- 1. MAPEHLearners MaterialUnit 2Melody and Form13This
instructional material was collaboratively developedand reviewed by
educators from public and private schools,colleges, and/or
universities. We encourage teachers and othereducation stakeholders
to email their feedback, comments, andrecommendations to the
Department of Education [email protected].
2. Development Team of the Learners Material2MAPEH Grade
3Learners MaterialFirst Edition, 2013ISBN:Republic Act 8293,
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the Department of EducationSecretary: Br. Armin A. Luistro
FSCUndersecretary: Dina S. Ocampo, Ph.D.Printed in the Philippines
by ____________Department of Education-Instructional Materials
Council Secretariat (DepEd-IMCS)Office Address: 2nd Floor Dorm G,
PSC ComplexMeralco Avenue, Pasig CityPhilippines 1600Telefax: (02)
634-1054, 634-1072E-mail Address: [email protected] 3. Table of
Contents3Second QuarterLesson 1Pitch 4Lesson 2Melodic Contour.
8Lesson 3Perfect Pitch. 11Lesson 4Musical Form.. 15Lesson
5Repetitions in Music. 18Lesson 6Musical Lines. 20Lesson 7Beginning
and Ending 23Lesson 8Singing in Tune. 25 4. Melody is composed of
tones that vary in pitch.Pitch can be of low, moderate, and high
tone. Thesetones move in different directions.4Second QuarterLesson
1: PitchWeek IIntroductionActivity 1Create your own body movements
that will match thedifferent melodic directions of the song below.
5. 5Activity 2Let us sing the scale using hand signs.Activity 3Let
us clap the beat of the rhythmic pattern belowusing improvised
rhythmic instruments.1 2 3 1 2 3 1 2 3 1 2 3Activity 4The teacher
will present the musical score Go Tell AuntRhody.1. Teacher will
sing the song.2. Teacher will let the pupils read the lyrics with
correctrhythm.3. Teacher will teach the song using rote method or
anymelodic instrument. 6. 64. Class will sing the song.Activity
5Using the song Go Tell Aunt Rhody, match the so-fasyllables
written on the meta strips given by your teacher andcompare it to
the musical score.1.2.3.4.5. 7. A so so la la do B la so la ti so
re re do ti ti ti CD ti ti la so soD Melody is what we remember in
a song. It isthe tune of the song. Melody is a musical line made up
of a set oftones or pitches Pitch is the highness or lowness of a
tone. Inorder to create one musical idea, a composerneeds many
tones. Melodies are made up of differentpitches/tones that vary in
pitch and duration.7Remember:Activity 6Create any body movement
that will show the followingpitch:1. high2. moderately high3.
moderately low4. low Have the pupils sing Go Tell Aunt Rhody.
Usingflaglets of different colors, do the following
bodymovements:high hands upwardmid hands sidewardlow hands
downwardE la la do ti la so 8. Activity 7Do the following
tasksListen to the tones that will be sung or played by the
teacher.Identify which of the given tone is low, moderate, or high
byplacing the cut out colored quarter notes( ) on the staff.Green
highest toneYellow middle toneRed - lowest toneLesson 2: Melodic
Contour8Week 2IntroductionMelodies move in different directions.
Somenotes may move upward or go downward. There arealso melodies
that remain unchanged or stay on thesame level. 9. 9Activity 1Let
us sing and act like a see-saw with your partner.While singing the
song See-Saw, you and your partner willdemonstrate the movement of
a see-saw showing the conceptof the high and low
tones/pitch.Activity 2Let us sing the so-fa syllables of the song
See-Saw using theKodaly hand signs.Activity 3Pupils will do the
following activities:a. Perform hand signs while singing the so-fa
syllables.b. Sing the lyrics of the song. 10. c. Sing the song by
phrases.d. Sing the whole song and let pupils move theirhands/arms
following the melodic lines.10RememberActivity 4Divide the class
into 2 groups. Let each group perform thecontour of the melody
through body movements. Each groupmay use other materials to
enhance their performance.Group 1Group 2Melody moves in different
directions. It cango up and down like the shape of a hill,
mountain,valley or plateau, or it can stay on one pitch like
aplain. 11. Contour is the shape of a melody. Somenotes move up and
down forming differentshapes: wavelike, zigzag, curve-like, or
mountainshape.11RubricsActivities VeryGoodGood Fair1. Can identify
musiccontour2. Can sing in tune3. Can illustrate musicallines
through bodymovements4. Can participateactively in
groupactivitiesLesson 3: Perfect PitchWeek 3IntroductionActivity
1Lets sing the following songs. 12. hereDivide the class into 4.
Each group will play available rhythmicinstruments, while singing
the song Months of the Year12Group IEmpty bottles(Shakers)Group
2Coconut shellsGroup 3SticksGroup 4Plastic drum 13. 13Activity 2Let
the children sing in tune.Lets try to do thisA.1. Describe the
melodic direction of the first line of thesong?2. Using arm
movements, make an outline of the directionof music as you sing the
song.3. What shapes have you formed in following the
melodicdirection of the song?B.Let us connect the lines to show the
melodic contourof the song Kaygandang Tignan.-- - -- - - - - - -
-adapted 14. Melody is made up of a set of varying tonesor pitches.
Melodic contour is the direction ofmelody. It may go up, down, or
stay in place.14Remember:Activity 3Using crayons let the pupils
draw on their notebooks themelodic directions they hear. The
teacher will play or sing thefollowing:1. Happy Birthday Song2.
Rain, Rain, Go AwayEvaluationDivide the class into 4 groups. The
leader of each group will drawlots where the directions of the
melodies are written. Each groupis expected to perform each melodic
contour using bodymovements, drawing, singing or writing on meta
strips.Activities ExcellentVeryGood Good1. Can move to themelodic
contour ofthe song2. Can draw thedirection of melodyheard3. Can
sing in tunealone and withothers4. Can createmovements to showthe
direction of themelody 15. 5. Can participateactively in all
groupactivitiesLesson 4: Musical FormWeek 4IntroductionSongs are
made up of musical phrases.These musical phrases can be the same,
similar,or different that can be represented
throughsymbols.15Activity 1Pupils will identify the title of the
following songs.a. ang mamatay ng dahil sayo.b. Ang bayan koy
tanging ikawc. dala-dalay buslod. sa paligid-ligid ay maraming
linga.Activity 2Suggested songs: 16. Do the following activities:a.
Let the pupils sing the songb. Let pupils identify the following
Same lines or phrases Similar lines or phrases Different lines or
phrases16Activity 3 Create body movements to show the beginning
andending of the songs. Analyze the songs based on thefollowing:
17. a. same (melody and rhythm)b. different (melody and rhythm)c.
similar (melody and rhythm) Draw a star on same melodic lines, a
circle on differentmelodic lines, and a triangle on similar melodic
lines.17Activity 4Practice singing the song below and identify the
melodiclines/phrases as: same, similar, and
different.Remember:Songs are made up of musical phrases.Musical
phrases can be the same, different, orsimilar. Songs have a
beginning, middle, andending that form one musical idea. 18. The
repeat mark ( II: :II ) is used to show repetition in
music.18EvaluationRubricsActivities Excellent Very Good
GoodNeedshelp fromdoing thetask1. Can identify thebeginning, middle
andending of the song2. Can identify same,similar and
differentmusical lines or phrasesin the song3. Can sing same,
similarand different phrases inthe song4. Can show musical linesor
phrases throughbody movements andgeometric shapes orobjects5. Can
participateactively in the groupactivityLesson 5: Repetitions in
MusicWeek 5IntroductionActivity 1Sing the song following the repeat
mark. 19. 19a.b. 20. Musicians use repeat marks( II: :II ) to
indicaterepetition of certain parts in musical pieces.Activities
Excellent Very Good GoodRemember:1. Can sing with correctexpression
andinterpretation.2. Can identify the repeatedparts of the song.3.
Can apply the repeat markfound in the song.4. Can work
harmoniouslywith the group.5. Can observe self-disciplinein doing
the activities.20EvaluationRubricsDraw a star ( ) in the
appropriate column.Lesson 6: Musical LinesWeek 6IntroductionA
musical composition is made up of musical lines thatcan be repeated
within a song. 21. 21Activity 1Explore and create your own way of
playing improvisedmusical instruments using the following rhythmic
patterns.Activity 2Tell something about the pictureForm 3 groups.
Using the song Bagbagto, do thefollowing activities.Group A sing
the songGroup B play improvised instruments using thefollowing
rhythmic patternsor 22. Group C create dance steps to the beat of
the songRemember:The repeat mark (II: :II) is used to show
repetition in music.22Activity 3Perform the following rhythmic
patterns following therepeat signs.1 2 1 2Game instructions:Let the
pupils face their partner and do the followingactions while singing
Come and Play:1. Tap your lap, count 1; clap your hands, count 2;
clapyour hands in front with your partner, count 3; and clapwith
your hands, count 4. 23. EvaluationRubrics5 = Excellent 4 = Very
Good 3 = Good 2 = Fair 1 = PoorSkills 5 4 3 2 11. Can play the
rhythmic patternsfollowing the repeat marks2. Can play the
improvised rhythmicinstruments accurately toaccompany the song3.
Can work together cooperativelyto come up with the
bestperformance4. Can manifest self- confidence inperforming group
rhythmic in frontof the classLesson 7: Beginning and EndingWeek
7Introduction23Activity 1Sing previously learned action
songsActivity 2Write the beginning line and ending line the
followingsongs.The voice is important in making sound. Wehave a
speaking and a singing voice. When wesing, it should be done
confidently and beautifully. 24. Songs Beginning EndingWe have a
speaking and a singing voice. When we sing,it should be done
confidently and beautifully.24a. Ako ay Nagtanimb.See-Sawc. Jack
and Jilld. Twinkle, Twinkle LittleStare. Leron, Leron
SintaRemember:EvaluationThe whole class will sing properly, at
least 4 songs learnedpreviously, with emphasis on the beginning and
ending of thesong.RubricsDraw a happy face ( ) in the appropriate
column.Activities ExcellentVerygood GoodNeedshelp1. Can sing
inaccurate pitch2. Can sing withcorrectrhythm/timing3. Can
singconfidently fromthe beginninguntil the end ofthe song4. Can
enjoy singingin a group 25. Lesson 8: Singing in TuneWeek
8IntroductionFilipinos are known to be good singers. Singing isone
way of expressing our love and appreciation forour folk songs and
culture.Activity 1Let us sing the following songs emphasizing the
beginning orending of each song.a. Yaman ng Bayan (Mga hayop sa
gubat)b. Come Lets Play (Wont the big bass drum joinus with boom,
boom, boom.)c. Lubi-Lubi (Enero, Pebrero)d. Tayoy Magsaya (Ha, ha,
ha, ha, ha, lahatmaligaya.)Singing is an interesting activity. It
helps us express ourfeelings and improves our personality.Singing
develops self-confidence.25Activity 2Sing the song Dance and
Sing.Remember:Activity 3Sing the songs, Bahay Kubo and Leron, Leron
Sintaconfidently, giving emphasis on the beginning andending of
each song. 26. EvaluationRubricsDraw a happy face ( ) in the
appropriate column.Activities Excellent Very good Good
Needs26help1. Can sing in tune2. Can sing withcorrect
rhythm/timing3. Can singconfidently thebeginning andending of a
song4. Can sing with thegroup happily