LEARNING MODULE

MUSIC G7| Q2

Music of
Cordillera
MUSIC 7

Module 2: Music of Cordillera

INTRODUCTION AND FOCUS QUESTION(S):

Have you ever wondered how Philippine music is performed way before the
inception of modern technology?
Philippine music is a product of diverse cultural influence. There are some music
that area mixture of western influence, some have cultural and ethnic music that
showcase the traditions of a certain place or region. One of the regions with rich
influence of culture and tradition is Cordillera.
The people of the Cordillera region are nature lovers. They express their
appreciation of nature through dances and songs. Their music helps us discover
their way of life and unique culture through themes about nature, family life,
work in the field as well as spiritual matters. Music in these cultural communities
is largely functional and part of their daily lives. They have songs for almost any
occasion or event in their lives. In addition to songs and chanted poetry,
Cordillera music is distinctively made up of two sound characteristics of
instruments based on their respective materials – the first, made of bamboo
(flutes and percussion instruments), and the second, made of metal (gongs).
In this module, you will discover the distinct styles and characteristics of
Cordillera music. You will experience how it is to sing and play the vocal and
instrumental music of the Cordillera.
As you go through the module, remember to search for the answer to this
question:
How can we perform well the music of a region like the Cordillera?
LESSONS AND COVERAGE:

1
In this module, you will examine this question when you take the following
lessons:

Lesson 1 –Music of Cordillera

● Vocal Music
● Instrumental Music
● Musical forms and funcstions
● Cultural Identity

In this lesson, you will learn the following:

Lesson 1 ● Analyze the distinctive styles of the vocal and instrumental
music of Cordillera
● Sing accurately examples of Cordillera vocal music
● Perform improvised instrument from a variety of sources that
would emulate the sound of a Cordillera instrument.

MODULE MAP:
Here is a simple map of the above lessons you will cover:

CORDILLERA
MUSIC
EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
● Identify the distinct styles of the vocal and instrumental music of the
Cordillera region
● Analyzes the rhythm, tempo and melody of the given musical selections
● Explains the distinguishing characteristics of given musical examples of
Cordillera in relation to its culture and geography
● Get acquainted with the different functions of music to the lives of the
people in Cordillera
● Imitate the style of singing of the Cordillera vocal music
● Classify the different instruments used in Cordillera according to how it
is being played
● Perform the distinct styles of the vocal and instrumental music of
Cordillera
● Improvises simple rhythmic and melodic accompaniments to selected
music
● Sing examples of folksongs from Cordillera
● Show creativity and innovativeness through making an improvised
instrument that is similar to the instruments being studied.
●

Before you dive in to our lesson, let’s try to find out how much you know about
this module. Encircle the letter that you think best answers the question. Please
answer all items. After taking this short test, you will see your score. Take note
of the items that you were not able to correctly answer and look for the right
answer as you go through this module.

PRE-ASSESSMENT:

1. Cordillera is the only landlocked region in the country and is

primarily mountainous. Which among these provinces does not
comprise the region?
a. Abra c. Benguet
b. Ifugao d. Cebu

2. Chey-assa is a traditional Cordillera sung while pounding rice

during harvest season. How is the music performed?
a. Solo singing c. Duet
b. Group singing d. Trio

3. What is considered to be an entertainment song of the

Kalinga?
a. Angba c. Dang Dang-ay
 b. Kapya d. Alim

4. The Cordillera region is known for its unique musical

instruments. It plays a vital role in the community. Which among
these family of instruments is not found in Cordillera province?
a. Woodwind c. Percussion
b. Brass wind d. Stringed

5. Instruments in Cordillera are usually in sets. When an entire

set of instruments are being played, the players follow a distinct style
that could put the audience and the dancers in a trance. Which of the
following best describes the rhythm used by the people of
Cordillera?
a. Interlocking c. Repetition
b. Random d. Alternating

6. In what classification of instruments is Gangsa included?

a. Aerophone c. Idiophone
b. Membranophone d. Chordophone

7. Hudhud is a chanted epic poetry of Ifugao consisting of poems

about heroism, honor, love and revenge. How is this traditional song
performed?
a. Call and response c. Instrumental
b. Chant d. Yodeling

8. A group of Kalinga pupils were asked by Mr. Cruz to perform a

Cordillera ethnic song “Hudhud” while another group of pupils are
playing the rhythmic pattern of the song using the splitted bamboo
instrument. What instrument that plays the rhythm?
a. Bungkaka c. Tongatong
b. Saggeypo d. Gansa

9. Which one of the following best illustrates the call and

response style musical style of Cordillera?
a. The whole community of Kalinga sings the Salidumay in
Unison
b. One group of singers sing the A part while the second group
performs the B part.
c. The leader sings the verse part of the song and the whole
community chants the chorus part.
d. The leader sings the verse part and the whole community just
repeat it.
 10. A group of Kalinga people performs an ensemble at Luneta
part with Tongali playing the melody, Kolitong providing the polychord
and Solibao and Patanggok doing the rhythmic pattern. What
instrument played that can be classified as Aerophone.
a. Tongali c. Patanggok
b. Solibao d. Gangsa
Now that you have determined your score, and also garnered the things that you know and don’t know
yet, these will help you assess your progress as you go on to our lesson. Ready? Set?

In this lesson, you will be tracing the origins of Philippine music that
will provide you with clear perspective of our culture and tradition. You
will be acquainted with the distinct styles of the vocal and instrumental
music of Cordillera and its importance to the lives of the people
residing in the region.
As you immerse in the different musical activities, think about this
question:
How can we perform well the music of a region like
the Cordillera?

ACTIVITY 1. The Picture Says It All

Places vary lifestyle, places vary people. The pictures below show a glimpse
of the lives of the people in Cordillera. Share what you know about their
culture through answering the questions:

What is the way of living in Cordillera?

 What kind of music do you think will you hear from them?

A CTIVITY #2: KWLH CHART

Let’s find out how much you know about this unit by answering the KWH
portion of the KWHL (Know, Want, How, Learned) Worksheet that you see
below. Fill it up by writing your initial answer to the topical focus question.

K W H L
What do you know? What do you want How will you find What did
to find out? out what you want you learn?
to learn?

֍ End of Explore

You just tried finding out what you learn from Cordillera. As you
continue, you will be able to compare what you know from what you
will learn and soon, you will be able to answer the focus question. This
time, let’s find out how others would answer the question and compare
their ideas to your own. You will also learn other concepts which will
also enable you to do the final project which involves performing
examples of the vocal and instrumental music of Cordillera. We will
start by doing the next activity.
ACTIVITY 2. Click on me!

(HudHud and Dangdang-Ay)

Time to use the internet. Let us all go to the links below or go to YouTube and
search on the following videos:

Traditional Cordillera music (“Hudhud hi Aliguyon”) https://www.youtube.com/watch?

t=36s&v=Awy7VXycrU4

Dangdang- Ay https://www.youtube.com/watch?
v=zgvixculwOs

1. What is Hudhud hi Aliguyon and Dandang-Ay to the lives of Cordillera?

2. What did you feel after watching the performance?

3. How do you describe the manner of singing of the Cordillera?

4. What distinct sounds did you also hear?

 Tr iviA

Now that we have seen how the people in Cordillera perform their music, let us try to
emulate their style by doing the activity below:

ACTIVITY 3. LET’S IMITATE

Sing the song Hudhud imitating the styles of their vocal technique while
clapping the basic beat.
LYRICS:
L: Ohem panatalan ka dakalanya
C: Agapawan dayanan wangawangda adamakawayan

L: Ankay punkelkel bananbu

C: LikLIk bul bulik yayu na oya
Adla gulagudaya ohem

L: Inoyan pitlundi balik kuhun bitag tagam daan

C: Ohadanya adag tandalita anganda
Adama kawayan

L: Impumbag tunay galaygay na altugan mu

C: Muga aki muga naya oya
Ohana kapanga iwa ohem

L: Nayading lining danan kay dunun inipul mu

C: Muga aki muga naya haynga dana
Ohana kapanga iwan

L: Inoy an inay unan inu bungali

C: Dinganan ambayu na ni oya Adingaling dingaling ohem
 L: Unay undan in halilip bitag tagam daan

C: Oha danya adag tandalita anganda

Adama kawayan

L: Inay udinga dan mulkalyon

C: Muga aki muga naya oya
Ohana kapanga iwan ohem

L: Ondan mi bagbag ahi ali

C: Guyun aliguyun naya haynga dana
Ohan hinaka matalan

L: Anun diya dalindad

C: Kamalig da oya Adaka bulawan ema ohem

Now that you have learned a new song and the proper way of singing it basing from Cordillera character
of singing, you can now continue by answering the process questions below

PROCESS QUESTIONS:

1. What did you feel while performing their music?

2. How does it differ from the way you sing a popular song?

3. Why is it that their style in performing the song is different from the
way you perform popular music?
 1. Performing the music of Cordillera covers different ways which we can
say that it is one of the few unique music of the world. You have observed and learned how music
is played in the region. Now you are capable of gathering and relaying of information, which brings
us to your next activity called Jigsaw.

ACTIVITY 4. JIGSAW

The class will be divided into 6 groups which we call their “home group”.
Each member will be labeled as “expert” of a particular topic among the six
different topics. Now that we have obtained our group and assigned task,
experts of the same topic will now meet and discuss within 5 minutes
pertinent details and information supporting your field of expertise guided by
the handout given by your teacher.

When the time is up, you will return to your home group and share to them
the knowledge you have acquired from your expert group complete the table
below.
 GROUP 1 GROUP 2 GROUP 3
BIRTH TO LOVE AND DEATH RITE
CHILDHOOD COURTSHIP

GROUP 4 GROUP 6
GROUP 5
OCCUPATION TERTAIN- MENT
CEREMONIAL
SONG SONG
SONG

Birth to Childhood Love and Death Rite Occupation Song Ceremonial Song Entertainment
Courtship Song
 FILL UP THE TABLE:

LET’S SING!

You have seen in Activity 1 how the people of Cordillera perform their music. This time,
we will sing another song from Cordillera that became popular during World War 2 – the
Dangdang-ay. As we all know, Cordillera music has many functions and one of

ACTIVITY 5. Stomp and Clap!

Let us now sing the song Dangdang-ay with a rhythmic accompaniment using
your hands and feet.

LYRICS: ENGLISH TRANSLATION:

Dang-dang-ay si dong-ilay Young sister, don't cry

Dang-dang-ay si dong-ilay I'll return in a short while.
Isinali dumma-ay Isinali dumma-ay Young sister, don't worry
Ading di ka agsangit In a short while tho' quite long
Agsubliyak mabiit Ading di ka Even if I'm to be hanged
agdanag If it's not my fate to die.
So, this is love
Mabiit a mabayag Myself, be patient
Urray innak mabitay Realization of hardships.
Because you did not get to be a
No dik gasat a matay priest.
Kastoy gayam ta ayat
Pangkitaan ti rigat
Anosam kad a bagi
Ta adi ka met nagpadi.
 PROCESS QUESTIONS:
1. What can you say about your performance? Is it similar to the
performance of the Kalingas? What did you do to make it similar?

2. What makes it difficult to perform?

3. Does our music today also have different functions just like in
Cordillera? Cite some examples?

Now that we already know the different functions of Cordillera music and how they are performed, let
us discuss the different musical elements distinctive to their music.

ACTIVITY 6. Round Table Discussion

Videos of two performances of the traditional music of Cordillera will be

shown to you. Using the table below, fill up the table by describing the vocal
and instrumental music of Cordillera based on the musical elements present.
Link: 1. The Cordillera Fusion Collective – ‘Echoes’
: https://www.youtube.com/watch?v=StdCqJ9qCiU

2. Preserving Cordillera Music

:https://www.youtube.com/watch?v=5j7ifTZQ6qc
Answer the given questions by putting a check that best describes the
element of music.

1. Describe the movement of the melody.

Vocal:

step-wise in leaps repeated

Instrumental:

step-wise in leaps repeated

2. How do you describe the delivery of the notes?

Vocal:

syllabical melismatic spoken

3. How do you describe the occurrence of the beats?

Vocal:

steady rhythm free rhythm multi-rhythm

Instrumental:

steady rhythm free rhythm multi-rhythm

4. How did the singer project their voice in the performance?

nasal guttural conservative

5. Describe the timbre or the quality of voice of the singer.

dark and low mellow bright

6. Describe the dynamics (the softness and loudness of music) used in

the performance.

Vocal:
There is a sudden change in dynamics in their music.

There is a gradual change of dynamics in their music.

There is no change of dynamics in their music.

 Instrumental:

There is a sudden change in dynamics in their music.

There is a gradual change of dynamics in their music.

There is no change of dynamics in their music.

ACTIVITY 7. LOOK AND LISTEN!

Let us now watch another video of the Kalinga ensemble. After watching
answer the following questions:

LINK: WINDOW: Kalinga’s Musical Instruments https://www.youtube.com/watch?

v=oRel5kNIUW8

1. Which among the musical instruments do you recognize?

 2. In what manner are they performing their musical instruments?

3. What can you say about the sounds of their musical instruments?

Now that we have seen the different instruments used in Cordillera., let us try to
remember the different instruments shown in the video and how they are played by
completing the table below.

ACTIVITY 8. Name Me

You will write the name of each musical instrument and describe the material
and how it is played.

Tr iviA
You have learned that instruments can be classified in a generic manner
using the Hornbostel-Sachs system. It is known to be the oldest form of
classification of instruments founded by Erich Moritz von Hornbostel and Curt
Sachs. This method of classifying instruments can be applied on all
instruments.

Hornbostel-Sachs System of Instrument Classification

CLASSIFICATION DESCRIPTION
AEROPHONE - produces sound by means of an air blown into
the mouthpiece
CHORDOPHONE - produces sound by means of the string
attached to the body of the instrument.
MEMBRANOPHONE - produces sound by means of the skin attached
into a membrane or body of the
instrument.
IDIOPHONE - produces sound by means of the body itself of
the musical instrument.
1.Name 2. Name
Native: Native:
English: English:

Classification Classification:

3. Name 4. Name
Native: Native:
English: English:

Classification: Classification:
 THINK ABOUT THIS:

You are set to your next task! Now that you know the materials involved and how they affect
the production of sound, you can now be able to create your own instrument from the
materials around you.

ACTIVITY 9. Let’s Jam!

A. You will be divided into groups of 8. The group will go around the school
campus and look for scrap materials that you can use as musical instruments
that will emulate the sound of the instrument of the Cordillera. After 30
minutes, go back to the classroom for the jamming session.

B. Jamming Session.
Your group will sing the song Dangdang-ay. To emulate the style of the
Cordillera music, your group will play the given rhythmic patterns in numbers
showing interlocking technique using your improvised instrument as an
accompaniment to your song.
 ASSESSMENT AS A PERFORMER AS AN AUDIENCE
QUESTION
1. How did you feel while
performing and listening
to a traditional music of
the Philippines?

2. Which part of the

performance do you think
is the best?

3. Which part of the

performance needs
improvement?

PROCESS QUESTIONS:

1. What can you say about your performance both instrumental and
vocal?

2. Were you able to imitate the way Cordillera people perform their song?
How?
Now that you have experienced performing a Cordilleran music using the given rhythm patterns, let us try
creating our own accompaniment using your improvised instrument. 

ACTIVITY 10. Create your own music

CRITERIA 4 3 2 1
EXEMPLARY SATISFACTORY DEVELOPING BEGINNING
Rhythm Confidently Performs Patterns and Patterns and
Accuracy performs Cordillera music speed are speed are
 Cordillera with consistent inconsistent. erroneous.
music with pattern and
consistent correct speed.
pattern and
correct speed.
Technique Performs Performs the Performs Performs the
creatively the Cordillera music mechanically Cordillera
Cordillera projecting with few music without
music interlocking and observable projecting
projecting guttural interlocking and interlocking
interlocking, techniques, and guttural and guttural
guttural nuances techniques, and techniques,
techniques, nuances of and nuances.
and nuances Cordillera
music.
Sound Produces high Produces Instrument Tone and
quality of controllable controllable firm produces sound is
the tone and tone and sound cracking tone inaudible
instrument sound and sound
 Pitch Confidently Sings in right tune Some parts of Sings out of
sings in tune well all throughout the song are tune.
the entire the song. not sung in
song. tune

֍ End of Firm-up

In this section, the discussions were all about the distinct

characteristics of the vocal and instrumental music of Cordillera. You
were able to identify the different vocal forms and musical instruments
of the Cordillera region. Thus, you were able to relate also the
functions of music in their lives, culture and tradition. Using the THREE
W chart summarize the whole unit by answering the given questions:

WHAT?
What did we learn from
the whole unit?
SO WHAT?
What’s the relevance?
NOW WHAT?
Does it affect our lives and
thinking?

Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision? What new learning goal should you
now try to achieve?

Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.

Your goal in this section is to take a closer look at some aspects of our
topic. You will now try to see the connection between music and
culture. As you go through the activities, bear in mind this question:
How can we perform well the music of a region like the
Cordillera?
ACTIVITY 11. LET’S ANALYZE THIS!

Two videos of the same song will be shown to you. The first one is sung by
original Cordilleran using the traditional instruments while the next video is a
revival of the same music using modern instruments. Share your thoughts
about the videos watched by answering the PROCESS QUESTIONSs given.

MUSIC ANALYSIS # 1

SALIDUMAY
Original Traditional Music link: https:ew Revival Music link: e.com/wX

Process Questions:
What are the instruments used in the first video? In the second video?
Which among the two videos you liked better? Why?
Among those two, which do you think expressively portrays cultural identity? What
evidence is in th in the music to support that?
Answers:

MUSIC ANALYSIS # 2
DANGDANG‐AY
Original Traditional Music link: e‐G6cK1wR0
Revival Music link: https://

Process Questions:
How is the song performed in the 1stvideo? What about in the 2ndVIDEO?
Which among the two versions of DangDang Ay you prefer more? Why?
How does the performance of DangDang Ay reflect the culture of the region?
How can we show the culture of the region when we perform their music?

……A…n.swers:
 MUSIC ANALYSIS # 3

The Cordillera Fusion Collective – “Echoes” Link: https://youtu.be/StdCqJ9qCiU

Process Questions:
What have you observed with the style of music you just watched?
Does the music sound good if we mix contemporary style to our traditional music?
Knowing that Cordillera music was never influenced by western music, how do you think the
people of Cordillera would feel that their traditional music is being revived contemporarily?
How can we help preserve our own cultural and traditional music?

Answers:

ESSENTIAL Music Analysis #1 Music Analysis # 2 Music Analysis # 3

QUESTION: SALIDUMAY DANGDANG-AY The Cordillera
Original Traditional Music Original Traditional Music link: Fusion Collective –
link: https://www.youtube.com/watc “Echoes”
https://www.youtube.com/ h?v=oo-G6cK1wR0 Link:
HOW CAN
A MUSICAL w atch?v=kAequXnObkQ Revival Music link: https://youtu.be/
PERFOR- Revival Music link: https://www.youtube.com/watc StdCqJ9qCiU
MANCE https://www.youtube.com/ h?v=QmNuDp3FFwY Process
REFLECT w atch?v=1-d_HcFKYBw Questions:
THE Process Questions: What have you
IDENTITY Process Questions: 1. How is the song observed with the
OF A 1. What are the performed in the 1st video? style of music you
REGION instruments used in the first What about in the 2nd video? just watched?
video? In the second video? 2. Which among the two 1. Does the
2. Which among the two versions of DangDang Ay you music sound good
videos you liked better? prefer more? Why? if we mix
Why? 3. How does the contemporary
3. Among those two, performance of DangDang Ay style to our
which do you think reflect the culture of the traditional music?
expressively portrays region? 2. Knowing
cultural identity? What 4. How can we show the that Cordillera
evidence is in the in the culture of the region when we music was never
music to support that? perform their music? influenced by
western music,
 how do you think
the people of
Cordillera would
feel that their
traditional music
is being revived
contemporarily?
3. How can
we help preserve
our own cultural
and traditional
music?

Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting

Texts:

Reason: Reason: Reason:

COMMON IDEAS IN REASONS:

ENDURING UNDERSTANDING:

In this section, the discussions are about making connections between music
and culture. With the given activities, what new realizations do you have
about the topic? What new connections have you made for yourself? What
helped you make these connections?

After understanding the underlying discipline and explanation from the

questions above, finally we can now provide answer to our recurring
question:
 HOW CAN WE PERFORM WELL THE MUSIC OF A REGION LIKE THE
CORDILLERA?

Surely, you are now equipped with the way Cordilleran performed their music. It is high time
for us to observe all possibilities and underlying importance in performing their music. Let us
observe and answer the next activity.

Below are several documented performances of Cordillera:

Video 1. Hudhud Hi Aliguyon (Hudhud Chants of the Ifugao)
https://www.youtube.com/watch?v=sRu0F_LGP9I

Video 2. Bamboo Musical Instruments of the Cordillera 1

https://youtu.be/Te07tmv1OJc

Video 3. BAGBAGTO (Nilo Alcala) - AUP Ambassadors 2011 Choir of

the World
https://www.youtube.com/watch?v=Qb3jDITsCoE

In these various videos, musical performances related to the reflection

of the identity of the region are echoed in various groups. Comment on
these activities in relation to how well can we perform their music
taking into consideration the identity of the region. Justify your
comments by citing specific performing application and styles from the
videos.

You will be graded by the following scoring rubric below:

4 points – Clearly describes the question studied and provides strong
reasons in support to the EU. Specific information is given to support
the conclusions that are drawn and described. There is a strong
evidence of organization and enthusiasm to the topic.

3 points – Describes the question studied and conclusions are stated,

but supporting information or citation is not as strong as in 4
supporting the EU. Justification shows organization and enthusiasm to
the topic.

2 points – The topic is unclear and no adequate conclusions stated

supporting the EU. Justification shows no organization and citation is
irrelevant.

1 point – No explanation and justification were found in the answer.

Justification is not attempted.
 Write your answer below:

Are you on the right track? After we have learned and explained the underlying concept of our
Essential Understanding, it is time to evaluate your personal progress on our topic. Just check on the
box that best describe your self on point. Ready? Here we go!

SELF-ASSESSMENT OF ONE’S READINESS TO DO PERFORMANCE

PERFORMANCE ABLE TO DO ALL ABLE TO DO MOST NEED DETAILED

SKILL STEPS BY MYSELF STEPS BUT NEED STEP-BY-STEP
AND WITH MUCH COMMENTS AND INSTRUCTION
CONFIDENCE FEEDBACK FROM
OTHERS

1. I can sing and chant

in right tune well all
throughout the song.

2. I can perform
Cordillera instrumental
music with consistent
pattern and correct
speed.

3. I can perform
Cordillera music
projecting interlocking
and guttural
techniques with
different nuances.
֍ End of Deepen
Now that you have a deeper understanding of the topic, you are ready
for the culminating task found in the next section.

Your goal in this section is to apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding

ACTIVITY 12. Show your PRIDE!

How proud can you possibly be? With the goal to show the Cordilleran music
let us not disregard the issues surrounding it. Read earnestly the situation
found in Activity 7.1 and create a reflection by writing your answer on the
reflection box provided below.

Questions to answer:
1. As a grade 7 student, how can we preserve our own traditional music?
2. How can we elevate the millennial’s interest and love for our own music?

PERFORMANCE TASK

ACTIVITY 12.1 SITUATION

In recent times, western music has immensely penetrated the country. As a

member of the NCCA you are tasked to organize a concert that will be
performed in the annual ASEAN Music Festival to promote and preserve the
cultural and traditional vocal / instrumental music of Cordillera. Your concert
must be organized and should display appropriate Cordillera vocal and
instrumental styles following proper intonation, rhythm and tempo.

Activity 12.2 The Flow

Now that we have acquired all the performers, your task this time is to create
a layout of your music program which includes the date and time of
performance; short description of the music to be performed; the remarks;
scoring criteria; judges and guests; and hosts. See sample below:
 Rae Ai’tesiau Guitar Quartet

Leyenda de Espana.. . . .......... . . .......... . ........... . ... . .. .. .. . . . . .. .... . . . .. ... .. ......Aeustin Barrios Manzorc (1585-1944)

adds1@ h .. . . . . .. . . . .. . . . . .. . . , , .. . . .. . .. . , , .. . . . . . .. . , , ,. . . .. . .. . . . . .. . . . . . . . . . . , . . , . . . . . . . . . . . . .. . . . . . , . . . . . . . . , . . Oa£t U tH ROdf 1RO ( $ $—

99)
Danza de Cortesia

EA\’dDe, Q12S *(1.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NAbf IN I b a tl£ * ( 1 -1 * - I *-1)

Sicilienne arr Jerzm›- Sparks

Brandenburg Cnncerto No 3
.J.S. Bacb (1685- 17 i0j
Allegrn Mnderato arr. Jeremy- Sparks
Adagio
Allegro

IâTERMISSlOh

Slas‘onic Dance No.2, Op. 72....................................................................................Antonm W‘orak (1841-1904)

Slavonic Dance No.7 Op. 4fi arr. Jeremy Sparks

Selections from The Nutcracker Suite.

.Peier Ilyich Tchaiknvskx, (1840-1S93j
A ernire
arr. Andreu- York
Dance of the Sugar Plum fair-
Russia Dnnce Tr épak
Arabian Dance
Chinese Dance
Dance of the Reed Pipes
i\’a1tz of the Flou-ers

28
Activity 12.3 #PRIDE

Way to go! Before the much-awaited performance for our Cordilleran cultural
show, this is the time where we have to reach out here on our school and to
the online world, particularly to different musical groups and encourage them
to share their experiences from their own cultural music. How? Simple by
sending off your printed music program to school friends and creating a
Facebook page using the campaign hashtag
#CULTURALIDENTITYTHROUGHMUSIC.

Activity 12.4 Performance

RUBRIC FOR EVALUATION OF PERFORMANCE TASK

CRITERIA 4 3 2 1
EXEMPLARY SATISFACTORY DEVELOPING BEGINNING
Intonation Confidently Sings in right Some parts of Sings or
sings or tune or chants the song or chants out of
chants in well all chant are not tune.
tune the throughout the sung in tune
entire song. song.
Rhythm/Tempo Confidently Performs Patterns and Patterns and
(Timing/Speed) performs Cordillera music speed are speed are
Cordillera with consistent inconsistent. erroneous.
music with pattern and
consistent correct speed.
pattern and
correct
speed.
Styles / Performs Performs the Performs Performs the
Interpretation creatively Cordillera music mechanically Cordillera
the projecting with few music
Cordillera interlocking and observable without
music guttural interlocking projecting
projecting techniques, and and guttural interlocking
interlocking, nuances techniques, and guttural
guttural and nuances techniques,
techniques, of Cordillera and
and nuances music. nuances.
Impact Audience Audience Audience Audience
attention is attention is attention attention is
constant and constant. fluctuates. not on the
stage performers

29
 presence is but on other
compelling. things.

Let us now answer the following process questions

1. What did you feel during the performance as a:

a. performer?

b. part of the audience?

2. Which part of the performance do you think is the best as a:

a. performer?

b. part of the audience?

3. What part of the performance needs improvement?

a. performer?
b. part of the audience?

4. Is there a part of the program that needs to be revised? Why?

5. How can we perform well the music of a region like the Cordillera?

6. How can we sustain our involvement or interest in our own music?

֍ End of Transfer
Now, you have understood the issues underlying Cordilleran music
today. You have also made our music programsuccessful and have
performed the indigenous music of Cordillera in correct style,
intonation, rhythm and tempo which only shows your understanding to
the topic. Well, what can you say about the whole activity? Did you
realize anything from the beginning up to the end of this unit? Hope
this will help you, the whole Cordillera, and most especially our
country, the Philippines in preserving and promoting our own cultural
and traditional music

Before you head on the next unit, I would like to congratulate you for
successfully finishing this module.
Now, let’s answer the last column (L) which states “What did we
learn?” to complete the column of our KWHL chart which you initially
answered before the start of this unit and let’s see how much have you
learned from our activities.

K W H L
What do What do How can we find What did we learn?
we know? you want out what we
to find out? want to learn?
POST-ASSESSMENT

Multiple Choice. Understand the following items and write the correct letter of
your answer on the space provided before the number.

1. During the Buwan ng Wika celebration, some grade 7 pupils play Gangsa
musical instruments around the school campus. What is the manner of playing
the musical instrument?
a. Striking
b. Plucking
c. Blowing
d. Bowing
2. One of the unique characteristics of Cordillera instrumental ensemble is
the interlocking technique of playing. Which one best describes the interlocking
technique?
a. A group of Igorot plays an instrumental ensemble where they perform
the rhythmic pattern of Hudhud using Gangsa, Solibao Bungkaka and
Tongatong all throughout the performance.
b. During a Cordillera festival, some Ifugaos played an instrumental
ensemble. They followed a sequence where Gansa performers
play first the A part of the song, and then after a specific measure
Bungkaka players follow by playing the B part, and then the Solibao
group and Tongatong did the same.
c. Kalinga musicians perform a percussion ensemble where they
played the given rhythmic pattern in a slow – fast - slow manner

3. One of the highlights in the culminating activity of United Nation

Celebration is a Kalinga ensemble performance where selected students
are going to play ganza, Solibao, Tongatong, Diwdi-as and Kollitong.
Which of these instruments is a chordophone?
a. Kollitong
b. Solibao
c. Tongatong
d. Gansa

4. A group of Kalinga people performs an ensemble at Luneta park with

Tongali playing the melody, Kolitong providing the polychord and
Solibao and Patanggok doing the rhythmic pattern. What instrument
played that can be classified as Aerophone?
a. Kolitong
b. Patangok
c. Solibao
d. Tongal
 5.Which one of the following best illustrates the homophonic texture?
a. The whole school community sing the song Salidomay while
the music teacher plays the accompaniment with the piano
b. Gerry perform the melody Hud-hud using a flute without
any accompaniment.
c. The entire class of Mr. Jose claps the rhythmic pattern of Hudhud
d. The UST Chorale performs Salidomay in three different voices with
orchestra accompaniment.

6. Students were very amazed with the distinct sound of a Kalinga

traditional Hudhud performed by Madrigal singers. Which of the following
characteristics is used in the performance?
a. Half speech sound and frequent pauses
b. Melismatic style
c. heavy use of vibrato
d. head tone and false voice is used

7. Which of the following situations best describes showing love for one’s
culture and identity?
a. Mathew and Gerald love to sing K-Pop music and imitate their ways
and styles.
b. Every morning, the class of Miss Reyes sings one folk song a day
as their opening song
c. Some grade 7 pupils perform “Salidumay” in a mash up with
Justin Bieber song.
d. Juan and Pedro promote foreign artists and music through their
blogs

8. One of the distinct characteristics of Cordillera music is monophonic in

texture. Which of the following situations shows monophonic texture?
a. The class performs “Salidumay” in unison while Mr.
Santos accompanies them with guitar.
b. Madrigal singers perform Hudhud in four different voices without
accompaniment
c. Gerry defines monophonic texture as music with
accompaniment and a duet.
d. The whole community of Cordillera sings the “Dangdang-ay”
in unison without and accompanying instruments.

9. Maria plays well the Diwdiw–as, a bamboo instrument during her

performance task in music class. Which Hornbostel-Sach system
classifies the instrument used?
a. Aerophone c. Idiiophone
b. Membranophone d. Chordophone
10. Bungkaka is used to send message to the other tribes from the
different mountains in Cordillera. Which of the following refers to
the manner of playing the instrument?
a. Plucking c. Striking on the palm
b. Blowing d. Stomping on the floor
GLOSSARY OF TERMS USED IN THIS LESSON

Aerophone
Any musical instrument that produces sound primarily by causing a body of air to
vibrate, without the use of strings or membrane.

Chordophone
Any musical instrument that produces sound primarily by vibrating strings.

Chant
A song in a king and toning voice, or in the style between air and recitative; it
refers to the ethnic song characterized by a monotonous melody and use of
multiple, duplicated, or repeated praises.

Cultural Identity
An identity or feeling of belonging to a group; it is part of a person’s self-
conception.

Binary Form
a song or composition with two basic parts or ideas

Dynamics
degrees of loudness and softness in music

Folksongs
songs handed down from generation to generation

Guttural singing
A hoarse sound made in the back of the throat

Harmony
the pleasing sound produced when three or more tones are blended
simultaneously

Homophonic Texture
refers to a melody sung or played with chord accompaniment e.g. guitar or piano

Instrumental Music
A musical composition or recording without words or lyrics.

Interlocking Technique
Players of different instruments contribute snippets of music that combined to
form composite musical lines.
Melody

the line of music that moves up and down in succession; series of single tones
that add up to a recognizable whole

Membranophone
Any musical instrument that produces sound primarily by a vibrating stretched
membrane.

Meter
organization of beats into regular groups

Monophonic Texture
single melodic line without accompaniment

Musical Style
An artistic form of auditory communication that includes instrumental or vocal
tones in structured and continuous manner.

Rhythm
ordered flow of music through time; the pattern of durations of notes and silences
in music

Rhythmic Pattern
combinations of long and short sounds, notes and rests

Sound
vibrations which are transmitted, usually through air, to the eardrum, which sends
impulses to the brain

Tempo
rate of speed in music

Timbre
quality of sound that distinguishes one instrument or one voice from another.

Tone
sound that has a definite pitch or frequency

Vocal Music
A type of music performed by one or more singers either with or without
instrumental accompaniment in which singing provides the main focus of the
piece.
REFERENCE AND WEBSITE LINKS USED IN THIS LESSON

Hudhud Hi Aliguyon (Hudhud Chants of the Ifugao)

https://www.youtube.com/watch?v=sRu0F_LGP9I

Bamboo Musical Instruments of the Cordillera 1

https://youtu.be/Te07tmv1OJc

BAGBAGTO (Nilo Alcala) - AUP Ambassadors 2011 Choir of the World

https://www.youtube.com/watch?v=Qb3jDITsCoE

Cordillera Fusion Collective – “Echoes”

https://youtu.be/StdCqJ9qCiU

Dangdang-ay
https://www.youtube.com/watch?v=zgvixculwOs

Dangdang-ay
https://www.youtube.com/watch?v=QmNuDp3FFwY

Salidumay https://www.youtube.com/watch?
v=kAequXnObkQ

WINDOW: Kalinga’s Musical Instruments

https://www.youtube.com/watch?v=oRel5kNIUW8

Preserving Cordillera Music

https://www.youtube.com/watch?v=5j7ifTZQ6qc

Hudhud https://www.youtube.com/watch?
v=H_INh21NMpU