Detailed Lesson Plan in Music

Detailed Lesson Plan in Music IV I. Objectives: At the end of the lesson, the students are expected to: 1. Identify nationalism in music which flourished in Europe and the contributions of Filipino composers for our country. 2. Sing and listen to nationalistic songs 3. Appreciate the importance of nationalism in music II. Subject Matter A. Input/ Content  Lesson 8: Nationalism in Music B. Reference MAPEH for a Better You pages 54-59 C. Instructional Materials  PowerPoint Presentation  LCD Projector/ Laptop  Visual Aids/ Pictures  CD player  Guitar or Keyboard D. Values infused Appreciate Nationalistic Songs III. Procedure Teacher’s Activity A. Preparation 1. Greetings Good morning class? How’s your day? 2. Prayer Who’s in charge to lead today’s prayer? Well then, let us stand and bow our heads in prayer. Thank you ____________. Please remain standing.

Pupil’s Activity

Good Morning Sir! It’s good Sir! A student raises his/her hand and leads the prayer.

3. Checking of cleanliness and orderliness of the room. Before you sit, kindly check your surroundings for some pieces of paper and trash and arrange your chairs properly. Thank you. You may all sit. 4. Attendance May I ask the class secretary to report today’s attendance.

Class secretary: Today’s class attendance is _______, consists of ____boys and _____ girls.

Very good! I’m happy you are all here. Thank you. You may sit. Alright, before we discuss anything about the new lesson for today, let us have a little review about our past lesson. 5. Review Last meeting we have talked about Program Music isn’t it? Now, let us have an exercise before I’ll hear some of your thoughts regarding our past lesson. Class let us read the direction in unison…

   

Column A Miguel de Cervantes Hector Berlioz Prelude Program Music

   



Richard Strauss





Peter Tchaikovsky



Column B Introduction Sounds Don Quixote Symphonic Fantastique Romeo and Juliet Don Juan

Excellent! Anybody, who can give me a summary of what you had learned regarding the past lesson?

Yes Sir!

Direction: By drawing a line, connect the words in column A which is closely related to another set of words in column B.    

Column A Miguel de Cervantes Hector Berlioz Prelude Program Music

   



Richard Strauss





Peter Tchaikovsky

 

Column B Introduction Sounds Don Quixote Symphonic Fantastique Romeo and Juliet Don Juan

(There are few who raise their hands) Student 1: As far as I can remember, program music is a narrative instrumental music linked to a scene, idea, poem, or story.

Anyone else?

(A student raise his hand) Student 2: In addition to what _________ had said, program music is a program preface added to a piece of instrumental music to direct the listener’s attention to the poetical idea of the play. It uses different kinds of sounds by using human voice.

How about the four main forms of Orchestral Program Music? Anybody? (the students started to recall what are those) At all times, these musical forms are used in a particular play, scene or a story. Without these, a scene or story lacks emotions and feelings. Therefore, these musical forms are very important for it brings life to a story. Alright, so what are those musical forms?

(a student raised her hand) Sir! The four main forms of Orchestral Program Music are the Program Symphony, Concert Overture, Symphonic Poem, and Incidental Music.

Very Good Class! It’s nice to hear that you’ve had a good recall of what you have learned regarding our past lesson. Do you have any questions or some sort of clarification?

None Sir!

Alright, if there’s none, let us move on. B. Procedure 1. Motivation But before we proceed, let us play a game Do you know the game show “Singing Bee?”

(student felt excited) Yes Sir! (most of them raised their hands)

Alright let us play this game but first, let us divide the class into five .

(the students felt excited and started to group themselves)

I will give you 30 seconds to prepare…. Can we begin now? Ok listen.

(the class groups themselves, there are five groups) Yes Sir!

For me to recognize you, I will now give to you the sounds of buzzers which you will

(the class prepares themselves for the activity)

imitate. Let us only presume that these are the sounds produced by these musical instruments.

Yes Sir!

Repeat the sound after me. For group #1, the sound of violin… For group #2, the sound of a triangle.. For group #3, the sound of the drum… For group #4, the sound of the flute.. For group #5, the sound of the guitar..

Eng-eng-eng Ting-ting-ting Bom-bom-bom Flut-flut-flut Gring-Gring

Let us now begin. This is a very simple game. I will sing songs with incomplete lyrics, after me, you will going to fill in the missing lyrics by singing. Do you understand class? Are you ready? #1 song – Ako’y Isang Pinoy Ako’y isang Pinoy sa puso’t diwa, pinoy na isinilang sa ating bansa. Ako’y hindi sanay sa wikang mga banyaga, ____ ______ __ ___________ __________ _____. #2 song – Isang lahi, Isang Lipi Aanhin ko pa dito sa mundo, ang mga matang nakikita’y di totoo, may ngiting luha ang likuran at paglayang tanong ay kailan, bakit di natin isabog ang pagmamahal. Sundan mo ___ ______ ___ ______, _______ ___ ______ ___ ___ _______ _________ _________, _____ _____ ____ ______ _____ _____ _____ ___ ______ _____. #3 song – Ako ay Pilipino Ako ay Pilipino ang dugo’y Maharlika Likas sa aking puso adhikaing kayganda Sa Pilipinas na aking bayan _____ __ ______ __ _____________, _____ _________ __ ____________ ___ _________. Very Good class! Good luck to your singing career!

Yes Sir! (Yes Sir! the students shouts in unison)

Ako’y Pinoy na mayroong sariling wika

Sundan mo ng tanaw ang buhay, mundo ay punan mo ng saya’t gawing makulay, iisa lang ang ating lahi, iisa lang ang ating lipi, bakit di pagmamahal ang iaalay mo, pangunawang tunay ang siyang nais ko, ang pagdamay sa kapwa’y nandyan sa palad mo

lantay na perlas ng silanganan, wari’y natipon na kayamanan ng Maykapal

Ok class, can you give me a one word or simple description about the songs we have sung earlier? What do these songs imply or portray? Excellent Idea!

(a student raised her hand) Sir, the songs shows love for the language (a student raised his hand) Sir, the word Patriotism describes the songs.

Very Good! All your ideas are correct! Now, who can identify the title of our lesson for today? Did you know already our new lesson for today? Exactly! Very Good!

(silence...the students think for the best word) Sir yes Sir, our lesson is all about Nationalism.

C. Presentation of the Lesson Yes, our lesson for today is nationalism Nationalism in Music. But to give us more ideas and thoughts about our new lesson, let us watch a short video clip. * This video clip used the song “Bayan Ko”, which was played as the background music in the EDSA Revolution on the year 1986. In addition to the songs we just sung a while ago, this video also displays nationalism, patriotism or love and support of people towards his country and fellowmen. A video that shows the great fight of Filipino people for freedom. While watching the video clip and hearing the song, what words came to your mind?

(the students started to raise their hands one by one) Sir, Patriotism

Very Good! Another?

Sir it is about sacrifice for others and longing for freedom.

Other ideas?

Sir it shows nationalism.

Very rich ideas! Excellent!

Sir, it’s because, the people shows great love for the country.

For the last couple of weeks, we have been talking about the Romantic Period of Music which began from about 1820 – 1900. Isn’t it? Now, let us go back again and identify the reasons why nationalism in music became the primary theme of Romantic Music Era. Let us go over with Europe but we will focus more about the nationalism of music in the Philippines. Anyone who can read from the class the development of nationalism in Europe?

(a photo slide about the different events happened during the Romantic Period which affect the social, economic and cultural order of that time)

(A student will now start to read) In Europe there was a momentous progress in science like the discoveries of many types of machinery that affected the economic, social, and cultural order of the time, different wars and other problems that gave rise to nationalism. The music reflected the social, cultural, and economic conditions during that time. Others also desired to escape from the harsh realities of the difficult economic conditions through their music that characterized fantasy, subjectivity, and love of nature.

(Another student will be called to read the following events)

These are some of the events which affected the life of the composers.

(pictures of what happened during the dictatorship of Hitler)

In Europe  Many kinds of wars, dictatorship of German Empire  Discoveries

(pictures of what happened during the Spanish Regime and Edsa Revolution) Meaning to say, an individual’s expression of his sentiments of the social, cultural, and economic events of the period reflected his music. A cultural movement that stressed emotion, individuality in style and selfexpression of the composers in the Romantic Period. Any student who can read this information

In the Philippines  Spanish Regime  EDSA revolution

about composers in Romantic Period? (The pictures of the nationalistic composers of Europe is shown and their music is played one by one)

Many composers from Europe, like Edvard Grieg of Norway, Peter Tchaikovsky, Giuseppe Verdi of Italy and Frederic Chopin of Poland, fostered their national qualities in their music like Edvard Grieg composition used Norway’s legends.

These composers not only focused their songs in showing love towards a woman, but also produce songs which have nationalistic sense. Here in the Philippines, nationalism in music also developed in Romantic Period Who want to read this? (some protest songs include Patriotic Maria Clara Song and Bayan Ko) (listening of the song Maria Clara Song) (the pictures of the Filipino Composers are projected on the screen) Now, who is Constancio de Guzman? (the Music of Constancio de Guzman and Julio Nakpil is played in between readings)

How about the short biography of Julio Nakpil, who can read?

During the Philippine Revolution, Julio served as a commander for revolutionary troops in the northern Philippines under Andres Bonifacio.

(a student raised his hand) Protest songs are songs created by artists or by anonymous members of social movements to call attention to issues or sufferings under Spanish Regime. Composers like Constancio de Guzman and Julio Nakpil are the famous nationalistic composers in the Philippines during the Romantic Period. (a student raised his hand and read the presentation) Constancio de Guzman was the composer of “Bayan Ko” which was played at the background of EDSA revolution in 1986. His other famous compostition to mention a few are Maala-ala Mo Kaya, Ang Tangi Kong Pag-ibig and Babalik Karin. (a student raised his hand) Julio Nakpil was born on May 22,1860. He is known as the revolutionary musician and composer. He composed a national anthem for the Katipunan at the request of Andres Bonifacio. The Tagalog title was marangal na Dalit ng Katagalugan (Himno Nacional in Spanish). He married Gregoria de Jesus, Andres Bonifacio’s widow.

Many of Julio's compositions during this time were inspired directly by the Revolution. These composers contributed not only their talents in composing but also their lives. They had sacrificed themselves just for the benefit of many and for the country. Should we appreciate our own music?

Yes Sir!

So let us love and appreciate our own music because it preserves our culture and history and also recognize those people who contribute for our freedom. Alright do you still have ideas you’d like to add & share to us regarding our lesson?

None Sir!

If there is none, let us first sing the song “Bayan Ko” before we end our discussion. Let us dedicate this to the people who brought (the whole class will sing the song together freedom to this land and let us sing it by heart. with the teacher playing the keyboard) (a student answered) Since “Bayan Ko"is one of the protest song in times of war, wherein Filipinos use this as instrument to express their feelings about the country, what can you say about the song?

Sir, I feel very proud as a Filipino and as a citizen living here in the Philippines and I like to sing these kinds of songs over and over again.

Very good! Nice sharing! Are you still there? Again, let us have another activity. Let us have another game.

Yes Sir! (smiling)

F. Application Are you familiar with the TV game show GAME K N B? Good! Now, let us have a unique version of this game. I will act as the host and each of you will act as the contestant…

(the students prepare themselves and find the activity amusing)

But before we start, again, call on the attention of all the members of your group. Alright, so let’s us start! Game KNB?

Welcome to our daily TV show, GAME KNB?

Game na!!! (the class imitates the action of the original show by raising the hands) Game na!!!

First I would like to introduce myself, I am Mr. Gerard, your host. Now, let us test your buzzers, group 1? How about 2? 3? 4? 5? 6? Alright, listen, this game is very simple. Choose only the right letter or correct answer to the questions provided. After each question, you may call my attention by your buzzers. The first buzz that I will hear will be the first to answer the question, but if they didn’t answer it correctly, the other group can steal for a chance.

(the students prepares themselves to listen)

Now, let us test your buzzers. Group 1? How about 2? 3? 4? 5? 6? Let us begin… For question number 1..2…3.…

(in every questions, the students will produce the sound of their buzzers)

1. The following are Filipino nationalistic composers except for one. C. Frederic Chopin A. Constancio de Guzman B. Julio Nakpil C. Frederic Chopin D. Antonio Molina 2. He is the composer of Bayan Ko, a song which was played at the background of EDSA revolution. B. Constancio de Guzman A. Felipe Padilla de Leon

B. Constancio de Guzman C. Antonio Molina D. Julio Nakpil 3. A national hero who requested Julio Nakpil to compose a national anthem for the Katipunan. A. Andres Bonifacio A. Andres Bonifacio B. Juan Luna C. Jose Rizal D. Emilio Jacinto 4. He is known as the revolutionary musician and composer. A. Constancio de Guzman B. Julio Nakpil C. Felipe Padilla de Leon D. Antonio Molina

B.Julio Nakpil

5. The following are famous nationalistic composer in Europe except for 1. D. Antonio Molina A. Frederic Chopin B. Peter Tchaikovsky C. Giuseppe Verdi D. Antonio Molina 6. The following are some of the famous compositions of Constancio de Guzman except for one. A.Marangal na dalit ng Katagalugan A. Marangal na Dalit ng Katagalugan B. Maalaala Mo Kaya C. Ang Tangi Kong Pag-ibig D. Babalik Ka Rin 7. To which historical event in the Philippines do the song “Bayan Ko” was played as a background music. B. EDSA 1 A. Martial Law Declaration B. EDSA 1 C. Plaza Miranda Bombing D. EDSA 2

8. A Norwegian composer who composed the song Sunshine Song. D. Edvard Grieg A. Frederic Chopin B. Giuseppe Verdi C. Peter Tchiakovsky D. Edvard Grieg 9. A European composer who used legends and musical dialects in his compositions. A. Edvard Grieg A. Edvard Grieg B. Giuseppe Verdi C. Frederic Chopin D. Peter Tchaikovsky 10. Nationalism in music arose and developed in this period. B. Romantic Period A. Classical Period B. Romantic Period C. Renaissance Period D. Baroque Period Very Good class! You got it all correct! Have you enjoyed it class? E. Generalization Like we sung and discussed a while ago about nationalistic music, Is music important in developing nationalism? How important is it?

Any ideas? I guess there is none. Very Good! You have learned a lot from our lesson today, am I right? IV. Evaluation Now, let me see if you clearly understand our lesson for today. Get ½ lengthwise paper and

E. Ed F. Ed Yes Sir!

Yes Sir! By using music, one can express his/her feelings, ideas, and even one’s moods and sentiments about a particular situation or event. (silence…) (smiling) (Yes Sir!!)

let’s have a quiz Direction: Identify the name of the composers, the title of the songs, and nationalism acts that contributed in promoting patriotism in both Europe and in Philippines. Draw if it is nationalism act, if it is a title of a song, and if it is about a person or musician. ________ 1. ________ 1. Antonio Molina is one of the famous nationalistic composers in the Philippines. ________ 2. ________ 2. The song Bayan Ko was played as a background music during the EDSA revolution. ________ 3. Lupang Hinirang is the title of the National Anthem of the Philippines.

________ 3.

________ 4. ________ 4. Julio Nakpil was known as a revolutionary composer and musician during his time. ________ 5. ________ 5. Constancio de Guzman wrote many songs that depicts nationalism. ________ 6. ________ 6. To buy your own goods is to love your country ________ 7. ________ 7. Edvard Grieg used Norway’s legends and musical dialects in his compositions ________ 8. Sunshine song is one of the composition of Edvard Grieg which has nationalistic sense.

________ 8.

________ 9. ________ 9. Maalala Mo Kaya is a famous composition of Constancio de Guzman ________ 10 ________ 10. Practicing our music as a lifestyle will help us to preserve our culture

V. Assignment Class eyes on the presentation. Let us watch a short video clip, a dance interpretation about a song with nationalistic idea. Class for your assignment... Research for other nationalistic songs and be ready to sing it in class, interpret the songs either through dancing depending on its message. Any questions regarding your assignment? Then let’s call it a day! Goodbye class!

None, sir/ma’am. Goodbye and thank you Sir!