Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Rizal
SAN MATEO NATIONAL HIGH SCHOOL
San Mateo, Rizal

WEEKLY HOME LEARNING PLAN in MAPEH 8

QUARTER 3

LEARNING AREA : MUSIC

MUSIC OF SOUTH ASIA AND MIDDLE EAST

CONTENT STANDARD PERFORMANCE STANDARD

Demonstrates an understanding of common and Performs South Asia and the Middle East music with
distinct musical characteristics of South Asia and the appropriate pitch, rhythm, expression and style.
Middle East.
LEARNING COMPETENCIES

1. listens perceptively to music of South Asia and

TOPICS
the Middle East;
2. analyzes musical elements of selected songs Music of South Asia and Middle East
and instrumental pieces heard and performed;
3. explores ways of producing sounds on a variety 1. India
of sources that would simulate instruments being 2. Israel
studied; • Geographical, historical, and
4. improvises simple accompaniment to selected
cultural backgrounds
South Asia and the Middle East music;
5. * performs music from South Asia and Middle
• Traditional instruments
East with own accompaniment; (idiophones, aerophones,
6. evaluates music and music performances using membranophones and
guided rubrics applying knowledge of musical chordophones)
elements and style. • Instrumental pieces (solo and
ensemble)
• Folk songs and ritual music

QUICK GUIDE TO LEARNINGS TASKS

Please answer the learning task indicated below.

MUSIC ARTS PE HEALTH

(April 19-April21) (April 22-April 27) (April 28-May 4) (May 5-May 7)
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Assessment Test Assessment Test Assessment Test Assessment Test

Performance Task Performance Task Performance Task Performance Task

 Go and Learn

MUSIC OF INDIA

What are the musical elements used in India?

Timbre Rhythm

• Nasal • Elaborate metric system of Indian tala

• Melodic instruments such as sitar
have sympathetic strings, the vi-
brations of which create a dis- Form
tinctive shimmering texture.
• Other melodic instruments such • Highly improvisatory
as the sarangi imitate the forward • Pre-composed piece-strict rhythm with
vocal quality tala

INDIA

Harmony/Texture Form

• Heterophonic and highly • Ornamented and complex modal sys-

ornamented tem
• Uses drone
• Uses raga, the essential melodic
element in Indian classical music.

India is the largest country in South Asia. Its music is as vast as its geographic location and as
large as its demographic population. The music of India reflects different aspects of Asian culture
through its timbre, rhythm, melody, texture, form, and style. In general, Indian music remains fun-
damental to the lives of the people of India as a source of spiritual inspiration, cultural expression,
and entertainment.

VOCAL MUSIC
• India's classical music tradition, includes Carnatic and Hindustani music which have
developed over many centuries. Music of India also includes several types of folk and popular
music. One aspect of vocal music uses melismatic singing with nasal vocal quality, when
compared with the Philippine music which uses melismatic singing is only used in chanting ep-
ics and the pasyon.
• Singing based on a set of pitches was popular even during the Vedic times. The Samagana
style of singing developed into a strong and diverse tradition over several centuries,
becoming an established part of contemporary tradition in India. The hymns in Sama Veda, a
sacred text, were sung as Samagana and not chanted. Sama Veda is the third of the four Ve-
das of Hinduism but ranks next to Rig Veda (Rigveda) in terms of its sanctity and liturgical im-
portance.
• Rig Veda is also sung in the Samagana traditional singing style. Because of its liturgical im-
portance, Rigveda is counted as first among the four canonical sacred texts of Hinduism
known as Vedas. Rig Veda is an ancient Indian sacred collection of Vedic Sanskrit hymns.
Some of its verses are still recited as Hindu prayers at religious functions and other occasions.
 Go and Learn
Religions and beliefs in India
Religions is considered to be extremely important. India is known as
the “land of spirituality and philosophy,” and it was the birthplace of
some religions that religions that exist in the world. Hinduism, Bud-
dhism, Jainism, and Sikhism are the four of the world’s major reli-
gions. Religion has been part of the country’s growing culture. Aside
from the four religions, they also have Islam and Christianity. In Hin-
duism, their beliefs lay in reincarnation, various forms of yoga to raise
awareness, time as a revolving circle, karma, mantras, yantras, and
other forms of yoga to raise awareness.

How are religion, beliefs, and music of India related?

Music is an essential part of India’s culture. Their music and religion are closely
connected. Indian music is close to most rituals in Indian religions. They use music in
their rituals and worships. The temporal organization of Indian music also expresses
many aspects of religion and philosophy though Indian music is most effective dur-
ing ritual when it improves participation.

What are the musical characteristics of India?

India’s musical characteristics can be described through Hindustani and Carnatic music.

HINDUSTANI MUSIC CARNATIC MUSIC

 refers to music from South India  goes back to Vedic period times
 directed to a Hindu god, which is why around 1000 BC
it is called “temple music”  further developed in the 13th and 14th
 unlike Hindustani music, Carnatic mu- centuries AD with Persian influences
sic is unified where schools are based and from existing religious and folk mu-
on the same ragas, the same solo in- sic
struments (veena, flute, violin) and the  predominantly found in the northern
same rhythm instrument (mridangam and central regions
and ghatam)  influenced by ancient Hindu musical
 music pieces are mainly set for the traditions, historical Vedic religion/
voice and with lyrics Vedic philosophy, native Indian sounds
 compositions called krti are devotional and enriched by the Persian perfor-
songs mance practices of the Mughal era
 nasal singing is observed in their vocal
music
 in North India, the most common style
of singing is called khyal, a word which
means
imagination

After learning about the vocal music of India, the next topic will help you learn
the instrumental music of India.
 Go and Learn
Classification of Musical Instruments of India

There are many musical instruments in India. Some instruments are used primarily in North Indian
music (Hindustani Sangeet) while many other instruments are used in South Indian music
(Carnatic Sangeet). Instrumental music is often similar to vocal music but sometimes they have
distinctive instrumental styles. There are five known traditional systems for classification of instru-
ments.

1. GHAN– described as a non- 2. AVANADDH - described as a membra-

membranous percussive instrument but nous percussive instrument. This class of
with solid resonators. It is one of the old- instruments typically comprise the drums.
est classes of instrument in India. It may
also be a melodic instrument or instru-
ments to keep tal.

Karta
Daf (duf, daphu) Dhol
Ghatam

Nout
Manjira
Tabla

3. SUSHIR-also known as blown air. It is 4. TAT-– referred to as vina during the old
characterized by the use of air to excite civilization. Instruments in this class are
the various resonators. plucked (stringed instruments).

Ektar

Shankh Bansuri
Gotuvadyam

Gopichand
Surpeti Shehnai Sitar Rabab
 Go and Learn
Classification of Musical Instruments of India

TALA
5. Vitat – described as bowed stringed Rhythm plays an important role in Indian music. It
instruments. This is of the oldest classifica- is fundamental to the creation of any musical sys-
tem. Certainly, from a historical stand point,
tions of instruments and yet did not oc-
rhythm existed many centuries ago before the
cupy a place in classical Indian music word “rag” was ever used. Given this historical
until the last few centuries. pre eminence, it is not surprising that rhythm oc-
cupies an important position in the Indian system
of music

Tala
 literally meaning ‘clap;’ variously transliterated
as “tal”, “taal” or “taala”
Esraj Chikara  is a regular, repeating rhythmic phrase, partic-
ularly as rendered on a percussive instrument with
an ebb and flow of various intonations represent-
ed as a ''theka''
 is the common Indian system of rhythm
Theka- a sequence of drum syllables or ''bol'' - in
Indian classical music, both Hindustani classical
music and Carnatic music use complex rules to
Banam Sarangi create elaborate patterns of rhythm
Tabla– most common instrument for keeping
rhythm in Hindustani music.

Mridangam– most common instrument for keeping rhythm in Carnatic music

- also transliated as “mridang”

Learning Task 1: Which is Which?

Study the word written in the box. Identify which word fits the description of Carnatic and
Hindustani music.

Khyal Temple Music

Unified Northern
Krti Southern
Nasal Singing Lyrical
Persian Influence Imagination

CARNATIC MUSIC HINDUSTANI MUSIC

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.
 Go and Learn

What are the elements used in the music of Israel?

Rhythm Melody
• Complicated metric system • Complex modal system
and modes of Middle East
ISRAEL
Harmony/Texture Rhythm
• Heterophonic and highly • Throaty, guttural voice
ornamented Form

• Improvisatory

What is the musical background of Israel?

Israel’s music is heavily influenced by its neighboring countries. It combines

their ethnic, western, and eastern music. It is composed of two major forces: Zionist
Movement which encouraged the creation and dissemination of Israeli folk music;
and Political Struggle against Fascism which led many European-born musicians to
flee to the Holy Land.
Zionist musicians composed of hundreds of short simple folk songs for dissemi-
nation to other Israelites.

Two Divisions of Jewish Music

DEVOTIONAL SECULAR
• More on vocal music • Uses instrumental and vocal music
• Shofar, a musical instrument used to • Music is used and passage event
call for prayer and repentance. • Mostly use rhythmic and popular ro-
• Attribute Sabbath and other holy days. mantic text

Influence from Russia and Middle East

DEVOTIONAL SECULAR
• Folk tunes and musical styles • Sound of local Arab music
• Minor key • Oriental music traditions
• Pop and rock from Greece
• Melismatic ornamentation

What is the characteristics of the music of Israel?

The music of Israel reflects its mood, history, dreams, and aspirations. Its melody and lyrics
enter deep into the soul of people.
Other characteristics of the music of Israel:
• The use of minor keys
• Dance rhythms have strong off beats and asymmetric meters
• Lyrics relate to the Israeli experience (major wars, military conflicts, army life, longing to
Peace)
• Distinctive vocal style
 Go and Learn

Here is a sample of an Israeli folk song:

“Zum Gali Gali” is a traditional song relating to the formation of the State of Isra-
el, originating sometime around its creation in 1948.
It has a fast tempo with a wide range melodic line. It is usually sung with ac-
companiment and is a repetitive chant.

What are the famous musical instruments in Israel?

Israel uses the Shofar of the silver

trumpets to signal the arrival of enemy
in battle.

Riq– is important in both folk and

classical forms of the Arabs

Harp of David/Kinnor– ancient lyre

 Learning Task 2: Let’s Classify!

Name and classify the following instruments below according to Hornbostel Sachs System.

CLASSIFICATION
INSTRUMENT NAME (Chordophones, Membranophone,
Idiophone and Aerophone)
1.

2.

3.

4.

5.

Learning Task 3: “Lend Me Your Ears”

Listen perceptively to the Indian music known as “Hymn to Shiva”.

Put a check (/) to identify the elements of music in the folk song “Zum Gali Gali”
Follow this link: (1) Zum gali gali Hebrew - YouTube

TIMBRE Nasal Head Voice/falsetto Chest Voice Guttural Voice

Answer
TEXTURE Monophony Homophony Heterophony
Answer
TEMPO Slow Moderate Fast Changing
Answer
METER Duple Triple Quadruple Mixed
Answer
 ASSESSMENT TEST

Name and classify the following instruments below according to Hornbostel Sachs System.
PERFORMANCE TASK: Border Design

Materials:
• Black art papers
• Pair of scissors
• Glue
• Short bond paper

Procedure:
1. Cut out piece of any color art paper. Create your
own design for borders
2. On a short bond paper, draw a rectangle.
3. Add borders on the side of the bond paper using your created design from the art paper.
4. Inside the rectangle, write a simple quote or Bible verse.
5. Submit your work to you teacher. For ODL, take a picture of your design and send it to your
teacher.

Sample of Border Lines

RUBRIC

CATEGORY EXCELLENT GOOD FAIR POOR

(5pts) (5pts) (3pts) (2pts)
Followed the di- Followed most of Followed some of Did not follow di-
Following rections correctly the directions the directions rections
Directions

Student’s output is Student’s output is Student’s output is Student’s output is

Creativity and very creative and good and tidy fair and has few dull with lots of er-
Workmanship tidy errors rors

Pattern of South, Pattern of South, Pattern of South, There is no visible

Central, and West Central, and West Central, and West pattern of South,
Asian culture is Asian culture is vis- Asian culture is Central, and West
Pattern well-defined and ible but not clearly somewhat visible Asian culture.
used from begin- defined. but not continu-
ning to end. ous

REFERENCES:
 Music and Arts of Asia: Learner’s Module
 PDFfiller .com
 MAPEH 21st Century Book
LEARNER’S ANSWER SHEET: PLACE YOUR ANSWERS HERE! (ILAGAY DITO ANG SAGOT!)

NAME: ______________________________________ Date Submitted: __________

Grade & Section: ____________________________ Subject: __________________
Subject Teacher: ____________________________ Adviser: __________________

LEARNING TASK 1: LEARNING TASK 3: Video Presentation-TRUCK ART

NAME IT and FIND IT!
QUESTIONS:
1. Describe the unique lines, color, forms , and
1. _______________________________ shapes found in Pakistan’s truck art.
_______________________________________________
2. _______________________________
_______________________________________________
3. _______________________________ 2. Give your impression on how Pakistanis use
4. _______________________________ the elements of arts in their artwork.

5. _______________________________ _______________________________________________
_______________________________________________
6. _______________________________

LEARNING TASK 2:
Lines and Curves: MAP OF LIFE

Answer the following guide questions:

• Why are these places important to you and your family? How were you able to
reach these places?
___________________________________________________________________________________
___________________________________________________________________________________
• What features made these places memorable to you and your family?
___________________________________________________________________________________
___________________________________________________________________________________
• How did these places affect you and other members of your family?
___________________________________________________________________________________
___________________________________________________________________________________
• What type of lines can you see on your sketch?
___________________________________________________________________________________

ASSESSMENT TEST: (15 items) SCORES:

1. _____ 6. ______ 11. ______ Learning Task 1: _____________________
2. _____ 7. ______ 12. ______
3. _____ 8. ______ 13. ______ Learning Task 2: _____________________
4. _____ 9. ______ 14. ______ Learning Task 3: _____________________
5. _____ 10. _____ 15. ______
Assessment Test: _____________________