ma teaching guide-music 3rd grading

8/6/2019 MA Teaching Guide-Music 3rd Grading

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2010 Secondary Education CurriculumMusic and Arts I

MUSIC I

General Standard: The learner demonstrates understanding of basic concepts and principles of folk songs and arts of

the Philippines and the world, through active participation in artistic and cultural performances for self development, promotion ofcultural identity, and expansion of one’s world vision.




Quarter 2 : Folk Songs and Arts of Europe,Australia and America

Topic: Folk Songs of Europe,Australia and America

Time Frame: 8 hours/sessions

Stage 1Content Standard:

The learner demonstrates understanding of musicalconcepts used in European, American and Australian folksongs as influenced by history and culture.

Performance Standard:The learner performs examples of European, American andAustralian folk songs alone and with others in clear tone andcorrect pitch, rhythm, expression and style.

(Singing/Playing/Improvising)

Essential Understanding(s):The varied ways in which the elements are combined gives aunique style to a specific folk song.

The culture of a country is recognized in their folk songs

through the intonation of language, rhythm of speech,environmental sounds and other aspects of life all of which areculturally based.

Essential Question(s):Why do European, American and Australian folk songs vary instyle?How do European, Australian and American folk songs vary instyle?

How do we recognize the culture of a specific country through

their folk songs?

Learners will know:

• Functions of folksongs in Asia and Africa1. Dance Songs2. Drinking and Friendship Songs

3. Love and Courtship Songs4. Broadside, Blues and Bush Ballads/Narrative

Songs5. Religious Songs6. Work Songs

• How the musical elements are employed in folk songs1. Timbre / Tone Color

2. Rhythm3. Melody

Learners will be able to:

• sing/play/improvise using the folk songs of Europe,America and Australia

• listen/describe/compare the folk songs from the

Europe, America and Australia• evaluate the quality of their own and others’

performances and improvisations of European,American and Australian folk songs using developedcriteria

• compare in two or more arts/disciplines outside the artshow the characteristic materials of each can be used to

transform similar events, scenes, emotions or ideas intoworks of art




4. Harmony and Texture5. Form

• describe distinguishing characteristics of representativeEuropean, American and Australian folk songs from the

different regions in relation to history and cultureStage 2Product or Performance Task:Individual and Group Performance ofEuropean, American and Australian FolkSongs

• Singing

• Playing and ImprovisingAccompaniment

Product:Created Accompaniment

(Standard/Graphic Notation)

Evidence at the level of understanding

Explanation

•Explain how the different elements ofmusic are used in European, Americanand Australian folk songs.

Criteria

•Accurate description of the differentelements

•Use of appropriate terminology

InterpretationIllustrate through movements how thedifferent elements of music were used in aselected folk song to communicate ideasand experiences

Criteria

•Meaningful

•Revealing

•Illustrative

Application

•Create a one stanza song in the style ofEuropean, American or Australian folk

song.

Evidence at the level of performanceEvaluation of a Performance of European,Australian and American folk songs basedon the following criteria:

•Clear tone quality

•Correct expression and style•Accurate pitch

•Accurate rhythm

Evaluation of Created Accompanimentbased on the following criteria:

•Easy to Follow Standard/GraphicNotation

•Appropriate use of symbolsAppropriate rhythm/chord




Criteria

•appropriate style

•

reflects intonation of a specific culture •reflects environmental sounds and otheraspects of life of a specific culture

PerspectiveWrite a critique on the style of a selectedfolk song on how the elements of musicwere used to reflect language, rhythm of

speech, environmental sounds and otheraspects of life.

Criteria

• Critical

• Insightful

• Revealing

EmpathyWalk in the shoes of a European,American or Australian through aperformance of their folk songs.

Criteria

• Sensitive

• Open

• Responsive

• Receptive

Self KnowledgeAfter learning the representative folksongs

of the world, write your realizations.




Criteria

• Insightful

•

Reflective• Self-adjusting

Stage 3Teaching/Learning Sequence:

1. Explore

( * choose one)

•*Have the students dance the waltz in pairs. Tell them that the waltz is a dance from Europe specifically from Swedenwhere it is called vals. Point out that aside from the waltz, other Western influences that have become popular in thePhilippines such as the hamburger (America), pizza and pasta (Italy), olive oil (Mediterranean).

• *Have the students look at the pictures of European landmarks such as the Eiffel Tower in Paris, Big Ben in London,Vatican City, Swiss Alps, Statue of Liberty, Sydney Opera House and imagine themselves how people in these areaslive.

• Have the students greet each other with words of love in French “Je t’aime”, English “I love you”, German “Ich liebedich”, and Spanish “Yo te amo". Point out that even if the message is the same, the language differs not only ingrammar but also in the way the words are pronounced and intoned (tone of the voice).

• Ask the students the following essential questions:

Why do European, American and Australian folk songs vary in style? How do European, Australian and American folk songs vary in style? How do we recognize the culture of a specific country through their folk songs?

In this phase, diagnose where the students are, and clarify expectations.

Hook and engage learners on the topic and as a guide, give them the essential

question.




• Explain to the students that they will learn the different functions of Western folksongs, the different styles and theirreflection of the lives of the people of Europe, America and Australia. Have the students understand that they will listen and

compare, perform and compose a short song based on a Western song and evaluate their group performance of Westernfolk songs.

• Guide the students to discover that just like the different languages, Western folk songs also show a varied musicalpalette through their different combinations of musical elements that reflect their own culture and musical practices.

2. Firm Up

• Tell the students how the different cultural and musical practices of Western countries are revealed through their useof musical elements. Review the terms for musical elements under timbre, rhythm, melody, harmony/texture and formin the listening guide using descriptive words and listening examples as applied to Western folk songs.

Title of the Song: Timbre: head voice/falsetto (light),chest/speaking voice (throaty), guttural voice(raspy/growl) Rhythm: fast (4 beats/second), moderate (2beats/second) or slow tempo (1 beat/second)Meter: Regular Meter in 2 (1-2), in 3 (1-2-3),in 4 (1-2-3-4), Irregular Meter

Melody: Narrow Range (1-3 tones),Moderate (5 tones), Wide (8 tones andabove)Harmony: Major Tonality (do-re-mi-fa-so-la-ti-do), Minor Tonality (la-ti-do-re-mi-fa-so-la),Pentatonic (do-re-mi-so-la), Modal(combination of different tonal patterns)Texture: Monophony (melody alone),Homophony (melody with instrumental

In this phase, provide activities to process students’ meaning. Give activities

for students to reflect, revise, and rethink their understanding.




accompaniment), Polyphony (two or moredifferent melodies sung at the same time),

Heterophony (similar melodies sung at thesame time)Form: Syllabic phrasing (one tone persyllable), Melismatic phrasing (many tonesper syllable)

• Have the students listen to a recording of Western songs and describe each song using the listening guide. • MUSICAL CROSSWORD: Give the background information for each song and have the students compare and

contrast the different types of Western folksongs by filling up the table in the listening guide. After filling up the table,have the students discuss in class how the elements of music were used to convey popular feelings, events, andstories as based on the background information on the song and how the students felt while listening.

Song Title Type of Song according to FunctionEncircle the answer of your choice.

Description in terms of Musical ElementsEncircle the answer of your choice.

1. Cancion de Maja

1. Dance Songs2. Drinking and Friendship

Songs3. Love and Courtship Songs4. Broadside or Blues

Ballads/Narrative Songs5. Religious Songs /Spiritual

6. Work Songs

Timbre: nasal (voice resonates throughthe nose), head voice/falsetto (light),chest/speaking voice (throaty), gutturalvoice (raspy/growl) Rhythm: fast (4 beats/second), moderate(2 beats/second) or slow tempo (1beat/second)Meter: Regular Meter in 2 (1-2), in 3 (1-2-3), in 4 (1-2-3-4), Irregular Meter

Melody: Narrow Range (1-3 tones),Moderate (5 tones), Wide (8 tones andabove)Harmony: Major Tonality (do-re-mi-fa-so-la-ti-do), Minor Tonality (la-ti-do-re-mi-fa-so-la), Pentatonic (do-re-mi-so-la), Modal(combination of different tonal patterns),Undetermined Tonality

Texture: Monophony (melody alone),




Homophony (melody with instrumentalaccompaniment), Polyphony (two or

more different melodies sung at the sametime), Heterophony (similar melodiessung at the same time)Form: Syllabic phrasing (one tone persyllable), Melismatic phrasing (manytones per syllable)

ANSWER KEY

Song Title Type of Song according to Function Description in terms of Musical ElementsCancion de Maja (Andalucia, Spain)Describes lovers in May

Love Song Chest voice, Moderate tempo, Meter in 3, Majortonality, Wide Range, Homophonic Texture, Syllabicand Melismatic Phrasing

Ma Come Bene Bella Bimba (Italy)Describes parent singing to a girl who

dances the villanelle.

Dance Song Head voice, Moderate tempo, Meter in 3, Majortonality, Wide Range, Homophonic Texture, Syllabic

PhrasingAch, Du lieber Augustin (Germany)The story of a man named Augustin who losteverything he owned. Adapted in the song,The more we get together

Drinking Song Head voice, Moderate tempo, Meter in 3, Majortonality, Wide Range, Homophonic Texture, SyllabicPhrasing

Il Petite Navire (France)This ballad tells the story of a sailor who wassaved by thousands of fish who went on

board as his crewmates were about to cookhim for lack of food.

Broadside Ballad Head voice, Moderate tempo, Meter in 3, Majortonality, Moderate range, Monophonic Texture,Syllabic Phrasing

Greensleeves (England)Attributed to King Henry VIII who dedicatedthis song to the Lady Greensleeves. Adaptedin the Christmas song, What child is this.

Love Song Head voice, Slow tempo, Meter in 3, Modal tonality,Moderate range, Homophonic Texture, SyllabicPhrasing

Gerakina (Greece)A Greek song-dance depicting the love of aman to a girl named Gerakina

Wedding Song and Dance Chest voice, Fast tempo, Irregular Mater in 7, Majortonality, Moderate range, Heterophonic Texture,Melismatic Phrasing

Swing Low, Sweet Chariot (USA) Spiritual Chest voice, Moderate tempo, Meter in 4, Major




An African-American Spiritual that describesthe train that Blacks used to escape slaveryin the Civil War.

tonality, Wide range, Homophonic Texture, SyllabicPhrasing

John Henry (USA)A blues ballad accompanied by a banjotelling the story of the legend of John Henry,the great steel worker.

Blues Ballad Chest voice, Fast tempo, Meter in 2, Major Tonality,Wide range, Homophonic Texture, Syllabic Phrasing

Bound for South AustraliaA popular sea chantey from Australia thatuses soloist and chorus

Work Song Chest voice, Fast tempo, Meter in 4, Major Tonality,Wide range, Homophonic Texture, Syllabic Phrasing

La Cucaracha (Mexico)

A popular Mexican folksong about thecockroach that has developed into ametaphor about the Mexican Revolution

Ballad Chest voice, Moderate tempo, Meter in 3, Major

Tonality, Wide range, Homophonic Texture, SyllabicPhrasing

• Discuss the types of Western folksongs according to functions. As the teacher discusses each type of folksong,the students listen to a recorded example.

TYPES OF FOLKSONGS BASED ON FUNCTIONS: Broadside and Blues Ballads: songs that tell a story (example: John Henry, Il Petite Navire, La Cucaracha)Dance Songs: songs that mark accompany dances (example: Bella Bimba, Gerakina)Songs of Friendship and Conviviality: drinking songs, humorous songs, welcoming songs (example: Ach, Du LieberAugustin)Love and Courtship Songs: love songs (parental and romantic love), courtship songs (example:Greensleeves,Cancion de Maja)

Ritual or Religious Songs: used for worship or marking rites or ceremonies (example: Swing Low, Sweet Chariot)

Let them sing examples of European, American and Australian folk songs.

Check for understanding.




3. Deepen4. MUSICAL COLLABORATION: Have the students imagine themselves to be in one of the situations presented in thefolksongs: participating in a wedding dance, expressing love for someone, expressing hope after a frustrating situation (African slaves in America), being a sailor on a big ship, enjoying the company of friends, portraying the story of John Henry. Group the students into several groups. Assign 1 folksong for each group. Select a conductor and choreographer tostudy the music and the movement for each song. Have the students walk in the shoes of a through a performance of thefolk songs (singing, playing improvised instruments) and illustrate through movements how the different elements of musicwere used in a selected folk song to communicate ideas and experiences.

Criteria for Movement:• Meaningful

• Revealing

• Illustrative

Criteria for Empathy

• Sensitive

•

Open• Responsive

• Receptive

• REFLECTION: Have the students create a one stanza song about the myths and legends of the world in the style of aWestern folk song.

Criteria• appropriate style

• reflects intonation of a specific culture

• reflects environmental sounds and other aspects of life of a specific culture

• PERSPECTIVE: Have the students write a critique on the style of a Western folksong and how the elements of musicwere used to reflect language, rhythm of speech, environmental sounds and other aspects of life such as:

Europe’s use of light, head tones as representing heaven, use of regular meter as a reflection of strict




European society, major and minor tonality representing the beginning and ending of human earthly life,homophonic texture and the existence of the soloist as a representation of the individualistic nature of Westernlife.

Arabic influences in the music of the Mediterranean can be seen in the use of melismatic singing ofSpain, unusual or irregular meters and heterophonic texture of Greece.

Spanish influences can be seen in the language of Mexican folksongs while the influence of Africanmusic in the American spiritual songs is shown in the use of syncopation and using the chest voice in singing.

Australian folk songs show European influences due to European migration in Australia in the late 19th century.

Criteria for Critique• Critical

• Insightful

• Revealing

• MUSICAL CONNECTIONS: Have the students list down popular songs, movies or computer games that use Westernfolk songs.

•

SELF-KNOWLEDGE: After learning the representative folksongs of the world, write your realizations. • Criteria

• Insightful

• Reflective

• Self-adjusting

• SUMMARY: Have the students realize the essential understanding that:

The varied ways in which the elements are combined gives a unique style to a folk song.

The culture of a specific country is recognized in their folk songs through the intonation of language,rhythm of speech, environmental sounds and other aspects of life all of which are culturally based.




Transfer

Students will present a performance of European, American and Australian folk songs either individually or by group.Evaluate performance using the following criteria:

Clear tone quality

Correct Expression and StyleAccurate pitchAccurate Rhythm

Evaluation of Created Accompaniment:Easy to follow standard/graphic notationAppropriateness of symbols usedAppropriate rhythm/chord

Resources (Web sites, Software, etc.)

International Folk Songs . (1997) Hal Leonard Anderson, William and Patricia Campbell. (1996). Multicultural Perspectives in Music Education, 2 nd ed. Virginia, USA: MENC.

www.youtube.com, www.commons.wikimedia.org, www.folkstream.com search terms: Cancion de Maja, Bella Bimba, Ach,du lieber Augustin, Il petite navire, Greensleeves, Gerakina, Swing low, sweet chariot, John Henry, Bound for South Australia, LaCucaracha

Materials/Equipment Needed:Recordings and Musical Scores of the songs: Cancion de Maja, Bella Bimba, Ach, du lieber Augustin, Il petite navire,Greensleeves, Gerakina, Swing low, sweet chariot, John Henry, Bound for South Australia, La Cucaracha Audio Player, pictures of Western landmarks, guitar, drum, shakers and other improvised instruments, advanced organizers for

musical crossword

In this phase, provide activities for transfer of learning and evaluate theproduct or performance for the attainment of the performance standard.

ma teaching guide-music 3rd grading

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