QUARTER 2

MAPEH (Music) G10

 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their
respective copyright holders. Every effort has been exerted to locate
and seek permission to use these materials from their respective
copyright owners. The publisher and the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors
PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

PIVOT 4A CALABARZON Music G10

 MAPEH (Music)
Grade 10
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead

Ronald Lozano
Content Creator & Writer

Jhonathan S. Cadavido and Jenny Ann A. Joyosa

Internal Reviewers & Editors

Lhovie A. Cauilan
Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno Graphic

Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON Music G10

Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings of the
learners, to understand how materials and activities are used in the new
normal. It is designed to provide information, activities, and new learning
that learners need to work on.
 Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Music as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in guided and
independent learning activities at their own pace. Furthermore, this also
aims to help learners acquire the essential 21st century skills while taking
into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are arranged
according to graduated levels of difficulty—from simple to complex. You are
expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time and date
agreed upon.

Parts of PIVOT 4A Learner’s Material

K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

What I need to know
Introduction

learning outcomes for the day or week, purpose of

the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
What is new
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes

PIVOT 4A CALABARZON Music G10

WEEK

1
him/her on what he/she knew, what he/she does
What is in not know and what he/she wants to know and

Development
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it
developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

and opportunities in building his/her knowledge,
Engagement

What is more
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
doing the tasks in the D part. This also exposes
him/her to real life situations/tasks that shall:
What I can do ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
What else I can do concepts .

This part brings the learner to a process where

Assimilation

What I have learned he/she shall demonstrate ideas, interpretation,

mindset or values and create pieces of
information that will form part of his/her
knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the Most
Essential Learning Competencies (MELCs). Understanding the target contents and
skills can be further enriched thru the K to 12 Learning Materials and other
supplementary materials such as Worktexts and Textbooks provided by schools
and/or Schools Division Offices, and thru other learning delivery modalities,
including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON PE G10

Afro-Latin American and Popular Music

Lesson
I
This lesson was written for Grade 10 learners for them to enrich their knowledge and
understanding of the historical and cultural background of
 At the end of this lesson, you should able to describe the historical
and the cultural background-Latin
of Afro
American and popular
music; and
show appreciation by creating simple infographic poster.

Share Time!
Who is your favorite singer/s? Why?
Which of his/her song do you like the most? Why?

D
Learning Task With
1: the help of your sibling, guardian or parent, share
your ideas about-Latin
Afro American music. Do this task in your notebook.

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________

Afro-
Latin American and popular music.

PIVOT 4A CALABARZON Music G10

Learning Task 2: Read the statements below. Write TRUE if the statement is correct
and FALSE if it is incorrect.
1. African music is a collective result of the cultural and musical diversity of more
than 50 ethnic divisions of the continent.
2. Before the arrival of the Spanish, Portuguese, and other European colonizers, the
natives were found to be using local drums and percussion instruments.
3. Popular music literally means famous music around the world.
4. The music of Latin America is the product of three major influences: the
indigenous, the Spanish-Portuguese, and the African.
5. Popular music is mainly influenced by America.

Music of Africa
• Music has always play an important role in the daily lives of Africans. It can be for
work, religion, ceremonies, or even communication.
• For the African ceremonies, singing, dancing, clapping, and beating of drums have
essential roles even in religious expressions and political events.
• The wide influence of African music spread throughout the world. It permeated
contemporary American, Latin American, and European styles.
• African music is a result of the collective cultural and musical variety of more
than 50 ethnic divisions of the continent.
• The organization of this vast continent is a colonial legacy from European rule of
different nations up to the 19th century, enabling it to incorporate its music with
language, environment, political development, immigration, and cultural diversity.
• In the particular subject of research are its rhythmic structures and spiritual
characteristic that have led to the birth of jazz forms.

Music of Latin America

• The Latin American music is the product of three major influences of indigenous
Spanish, Portuguese and Africa.
• It pertains to Latin music because of the impact on the countries colonized by
Spain and Portugal, spanning the following areas:
  Andean region (a mountain system of western South American along the
Pacific coast from Venezuela to Tierra del Fuego) - Argentina, Bolivia, Chile,
Ecuador, Peru, and Venezuela.
 Central America—Belize, Costa Rica, El Salvador, Guatemala, Honduras, and
Panama.
 Caribbean—Cuba, Dominican Republic, Guadeloupe, Haiti,
Martinique, and Puerto Rico.
 Brazil

• Because of the interracial relationship and migration, the abovementioned

countries also became populated by five major ancestral groups such as:
 Indian descendant of the original native inhabitants of the region before the
arrival of the colonizers;
 African descendants from Western and Central Africa;

 European descendants of colonizers mainly from Spain and Portugal, but

also those of French, Dutch, Italian, and British traders;
 Asian descendant of migrations from China, Japan, Indian, and
Indonesia/Java; and
 Mixed descendants from the abovementioned groups.

Popular Music
• Popular music literally means “music of the populace”.
• Developed in the 20th century, pop music is generally comprised of music for
entertainment of large number of audience, whether on radio or in live
performances.

E
Learning Task 2: Complete the graphic organizer. Do this task in your

PIVOT 4A CALABARZON Music G10

notebook.

Historical and Cultural Background

Afro-Latin American Popular Music

Learning TaskUsing
3: your coloring materials and short bond paper, create
an infographic that will show the cultural and historical background
- of Afro
Latin American and popular music. Paste your work in your notebook.
Remember that when we say infographic information, it is a graphic
visual presentation of information.

Criteria for Rating

Criteria 5 pts 4 pts 3 pts 2 pts 1pt

Design
Content
Presentation
Learning Task 4: In your notebook, answer the given question.

Do you think the song entitled “Dynamite” of BTS, a Korean band, can
 WEEKS
2-3
be considered a popular music? Why?

A
Learning TaskDo
5:the following in your notebook.
1. Describe the historical and cultural background of African, Latin
American, and popular music.
2. Define popular music.

Learning TaskIn6:your notebook complete the following.

In this lesson, I learned that _____________________________________.

In this lesson, I discovered that __________________________________.

Musical Characteristics of Afro-Latin American

and Popular Music
Lesson
I
This lesson was written for Grade 10 learners for them to explore and
discover the Afro-Latin American and popular music by perceptively listening

PIVOT 4A CALABARZON Music G10

 At the end of this lesson, you should able to describe
-Latin
the Afro
American and popular music; and show appreciation through listening.

D
Learning TaskIn1:your notebook, define the following.
1. Melody
2. Rhythm
3. Dynamics
4. Texture
5. Tempo

E
Learning Task Open
2: the link or scan the QR code to access the video
clips. Listen and analyze them by answering the guide questions below.
Write your answers in your notebook. (If connecting to the Internet is not
possible, you may select your six favorite songs as alternative music.)

A. Juju Music with Prince

-Oye
Ade
of Benin
https://www.youtube.com/watch?v=NC0Tw4PmarA

B. Samba Latina Soundtrack

https://www.youtube.com/watch?v=sQ9hY7CEtLk

and analyzing the Afro-Latin American music and popular music.

C. Bob Marley Three Little Birds Lyrics
https://www.youtube.com/watch?v=ind7BEZgWJU

D.Maracatu
- Bloco d'O Passo
https://www.youtube.com/watch?v=MNLrzCpOQu8

E.Para Sa Akin
- Sitti Navarro
https://www.youtube.com/watch?v=2vH_ww
-Ks68

F. Love Me Do
- The Beatles
- Lyrics
https://www.youtube.com/watch?v=xrN2nWe4kPI

2.1. Answer the given questions in your notebook.

2.1.1
. What you think is the mood of each song?

Music A:

Music B:

Music C:

Music D:

Music E:

Music F:

2.1.2
. Do you think the melody and the rhythm of each song are appropriate
to
effectively deliver the message? Why?

Music A:

Music B:

Music C:

Music D:

Music E:

PIVOT 4A CALABARZON Music G10

Music F:

2.1.3. Which music/song do you like most? Why?

____________________________________________________________________________
____________________________________________________________________________

2.2. Describe the musical elements of the songs you heard while completing the table
below. Do this activity in your notebook.

Songs Melod Rhyth Dynamics Textu Temp

(or y m re o
Your
Chosen
Juju
Music
with
Prince
Ade-
Oye of
Benin
 Samba
Latina
Soundtra
ck

Bob
Marley
Three
Little
Birds
Maracatu
-
Bloco d'O
Passo
Para Sa
Akin -
Sitti
Navarro
Love Me
Do -
The
Beatles

PIVOT 4A CALABARZON Music G10

Traditional Music of Africa
Basically, African music has interlocking structural format. It is mainly overlapping
and has dense texture as well as its rhythmic complexity.
Its many sources of influence have produced such varied styles and genres as the
following:
Afrobeat

It is used to describe fusion of Western African with Black American music.

Apala (Akpala)
It is a musical genre from Nigeria in the Yoruba tribal style. It used to wake-up
worshippers after fasting during Muslim holy feast of Ramadan. Percussion
instrumentation includes the rattle (sekere), thumb piano (agidigbo), bell (agogo), and
two or three talking drums.
Axe
It is a popular genre from Salvador, Bahia, and Brazil. It fuses the Afro-Caribbean
styles of marcha and reggae, and is played by carnival bands.
Jit
It is a hard and fast percussive Zimbabwean dance music played on drum with
guitar accompaniment, influenced by mbira-based guitar styles.
Jive
It is a popular form of South African music featuring a lively and uninhibited
variation of the jitterbug. Jitter is a form of swing dance.
Juju
It is a musical style from Nigeria that relies on the traditional Yoruba rhythms, where
instruments are more Western in origin. A drum kit, keyboard, pedal steel guitar,
and accordion are used along with the traditional dun-dun (talking drum or squeeze
drum).
Kwassa kwassa
It is a dance style that began in Zaire in the late 1980s, popularized by Kanda Bongo
Man. In this style, the hips move back and forth while arms follow the hip
movements.
Marbi
It is South African three-chord township music of the 1930s-1960s which evolved
into African jazz. It is characterized by simple chords in varying vamping patterns
with repetitive harmony over an extended period of time to give the dancers more time
on the dance floor.
Latin American as Influenced by African Music
Reggae
It is a Jamaican musical style that was influenced by the island’s traditional mento
music. Its offbeat rhythm and staccato chords are the most distinctive qualities of

It is dance music from Cuba, Puerto Rico, and Colombia. It is

composed of various genres including the Cuban son montuno, guaracha,
chachacha, mambo, and bolero.

It is a Brazilian musical genre and style. Its roots can be traced to Afri-
ca via the West African slave trade and African religious tradition particularly
in Angola and the Congo. It has basic underlying rhythm that typifies most
Brazilian music. It is lively and has rhythmical beat with three steps to every
bar, making the samba feels like a timed dance.

It is also called as the “soul of calypso”. It originated as a fusion of

calypo with Indian rhythms, thus combining the musical traditions of the
two major ethnic groups of Trinidad and Tobago. It is a modern Trinidadian
and Tobagonian pop music combining soul and calypso music.

reggae.

Salsa

Samba

PIVOT 4A CALABARZON Music G10

Soca

Were
It is a Muslim music often performed as a wake-up call for the early breakfast and
prayers during Ramadan celebrations. Relying on pre-arranged music, it fuses the
African and European music styles.

Zouk
It is a carnival–like rhythm, from the creole slang word for “party”. It originated in
the Caribbean Islands of Guadeloupe and Martinique and popularized in the 1980s.
It has pulsing beat supplied by the gwo ka and tambour bele drums, a tibwa
rhythmic pattern played on the rim of snare drum, a rhythm guitar, a horn section,
and keyboard synthesizers.

Vocal Form of African Music

Maracatu
It first surfaced in the African state of Pernambuco, combining the strong rhythm of
African percussion instruments with Portuguese melodies. The maracatu group called
nacoes (nations) who paraded with a drumming assemble numbering up to 100, are
accompanied by singer, a chorus, and coterie of dancers.

Blues
The blues is a musical form of the late 19th century that had deep roots in African-
American communities, located in the so called “Deep South” of the United States,
where the slaves and their descendants used to sing as they worked in the cotton and
vegetable fields.
The notes of the blues create an expressive and soulful sound. The feelings that are
evoked are normally associated with misfortune, lost love, frustration, or loneliness.
From extreme joy to deep sadness, the blues can communicate various emotions
more effectively than other musical forms.

The noted performers are Ray Charles, James Brown, Cab Calloway,
Aretha Franklin, and John Lee Hooker. As well as B.B. King, Bo Diddley, Erykah
Badu, Erica Clapton, Steve Winwood, Charles Musselwhite, Blues Traveler, Jimmie
Vaughan, and Jeff Baxter.
Soul
It was a popular music genre of the 1950s and 1960s. It originated in the United
States, and combined elements of African-American gospel music, rhythm and blues,
and often jazz. The catchy rhythm is accompanied by handclaps and extemporaneous
body moves which are among its important features. Other characteristics include
“call and response’’ between the soloist and the chorus, and an especially intense
and powerful vocal sounds.
Some important innovators who made recording in the 1950s that contributed to the
emergence of soul music includes Clyde McPhatter, Hank Ballard, and Etta James.
Ray Charles, Little Richard, Otis Redding, and James Brown were equally influential.
Sam Cooke and Jackie Wilson are often acknowledged as “soul forefathers” while
Brown is called as “Godfather of Soul”.
Example of soul music are Ain’t No Mountain High Enough, Ben, All I Could Do Was
Cry, Soul to Soul, and Betcha by Golly Wow.
Spiritual
It is associated with deeply religious person. It pertains to a song form, known as the
“Negro spiritual” sang by the African slaves in America who became enslaved by their
white communities. This form of music is used as outlet to express loneliness and

We are Climbing Jacob’s Ladder

When the Saints Go Marching In

It is a method of a succession of two distinct musical phrases usually

rendered by different musicians, where the second phrase acts as a direct
commentary on or response to the first. It is somewhat same with question
and answer sequence in human communication. resembles
It alsoto the
verse
-chorus form in many vocal compositions.

Mannish Boy, one of the signature songs by Muddy Waters

School Day
—Ring. Ring Goes the Bell by Chuck Berry
Call Me Maybe by Carly Rae Jepsen
PIVOT 4A CALABARZON Music G10
anger. It was a result of the interaction of music and religion from Africa with that of
American. The text, mainly religious, and sometimes taken from Biblical psalms or
passages, while the music utilizes deep bass voices. The vocal inflections, African
accents, and dramatic changes in dynamic add to the musical interest and
effectiveness of the singing.
Examples:

Rock My Soul

Peace Be Still

Call and Response

Example:

Music of Latin America

Influences on Latin American Music
Indigenous Latin American Music
It was largely functional in nature, being used for religious worship and ceremonies.
The use of instruments, as well as singing and dancing, served to implore the gods for
a good harvest or victory in battle, to guard against sickness and natural disasters,
and of course to provide recreation.

Afro-Latin American Music

The rich and varied rhythmic patterns produced by drums and various percussion
instruments are noticeable in this music. Complex layering of rhythmic pattern was
favorite device, where fast-paced tempo adds to the rhythmic density. Vocal music
was often deep-chested while instrumental music greatly relied on drums and buzzer
to produce rich sounds and occasional loud volume levels for added intensity.
Euro-Latin American Music
The different regions of Latin American adopted various characteristics from
European colonizers. The melodies of renaissance period were used in Southern
Chile and the Colombian Pacific coasts, while step-wise melodies were preferred in
the heavily Hispanic and Moorish influenced areas of Venezuela and Colombia.
Alternating dual meter, such as and, known as “sesqualtera” found in Chile and
adopted in Cuba and Puerto Rico, were immortalized in the song I Wanna Be in
America from Leonard Bernstain’s Broadway hit West Side Story . Other European
influences were seen in the texture of Euro-Latin American music, from
unaccompanied vocal solos to those accompanied by stringed instruments.
Mixed American Music
The diversity of races and cultures from the native Americans, Afro-Latin Americans
and Euro-Latin Americans account the rich combination of musical elements. This
musical fusion, combining native instruments with Europe counterparts and
musical theories, was further enriched by the instruments brought by the African
slaves. The massive infusion of African culture also led to the introduction of other
music and dance forms such as the Afro-Cuban rumba, the Jamaican reggae, the
Colombian cumbia, and the Brazilian samba.

Popular Latin American Music

Latin American has produced several musical genres and forms that had been
influenced by European folk music, African traditional music, and native source.
Much of its popular music has in turn found its way to America, Europe, and
eventually the rest of the world. Its danceable rhythms, passionate melodies, and
exotic harmonies continue to enthrall music and dance enthusiasts worldwide. Some
of these Latin American popular music forms are the tango, bossa nova, samba, son
and salsa.
1. Samba—It is a dance form of African origin which evolved into an African -
Brazilian favorite in the working class and slum districts of Rio de Janeiro. Its
lively rhythm consists of two four-time signature that are danced as three steps
per measure, thus creating a feeling of three four-time signature.
2. Son – It is a fusion of the popular music or canciones (songs) of Spain, the African
rumba rhythms of Bantu origin.
3. Salsa - It is a social dance with marked influences from Cuba and Puerto Rico
that started in New York in the mid 1970s. The moderate tempo is used
throughout.
2

Vocal and Dance Form of Latin American Music

1. Cumbia - It consists of varying rhythmic meters in different locations— two four
time signature in Colombia, two four, four four, and six eight time signatures in
Panama, and two two time signature in Mexico. The instruments used are drums
of African origin, such as the tabora, (bass drum), claves (a pair of the thick
hardwood sticks struck together to set the beat), guitar, accordion, clarinet,
modern flute, and caja (a type of snare drum).
2. Tango - The word “ tango” has been of African origin, meaning “African dance” or
from the Spanish word taner meaning “to play” an instrument. During the 1890s,

PIVOT 4A CALABARZON Music G10

 it developed as the foremost urban song and dance form in the working class
areas of Buenos, Aires, Argentina related to the Cuban contradanza and
habanera.
3. Chacha - It is a ballroom dance originated in Cuba. It was derived from the
mambo and its characteristics rhythm of 2 crochets—3 quavers— quaver rest,
with a syncopation on the fourth beat.
4. Rumba - It is popular recreational dance of Afro-Cuban origin, performed in a
complex duple meter pattern and tresillo, which is a dotted quaver— dotted
quaver –dotted semiquaver rhythm. It has a repetitive melody with an ostinato
pattern played by maracas, claves, and other percussion instruments.
5. Bossa nova - It originated in the late 1950s when a slower, gentler version of the
classic Cuban samba become popular with the upper- and middle-class sectors of
Brazilian society. The name bossa nova is Portuguese (the language of Brazil) for
“new trend.” The music integrates melody, harmony, and rhythm into a swaying
feel, where the vocal style is often nasal. The music contains themes centering on
love, women, longing nature, and youthfulness. This is ideal for easy and relaxing
listening, conducive to romantic dates and quiet moments at lounges.

6. Reggae—It is an urban popular music and dance style that originated in Jamaica
in the mid-1960s. It contained English texts coupled with Creole expressions that
were not so familiar to the non-Jamaican. It was a synthesis of Western American
(Afro-American) popular music and the traditional Afro-Jamaican music. It
composed a Western-style melodic-harmonic base with African sounds and
characteristics, American pop and rock music mannerisms, and a preference for
a loud volume in the bass. The best-known proponent of reggae music is Bob
Marley.
7. Foxtrot- The foxtrot is a 20th century social dance that originated after 1910 in
the USA. It was executed as one step, two step and syncopated rhythmic pattern.
The tempo varied from 30 to 40 bars per minute and had a simple duple meter
with regular 4-bar phrases.
8. Paso Doble- It means double step. It is a theatrical Spanish dance used by
Spaniards in bullfights. The music was played as the matador (a bullfighter whose
task is to kill the bull) enters (paseo); and also, during passes just before the kill
(faena). The music used is in the duple meter and march-like character.

Jazz Music
The development of the jazz genre was an offshoot of the music of African slaves who
were brought to America. As an outlet for their deepest feelings, the Africans used
music to recall their nostalgic past in their home country as well as to voice out their
sentiments on their desperate condition as slaves in America. Jazz evolved into
different upbeat forms which the world adopted and incorporated into other
contemporary styles.
1. Ragtime - It is a popular American music style mainly for piano. It originated in
the Afro-American communities of St. Louis and New Orleans. It was said to be a
modification of the “marching mode” made popular by John Philip Sousa, where
the effect is generated by an internally syncopated melodic line pitted against a
rhythmically straightforward bass line. The music is written unlike jazz which is
characterized mainly improvised and consist of regular meters and clear phases,
with an alternation of low bass or bass octaves and chords. Scott Joplin is known
as the “King of Ragtime”.
2. Big Band - It refers to a large ensemble originated in the United States in the mid–
1920s closely associated with the Swing Era and its jazz elements. The style
relied heavily on percussion (drums), wind, rhythm (guitar, piano, double bass,
vibes), and brass instruments (specifically saxophones), with a lyrical string
section (violins and other string instruments) to accompany a lyrical melody.
Standard big band 17-piece instrumentations are composed of the percussion, bass,
and woodwind instruments; five saxophones (commonly two altos, two tenors, and
one baritone), four trumpets, four trombones (often including one bass trombone),
and a four–piece rhythm section (composed of drums, acoustic bass or electric bass,
piano and guitar). Some big bands today use traditional instruments.
3. Bebop - Bebop or bop is a musical style of modern jazz that emerged during
World War II. It was recognized by its tempo, instrument virtuosity, and
improvisation. The speed of the harmony, melody, and rhythm resulted to heavy
performance where the instrument sound more intense and freer.
4. Jazz Rock - It is the music of 1960s and 1970s bands that inserted jazz
elements into rock music. A synonym for “jazz fusion”, jazz rock is a mix
of funk and R&B (rhythm and blues) where the music used amplification and
electronic effects, complex time signature, and extended instrumental
compositions with lengthy improvisations in the jazz style.

Popular Music
It literally means “ music of the populace”, similar to traditional music of the past. In
the 20th century, pop music (as it has come to be called) generally consisted of
music for entertainment of large number of people, whether on radio or in live
performances.
• Folk Music—Traditionally, folk music pertains to melodies and songs of the
common people handed down one generation to the next. Folk music commonly
expresses the character of ethnic and social groups, and sometimes of a nation.
As the music of the people, it shows political or religious beliefs, tells a story,
recount history, or simply provides amusement. During 1960s and 1970s, folk
music took on a new character. It was combined with elements of rock to reveal
the social and political concerns of the youth era.
• Country and Western Music- It is the combination of popular musical forms
originally found in the southern United States. The terminology “country music”
began to be used in the 1940s when the earlier term “hillbilly music” was felt to be
degrading, and the term was subsequently embraced in the 1970s. The music

PIVOT 4A CALABARZON Music G10

 reflects the people’s life experiences and local settings, even while combining the
ideas of a continued development of the society with nostalgia for one’s roots and
culture. Its musical characteristics are simple tune, usually sung solo
accompanied by a guitar, a banjo, or occasional whistling. The theme of the songs
shows the romantic imagery of the American cowboy-depicting heroic deeds, gritty
trail life , nature and widen open space.
Ballads
It is about expressive folksong in narrative verse with text dealing typically with love.
The word “ballad”, derived both from the medieval French “chanson balladee” and
“ballade”, meansa dancing song. Nowadays, the term ballad pertains to a love song in
slightly pop or rock style, with following variations:
1. Blues Ballads— It often deals with anti-heroes resisting authority and emphasizes
the character of the performance more than narrative content as accompanied by
banjo or guitar.
2. Pop Standard and Jazz Ballads—It is a blues style built from single verse of 16
bars ending the dominant of half-cadence, followed by a refrain or chorus part of
16 or 32 bars in AABA form . The B section acts as the bridge, and the piece
usually ends with a brief coda or the tail—a few additional lyrics that bring the
song to a close
3. Pop and Rock Ballads— It is categorized as an emotional love song with
suggestions of folk music.
Standards
It is used to denote the most popular and enduring songs from a particular genre or
styles. Its style is mostly moderate tempo with a relaxed mood and highly playable
melodies within the range and technical capacity of armature singers.
Rock and Roll
It was greatly popular song from United States during the late 1940s to the 1960s. It
combined the Afro-American forms such as the blues, jump blues, jazz, and gospel
music with Western swing and country music. The lead instruments were the piano
and saxophone, but these were eventually replaced by modern instrument.
In the classic form, rock and roll employed one or two electric guitars (lead, rhythm),
a string bass or bass guitar, and a set of drums that provided the rhythmic pattern.
With the use of technology, amplifiers and microphones were added to increase the
volume.

Disco
Disco music pertained to rock music that was more danceable. The disco style had a
soaring and reverberating sound rhythmically controlled by a steady beat for ease of
dancing, and accompanied by stringed, horns, electric guitars, and electric pianos or
synthesizers.
Pop Music
Like disco era, other pop music superstars continued to emerge including pop
superstars like Celine Dion, Madonna, Michael Jackson (The King of Pop) and the
today’s pop music idols, such Boyzone, Westlife, Black Eyed Peas, K-pop groups, etc.

Hip Hop and Rap

The musical style is a highly rhythmic type of music that usually includes rap
(rhythmic chanted words). In rapping, the artist performs along within the
instruments or the synthesizer beat.

Alternative Music
It is an underground and independent form of music that arose in the 1980s. It was
recognized as unconventional practices such as distorted guitar sounds, oppressive
lyrics, and defiant attitudes. It was also characterized by high energy levels that bred
new styles such as new wave, punk rock, post-punk, indie rock, gothic rock, jangle
pop, noise pop, C86, Madchester, Industrial Rock, and Shoegazing.

Classical Musical Made Popular

In the 20th century the composers expanded the genres of classical music with bold
or daring new styles, such as minimalism, chance music, and avant-garde music.

Crossover Performance: Classical and Pop

Number of classical musicians have begun to render “crossover” performance, in
which they combine classical compositions with a jazz, rock, and folk music in the
same concert or recording.

Philippine Popular Music

Original Pilipino Music (OPM)
It pertains to the Philippine pop song, particularly ballads, such as those popular
after the fading of its predecessor, the Manila Sound, in the late 1970s.
1980s and 1990s are regarded as the golden era of Philippine ballads.
Among the classics that emerged were those created by Ryan Cayabyab,

PIVOT 4A CALABARZON Music G10

George Canseco, Willie Cruz, Jose Marie Chan, and Gary Valenciano. In the
Philippines there are compositions that made use of Western-type melody and

E
Learning TaskAnswer
3: the given questions below. Write your answers in
your notebook.
1. Do you consider Philippine rock, pinoy rap, and pinoy hip hop as
Philippine Pop music? Why?
2. What do you think is the role of media like radio,
internet
television,
and
recording play in the development of different musical genres?
3. How will this lesson improve you as an individual?

Learning TaskIn4:a short bond paper, create a brochure that will describe
the characteristics of-Latin
Afro American Music. Paste your work in your
notebook.
Criteria for Rating
Creativity
————————————————
–—–—————
20%
Originality
———————————————— –—–——-——— 30%
harmony, while expressing uniquely Filipino emotions in moving poetic lyrics.
 Content ———————————————————–—————50%

Total —————————————————————————100%

Learning Task 5: Open the link or scan the QR code to access the video clip. Do the
given task in your notebook. You may also choose any
Philippine rock music that you know.

Juan Dela Cruz Band

- Himig Natin
https://www.youtube.com/watch?v=VdDNur3bOBE

1. Describe Philippine rock music based on the clip that you have heard.
2. How will you relate your life as a teenager to the given music?

A
Learning Task 6:Identify the following. Write your answers in your
notebook.
1. The musical style is a highly rhythmic type of music that usually includes
rap.
2. It is used to describe fusion of Western African and Black American
music.
3. It is composed of a Western
-style melodic
-harmonic base with African
sounds and characteristics, American pop and rock music mannerisms,
and a preference for a loud volume in the bass.
4. Traditionally, it pertains to melodies and songs of the common people
handed down from one generation to the next.

5. Its musical characteristics are simple tune, usually sung solo and accompanied
by a guitar, a banjo, or occasional whistling.
6. The tempo varied from 30 to 40 bars per minute and had a simple duple meter
with regular 4-bar phrases.
7. It first surfaced in the African state of Pernambuco, combining the strong
rhythm of African percussion instruments with Portuguese melodies.

PIVOT 4A CALABARZON Music G10

 WEEKS
4-5
8. It is a hard and fast percussive Zimbabwean dance music played on drum
with guitar accompaniment, and influenced by mbira-based guitar styles.

9. It combined the Afro-American forms such as the blues, jump blues, jazz, and
gospel music with Western swing and country music. The lead instruments
were the piano and saxophone, but these were eventually replaced by modern
instruments.
10. A music that serves as an outlet for their deepest feelings, the Africans
used music to recall their nostalgic past in their home country as well as
to voice out their sentiments on their desperate condition as slaves in
America.

Learning TaskComplete
7: the prompts below. Write your answers in your
notebook.
1. In this lesson, I realized that __________________________________________.
2. In this lesson, I discovered that ________________________________________.

Musical Instruments of Africa

and Latin American
Lesson

I
This lesson was written for Grade 10 students for them to explore ways of
creating sounds on a variety of sources suitable to chosen
 At the end of this lesson, you should able
recognize
to the different
musical instruments of Africa and Latin America; and show appreciation by
creating improvised musical instrument.

D
Learning TaskIn1:your notebook, describe the following:
1. Idiophone
2. Membranophone
3. Chordophone
4. Aerophone

Learning TaskOpen
2: the link or scan the QR code to access the video clip.
Listen and observe the materials used and how the performer used the in-
struments. You may use any related material that you know.

African Unique Traditional Dance & Music

-Djembe
Group
Rhythms
https://www.youtube.com/watch?v=LOS0kA_O6IQ

vocal and instrumental selections.

In your notebook, write your observations about the

materials and how the performer used the musical instrument.

Musical Instruments of Africa Classification of Traditional African Instruments

A. Idiophone
1. Balafon—It is a West African xylophone. It is a pitched percussion instrument
with bars made from logs or bamboo.
2. Rattles—These are vessels made of seashells, tin basketry, animal hoofs, horn,
wood, metal, cocoons, palm kernels or tortoise shells. These may range from
single to several objects that are either joined or suspended to create sound as
they hit each other.

PIVOT 4A CALABARZON Music G10

3. Agogo—It is a single bell or multiple bells that had its origins in traditional
Yoruba music as in the samba bateria (percussion) ensembles. It has the highest
pitch among the bateria instruments.
4. Atingting kon—These are split gongs used to communicate between villages.
Traditionally, they were curved out of wood to resemble ancestors and has a slit
opening at the bottom.
5. Slit drum—It is a hollow percussion instrument. It is curved or constructed from
bamboo or wood into a box with one or more slits on the top. The drum can
produce two different pitches.
6. Djembe—It is shaped like a large goblet and played with bare hands. The body is
carved from hollowed trunk and covered with goat skin.
7. Shekere—It 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.
8. Rasp or scraper—It is a hand percussion instrument whose sound is produced by
scraping the notches on a piece of curved wood with a stick, creating a series or
rattling effects.
B. Membranophone
1. Body Percussion—Aside from using their voices, since many of them are very good
in singing, they also clap their hands, slap their thighs, pound their upper arms
or chests, or shuffle and stomp their feet.
2. Talking drum– It is used to send messages to announce births, deaths,
marriages, sporting events, dances, initiation, or war, even sometimes gossips or
jokes. They also believed that the drum can carry direct messages to the spirits
after the death of a loved one. Learning to play messages on drums is extremely
difficult, resulting in its waning popularity.
C. Lamellophone
One of the most popular African percussion instruments is the lamellophone, which
is a set of plucked tongues or keys mounted on the sound board. It is known as
mbira, karimba, kisaanj, or likembe. The name depends on the region.
Mbira (thumb piano or finger xylophone) - It is composed of a wooden board with
attached metal tines ( a series of wooden, metal, or rattan tongues) of graduated
sizes. Adding resonator like a calabash (gourd) can increase its volume.
D. Chordophones
1. Musical bow—It is the ancestor of all string instruments. It is the oldest and one
of the widely used string instruments of Africa. The principal types are as follows:
• The mouth bow consists of a single string attached to each end of a curved
stick, similar to a bow and arrow.
• The resonator bow is a form of the mouth bow with calabash resonator
attached at its mid-point
• The earth bow, also called ground bow or pit harp, consists of a flexible pole
which is planted in the ground. A string is attached to one end of the pole,
 which the other end of the string is attached to a stone, a piece of bark, or a
small piece of wood which is then planted in a hole dug in the ground, thus
bending the pole. The hole on the ground serves as a resonator and the sound
comes from under the earth.
2. Lute – Originated from the Arabic states, its shape is like a modern guitar and
played in similar technique. It has resonating body, a neck, and one more string
which stretch across the length of its body and neck.
3. Kora - The most sophisticated harp of Africa. The body is made from gourd or
calabash. A support for the bridge is set across the opening and covered with skin
that held in place with studs. The use of leather ring the neck is to tighten the 21
strings that give a range of over three octave.
4. Zither - It is a stringed instrument with varying sizes and shapes whose strings
are stretched along the body.
5. Zeze - It is a fiddle from Sub-Saharan Africa that is played with bow, a small
wooden stick, or plucked with fingers. It has one or two strings, made from steel
or bicycle brake wire.

E. Aerophone
1. Flute
Panpipes - It consists of cane pipes of different lengths tied in a row. They are blown
across the top, each producing a different note.
2. Horns
Kudu horn - It is made from horn of kudu antelope. It can release a mellow and
warm sound that adds a unique African accent to music.
3. Reed pipes - They are single-reed pipes made from hollow guinea corn or
sorghum stem, where the reed is flap partially cut from the stem near one end.
The vibration of the reed is caused by the air within the hollow instrument to
create sound.
4. Whistles - Short piece of horn serve as whistles, often with short tube inserted
into the mouthpiece. It can be made from wood or any materials.
5. Trumpets - It can be made of wood, animal horn, elephant tusks, and gourds,
ornamented with snake or crocodile skin or the hide of zebras, leopards, and other
animals.

Musical Instruments of Latin America

Aztec and Mayan Instruments
The ancient civilization of Aztec and Maya people used various instruments for
religious function and usually performed by professional musicians. Some
instruments were considered holy and they believed music was supposed to glorify

PIVOT 4A CALABARZON Music G10

the gods, mistakes in playing the instruments were considered offensive and insult
to them.
Tlapitzalli - A flute variety from the Aztec culture, it is made of clay with decorations
of abstract designs or images of their deities.
Teponaztli - It is a slit drum hollowed out and carved from a piece of hardwood. It is
used for both religious and recreation purposes.
Concha - It is usually made from the shell of the large sea snail. It is prepared by
creating a hole in the shell’s spine near apex, then blown into as if it were a trumpet.
Rasp - It is a hand percussion instrument whose sound is produced by scraping a
stick and has a series of indentations or notches with another stick, creating rattling
effects.
Huehueti - It is made of wood opened at the bottom and standing on the three legs
cut from the base. Its top membrane of stretched animal skin is beaten by the hand
or wooden mallet.
Whistles - It can be made of natural elements such as bone from animals. The most
common is the eagle bone and it produces a high-pitched notes, similar to the cry of
an eagle.

Incan Musical Instruments

1. Ocarina - It is an ancient vessel flute made of clay or ceramic with four 12-
finger holes and a mouthpiece that projects from the body.
2. Zampońas - The typical feature includes bamboo tubes of different lengths tied
together either in pairs or more to create graduated pitches of sound. It can be
performed by blowing over the tap of the tubes in the same way of blowing over an
empty soda bottle.
Andean Musical Instruments
Siku - It is made from bamboo tubes, but can also be made from condor feather, bone,
and any materials. Siku is split across two row pipes. The performer must alternate
rows with every note in order to play a complete scale.
Wooden Tarka - It is a vertical duct flute with a mouthpiece similar to recorder. The
sound is very primitive, soft, and mellow with a rasp in the low range.
Quena - It is a vertical cane flute made from fragile bamboo. It has six finger holes
and one thumb hole.
Charango - Its size is like ukulele and is a smaller version of mandolin, imitating the
early guitar and flute brought by the Spaniards. It can produce bright sounds and
often used to serenade in southern Peru.

E
Learning Task 3: Answer the following questions in your notebook.
1. Describe the nature and qualities of the following categories of African musical
instruments: A. Idiophone
B. Chordophone
C. Membranophone
D. Aerophone
2. Name some African musical instruments from each of the above categories.
3. What are the different types of musical instruments in Latin American music?
Describe the characteristics of each instrument.

Learning Task 4: Write a short reflection about the musical instruments of Africa
and Latin America.
Learning Task 5: Do the following;
1. Make improvised African or Latin American instruments using dried vegetables,
scarps or any materials that can be found in your house.
2. Submit your actual improvised musical instrument to your teacher.
Criteria for Rating
Creativity
——————————————————
20%
Originality
—————————————————
40%
Quality of Sound
——————————————
-40%
Total————————————————————
-100%

A
Learning Task 6:Classify the following instruments asIdiophone
to ,
Membranophone, Chordophone or Aerophone.
1. Siku 6. Lute
2. Pampipes 7. Charango
3. Rasp 8. Djembre
4. Huehueti 9. Shekere
5. Kudu horn 10. Balafon

Learning Task 7:Complete the following. Write your answers in your

PIVOT 4A CALABARZON Music G10

 WEEKS
6-7
notebook.
1. In this lesson, I realized that __________________________________________.
2. In this lesson, I discovered that ________________________________________.

My Performance
Lesson

I
This lesson was written for Grade 10 learners for them to explore their
talent through performing selections of Afro-Latin American and popular
music in appropriate pitch, rhythm, style, and expression.

At the end of this lesson, you should able to identify the

characteristics of Afro
-Latin American Music, and popular music;
and
enhance confidence through performing an example of popular music with
appropriate pitch, rhythm, style, and expression.

D
Learning TaskIn1:your notebook, describe the following.
1. African Music
2. Lain American Music
3. Popular Music

Learning TaskDo
2:the following in your notebook.
1. Which of today’s pop music idol do you like most? Why?
2. Write at least two compositions of your favorite pop music idol.
3. How does your favorite pop music
perform
idol
?

Learning Task 3:
In your notebook, write the lyrics of your favorite pop
music and think of any improvised musical instrument as possible
accompaniment. Remember that popular music is about entertaining large
number of people.

E
Learning Task 4: Perform your favorite pop music using your improvised
musical instrument. Record your performance in your tablet or
smartphone and send it to your teacher after. If you do not have
smartphone or tablet, ask your parents, guardian or older sibling to
assess your performance. Use the rubric below as a guide.

Rubric for Assessment

PIVOT 4A CALABARZON Music G10

A
Learning Task 7: Write at least five suggestions in performing a musical presentation
based on your experience. Do this activity in your notebook.

Learning Task 8: Answer the given questions below. Write your answers in your
notebook.
1. What values have you gained from this module?
2. How will this lesson help you in improving yourself as a learner?

My Evaluation
Lesson

I
This lesson was written for Grade 10 learners for them to evaluate music and
music performances using guided rubrics.
 WEEK
8
At the end of this lesson, you should be able to evaluate your own
performance guided by rubric; and write a simple performance analysis to
show appreciation of own skills.

D
Learning Task With
1: the help of your guardian, parent or older sibling,
answer the given question. Write your answer in your notebook.

What is the importance

self-assessment
of as teenager?

Learning Task In
2: your notebook, write at least five characteristics of a
good performance in performing popular music -orLatin
evenAmerican
Afro
music.

E
Learning TaskBased
3: on the previous task, answer the following ques-
tions in your notebook.
1. What do you think are the strengths and weaknesses of a performer?
2. Do you think you have delivered the message of the song well?
3. What can you suggest to improve your performance?

Learning Task 4: Answer the following questions in your notebook.

1. Based on the previous task, how do you feel in evaluating your own performance?
2. Do the activity help you in developing your critical thinking skills?
Learning Task 5: In your notebook, draw a symbol that will represent African, Latin
American, and popular music. Write a short description about it.

PIVOT 4A CALABARZON Music G10

 A
Learning TaskIn
6:your notebook, answer the given question below.
How will understanding popular and
-Latin
AfroAmerican music help
you in evaluating one’s performance?

Learning Task 7:
Complete the statements below. Write your answers in
your notebook.
1. In this lesson, I realized that ______________________________________.
2. In this lesson, the moral that I have learned is _____________________.