This document contains activity sheets for a music class. It includes instructions for students to identify different musical elements like tempo, texture, and tempo markings. Students are asked to complete written exercises identifying these elements in provided music samples. They are also given performance tasks like singing a song solo and in a round with family members. The activities aim to help students learn about tempo, texture, and applying different tempo markings in music.
This document contains activity sheets for a music class. It includes instructions for students to identify different musical elements like tempo, texture, and tempo markings. Students are asked to complete written exercises identifying these elements in provided music samples. They are also given performance tasks like singing a song solo and in a round with family members. The activities aim to help students learn about tempo, texture, and applying different tempo markings in music.
This document contains activity sheets for a music class. It includes instructions for students to identify different musical elements like tempo, texture, and tempo markings. Students are asked to complete written exercises identifying these elements in provided music samples. They are also given performance tasks like singing a song solo and in a round with family members. The activities aim to help students learn about tempo, texture, and applying different tempo markings in music.
This document contains activity sheets for a music class. It includes instructions for students to identify different musical elements like tempo, texture, and tempo markings. Students are asked to complete written exercises identifying these elements in provided music samples. They are also given performance tasks like singing a song solo and in a round with family members. The activities aim to help students learn about tempo, texture, and applying different tempo markings in music.
TRIAS CITY Project ISuLAT– ACTIVTY SHEETS in MAPEH 6 (Intensified Support to Learning Alternatives Through Activity Sheets)
Name of Learner:____________________________ Date : _____________________________
Grade & Section: ____________________________ Score: _____________________________ Name of Teacher: ____________________________ Parent’s Signature:_________________
GAWAING PAGKATUTO SA MUSIKA-6
(Ikaapat na Markahan-Unang Linggo)
M MOBILIZE
Kasanayang Pampagkatuto at koda
❖ Identifies the different tempo in a music sample: MU6TX-IVa-b-1 ❖ Demonstrates the different kinds of tempo marks in a song from the community e.g.: “Pandangguhan” MU6TX-IVa—b-3 Identifies different textures from music sample. MUS6TX-IVc-d-2
Objectives: Identify the different tempos in a given song or music Demonstrate the different kinds of tempos by following tempo marks in a familiar song Identify different texture
ACTUATE Panimula (Susing Konsepto) One of the expressive elements in music aside from dynamics is tempo. Tempo is the speed (fast/flow)) of music. It refers to the fastness and slowness of music and is usually indicated at the beginning of a musical piece. There is an appropriate tempo for every piece of music to effectively convey or express its meaning. * Variations in Texture Texture is the quality of music that makes it more interesting and complex. This pertains to the thickness and thinness, or heaviness or lightness of a musical piece. Texture can be made thicker through additional notes or chords played or sung together with the melody. Thickness may also be enhanced through instrumental accompaniment. It is specifically distinguished according to the number of voices, or parts, and the relationship between voices. There are three kinds of texture monophonic or monophony, homophonic and polyphonic. A..Monophonic or monophony texture Monophonic means one sound. It is single melodic line without accompaniment. Example of Monophonic a. Singing solo without accompaniment b.“Are You Sleeping, Brother John” sung by solo humming 1. Homophonic Texture B. Homophonic Texture It is a single melodic line supported by harmony through musical instruments. Example: “Are You Sleeping, Brother John” with piano accompaniment A song solo with guitar accompanime DIVISION OF GEN. TRIAS CITY Project ISuLAT– ACTIVTY SHEETS in MAPEH 6 (Intensified Support to Learning Alternatives Through Activity Sheets)
C. Polyphonic Polyphonic texture means, having many sounds. It contains two or more independent melodic lines. It is a musical composition, which makes use of two or more melodies. Example of Polyphonic: Round song, Choral music and orchestra music are written and arranged with polyphonic textures. The following are two types of textures 1. Vocal 2. Instrumental a. Vocal music - is a type of singing performed by one or more singers, either with instrumental accompaniment, or without instrumental accompaniment (a cappella), in which singing provides the main focus of the piece b. Solo voice with accompaniment –is an accompaniment for a vocal melody or instrumental solo. It can be played by a single musician playing an instrument such as piano, pipe organ, or guitar. c. Duet, partner songs, round songs -are songs that have the same melody that can be sung by two or more groups A duet - is a musical composition for two performers in which the performers have equal importance to the piece, often a composition involving two singers or two pianists. Partner song –are two songs with the same meter and mood, to be sung at the same time A round in music is a song which can be sung by two or more groups of people. One group starts off and the next group start to sing the same song a bit later. 2. Instrumental An instrumental solo- is often used in popular music during a break or bridge to add interest and variety to a part of the song without lyrics. Instrumental Ensemble - a · music group, is a group of people who perform instrumental or vocal music Terms Meaning Aleegro fast, qickly, and bright Andante walking pace, flowing Ritardando (rit.) gradually becoming slow Acceleranado (accel.) gradually becoming fast Largo very, very slow Presto very fast Vivace quick
PURSUE I. WRITTEN WORKS Activity No. 1: Directions: Choose the letter of the correct answer and write it on the blank provided. _____1. It refers to the rate of speed in a musical composition. a. Dynamics b. Pitch c. Tempo d. Speed _____2. How can a joyful musical piece be played? a. It should be played in a fast and lively tempo. c. It should be played slow. b. It should be played soft. d. Played with only one instrument. _____3. When a song is played with gradual change to a slower tempo, what tempo change is applied? a. Accelerando (accel.) b.Ritardando c. Lento d. Presto DIVISION OF GEN. TRIAS CITY Project ISuLAT– ACTIVTY SHEETS in MAPEH 6 (Intensified Support to Learning Alternatives Through Activity Sheets)
_____4. It is a tempo change to a slow gradual change to a faster tempo.
a. Accelerando (accel.) b.Ritardando (rit.) c. Lento d. Presto
For number 5-11. Supply the missing information in the table of tempo below.
TEMPO MEANING
Andante 5. Andantino moderately slow but flowing tempo 6. Very, very slow
Presto 7. Quick and lively 8. 9. fast, quickly, and bright 10. gradually becoming fast ritardando 11.
Activity No. 2: Directions: For number 12-15. Study the song “Sitsiritsit” and its musical piece below. Answer the following question.
12. What is the first tempo marking? _____________________.
13. What is the tempo in the second verse? _______________________. 14. What is the third tempo marking? ______________________. 15. How many tempo markings in the song Sitsiritsit? ___________
Directions: For 16-20, identify the different textures given in Column B with the correct description in column Write the letter of your answer on the space provided. Column A Column B 1. It is musical composition of two performers having equal A. Partner song importance to the piece B. Duet 2. It is a group of people who perform using instrument C. Texture 3. They are two songs that can be sung at the same time D. Round song 4, It is a musical composition written for performance E. Solo Voice Of one singer or instrumentalist F. Instrumental Ensemble DIVISION OF GEN. TRIAS CITY Project ISuLAT– ACTIVTY SHEETS in MAPEH 6 (Intensified Support to Learning Alternatives Through Activity Sheets)
ESCALATE II-PERFORMANCE TASK Activity No.1 Directions: Sing the song “ Leron, Leron Sinta” in a solo voice. Video yourself while singing the song and send it to your teacher.
Proficiency (3) (2) (1) Can sing 100% of the Can sing 95% Can sing 90% Can sing 85% Can sing 80% song Leron Leron Sinta Of song Leron of the song Leron of the song of the song in solo Voice correctly leron Sinta in Leron Sinta in Leron Leron Leron Leron solo voice solo voice Sinta in solo Sinta in solo voice voice
Activity No. 2 Directions: Let at least three members of the family including you sing the “Row row your boat” in a round song. A new member can join the singing by starting at the beginning whenever another member reaches any asterisk in the above music. Video yourself while singing and send it to your teacher. Row, row, your boat DIVISION OF GEN. TRIAS CITY Project ISuLAT– ACTIVTY SHEETS in MAPEH 6 (Intensified Support to Learning Alternatives Through Activity Sheets)
Proficiency (3) Can sing 100% Can sing 95% Can sing 90% Can sing 85% Can sing 80% of of of of of the song the song “Row the song “Row the song “Row the song “Row “Row, row, your row your boat” row your boat” row your boat” row your boat” boat” in a in a round song in a round song in a round song in a round song round song correctly correctly correctly correctly correctly
HONE Reflection/Pangwakas: 1. I understand That:___________________________________________________________________
2. I realized that : ______________________________________________________________________
REFERENCES A. BOOKS Ligaya Bautista Garcia-Quinitio, et al, the First Century: MAPEH in ACTION: Teachers Resource Material, Manila City: Rex Book Store. Marissa C. Pascual and et al, (2016). Enjoying Life through Music, Art, Physical Education and Health, Quezon City: Phoenix Publishing House Inc. Thomas, Ronald, A Structure for Music Education. (Bardonia, N.Y.: Media Materials Inc., 1970) B. WEBSITES https://www.enhantedlearning.com/music/ https://www.google.com.ph/search?q=notes+and+rests+worksheets&dcr=0&sx srf http://www.slideshare.net/deceriseriote/music-6-quarter-2 (Source: https://en.wikipedia.org/wiki/Texture_(music)) : https://en.wikipedia.org/wiki/Vocal_music https://www.dictionary.com/browse/solo https://en.wikipedia.org/wiki/Accompaniment www.singing .bell.com https://www.bing.com/images/search?viewhttps://en.wikipedia.org/wiki/Round_(music) https://www.bing.com/images/search?q=ensemble+instrumental musicadvisor.comsigingbell.com [email protected]
