Detailed Lesson Plan in Music

8/11/2019 Detailed Lesson Plan in Music

1/13

Detailed Lesson Plan in Music IV

I. Objectives:

At the end of the lesson, the students are expected to:

1. Identify nationalism in music which flourished in urope and the contri!utions of"ilipino composers for our country.

#. $in% and listen to nationalistic son%s

&. Appreciate the importance of nationalism in music

II. Subject Matter

A. Input' (ontent

Lesson ): *ationalism in Music

+. eference

MAP- for a +etter ou

pa%es /0/2

(. Instructional Materials PowerPoint Presentation

L(D Pro3ector' Laptop

Visual Aids' Pictures

(D player

4uitar or 5ey!oard

D. Values infused

Appreciate *ationalistic $on%s

III. Procedure

6eacher7s Acti8ity Pupil7s Acti8ity

A. Preparation

1. Greetings4ood mornin% class9

-ow7s your day9

2. Prayer

ho7s in char%e to lead today7s prayer9

ell then, let us stand and !ow our heads inprayer.

6han; you


2/13

3. Checing o cleanliness and orderlinesso the roo".

+efore you sit, ;indly chec; your

surroundin%s for some pieces of paper and

trash and arran%e your chairs properly.6han; you. ou may all sit.

#. Attendance

May I as; the class secretary to report today7s

attendance.

Very %ood= I7m happy you are all here.

6han; you. ou may sit.

Alri%ht, !efore we discuss anythin% a!out the

new lesson for today, let us ha8e a littlere8iew a!out our past lesson.

$. %e&ie'

Last meetin% we ha8e tal;ed a!out Pro%ramMusic isn7t it9

*ow, let us ha8e an exercise !efore I7ll hear

some of your thou%hts re%ardin% our pastlesson.

(lass let us read the direction in unison>

Column A Column B

Miguel de Cer&antes

(ector )erlio*

Prelude

Progra" Music

%ichard Strauss

Peter +chaio&sy

xcellent=Any!ody, who can %i8e me a summary of

what you had learned re%ardin% the past

lesson9

Class secretary, +odays class attendance is

------- consists o ----oys and

----- girls.

0es Sir!

irection, )y dra'ing a line connect the

'ords in colu"n A 'hich is closely related toanother set o 'ords in colu"n ).

Column A Column B

Miguel de Cer&antes

(ector )erlio*

Prelude

Progra" Music

%ichard Strauss

Peter +chaio&sy

+here are e' 'ho raise their hands

Student 1, As ar as I can re"e"er

progra" "usic is a narrati&e instru"ental"usic lined to a scene idea poe" or story.

Introduction

$ounds

Don ?uixote

$ymphonic

"antasti@ue

omeo and

uliet

Don uan

Introduction

$ounds

Don ?uixote

$ymphonic

"antasti@ue

omeo and

uliet

Don uan


3/13

Anyone else9

-ow a!out the four main forms of Brchestral

Pro%ram Music9 Any!ody9

At all times, these musical forms are used in aparticular play, scene or a story. ithout

these, a scene or story lac;s emotions and

feelin%s. 6herefore, these musical forms are8ery important for it !rin%s life to a story.

Alri%ht, so what are those musical forms9

Very 4ood (lass=It7s nice to hear that you78e had a %ood recall

of what you ha8e learned re%ardin% our past

lesson.

Do you ha8e any @uestions or some sort of

clarification9

Alri%ht, if there7s none, let us mo8e on.

B. Procedure

1. Moti8ation

+ut !efore we proceed, let us play a %ame

Do you ;now the %ame show C$in%in% +ee9

Alri%ht let us play this %ame !ut first, let us

di8ide the class into fi8e .

I will %i8e you &E seconds to prepare>.

(an we !e%in now9 B; listen.

"or me to reco%niFe you, I will now %i8e to

you the sounds of !uFFers which you will

A student raise his hand

Student 2, In addition to 'hat ---------had said progra" "usic is a progra"

preace added to a piece o instru"ental

"usic to direct the listeners attention to the

poetical idea o the play. It uses dierentinds o sounds y using hu"an &oice.

the students started to recall 'hat are those

a student raised her hand Sir!

+he our "ain or"s o 4rchestral Progra"Music are the Progra" Sy"phony Concert4&erture Sy"phonic Poe" and Incidental

Music.

5one Sir!

student elt e6cited

0es Sir! "ost o the" raised their hands

the students elt e6cited and started to group

the"sel&es

the class groups the"sel&es there are i&egroups

0es Sir!

the class prepares the"sel&es or the

acti&ity


4/13

imitate. Let us only presume that these are the

sounds produced !y these musicalinstruments.

epeat the sound after me.

"or %roup G1, the sound of 8iolin>

"or %roup G#, the sound of a trian%le.."or %roup G&, the sound of the drum>

"or %roup G0, the sound of the flute..

"or %roup G/, the sound of the %uitar..

Let us now !e%in. 6his is a 8ery simple %ame.

I will sin% son%s with incomplete lyrics, after

me, you will %oin% to fill in the missin% lyrics!y sin%in%.

Do you understand class9Are you ready9

G1 son% H Akoy Isan PinoyA;o7y isan% Pinoy sa puso7t diwa, pinoy na

isinilan% sa atin% !ansa. A;o7y hindi sanay sa

wi;an% m%a !anya%a,


5/13

B; class, can you %i8e me a one word orsimple description a!out the son%s we ha8e

sun% earlier9 hat do these son%s imply or

portray9

xcellent Idea=

Very 4ood= All your ideas are correct=*ow, who can identify the title of our lesson

for today9 Did you ;now already our new

lesson for today9

xactly= Very 4ood=

C. Presentation of the Lesson

es, our lesson for today is nationalism

*ationalism in Music.+ut to %i8e us more ideas and thou%hts a!outour new lesson, let us watch a short 8ideo

clip.

6his 8ideo clip used the son% C+ayan

5o, which was played as the !ac;%round

music in the D$A e8olution on the year

12)J.In addition to the son%s we 3ust sun% a while

a%o, this 8ideo also displays nationalism,

patriotism or lo8e and support of peopletowards his country and fellowmen. A 8ideo

that shows the %reat fi%ht of "ilipino people

for freedom.

hile watchin% the 8ideo clip and hearin% the

son%, what words came to your mind9

Very 4ood= Another9

Bther ideas9

Very rich ideas= xcellent=

a student raised her hand

Sir the songs sho's lo&e or the language

a student raised his hand

Sir the 'ord Patriotis" descries the songs.

silence...the students thin or the est

'ord

Sir yes Sir our lesson is all aout5ationalis".

the students started to raise their hands one

y one

Sir Patriotis"

Sir it is aout sacriice or others and

longing or reedo".

Sir it sho's nationalis".

Sir its ecause the people sho's great lo&e

or the country.


6/13

"or the last couple of wee;s, we ha8e !eental;in% a!out the omantic Period of Music

which !e%an from a!out 1)#E H 12EE. Isn7t it9

*ow, let us %o !ac; a%ain and identify the

reasons why nationalism in music !ecame theprimary theme of omantic Music ra. Let us

%o o8er with urope !ut we will focus morea!out the nationalism of music in the

Philippines.

Anyone who can read from the class the

de8elopment of nationalism in urope9

a photo slide aout the dierent e&ents

happened during the %o"antic Period 'hichaect the social econo"ic and cultural order

o that ti"e

Another student 'ill e called to read theollo'ing e&ents

pictures o 'hat happened during thedictatorship o (itler

pictures o 'hat happened during the

Spanish %egi"e and 7dsa %e&olution

Meanin% to say, an indi8idual7s expression of

his sentiments of the social, cultural, andeconomic e8ents of the period reflected his

music. A cultural mo8ement that stressed

emotion, indi8iduality in style and self

expression of the composers in the omanticPeriod.

Any student who can read this information

A student 'ill no' start to read

In $uropethere was a momentous pro%ress

in science li;e the disco8eries of many typesof machinery that affected the economic,

social, and cultural order of the time,different wars and other pro!lems that ave

rise to nationalism.6he music reflected the

social, cultural, and economic conditions

durin% that time. Bthers also desired toescape from the harsh realities of the difficult

economic conditions throu%h their music that

characteriFed fantasy, su!3ecti8ity, and lo8e

of nature.

6hese are some of the e8ents which affected

the life of the composers.

In urope

Many ;inds of wars, dictatorship of

4erman mpire

Disco8eries

In the Philippines

$panish e%ime

D$A re8olution


7/13

a!out composers in omantic Period9

+he pictures o the nationalistic co"posers

o 7urope is sho'n and their "usic is played

one y one

6hese composers not only focused their son%s

in showin% lo8e towards a woman, !ut also

produce son%s which ha8e nationalistic sense.

-ere in the Philippines"nationalism in music

also de8eloped in omantic Period

ho want to read this9

so"e protest songs include Patriotic MariaClara Song and )ayan :o

listening o the song Maria Clara Song

the pictures o the 9ilipino Co"posers arepro;ected on the screen

*ow, who is (onstancio de 4uFman9

the Music o Constancio de Gu*"an and


8/13

Many of ulioKs compositions durin% this time

were inspired directly !y the e8olution.

6hese composers contri!uted not only their

talents in composin% !ut also their li8es. 6heyhad sacrificed themsel8es 3ust for the !enefit

of many and for the country.

$hould we appreciate our own music9

$o let us lo8e and appreciate our own music

!ecause it preser8es our culture and history

and also reco%niFe those people who

contri!ute for our freedom.

Alri%ht do you still ha8e ideas you7d li;e toadd share to us re%ardin% our lesson9

If there is none, let us first sin% the son%

C+ayan 5o !efore we end our discussion.Let us dedicate this to the people who !rou%ht

freedom to this land and let us sin% it !y heart.

$ince C+ayan 5ois one of the protest son% in

times of war, wherein "ilipinos use this as

instrument to express their feelin%s a!out thecountry, what can you say a!out the son%9

Very %ood= *ice sharin%=

Are you still there9

A%ain, let us ha8e another acti8ity.Let us ha8e another %ame.

F. Application

Are you familiar with the 6V %ame show

GAM7 : 5 )D4ood=

*ow, let us ha8e a uni@ue 8ersion of this%ame. I will act as the host and each of you

will act as the contestant>

0es Sir!

5one Sir!

the 'hole class 'ill sing the song together'ith the teacher playing the eyoard

a student ans'ered

Sir I eel &ery proud as a 9ilipino and as a

citi*en li&ing here in the Philippines and I

lie to sing these inds o songs o&er ando&er again.

es $ir= s"iling

the students prepare the"sel&es and indthe acti&ity a"using


9/13

+ut !efore we start, a%ain, call on theattention of all the mem!ers of your %roup.

Alri%ht, so let7s us start=

4ame 5*+9

elcome to our daily 6V show, 4AM

5*+9

"irst I would li;e to introduce myself, I am

Mr. 4erard, your host.

*ow, let us test your !uFFers, %roup 19 -ow

a!out #9 &9 09 /9 J9

Alri%ht, listen, this %ame is 8ery simple.

(hoose only the ri%ht letter or correct answer

to the @uestions pro8ided.After each @uestion, you may call my

attention !y your !uFFers.

6he first !uFF that I will hear will !e the first

to answer the @uestion, !ut if they didn7tanswer it correctly, the other %roup can steal

for a chance.

*ow, let us test your !uFFers. 4roup 19 -ow

a!out #9 &9 09 /9 J9

Let us !e%in>

9or uestion nu"er 1..2E3.E

1. 6he followin% are "ilipino nationalisticcomposers except for one.

A. (onstancio de 4uFman+. ulio *a;pil

(. "rederic (hopin

D. Antonio Molina

#. -e is the composer of +ayan 5o, a son%

which was played at the !ac;%round of D$Are8olution.

A. "elipe Padilla de Leon

Ga"e na!!! the class i"itates the action othe original sho' y raising the hands

Ga"e na!!!

the students prepares the"sel&es to listen

in e&ery uestions the students 'ill produce

the sound o their u**ers

C. 9rederic Chopin

). (onstancio de 4uFman


10/13

+. (onstancio de 4uFman

(. Antonio MolinaD. ulio *a;pil

&. A national hero who re@uested ulio *a;pilto compose a national anthem for the

5atipunan.

A. Andres +onifacio

+. uan Luna

(. ose iFalD. milio acinto

0. -e is ;nown as the re8olutionary musicianand composer.

A. (onstancio de 4uFman+. ulio *a;pil(. "elipe Padilla de Leon

D. Antonio Molina

/. 6he followin% are famous nationalistic

composer in urope except for 1.

A. "rederic (hopin+. Peter 6chai;o8s;y

(. 4iuseppe Verdi

D. Antonio Molina

J. 6he followin% are some of the famous

compositions of (onstancio de 4uFmanexcept for one.

A. Maran%al na Dalit n% 5ata%alu%an

+. Maalaala Mo 5aya(. An% 6an%i 5on% Pa%i!i%

D. +a!ali; 5a in

N. 6o which historical e8ent in the Philippines

do the son% C+ayan 5o was played as a

!ac;%round music.

A. Martial Law Declaration

+. D$A 1(. PlaFa Miranda +om!in%

D. D$A #

A.Andres +onifacio

).


11/13

). A *orwe%ian composer who composed the

son% $unshine $on%.

A. "rederic (hopin

+. 4iuseppe Verdi

(. Peter 6chia;o8s;yD. d8ard 4rie%

2. A uropean composer who used le%ends

and musical dialects in his compositions.

A. d8ard 4rie%

+. 4iuseppe Verdi

(. "rederic (hopinD. Peter 6chai;o8s;y

1E. *ationalism in music arose and de8elopedin this period.

A. (lassical Period+. omantic Period

(. enaissance Period

D. +aro@ue Period

Very 4ood class=

ou %ot it all correct=

-a8e you en3oyed it class9

E. Generalization

Li;e we sun% and discussed a while a%o a!outnationalistic music, Is music important in

de8elopin% nationalism9

-ow important is it9

Any ideas9

I %uess there is none.

Very 4ood= ou ha8e learned a lot from ourlesson today, am I ri%ht9

I%. $valuation

5o' let "e see i you clearly understand our

lesson or today. Get F length'ise paper and

. 7d&ard Grieg

A. 7d&ard Grieg

). %o"antic Period

. d

". d

0es Sir!

0es Sir!

)y using "usic one can e6press his/her

eelings ideas and e&en ones "oods andsenti"ents aout a particular situation or

e&ent.

silenceEs"iling

0es Sir!!


12/13

lets ha&e a ui*

Direction:

Identiy the na"e o the co"posers the title

o the songs and nationalis" acts that

contriuted in pro"oting patriotis" in oth7urope and in Philippines.

ra' i it is nationalis" act

i it is a title o a song and i it is

aout a person or "usician.


13/13

%. Assinment

(lass eyes on the presentation.

Let us watch a short 8ideo clip, a danceinterpretation a!out a son% with nationalistic

idea.

(lass for your assi%nment...

esearch for other nationalistic son%s and !eready to sin% it in class, interpret the son%s

either throu%h dancin% dependin% on its

messa%e.

Any @uestions re%ardin% your assi%nment96hen let7s call it a day= 4ood!ye class=

5one sir/"aa".

Goodye and than you Sir!

Documents

Detailed Lesson Plan in Music