Eed 14 Teaching Music in The Elementary Grades

EED 14 – Teaching Music in the Elementary Grade 1 | P a g e
UNIT I
INTRODUCTION TO MUSIC
OVERVIEW
In this unit you will learn about in teaching music in elementary grades. This
unit will help you to be knowledgeable enough on how to be a competent teacher by
delivering the lesson. To ensure that teaching competency in EED 14 is developed,
this module focuses in a different areas namely; teaching methods in music,
content/activities and different strategies. The teaching methods will help you teach
music lessons in most interesting and easiest way possible. The content/activities
provide deeper appreciation about music. Lastly, teaching strategies will provide
you a different approaches in presenting and developing the lessons, making
relevant and meaningful to life.
LEARNING
OUTCOMES
At the end of this unit, I am able to:
1. Define the music in elementary grades;
2. Identify the historical foundation of Music;
3. Determine the different philosophers who contribute theories in music;
4. Explain the important benefits of music in elementary grades.

Activating Your Prior Knowledge
Name: __________________________ Professor:_____________________

Course/Year/Section:______________ Date:_________________________
A. Multiple Choice. Read each item carefully. Choose the letter of the correct
answer. Write your answers on a separate sheet.
1. The word “music” from the Greek word “mousike” which means?
a. “art of muses”
b. “art of the poetry”
c. “art of dance”
d. “art of Goddesses”
2. Who is credited with moving the progress of sacred music called Gregorian
chant, characterizes by haunting sound of the open perfect fifth?
a. Plato
b. Aristotle
c. Socrates
d. Pope Gregory
3. It was a golden era in music history?

a. Renaissance
b. Baroque
c. Romantic
d. Medieval
4. He is the most notable composer who made such a huge contribution to the
change into the Romantic Era?
a. Mozart
b. Beethoven
c. Plato
d. Kant
5. Music can be described as a sports. Learning to sing and keep rhythm

develops the coordination.
a. Music is physical
b. Music is emotional
c. Music is for life
d. Music is entertainment
B. Self-assessment????
Write all you know about history of music and enumerate all the philosophers
you have known contributed in music. Use separate sheet if necessary.

Expanding Your Knowledge
WHAT IS MUSIC?
All the sounds that we hear around

us, from the people chattering, dogs barking
and splash of water. But sometimes sounds
are putting together to create a precise
environment or to express ideas and even
emotions to become an organized sound
called music.
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Music is composed of coordinated

sound or sounds. The process of putting sounds and tones in an organized way, combining
them to make a collective composition called Making music. People who composed music
artistic organize sounds for a desired result, like Beethoven symphony. Music is composed of
sounds, vibrations, and silent moments and it doesn’t always to be nice. It can be used to take
all scope of experiences, environments and emotions.
Music is a form of art through expression of emotion. Music is also form of

entertainment that puts sounds together that people like, find interesting or dance to. Most
music includes people singing with their voices or playing musical instruments. The word
music comes from the Greek word “mousike” which means “art of the Muses”. In Ancient
Greece the Muses included the Goddesses of music, poetry, art and dance. Some who make
music is known as a Musician.
Music includes works played by jazz bands

(jasmusicalworldblog.blogspot.com)
As we move further the history of music we find increasing evidence of its key role in
sacred and secular settings, although the division into these categories was not defined in this
way until many years later.
HISTORY OF MUSIC
Music is found in every known

culture and religion, past and present varying
widely between time and places. Since all
people of the world, including the most
isolated tribal groups, have a form of music,
it may be concluded that music is likely to
have been present in the ancestral population
prior to the dispersal of humans around the
EED 14 – Teaching Music in the Elementary Grade 4 | P a g e Pixabay.com

world. Influences from the west to the east merged into the pre-Christian music of Greeks
and later the Romans.
Musical practices and conventions perhaps conveyed by travelling musicians brought

a wealth of diversity and invention. Pope Gregory was credited with moving progress of
sacred music forward and developed the Gregorian chant, characterize by the haunting sound
of the open, perfect fifth.
There are numerous theories regarding when and where music originated. Though,
many historians think that music is existed before man existed that animal took apart in
music. Evan so, historiographers point out that there are six (6) periods of music and each
period has a particular style that significantly contributed to what music is today.
 MEDIEVAL ERA
Medieval period of music span from around 500AD up to the mid-fifteenth century. Early
Medieval music has barely made any progression, although more works of this era have been
found. Songs are still mostly homophone and are sung with no official rhythm.
Mainly Frankish (Notker the Stammerer), Byzantine (Kassia) and Armenian composers
were well known at that time, and they are the notable composers. Also notable is Ethopian
composer Yared, who is responsible for the most of the Ethopian chants in their orthodox
tewahedo churches. High Medieval Era people have started experimenting with polyphony
(where different voices are simultaneously singing different themes in song). The lower
voice singing called the “Cantus Firmus” which is primitive bassline that guides the soprano.
Together these 2 voices form an early prototype of chords like we know the today. These
chords are usually a tonica and a dominant note.
Most of compositions were written in Latin and were supposed to be performed by

catholic churches. Notable artist in this era are Leonin and Hildegard von Bingen. Late
Medieval Era,polyphony has more progression with several instruments playing different
themes at the same time.
People have also been experimenting with new instruments and new genres such as the
“chanson”. Music also becomes more available to the regular people in smaller villages and
taverns with troubadours singing chanson supported by instruments. Composers Guilliaume
De Machaut is consider to be the inventor of isorhythmic motets. A new way of notating
music also has been invented it is called neumes.
 RENAISSANCE ERA
This era was a golden period in music history (1450-1600). Music is freed from medieval
rules and becomes a great platform for composers to express their feelings and thoughts.
Polyphony has fully developed along with people being able to create any harmony.
Several modern instruments such as the piano or the guitar are slowly being developed
and become ancestors of the instruments. Things such as measures and “accidentals”, sharps
flats and naturals are also becoming the norms in musical notation. Famous musicians in
renaissance era are Orlande de Lassus and Giovanni Pierluigi de Palestrina. Another
composer in early Renaissance is Josquin des Prez is considered a great master of the
polyphonic style, often combining many voices to form musical textures. Later Palestrina,
Thomas Tallins and William Byrd create an ideas of des Prez composing some of the most

stunning mottets, masses, chansons and instrumental works in their own, although strict rules
governing use of dissonance, the expressive qualities of music is essentially unparalleled.
 BAROQUE ERA
The Baroque Era (1600-1750) is commonly known for complex pieces and intricate
harmonies. This period was a time when composers experimented with form, musical
contrast, styles and instruments. Also in this period was saw the development of opera and
instrumental music. The music became homophonic which means melody should be
supported by a harmony.
Prominent instruments present in this period compositions included the violin, viola,
double bass harp and oboe. Early Baroque musicians like Monteverdi started experimenting
with a new way of making polyphone music called the “basso cuntinuo”. The basso continuo
is a “scaffolding” sound that is mostly played by a cello or harpsichord, which give a deep
and fast sound mostly played in eights and sixteenths.
Monteverdi also helped to popularize the newer genres like the opera with his work
“L’Orfeo”. Italian opera dominated this era along with spawning more sub genres like
cantata, oratorio and the aria.
A. Corelli and A. Vivaldi helped the violin get a bigger role in baroque music what would
later be quintessential in classical music. They also helped to popularize the “concerto
grosso”. J.S. Bach and G. F Handel did eventually rule the late baroque by combining al
previous techniques to create hundreds of masterpieces. The most well-known baroque piece
for a string quartet is “Arrival of the Queen Sheba” by Handel.
 CLASSICAL ERA
The music forms and styles of the Classical era, which spans from (1750-1820). It is
expanded upon Baroque period, adding a majorly influential new song form the “sonata”. In
this period also saw the development of the concerto, symphony, sonata, trio and quartet.
During this period, the middle class had more access to music not just the highly
educated aristocrats. Both W. A Mozart and J. Haydn dominated in this era by writing and
performing hundreds of pieces in a rather small time space. Also in this era was a period
resembling to the renaissance but instead of progressing the classicists wanted to reduce
polyphony and create a more symphonic, homophone experience. Classicist music tends to
dynamically change more, as does it change in tempo quite often.
The orchestra changes in size to. Haydn’s music is a great example of the changing
orchestra size and the lighter approach of music. The orchestra was firmly build towards the
latter end of this era began to include clarinets, trombones and timpani. The rise of the
performer continued in this period of music as demonstrated by the many of the concertos
and sonatas composed in this era.
 ROMANTIC ERA
The Romantic era (1820-1900) was the golden age of the virtuoso, where the most
difficult music would performed. Europe has witnessed a lot of revolutions in the 19 th century
which leads to the aggressive and virtuoso approach to music.

Beethoven played a big part in the making of this era, he is the most notable
composer who made such a huge contribution. This era was known for using diatonic notes,
giving their music a suspended feeling. Romantic musicians also experimented the advanced
chord progression. Also in this period saw a revival of the Italian opera, especially Guiseppe
Verdi and Gioacchino Rossini contributed the most to this revival of the genre.
A lot of componists started writing material for huge orchestras. Some of these include
Chopin, Mendelssohn, Schumann,Wagner, Brahms, Liszt, Mahler, Berloiz, Saint Saens,
Bruckner, Strauss and Tchaikovsky. Music did eventually separate into several sub-genres.
 20TH CENTURY
The 20th century (1900-current) can be described as free reign for composers. During this
period they had a general set of guidelines and characteristics that most of composers
followed. They have been pulling further and further away from rules and restrictions into
what ultimately now place of complete free reign. Music during this period was show many
innovations on how the music is performed and appreciated. Most of composers are willing
to experiment with the new music forms using their instruments to innovate their
compositions. 20th-century music styles included impressionistic, 12-tone system,
neoclassical, jazz, concert music, serialism, chance music, electronic music, new
Romanticism, and minimalism.
19th CENTURY THEORIES OF MUSICAL MEANING

At earlier time of 19th century musicians themselves
rarely are theorist. Music theory was something other than the
exposition of prevalent or emerging styles, was likely to be
technical manual guiding vocal or instrumental performance,
theatre practice or even advocating reforms. Johann Sebastian
Bach was a prolific master.
This century saw the emergence of composer-critics
such as Weber, Schumann, Berloiz, and Liszt they are the Britannica.com
versatile artist with propounding comprehensive theories. Richard Wagner, drawing by Franz von
Richard Wagner was an active theorist and did a little advance Lenbach, c. 1870.Courtesy of Richard Wagner-
Gedenkstatte, Bayreuth, Germany
in music theory and he proposed a unity of music and drama,
one of his notable works is The Ring of the Nibelung (Des Ring des Nibelungen) it was a set
of four operas. Other composer is somewhat more successful in their own way like
Stranvinsky and Schoenberg.
CONCEPT OF DYNAMISM
The two German philosophers Arthur Schopenhauer and Friedrich Nietzche has an
ideas of music as a type of symbolism, who brought to the new concept, articulated by
different ways and terms but same principle called dynamism. Music is closer to inner
dynamism of process if there are fewer technical barrier to understand the entire dimension
of the real world has been by passed.

Friedrich Nietzsche Arthur Schopenhauer
© Photos.com/Jupiterimages ©1855.Archiv für Kunst und Geschichte, Berlin
Britannica.com Britannica.com
By the contrary Kant present the success to music:

The effect of music is stronger, quicker, more necessary and infallible. Men have
practiced music in all ages without being able to account for this; content to understand it
directly, they renounce al claim to an abstract conception of this direct understanding itself.
Arthur Schopenhauer recognize the connection between human feeling and music
which restores all the emotions of our inmost nature, and from their pain. He presents music
that the emotional life is a symbol of the will.
Efforts of theorist to account for the universal appeal of music and to explain its effects have
since the 19th century, been various, contradictory and highly controversial. It must be
emphasized that there are no completely categories and there is usually overlapping.
REFERENTIALISTS AND NON REFERENTIALISTS
The referentialists (heteronomist) who hold that music

outside itself, and non referentialists (formalists or absolutists)
who maintain the means itself. Igor Stranvinsky was a
composer of ballet music and his works was extramusical
associations. It would be simple referentialism with program
music and non referentialism with absolute music.
Referentialists do not require an explicit program, and

non referentialists do not require necessarily program music,
they make a point of distinguish the extramusical program and
Igor Stravinsky, 1920. musical meaning itself.
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INTUITION AND INTELLECT
Most of the theorist agree that music is an auditory and that hearing is the beginning
of understanding. There is contention especially between proponent intuition such as Croce
and intellectual cognition such as Hospers.
Gurney was constrained to a special musical that need reside exclusively either in the
mind or the heart. Henri Bergson broke with this tradition when he spoke for “an intellectual
act of intuition”. IN the first half of 20 th century a philosophical and artistic concern for the
concept of organic unity revealed strong affinities such as works Gurney’s The Power of
Sound.
CONTEXTUALIST THEORIES

This contextualist music is about fact tone painting, regard as widely musical
symbolism. One of the examples of tone painting is Bach’s introduction of musical notes,
correspond to the letters of his name and as theme in unfinished final fugue of the Art of the
Fugue.
However, among contextualist, a simple referential view is exception than rule. Some
of the theorist who examine musical understanding are look into a complex human activity.
They dealing with psychology of music with certain elements. Some of specialist about
Bach, Johann Sebastian
theories accentuate one element or another: Formalist is the
Oil on canvas by Elias Gottlieb music itself, Sociologist means the listeners and their settings,
(Gottlob) Haussmann, 1746;
Britannica.com
and psychologists is the how of perception.
INFORMATION THEORY
Abraham Mole’s is a French theorist who introduced Information theory and Esthetic
Perception lead the science of information theory to sustain the musical perception, and
accentuate the concept of form; the “sonic message” is vary from one composition to another
is a whole. Information theory therefore proved to be a novel ally for organicists. Mole’s
gave augmentation to the aesthetic theory of distance:
The aesthetic procedure of sonic objects is analogous to the sculptor’s or decorator’s

isolating a marble work against a black velvet draping: This procedure directs attention to
it, alone and not as one element among many in a complex framework.
Information theory discussed also by Leonard Meyer, his investigations was

unsustainable procedures, because he starts it without the help of traditional theory. So,
musical messages perceived done information theory are not referential, yet Mole’s describe
the measurable elements in the sonic repertoire as symbols. Also, Mole’s said that music
must an art, follow rules so, the role of aesthetic is to enumerate valid rules universally, not
to preserve the chance or purely traditional.
WHY IS MUSIC IMPORTANT?
Music engagement provides a distinct

opportunity for literacy understanding. Teachers
direct their students to listen and hear ne ways
which exercises their aural differentiation. Adding
movements such as playing instruments is
sequential learning to all children that is essential in
their reading comprehension.
Plato said that music “is more influential

instrument than any other for education”. Some of
the recent research found that music uses both sides
of the brain, proves that it makes profitable in all Pixabay.com
areas of development. It affects the growth of a child’s brain in all aspects like academically,
physically, emotionally and spiritually.
Music is academic

It describes that it is the primary reason for providing music lessons to all children.
From the recent study they found that music trains the brain for higher forms of thinking.
Also, they indicate that this training will be enhanced performance of young mind.
Music is physical
Music described it as a sport because when they learned how to sing and keep into the
rhythm they developed coordination. Also when they play a musical instruments like
blowing flute, trumpet or even saxophone they need air and wind power to promote a healthy
body.
Music is emotional
It is an art form. When the child gets emotional they tend to become more expressive
with their feelings, so music is their way to release or express their emotions and they
become more creative and artistic.
Music is for life
Some people can’t be an athletic or sports enthusiast but they can sing and they can
even play musical instruments like piano, guitar or violin. Once they learned such
instruments that skills will last for a lifetime and that they will surely enjoyed.
IMPORTANT BENEFITS OF MUSIC IN OUR SCHOOLS
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Almost everyone loves music, by simply listening, singing or even playing an instrument.
In spite of this universal interest some schools are having to do away with their music
educations programs. In that so, they are losing one of the enjoyable subjects that needs to
enrich student’s education also in their lives. Here are many reasons why music education is
so important and how it offers benefits to all students.
1. Musical training helps develops language and reasoning. It is good for the
students to develop the areas of the brain that’s responsible for language and

reasoning. If the left side of the brain is well developed with music and songs on a
young mind it helps to retain information and other knowledge.
2. A mastery of memorization. When the student musicians performing, with a sheet

music they are already sharpen their memory and that skills of memorization help the
students in their education and beyond.
3. Students learn to improve their work. In learning music it enhance artistic and
creative work of students that they want to create good work and it is also applicable
in all subjects.
4. Increased coordination. Students who try to play musical instruments can enhance
their hand-eye coordination and it will help to develop motor skills.
5. A sense of achievement. If the students learn to play new musical instruments that
intriguing and challenging, and yet they mastered it, they become feel proud and that
is called achievement.
6. Kids stay engaged in school. Music is one of the enjoyable subjects that students
keep interested and engaged in school especially those student musicians.
7. Success in society. Music can shape student abilities and character that they will
bring it in their entire life. Also musical education can greatly contribute to children’s
intellectual development.
8. Emotional development. Students become more expressive in their feelings that they
tend to have a higher self-esteem and better coping in emotional stress and anxiety.
9. Students learn pattern recognition. In playing musical instruments it offers

repetition in fun format, in that so children can improve their pattern-recognition.
10. Fine-tuned auditory skills. Musicians can distinguish meaningful elements of

sounds, such as emotional meaning when someone is crying. Therefore students who
practice music can have a good auditory attention and recognize patterns of sounds
from the surroundings.
11. Music can be relaxing. Playing musical instruments or listening music can dispute
stress.
12. Musical instruments can teach discipline. Students who learn to play musical
instruments can learn the important lesson of discipline. Especially when they need to
master their playing instrument or a piece of song.
13. Development in creative thinking. Students who study the music can enhance their
thinking creatively in a way that they think outside the box and realizing that there
may be more than that.
14. Music can develop spatial intelligence. Students who study music can enhance the
development of spatial intelligence by figuring out the mental pictures.

15. Kids can learn teamwork. As a student musicians they will require to be a part of a
group member of band or orchestra. In these groups, he/she learn how to cooperate
with other members and to work together.
References:
Clifton, Thomas. 1983. Music as heard: a study in applied phenomenology. New Haven and
London: Yale University Press. ISBN 0-300-02091-0
Gordon Epperson
Professor of Music, University of Arizona, Tucson. Author of the Musical Symbol; A Study
of the Philosophic Theory of Music.
Online References:
https://nafme.org/20-important-benefits-of-music-in-our-schools/
https://study.com/academy/lesson/what-is-music-definition-terminology-characteristics.html
https://simple.wikipedia.org/wiki/Music
Synthesizing Your Knowledge
Activity 1
Name: ___________________________ Professor: _____________________

Course/Year/Section: ______________ Date: _________________________
Read the questions carefully. Write your answer on the space provided.
1. Choose three among six period in history of music then elaborate how they
contributed in music.
a. __________________________________________________________________
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b. __________________________________________________________________
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c. __________________________________________________________________
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2. Among six period, what is most notable in history of music? Explain your rationale.
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Activity 2
Name: ___________________________ Professor: _____________________

Describe the music from each period by filling the boxes with terms, words, and some
names of composers in music history.
MEDIEVAL PERIOD

RENAISSANCE PERIOD
BAROQUE PERIOD
CLASSICAL PERIOD
ROMANTIC PERIOD
20TH CENTURY PERIOD
Activity 3
Name: ___________________________ Professor: _____________________

Write at least three philosophers in their theories, and how you they contributed in
music? Use the guide below.
1. _______________________________________________________________
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2. _______________________________________________________________
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3.
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UNIT II
RUDIMENTS OF MUSIC
AND ITS FUNDAMENTALS
OVERVIEW
In this unit you will learn technical aspect of music such as pitch and
notation. The use of grand staff and ledger line. Also different clefs, intervals and
major keys are also part of this unit.
LEARNING
OUTCOMES
1. Demonstrate understanding of musical elements features in Pitch notation in music.
2. Identify the selected clefs formation and its purposes.
3. Memorize perceptively the notes in bass clef and treble clef
4. Identify the different arrangement of moveable “Do” in C-clef
5. Apply knowledge and skills in music notation
6. Create an appropriate improvise piano.
7. Identify the pitch and its related factors
8. Analyze the harmonious relationship of both sharp and flat notes to each other.
9. Find out the definition of intervals and their correlation of intonation using both sharp
and flat notes.
10. Understand the value of half step and whole step using the key of C Major.
11. Apply knowledge and skills in intervals between the distances of two notes.
12. Demonstrate the distinct characteristics of major keys and its scale upon the musical
notation.
13. Relates the different types of major scales to the value of half-step and whole step
pattern.
14. Analyze the ordered-pattern of major scales.
15. Apply knowledge and skills in Major keys and scale.
INTRODUCTION TO PITCH NOTATION IN MUSIC

Music describe as written worksheets about symbols specifying the pitch and
précising the symbols into its factors. Pitch indicating such instructions about the sounds of
music whether it is low or maybe high. Symbols that indicate timing provide directions on
how long to play or sing a piece of music. These symbols are truly combined to the ways for
music notation. When you dominant the rudiments of music and its fundamentals you will be
able to read music notation and performed as musician or a singer. The notation is commonly
known as Western Musical notation. Music pitches are designed by an alphabet letter as C,
D, E, F, G, A, and B. In other musical notation which is Solfege syllables are engaged to
designated pitches as syllable formation letters as Do, Re, Mi, Fa, So or Sol, La, and Ti or Si,
and it is more often to use by musicians than a singers.
See the figure of piano, showing the repetition of notes according to the

Western musical notation
Image source: http://music-fundamentals-1-pitch-and-major-scales-and-keys-1.10.pdf
Staff
The staff represent the set of four spaces and five lines horizontally that both of them
characterize the different musical pitch.
Grand Staff
The two staves are joined by a brace is called grand staff, it is intended to produced
music play at once by a single musician or performer which is usually done with piano
instrument. Naturally, the lower staff has a bass clef then the upper staff has a treble clef.

Ledger Lines
It is a kind of short horizontal line for adding the range of notes whether above or below.
CLEF
Treble Clef and Bass Clef
Both clefs is always at the beginning of music staff. It is very important because it
tells you which notes (C, D, E, F, G, A, and B) is found on each line or space. For example, a
bass clef symbol tells that the fourth line is "F or Fa" where the fourth line has the symbol
between the two dotted figures and a treble clef symbol tells you that the second line from
the bottom which is the line that the symbol curls around is "G or Sol".

Activity: Memorization of Musical Notation. Memorize the formation of musical notation

in both G-clef and F-clef. Here are some strategies and techniques to memorize the notes.
G - CLEF OR TREBLE CLEF
Image source: https://www.google.com/search?

q=notes&tbm=isch&hl=en&chips=q:notes,g_1:music:kYu3SlUg0R0%3D&hl=en&sa=X&ved=2ahUKEwjzlrXwzZnrAhWQAaYKHU3
oCVQQ4lYoAHoECAEQFQ&biw=1349&bih=657
F – CLEF OR BASS CLEF

Image source: https://www.google.com/search?
q=notes&tbm=isch&hl=en&chips=q:notes,g_1:music:kYu3SlUg0R0%3D&hl=en&sa=X&ved=2ahUKEwjzlrXwzZnrAhWQAaYKHU3
oCVQQ4lYoAHoECAEQFQ&biw=1349&bih=657
Movable Clefs
All music composition are written in either bass clef or treble clef, moreover some
music is written in a C clef. The C clef is movable wherein the lines are intended to be a
middle "C or Do". Say for example of this figure represent the different arrangement of
movable C according to the singing works as soprano, mezzo soprano, alto, tenor, and
baritone clefs.
PITCH: SHARP, FLAT, AND NATURAL NOTES
Activity: Create a Flat Picture Improvise Piano Before we start the topic, create an
improvise piano like this picture above. Follow the procedures below.
Materials
 Cardboard or any hard used paperboard (like: folder, illustration board)
 Bond paper

 Pentel black or
 Ruler
 Scissor
 Glue
Procedures:
 Step 1: cut the cardboard and form it into rectangular shape, the width must be longer.
 Step 2: Fold the bond paper lengthwise, and cut it into half.
 Step 3: Attach the two halves bond paper into lengthwise form, use glue.
 Step 4: Draw a piano tiles, copy the pictures shown on the top.
 Step 5: Paste your drawing in cardboard.
What is pitch and natural note?

The pitch means that the note identifies on how the lowness or highness of its sounds.
Pitch depends on the frequency but musicians or singers usually not concern to discuss the
wavelengths of the frequencies. Instead, they give the different pitch names which are C, D,
E, F, G, A, and B. These pitch name can be found on a white keys of a keyboard which
called natural notes.
What is sharp note and what is flat note?

• A sharp sign means: the note that is half step higher than the natural note”
• A flat sign means: the note that is half step lower than the natural note”
• Both flat and sharp can be found on a black keys of a keyboard.
Here are the symbols of intonation of pitch.

They can be found either at the beginning of staff after the clef or maybe on the left side of
each note. See the picture above.
Correlation of both sharp and flat
This factor can be easily determine the equalization of tone whether sharp or flat.
Here are the parallel formation of pitch name with the correlation of both sides.
C# = Db
D# = Eb
E = E
F = F
F# = Gb
G# = Ab
A# = Bb
B = B
C = C
Db
Other correlation figure sample
D#
INTERVALS
It is the spacing or distance between two notes, we will only to find out the half step
and whole step intervals. We will accord them to key of C major, which has no flats or
sharps. See the picture of C major scale below.
Use your improvise piano and look at the picture below. The distance from B to C
and from F# to G are half-step, no different notes fall in the middle of them. The distance
from A to B, however, is a whole step as it includes of two 1/2 steps.
MAJOR KEYS AND SCALE

Image source: Music Vocabulary by Zene Boney. http//haikudeck.com
A scale is a variety of certain notes within an octave. It is made up of seven notes at

the eighth note duplicates the first note which in higher octave.
The major scale is formed with this formula. W represent whole step and H represent
half step.

Here are the selected examples of Major scale in key of C, Eb, and D.
C MAJOR SCALE, has no sharp or flat
Image source: https://www.pianoscales.org/major.html
Eb MAJOR SCALE
D MAJOR SCALE
Construction of ordered-pattern in Major scale

What are the different types of major scale?
Activity 4
Name: ___________________________ Professor: _____________________
Answer the following questions below. Write your answer on the space provided. Use
separate sheet if necessary.

1. What is staff?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
2. What is the relationship of ledger lines in staff?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
3. Give the difference of staff and Grand staff?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
4. Why the pitch is important in notation of music?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
Activity 5
Name: ___________________________ Professor: _____________________
A. What are the similarities and differences of these three Clefs? Use Venn diagram. Use
separate sheet if necessary.

G-clef F-clef C-clef
B. Answer the following questions below. Explain it in your own words. Use separate
sheet if necessary.
1. What is flat?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
2. What is sharp?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
3. What is natural?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
4. What is the harmonious relationship of sharp and flat?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
Activity 6
Name: ___________________________ Professor: _____________________
A. Identify if the correlation between the distances of two notes is half step or whole
step. Write W if the figure is whole step and H if the figure pattern is half step.

B. Give at least three importance of using whole step and half step in music notation?
1._________________________________________________________________________
__________________________________________________________________________.
2._________________________________________________________________________
__________________________________________________________________________.
3._________________________________________________________________________
__________________________________________________________________________.
Activity 7
Name: ___________________________ Professor: _____________________

Answer the following questions below. Explain it in your own words. Use separate
sheet if necessary.
1. What is major keys?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
2. What is the importance of scale in creating major keys?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
3. Why Major keys has the ordered-pattern to construct a scale? Is there any important
matter?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
RUBRICS: Performance-Based Assessment in Selected Activities and Essays.

ACTIVITY: MEMORIZATION OF MUSICAL NOTATION (G-CLEF, F-CLEF, C-CLEF
Rubric
Advance Proficient Approaching Developing Beginning
10points 9-8 points Proficiency 5 points 4points
7-6 points
Frequency Always Usually Some of the time Moderate Slightly
Accuracy No errors One error Few errors Some Frequent
errors errors
Music Always Almost always Comprehensible Isolated bits are

comprehensibility Comprehensible Comprehensible Comprehensible
ACTIVITY: CREATE A FLAT PICTURE IMPROVISE PIANO

Rubric
Advance Proficient Approaching Developing Beginning
10points 9-8 points Proficiency 5 points 4points
7-6 points
Proportion The piano piece The piano piece The piano piece The piano piece The piano
and well- was exactly the was the same on was moderately was slightly the piece was not
defined same on the the picture the same on the same on the clearly the
concept picture sample sample picture sample picture sample same on the
picture sample
Creativity Have an Well- Appreciated Moderately Slightly
outstanding Appreciated his/her appreciated appreciated
effort to create his/her improvise his/her his/her
a kind of improvise piano piano improvise improvise
improvise piano piano
piano
Neatness Outstanding Very neat Neat Moderately Slightly neat
neat
Time On time One day late to Two days late Three days late four days and
management pass to pass to pass up late to pass
ESSAYS
Rubric
Content: Understanding: Structure: Original Thinking:
Addresses each Demonstrates deep Response to each Demonstrates original
question and all understanding of question is well thinking that adds
its part course theories and organized and insight to analysis of
thoroughly ideas applied to clearly written; case; meaningful
analysis of case there is evidence of elaboration beyond
situations planning before text, notes, class
writing discussion in strategy
development
Advance Excellent Excellent Excellent Excellent
10points
Proficient Very Good Very Good Very Good Very Good
9-8 points
Approaching Good Good Good Good
Proficiency
7-6 points
Developing Needs Needs improvement Needs improvement Needs improvement
5 points improvement
Beginning Unacceptable Unacceptable Unacceptable Unacceptable
4points
UNIT III
CLASSIFICATION OF MUSICAL
INSTRUMENTS
OVERVIEW
This unit focuses on the Classification of Musical Instruments and its

example. Today musical instruments divide according to the materials they are made
of. They are classified into Idiophones, Membranophones, Chordophones and
Aerophones.
LEARNING
OUTCOMES
1. Identify the the different classification of musical instruments;
2. Recognize the classification of musical instruments;
3. Perform short music video using atleast one of the classification of musical
instruments.
Throughout history, various methods of musical instrument classification have been

used for some gatherings, occassions. feast, religious ceremony and many more.The lessons,
activities skills, and knowledge will help establish and enhance your ability to learn, yet at
the same time have fun in the practical applications after every performance.
CLASSIFICATION OF MUSICAL INSTRUMENTS AND ITS EXAMPLE
Idiophones
Idiophones are musical instruments in which a vibrating solid material is used to produce
sound. Examples of solid materials used in such instruments are stone, wood, and metal.
Idiophones are differentiated according to the method used to make it vibrate.
 Concussion—A pair of similar instruments are struck together or struck against each
other to create sounds, such as cymbals and castanets
 Friction—Instruments that produce sound when rubbed. An example of these
is musical glasses in which the musician rubs his moistened fingers on the rim of the
glasses to produce sound.
 Percussion—Musical instruments that produce sound by striking or using a striker,
such as xylophones, triangles, bells, gongs, and steel drums
 Plucked—Also known as linguaphones, these are musical instruments that need to be
plucked to create sound, such as the Jew's harp in which the player plucks the
"tongue" of the instrument.
 Scraped—Instruments that are scraped to produce sound. Examples of these are cog
rattles and washboards.

 Shaken—Musical instruments that need to be shaken to create sound, such
as maracas , thought to have been invented by native Indians of Puerto Rico.
 Stamping—Instruments that produce sound when stamped on a hard surface, such as
the shoes used by tap dancers or Irish clogs.
 Stamped—When sound is produced by the material itself that's being stamped on.
Membranophones
Membranophones are musical instruments that use vibrating stretched membranes or skin
to produce sound. Membranophones are classified according to the shape of the instrument.
 Kettle Drums—Also known as vessel drums, these are rounded at the bottom and
may be tunable or non-tunable. The vibrating membrane is either laced, nailed, or
glued to the body and the player uses his hands, a beater, or both to strike it.
 Tubular Drums—Are further classified into shapes including barrel, cylindrical,
conical, double conical, goblet, hourglass and shallow. Tubular drums may either be
tunable and non-tunable. Like the kettle drums, tubular drums may be played by
using both the hands or a striker and the vibrating membrane is either laced, nailed, or
glued to the body.
 Friction Drums—Instead of striking, the stretched membrane vibrates when there is
friction across the membrane. These are non-tunable and the player uses a cord or
stick to create sound.
 Mirlitons—Unlike other musical instruments belonging to the membranophones,
mirlitons are not drums. The membranes produce sound with the vibration of a
player's voice or instrument. Mirlitons are non-tunable, and a good example of this
type is a kazoo.
 Other membranophones are called frame drums in which the skin or membrane is
stretched over a frame such as tambourines. Also, pot drums and ground drums fall
under the membranophone category.
Chordophones
Chordophones produce sound by means of a stretched vibrating string. When a string

vibrates, the resonator picks up that vibration and amplifies it giving it a more appealing
sound. There are five basic types based on the strings' relationship with the resonator.
 Musical bows—May or may not have resonators; the strings are attached and
stretched over a wooden bow.
 Harps—The strings aren't parallel to the soundboard; harps are plucked or strummed.
 Lyres—The strings run through a crossbar holding it away from the resonator. Lyres
may either be bowed or plucked.
 Lutes—These instruments have necks; the strings are stretched across a resonator and
travel up the neck. Lutes may be bowed or plucked.
 Zithers—These have a board but no necks; strings are stretched from one end of the
board to another end. Zithers may be plucked or struck.
Chordophones also have subcategories depending on how the strings are played.
Examples of chordophones played by bowing are double bass, violin, and viola. Examples of
chordophones that are played by plucking are banjo, guitar, harp, mandolin, and ukulele.
The piano, dulcimer, and the clavichord are examples of chordophones that are struck.

Aerophones
Aerophones produce sound by vibrating a column of air. These are commonly known
as wind instruments and there are four basic types.
 Brasswinds—Made of metal, particularly brass, these instruments create sound

through the vibration of a player's lips on the mouthpiece. The air that passes through
the player's lips goes to the air column of the instrument and thus creates sound.
Examples: trombone, trumpet, tuba
 Woodwinds—These instruments were originally made only of wood but now other
materials are used. On reed instruments like the saxophone and the clarinet, a thin
material is placed on the mouthpiece so that when the player blows into it the air is
forced to go to a reed and sets it to vibrate. In double-reed instruments such as
bassoons and oboes, the material placed on the opening of the mouthpiece is thicker.
In woodwinds such as flutes, the player blows air into the edge of a mouthpiece thus
creating sound.
 Free-reed—Refers to wind instruments that have a freely vibrating reed and the pitch
depends on the size of the reed. A good example of this type of instrument is the
accordion.
 Free—Free aerophones are those in which the sound is produced by a column of air
outside of the instrument itself, such as a bull-roarer or a whip when it's cracked.
Listen to the sounds of Classification of Musical Instruments for you easily recognize it.
You may access the music sample through the following link:
Idiophones
- https://www.youtube.com/watch?v=c1IEUgtWL3k
Membranophones
- https://www.youtube.com/watch?v=TLAx3lgi49I
Chordophones
- https://www.liveabout.com/classification-of-musical-instruments-2456710
Aerophones
- https://www.youtube.com/watch?v=2EvgkO_bwQA
-https://www.youtube.com/watch?v=7OjqeyOvC1c
References:
Rivadelo, Rosita F. Fundamentals of Music, National Book Store, Mandaluyong City, 1986
Mathews Julie SJ. Muyot Fritzimarie R. Garcia Maridina D. Baarde Maria Clara G. MAPEH
on the GO, Sunshine Interlinks Publishing House, Inc. Tomas Morato Ave., 2017
Activity 8
Name: ___________________________ Professor: _____________________
A. WORD POOL. Choose the correct answer inside the box and write all your answer
on the space provided before the number.
Musical bows Aerophones

Membranophones Idiophones
Plucked Harps Lutes
Chordophones
Friction Drums Free-reed
____________1. Musical instruments in which a vibrating solid material is used to produce sound.
____________2. Musical instruments that use vibrating stretched membranes or skin to produce
sound.
____________3. Produce sound by means of a stretched vibrating string.
____________4. Produce sound by vibrating a column of air.
____________5. Also known as linguaphones.
____________6. Instead of striking, the stretched membrane vibrates when there is friction across the
membrane.
____________7. It may be bowed or plucked.
____________8. Refers to wind instruments that have a freely vibrating reed and the pitch depends
on the size of the reed.
____________9. May or may not have resonators.
____________10. The strings aren't parallel to the soundboard.
B. After listening to the given links about the sounds of Classification of Musical Instruments,
write your idea on how you will differentiate the sounds that you heard for you easily
recognize the Aerophones, Chordophones, Idiophones and Membranophones. The essay will
be graded based on tne rubrics presented below. Use separate sheet.
Activity 9
Name: ___________________________ Professor: _____________________
LET’S SING!
Direction: Make a short video or cover song. Choose one in the Classification of Musical
Instruments ( Aerophone, Membranophone, Idiophone and Chordophone) as your
background music. Maximum of 2 minutes only. The video must be uploaded/submit in our
Facebook page, on or before the deadline.
pinterest.com
UNIT IV
THE ART OF SINGING
OVERVIEW
This unit focuses on the The Art of Singing including the voice, correct
posture, correct breathing, diction and interpretation. This lessons will help you to
define singing, demonstrate the correct posture and explain the importance of
diction in singing that will help you to strives your skills and knowledge as a future
educator.
LEARNING
OUTCOMES
1. define what is singing;
2. demonstrate the correct posture in singing;
3. show the importance of diction in singing .
“Your body is your instrument you must take care of your body
just as a violinist cares for her violin”
Vocal music is one of the best tools for expressing one's feelings. This form of
expression became more evident during the Romantic period. Training to sing for opera
usually requires a long process of voice lessons or study. It also requires a lengthy time of
practice for you to master your voice.
For many singers, the long process of studying also means starting early in life.
POSTURE
Proper posture promotes efficient breathing which is essential to projection and tone
quality.
A. Standing
 Shoulder-width, Feet apart with the weight of the body

slightly forward
wikihow.com

 Knees slightly relaxed (locking the knees creates tension throughout the body
and may cause one to faint)
 Body tall with the hips, spine, and head directly in line
with one another
 Chest naturally elevated to enhance breathing

 Shoulders back and relaxed
 Arms held naturally by the side of the body
 Head square on the shoulders as if you have a crown on
your head.
wikihow.com
B. Sitting
 Hip forward  Chest stucked out

 Pelvis tucked  Pelvis over-tilted
 Ear over shoulder

 Pelvis slightly tipped forward
CONTROLLING TONE QUALITY

The timbre of the voice describes its tone quality. Some singers refer to “head” and
“chest” voice. Generally, the lower the pitch, the lower it resonates.
A. Chest Voice - This part of our voice is the most easily developed and recognized
because it is used in everyday speech.
B. Head Voice - In order for the voice ascend into higher singing a “gear change” needs
to occur.
BREATHING AND BREATH SUPPORT

Breathing and breath control are the foundation of singing. There are two sides of
breathing-“inhaling and exhaling”- and both play an important role in singing. Breathing is a
natural biological function but you can control how you breathe in order to develop your best

singing voice. Proper vocal technique will allow you to access your entire vocal range freely
with consistent tone and without tension
What’s It All About?
 Breathing correctly is the only way to sing naturally, easily, and comfortably
 The breath controls the quality of sound
Observe how an infant breathes when sleeping or even a dog panting
 This is correct breathing
Benefits of breathing correctly:
 You have more air to use when singing
 You concentrate more on musical elements
 You stand taller
TYPES OF BREATHING
Clavicular Breathing
 A system of inspiration whereby the upper parts of the chest are raised while the
diaphragm is drawn in.
 Only incomplete inspiration (breathing in) is possible
 Often indicative of lack of breath (”runner’s breath”)
Costal Breathing
 Basically used for the purposes of daily living
 For the purposes of singing, it is normal as long as the musical expression does not
include dramatic episodes
 Many teachers do not advise this
Diaphragmatic Breathing
 Vocal cords are free to vibrate
 More air can be inhaled
 Creates a feeling of expansion
 Regulates the apoggio (deep breath)
Basic Breathing Techniques

 Maintain correct singing posture
 Inhale silently through the nose (and mouth)
wikihow.com
 Set the mouth in the position of the first vowel

sound.

wikihow.com
BREATHING EXERCISE
Hissing….
 Breathe in to the count of 4, breathe out, hissing, to the count of 4
 In for 6, out for 12

VOICE CLASSIFICATION
It is also important to know the types of voices of singers. This will serve as a guide
for singers on their choice of songs and vocal quality expected of a singer or opera character.
For the Male Voice:
 Tenor - highest male voice
 Baritone - Middle male voice, lies between Bass and Tenor voices. It is the common
male voice.
 Bass - lowest male voice
For the Female Voice:

 Soprano - highest female voice
 Coloratura - highest soprano voice
 Lyric - bright and full sound
 Dramatic - darker full sound
 Mezzo Soprano - most common female voice; strong middle voice, tone is darker or
deeper than the soprano
 Contralto- lowest female voice and most unique among female
Activity 10
Name: ___________________________ Professor: _____________________
Direction. In this activity evaluate the voice classification/types of the people around you.
You can choose the people in your own home.List down their names and let them sign in
after you evaluate their type of voice.
NAME TYPES/CLASSIFICATION SIGNATURE

1.

2.
3.
4.
5.
REFLECTION:
1. Why is it important to know our voice type?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
2. In choosing songs, is it important to consider the type of voice the singer has? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
3. Why is it important to have proper posture and breathing in singing?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
Activity 11
Name: ___________________________ Professor: _____________________
THIS IS THE VOICE!
You have been introduced to the different vocal techniques that singers apply to
achieve great performance. It is now your turn to try these techniques in your advantage by
performing any song of your choice and sing it. The video must be uploaded/submit in our
Facebook page on or before the deadline.

References:
Wright, Craig (2010) Listening to Music 5th Edition
Kamien, Roger (2008) Music An Appreciation 9th Edition
Yudkin, Jeremy ( 2012) Understanding Music 7th Edition
Machlis, Joseph and Forney, Kristine (2011) The Enjoyment of Music 9th
Edition
K to 12 Grade 9 Leaner’s Manual

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EED 14 – Teaching Music in the Elementary Grade 1 | P a g e

EED 14 – Teaching Music in the Elementary Grade 2 | P a g e

Name: __________________________ Professor:_____________________

3. It was a golden era in music history?

5. Music can be described as a sports. Learning to sing and keep rhythm

EED 14 – Teaching Music in the Elementary Grade 3 | P a g e

All the sounds that we hear around

Music is composed of coordinated

Music is a form of art through expression of emotion. Music is also form of

Music includes works played by jazz bands

Music is found in every known

EED 14 – Teaching Music in the Elementary Grade 4 | P a g e Pixabay.com

Musical practices and conventions perhaps conveyed by travelling musicians brought

Most of compositions were written in Latin and were supposed to be performed by

EED 14 – Teaching Music in the Elementary Grade 5 | P a g e

EED 14 – Teaching Music in the Elementary Grade 6 | P a g e

19th CENTURY THEORIES OF MUSICAL MEANING

EED 14 – Teaching Music in the Elementary Grade 7 | P a g e

By the contrary Kant present the success to music:

REFERENTIALISTS AND NON REFERENTIALISTS

The referentialists (heteronomist) who hold that music

Referentialists do not require an explicit program, and

INTUITION AND INTELLECT

EED 14 – Teaching Music in the Elementary Grade 8 | P a g e

The aesthetic procedure of sonic objects is analogous to the sculptor’s or decorator’s

Information theory discussed also by Leonard Meyer, his investigations was

WHY IS MUSIC IMPORTANT?

Music engagement provides a distinct

Plato said that music “is more influential

EED 14 – Teaching Music in the Elementary Grade 9 | P a g e

Music is for life

IMPORTANT BENEFITS OF MUSIC IN OUR SCHOOLS

EED 14 – Teaching Music in the Elementary Grade 10 | P a g e

2. A mastery of memorization. When the student musicians performing, with a sheet

9. Students learn pattern recognition. In playing musical instruments it offers

10. Fine-tuned auditory skills. Musicians can distinguish meaningful elements of

EED 14 – Teaching Music in the Elementary Grade 11 | P a g e

Synthesizing Your Knowledge

Name: ___________________________ Professor: _____________________

EED 14 – Teaching Music in the Elementary Grade 12 | P a g e

Synthesizing Your Knowledge

Name: ___________________________ Professor: _____________________

EED 14 – Teaching Music in the Elementary Grade 13 | P a g e

20TH CENTURY PERIOD

Synthesizing Your Knowledge

Name: ___________________________ Professor: _____________________

EED 14 – Teaching Music in the Elementary Grade 14 | P a g e

Expanding Your Knowledge

INTRODUCTION TO PITCH NOTATION IN MUSIC

EED 14 – Teaching Music in the Elementary Grade 16 | P a g e

Image source: http://music-fundamentals-1-pitch-and-major-scales-and-keys-1.10.pdf

Image source: http://music-fundamentals-1-pitch-and-major-scales-and-keys-1.10.pdf

EED 14 – Teaching Music in the Elementary Grade 17 | P a g e

Image source: http://music-fundamentals-1-pitch-and-major-scales-and-keys-1.10.pdf

EED 14 – Teaching Music in the Elementary Grade 18 | P a g e

Activity: Memorization of Musical Notation. Memorize the formation of musical notation

Image source: https://www.google.com/search?

F – CLEF OR BASS CLEF

EED 14 – Teaching Music in the Elementary Grade 19 | P a g e

Name: ______ Professor:_

Name: _______ Professor: _

Name: _______ Professor: _

Name: _______ Professor: _