SCHOOL TRANQUILINO CAWALING SR.

NATIONAL HIGH SCHOOL GRADE & SECTION 10 HYACINTH / DAHLIA

TEACHER JAMAICA G. APARICIO LEARNING AREA MUSIC 10
TEACHING DATES & January 4 – 6, 2023 QUARTER 2
TIME
WEEK NO. DURATION 60 MIN/DAY

Days of the Week MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates understanding of characteristic features of Afro-Latin American music and Popular music
B. Performance Performs vocal and dance forms of Afro-Latin American music and selections of Popular music
Standards
C. Learning MELCS: Describe the historical and cultural background of Afro-Latin American and Popular Music (MU10AP-IIa-g-2);
Competency/is
II. CONTENT/TOPIC Music of Africa Music of Africa Music of Latin America

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material SLM page 1-6 SLM page 6-11 SLM page 1-28
pages
3. Textbook Pages Sunico, Raul M., Evelyn F. Sunico, Raul M., Evelyn F. Sunico, Raul M., Evelyn F.
Cabanban, & Melissa Y. Cabanban, & Melissa Y. Cabanban, & Melissa Y.
Moran. Grade 10 Learner’s Moran. Grade 10 Learner’s Moran. Grade 10 Learner’s
Material. HORIZONS Music Material. HORIZONS Music Material. HORIZONS Music
and Arts Appreciation for and Arts Appreciation for and Arts Appreciation for
Young Filipinos. Philippines: Young Filipinos. Philippines: Young Filipinos. Philippines:
Tawid Publications, 2015. Tawid Publications, 2015. Tawid Publications, 2015.
4. Additional Materials MELCS MELCS MELCS
on LR
B. OTHER LEARNING Power Point Presentation, Power Point Presentation, Power Point Presentation,
RESOURCES Laptop Laptop Laptop

IV. PROCEDURES
A. Reviewing previous This era helped shape music The teacher will post a Based from your experience

AWARENESS
lesson or presenting into what it is today. Before jumble words about the about Latin Music, answer the
the new lesson we proceed to the lessons for different types of African following questions:
ELICIT the Second Quarter, let us test Music. 1. How did you feel
what you have learned. Can while dancing or listening to
you identify the musical styles Latin American music?
of the following musicians 2. What word would
during the 20th Century describe the music of Latin
Music? America and why?
(John Cage, Claude Debussy, 3. Can you recognize
Arnold Schoenberg, Edgard instruments that were present
Varèse, Igor Stravinsky) in the video? Name some.
B. Establishing a Before you dive into the The student will be group CHALLENGE 1: “Analysis of
purpose for the lesson exhilarating lessons of into five groups. The teacher Musical Characteristics
ENGAGE African Music, I want you to will give different pictures of through music listening”
recall any of your instruments and they will Lively, fun, and festive. These
experiences regarding the classify it based on the type are the words that best
ACTIVITY

Music of the stunning of instrument. represent Latin Music. To

continent of Africa. Have further awaken your senses
you watched the movie
Membranophones with the upbeat music of Latin
“The Lion King”? What
Aerophones America, listen to some music
about “Madagascar”?
Based from your experience Chordophones from the styles mentioned
with African music, answer Idiophones earlier and answer the guide
the following questions questions.
C. Discussing the new The teacher will present a Directions. Complete the The teacher will discuss the
concepts and video clip about the table below. Classify the following:
practicing new skills traditional music of Africa. instruments according to 1. Influences of Latin
EXPLORE their classification of sounds American Music
(Aerophone, Chordophone, 2. Popular Latin American
Idiophone, Lamellaphone or Music
Membranophone) and
describe the most distinct
feature of each instrument.
D. Developing Mastery The teacher will discuss the The teacher will discuss the CHALLENGE 2: “Let’s Identify”
EXPLAIN following types of music of following: Read each statement carefully
Africa and its example: 1. Vocal Forms of African and identify what is being
1. Afrobeat Music described. Write your answer
2. Apala (Maracatu, Blues, Call and on a separate sheet of paper.
3. Axe Response, Soul and 1. This music is a product of
4. Juju Spiritual) three major influences –
5. Jit 2. Classification of Indigenous, Spanish-
6. Jive Traditional African Portuguese, and African.
ANALYSIS 7. Kwassa kwassa Instruments 2. It is a fusion of the popular
8. Marabi (Idiophones, Chordophones, music or canciones of Spain
Membranophones, and the African rumba
Lamellaphones, and rhythms of Bantu origin.
Aerophones) 3. The type of social dance
which has no fixed step
pattern, usually having a
simple forward/backward
sequence.
4. It is the most popular band
in Mexico.
5. It is considered as the
slower and gentler version of
the Cuban Samba.
E. Making Directions. Let us check 5. My learning about The varied cultures developed
generalization and how much you have the music of Africa is in Latin America gave rise to
abstraction about learned about the music of important because different types of wind and
lesson Africa by completing the _______________________ percussion instruments. As
ELABORATE _______________________ some instruments were
sentences below.
ABSTRACTION

__________________ considered holy and music

1. African music can be
was supposed to glorify the
characterized by gods, mistakes in playing
__________________ these instruments were
2.By listening to the considered offensive and
different types of music of insulting to them.
Africa, I realized that
________________
.
F. Evaluation Learning The teacher will give 10 item PERFORMANCE The teacher will give 10 item
EVALUATION identification examination. Directions: Choose one folk identification examination.
song in your locality. Sing it
along with your own “body
percussion” music. In body
percussion, you can use
your body to produce
sounds by clapping your

ASSESSMENT
hands, slapping your thighs,
pounding your upper arms
or chests, or shuffling your
feet. Wearing of any sound-
making materials on your
wrists, ankles, arms, and
waist is highly encouraged.
Your performance will be
evaluated based on the
following criteria. (Please
see page 11.)
G. Additional activities Give the Classification of No assignment. No assignment.
ASSIGNMENT

for application or Traditional African

remediation Instruments.
EXTEND

V. REMARKS
VI. REFLECTION

Prepared by: Noted by:

Signature Signature

Teacher JAMAICA G. APARICIO School Head ANNALIZA M. ENRIQUE

Date January 4, 2023 Date January 4, 2023