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NATIONAL TRAINING OF TRAINERS FOR GRADE 4 K to 12 Enhanced Basic Education Program

MUSIC

SESSION GUIDE

Title : Teaching Music in the Grade 4 K to 12 Curriculum Duration : 8 hours Ojectives : The participants should be able to. . .

1. understand the learning area standards, content standards, performance

standards and learning competencies of Grade 4 Music in the K to 12 Enhanced

Basic Education Program

2. experience the different music processes through varied activities

3. identify the different elements of music through varied activities such as: listening,

tapping, clapping, moving, singing, analyzing, and creating

4. demonstrate/interpret varied activities involving the elements of music

5. appreciate the performance of musical processes that will help in the holistic

development of the child

References:

SMART 1 MAPEH for Grade K to 12 Series by Prof. Dolores T. Andres, Sanayang

Aklat sa Musika 4 by Emily A. Gonzales and Leonora A. Malbas, Musical Wonders 4

by Mercedes Isleta, Read and Play by Peter Erdei and Kodaly Musical Training

Institute

Resources Needed:

Curriculum Guide for Music, Grade 4 IMs in Music, CDs, CD player, PowerPoint

presentations, songs, song charts, pictures, pitch pipe, video presentations, meta

cards, pentel pen, musical instruments (triangle, shaker, drum, bell, tambourine)

S E S S I O N P R O P E R

Introduction and Overview: (20 minutes) PowerPoint Presentation

Music is a multifaceted art that comes from nature, and many use this both as an

expression and as an art. As for the children, learning the elements of Music in a practical

way provides pupils with a broad and meaningful understanding of Music. Further, it also

places Music in a comprehensive context, associating it with the science of sound, body

movements, intellectual perception, and the basic instinct to explore the environment.

Studies show that quality music education resulted to:

Improved development of higher order thinking skills, including analysis,

synthesis, logic and creativity.

Improved concentration and lengthened attention spans

Improved memory and retention

Improved interpersonal skills and abilities to work with others in collaborative

ways

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Priming:

A. Pre-Test – “How Much Do You Know?” (30 minutes)

Facilitator distributes test papers to participants.

Checking of papers shall be done by exchanging papers with seatmate. Key to

corrections will be flashed on screen.

B. Grouping (30 minutes)

Facilitator divides the class into 5 groups using pictures of musical instruments given.

The song “Will You Dance With Me?” is played while looking for groupmates.

STRING WOODWIND BRASS PERCUSSION INDIGENOUS

violin flute tuba triangle bunkaka

guitar piccolo French horn tambourine kubing

bouble bass clarinet trombone maracas tongali

harp English horn trumpet timpani gangsa

Show instruments in their corresponding group (to check the groupings of the

participants)

Lyrics of the song “Will You Dance With Me?” will be on screen.

Participants sing.

Each group will show the different elements of music using the song:

A. String group – rhythm

B. Woodwind group – melody and harmony (melodic shape/contour)

C. Brass group – dynamics

D. Percussion group – tempo

E. Indigenous group – texture and timbre

ACTIVITIES (160 minutes)

Song Material – “Will You Dance With Me?”

Activity 1 – Rhythm

Ask the participants to sing the song again.

Ask the following questions:

- What is the meter of the song?

- What is the time signature?

- What dance step is suited/appropriate to the song?

Show the musical score to check on the answers.

Let the participants clap/tap the beat of the song.

Let the participants clap/tap the rhythm of the song.

Divide the group into two.

- First group will stomp the beat putting emphasis on the first beat.

- Second group will clap the rhythm.

- The two groups exchange activities.

Write the stick notation of the first line

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Introduce TAs and TIs (rhythmic syllables).

Let the participants analyze the last line using rhythmic syllables.

Ask what kinds of note and rest were used in the song.

Elaborate on rhythmic pattern.

Activity 2 – Melody

Ask:

- What is the key signature?

- What is the first note?

Review on the hand signs of Kodaly (show the hand signs)

So-fa syllables do re mi fa so la ti do’

Letter names C D E F G A B C’

Drill 1 - “Sing my hand” (Facilitator uses Kodaly hand signs while participants sing the scale)

Drill 2 - Let the participants sing the so-fa syllables of the song “Will You Dance With Me?”

using hand signs.

Let the participants read the so-fa syllables of the song while looking at the musical

score.

Let them sing the so-fa syllables.

Divide the class into two groups.

- First group will sing the so-fa syllables.

- Second group will sing the lyrics of the song.

- The groups exchange activities.

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Divide the class into two groups:

- First group will clap the rhythm.

- Second group will recite the so-fa syllables according to the rhythm.

- The two groups exchange activities.

Let the participants interpret the song by gesturing the melodic movement and

dynamics.

Ask what elements of music were applied. (dynamics, melodic contour)

Show the musical score.

Ask:

- What is the flow of music in the first measure? (stepwise upward/downward)

- What is the flow of music in the third measure?(stepwise downward)

Facilitator shows examples of skip wise and repeated melody from examples of

songs used in the grade.

Show the musical piece of “Hear The Rain.”

Let the participants analyze the melodic direction of the song.

Activity 3 – Ostinato (Rhythmic and Melodic), Tempo, Texture)

Introduce the concept of Rhythmic Ostinato

Let the class do the following:

1st group

2nd group

3rd group

4th group

5th group

sing the song

Introduce the concept of Melodic Ostinato

Let the class do the following:

1st group

2nd group

3rd group

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4th group

5th group sing the song

Let the participants create their own rhythmic and melodic ostinato.

Introduce tempo through the different degrees of rainfall such as drizzle, regular rain,

heavy rain, during typhoon, when rain is about to stop, etc).

Performance output

II. ANALYSIS (10 minutes)

How did you find the activities? Why did you say so?

What elements of music were present in the activities /songs?

What musical processes were involved?

How do music performances contribute to the holistic development of the child?

III. ABSTRACTION (120 minutes)

PowerPoint presentation on Music Elements and Features of the K to 12

Curriculum

Song Analysis:

Tempo, Dynamics, Form (contrast, antecedent, similar, melodic direction),

Texture, Ostinato (melodic or rhythmic)

IV. APPLICATION

A. (40 minutes) Participants create music using improvised instruments

applying the different elements. They should be able to:

1. Identify the elements of rhythm in a song.

2. Describe the melodic contour.

3. Create melodic and rhythmic ostinato for the song.

4. Show the different elements of music:

a. Dynamics

b. Tempo

c. Texture

B. (40 minutes) Return Demo

Closure

Video Clip/Song - “In Our Hands”