QUARTER 2

MAPEH (Music) G8
 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 (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book 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 the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON Music G8

PIVOT 4A Learner’s Material
Quarter 2
Second Edition, 2021

MAPEH (Music)
Grade 8

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Ronald L. Lozano
Content Creator & Writer

Jhonathan S. Cadavido
Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

PIVOT 4A CALABARZON Music G8

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in MAPEH (Music) as
prescribed by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Music G8

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Music G8

WEEK
1 East Asian Music
Lesson

I
Japan, Korea, and China are some of the countries that we can find in East
Asia. These three countries are comprised of wonderful and exceptional
culture and tradition that they share with the world through their
performances. Let’s discover the beauty of their traditional vocal and
instrumental music.
At the end of this lesson, you should be able to recognize the relationship
of socio-cultural aspect of Japan, Korea and China in the development of their
music and appreciate their music through listening perceptively.

D
Learning Task 1: Fill out the table with the correct information. Ask the help of
your guardian or through internet for this activity. Write your answer in your
notebook.

Country Language Mode of dressing Religion

Japan

China

Korea

PIVOT 4A CALABARZON Music G8 6

Learning Task 2: Ask the help of your guardian to sing and interpret the musical
piece. You may also use an internet to listen to the song and answer the given
question below. The QR code is provided to easily find the video.
Sakura
Suggested recording
Sakura sakura
Yayoi no sorawa https://
Mi-watasukagirl www.youtube.com/
Kasumika kumoka
Nioizo izuru watch?
Izaya zaya v=Yays6T1YkGY
Mini yukan

Cherry
Blossoms

Cherry blossoms,
Cherry blossoms
Across the Spring
sky,
As far as you can
see.
Is it a mist, or
clouds?
Fragrant in the air,
Come now, come,
Let’s look, at last

Source: Grade 8 Music and Arts of Asia Learner’s Module

Mo Li Hua

Translation
What a beautiful jasmine flower
What a beautiful jasmine flower
Sweet-smelling, beautiful, stems
full of buds Fragrant and white,
everyone praises Let me pluck you
down Give to someone's family
Jasmine flower, oh jasmine flower

Suggested recording

https://www.youtube.com/
watch?v=C_y7zQUZ7pM

Source: Grade 8 Music and Arts of Asia Learner’s Module

7 PIVOT 4A CALABARZON Music G8

 Arirang, Arirang, Arariyo...
Arirang gogaero
neommeoganda. Nareul
beorigo gasineun nimeun
Simrido motgaseo
balbbyeongnanda.

English Translation

Arirang arirang arariyo

Crossing over Arirang Pass
Dear who
abandoned me will not even
walk even ten Li before his/
Source: https://www.bethsnotesplus.com/2013/06/arirang.html her feet hurt

Suggested recording

https://www.youtube.com/watch?v=f99tZQ8XtGM

After listening, answer the following questions. Write your answer in your
notebook.
1. Can you guess the origin of the song based on the language used ?

Song Origin
Sakura
Mo Li Hua

Arirang

2. What do you think is the message of each of the songs?

3. Do you think the melody and rhythm of the song are appropriate in the
delivery of the message of the song? Why?

PIVOT 4A CALABARZON Music G8 8

Learning Task 3: Read the texts below to have better understanding of the music
of Japan, China, and Korea.

Japan
 The Japanese traditional vocal music is somehow different from Western
music. The Japanese musical interval is base on breathing instead of
mathematical timing.
 The Japanese musicians master the use of an instrument rather than
simply perfecting the technique. They give importance to their perfor-
mance and composure; that’s how they show their spiritual self-mastery.
 The character of Japanese traditional music is meditative.
 Usually, the Japanese music theme is about religious festivals, works,
dance, love, and sacred songs. The traditional Japanese performance
shows spiritual character. It is the same with martial and forms of art
such as calligraphy and tea ceremony.
 Based on history, China has influenced Japan. Some Japanese popular
musical forms and instruments are from China.
China
 Chinese music had vast and influential traditions over the century. For
centuries, Chinese musicians enhanced their music through developing
styles and inventing o8r adopting musical instruments.
 For thousands of years, the teaching of Confucius dominated the Chinese
culture and conceived it in their music as the highest sense. It means
calming passion and dispelling unrest and lust rather than as a form of
amusement.
 Chinese believed that sounds could influence the harmony of the uni-
verse.
Korea
 In the traditional music of Korea, the bright rhythm and melody are noticea-
ble. It uplifts the energy and capricious that contrasts with the nation’s clas-
sical music work.
 The folk song of Korea reflects the soul and the traditional villages with a
wide-ranging array of music forms.
The two major divisions of Korean traditional music
 Chong-ak means “right music.” This music was associated with the ruling
classes. It also pertains to ensemble music for men of high social status out-
side of the court.
 Sog-ak or minsogak is a music for the general public.

9 PIVOT 4A CALABARZON Music G8

 E
Learning Task 4: Compare and contrast the music of Japan, Korea, and China
based on what you heard in the listening activity and in the text that you’ve
read. Use the guide questions for your answer and the table as your format.

Japan China Korea

Similarities

Differences

Guide Questions:
1. How does culture reflect in the music of Japan, China, and Korea?
2. What is the relevance of the music of Japan, China, and Korea in the society?

Learning Task 5: Draw any symbol that will show the relationship of culture in
the music of Japan, China, and Korea and write a short reason for it.

________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________.

________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________.

________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________.

PIVOT 4A CALABARZON Music G8 10

Learning Task 6: Answer the question in your notebook.
How does your knowledge and understanding of the relationship of culture
and music will help in the improvement of Philippine music?

Learning Task 7: Write TRUE if the statement is correct and if it is incorrect

change the underlined word to make the statement correct.

1. China has influence in the music of Japan.

2. The traditional music of Japan is based on social status.
3. Sakura song is about goodbye.
4. Koreans believed that music is influence the harmony of the
universe.
5. The Japanese are generous in the use of bright rhythm and melody.

A
Relate the quotation in the lesson. Write your answer in your notebook.

“If one should desire to know whether a kingdom is well governed, if its
E
morals are good or bad, the quality of its music will furnish the answer”.
- Confucius-

__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

11 PIVOT 4A CALABARZON Music G8

WEEK
Musical Elements of East Asian Music
2 Lesson
I
This lesson was made for Grade 8 students for them to analyze musical
elements of selected songs and instrumental pieces heard and performed.
At the end of this lesson, you should be able to analyze the musical
elements of selected song from East Asia and show appreciation through poster
making.
As a recall, can you define the following musical elements?

1. Meter 5. Rhythm

2. Melody 6. Texture

3. Harmony 7. Timber

4. Form

D
Learning Task 1: Search for words that are related in East Asia and answer the
given questions below the puzzle. Write your answers in your notebook.

M O L I H U A S Q K

A J S K V P K A W C
P A K E O R S K Y H

A P L T F R P U U I

D A J Y D H E R S N
R N C W S V S A D A

S A R O P B C M W Q

P P A R I R A N G P

Questions:
1. What are the words that you found in the activity?
2. Are they related to East Asia? How did you say so?

PIVOT 4A CALABARZON Music G8 12

Learning Task 2: With the help of your guardian, older sibling or the use of the
internet, analyze the musical piece by answering the given questions. The QR
code is provided for you to easily find the video.
Japanese song

Source: Grade 8 Music and Arts of Asia Learner’s

Suggested recording
https://www.youtube.com/watch?v=Yays6T1YkGY

13 PIVOT 4A CALABARZON Music G8

Chinese song
Mo Li Hua

Source: Grade 8 Music and Arts of Asia Learner’s Module

Translation Suggested recording

What a beautiful jasmine flower What a https://
beautiful jasmine flower Sweet- www.youtube.com/
smelling, beautiful, stems full of buds watch?
Fragrant and white, everyone praises v=C_y7zQUZ7pM
Let me pluck you down Give to
someone's family Jasmine flower, oh
jasmine flower

PIVOT 4A CALABARZON Music G8 14

Korean song

Source: https://www.bethsnotesplus.com/2013/06/arirang.html

Arirang, Arirang, Arariyo... Arirang

gogaero neommeoganda. Nareul
beorigo gasineun nimeun Simrido
motgaseo balbbyeongnanda.

English Translation

Arirang arirang arariyo Crossing

over Arirang Pass Dear who aban-
doned me will not even walk even
ten Li before his/her feet hurt

Suggested recording
https://www.youtube.com/watch?
v=f99tZQ8XtGM

15 PIVOT 4A CALABARZON Music G8

 Describe the musical piece by answering the questions below.

Musical Elements Japan folk song Chinese folk song Korean folk
song
Sakura Mo Li Hua
Arirang
Vocal Timber
(Is it nasal or throaty?

Rhythm
(Is it in the duple, triple,
or quadruple meter?)

Melody
(Is it in the pentatonic
scale, or in the diatonic
scale?)
Texture
(Is it monophony
(acapella), homophony
(with chordal accompa-
niment), or heterophony
(same melody but orna-
mented by several in-
struments)?)

Learning Task 3: Read the texts below to have a better understanding of the character-
istics of Japanese, Chinese, and Korean vocal and instrumental ,music.

Japanese vocal music

 Japanese music has two modes the yo-sen and in-sen mode.

 The two modes consist of five primary tones-based on a scale with

seven tone. The remaining tones are considered as auxiliary tones.

 The classical Japanese melody are based on yo-sen and in-sen mode but not al-
ways in one mode alone. It usually shifts on both modes.
Chinese vocal music

 The prominent expressive features of Chinese music are the melody and tone col-
or. They also show great emphasis in the proper articulation and inflection of each
musical tone.

 Pentatonic scale or 5-tone scale is commonly used in Chinese music.

Korean vocal music

 The music of Korea has a slow tempo that gives a very peaceful and pensive char-
acter. Skilled singers and drummer perform Pansori music.

PIVOT 4A CALABARZON Music G8 16

 E
Learning Task 4: In your notebook, make a poster that will describe the music of
Japan, China, and Korea. Write a short explanation about it.
__________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Learning Task 5: Answer the given question in your notebook.

Based on the previous activities, which music do you like most? Why?
__________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Learning Task 6: Using the table below, write the similarities and differences of
Japanese, Chinese, and Korean music to Philippine music. Do this activity in your
notebook.

Similarities Differences

Japanese

Chinese

Korean

17 PIVOT 4A CALABARZON Music G8

Learning Task 7: Identify which country does the statement describe. Write your
answer in your notebook.

1. They commonly use a pentatonic scale.

2. They use two modes in their music.
3. In their music, they use slow tempo that shows peaceful character.
4. They have two considered auxiliary tones.
5 All of their music is more melodic rather than harmonic.

A
Complete the statement below. Write your a n s w er s in
your notebook.

In this lesson, I realized that ___________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________.

This lesson will me help to ______________________________________________________

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

PIVOT 4A CALABARZON Music G8 18

 WEEK
Musical Instruments of East Asian Countries
3
Lesson
I
This lesson was made for Grade 8 students for them to explore ways of
producing sounds on variety of sources that would stimulate their interest in the
instruments being studied.
At the end of this lesson, you should be able to recognize the different
musical instruments of Japan, China, and Korea, draw possible improvised
musical instrument, and develop creativity through searching viable materials in
making improvised musical instrument.

D
Learning Task 1: Classify the following instruments using the Hornbostel-Sachs
System. Write your answer in your notebook.

Musical Instruments Hornbostel-Sachs System

(Idiophone, Membranophone, Chordo-
phone, Aerophone)

19 PIVOT 4A CALABARZON Music G8

Learning Task 2: Answer the given questions in your notebook.
1. What do you think is the reason behind in knowing the Hornbostel-
Sachs classification of some East Asian musical instruments?
2. How does knowing the method of playing the instruments helps you to
explore sounds most especially in creating improvise musical instruments?

Learning Task 3: Read the texts below for you to be familiar with the musical
instruments of Japan, Chinese, and Korea.

Musical Instruments of Japan

Percussion Instruments (Membranophone)

Odaiko - It is a big drum

The Odaiko performance gives physical
energy and sheer excitement. It is an inte-
gral part of many Japanese Matsuri.

Tsuzumi - a hourglass-shape
It has two varieties, the smaller
(kotsuzumi) and the larger (otsuzumi).
These instruments are used in both Noh
and Kabuki performance.

Tsuridaiko - It is a large hanging barrel

drum. The two mallets are used to play
tsuridaiko on the other side only.

Taiko - This drum comes in various sizes

and it is used to play a variety of musical
genres.

String Instruments (Chordophone)

PIVOT 4A CALABARZON Music G8 20
 Koto — It is 13 string zither. It is made of
Paulownia wood and about two meters long.
It performs through plucking using a pick
on the thumb and first two fingers of the
right hand, while the left hand can be used
to modify pitch and tone

Shamisen — It is a string instrument and

perform through plucking. The strings
stretched across a resonating body. The
neck is fretless.

Biwa — It is a short necked fretted lute. This

instrument is commonly used in narrative
storytelling.

Wind Instruments (Aerophone)

Shakuhachi – It is the most famous flute

made from bamboo. It consist of four or five
holes on the front face and a thumb hole on
the rear face. It was imported from China for
Gagaku.

Nokan — A bamboo flute (fue) is the only

melodic instrument perform in Noh. The
melody of this instrument has no specific
pitch relationship with the melody of the
chanting.

Hichiriki — It is one of the two main

melodic instruments in Japanese Gagaku
music. It is a double reed Japanese flute.

Sho — This instrument was introduced

from China during the Nara period and it
has free reed.

21 PIVOT 4A CALABARZON Music G8

 Shinobue — It has high pitched sound and it is
also known takebue.

Ryuteki — It is Japanese transverse flute made

of bamboo and it literally means dragon flute.
It is used in Gagaku.

Chinese Musical Instruments

Yueqin — It is mood-shaped lute with a shorter
neck and four strings. It used to accompany lo-
cal operas.

Pipa — It is a four-stringed lute with 30 frets and

a pear-shaped body. It has extremely wide
dynamic range and remarkable expressive power.

Erhu— It is one of the most popular

instruments in China. It is fiddle with two strings.
This instrument can be performed as solo as well,
in small ensemble or large orchestra, and by
various ethic groups.

Yunluo — It is a set of ten small tuned gongs

mounted in a wood frame. It literally means cloud
gongs or cloud of gongs. This instrument is
generally equal in diameter, but different thick-
ness. The pitch depends on the thickness of the
gongs. The thicker gong, the higher the pitch.

Sheng — It is known as a Chinese mouth or-

gan. It consist of 12 to 36 bamboo pipes. The
pipe has a different length and it has a brass
reed on the bottom and a hole that must be
locked in order make a sound.

PIVOT 4A CALABARZON Music G8 22

 Dizi — This instrument is the traditional Chinese
lute. It can have a membrane over an extra hole
to give the rattle effect. To play Dizi, the performer
blow across the mouthpiece and to produce a dif-
ferent note by stopping the six holes found in the
rod.
Zheng — It is an elongated-trapezoid with 13 to
21 strings stretched over individual bridges. The
range spans of this instrument are three to four
octaves.

Pengling — The two small bells are made of high

-tin bronze. It is a coloring rhythmic instrument.

Korean Musical Instruments

String Instrument

Kayagum (gayageum) - A zither like string

instrument, with 12 strings, but recent
variants have been constructed with 21 or
more numbers of strings.

Geomungo — A traditional Korean six-string

plucked zither with bridges and frets.

Haegum— It describes as a two-string

vertical fiddle. It has two silk strings, rod-like
neck, a hallow wooden soundbox. It is played
vertically on the knee using with a bow.

23 PIVOT 4A CALABARZON Music G8

Wind Instrument

Piri — It is a double reed aerophone that

produces sound mellower than other types of
oboe.

Percussion Instrument

Changgo – It is an hourglass-shaped drum

with two heads made from animal skin.
Both heads produce sounds with different
pitch

E
Learning Task 4: If you will make an improvised musical instrument inspired by
East Asia, specifically Japan, China, and Korea, what materials can you suggest
in the following? Do this activity in your notebook.
A. Chordophone
B, Aerophone
C. Membranophone
Learning Task 5: Make a project plan for your improvised musical instrument.
Use the format below as your guide. Do this activity in your notebook.

Title: My Improvised Musical Instrument

Objectives:
Draw your possible
output
Possible Materials :
Procedure:
(Write the step by step
procedure)

PIVOT 4A CALABARZON Music G8 24

Learning Task 6: After doing the plan, you may now create the improvised musi-
cal instrument. Please note that the improvised instrument will be your accompa-
niment for your next performance based test. Send the picture of your output to
your teacher.

Criteria 4 3 2 1
Excellent Proficient Basic Below Basic

Appearance of the in-

strument

Musical characteris-
tics of the instrument

Learning Task 7: Identify the name and place of origin of the musical instrument
being described. Write your answer in your notebook.

Name of Instrument Place of Description

Origin
1. It is called as mouth organ.

2. It is a four-stringed lute with 30 frets

and a pear-shaped body.
3. It literally means dragon flute.
4. It is a two—string vertical fiddle.

5. It is a six string zither.

A
Make a comprehensive answer based on the question below. Write it on
your notebook.
After doing series of learning task, what do you discover in Japan, Chinese,
and Korean musical instrument?

25 PIVOT 4A CALABARZON Music G8

WEEK My Improvised Musical Instrument
4 Lesson
I
This lesson was written for Grade 8 students for them to create improvised
simple accompaniment to selected East Asian music.
At the end of the lesson, you should be able to recall the musical instru-
ments and show creativity in doing such. In this lesson you are expected to create
simple accompaniment to selected East Asian Music, be it rhythmic or melodic.

D
Learning Task 1: Name the following instrument. Write your answer in your
notebook.

1. 2. 3.

4. 5.

PIVOT 4A CALABARZON Music G8 26

Learning Task 2: Read the text to have better understanding about improvised
musical instrument.
Improvised musical instruments are musical instruments made from
objects like plastic bottle, tin can or any materials that can be found in the house
design for musical purposes.

E
Learning Task 3: Improvise and perform a musical composition with simple
rhythm and melody using an improvised musical instrument. You may ask the
assistance of your parent/guardian, an older sibling for this activity.

Here are video recordings that will teach you how to perform Sakura folk
song using the piano and guitar. You may use the QR code to access the video
easily. Remember that these videos will give you an idea of how to use your cho-
sen improvised musical instrument.

 SUPER EASY tutorial "SAKURA SAKURA" traditional

Japanese song for beginners
https://www.youtube.com/watch?v=0frWRitDolo

 How to play Sakura, Sakura on Guitar

https://www.youtube.com/watch?v=w12-l1PiJ1s

27 PIVOT 4A CALABARZON Music G8

 You can also use a recorder. Recorder is a wind instrument. You may use
the fingering chart for your guide.
Sakura in A Minor Pentatonic for Recorder

Source: https://www.teacherspayteachers.com/Product/Sakura-in-A-Minor-
Pentatonic-for-Recorder--282448?
fbclid=IwAR0WiruCm4PkAvXc8OzaH_s0BoF6u8oIr-CptRWYpE3nYu2waOguei0Hz2s

Source: https://www.teacherspayteachers.com/
Product/Recorder-Fingering-Chart-6025137

Learning Task 4: Answer the given question in your notebook.

1. How was your experience in using your improvised musical instrument?
2. What are the difficulties that you encountered while using your improvised
musical instrument?

Learning Task 5: Relate the quotation in the lesson. Write your answer in your
notebook.
It’s not the lack of resources that cause failure, It’s the lack of resourceful-
ness that cause failure” - Tony Robbins
__________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.

A
Compete the statement below. Write your answer in your notebook.
In this lesson, I learned that ____________________________________________
________________________________________________________________________.
In creating improvised musical instrument, I realized that _______________
________________________________________________________________________.

PIVOT 4A CALABARZON Music G8 28

 WEEKS
My Performance 5-6
Lesson
I
This lesson was made for Grade 8 students for them to perform music from
East Asia.
At the end of this lesson, students are expected to perform music of east
Asian countries using his/her own improvised accompaniment either rhythmic or
melodic, or both.

D
Learning Task 1: Read the clue carefully to guess the word. Write your answers
in your notebook.
Clues
1. It is a six-letter word that means Cherry Blossoms.
2. It is a song that originated in Japan.

What is the hidden word?

Learning Task 2: Let’s recall the characteristics of Sakura folk song from
Japan by answering the given questions. Write your answers in your
notebook.
1. What is the message of the song?
2. What is the time signature of the song?
3. Describe the melody and form of the song.

29 PIVOT 4A CALABARZON Music G8

Learning Task 3: Master the song and use your improvised musical instrument as
accompaniment. If you have internet access you may use the link or the QR code
provided for you to easily find the song.

Source: Grade 8 Music and Arts of Asia Learner’s Module

Suggested recording

https://www.youtube.com/watch?v=Yays6T1YkGY

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 E
Learning Task 4: Perform the Sakura folk song with your improvised musical
instrument. Record your performance in your tablet or smartphone and send it to
your teacher after. If you don’t have smartphone or tablet, you may ask your
parents, guardian or older sibling to record your performance. Use the rubric
below as a guide.
Rubric for Assessment

Criteria Excellent Very Good Good Needs

Improvement
(5 pts) (4 pts) (3 pts)
(2 pts)

Mastery of the song and

the use of improvised
musical instrument

Interpretation of the
song
Timing

Dynamics

Learning Task 5: Answer the given question below and write your answer in
your notebook.
1. Which part of the song do you like most? Why?
2. How was the experience to sing a Japanese language?

Learning Task 6: Make an essay about your experience in performing Sakura

folk song. Write it in your notebook.
_________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________.

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 A
After performing an example of East Asian folk song, write at least five
suggestions in performing based on your experience. Do this activity in your
notebook.

Answer the given questions comprehensively. Write your answer in your

notebook.
1. What values have you gained in this module?
2. What is your realization in performing the Sakura song?
3. How will this lesson help you improve as a learner?

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 WEEKS
My Evaluation of Performance 7-8
Lesson
I
This lesson was made for Grade 8 students for them to evaluate music and
music performance using the guided rubric and by applying knowledge of music
and style.
At the end of this lesson, you should be able to evaluate your own perfor-
mance guided by rubric and write a simple performance analysis to show appreci-
ation to one’s skills.

D
Learning Task 1: With the help of your guardian, parent or older sibling
answer the given question. Write your answer in your notebook.
What is the importance of self assessment?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________.
Learning Task 2: In your notebook recall the characteristics of vocal and
instrumental music of Japan.

Vocal Music Instrumental Music

Characteristics

33 PIVOT 4A CALABARZON Music G8

Learning Task 3: In your previous lesson, you have performed the Sakura song
with your improvised musical instrument. Now, your task is to assess your own
performance using the rubric below.

Rubric for Assessment

Criteria Excellent Very Good Good Needs Improvement

(5 pts) (4 pts) (3 pts) (2 pts

Mastery of the song

and the use of
improvised musical
instrument

Interpretation of the
song
Timing

Dynamics

E
Learning Task 4: Complete the statement below comprehensively. Use your score
in the rubric in the previous activity as your bases. Write your answer in your
notebook.

1. In the previous performance-based test, my strengths are __________________.

2. In the previous performance-based test, my weaknesses are _________________.

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Learning Task 5: In your notebook, make an essay describing your performance
and how you can improve it for the next performance-based test.

RUBRIC FOR ASSESSMENT

Points CRITERIA

Excellent The response clearly demonstrates an understanding of

5 pts the task. The response clearly demonstrates an
understanding of the task.

Very Good The response clearly demonstrates an understanding of

(4 points) the task. It contains all requirements, and gives some
explanation and opinion using situation or ideas from the
text as support.
Good The response addresses all of the requirements, but
(3 points) partially demonstrate understanding of the task, and uses
text incorrect resulting in an inconsistent explanation.

Needs The response shows minimal understanding of the task,

Improvement does not complete the requirements, and provides unclear
(2 points) content.
Unacceptable The response is not connected to the topic.
(1point)

My Suggestion:
1.
2.
3.
4.
5.

35 PIVOT 4A CALABARZON Music G8

 A
Relate the lesson in the quotation below. Write your answer in your note-
book.
“ We do not learn from experience…
we learn from reflecting on experience”
- John Dewey -

_________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________.

Complete the statement below. Write your answer in your

notebook.
1. In this lesson, I learned that _______________________________________________
_________________________________________________________________________
_________________________________________________________________________.

2. In this lesson, I realized that ________________________________________________

________________________________________________________________________
________________________________________________________________________.

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