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    Activity 1

    Uploaded by

    Claudette Caballa
    This document contains information about various musical instruments and cultural practices among different ethnic groups in the Philippines. It includes activities to test understanding, such as unscrambling terms related to musical instruments, filling in a table with information about specific instruments, answering multiple choice questions about cultural practices, and completing a concept map and table with additional information.

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    Activity 1

    Uploaded by

    Claudette Caballa
    7 views4 pages
    This document contains information about various musical instruments and cultural practices among different ethnic groups in the Philippines. It includes activities to test understanding, such as unscrambling terms related to musical instruments, filling in a table with information about specific instruments, answering multiple choice questions about cultural practices, and completing a concept map and table with additional information.

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    © © All Rights Reserved

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    DOCX, PDF, TXT or read online from Scribd

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    This document contains information about various musical instruments and cultural practices among different ethnic groups in the Philippines. It includes activities to test understanding, such as unscrambling terms related to musical instruments, filling in a table with information about specific instruments, answering multiple choice questions about cultural practices, and completing a concept map and table with additional information.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    7 views4 pages

    Activity 1

    Uploaded by

    Claudette Caballa
    This document contains information about various musical instruments and cultural practices among different ethnic groups in the Philippines. It includes activities to test understanding, such as unscrambling terms related to musical instruments, filling in a table with information about specific instruments, answering multiple choice questions about cultural practices, and completing a concept map and table with additional information.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Activity 1: Direction: To review what you have learn from the last lesson of music.

    Arrange the following


    jumbled letters to write the correct answer.

    1. AGAGNIDROSENG _________________
    2. GNATNILUK ____________________
    3. GLNIUS ____________________
    4. BBAAGGN _________________
    5. GGUNA __________________

    Activity 2: Direction: Write the kind (bamboo or metal), classification (chordophone, membranophone,
    idiophone, or aerophone) and meaning of each instrument.

    1. AGUNG
    Kind: ___________________
    Classification: _____________________
    Meaning: _____________________
    2. SULING
    Kind: ___________________
    Classification: _____________________
    Meaning: _____________________
    3. GABBANG
    Kind: ___________________
    Classification: _____________________
    Meaning: _____________________
    4. KULINTANG
    Kind: ___________________
    Classification: _____________________
    Meaning: _____________________
    5. SERONGGAGANDI
    Kind: ___________________
    Classification: _____________________
    Meaning: ___________________
    ASSESSMENT 1: IDENTIFICATION: Read the statements carefully and answer them in your notebook.

    _____________1. A traditional dance which demonstrates the various ways of wearing a malong and its
    uses.

    _____________2. Sacred cloth which exchanged during marriages and used as a cover during births.

    _____________3. The traditional tight-fitting trousers made from Yakan fabric characterized as its
    vertical stripes design.

    _____________4. Sequin-like Capiz shells used to give a distinct design and color to their clothes.

    _____________5. Most common material used by the ethnolinguistic groups in Mindanao for weaving
    clothes.

    ____________6. A process of dyeing the fabric in which the yarns have been tie-dyed before weaving.

    ____________7. A square cloth used by the Yakan women as a bead cover or as a belt.

    ____________8. The common colors tones found in a Bagobo’s t’nalak.

    ____________9. The common colors tones found in a T’boli’s t’nalak.

    ____________10. Features long skirts for women, frequently woven with metallic threads, and shorter,
    wrap-around skirts for the men.

    ASSESSMENT 2: IDENTIFICATION: Read the statements carefully and answer them in your notebook.

    _____________1. The legendary bird of the Maranao said to be a symbol of good fortune.

    _____________2. It came from an old Malayan word which means carve or ukit in Filipino.

    _____________3. It serves as protection from spears and knives during combat, and may be fastened
    around the trousers.

    _____________4. It is a bamboo container for all the paraphernalia for chewing betel nut.

    _____________5. A heavy brass belt commonly worn by T’boli women during festivals.

    _____________6. A wooden comb with seed beads hanging from it, worn toward the back of the head.

    _____________7. An instrument that consists of a row of small brass or bronze gongs horizontally laid
    upon a wooden rack.

    _____________8. A charmed necklace or bracelets made of the fruits of flower beaded together to
    protect them from sickness.

    _____________9. It is a distinct form of visual arts that is applied to the face of the bride and groom
    during wedding.

    _____________10. It is a 15 meter belt worn by the groom.


    Activity 1: CONCEPT MAPPING: Write three (3) characteristics of Romantic Music using the concept map.

    Activity 2: TABLE INFORMATION: Write the needed information to complete the table.

    NAME OF COMPOSERS WHAT KIND OF SHORT DESCRIPTION COMPOSITIONS


    MUSIC? (GIVE AT LEAST THREE
    (VIOLIN AND STRINGS OF THEM)
    MUSIC, PIANO MUSIC,
    OR PROGRAM MUSIC)
    Frederic Chopin

    Camille Saint-Saens

    Niccolo Paganini

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