recall concepts from the past lesson.

2. Motivation:

As the class listens to the recordings of contemporary Philippine

composers, display on the board pictures of each of the composers.

Choose recordings from past lessons to serve as a bridge to the new

lesson. Display the chart of composers taken up in the last lesson.



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B. DEVELOPMENTAL ACTIVITY

Have the students do the following:

1. Let the students watch and listen to presentations or performances ofPhilippine opera on a DVD.

2. Have them watch the following performances on YouTube:

a. Noli Me Tangere, The Opera

b. El Filibusterismo, The Opera

c. An excerpt from the operaLa Loba Negra performed by Alegria

Ferrer

d. Opera Medley: 100 Yearsof World Class Music(UP Centennial)

e. Le Donna e Mobile, an aria from the operaRigoletto by Verdi,

Brindisi, an aria from the operaLa Traviataby Verdi performed by

The Three Tenors - Luciano Pavarotti, Placido Domingo, and Jose

Carreras

f. Wedding March from the operaA Midsummer Nights Dreamby

Mendelssohn

g. Triumphal Marchfrom the operaAida by Verdi

3. After watching and listening to the opera, let the students express their

personal reactions or feelings about these works through group

discussion and analysis. Report the outcome of the group discussion in

class.

C. INTEGRATION

The lesson on 20th and 21st Century Multi -Media Forms may be integrated

with Philippine History for a better understanding of the styles and their

sources of influence.

Infusion of values: Appreciation of our nationalist composers, lyricists, story

tellers, and performers as major exponents of our cultural heritage.

D. GENERALIZATION

The opera is both an art form and a musical form. The singers and

musicians perform a dramatic work combining text (called alibretto) and the

music usually in an elaborate theatrical setting. It incorporates many of the

elements of theater, such as acting, scenery, costumes, and sometimes



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includes dance. The performance is typically given in an opera house, cultural

center, theater, or auditorium.

The performance is usually accompanied by an orchestra or a smaller musical

ensemble. The dialogue is mostly sang and not spoken. Opera is part of theWestern classical music form and tradition. It started in Italy at the end of

the 16th century and soon spread through the rest of Europe.mpositions.

III. WHAT TO KNOW

Let the students answer the following:

1. How did Philippine opera reflect life in the 20th century?

2. Discuss the characteristics of Philippine opera in relation to other multi-media forms. Explain your answers.

3. What role did media and social media play in the development of these

musical genres specifically the radio, television, video, and recordings?

4 Explain how theatrical elements in a selected part of an opera or musical

play are combined with music and media to achieve certain effects.

5. Describe how an idea or story in a musical play is presented in a live

performance.

6. Describe how an idea or story in an opera or musical play is presented in a

music video.

IV. WHAT TO PROCESS

Listening and Singing Activities

You may let the class do these listening and singing activities separately or

combined together, depending on the allotment of time.

A. Listening Activity: Philippine Opera

1. Divide the class into groups. Each group will be assigned to research

on the lyrics of Philippine opera .

2. Play musical excerpts from the arias ofNoli Me Tangere,La Loba Negra,

andEl Filibusterismo.



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3. Let the students listen to the selections carefully to appreciate the music.

4. Let them analyze the music and take note of the elements of music

present, such as rhythm, melody, tempo and dynamics, texture and

harmony, form, and timbre.

5. Let them choose a composition that they like and describe the lyrical

content and message that the piece wants to convey.

6. Let them write a reaction paper on their impression of the opera and its

message.

Evaluation of Listening Activity: Philippine Opera

Let the students answer the following rating questions:

Rating scale: 5 = Very Good 2 = Poor

4 = Good 1 = Needs Follow-up

3 = Fair

Rate scores are based on melodic appeal, message content, singability,

and text relevance to present day society.

1. How well did I listen to the aria from a Philippine

opera? ___________

2. How well did I listen to the vocal interpretations

of songs from Philippine opera? ___________

3. How well can I identify songs from Philippine opera?___________

4. How well can I describe the qualities of

Philippine opera through listening? ___________

B. Singing Activity: Philippine Opera

1. Divide the class into groups. Each group will be assigned to learn and

sing in class an aria from any of the Philippine opera discussed in class.

Suggested arias:



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La Loba Negra - Napakahaba na ng Gabi

Noli Me Tangere - Kay Tamis ng Buhay

Huwag Mo Akong Pabayaan

Awit ng Gabi ni Sisa

El Filibusterismo - (search on the internet)

2. Let them practice singing the assigned aria with their group mates, using

the lyrics that they had researched.

3. Have each group sing their aria expressively in class, together with a

recording on CD or from the internet (YouTube). Time allotment for

each group is five (5) to ten (10) minutes only.

4. The group members may add choreography or some simple movements

or actions to interpret the aria. They may also use musical instruments

as accompaniment, and wear improvised costumes, if applicable.

5. Evaluate the performances based on:

- musicianship (musical elements) 50%

- audience impact 20%

- stage presence 20%

- stage discipline and deportment 10%

6. Announce the Best Performance Award.

Enrichment Activities

Watch Live / TV Performances

1. Have the students watch live performances of Philippine opera that had

been discussed in class (if available in their area), or let them watch live

performances on TV or the internet.

2. Let them watch a live performance of a Western opera (ex:Rigoletto, Tosca,

La Traviata, Aida) or watch video clips or excerpts on TV or the internet.

3. They will then write a reaction paper on what they have watched.

Video Clips

1. Divide the class into four groups.

2. Together with their group mates, have the students explore how multi-

media arts can be used to portray 20th century musical styles (specifically

Philippine opera) through a five-minute video clip using their digital cameras

or mobile phones.



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3. They may use the internet as their reference.

4. Have them show and discuss their video works in class.

V. WHAT TO UNDERSTANDGroup Activity

1. Divide the class into groups. Instruct each group to brainstorm among

themselves on Philippine opera.

2. Let them create a scene inspired by one of the Philippine operas they have

studied, using media and technology. They may incorporate elements from

local folktales, legends, history, biographies of heroes, and customs and

traditions.

3. For the music, they may compose their own aria or they may use or adapt

the melody of existing songs such as folksongs, indigenous music of their

area, or a Western aria. Then, let them write their own libretto suited to the

melody for the aria adaptation.

4. Instruct them to create or improvise appropriate sounds, music, gestures,

movements, and costumes using media and technology.

5. After this Performance Activity, let them answer the following: What insights

did I gain from this activity?

VI. WHAT TO PERFORM

Creating and Performing Activities

A. Live Performance of a Philippine/Original/Western Opera Excerpt

1. Divide the class into groups. Each group will choose an aria to perform

from any one of the following:

a) a Philippine opera (La Loba Negra, Noli Me Tangere,

El Filibusterismo)

b) the scene that they have previously created

c) an excerpt from a Western opera (Rigoletto, Tosca,

La Traviata, Aida)

2. Instruct them to create or improvise appropriate sounds, music, gestures,

movements, and costumes using media and technology for their selected

opera excerpt. Encourage them to be creative and improvise as needed.



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3. All the groups will present the opera excerpt or scene they have prepared,

either using musical instruments as accompaniment or a capella(without

accompaniment).

4. Evaluate the performances based on:- musicianship (musical elements) 50%




5. Announce the Best Group Performance Award.

6. After the performances, ask the students to discuss the differences they

have observed and experienced between Philippine opera and western

opera.

B. Recording or Music Video

1. Divide the class into groups and let the students choose a group leader

who will assign 1 or 2 members to record the performance of their

group using a cassette recorder or they make a music video using their

mobile phone, digital camera, or video camera.

2. Let them play the recorded performance or show the music video to

their classmates.

3. Choose the Best Video.

Evaluation of the Performance Activity: Philippine Opera

You may also ask the students to evaluate the performance, using a rating scale:

Good, Better, Best

Rate scores are based on the groups performance in terms of intonation, soundquality, expression, mastery of the piece, and stage deportment.

1. Have a performance evaluation of how well each group sang any of the aria

from Philippine opera. The rest of the groups will serve as the judges.

2. Each group will have any of the following: three placards, score cards, or

paper sheets marked: GOOD, BETTER, BEST



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3. The judging groups will raise their evaluation score cards after the

performance of each group. One student will be assigned to tabulate and

tally the results.

4. After the performance of all groups, the teacher will announce the winninggroup with the Best Performance award.

Evaluation of Creating and Performing Activities: Philippine Opera

Let the students evaluate the performances of the individuals/groups/themselves.

Rating Scale: 5 - Very Good 2 - Poor

4 - Good 1 - Needs Follow Up

3 - Fair

Rate scores are based on the performance quality.

Rating the other performers / groups:

1. How well did the performer/s express the

message of the musical? _______________

2. How well did the performer/s act based

on the following:

a. voice quality _______________

b. expression _______________

c. stage presence _______________d. audience impact _______________

e. mastery of the musical _______________

Rating your own group members:


message of the musical? _______________

2. How well did your group members perform? _______________

3. How well did your group members participate? _______________

Rating yourselves:

1. How well did I perform with my group

the Philippine opera? _______________

2 How well can I identify the opera based on

instrumentation, text, and purpose? _______________

3. How well can I describe the characteristics of

opera through listening and singing to their

melody, harmony, rhythm, text, and mass appeal?_______________



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VII. ENRICHMENT / ASSIGNMENT

1. Have the students listen to selected aria from a Philippine opera:La Loba

Negra, Noli Me Tangere, andEl Filibusterismo which were discussed in

class.

2. Let them also listen to arias of other Philippine operas:Spoliarium and

Why Flowers Bloom in Mayby librettist Fides Cuyugan Asensio.

3. Write a brief reaction paper about it. Research further on the topic, if needed.



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Quarter IV

20TH AND 21ST CENTURY MULTIMEDIA FORMS

Sessions 4 and 5

BALLET IN THE PHILIPPINES

I. SUBJECT MATTER


Sub Topics: Ballet in the Philippines

a) Lola Basyang

b)Rama Hari

B. Materials: Pictures/slides of performances of opera, ballet,musical plays, and Broadway musicals


Musical scores





Pages 156-162

II. LESSON PROPER


1. Review: Recall concepts from the past lessons.

2. Motivation:

As the class watches the performances of Philippine ballet (Lola Basyang

andRama Hari) and Western ballet (Swan Lake, Nutcracker Suite,and

Giselle), display on the board pictures of each of the ballet performances

both Philippine and Western ballet.



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1. Let the students watch performances of Philippine ballet or Westernballet on a DVD.

2. Or they may watch the following ballet performances and recorded

interviews/documentaries on YouTube:

a. Sanay Wala nang Wakasperformed by Lisa Macuja, prima ballerina

and Coke Bolipata, violinist

b. Swan Lakeperformed by Lisa Macuja

c. Lisa Macuja-Elizalde, Prima Ballerina (documentary)

d. Morionesperformed by Ballet Philippines

e. Karen Davila interviews Lisa Macujaf. Swan Lakeperformed by Margot Fonteyn and Rudolf Nureyev

3. After watching and discussing the presentations, let the students add

these titles of Philippine ballet or Western ballet to the chart listing the

title of works, composers, visual aids, country, and style.

4. Have them express their personal reactions or feelings about these works

through group discussion and analysis. Then, report the outcome of the

group discussion in class.

C. INTEGRATION

The lesson on 20th and 21st Century Multi Media Forms may be integrated

with Philippine History , Literature, Art, and Music for a better understanding

of the styles and their sources of influence.

Infusion of values: Appreciation of our nationalist composers, story tellers,

and performers as major exponents of our cultural heritage expressed through

ballet.

D. GENERALIZATION

Filipino ballets vividly present folktales based on local fables. Examples are

Lola Basyang as well as epics from neighboring regions, like Indias

Ramayana. Highly communicative movements and steps dramatize the

actions in the respective stories. The colorful sets and costumes add to the

glitter and attraction of the productions.



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III. WHAT TO KNOW


1. How did thedifferent formsofPhilippine ballet reflect life in the20th century?

2. Discuss the characteristics of Philippine ballet and other multi-media forms.

Explain your answers.

3. What role did media like radio, television, and recordings play in the

development of Philippine ballet?

4. Discuss the relationship among music, technology and media in the

development of Philippine ballet. Explain your answers.

5. Explain how theatrical elements in a selected part of ballet are combined

with music, visual arts, and media to achieve certain effects.

6. Describe how an idea or story in a ballet is presented in a live performanceor video presentation.

7. How is Philippine ballet relevant to life in the 20th and 21st century in

relation to media and technology?

8. Discuss some characterristics of ballet that made it popular.

IV. WHAT TO PROCESS

Listening Activity: Music for Ballet

1. Play music recordings from Philippine ballet or Western ballet.

2. Let the students listen carefully to the recordings and let them analyze the

music Let them take note of the elements of music present, such as rhythm,

melody, tempo and dynamics, texture and harmony, form, and timbre.

Although not as extensively explored as the other performing genres for

local adaptation, Filipino ballet productions have evoked wide enthusiasm

from people of all ages. They have been added to the repertory of Philippine

dance companies to supplement the Western classical ballets, such as

Nutcracker Suite, Swan Lake, Giselle, and Sleeping Beauty.



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3. Let them express a visual figure or visual interpretation for a particular

piece that they like.

Evaluation of Listening Activity: Music for Ballet


Rating scale: 5 = Very Good 2 = Poor

4 = Good 1 = Needs Follow-up

3 = Fair

Rate scores are based on melodic appeal and suitability for the ballets theme and

story line.

1. How well did I listen to the musical interpretationsof Philippine or Western ballet? _____________

2. How well can I identify music from Philippine or

Western ballet? _____________


ballet music through listening? _____________

V. WHAT TO UNDERSTAND

Group Activity: Compose Simple Ballet Accompaniment

1. Divide the class into groups.

2. Let each group compose a simple song or solo musical instrumentation that

will be used for simple ballet steps.

3. They may compose their own original song or they may use or adapt the

melody of existing songs (Ex: folksongs, indigenous music of your area,

pop, classical, ballet music, Broadway, and OPM).

4. Then, let them write their own lyrics suited to the melody for the song

adaptation

5. Encourage them to include an accompaniment (Ex: guitar, flute, violin,

keyboard, percussion instruments) or improvised musical instruments like

tambourines, maracas, triangle, and others that they may think of.

6. Have them create or improvise appropriate sounds, music, gestures,

movements, and costumes using media and technology.



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7. They will then perform their music composition with simple ballet steps,

movements, or choreography.

8. After this activity, let them answer the following question: What insights

did I gain from this activity?

VI. WHAT TO PERFORM

Creating and Performing Activities

A. Live Performance of Ballet

1. Divide the class into groups. Have each group choose to perform simple

steps and choreography from any Philippine ballet, from the ballet that

they have previously created, or an excerpt from any Western ballet.

2. Let them create or improvise appropriate sounds, music, gestures,

movements, props, and costumes using media and technology for a

selected part of the ballet.

3. Let them perform the short ballet in class, using musical instruments as

accompaniment for their music works for the ballet.

4. Evaluate the group performances based on:

- creativity 40%

- audience impact 20%- stage presence 20%






group using a cassette recorder. Or they make a music video using their

mobile phone, digital camera, or video camera.

2. Have all the groups play the recorded performance or show the music

video to their classmates.




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Enrichment Activity: Film Viewing

1. Let the students watch video clips of the following ballets on the internet or

You Tube.

a. Swan Lake

b. The Nutcracker Suite

c. Giselle

2. Let them write a reaction paper on the viewed ballet performances.

Evaluation of Performing Activities

Let the students answer the following.


4 - Good 1 - Needs Follow-up

3 - Fair


1. How well did I perform creative simple

ballet steps with my group? __________

2 How well can I identify the different musical genres

based on instrumentation, text, and purpose? __________

3. How well can I describe the characteristics of eachthrough listening and singing to their melody, harmony,

rhythm, text, and mass appeal? __________

VII. GENERALIZATION

The Filipino Ballets vividly present folktales based on local fables. Example are

Lola Basyangas well as epics from neighboring Asian regions, such as Indias

Ramayana.Highly communicative movements and steps dramatize the actions

in the respective stories. The colorful sets and costumes add to the luster and

attraction of the productions.

Although not as extensively explored as the other performing genres for local

adaptation, the Filipino Ballet has evoked wide enthusiasm for people of all ages.

It has also added to the repertory of dance companies to supplement the Western

classical ballets.



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VIII. EVALUATION

1. Have the students listen further to some music from Philippine and western

ballets, and identify their titles.

2. Let them play a game of drawing lots with the titles of various ballets

written on strips of paper. Ask them to say at least two things learned about

the Philippine or western ballet whose title they have drawn.

3. Let them research further on a Philippine or western ballet that they find

interesting.



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Quarter IV

20TH AND 21ST CENTURY MULTIMEDIA FORMS

Sessions 6,7, and 8

PHILIPPINE MUSICAL PLAYS

I. SUBJECT MATTER


Sub Topics: Philippine Musical Plays

a) Andres Bonifacio: Ang Dakilang Anak Pawis

b)Atang

c) Katyd) Florante at Laura

e) Daragang Magayon

f) Noli Me Tangere

g)El Filibusterismo

h)Magsimula Ka

B. Materials: Pictures/slides of performances of opera, ballet,

musical plays, and Broadway musicals


Musical scores





Pages 167-186

II. LESSON PROPER


1. Review: Recall concepts from the past lesson.



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2. Motivation:

As the class listens to the recordings of Philippine musicals and Broadway

musicals, display on the board pictures of each of the performances.

Choose recordings from past lessons to serve as a bridge to the newlesson. Display the chart of ballet performances taken up in the last

lesson.



1. Let the students watch and listen to the presentations or performances

of Philippine musicals on a DVD.

2. Have them watch the following examples of Philippine musical

performances on YouTube:

a. Katythe Musical

b. Kitang Dalawa, Atang the Musical

c Magsimula Ka performed by Lea Salonga; Leo Valdez

d. Magandang Gabiperformed by Nonoy Zuniga

e. El Filibusterismo,the Musical

f. Noli Me Tangere, the Musical

g. Daragang Magayon

h. Andres Bonifacio: Ang Dakilang Anak Pawis

3. After watching and listening to the performances, ask the students to

express their personal reactions or feelings about these works through

group discussion and analysis. Report the outcome of the group

discussion in class.

C. INTEGRATION

The lesson on 20th and 21st Century Multi Media Forms may be integrated

with Philippine History, Music, and Arts for a better understanding of thecreative styles and their sources of influence.

Infusion of values: Appreciation of our nationalist composers, lyricists, story

tellers, and performers as major exponents of our cultural heritage expressed

through Philippine musical plays.



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D. GENERALIZATION

In the Philippines, the musical play is a more recent development than

Broadway and West End, relying mostly on adaptations from novels,

folktales, legends, myths, history, literary works, or biographical sketchesof famous artists and heroes. Musical plays have been associated with the

Broadway plays of New York City and West End Productions in London,

including My Fair Lady, South Pacific, Camelot, West Side Story, Les

Miserables, Phantom of the Opera, Lion King, Beauty and the Beast,

Wicked, Mamma Mia, Cats, andMiss Saigon.

III. WHAT TO KNOW

Let the students answer the follwing:

1. How did the different forms of Philippine music reflect life in the 20th

century?

2. Discuss the characteristics of musical play, broadway musicals, and other

multi-media forms. Explain your answers.

3. What role did media like radio, television, and recordings play in the

development of these different musical genres?

4. Discuss the relationship among music, technology and media in thedevelopment of the musical play. Explain your answers.

5 Explain how theatrical elements in a selected part of a musical play are

combined with music and media to achieve certain effects.

6. Describe how an idea or story in a musical play is presented in a live

performance or video presentation.

IV. WHAT TO PROCESS

Listening and Singing Activities

1. Divide the class into groups. Each group will be assigned to research lyrics

of three musical excerpts of any Broadway musical and Philippine musical

play.

2. Play musical excerpts from the songs listed below.



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Songs from Broadway Musicals

a. Phantom of the Opera(All I Ask of You, Music of the Night, Think of

Me, Phantom of the Opera)

b. West Side Story (I Have a Dream, Somewhere, Maria, Tonight)

c. Carousel(If I Loved You, Youll Never Walk Alone )d. Sound of Music(My Favorite Things, Eidelweiss, Do Re Mi, So

Long Farewell, The Lonely Goatherd, Maria,and The Sound of Music)

e. Miss Saigon(Sun and Moon, Movie in My Mind, Id Give My Life

for You, I Still Believe, Last Night of the World)

f. Les Miserables(On My Own, I Dreamed a Dream, Empty Chairs

and Empty Tables, Do You Hear the People Sing?, Castle on a Cloud)

g. Beauty and the Beast (Something There, Be Our Guest, If I Cant

Love Her, A Change in Me, Beauty and the Beast)

Songs from Philippine Musical Playsa. Noli Me Tangere (Buksan Mo ang Iyong mga Mata, Paalam na

Pag-ibig,Sa Muling Pagkikita, Dalawang Liham, Tatlong Sulok ng

Pag-ibig, Ang Mga Sawimpalad, Ang Multo sa Lawa, Ang Totoo ay

Totoo, Sa Bagtasan ng Mga Landas)

b. El Filibusterismo(Awit ng Isang Lawin, Aklas)

c. Andres Bonifacio: Ang Dakilang Anak-Pawis(Marangal na Dalit

ng Katagalugan, La Deportacion, Awit ng Manggagawa, Anuman

Gagawin)

d. Katy!(Balut!; Ang Entablado ay Mundo; Tale, Tale; Pahiram ng

Kanta; Tupada; Bituing Tahimik; Minsan ang Minahal ay Ako)

e. Atang - Dulang May Musika (Nasaan Ka Irog, Pakiusap,MadalingAraw,Nabasag ang Banga(from thezarzuela Dalaging Bukid),

Masayang Dalaga)

f. Florante at Laura (Pag-ibig ay Laging May Panahon, Sa Gubat,

Prutas at Lason, Isang Basong Pag-ibig, Awit ng Lumbay ni Florante,

Ligaya ng Dibdib, Sa Loob at Labas)

g. Daragang Magayon (note: research on YouTube)

h. Magsimula Ka (Magandang Gabi, Magsimula Ka, Pangarap, Pag-

ibig, Pag-asa, May Dilim, May Liwanag, Kahit Isang Dukha, May

Langit Ding Malalasap, Buhay Disco, Sisikat Din Ako, Tanging Ikaw

Lamang, Sa Tuwing Kapiling Ka)

3. Let the students listen to the selections to appreciate the music.

4. Have them sing the selections expressively together with the recordings or

from the internet (YouTube), using the lyrics that they researched. Time

allotment for each group is five (5) to ten (10) minutes only. Let them add

choreography and use musical instruments, if needed.



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Evaluation of Listening Activity of Broadway Musicals

Let the students answer the following.

Rating scale: 5 = Very Good 2 = Poor 4 = Good 1 = Needs Follow-up

3 = Fair

Rate scores are based on melodic appeal, message content, singability, and text

relevance to present day society.

A. Broadway Musicals

1. How well did I listen to the songs from Broadway musicals?

a. Mamma Mia (fromMamma Mia) __________

b. Dont Cry for Me Argentina (fromEvita) __________

c. Summer Nights (from Grease) __________

d. Tomorrow (fromAnnie) __________

e. Memory (from Cats) __________

f. Beauty and the Beast (fromBeauty and the Beast) __________

g. Sun and Moon (fromMiss Saigon) __________

h. Send in the Clowns (fromA Little Night Music) __________

i. On My Own (fromLes Miserables) __________

2. How well can I identify songs from Broadwaymusicals? __________


Broadway music through listening? __________

B. Philippine Musical Plays

1. How well did I listen to any of the vocal interpretations of songs from

Philippine musicals?

a. Noli Me Tangere

Song title: _____________________________ __________

b. El Filibusterismo

Song title: _____________________________ __________



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c. Andres Bonifacio: Ang Dakilang Anak-Pawis

Song title: _____________________________ __________

d. Katy!

Song title: _______________ ______________ __________

e. Atang - Dulang May Musika

Song title: _______________ ______________ __________

f. Florante at Laura

Song title: _____________________________ __________

g. Daragang Magayon

Song title: _______________ ______________ __________

h. Magsimula Ka

Song title: _____________________________ __________

2. How well can I identify songs from Philippine

musicals? __________

3. How well can I describe the characteristics of

the music of Philippine musicals? __________

Evaluation of the Singing Activity




3 - Fair


Rating the other performers / groups:

1. How well did the performer/s express

the message of the musical? ______________

2. How well did the performer/s act based on

the following:



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a. voice quality ______________

b. expression ______________

c. stage presence ______________

d. audience impact ______________

f. mastery of the musical ______________

VI. WHAT TO UNDERSTAND

Group Activity

1. Divide the class into four groups.

2. Within each group, let the students brainstorm among themselves one work

from a Philippine musical play.

3. Let them create a short musical play using media and technology. They may

use local folktales, legends, history, biographies of heroes, and customs

and traditions as themes of their musical work.

4. For the music, they may compose their own songs or they may use or adapt

the melodies of existing songs such as folksongs, indigenous music of your

area, pop, classical, Broadway, and OPM. Then, let them write their own

lyrics suited to the melody for the song adaptation for their musical play.

5. Have the students create or improvise appropriate sounds, music, gestures,movements, and costumes using media and technology.

6. After this activity, let them answer this question on a 1/2 sheet of bond

paper: What insights did I gain from this activity?

VII. WHAT TO PERFORM

Group or Individual Activities

A. Live Performance of Philippine musicals and Broadway musicals

1. Divide the class into two groups.

2. Let each group present an excerpt of a 20th or 21st century Philippine

musical and an excerpt of a Broadway musical.



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3. Let them highlight the similarities and differences between these two

forms of musicals.

4. They may use musical instruments as accompaniment for their music

works or they may perform a capella(without accompaniment).

5. They may use props and costumes, if needed. Let them create or

improvise appropriate sounds, music, gestures, movements, and costume

using media and technology for a selected part of the musical play and

broadway musical.

6. Let them perform the short musical play in class. They may add some

choreography or movements and improvised props and costumes, if

needed.

7. Ealuate the performance based on:

- musicianship (musical elements) 50%








group. They may use a cassette recorder or they make a music video

using their mobile phone, digital camera, or video camera.

2. Have each group play their recorded performance or music video to

their classmates.


Evaluation of Performing Activities

Let the students answer the questions.



3 - Fair



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Rating myself:

1. How well did I perform with my group the following

musical styles?

a. Philippine musical play __________

b. Broadway musical __________

2 How well can I identify the different musical genres

based on instrumentation, text, and purpose? __________

3. How well can I describe the characteristics of each

through listening and singing to their melody,

harmony, rhythm, text, and mass appeal? __________

4. How well can I identify the different musical styles

(Philippine musical plays and Broadway musicals)? __________

Rating your own group members:


message of the musical? __________

2. How well did your group members perform? __________

3. How well did your group members participate? __________

VI. GENERALIZATION

In the Philippines, the musical play is a more recent development than Broadway

and West End, relying mostly on adaptations from previous novels, literary works,

or biographical sketches of famous artists.

InNoli Me Tangereand El Filibusterismo, for example, the treatment in the

musical play production leans more towards the artistic and collaborativeconception of music, dance, and visual effects rather than the thematic emphasis

of the opera.



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VII. EVALUATION

1. Let the students listen to some songs from the Philippine musicals and

Broadway musicals discussed in class and let them identify their titles.

2. Let them play a game of drawing lots with the title on each lot. Let them

say at least two things learned about the Philippine and Broadway musicals

on which the title is drawn.

VIII. ENRICHMENT ACTIVITY

1. Songs from Philippine musicals- Let the students listen to some songs

from the following Philippine musicals:

Song of Joseph

Mayo Bisperas ng Liwanang (May Day Eve)

The Legend of M

Larawan ng Kababaihan: Maskara at Mukha

Hades Ladies by Fides Cuyugan-Asensio

2. Film Viewing - Let the students watch any Philippine musicals and

Broadway musicals in VCD/DVD format, o they may watch excerpts or

video clips on the internet or YouTube.

Have them write a reaction paper on the viewed musical.



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7music gr10 tg - qtr 4 (10 april 2015).pdf

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