MUSIC 10 – First Quarter

DAILY LEARNING LOG

I. OBJECTIVES: Date: Session No. 1 (of 5 sessions)
Grade & Section : Grade 10
A. Content Standards: The learners demonstrate an understanding of:
20th century music styles and characteristic features.
B. Performance The learners shall be able to:
Standards: create musical pieces using particular style/s of the 20th
Century.
C. Learning a. listen perceptively to selected 20th century music
Competencies: (MU10TC-Ia-h-1)
b. describe distinctive musical elements of given pieces in 20th
century
styles;
(MU10TC-Ia-h-2)
II. CONTENT: Music of the 20th Century ( IMPRESSIONISM )
III. LEARNING
RESOURCES:
1. References Horizons Grade 10 Learner’s Material, Pages 4-25
2. Teacher’s Guide Horizons Music and Arts Appreciation for Young Filipinos, Pages 4-
Pages 13
3. Learner’s Guide Horizons Music and Arts Appreciation for Young Filipinos Learner’s
Pages Material,
Pages 4-11
4. Textbook Pages
5. Additional Material
from Learning
Resource Material
5. Other Learning
Sources
IV. PROCEDURES:
A.
1. Reviewing previous a. Review of the Concepts on previous lessons on Romantic Music.
lesson/Presenting the ( and listening to sample music of Franz Schubert or Richard
new lesson. Wagner).

Ask: In the Romantic Period ( 1750s – 1850s ) , what can you say
about the
feelings conveyed in their compositions? or
How has Richard Wagner or Franz Schubert influenced us?

Integration of Music and Arts through the use of paintings and music
recordings. :

a. “Gallery Walk”: (Create a curatorial display of artwork

samples.)

Briefly review the elements / principles of art (line,

color, shape,
texture, harmony, etc.)
Display paintings of Impressionist painters Claude
Monet, Auguste Renoir and Edouard Manet on the walls and
on the board.

1
 Let the students go around to view the pictures and
find out for
themselves how the elements of art were used.

b. On a piece of pad paper, have the students describe each of

the pictures
in their own words ( 5 minutes ) . (Collect their works.)

c. Call at most 2 volunteer students to read their descriptions or

observations. Connect to the new lesson.

2. Presenting
examples/instances a. Briefly review the Elements of Music ( Melody, Rhythm, Harmony,
of the new lesson Pitch,
Duration, Dynamics).
Have the students listen to recordings or watch video clips from
YouTube or other available sources:
1. Claire de Lune, La Mer, Children’s Corner Suite by
Claude Debussy,
2. Bolero, by Joseph Maurice Ravel

while looking at the paintings of Claude Monet, Auguste Renoir and

Edourd Manet.

B.
Activity #1 From the listening and viewing activity, ask them to analyse
characteristics and styles of each through a discussion. This may be
done within groups.
Ask:
1. What elements of music were used in the compositions?
2. How did tempo and dynamics make significant roles in the
work of
Claude Debussy? Of Maurice Ravel?

C.
1. Discussing new (Group Discussion)
concepts and
practicing new skills Compare the music with their counterpart in paintings, in terms
#1 of elements and characteristics of art and music.

(Integration of Music with Arts, Literature, and Periods in History

through the use of Paintings and Music Recordings. This can also be
done through a Powerpoint Presentation of Socio-Historical Context
on Impressionism, Life of the Impressionist Composers and their
work.)

2. Discussing new
concepts &
practicing new skills
#2
3. Developing Mastery (Individual Activity) (10 minutes )
On a sheet of bond paper or construction paper, ask them to use
water color or poster paints to draw strokes (element of art) following
the mood and melodic direction (elements of music) as they listen to
Claire de Lune by Claude Debussy.
After the activity, ask them to write a Title of their Artwork.

D.
1. Finding practical After 4 minutes, ask at most two volunteers to share their
application of Impressions,
2
 concepts & skills in experiences, thoughts, insights, and feelings after listening to the
daily living. music.
Let them use their artwork in the activity.

Guide Questions:
What elements of art were dominant in your artwork?
How has the music influenced you in coming up with the artwork?
Does it have to do with what you are? With what you believe in?

2. Making Group Activity:

generalizations &
abstractions about Group A :
the lesson. “What general impressions can you feel or say from the work of
Claude
Debussy and Maurice Ravel?”
Group B :
“ What makes Impressionism a great musical contribution in
the 17th
century until now?”

E.
1. Evaluating learning Group Presentation of Outputs:
1. Presentation of Group Activities:
Criteria:
Clarity of the message – 50%
Collaboration - 40%
Neatness of Output - 10%

Total – 100%

2. Exhibit of Artwork from Impressionism in Music:

Impressionistic Style - 90%
Neatness of Output - 10%

Total - 100 %

F.
1. Additional activities
for application or
remediation
REFLECTION:
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who caught up with the
lesson
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?

3
 MUSIC 10 – First Quarter

DAILY LEARNING LOG

I. OBJECTIVES: Date: Session No. 2 (of 5 sessions)
Grade & Section : Grade 10
A. Content Standards: The learners demonstrate an understanding of:
20th century music styles and characteristic features.
B. Performance Standards: The learners shall be able to:
create musical pieces using particular style/s of the 20th Century.

C. Learning Competencies: a. listen perceptively to selected 20th century music (MU10TC-Ia-h-1)

b. describe distinctive musical elements of given pieces in 20th century
styles; (MU10TC-Ia-h-2)
II. CONTENT: Music of the 20th Century ( EXPRESSIONISM )
III. LEARNING
RESOURCES:
1. References Horizons Grade 10 Learner’s Material, Pages 4-25
2. Teacher’s Guide Pages Horizons Music and Arts Appreciation for Young Filipinos, Pages 4-13
3. Learner’s Guide Pages Horizons Music and Arts Appreciation for Young Filipinos Learner’s Material,
Pages 4-11
4. Textbook Pages
5. Additional Material from
Learning Resource Material
5. Other Learning Sources (include link..)
IV. PROCEDURES:
A.
1. Reviewing previous
lesson/Presenting the new a. Review of the Concepts on previous lessons on Impressionism in Music
lesson. ( and listening to sample music of Claude Debussy and Maurice Ravel).

Ask: What can you say about the feelings conveyed in their compositions?

Integration of Music and Arts through the use of paintings and music recordings. :

d. “Close Encounter”

Distribute sample paintings to each group:

Group 1 - Head by Amadeo Modogliani
Group 2 - Blue Window by Henri Matisse
Group 3 - Melancholy and Mystery of a Street by Giorgio de Chirico
Group 4 - Persistence of Memory by Salvador Dali
Group 5 - Guernica by Pablo Picasso.
Give each group time to get hold of the pictures and find out for
themselves how the elements of art were used.

e. On a ¼ size Manila paper/ cartolina, have the students describe in their

own words each of the pictures. ( 5 minutes ).

f. Tell them to post their work on the board and call at most 2 volunteer
students from any group to read their descriptions or observations.

2. Presenting
examples/instances of the a. Have the students listen to recordings/ excerpts or watch video clips from
new lesson YouTube or other available sources:
1. Verklarte Nacht by Arnold Schoenberg
4
 2. Mikrokosmos by Bela Bartok
3. The Firebird by Igor Stravinsky
b. Ask: “What did you feel after listening to the compositions?”

B.
Activity #1 From the listening activity, ask the students to analyze characteristics and
styles of each through a discussion. Let them brainstorm.
Task: Fill in the table :
Elements of Music :
Composer : Musical Work : Tempo : Dynamics : Texture :
(fast, slow ) (soft, loud) (mono, poly)
Arnold Schoenberg _____________________ _______ __________ _________

Igor Stravinsky _____________________ _______ __________ _________

Bela Bartok _____________________ _______ __________ _________

C.
1. Discussing new concepts (Group Discussion)
and practicing new skills #1
Compare the music with their counterpart in paintings, in terms of elements
and characteristics of art and music.

(Integration of Music with Arts, Literature, and Periods in History through the
use of Paintings and Music Recordings. This can also be done through a
Powerpoint Presentation of Socio-Historical Context on Expressionism, Life of the
Expressionist Composers and their work.)

2. Discussing new concepts &

practicing new skills # 2
3. Developing Mastery (Individual Activity) (10 minutes )
a. Let the students listen to excerpts of the following:
“The Firebird Suite” of Igor Stravinsky
“Piano Concerto” by Arnold Schoenberg
“ Mikrokosmos” by Bela Bartok
b. Let them recognize the distinct musical style of each composer.

D.
1. Finding practical After 5 minutes, let them write a short reaction paper about one chosen
application of concepts & composition.
skills in daily living. Guide Questions:
Which particular composition reflects your personality? Why?
How can music be a tool in our expression of ideas and emotions?
2. Making generalizations & Group Activity:
abstractions about the “Group Reaction Composition”
lesson. Guide Question/s:
What Influence has Expressionism in Music played or contributed in our lives?
Or
What was the most significant thing that you learned from this activity?
E.
1. Evaluating learning Practicum ( 15 minutes )
With the group, let them write their Group Reaction Composition in Free
Form of 4 lines. Using a common song and improvised / rhythmic
accompaniments, let them present it in class.

Criteria:
Clarity of Content - 30%
Musicality - 30%
Collaboration - 20%
5
 Overall Production - 20%
Total ……..100%

F.
1. Additional activities for
application or remediation
REFLECTION:
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work?
No. of learners who caught up with the lesson
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

6
DAILY LESSON PLAN FIRST QUARTER
MAPEH 10 MUSIC (20th Century)

I.OBJECTIVES
A.CONTENT STANDARDS The learner:
Demonstrates understanding of 20th century music styles
and characteristics features.

B.PERFORMANCE STANDARDS The learner:

Creates musical pieces using particular style/s of the 20 th
century.
C.LEARNING COMPETENCIES The learner:
1. Listens perceptively to Electronic music works
(MU10TC-Ia-h-1)
2. Describes distinctive musical elements of given 20 th
century electronic music pieces; (MU10TC-Ia-h-2)
3. Relates 20th century electronic music, it’s historical and
cultural background to it’s present use
(MU10TC-Ia-3 )
4. Create short electronic music piece using knowledge of
20th century styles. (MU10TC-Ic-h-7)
5. Develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in creating electronic music

II.CONTENT

Electronic Music

III.LEARNING RESOURCES
A.REFERENCES Horizons Music and Arts Appreciation for Young
Filipinos 10 pp. 26 to 29
B.OTHER LEARNING RESOURCES The 21st Century MAPEH in Action

Teaching Materials: Laptop, LCD Projector, Speaker,

Cell phone recorder or any type of recorder and
other electronic devices or instruments (e.g keyboard
, audio player)

IV.PROCEDURE
A. Reviewing previous
lesson or presenting the QUICK REVIEW!
new lesson
Activity. Fill up the table with words to be incorporated with the
following Music movements.
Impressionism Expressionism Avant-Garde

(Fill up many words/ As they can)

with as names

7
 *Checking of the words will be done right after the activity
* Credit will be given to students who will volunteer to fill in the
table (e.g recitation chips)

Question:
What can you say about the transition of the music during the
20th Century?

: ( Possible answers)
*The music has built its unique style as time goes by
* Musicians and Composers have discovered a lot of different
ways of sound production
* Music is more experimental than the traditional ones

Explanation: : We have noticed the amazing change in music

technology from the use of traditional musical instruments like
guitar, violin, the use of phonograph record (plaka) going to the
magnetic tape to CD and now the new age technology. (Teacher
may project or show some pictures of these instruments or
electronic devices while speaking)

This transition gave birth to the electronic music. And that is our
lesson for this session (The statement is from the book the 21st
Century Mapeh in Action
B. Establishing a purpose (Before the start of the lesson, emphasize to the students that
for the lesson any sound may be considered as music depending on the
listener on how he perceives it)

*Ask the students to look for some electronic devices found

inside the classroom and afterwards ask them this question:
Why do the electronic devices work?

*The students may give the following electronic devices found

inside the classroom: Electric fan, television set, Radio, CD
player, Air-condition, amplifier etc

Answer: These things work because of the electricity and their

electronic construction.

 Call a student and tell him to turn on the available

electronic materials found in the classroom. (or the
devices that was brought by the teacher).The students
will describe the sound of the electronic device.
Afterwards, let the students listen closely and perceptively
to its sound.

Ask: What did you hear?

Possible sounds that the students might give:

 Buzzing sound of an Air-condition
 Humming sound of an electric fan
 The Static sound of a radio

8
 Ask: Do you consider those sounds music? Why?

Explanation:
*Electricity may be used as a means of sound production

C.Presenting Ask: In this present time, what electronic devices do you usually
examples/instances of the new use in playing audio recordings?
lesson
Possible answers
*mobile phone, mp3, ipad, laptop, karaoke/videoke, CD or DVD
players

Explanation: Recording devices were used for creative music

composition during the 20th Century
D.Discussing new concepts and The students will watch short videos about:
practicing new skills #1  A musician playing the violin or guitar (link)
 A Music man/ DJ manipulating the Sound of synthesizer
or mixer (link)
Suggested link: _____

*After watching they will compare the elements of sound

produced in the two videos and describe the way of sound
production.

Explanation:
: In 20th century, Music that uses the tape recorder was called
Musique concrete or concrete music. During their time the
composer records different sounds that are heard in the
environment such as the bustle of traffic the sound of the wind,
the barking of the dog etc. The sounds are arranged by the
composer in different ways, for example by playing the tape
recorder in its fastest mode or in reverse.

:In musique concrete the composer is able to experiment with

different sounds that cannot be produced by regular instrument
such as piano or the violin ( The statement is from the book
Horizons Music and Arts Appreciation for Young Filipinos)

Activity:
 Blindfolded or with closed eyes, the students are going to
tell whether the sound produced or played by the teacher
is CONCRETE MUSIC or NOT.

(The teacher calls students at random to identify the sound

being produced/played.)

Sounds that may be produced

1. Strumming the guitar – not concrete
2. Playing 2 radios at the same time – Concrete music
3. Bowing the violin – not concrete
4. Playing the piano – not concrete
5. Shouting – not concrete
6. Electronic Dance Music – Concrete music
7. DJ Music – Concrete music
8. Playing music using mobile phone– Concrete music
9
E.Discussing new concepts and : The Concrete Music would not exist without the great
practicing new skills #2 composers behind it.

(Discussion on the Biography and works of Significant

Composers in Electronic Music with PowerPoint presentation)

 Edgard Varese ( Father of Electronic Music)

 Karlheinz Stockhausen – revealed the rich musical

potential of modern technology

Activity :

Students or a student will read with understanding the short

biography of the composer flashed in the PowerPoint
presentation to develop their literacy skill afterwards he/she will
ask his/her classmates simple questions about what he /she has
read.
Some possible questions to be asked by the student:
1. Tell me something about Edgard Varese and Karlheinz
Stockhausen
2. Who was regarded as the father of electronic music?
3. Whose work met resistance due to its atonal content?
etc
(Teacher will just add on information after the activity)
(Teacher will give credit to the students who read the biography

F.Developing mastery Activity:

(Leads to Formative  Listening to their works and analyzing the use of musical
Assessment 3) elements.

Music analysis sheet

Sounds you Mood of the Your
heard Song reaction to
the music
Edgard Varese
The Stratopheric
Colossus

10
 Edgard Varese
Poeme
electronnique

Stockhausen’s
Helicopter String
Quartet
Stockhausen’s
Hymnen

G.Finding practical application Questions:

of concepts and skills in daily
living : How are you going to preserve such kind of music in the
society?

: What is the significance of this music to the people?

: In the present time, Where do you usually hear this kind of

music?

H.Making generalizations and Concept Mapping:

abstractions about the lesson
Musical
Composers elements
used by
Electronic
composers
Music
Significant
terms Devices used

I. Evaluating learning Activity:

Let’s organize the sound!

 Use the available materials inside the classroom that

would create an unusual sound even though it is not an
electronic device.(e.g acoustic guitar, mobile phone,
radio, or human’s voice)
 The class will be divided into 3 groups and they will
create an original 2-minute sound composition with a
theme and title with the taste of 20th century electronic
music. By arranging the electronic devices’ sound they
will be producing a conceptualized sound.
 After the conceptualization, they will organize the sound
based on the theme and will record it in more advanced
phone or any kind of recording device they have.

( if for example the concept is about a phone call, the ringtone of

a phone may be harmonized with different sounds and will be
recorded as one in any recording device)

Rubrics:

11
 Sound relation to the Concept – 30%
Harmony 30%
Creativity and Innovation 40%

J.Additional activities for *Listening Activity ( concrete or not concrete music)

application or remediation *Concept mapping
*Completion of table

I. REMARKS

VI – REFLECTIONS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

12
School Grade Level 10
Teacher Learning Area Music
Teaching Dates & Quarter 1ST
Time
DAILY LESSON PLAN IN MAPEH

I- OBJECTIVES
A. Content Standards The learner:
demonstrates understanding of 20th century music styles and
characteristics features.
B. Performance Standards The learner:
creates musical pieces using particular style/s of the 20 th century.
C. Learning The learner:
Competencies/Objectives 6. listens perceptively to selected 20th century music;
(Write the LC Code for (MU10TC-Ia-h-1)
each) 7. describes distinctive musical elements of given pieces in
20th century styles; (MU10TC-Ia-h-2)
8. creates avant garde music using knowledge of 20 th century
styles;
9. COOPERATES AND PARTICIPATES ACTIVELY IN
ALL ACTIVITIES.
th
II- CONTENT 20 Century Music Style
- Avant Garde Music
- Composers
 George Gershwin
 Leonard Berstein
 Philip Glass
IV- LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG pp. 4-13
pages
2. Learner’s Materials LM pp. 18-22
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning powerpoint presentation, activity notebook, characterization chart
Resources graphic organizer, projector, laptop
https://www.youtube.com/watch?v=ixdJLXDT_QM (Summer Time)
George Gershwin
https://www.youtube.com/watch?v=VwixTyS7Fjk (Tonight from
West Side Story) Leonard Bernstein
https://www.youtube.com/watch?v=kwFPBxJ4924 (Music in Fifths)
Philip Glass
https://www.youtube.com/watch?v=pq0a317mk30 (Avant Garde
Music-Sound)
https://www.kazuya-akimoto.com (Woman with Two Mouths, lying
on the Couch”
V- PROCEDURES

13
A. Reviewing previous
lesson or presenting the Recall concepts of the previous lesson.
new lesson

Using the graphic organizer, the students will accomplish the

template by writing the characteristics of the two 20th music styles
in the white keys of the keyboards.

(Music Activity Sheet #1)

B. Establishing a purpose Picture Analysis/Analyzing AN Image

for the lesson
Show a picture of a distorted image. Describe what you see in the
image.

Call volunteer students to give their observations:

 What do you see first?
 What other features can you see?
 What’s happening in the image?
 When do you think was it made?

Image # 1

https://www.kazuya-akimoto.com
14
 "Woman with Two Mouths, lying on the Couch"

Do you think this image has a connection to the 20 th century

musical styles?

Connect to the new lesson.

C. Presenting
examples/instances of Watch and Listen.
the new lesson LET THE CLASS DO THE FOLLOWING:
A. Watch and observe the video ATTENTIVELY.
https://www.youtube.com/watch?v=pq0a317mk30 (Avant Grade
Music- Sound)

B. GIVE THE characteristics of the music being played in the video.

Accomplish the template below.

(Music Activity Sheet #2)

ASK:
“What musical style of the 20th Century is best represented in this
video?”

After listening to the sample music, were you able to identify the
characteristics of Avant Garde?

D. Discussing new concepts (Discussion on the Biography and works of Significant Composers
and practicing new skills in Avant Garde Music with powerpoint presentation)
#1
Group Activity

Divide the class into groups of five AND LET THEM DO THE
FOLLOWING:
*Listen to examples of Avant Garde recordings. (excerpts)

#1.https://www.youtube.com/watch?v=ixdJLXDT_QM (Summer
Time) George Gershwin

#2 https://www.youtube.com/watch?v=VwixTyS7Fjk (Tonight from

West Side Story) Leonard Bernstein
15
 #3 https://www.youtube.com/watch?v=kwFPBxJ4924 (Music in
Fifths) Philip Glass

*Analyze the distinct musical characteristics of each composition by

writing on the corresponding space found in the template #3.

*Post YOUR accomplished output on the board AND PRESENT IT

TO THE CLASS.

(Sheet #3)
Music Appreciation Graphic Organizer
(Musical Elements)

E. Discussing new concepts Race Game

and practicing new skills INSTRUCTIONS:
#2 Choose 3 representatives from your group and form a line. Play a
few measures of the first excerpt, The first student in each line
goes to the board and writes the name of the composer; the
second student writes the title of the music; and the third student
writes a description of the music in one phrase.

(Game proper)

The teacher assigns a student to be the scorer.

The team that writes the correct answers first, scores three (3)
points. The same procedures go on until all the students in the line
HAVE FINISHED their turn.

F. Developing mastery Singing and Humming Musical Fragments

(Leads to Formative HAVE THE STUDENTS sing or hum melodic fragments of the
Assessment 3) following excerpts:
1. Summer Time
2. West Side Story (Tonight)
3. Music in Fifths

G. Finding practical ASK:

application of concepts What style of music do you like? Why?
and skills in daily living
Does the style of music you listen to affect your personality?

16
 H. Making generalizations Avant Garde style was associated with electronic music and
and abstractions about dealt with parameters or dimensions of sound space. It used
the lesson variations of self-contained note groups to change musical
continuity and improvisation, with the absence of traditional rules on
harmony, melody, and rhythm.

I. Evaluating learning * Divide the class into 5 groups. Have each group work on the
following:
Using the elements of avant garde music, experiment
the part of the song Sarung Banggi in your own creative way
and use any improvised materials. .
* Give the class 5 minutes to prepare.
* Evaluate their performance based on the following criteria:
-- musicianship - 50%
-- innovation/creativity - 30%
-- stage presence - 20%

*Choose the “Best Avant Garde Music”

J. Additional activities for Choose a composition that you like in Avant Garde. Write a brief
application or profile about the composer and give your personal reactions about
remediation the music on ½ sheet of paper (crosswise).

II. REMARKS

VI – REFLECTIONS
B. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
17
 use/discover which I wish
to share with other
teachers?

DAILY LESSON PLAN FIRST QUARTER

MAPEH 10 MUSIC (20th Century)

I.OBJECTIVES
A.CONTENT STANDARDS The learner:
Demonstrates understanding of 20th century music styles
and characteristics features.

B.PERFORMANCE STANDARDS The learner:

Creates musical pieces using particular style/s of the
20th century.
C.LEARNING COMPETENCIES The learner:
10. Listens perceptively to Chance music works
(MU10TC-Ia-h-1)
11. Describes distinctive musical elements of given
th
20 century Chance music pieces; (MU10TC-Ia-h-2)
12. Relates 20th century chance music, it’s historical
and cultural background to its present use
(MU10TC-Ia-3 )
13. Creates short chance music piece using
knowledge of 20th century styles. ( MU10TC-Ic-h-7)
5. Develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in creating electronic music

II.CONTENT

Chance Music

III.LEARNING RESOURCES
A.REFERENCES Horizons Music and Arts Appreciation for Young
Filipinos 10 pp. 29 to 31
B.OTHER LEARNING RESOURCES The 21st Century MAPEH in Action

Teaching Materials: Laptop, LCD Projector,

Speaker, Dice, Any Musical instrument (Keyboard,
Guitar, violin, ukulele etc)

IV.PROCEDURE
A.Reviewing previous lesson or
presenting the new lesson
Activity. NAME IT!
18
 Composer Title of Musical Works

*Students will name some Electronic Music composers and their

works
(Checking will be done after completing the table)

Ask: How did we create electronic music last meeting?

Possible answers
*By recording different sounds in the environment and mixing it
up.
*By harmonizing unusual sounds that we can produce and
recording it with electronic recording device

: We know that most musical compositions are arranged logically

according to the composer’s perception or to the influence of
another composition. (from the book 21st Century Mapeh in
Action)
(Show video examples of Baroque music or Teacher may play
instrument if he/she can)
Suggested piece/video: Canon in D by Johann Pachelbel
Link ; https://www.youtube.com/watch?v=RBx-Ue28KUE

Ask: How does the music sound?

Possible answers
: Simple in melody, repetitive, sounds are uniform, does not use
plenty of harmonies, uses cycle of chord progression

: How about in this music?

(Show video of Water Walk by John Cage or play a weird sound
using the instrument)
Link : https://www.youtube.com/watch?v=gXOIkT1-QWY

Possible answers
: Weird sound, Not a music, there is no definite melody, Uses
avant grade element etc.

Teacher: In our lesson for today, it is different. Chance music is

also called aleatory music, which is derived from the Latin word
alea, meaning “dice”. As the name suggests, it is a composition
created by chance rather than its logical order.

B.Establishing a purpose for the Ask someone to define the word “CHANCE”
lesson
(The teacher will roll a dice and the students will relate the
situation to the term chance )

: Those situations may be incorporated in our discussion for

today about chance music.
19
C.Presenting
examples/instances of the new Activity:
lesson (Integration to visual art)
 Let the students look at Pablo Picasso’s Oil in Canvas
painting entitled “Three Musicians”

 Students will be given time to understand and analyze its

aesthetics and the artist’s purpose of doing it
 After analyzing the artwork, students will answer some
questions regarding the artwork in a form of recitation (*
Students who will recite will be given credits or recitation
chips)

Questions
1. How did you feel about the artwork?
2. What element of the artwork attracts you the most?
3. What was the mood of the artwork?
4. Give me your opinion about the subject.
5. In your own observation and understanding after looking
at the artwork, what do you think is the artist’s purpose of
doing it?
6. How did you analyze the artwork?
( Teacher may add some more questions)

Final question:
*Have you analyzed it looking at the whole frame? Or you just
focused on the element that attracted you the most?
(Short revelation on Pablo Picasso’s Three Musicians)

Teacher’s Explanation on art analysis: Art appreciation is not

just merely looking at the piece of art but analyzing its
holistic characteristics and afterwards reflecting on the
artist’s purpose of creating it.

D.Discussing new concepts and After the previous Activity, the Teacher will integrate it with
practicing new skills #1 Music.

Activity:
 Students will watch and listen to John Cage’s
composition entitled 4’33
https://www.youtube.com/watch?v=JTEFKFiXSx4
 After letting the students watch, ask them the following
questions:
20
 * How did you find the music? How was its arrangement?
* Did you hear something?
*Did you hear any sound even in its lightest level of volume?

*Have you looked at the whole frame of the music?

------
*What is chance music in 4’33? (NOTE: I highlighted this part
because the questions have nothing to do with the given possible
answers, except for the second question)
Possible answers:
Audience’s noise (laughing, coughing, baby crying, etc) & the
sound of the piano when it is being opened and closed.

Presenting more examples----

E.Discussing new concepts and The Chance Music would not exist without the great composers
practicing new skills #2 behind it.

(Discussion on the Biography and works of Significant

Composers in Electronic Music with PowerPoint presentation)

 John Cage – Featured the widest array of sounds from the

most inventive sources
A student will read with understanding the short biography of the
composer flashed in the PowerPoint presentation to develop their
literacy skill afterwards he/she will ask his/her classmates simple
questions about what he /she has read.
Some possible questions to be asked by the student:
1. Tell something about John Cage
2. What is the type of his compositions?
3. How are the elements of music arranged in his
compositions?
(Teacher will just add some necessary information after the
activity)
(Teacher will give credit to the students who read the biography)

F.Developing mastery Activity:

(Leads to Formative  Listen to their works and analyze the use of musical
Assessment 3) elements.

Music analysis sheet

Sounds you Mood of the Chance
heard Song Music /
element
heard in
the song
Sonatas and
Interlude by
John Cage

21
 Music of
Changes by
John Cage

G.Finding practical application Having the knowledge of Chance Music, how can we use it in our
of concepts and skills in daily daily living especially in terms of music appreciation?
living
H.Making generalizations and What effects does the Chance music give to the 20th century
abstractions about the lesson Music?

I.Evaluating learning Group Activity

With 5-10 members in each group, create your own chance
music using the resources found inside the classroom. The
duration of the composition should last for 2 minutes.

(From the book The 21st Century Mapeh in Action 10)

Criteria Advanc Proficient Approaching Developi Beginn
ed Proficiency ng er
5 4 3 2 1
Uses available
resources in
creating chance
music and is
able to produce
a quality
composition
Displays good
characteristics
in composing
chance music
Is able to follow
instructions
from the leader;
is able to
practice
teamwork

J.Additional activities for Listening activity categorizing the chance music element in the
application or remediation given example

III. REMARKS

VI – REFLECTIONS
C. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who

22
 have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

DAILY LESSON PLAN FIRST QUARTER

MAPEH 10 MUSIC (20th Century)

I.OBJECTIVES
A.CONTENT STANDARDS The learner:
Demonstrates understanding of 20th century music styles
and characteristics features.

B.PERFORMANCE STANDARDS The learner:

Creates musical pieces using particular style/s of the
20th century.
C.LEARNING COMPETENCIES The learner:
14. Listens perceptively to Chance music works
(MU10TC-Ia-h-1)
15. Describes distinctive musical elements of given
20th century Chance music pieces; (MU10TC-Ia-h-2)
16. Relates 20th century chance music, it’s historical
and cultural background to its present use
(MU10TC-Ia-3 )
17. Creates short chance music piece using
knowledge of 20th century styles. ( MU10TC-Ic-h-7)
5. Develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in creating electronic music

II.CONTENT

23
Chance Music

III.LEARNING RESOURCES
A.REFERENCES Horizons Music and Arts Appreciation for Young
Filipinos 10 pp. 29 to 31
B.OTHER LEARNING RESOURCES The 21st Century MAPEH in Action

Teaching Materials: Laptop, LCD Projector,

Speaker, Dice, Any Musical instrument (Keyboard,
Guitar, violin, ukulele etc)

IV.PROCEDURE
A.Reviewing previous lesson or
presenting the new lesson
Activity. NAME IT!

Composer Title of Musical Works

*Students will name some Electronic Music composers and their

works
(Checking will be done after completing the table)

Ask: How did we create electronic music last meeting?

Possible answers
*By recording different sounds in the environment and mixing it
up.
*By harmonizing unusual sounds that we can produce and
recording it with electronic recording device

: We know that most musical compositions are arranged logically

according to the composer’s perception or to the influence of
another composition. (from the book 21st Century Mapeh in
Action)
(Show video examples of Baroque music or Teacher may play
instrument if he/she can)
Suggested piece/video: Canon in D by Johann Pachelbel
Link ; https://www.youtube.com/watch?v=RBx-Ue28KUE

Ask: How does the music sound?

Possible answers
: Simple in melody, repetitive, sounds are uniform, does not use
plenty of harmonies, uses cycle of chord progression

: How about in this music?

(Show video of Water Walk by John Cage or play a weird sound
using the instrument)
Link : https://www.youtube.com/watch?v=gXOIkT1-QWY

Possible answers

24
 : Weird sound, Not a music, there is no definite melody, Uses
avant grade element etc.

Teacher: In our lesson for today, it is different. Chance music is

also called aleatory music, which is derived from the Latin word
alea, meaning “dice”. As the name suggests, it is a composition
created by chance rather than its logical order.

B.Establishing a purpose for the Ask someone to define the word “CHANCE”
lesson
(The teacher will roll a dice and the students will relate the
situation to the term chance )

: Those situations may be incorporated in our discussion for

today about chance music.
C.Presenting
examples/instances of the new Activity:
lesson (Integration to visual art)
 Let the students look at Pablo Picasso’s Oil in Canvas
painting entitled “Three Musicians”

 Students will be given time to understand and analyze its

aesthetics and the artist’s purpose of doing it
 After analyzing the artwork, students will answer some
questions regarding the artwork in a form of recitation (*
Students who will recite will be given credits or recitation
chips)

Questions
7. How did you feel about the artwork?
8. What element of the artwork attracts you the most?
9. What was the mood of the artwork?
10. Give me your opinion about the subject.
11. In your own observation and understanding after looking
at the artwork, what do you think is the artist’s purpose of
doing it?
12. How did you analyze the artwork?
( Teacher may add some more questions)

25
 Final question:
*Have you analyzed it looking at the whole frame? Or you just
focused on the element that attracted you the most?
(Short revelation on Pablo Picasso’s Three Musicians)

Teacher’s Explanation on art analysis: Art appreciation is not

just merely looking at the piece of art but analyzing its
holistic characteristics and afterwards reflecting on the
artist’s purpose of creating it.

D.Discussing new concepts and After the previous Activity, the Teacher will integrate it with
practicing new skills #1 Music.

Activity:
 Students will watch and listen to John Cage’s
composition entitled 4’33
https://www.youtube.com/watch?v=JTEFKFiXSx4
 After letting the students watch, ask them the following
questions:
* How did you find the music? How was its arrangement?
* Did you hear something?
*Did you hear any sound even in its lightest level of volume?

*Have you looked at the whole frame of the music?

------
*What is chance music in 4’33? (NOTE: I highlighted this part
because the questions have nothing to do with the given possible
answers, except for the second question)
Possible answers:
Audience’s noise (laughing, coughing, baby crying, etc) & the
sound of the piano when it is being opened and closed.

Presenting more examples----

E.Discussing new concepts and The Chance Music would not exist without the great composers
practicing new skills #2 behind it.

(Discussion on the Biography and works of Significant

Composers in Electronic Music with PowerPoint presentation)

 John Cage – Featured the widest array of sounds from the

most inventive sources
A student will read with understanding the short biography of the
composer flashed in the PowerPoint presentation to develop their
literacy skill afterwards he/she will ask his/her classmates simple
questions about what he /she has read.
Some possible questions to be asked by the student:
4. Tell something about John Cage
5. What is the type of his compositions?
26
 6. How are the elements of music arranged in his
compositions?
(Teacher will just add some necessary information after the
activity)
(Teacher will give credit to the students who read the biography)

F.Developing mastery Activity:

(Leads to Formative  Listen to their works and analyze the use of musical
Assessment 3) elements.

Music analysis sheet

Sounds you Mood of the Chance
heard Song Music /
element
heard in
the song
Sonatas and
Interlude by
John Cage
Music of
Changes by
John Cage

G.Finding practical application Having the knowledge of Chance Music, how can we use it in our
of concepts and skills in daily daily living especially in terms of music appreciation?
living
H.Making generalizations and What effects does the Chance music give to the 20th century
abstractions about the lesson Music?

I.Evaluating learning Group Activity

With 5-10 members in each group, create your own chance
music using the resources found inside the classroom. The
duration of the composition should last for 2 minutes.

(From the book The 21st Century Mapeh in Action 10)

Criteria Advanc Proficient Approaching Developi Beginn
ed Proficiency ng er
5 4 3 2 1
Uses available
resources in
creating chance
music and is
able to produce
a quality
composition
Displays good
characteristics
in composing
chance music
Is able to follow
instructions
from the leader;
is able to
practice
teamwork
27
J.Additional activities for Listening activity categorizing the chance music element in the
application or remediation given example

IV. REMARKS

VI – REFLECTIONS
D. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

DAILY LESSON PLAN FIRST QUARTER

MAPEH 10 MUSIC (20th Century)

I.OBJECTIVES
A.CONTENT STANDARDS The learner:
Demonstrates understanding of 20th century music styles
and characteristics features.

B.PERFORMANCE STANDARDS The learner:

28
 Creates musical pieces using particular style/s of the 20 th
century.
C.LEARNING COMPETENCIES The learner:
18. Listens perceptively to Chance music works
(MU10TC-Ia-h-1)
19. Describes distinctive musical elements of given 20 th
century Chance music pieces; (MU10TC-Ia-h-2)
20. Relates 20th century chance music, it’s historical
and cultural background to its present use
(MU10TC-Ia-3 )
21. Creates short chance music piece using knowledge
of 20th century styles. ( MU10TC-Ic-h-7)
5. Develops musical awareness and creativity in
expressing oneself while doing the fundamental processes
in creating electronic music

II.CONTENT

Chance Music

III.LEARNING RESOURCES
A.REFERENCES Horizons Music and Arts Appreciation for Young
Filipinos 10 pp. 29 to 31
B.OTHER LEARNING RESOURCES The 21st Century MAPEH in Action

Teaching Materials: Laptop, LCD Projector, Speaker,

Dice, Any Musical instrument (Keyboard, Guitar, violin,
ukulele etc)

IV.PROCEDURE
A.Reviewing previous lesson or
presenting the new lesson
Activity. NAME IT!

Composer Title of Musical Works

*Students will name some Electronic Music composers and their

works
(Checking will be done after completing the table)

Ask: How did we create electronic music last meeting?

Possible answers
*By recording different sounds in the environment and mixing it
up.
*By harmonizing unusual sounds that we can produce and
recording it with electronic recording device

: We know that most musical compositions are arranged logically

according to the composer’s perception or to the influence of

29
 another composition. (from the book 21st Century Mapeh in
Action)
(Show video examples of Baroque music or Teacher may play
instrument if he/she can)
Suggested piece/video: Canon in D by Johann Pachelbel
Link ; https://www.youtube.com/watch?v=RBx-Ue28KUE

Ask: How does the music sound?

Possible answers
: Simple in melody, repetitive, sounds are uniform, does not use
plenty of harmonies, uses cycle of chord progression

: How about in this music?

(Show video of Water Walk by John Cage or play a weird sound
using the instrument)
Link : https://www.youtube.com/watch?v=gXOIkT1-QWY

Possible answers
: Weird sound, Not a music, there is no definite melody, Uses
avant grade element etc.

Teacher: In our lesson for today, it is different. Chance music is

also called aleatory music, which is derived from the Latin word
alea, meaning “dice”. As the name suggests, it is a composition
created by chance rather than its logical order.

B.Establishing a purpose for the Ask someone to define the word “CHANCE”
lesson
(The teacher will roll a dice and the students will relate the
situation to the term chance )

: Those situations may be incorporated in our discussion for

today about chance music.

C.Presenting Activity:
examples/instances of the new (Integration to visual art)
lesson  Let the students look at Pablo Picasso’s Oil in Canvas
painting entitled “Three Musicians”

30
  Students will be given time to understand and analyze its
aesthetics and the artist’s purpose of doing it
 After analyzing the artwork, students will answer some
questions regarding the artwork in a form of recitation (*
Students who will recite will be given credits or recitation
chips)

Questions
13. How did you feel about the artwork?
14. What element of the artwork attracts you the most?
15. What was the mood of the artwork?
16. Give me your opinion about the subject.
17. In your own observation and understanding after looking
at the artwork, what do you think is the artist’s purpose of
doing it?
18. How did you analyze the artwork?
19.
( Teacher may add some more questions)

Final question:
*Have you analyzed it looking at the whole frame? Or you just
focused on the element that attracted you the most?
(Short revelation on Pablo Picasso’s Three Musicians)

Teacher’s Explanation on art analysis: Art appreciation is not

just merely looking at the piece of art but analyzing its
holistic characteristics and afterwards reflecting on the
artist’s purpose of creating it.

D.Discussing new concepts and After the previous Activity, the Teacher will integrate it with
practicing new skills #1 Music.

Activity:
 Students will watch and listen to John Cage’s
composition entitled 4’33
https://www.youtube.com/watch?v=JTEFKFiXSx4
 After letting the students watch, ask them the following
questions:
* How did you find the music? How was its arrangement?
* Did you hear something?
*Did you hear any sound even in its lightest level of volume?

*Have you looked at the whole frame of the music?

------
*What is chance music in 4’33? (NOTE: I highlighted this part
because the questions have nothing to do with the given possible
answers, except for the second question)
Possible answers:
Audience’s noise (laughing, coughing, baby crying, etc) & the
sound of the piano when it is being opened and closed.

Presenting more examples----

31
E.Discussing new concepts and The Chance Music would not exist without the great composers
practicing new skills #2 behind it.

(Discussion on the Biography and works of Significant

Composers in Electronic Music with PowerPoint presentation)

 John Cage – Featured the widest array of sounds from the

most inventive sources
A student will read with understanding the short biography of the
composer flashed in the PowerPoint presentation to develop their
literacy skill afterwards he/she will ask his/her classmates simple
questions about what he /she has read.
Some possible questions to be asked by the student:
7. Tell something about John Cage
8. What is the type of his compositions?
9. How are the elements of music arranged in his
compositions?
(Teacher will just add some necessary information after the
activity)
(Teacher will give credit to the students who read the biography)

F.Developing mastery Activity:

(Leads to Formative  Listen to their works and analyze the use of musical
Assessment 3) elements.

Music analysis sheet

Sounds you Mood of the Chance
heard Song Music /
element
heard in
the song
Sonatas and
Interlude by
John Cage
Music of
Changes by
John Cage

G.Finding practical application Having the knowledge of Chance Music, how can we use it in our
of concepts and skills in daily daily living especially in terms of music appreciation?
living
H.Making generalizations and What effects does the Chance music give to the 20 th century
abstractions about the lesson Music?

32
I.Evaluating learning Group Activity
With 5-10 members in each group, create your own chance
music using the resources found inside the classroom. The
duration of the composition should last for 2 minutes.

(From the book The 21st Century Mapeh in Action 10)

Criteria Advanc Proficient Approaching Developi Beginn
ed Proficiency ng er
5 4 3 2 1
Uses available
resources in
creating chance
music and is
able to produce
a quality
composition
Displays good
characteristics
in composing
chance music
Is able to follow
instructions
from the leader;
is able to
practice
teamwork

J.Additional activities for Listening activity categorizing the chance music element in the
application or remediation given example

V. REMARKS

VI – REFLECTIONS
E. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal

33
 or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

34