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    11 MU9MRB Ib F 6

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    Ahra So
    This document outlines an instructional plan for a music class. The plan explores Medieval, Renaissance, and Baroque music through interpretive dance. Students will be divided into groups to choreograph and perform dances interpreting music from these periods. The teacher will assess the students based on their understanding, performance, presentation, and teamwork.

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    11 MU9MRB Ib F 6

    Uploaded by

    Ahra So
    32 views2 pages
    This document outlines an instructional plan for a music class. The plan explores Medieval, Renaissance, and Baroque music through interpretive dance. Students will be divided into groups to choreograph and perform dances interpreting music from these periods. The teacher will assess the students based on their understanding, performance, presentation, and teamwork.

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    11-MU9MRB-Ib-f-6

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    This document outlines an instructional plan for a music class. The plan explores Medieval, Renaissance, and Baroque music through interpretive dance. Students will be divided into groups to choreograph and perform dances interpreting music from these periods. The teacher will assess the students based on their understanding, performance, presentation, and teamwork.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    32 views2 pages

    11 MU9MRB Ib F 6

    Uploaded by

    Ahra So
    This document outlines an instructional plan for a music class. The plan explores Medieval, Renaissance, and Baroque music through interpretive dance. Students will be divided into groups to choreograph and perform dances interpreting music from these periods. The teacher will assess the students based on their understanding, performance, presentation, and teamwork.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Republic of the Philippines

    Department of Education
    Region VII, Central Visayas
    Sudlon, Lahug ,Cebu City

    Instructional Plan

    Duration: 60
    DLP No. : 11 Learning Area: MUSIC Grade Level: 9 Quarter: 1
    minutes

     Explores other arts and media that portray Medieval, Code: MU9MRB-
    Learning Competency/ies:
    Renaissance, and Baroque music. Ib-f-6

    Key  Music is an art because it is a skill of creating and performing music.


    Concepts/Understandings to  Aside from singing and creating music, we can still use music to create other forms
    be Developed of art.
    Domain 1. Objectives:
    Knowledge Interpret the chosen music from the different period through body movements;
    Execute an interpretative dance that interprets the music of Medieval, Renaissance, and
    Skills
    Baroque period;
    Attitudes Share talents in dancing by interpreting a chosen music from the different periods of music;
    Maka- Diyos- share and show God given talents
    Values
    Maka Tao- display unity upon doing the group performance
    2. Content / Topic Medieval, Renaissance and Baroque Period
    3. Learning Resources/ Music and Art Teachers Manual and Learners Manual, Downloaded music, Power point
    Materials/ Equipment presentation, LED TV with speakers
    4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will consume)
    4.1 Introductory
    Listening drill. The teacher will play music of different moods. Each learner will execute a
    4.2 Activity (5 minutes)
    movement relating to the music while closing their eyes.
    1. The class will be divided into 5 groups.
    4.3 Analysis (20 minutes) 2. Each group will choose music from the different periods and interpret it in the class
    through movements.
    4.4 Abstraction ( 5 minutes) 1. How did you come up with your movements or dance steps?
    2. What did you feel while the music is playing?
    4.5 Application (20 minutes) Each group will perform their dance interpretation in the class.
    4.6 Assessment (5 minutes)
    a. Observation (Formal and Criteria: Understanding of the lesson - 35
    informal observations of Performance -30
    learners’ performance or Presentation - 20
    behaviors are recorded, based Teamwork - 15
    on assessment criteria) 100
    c. Analysis of Learners’
    Products (Teachers judge the
    The teacher gives comments with regards to learners’ performance based on the given
    quality of products produced by
    criteria.
    learners according to agreed
    criteria
    4.7 Assignment: (3 minutes). Fill
    –in below any four purposes:
     Reinforcing/ 1. What have you realized after doing the activities?
    Strengthening the 2. What did you feel while and after performing the interpretative dance?
    day’s lesson 3. What can you say to the music of Medieval, Renaissance, and Baroque periods?
    4.8 Concluding Activity ( 2
    minutes) This is usually brief but
    effective closing activity such as
    a strong quotation, a short song, “ Musicians don’t retire; they stop when there’s no more music in them.”
    an anecdote, parable or a letter --- Louis Armstrong
    that inspires the learners to do
    something to practice their new
    learning
    5. Remarks
    6. Reflections
    A. No. of learners who earned
    80% in the evaluation
    B. No of learners who require
    additional activities for
    remediation.
    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 learning
    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?

    Prepared by:

    Name: School:
    Position/ Designation: Division:
    Contact number: Email address:

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