A lesson Plan in Music

Grade 7
Darlene Abat, Ricardo Alvarez
Vanessa Aumentado, Melanie Balacuit,
Jojim Burgos, Mariefe Cajes
Rachel Canunayon

I. Objectives
At the end of the 60 minutes lesson the students must have:
a. Identified the musical instruments and music of indigenous groups of Mindanao
b. Appreciate the importance of musical instruments and music to their culture
c. Developed awareness of musical instruments and music to their culture through
reflection
II. Subject Matter
Topic: Lesson 3:Mindanao: The instrumental, Lesson 4: Mindanao: The Music
of the Lumad
Materials: Laptop, Power Point presentation, book, Instructional Video clips
References: Practical MAPEH Second Edition, Grade 7 pg. 60-66
Strategy: Inquiry Based Learning

III. Procedure
Teacher’s Activity Student’s Activity
Pre-Activity
Classroom Routine *Student will follow the
 Prayer said instructions
 Checking of attendance
 Reminder of Classroom Rules
A. Motivation
Teacher: Okay class, before we proceed with our
lesson let us have a mind warm-up.

Activity: Guess the Pic!

*Students will answer

1.gabbang
g_b_a_n_ 2.suling
3.Kubing

s _ l _ _n g
 K_ b i _ _

Teacher: Okay class those are different

instruments used by indigenous group. This day
you will have an in-depth knowledge about the
different instruments and music of indigenous
people particularly in Mindanao.
 B. Presentation
Teacher: This morning you student must be able to:
 Identified the musical instruments and music of
indigenous groups of Mindanao
 Appreciate the importance of musical instruments
and music to their culture
 Developed awareness of musical instruments
and music to their culture through making
reflection

( Vocabulary Check point: resonator-a devices for increasing

the resonance or sound of a musical instrument)

Teacher: Let’s learn first the different instruments of

indigenous people here in Mindanao and how they used it.

Guide question: Do you know any instrument used by *Student’s answer may
indigenous groups? What was it and where did you saw it? vary*

Teacher: Okay the following are the different instruments

used by indigenous groups here in Mindanao.
1. Kubing

- placed between
the lips with one
end plucked to
produce the
sound. The mouth
serves as the
resonator to make
the volume louder.

2. Tausug gabbang

- a bamboo
xylophone,
played by using
two wooden
sticks. Bamboo
slants are
made in
graduated
lengths and
placed on top of a trapezoidal wooden box.
 -Trapezoidal wooden box- is the instruments
mounting stand and resonator.

3. Suling

- It is an aerophone
instrument which
requires air to be
blown into the
body for the sound
to be produced.
-It is a ring flute and
the smallest
bamboo flute of
Maguidanaons.
- It is played by
blowing air on one
end just like how to play a flute.

4. Bantula

-A bamboo slit drum found in

Bukidnon
- It is closed at both
ends with a slit cut on
its body.
-It is struck with
beaters which are
made of bamboo
slants.
-Function: To call the community’s attention for
an important announcement.

5. Sludoy

-A zither which has a strings and a sound box

-the strings are carved out of bamboo skin and
raised by a bridge and its sound box is a
bamboo cylinder
 -It is played by plucking
the bamboo strings with
the bamboo tube serving
as a resonator and string
frame.
6.Kudyapi

-carved from a
soft wood and
is 6ft. long
-It has a boat-
like shape and
the only two-
stringed
instrument
found in
Maguindanao.
- It is played by plucking the strings with a
bamboo pick. The pitch is controlled by placing
fingers of other hand on the fingerboard on the
neck of the instrument.

(Key term to remember: Ethnomusicologist- a researcher

who specializes study of music in context to the culture it
belongs.)

Lesson 4: Mindanao: The Music of the Lumad

A little background about Lumads in Mindanao.
 Lumads
 they are native n Mindanao who are non-
Muslims
 as the government and private entities began
exploiting their natural resources, Lumad’s
communities were damaged as well. It
resulted in their displacement which
threatens their indigenous culture.
1. Subanen (Subanon)
 The biggest group of lumads located at
Zamboanga
Their Vocal Musics are;
 Dionli-a love song
 Buwa- a lullaby
 Giloy- a form of funeral song
Their instrumental music
 Gagong
  Kolintang
 Durungan
(Key term: Non-islamic music- a wide repertoire of
different sounds performed in different occasions.)

2. Manobos
 They are located at Agusan, Davao,
Bukidnon and Cotabato
 They have ritual and ceremonial songs,
lullabies and songs of nature
Their musical instruments are:
 Kuglugng- an indigenous lute
 Saluray- a bamboo zither

3. T’bolis
Their music is characterized by;
 Highly expressive feelings
 Imitation of sounds from the environment such as
the waters, the birds and the air.
Their instrument;
 Hagalong- one of their principal instrument, this *Student’s response may
is another name for an indigenous lute vary*
4. Teduray group
 They are found in upland Mindanao. They have a
great diversity of songs for different occasions
Their songs:
 Legundan- their love song
 Balikata- a melodic phrase and pattern used in
debates and conversations
 Foto moto and meka-meka- songs that relate to
married life
Their instrumental music:
 This group is known for their ‘agung’ ensembles

5. Bagobo
 They are situated in the western part of Davao
 They have songs for their beliefs, celebration and
daily activities
 They have musical instruments used for rituals
 They have gong ensemble called ‘tanguggo or
tagunguan’.

Guide questions:
(1) What is the significance of knowing the different
music and instruments of lumads?
(2) As a student how will you help the lumads or any
 indigenous groups here in Mindanao preserve
their culture and traditions?
IV. Generalization
Lumad music encompasses a wide repertoire of sounds
performed for various occasions, and makes use of an
extensive array of musical instruments. Using those
instruments, they perform various songs for different
occasions and sentiments. To really see its beauty, one must
experience the culture of the Lumads, most importantly
discover and know the music and instruments used by the
Indigenous Communities brimming with life and colors.
Guide questions:
1. In your own understanding, why does Lumad music
important part to their culture?
2. What have you learned about Lumad music and *Students response may
Instruments? vary.
V. Evaluation
Activity 1: Is it True or False?
1. The Kubing is placed between the lips with one end *The student will answer*
plucked to produce the sound. ANSWERS
2. The Tausoggabbang is a bamboo xylophone. 1. TRUE
3. The Suling is an aerophone instrument that requires air to 2. TRUE
be blown into the body for sound to be produced. 3. TRUE
4. The Bantula is a bamboo slit drum found among the 4. TRUE
Bukidnons. 5. TRUE
5. The Kudyapi is a type of boat lute in Maguindanao.

Activity 2: Complete the Table

Name:
_________________________________________________
Grade:
_________________________________________________
Section:
________________________________________________

Instruction: Complete the table by supplying the

needed information.

LUMAD
MAIN
GROUPS CHARACTERISTI
MUSICAL
OF CS OF THEIR
INSTRUMENT
MINDANA MUSIC
(S)
O
1.
 2.

3.

4.

Asynchronous activity
Activity: My reflection
Instruction: Reflect on the questions given below.

(1) What made the music of Lumads survive despite the problem of being displaced
from their homeland?
(2) Why is it important to learn and be aware with the different music and
instruments of Lumads in Mindanao?
(3) As a student how will you help the Lumads or any indigenous groups here in
Mindanao preserve their culture and traditions?

(Note: This will be passed together with the quiz. Students will be given a week to
comply with the activity.)