7

Music
Quarter 3 - Module 2
Performing Music From Mindanao
With Own Accompaniment
Music – Grade 7
Alternative Delivery Mode
Quarter 3 – Module 2: Performing Music From Mindanao With Own Accompaniment
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education- Region III

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer/Illustrator/Layout Artist/Editor
Marlon E. Del Rosario Nichell D. Bautista
Regie A. Calendacion Reyna Fe G. Salvador
Erwin N. Samson Freniaflor M. Pagdanganan
Marlon E. Del Rosario
Angela G. Juan

Content Evaluator: Alicia D. Wenceslao

Language Evaluator: Ariston E. Manuel
Layout Evaluator: Ariston E. Manuel
Management Team: Gregorio C. Quinto Jr. EdD
Rainelda M. Blanco PhD
Agnes R. Bernardo PhD
Marquez T. Cartel
Glenda S. Constantino
Joannarie C. Garcia

Printed in the Philippines by ________________________

Department of Education--- Schools Division of Bulacan

Office Address: Curriculum Implementation Division

Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
E-mail address: [email protected]
 7

Music
Quarter 3 - Module 2
Performing Music From Mindanao
With Own Accompaniment
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercise and tests. Read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

What I Know

Directions: Read the statements carefully and identify what are being
described. Choose the letter of the correct answer and write it
on your answer sheet.
1. It is a large, deep-rimmed gong, vertically suspended, and hanged in wooden
frames.
A. Agung C. Lugu
B. Bayok D. Sa-il/Lunsey

2. It is an ensemble of 6-8 melody gongs, hung on ropes in pyramidal order with

smaller and higher-pitched gongs near the top.
A. Bayok C. Kulintang/Kwintangan
B. Bayon D. Ya-ya

3. It is gong-based ensemble used by the Maguindanao and Maranao of western

Mindanao.
A. Agung C. Gabbang
B. Ensemble D. Kulintang Ensemble

4. Bamboo is also considered among early Filipinos as a spiritual

connection from our physical world to the _______.
A. Instrument C. Music
B. Kulintang D. Spiritual

5. It is a group of musicians, actors, or dancers who regularly perform together.

A. Agung C. Gabbang
B. Ensemble D. Kulintang Ensemble

6. It is a guitar-like made of bamboo, cut before one nod and after next.
A. Gong C. Serongagandi
B. Kudyapi D. Suling

1
7. It is a two-string plucked lute instrument made of wood which resembles an
elongated guitar usually having two strings.
A. Gong C. Serongagandi
B. Kudyapi D. Suling

8. It is made mainly of “tamiang” bamboo, a long, thin-walled bamboo

tube.
A. Gong C. Serongagandi
B. Kudyapi D. Suling

9. It is a group of people who migrated from Luzon and Visayas who are
mostly Christians.
A. Chavacano C. Gabbang
B. Ensemble D. Migrants/Christians

10. A suspended ensemble of 9-11 gongs, is played with melody by a drone player
in various names according to each tribe, and may be completed with 1 or
2 drums.
A. Bayok C. Tahunggo, Agung, Salmagi,
B. Kalangan D. Ya-ya

11. Most of the Indigenous cultural communities in Mindanao speak languages

belonging to the Manobo family of languages, except the B’laan, T’boli, and
_______.
A. Bagobo C. Teduray
B. Dibabawon D. Ubo

12. The instruments of the Lumads are all originally _______.

A. Bronze C. Metal
B. Hand-made D. Wood

13. have very rich in folk songs that they use in their everyday lives.
A. Bagobo C. Lumads
B. Christian D. Muslim

14. The instrument of the ensemble is highly valued priceless heirloom that can
command a high price as dowries.
A. Agung C. Gabbang
B. Bamboo D. Kulintang

15. It is a collective term for groups of indigenous people from Mindanao, which
means “native.”
A. Bagobo C. Migrants/Christians
B. Lumad D. Yakal

2
 What’s In

Word Search

As a review of module 1, the Mindanao vocal and musical instruments are done
using musical mapping as well as socio-cultural influences on the music.

Directions: Find and encircle the seven words related to the vocal music of Mindanao. The
words may be in vertical, horizontal, or in diagonal position.

L U G U S R B E I K

A C H A N T S B R A

B O C T S W N A I L

T L U N S E Y Y M A

O Y R W Y B C O P N

W A F E U I L K D G

E Y V N I K L G X A

C A B D I K K E R N

1. ____________________ 5. ____________________

2. ____________________ 6. ____________________

3. ____________________ 7. ____________________

4. ____________________

3
 What’s New

Let us analyze the pictures.

Figure 1 Figure 2

1. Are you familiar with these instruments?

________________________________________________________________

2. Have you experienced using them? What did you feel?

________________________________________________________________

3. What kind of instruments are they?

________________________________________________________________

4. Where do you think these instruments came from?

________________________________________________________________

5. What are the ways to promote these instruments?

________________________________________________________________

What is It
The Music of Mindanao

The domiciles of the Islamic cultures are the plains and coastal areas of western
Mindanao. Its folk culture and court music, as early as the 10th century, or even before this
time, has been confederated in the musical traditions of the pre-Islamic culture. The rudiments
of Islamic view disapprove music; however, the invasion of the foreign Islamic cultures of the
Arabs and Persians has brought about a great influence on it. The customary practices in
music of the people in the plains and coastal areas of western Mindanao, are essential
components of their social being and ethnic identity. The customary practices of these
indigenous groups are a blend of the western and non-western influences.

4
 The Kulintang music is characterized as the highest form of gong music in the
Philippines, achieved by Filipinos and in North Maluku, which is said to have existed for
centuries. It is considered an ancient tradition that backdates the influences of Hinduism,
Buddhism, Islam, Christianity, and the West.

As archaic as this music, however, there has been no record or proof of Kulintang’s
origin. The earliest documentation of instruments which may seem to appear similarly to the
modern day kulintang are accounted from various 16th century European explorers who have
witnessed these instruments in their travel.

1. Kulintang Ensemble – It is a gong-based ensemble which is used by the Maguindanao

and Maranao of western Mindanao, the Tausug, the Yakan, the Sama-Badjao of the Sulu
Archipelago. These set of instruments have varied functions but are commonly used for
celebrations / rituals. They are mainly divided into two types:

• Kulintangan (Manobo Cotabato)/Kwintangan – These are ensembles of 6-8 hanging

melody gongs in a row, hung on ropes in pyramidal order, with the smaller and higher-
pitched gongs near the top.

• Tahunggo, Agung, Salmagi, BlowonSemagi – These are suspended gong ensembles

(9-11 gongs, played a melody and drone player) in various names according to each
tribe; and may be completed with 1 or 2 drums.

Music Listening:

Kulintang Ensemble, Mindanao 1966

https://www.youtube.com/watch?v=U1Zgb8_8RAs

This video was filmed in Sultan Kudarat, Mindanao in 1996. It shows the
Maguindanaon men and women playing kulintang ensemble. The instruments present in this
video are the 8-piece gong rack of kulintangs, gandingans, agung-the bass gong, and the
debakan – a goblet shaped beaten drum.

Kulintang – It is an important social property. This instrument

of the ensemble is a highly valued priceless
heirloom, that can edict a high price as dowries.
The ownership of these instruments suggests
high social status and refined taste.

Figure 3

Agung – It is a large, deep-rimmed gong, vertically

suspended, and is hanged in wooden frames.

5
Figure 4
2. Bamboo Ensemble – In the Philippine creation myth, the first man and woman were born
out of bamboo, which is also considered by early Filipinos as a
connection from the physical world to the spiritual. Many bamboo
instruments were also used for entertainment and self expression.
The different ways in playing bamboo instruments include: blowing
(aerophones), shaking or hitting (idiophones), and plucking
(chordophones).

Gabbang – It is a native xylophone in Sulu, a

bamboo keyboard on top constructed
out of wood. Usually, its main body is
shaped like a coffin; its key is struck
with two mallets, each with a strip of
rubber fastened to its underside.

Figure 5
Seronggagandi – It is a guitar-like, made of
bamboo, cut before one nod
and after next. Two cords are
slit loose side by side, from the
outer skin fibers of the bamboo
and these are given tension
through bridges; a hole is then
cut into the bamboo, just under
the two cords, to serve as
Figure 6 resounding holes.

Music Listening:

Philippine Music: music of the Mindanao Muslims Uwang Ahadas Gabbang

https://www.youtube.com/watch?v=-AR0heXocsA

1. Solo Instruments

Kudyapi – It is a two-string plucked lute

instrument crafted of wood
which resembles an
elongated guitar, usually
having two strings. It varies
in sizes, but usually it is
about one and a half meter
long.
Figure 7
6
Music Listening:

Master Samaon Sulaiman

https://www.youtube.com/watch?v=Zga6ltxC8PI

Suling – It is made mainly of “tamiang” bamboo,

a long, thin-walled bamboo tube
(Maguindanao and Yakan’s). Its
mouthpiece is circled with a thin band
made of rattan near a small hole.

Figure 8
The Lumad is one among the indigenous groups in the southern Philippines. Its name
was derived from the Cebuano term which means “native” or “indigenous.” It is a shortened
word for “Katawhang Lumad” – literally: “indigenous people.” This autonym was officially
adopted by the delegates of the Lumad Mindanao People’s Federation (LMPF) founding
assembly on June 26 of 1986 at Guadalupe Formation Center, Balindog, Kidapawan,
Cotabato, Philippines. From then on, it has become the self-attribution and ethnic identity of
this indigenous group.

Mindanao’s different ethnic group’s musical practices mirror the integration of various
traditional traits. The expression of local religions has permitted pre-Islamic artistic practices
to thrive, regardless of Islamic customary dominance in the community. This type of artistic
freedom serves as an evidence of the local community’s sense of independence from any
predominant political or religious teachings.

Let Us Feel the Presence of Mindanao Music

Film Viewing or Music Listening:

Directions: Open the YouTube link below and listen carefully to the given music and the
instruments being used in the recordings, then answer the following questions.

“Sanlibutan” by: Ang Grupong Pendong

https://www.youtube.com/watch?v=xcJqd5j40j0

1. What instruments were used in the recording/video?

_________________________________________________________________
2. How would you compare it from the traditional kulintang ensemble?
_________________________________________________________________
3. Do the song’s melody and mood give you a feeling of the same traditional Mindanao ritual
or celebration? If yes, why?
_________________________________________________________________

7
 What’s More

Independent Activity 1

Matching Type

Directions: Name the following musical instruments of Mindanao in column A by matching it

in column B. Write the letter of your answer on your answer sheet.

COLUMN A COLUMN B

_____1. a. Agung

_____2. b. Gabbang

_____3. c. Kudyapi

_____4. d. Kulintang

_____5. e. Seronggagandi

_____6. f. Suling

8
Independent Assessment 1

Rhythmic Pattern

Directions: Open the YouTube link below. Listen and improvise simple rhythmic patterns as
accompaniment, then answer the following questions.

Music Listening:
El Galina Capituda (Chavacano fr. Zamboanga)
https://www.youtube.com/watch?v=k-x1YQ46PCI

1. What did you feel while listening to El Galina Capituda (Chavacano fr. Zamboanga)?

__________________________________________________________________

2. What materials did you use to make an improvised instrument?

_________________________________________________________________

Independent Activity 2

Directions: Put a check if the statement is correct and put X if it is wrong.

Write your answer in the box.

1. The Mindanao ethnic group’s musical practices reflect the fusion of

traditional traits.

2. The Mindanao’s Islamic communities cover different forms and

stylistic differences that exist in rendering forms.

3. The musical practices of Mindanao reflect separate Islamic and

non-Islamic cultural traditions.

4. The Lumad instruments are made of bamboo – curved, cut, sliced,

made into smaller sticks; the drums are made of woods and animal
skins.

5. Most of settler from Luzon and Visayas came to Mindanao during

the Philippine Commonwealth under the Spanish Era.

Independent Assessment 2

Directions: Write the word TRUE if the statement is correct and FALSE if it is wrong.
Write your answer on the space provided.

______ 1. Kulintang is an important social property.

______ 2. The Kulintang instruments of the ensemble is a highly valued priceless heirloom
that can command a high price as dowries.

9
______ 3. Wood is also considered among early Filipinos as a spiritual connection from our
physical world to the spiritual.

______ 4. The different manners in playing bamboo instruments include blowing, shaking or
hitting and plucking.
______ 5. The ownership of kulintang instruments indicates high social status and cultivated
taste.

Independent Activity 3

Directions: Arrange the jumbled letters to get the correct answer and write the answer on the
space provided before the number.

______1. It is the second largest island in the Philippines.

NOMADIAN

______2. It is the art of combining vocal or instrumental sounds to produce

beauty of form, harmony, and expression of emotion.
UISMC

______3. It is a device designed to produce musical sounds.

RITNENTUSM

______4. It is a modern term for an ancient instrumental form of music composed on a

row of small, horizontally laid gongs that function melodically, accompanied
by larger, suspended gongs and drums.
GUNLITKAN

______5. It is a group of musicians, actors, or dancers who regularly perform together.

MENBELES

Independent Assessment 3

Directions: Answer the following questions. Write at least two sentences each number.

1. What is the distinct musical style of music of Mindanao?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. What do you think is the importance of music of Mindanao?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

10
 What I Have Learned

Directions: Write something about what you have learned from this lesson and how you apply
it in daily life as a student.

My Reflection
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________
Rubric in Writing a Reflection

12points 4 3 2 1
CRITERIA

Theme is Theme is not Theme is not

Theme Theme is clear. somewhat clear. clear. present at all.
The ideas are
on point, but Some ideas
The ideas are Ideas are
Organization the order of are out of
well- ordered. confusing.
ideas needs topic.
improvement.

Spelling, Spelling,
Spelling, Spelling,
grammar, and grammar, and
grammar, and grammar, and
punctuation punctuation
Conventions punctuation are punctuation are
contain few contain many
all correct. mostly correct.
errors. errors.

11
 What I Can Do

This activity will help you in promoting the Music of Mindanao and make the people
around you appreciate it.

Directions: Make a slogan about the traditional music of Mindanao.

SLOGAN

Rubric in Writing the Slogan

12points 4 3 2 1
CRITERIA
Theme is Theme is not Theme is not
Theme Theme is clear.
somewhat clear. clear. present at all.
The ideas are on
The ideas are point, but the Some ideas Ideas are
well- ordered. order of ideas are out of confusing.
Organization
needs topic.
improvement.

Spelling, Spelling,
Spelling, Spelling,
Conventions grammar, and grammar, and
grammar, and grammar, and
punctuation punctuation
punctuation are punctuation are
contain few contain many
all correct. mostly correct.
errors. errors.

12
 Assessment

Directions: Read the statements carefully and identify what are being
described. Choose the letter of the correct answer and write it
on your sheet.
1. It is gong-based ensemble used by the Maguindanao and Maranao of western
Mindanao.
A. Agung C. Gabbang
B. Ensemble D. Kulintang Ensemble

2. It is a large, deep-rimmed gong, vertically suspended, hanged, hanged in wooden

frames.
A. Agung C. Lugu
B. Bayok D. Sa-il/Lunsey

3. have very rich in folk songs that they use in his/her everyday lives.
A. Bagobo C. Lumads
B. Christian D. Muslim

4. Bamboo is also considered among early Filipinos as a spiritual

connection from our physical world to the _______.
A. Instrument C. Music
B. Kulintang D. Spiritual

5. It is a guitar-like made of bamboo, cut before one nod and after next.
A. Gong C. Serongagandi
B. Kudyapi D. Suling

6. It is a native xylophone in Sulu, a bamboo keyboard on, top constructed out of

wood.
A. Agung C. Gabbang
B. Kulintang Ensemble D. Ensemble

7. It is a two-string plucked lute instrument made of wood which resembles an

elongated guitar usually having two strings.
A. Gong C. Suling
B. Kudyapi D. Serongagandi

8. It is a group of people who migrated from Luzon and Visayas who are
mostly Christians.
A. Chavacano C. Gabbang
B. Ensemble D. Migrants/Christians

9. It is made mainly of “tamiang” bamboo, a long, thin-walled bamboo

tube.
A. Gong C. Serongagandi
B. Kudyapi D. Suling

13
10. It is an ensemble of 6-8 melody gongs, hung on ropes in pyramidal order with the
smaller and higher-pitched gongs near the top.
A. Bayon C. Kulintang
B. Kalangan D. Ya-ya

11. Most of the Indigenous cultural communities in Mindanao speak languages

belonging to the Manobo family of languages, except the B’laan,T’boli, and ____.
A. Bagobo C. Teduray
B. Dibabawon D. Ubo

12. The instruments of the Lumads are all originally ________.

A. Bronze C. Metal
B. Hand-made D. Wood

13. A suspended ensemble of 9-11 gongs, is played with melody by a drone player
in various names according to each tribe, and may be completed with 1 or 2
drums.
A. Bayok C. Tahunggo, Agung, Salmagi,
B. Kalangan D. Ya-ya

14. The instrument of the ensemble is highly valued priceless heirloom that can
command a high price as dowries.
A. Agung C. Gabbang
B. Bamboo D. Kulintang

15. It is a collective term for groups of indigenous people from Mindanao, which
means “native.”
A. Bagobo C. Migrants/Christians
B. Lumad D. Yakal

Additional Activities
Let's Make A Music

Gather materials that you are going to use for this activity. Make a video performance
using an improvised percussion instrument using the available materials at home as your
accompaniment in doing rhythmic patterns. Enjoy and have fun.

CRITERIA Good (4 points) Good (3 points) Poor (2 points) Poor (1 point)

Performs with great Performs with Performs with Performs with
amount of energy, adequate energy, some energy, little energy,
Performance focus, intensity, and focus, intensity, and focus, intensity, focus, intensity,
conviction. confidence and confidence and confidence
The performance The
The performance is The performance is
Style/ is fairly executed performance is
very clear and generally clear and
Interpretation with some not clear and not
perfectly executed. properly executed.
inconsistencies. well executed.
Creates highly
Creates Lacks
effective and Creates effective
Percussion innovative percussion music.
acceptable percussion
percussion music. music.
percussion music.

14
What’s In What’s New
Answers may vary.
What I Know What’s More
Independent Activity 1 Independent Assessment 2 Assessment
1. a 1. A Agung 1. True
2. c 2. B Gabbang 2. True 1. d
3. d 3. C Kudyapi 3. False 2. a
4. c 4. F Suling 4. True 3. c
5. b 5. D Kulintang 5. True 4. a
6. c 6. E Seronggagandi 5. a
7. b 6. c
8. d 7. b
9. d Independent Activity 2 Independent Activity 3 8. d
10. c 1. 1. Mindanao 9. d
11. c 2. 2. Music 10. c
12. b 3. 3. Instrument 11. c
13. c 4. 4. Kulintang 12. b
14. d 5. X 5. Ensemble 13. c
15. b 14. d
Independent Assessment 2 Independent Assessment 3 15. b
Answers may vary. Answers may vary.
Answer Key
 15
References

Lourdes R. Siobal, Lualhati, Ma. Honeylet A. Capulong, Ledda G. Rosenberger, Jeff Foreene
M. Santos, Jenny C. Mendoza, Cherry Joy P. Samoy, Rabboni C. Roxas, and Johanna
Samantha T. Aldeguer-Roxas. 2017. Music and Arts - Grade 7. Ground Floor Bonifacio
Building, DepEd Complex Meralco Avenue, Pasig City: Vibal Group, Inc.

Cipriano, Eduardo, Ma. Karina Melody Hernandez, Gernalyn Solano, Pinky Liberan, Adelina
Limos, Mark Fabella, Ronald Solis, and Ray Ferdinand Limos. 2018. MAPEH in Action
7. 856 Nicanor Reyes Sr. St., Sampaloc, Manila: Rex Book Store, Inc.
 For inquiries or feedback, please write:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Address: [email protected]