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MUSIC
QUARTER 2 – MODULE 1
MELCs:
• Describes the historical and cultural background of Afro-Latin
American and Popular music;

• Analyzes musical characteristics of Afro-Latin American and

Popular music; and

• Explores ways of creating sounds on a variety of sources

suitable to chosen vocal and instrumental selections.
PART I.

A. Introduction
Music has always been an important part in the daily life of the African, whether for work, religion,
ceremonies, or even communication. Music and dance are also important to religious expression and political
events. There has been a growing interest in its own cultural heritage and musical sources. Of particular
subjects of researches are its rhythmic structures and spiritual characteristics that have led to the birth of jazz
forms. African music has been a collective result from the cultural and musical diversity of the more than 50
countries of the continent.

B. Discussion
TRADITIONAL MUSIC OF AFRICA
African traditional music is largely functional in nature, used primarily in ceremonial rites, such as birth,
death, marriage, succession, worship, and spirit invocations. Others are work related or social in nature, while
many traditional societies view their music as entertainment.
Some Types of African Music
1. Afrobeat is a term used to describe the fusion of West African with black American music.
2. Apala (Akpala) is a musical genre from Nigeria in the Yoruba tribal style to wake up the worshippers after
fasting during the Muslim holy feast of Ramadan.
3. Axe is a popular musical genre from Salvador, Bahia, and Brazil. It fuses the Afro- Caribbean styles of
the marcha, reggae, and calypso.
4. Jit is a hard and fast percussive Zimbabwean dance music played on drums with guitar accompaniment,
influenced by mbira-based guitar styles.
5. Jive is a popular form of South African music featuring a lively and uninhibited variation of the jitterbug,
a form of swing dance.
6. Juju is a popular music style from Nigeria that relies on the traditional Yoruba rhythms, where the
instruments in Juju are more Western in origin.
7. Kwassa Kwassa is a dance style begun in Zaire in the late 1980’s, popularized by Kanda Bongo Man. In
this dance style, the hips move back and forth while the arms move following the hips.
8. Marabi is a South African three-chord township music of the 1930s-1960s which evolved into African
Jazz
African Culture-Influenced Music
1. Reggae is a Jamaican sound dominated by bass guitar and drums. It refers to a particular music style that
was strongly influenced by traditional mento and calypso music, as well as American jazz, and rhythm
and blues.
2. Salsa music is Cuban, Puerto Rican, and Colombian dance music. It comprises various musical genres
including the Cuban son montuno, guaracha, chachacha, mambo and bolero.

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3. Samba is the basic underlying rhythm that typifies most Brazilian music. It is a lively and rhythmical
dance and music with three steps to every bar.
4. Soca is a modern Trinidadian and Tobago pop music combining “soul” and “calypso”.
5. Were is a Muslim music performed often as a wake-up call for early breakfast and prayers during Ramadan
celebrations.
6. Zouk is fast, carnival-like rhythmic music, from the Creole slang word for ‘party,’ originating in the
Carribean Islands of Guadaloupe and Martinique and popularized in the 1980’s.
VOCAL FORMS OF AFRICAN MUSIC
1. Maracatu first surfaced in the African state of Pernambuco, combining the strong rhythms of African
percussion instruments with Portuguese melodies. The maracatu groups were called “nacoes” (nations) who
paraded with a drumming ensemble.
2. Rhythm and Blues is a musical form of the late 19th century that has had deep roots in African- American
communities. The feelings that are evoked are normally associated with slight degrees of misfortune, lost
love, frustration, or loneliness.
3. Soul music was a popular music genre of the 1950’s and 1960’s. It combines elements of African-
American gospel music, rhythm and blues, and often jazz. James Brown was known as the “Godfather of
Soul”.
4. Spiritual music is normally associated with a deeply religious person, refers here to a Negro spiritual, a
song form by African migrants to America who became enslaved by its white communities.
5. Call and Response method is a succession of two distinct musical phrases usually rendered by different
musicians.
MUSICAL INSTRUMENTS OFAFRICA
A. Idiophones are percussion instruments that are either struck with a mallet or against one another.
1. Balafon is a West African wood/bamboo xylophone. It is originally an Asian instrument that follows the
structure of a piano.
2. Rattles - Rattles are made of seashells, tin, basketry, animal hoofs, horn, wood, metal bells, cocoons, palm
kernels, or tortoise shells.
3. Agogo is a single or multiple bells that had its origins in traditional Yoruba music and also in the samba
baterias (percussion) ensembles.
4. Atingting Kon are slit gongs used to communicate between villages. They were carved out of wood to
resemble ancestors and had a “slit opening” at the bottom.
5. Slit drum is a hollow percussion instrument. Although known as a drum, it is not a true drum but it is an
idiophone.
6. Djembe is one of the best-known African drum. It is shaped like a large goblet and played with bare hands.
The body is carved from a hollowed trunk and is covered in goat skin.
7. Shekere is a type of gourd and shell megaphone from West Africa, consisting of a dried gourd with beads
woven into a net covering the gourd.

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8. Rasp or scraper, is a hand percussion instrument whose sound is produced by scraping the notches on a
piece of wood with a stick, creating a series of rattling effects.
B. Membranophones are instruments which have vibrating membranes used in drums. Examples of these
are entenga (Ganda), dundun (Yoruba), atumpan (Akan), and ngoma (Shona).
1. Body percussion - Africans frequently use their bodies as musical instruments. Aside from their voices,
where many of them are superb singers, the body also serves as a drum as people clap their hands, slap
their thighs, pound their upper arms or chests, or shuffle their feet.
2. Talking drum is used to send messages to announce births, deaths, marriages, sporting events, dances,
initiation, or war. Sometimes it may also contain gossip or jokes.
C. Lamellaphone is a set of plucked tongues or keys mounted on a sound board.
1. Mbira is a thumb piano or finger xylophone originated in Africa and is known by different names
according to the regions such as mbira, karimba, kisaanj, and likembe.
D. Chordophones are instruments which produce sounds from the vibration of strings.
1. Musical bow is the ancestor of all string instruments. It is the oldest and one of the most widely-used
string instruments of Africa. It consists of a single string attached to each end of a curved stick, similar to
a bow and arrow.
2. Lute (konting, khalam, and nkoni) is shaped like the modern guitar and played in similar fashion. It has a
resonating body, a neck, and one or more strings which stretch across the length of its body and neck.
3. Kora is Africa's most sophisticated harp. Its body is made from a gourd or calabash. The leather rings
around the neck are used to tighten the 21 strings that give the instrument a range of over three octaves.
4. Zither is a stringed instrument whose strings are stretched along its body. Among the types of African
zither are the raft or Inanga from Burundi, the tubular or Valiha from Malagasy, and Mvet from Cameroon.
5. Zeze is an African fiddle played with a bow, a small wooden stick, or plucked with the fingers. It has one
or two strings, made of steel or bicycle brake wire and also known by the names tzetze and dzendze, izeze
and endingidi; and on Madagascar is called lokanga.
E. Aerophones are instruments which are produced initially by trapped vibrating air column or which enclose
a body of vibrating air.
1. Flutes are widely used throughout Africa and either vertical or side-blown. They are usually fashioned
from a single tube closed at one end and blown like a bottle.
2. Panpipes consist of cane pipes of different lengths tied in a row or in a bundle held together by wax or
cord, and generally closed at the bottom.
3. Kudu horn is made from the horn of the kudu antelope. It releases a mellow and warm sound that adds a
unique African accent to the music.
4. Reed pipes are single-reed pipes made from hollow guinea corn or sorghum stems, where the reed is a
flap partially cut from the stem near one end. The most well-known is the rhaita or ghaita, an oboe-like
double reed instrument from northwest Africa.
5. Whistles found throughout the continent may be made of wood or other materials.

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6. Trumpets are made of wood, metal, animal horns, elephant tusks, and gourds with skins from snakes,
zebras, leopards, crocodiles and animal hide as ornaments to the instrument.

C. Readings
Some of the earliest sources on African music are archaeological. Although musical instruments made of
vegetable materials have not survived in the deposits of sub-Saharan climatic zones, archaeological source
material on Nigerian music has been supplied by the representations of musical instruments on stone or terra-
cotta from Ife, Yorubaland. These representations show considerable agreement with traditional accounts of
their origins. From the 10th to the 14th century AD, ig̀bìn drums (a set of footed cylindrical drums) seem to
have been used. The dùndún pressure drum, now associated with Yoruba culture and known in a broad belt
across the savanna region, may have been introduced around the 15th century, since it appears in plaques
made during that period in the kingdom of Benin. The Yoruba dùndún drums are now used as “talking drums”
in accompaniment to oriki poetry. The double iron clapperless bell seems to have preceded the talking drum.
Pellet bells and tubular bells with clappers were known by the 15th century. (Encyclopedia Britannica)

D. Examples
Examples of Songs and Artists on the Vocal Forms of African Music
Rhythm and Blues - Noted performers of the Rhythm and Blues genre are Ray Charles, Cab Calloway, Aretha
Franklin, and John Lee Hooker.
Soul - Some important innovators whose recordings in the 1950s contributed to the emergence of soul music
included Clyde McPhatter, Hank Ballard, and Etta James. Examples of soul music are the following: Ain’t No
Mountain High Enough, Ben, All I Could Do is Cry, Soul to Soul, and Becha by Golly,Wow.
Spiritual - Examples of spiritual music are the following: We are Climbing Jacob’s Ladder, Rock My Soul,
When the Saints Go Marching In, and Peace Be Still.
Call and Response - Examples are; Mannish Boy, one of the signature songs by Muddy Waters; and School
Day - Ring, Ring Goes the Bell by Chuck Berry.

Examples of African Musical Instruments

(Balafon)

(Inanga) (Panpipes)
(Agogo) (Kudu Horn)
(Trumpet)
(Slit Drum) (Djembe) (Atingting Kon) (Mbira)
(Musical
Bow)

(Nkoni) (Luna)
(Flute)
(Kora)
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PART II. Activity Proper

Activity No. 1
Directions: Loop the words in the puzzle below regarding African Music from the word bank.

APALA AXE REGGAE SAMBA JIT

JIVE SALSA JUJU SOCA MARABI
WERE AFROBEAT KWASSAKWASAA ZOUK AFRICAN MUSIC

Activity No. 2
Directions: Encircle the materials from the box below that you think is used in making instruments.

Leather Clay Animal horn Crocodile skin Cocoons

Palm leaves Rattan Garlic Seashells Vinegar
Salt Bones Bamboo Tin can Guinea Corn
Tortoise shell Wood Oil Gourd Stones
Palm kernels Elephant tusk Snakes Animal hoofs Water

Activity No. 3
Directions: Classify the instruments in the box based on the Hornbostel-Sachcs’.

FLUTE LUNA AGOGO LIKEMBE MBIRA

NGOMA RHAITA BALAFON NKONI KISAANJ
ZEZE TRUMPET DUNDUN DJEMBE KORA

Idiophones Aerophones Chordophones

Membranophones Lamellaphones

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Activity No. 4
Directions: Create a review of the following African music by watching the videos on the link below. Use
the guide questions to properly elaborate the needed information for your review. Use the rubric below as your
guide in this activity.
Kwassa kwassa - Link: https://youtu.be/77pvf3iplyQ
Guide Questions:
1. What African music was presented in the video?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What musical elements and characteristics caught your attention? Explain.
_______________________________________________________________________________________
_______________________________________________________________________________________
Maracatu - Link: https://youtu.be/joYV55pOaBA
Guide Questions:
1. What vocal form was presented in the video?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What vocal styles was used? Elaborate.
_______________________________________________________________________________________
_______________________________________________________________________________________
African Instruments - Link: https://youtu.be/LOS0kA_O6IQ
1. What instruments are featured in the video?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What are the performance practices you have noticed and how does it affect the performance?
_______________________________________________________________________________________
_______________________________________________________________________________________

Activity No. 4 (Music Review Rubric)

Point-Rate CRITERIA - Content and Organization Score
The content of the music review is complete and very relevant and is well
5 Outstanding
presented in a comprehensive manner.
The content of the music review has one to two missing entries and is
4 Very Good
presented in a comprehensive manner.
The content of the music review has three to four missing entries and is
3 Good
presented in a quite comprehensive manner.
The content of the music review has five to six missing entries and is
2 Fair
presented in a fairly comprehensive manner.
1 Poor The content of the music review needs revision and improvement.

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KEY TO CORRECTIONS:
Activity No. 1

Activity No. 2

The incorrect answers are:

Salt
Water
Garlic
Vinegar
Oil

Activity No. 3

Idiophone Chordophone
Agogo, Djembe Kora, Nkoni
Balafon Zeze
Aerophone Membranophone
Flute, Rhaita Luna, Ngoma
Trumpet Dundun
Lamellaphone
Likembe, Kisaanj and Mbira

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PART III. SUMMATIVE EVALUATION

A. Directions: Write the letter of the correct answer on the space provided before each number.
_____1. What is the nature of African traditional music?
A. Aesthetic B. Functional C. Spiritual D. Economical
_____2. What is known to be the lively and uninhabited variation of the jitterbug?
A. Axe B. Jit C. Jive D. Marabi
_____3. Where did Maracatu first surface?
A. Akan B. Ganda C. Pernambuco D. Yoruba
_____4. Who is considered as the “Godfather of Soul”?
A. Etta James B. James Brown C. Little Richard D. Sam Cooke
_____5. Who popularized the song “Mannish Boy” which is in the call and response method?
A. Chuck Berry B. Jackie Wilson C. Jeff Baxter D. Muddy Waters
_____6. What term is used to describe the fusion of West African and Black American music?
A. Afrobeat B. Axe C. Juju D. Kwassa Kwassa
_____7. Which of the various musical genres is NOT comprised in the dance Salsa?
A. Chachacha B. Guaracha C. Mambo D. Mento
_____8. What is the meaning of the Creole slang word “Zouk”?
A. Carnival B. Dance C. Party D. Soul
_____9. What is the purpose of performing the Muslim music “Were”?
A. Celebratory music B. Fasting music C. Party Music D. Wake-up call
_____10. Ben was tasked to present an African-inspired song for their United Nations
celebration. He planned to perform “A Man’s World” popularized by James Brown.
What vocal form of African music was exemplified in the situation?
A. Call and Response B. Maracatu C. Soul D. Spititual

B. Directions: Identify the five (5) Hornbostel – Sachs classification of instruments used in categorizing
the different African instruments. Use the concept map below for your answers.

Hornbostel – Sachs
Classification of
Instruments

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 C. Directions: Choose one singer or music artist featured in the Vocal Forms of African Music and do a
simple research about their life, career and genre of music. Paste a photo of the singer on the space
provided. Acknowledge the source or reference that you will use in this activity. Use the rubric below
as your guide for this activity.
______________________________________________________
(Name of the Artist/Singer)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Paste photo here
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(References)_____________________________________________________________________________________________
______________________________________________________________________________________________________
_____________________________________________________________________________________________
_
_____________________________________________________________________________________________
PHOTO-ESSAY RUBRIC (10 points)
CRITERIA
Point-Rate Score
Content and Organization Creativity and Neatness
The content of the photo-essay is The creativity implored in this
5 Outstanding complete and very relevant and is well activity is outstanding and it is
presented in a comprehensive manner. visually neat and presentable.
The content of the photo-essay has one to The creativity implored in this
4 Very Good two missing entries and is presented in a activity is very good and it is
comprehensive manner. visually neat and presentable.
The content of the photo-essay has three The creativity implored in this
3 Good to four missing entries and is presented in activity is good and it is somewhat
a quite comprehensive manner. visually neat and presentable.
The content of the photo-essay has five to The creativity implored in this
2 Fair six missing entries and is presented in a activity is fair and it is not visually
fairly comprehensive manner. neat and presentable.
The content of the photo-essay needs The photo-essay needs
1 Poor
revision and improvement. improvement.
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ANSWER KEY Summative Test
A. B.

1. B 6. A 1. Aerophone
2. C 7. D 2. Idiophone
3. C 8. C 3. Membranophone
4. B 9. D 4. Chordophone
5. D 10. C 5. Lamellaphone

References:
Copiaco, H., Lugue, V., Ramirez, V., Darilag, A., Vergara, L., Reyes, G., & Yap, J. (2014). Our World of
MAPEH Grade 10. Quezon City: Vibal Group, Inc.

Sunico, R. M., Cabanbanan, E. F., & Moran, M. Y. (2015). HORIZONS Grade 10 Learner's Material:
Music and Arts Appreciation for Young Filipinos. Quezon City: Tawid Publications.

https://www.britannica.com/art/African-music

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