I. Objectivesa. Correlates Philippine music from Mindanao to the lives of the people;b. Evaluates music and music performances applying knowledge of musical

elements and styles; andc. Improvises simple rhythmic/harmonic accompaniments to selected Philippine

music from MindanaoII. Learning Content

A. Topic: Philippine music from MindanaoB. Focus: Socio-cultural influences and distinct religious beliefs of the people of

MindanaoC. Skills: listening, improvising rhythms/harmony D. Materials: cellphone, speaker, pictures, chalkboard

III. Leaning ActivitiesA. Daily RoutineB. Presentation of the lessonC. Procedure

1. Prelection a. Prior knowledge

The teacher reviews the learners about the previous lesson.b. Motivation

The teacher displays three pictures which show the culture of Mindanao as a varied and colorful as their geography and the peoples who live there. Before learning their music, the teacher lets the learners find out what they already know by naming the pictures shown and describing each of them.

2. Lesson ProperAsian musical cultures come together in the Southern Philippines.  On these islands old Malay music and a later form of India/Muslim music coexist. 

Two distinct types of song are popular among the Maguindanaos: 1) religious chants sung during the Friday noon service 2) the less formal secular songs, such as love songs, legend chants, and lullabies. 

3. HOTS

1. What is the function of music?2. How were the varied musical elements (timbre, dynamics, rhythm, pitch, form) used in bringing out the message of the music?

4. Integration

a. Across Discipline

Social studies: Studying traditions and culture

5. Evaluation

With the help of the Philippine map, find out some major ethnic groups in Mindanao. Name at least three ethno-linguistic groups.

I. ObjectivesA. Explains the distinguishing characteristics of representative Philippine music from

Mindanao in relation to history and culture of the area;B. Develops musical awareness and creativity in expressing oneself while doing the

fundamental processes in music; andC. Analyzes examples of Philippine music from Mindanao and describes how the

musical elements are used.II. Learning Content

a. Topic: Gong music of Mindanaob. Focus: The aspects of instrumentation and performance techniquesc. Skills: listening, distinguishing of musical techniques and functiond. Materials: cellphone, speaker, chalkboard

III. Learning Activitiesa. Daily Routineb. Presentation of the lessonc. Procedure

1. Prelection a. Prior knowledge

The teacher reviews the learners about the previous lesson.b. Motivation

The teacher plays an instrumental song and lets the learners identify what instrument was used in the song.

2. Lesson ProperGong ensembles have varied functions but are mostly used for celebrations and rituals. The gong ensembles in Mindanao are mainly divided into two types:

1. Kulintangan, Kwintangan – Gongs in a row2. Tahunggo, Agung, Salmagi, Blowon Semagi – Suspended gong;

ensembles in various names according to each tribe.

3. HOTS

1. What is an ensemble? How is it arranged?2. Why do the musical or poetical compositions have dual meanings? What are these meanings?

4. Integration

a. Across Discipline

Social studies: Studying traditions and culture

5. Evaluation

Compare the similarities and differences among the gongs of various ethnic groups with regards to gong type (gong in a row or hanging gongs), other instruments played with the gong ensembles, and technique (hand position, damped and ringing sound).

I. Objectivesa. Describes how a specific idea or story is communicated through Philippine

Traditional Music Forms and Philippine Theater Musical Forms;b. Expresses the beliefs of a nation about patriotism, love and how a nation places

value on artists’ creations; andc. Analyzes musical elements and processes of Philippine music and theater.

II. Learning Contenta. Topic: Vocal Music of the 20th Century Filipino Composersb. Focus: Nationalistic Songs and Love Songsc. Skills: critical listening, identifying the texture of vocal musicd. Materials: cellphone, speaker, pictures, chalkboard

IV. Learning Activitiesa. Daily Routineb. Presentation of the lessonc. Procedure

1. Prelection a. Prior knowledge

The teacher reviews the learners about the previous lesson.b. Motivation

The teacher forms two teams for the musical charades. The teacher gives each team strips of paper containing phrases from Lupang Hinirang. To get to a point, the team must sing the phrase, with correct lyrics and correct melody. The first team to get 5 correct performances wins.

2. Lesson Proper

Nationalistic compositions: 

Marangal na Dalit ng Katagalugan by Julio Nakpil

Lupang Hinirang by Julian Felipe 

Love Songs compositions: 

Kundiman Nasaan Ka Irog  by Nicanor Abelardo

Gaano Ko Ikaw Kamahal by Ernani Cuenco

These songs express the beliefs of a nation about patriotism and love and how a nation places a value on artists’ creations. . A group song and dance performance on these four songs culminates the educational experience and musical elements.

The two representative nationalistic songs, Marangal na Dalit ng Katagalugan (Nakpil) and Lupang Hinirang(Felipe), played very important roles in our history, being iconic representations of our nation’s love of freedom, at this point in time, from the Spanish regime. 

On the other hand, Nasaan Ka Irog  (Abelardo) Gaano Ko Ikaw Kamahal  (Cuenco) are our artists’ creative expressions of love which are valued in our Philippine culture and heritage.

3. HOTS

1. How do the nationalistic compositions and love songs express patriotism and love and how a nation places a value on artists’ creations?2. As a grade 7 student, how can you promote patriotism and love for our country in your own ways?

4. Integration

a. Across Discipline

Social studies: Studying patriotism and love for one’s country

5. Evaluation

The teacher plays the song of Francis Magalona, “Tayo’y Mga Pinoy” and asks the students the following questions:

1. What is the message of the songs?2. Are you proud to be a Filipino? Why?