8

Music
Quarter 3 – Module 2
Instrumental Music of SouthAsia
and the Middle East

CO_Q3_Music8_Module2
Music– Grade 8
Alternative Delivery Mode
Quarter 3 – Module 2- Instrumental Music of South Asia and the Middle East
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of
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effort has been exerted to locate and seek permission to use these materials from their
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over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Mary Jean R. Beltran, Marielle R. Recamara-Como
Editors: Paulita L. Vernal, Abel N. Galido, Hilarion A. Galido
Reviewers: Laila F. Danaque, Janete Lagare
Illustrator: Stephany Bryan D. Itao
Layout Artist: Ivan Paul V. Damalerio, Teodorico A. Cabildo Jr.
Language Evaluators: Cecilia M. Saclolo, Stella Felias, AngelieAlbezo
Management Team: Francis Cesar B. Bringas
Isidro M. Biol, Jr.
Maripaz F. Magno
Josephine Chonie M. Obseñares
Bernard C. Abellana
Ma. Teresa M. Real
Dominico P. Larong, Jr.
Gemma C. Pullos
Dulcisima A. Corvera
Printed in the Philippines by
Dulcisima A. Corvera
Department of Education – Caraga Region
Learning Resource Management Section (LRMS)

Office Address: J.P. Rosales Avenue, Butuan City, Philippines 8600

Tel. No.: (085) 342-8207
Telefax No.: (085) 342-5969
E-mail Address: [email protected]
 8

Music
Quarter 3 – Module 2
Instrumental Music of
South Asia and the Middle East

i
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written for you as the student. It is
developed to help you master the different musical instruments of East Asia.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course.
In this module, you will learn things about the instrumental music of
South Asia and the Middle East.
After going through this module, you are expected to:
1. Explore ways of producing sounds on a variety of sources that would
simulate instruments being studied (MU8WS-IIIc-h-5).
2. Improvise simple accompaniment to selected South Asia and the
Middle East music (MU8WS-IIIb-h-6).

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CO_Q3_Music8_Module2
 What I Know

Directions: Choose the letter of the correct answer. Write it on a separate

sheet of paper.
1. What percussion instrument is used as a rhythmic accompaniment in
Carnatic music ensemble?
A. Mridangam C. Tala
B. Tabla D. Theka

2. What classification of musical instruments in India is characterized by

the use of air to excite the various resonators?
A. Avanaddh C. Sushir
B. Ghan D. Tat

3. In the old civilization, what musical stringed instrument in India

referred to as vina?
A. Mridangam C. Tat
B. Tala D. Theka

4. It is one of the oldest class of percussive instruments in India that have

no membranes.
A. Ghan C. Sushir
B. Tat D. Vitat

5. Itis a system of drum-syllables in India to create elaborate patterns of

rhythm.
A. Mridangam C. Tala
B. Tabla D. Theka

6. The following are significant musical instruments of Israel

EXCEPT________.
A. Jewish Lyre C. Shofar
B. Psalterion (Harp) D. Shankh

7. What is the principal percussion instrument in Hindustani music

consists of two drums played while sitting on the floor?
A. Mridangam C. Tala
B. Tabla D. Theka

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CO_Q3_Music8_Module2
8. What kind of music strengthens the importance of musical instruments
in Pakistan?
A. Arabic Music C. Punjabi Music
B. Israel Music D. Theka Music

9. Which of the following is a side-blown flute originated from the Indian

subcontinent?
A. Bansuri C. Khartal
B. Chikara D. Tabla

10. Which of the following describes the classification of musical

instruments from India, “vitat”?
A. blown air instruments
B. bowed stringed instruments
C. membranous percussive instruments
D. non-membranous percussive instruments

11. What folk dance music in India is based on the rhythm of the Dhol
drum?
A. Bhangra C. Karta
B. Harmonium D. Rubab

12. Which musical instrument in Israel is similar to the Philippine

bandurria and the laud that traces its origin to the Middle East Oud
and Indian sitar?
A. Jewish Lyre C. Psalterion
B. Lute D. Shofar

13. Which of the following is NOT a plucked stringed instrument?

A. Ektar C. Sarangi
B. Gopichand D. Rabab

14. What music is mostly improvised and played by a small group of

musicians at a time?
A. Israel Music C. Pakistan Music
B. Indian Music D. Arab Music

15. Which of the following instruments are not used as

accompaniment in the dances from Israel?
A. Darbuk C. Goblet
B. Dholak D. Oud

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CO_Q3_Music8_Module2
 Lesson Instrumental Music of
South Asia and the Middle
2 East

Time to travel again! Did you enjoy learning and experiencing the music of
East Asia? Then let us experience how music is performed in South Asia and the
Middle East countries.

Through this lesson, you will also learn and discover the different traditional
music of South Asia and the Middle East through their traditional musical
instruments. You will be able to identify the similarities and differences of the
instrumental music, explore ways to produce sounds, and improvise a simple
accompaniment to selected South Asia and the Middle East music.

Music of India Ensemble

Source: UCLA Herb Alpert School of Music

The Israeli Ethnic Ensemble

Source: Arts Midfest World Fest

The Israeli Ethnic Ensemble

Source: Arts Midfest World Fest

Sachal Jazz Ensemble of Pakistan

Source: www.thenews.com.pk

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CO_Q3_Music8_Module2
 What’s In

Directions: Classify each instrument below. Draw a line connecting the instrument
to its right classification.

1. 2.

CHORDOPHONE

3. 4.

IDIOPHONE

5. 5.

MEMBRANOPHONE

7. 6.

AEROPHONE

9. 10.

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CO_Q3_Music8_Module2
 What’s New

Activity 1: Look At Me!

Directions: Observe and list down the musical instruments. Write your answers on
a separate sheet of paper.

 How many stringed, wind and percussion instruments are being used in the
picture?

Jerusalem Jazz Festival at the Israel Museum.

Photo via jerusalemjazzfestival.org.il

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CO_Q3_Music8_Module2
 What is It

Music has always been viewed as a universal language. South Asia and the
Middle East Countries have their instrumental music being performed and reflected
in different aspects of Asian culture.

The musical instruments of South Asia and the Middle East are categorized
as well into four, based on Hornbostel-Sachs Classification of Musical Instruments
(a system of musical instrument classification devised by Erich Moritz von
Hornbostel and Curt Sachs), and these are:

a. Aerophone – sound is primarily produced by vibrating air (blowing).

b. Chordophone – sound is primarily produced by the vibration of string or
strings that are stretched between fixed points (plucking, bowing, and
strumming).
c. Idiophone – sound is primarily produced by striking with the use of sticks or
mallets, or other striking devices (striking).
d. Membranophone – sound is primarily produced by the use of bare hand
(palming), without striking devices.

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CO_Q3_Music8_Module2
 India

Music of India Ensemble

Source: UCLA Herb Alpert School of Music

“Soul of Benares-Indian Classical Instrumental Orchestra (Ensemble)”

https://www.youtube.com/watch?v=i-UbYsGeZTw

 What type of musical instruments are used in the video?

Instrumental Music
Indian music mostly improvised and played by a small group of musicians at
a time. They generally tend to mimic the human voice limited as they are to the
dynamics of the instruments themselves.

Hornbostel-Sachs Classification of Musical Instruments

Aerophone Chordophone Idiophone Membranophone

Shankh Ghatam Daf

Ektar (duf, daphu)

khartal
Dhol
Bansuri Sitar

Shehnai Sarangi Manjira Tabla

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CO_Q3_Music8_Module2
 Pakistan

Source: The Daily Times

Traditional Instrumental Music:

https://www.youtube.com/watch?v=Gfnoh5ENFx4&list=RDGfnoh5ENFx4&index=2

 Describe the musical instruments played in the video.

Instrumental Music
The cultural heritage of Pakistan includes a large number of musical
instruments. It has unique structural and tonal characteristics, producing effects in
the pitch, loudness, thickness, and intensity of sound that differentiates it from the
rest.
Hornbostel-Sachs Classification of Musical Instruments

Aerophone Chordophone Idiophone Membranophone

Rubab Dholak

Kanjhyoon / Talyoon
Alghoza

Tabla
Tanpura/Tambura

Been

Borrindo
Dilruba
Nagarah

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CO_Q3_Music8_Module2
 Israel

Source: symphonyspace

Traditional Instrumental Music:

https://www.youtube.com/watch?v=BKwmxpQ_jx0

 How do you feel while listening to the music?

Instrumental Music
The lute, which is similar to the Philippine banduria and laud, traces its
origins to the Middle Eastern Oud and Indian Sitar. Goblet drum, darbuk, the
tambourine and other instruments associated with Middle Eastern music are used
as accompaniment.

Hornbostel-Sachs Classification of Musical Instruments

Aerophone Chordophone Idiophone Membranophone

Toft
Shofar Psalterion/Psaltery

Timbrel

Jewish Lyre
Goblet

Oud Darbuk

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CO_Q3_Music8_Module2
 What’s More

Activity 2: Name Me!

Directions: Look at each picture. Name the instrument, classify according to
Hornbostel-Sachs, and identify the country of origin.

Name of Instrument Country of Origin Classification

Mridangam India Membranophone

How many instruments were you able to name? Draw a smiley on the box that
corresponds to your answer.
1-2 instruments 3-4 instruments All of the 5 instruments

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CO_Q3_Music8_Module2
 What I Have Learned

Activity 3: Mix and Match!

Directions: Match the pictures of instruments in Column A to their names in

Column B by drawing a line.

A B
1.
A. Shankh

2.
B. Tabla

3.
C. Sitar

4.
D. Alghoza

5.
E. Toft

6.
F. Dhol

7.
G. Goblet

8.
H. Sarangi

9.
I. Jewish Lyre

10.
J. Ghatam

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CO_Q3_Music8_Module2
Activity 4: Arrange Me!
Directions: Classify the Indian musical instruments found inside the box and write
them in their corresponding column.

Ghatam Sitar Shehnai

Rubab Shankh Dhol
Khartal Tabla Bansuri
Daf Ektar Sarangi

Membranophone Chordophone Aerophone Idiophone

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CO_Q3_Music8_Module2
 What I Can Do

Activity 5: Make Me!

Directions: Improvise an instrument that simulates the sound of any rhythmic

instrument from India, Pakistan or Israel. Have this ready for your performance in
your activity in the next module.

Materials:

 Bamboo
 leaves
 paper
 card board

Rubrics to be used for scoring your performance.

Very Needs
Criteria Excellent Good Good Fair Improvement
(5) (4) (3) (2) (1)
1. Creativity
2. Quality of Sound

3. Quality of Construction

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CO_Q3_Music8_Module2
 Assessment

Directions: Choose the letter of the correct answer. Write it on a separate sheet of
paper.

1. What kind of music strengthens the importance of musical instruments in

Pakistan?
A. Arabic Music C. Punjabi Music
B. Israel Music D. Theka Music

2. It is one of the oldest class of percussive instruments in India that have no

membranes.
A. Ghan C. Sushir
B. Tat D. Vitat

3. Which of the following is a side-blown flute originated from the Indian

subcontinent?
A. Bansuri C. Khartal
B. Chikara D. Tabla

4. Which of the following instruments are not used as accompaniment in the

dances from Israel?

A. Darbuk C. Goblet
B. Dholak D. Oud

5. What percussion instrument is used as a rhythmic accompaniment in

Carnatic music ensemble?
A. Mridangam C. Tala
B. Tabla D. Theka

6. Which of the following is NOT a plucked stringed instrument?

A. Ektar C. Sarangi
B. Gopichand D. Rabab

7. What classification of musical instruments in India that is characterized by

the use of air to excite the various resonators?
A. Avanaddh C. Sushir
B. Ghan D. Tat

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CO_Q3_Music8_Module2
8. What is the principal percussion instrument in Hindustani music consists of
two drums played while sitting on the floor?
A. Mridangam C. Tala
B. Tabla D. Theka

9. Which musical instrument in Israel is similar to the Philippine bandurria

and the laud that traces its origin to the Middle East Oud and Indian sitar?
A. Jewish Lyre C. Psalterion
B. Lute D. Shofar

10. The following are significant musical instruments of Israel EXCEPT _______.
A. Jewish Lyre C. Shofar
B. Psalterion (Harp) D. Shankh

11. What music is mostly improvised and played by a small group of musicians
at a time?
A. Israel Music C. Pakistan Music
B. Indian Music D. Arab Music

12. In the old civilization, what musical stringed instrument in India referred to
as vina?
A. Mridangam C. Tat
B. Tala D. Theka

13. What folk dance music in India is based on the rhythm of the Dhol drum?
A. Bhangra C. Karta
B. Harmonium D. Rubab

14. It is a system of drum-syllables in India to create elaborate patterns of

rhythm.
A. Mridangam C. Tala
B. Tabla D. Theka

15. Which of the following describes the classification of musical instruments

from India, “vitat”?
A. blown air instruments
B. bowed stringed instruments
C. membranous percussive instruments
D. non-membranous percussive instruments

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CO_Q3_Music8_Module2
 Additional Activities

Directions:

1. Listen to the Rhythm of the song from Israel Zum Gali Gali.
https://www.youtube.com/watch?v=lIcF11XH6fk

2. Observe the various sounds and rhythms played.

3. Simulate the rhythm by using any improvised percussion instruments that

you can find in your home/locality.

Rubrics to be used for scoring your performance.

Very Needs
Criteria Excellent Good Good Fair Improvement
(5) (4) (3) (2) (1)

1. Sound is played
with correct
rhythm.
2. Variation of
rhythmic
pattern is
evident.
3. Appropriate
rhythmic
instrument is
used.
4. Good sound
quality of
improvised
instrument is
evident.
5. Confidence in
delivery is
observed.

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CO_Q3_Music8_Module2
CO_Q3_Music8_Module2
20
WHAT’S NEW
WHAT I HAVE LEARNED 2 – Stringed Instruments
Activity 3
1. G 2 – Wind Instruments
2. J
3. H 2 – Percussion Instruments
4. I
5. F
6. B
ASSESSMENT
7. D
8. A
9. E 1. C
10. C 2. A
3. A
Activity 4 4. B
Idiophone – Ghatam, Khartal, 5. A
Membranophone – Daf, Dhol, Tabla 6. C
Aerophone – Shankh, Bansuri, Shehnai 7. C
Chordophone – Sitar, Ektar, Rabab, Sarangi 8. B
9. B
10. D
11. A
WHAT’S MORE 12. C
13. A
Activity 2 14. D
15. B
Mridangam – India - Membranophone
Shofar – Israel – Aerophone
Rubab – Pakistan – Chordophone
Tabla – India/Pakistan – Membranophone
Sitar – India – Chordophone WHAT I KNOW
Psalterion – Israel – Chordophone
1. A
2. C
3. C
WHAT’S IN 4. A
5. D
1. Membranophone 6. D
2. Chordophone 7. B
3. Idiophone 8. C
4. Aerophone 9. A
5. Aerophone 10. B
6. Idiophone 11. A
7. Aerophone 12. B
8. Chordophone 13. C
9. Membranophone 14. B
15. B
10. Chordophone
Answer Key
References

Book:

Anido, Belind R., Baldoz Augusro R., Parakikay Myrna T.,et.al.(2013).

Music andArts of Asia, Leaner’s Module for Grade 8. DepEd-IMCS

Websites:

https://www.youtube.com/watch?v=i-UbYsGeZTw

https://www.youtube.com/watch?v=Gfnoh5ENFx4&list=RDGfnoh5ENFx4&i
ndex=2

https://www.youtube.com/watch?v=BKwmxpQ_jx0

https://www.google.com/search?q=ghatam&source=lnms&tbm=isch&sa=X
&ved=2ahUKEwjnwLulwIfnAhWCyIsBHYV4D1kQ_AUoAXoECBMQAw#imgrc
=ax6G2-sVyNvPCM:

https://www.google.com/search?tbm=isch&sa=1&ei=iQggXrb9C-
G2mAWi_YnQAg&q=nout+instrument+of+india&oq=nout+instrument&gs_l=i
mg.1.1.0i67j0l6.0.0..64980...1.0..0.95.178.2......0......gws-wiz-
img.4J2ThrNbzF0#imgdii=MKRKQt-FQVvlOM:&imgrc=h0CevBxPTTdJhM:

www.oocities.org

www.wordpress.com

www.eTurboNews.com

www.pinterest.com

www.shofar.com

www.istockphoto.com

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CO_Q3_Music8_Module2
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: [email protected] * [email protected]

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CO_Q3_Music8_Module2