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Lesson Exemplar
Quarter 2
WeQuarter
Lesson

for Music and Arts 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Music and Arts Grade 4
Quarter 2: Lesson 1 (Week 1) Sept 30 – oct 4, 2024
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year
2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary
measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Alma Vida G. Gallardo (Benguet State University) Validator:
• Wesly M. Tayag (San Vicente Pilot School For Philippine Craftsmen)

Management Team
Philippine Normal University
Research Institute for Teacher Quality SiMERR
National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
 LESSON EXEMPLAR

MUSIC AND ARTS / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of local concepts, processes, and practices of Music and Arts as influenced
Standards by the faiths and beliefs of the province.

B. Performance The learners improvise creative works that depict the faiths and beliefs of the province, using local concepts,
Standards processes, and practices in Music and Arts.

C. Learning Learning Competency

Competencies
and Discuss the basic concepts and principles of sound, theater, dance, and visual elements based on the
Objectives representations of local creative works

Learning Objectives:

● Identify creative works in one's local area;

● Recognize the basic concepts and principles of sound, theater, dance, and visual elements based on the
Bendian Dance and the traditional attires of Benguet; and
● Explain the basic concepts and principles of sound, theater, dance, and visual elements of Bendian Dance

Note: The material to be used will be determined and selected by the teacher based on the relevant creative works
available in their province.
C. Content Basic concepts and principles of sound, theater, dance, and visual elements
Faiths and Beliefs in the Province on Music and Arts

D. Integration SGD 11 Sustainable Cities and Communities: Protect Cultural and Natural Heritage
Culture Identity
Faiths and Beliefs

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II. LEARNING RESOURCES

Being Igorot. (2024, May 3). Kabayan Bendian dance, BINDIYAN FESTIVAL 2024 [Video]. YouTube.
https://www.youtube.com/watch?v=DAClSM_yZFw
Berto. (2022, June 12). The Attire Of An Ibaloy Woman - The Philippines Today. The Philippines Today.
https://thephilippinestoday.com/attire of-an-ibaloy-woman/
Biggest Bendian Dance of Benguet attempts Guinness World Record. (n.d.). WowCordillera.
https://www.wowcordillera.com/2017/11/biggest bendian-dance-of-benguet.html
Day, A. S. (n.d.). Chua.docx. Scribd. https://www.scribd.com/document/451975258/Chua -docx gongs in
benguet - Bing. (n.d.). Bing. https://www.bing.com/search?q=gongs+in+benguet&qs=n&form=QBRE&sp= -
1&ghc=1&lq=0&pq=gongs+in+benguet&sc=10-
16&sk=&cvid=9D39A8D78EB44DAA97CB655C695EAE8B&ghsh=0&ghacc=0&ghpl=
Gong-making facility, pormalen a naipaima kadagiti gong-makers ti Mankayan, Benguet - Bombo Radyo Baguio. (2019, June 28). Bombo
Radyo
Baguio. https://baguio.bomboradyo.com/gong -making-facility-pormalen-a-naipaima-kadagiti-gong-makers-ti-mankayan-benguet/
Joan Manamtam. (2022, April 18). Chua Ay - Grade 4 song [Video]. YouTube. https://www.youtube.com/watch?v=ogifedZbyos
Katutubo Exchange Philippines. (2020, July 11). KAMBAL, DIVIT & SHENGIT - this is the traditional attire of the Ibaloy women of Benguet.
Kambal is called the blouse [Image]. Facebook. https://www.facebook.com/photo?fbid=1936398839829972&set=kambal -divit-
shengitthis-is-the-traditional-attire-of-the-ibaloy-women-of-bengu
Leonisa. (2014, March 19). Ibaloi. Pinterest. https://ph.pinterest.com/pin/465981892667011914/
Marcusdark. (2016, May 14). CULTURAL CONCOCTION: IGOROT’S MAGNUM OPUS. Culturalconcoction.
https://culturalconcoction.wordpress.com/2016/05/13/educational -blog-post/
National Unity Party. Bendian Festival in Benguet, Mountain Province (1994, November 6). NUP.
https://nup.org.ph/Lifestyle/Cat/Guide/Article/21
Official Pan Abatan Records TV. (2020, June 19). Municipality of Kabayan BINDIAN DANCE (Pan-Abatan Records) [Video]. YouTube.
https://www.youtube.com/watch?v=4EtVL2xxJ24
Oliver Cabarubias. (2021, April 11). BENDIAN DANCE OF BENGUET| Dance Tutorial [Video]. YouTube.
https://www.youtube.com/watch?v=_2Sw9QoDENY
How To Dance Bendian. (n.d.) Isna Tako. https://isnatako.blogspot.com/2012/08/how -to-dance-bendian.html

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior DAY 1
Knowledge
1. Short Review The teacher may use other
● Let the learners do the following: songs popular in their province
and may prescribe other
o Sing along with the song “Chua-ay.” movements that correspond to
● https://www.youtube.com/watch?v=ogifedZbyos&t=23s o Let the beat of the song.
the learners stand and respond to the beat of the song by
• Think (30 seconds): The
stomping their right foot as they sing the song.
class will watch the video
"Chua-ay." Learners will think
● Answer Me! (Think-Pair-Share Questions) o Think: Describe about this question and come
what is happening in the song? o Pair – Identify the vocal and up with an answer in their
instrumental music used? head.
o Share – Relate the song to the culture of the Igorot Tribes?
• Pair (1 minute): Learners
will look for a partner nearby
Chua-ay is a song that depicts the Igorot tribes at work, pounding rice using a and discuss the answer to the
huge mortar and heavily weighted posts to separate the rice grains. Show the following questions for 1
picture below. minute.

• Share (2 minutes): The

teacher will call on a few pairs
to share their thoughts done in
the Pair activity with the class.
As a class discussion the
teacher can ask question #3.

Image source:
https://www.scribd.com/document/451975258/Chua-docx

● Foot stomps suggest the mortar and pestle action that also enhances the
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 earthy character of the song.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose • The teacher will ask the pupils to enumerate all the celebrated festival The teacher may choose a
they know as a way of sharing their cultural beliefs and practices. The traditional practice/event
pupils will give all festivals within their community that manifest in their province.
sharing of cultural beliefs and practices, these may include
the Bindiyan Festival.
• The teacher will discuss that the Benguet Festival Dance or also known as
Bindiyan Festival is an annual event celebrated every April to May to
showcase the Ibaloi culture of the municipality of Kabayan.

2. Unlocking Content Area Vocabulary

Rearrange the scrambled letters in each item to form the words related to the
topic. Use the clues provided to answer this activity. Answer key:
SCRAMBLED DEFINITION UNSCRAMBLED
WORDS WORDS 1. Dance
2. Bendian
EDNCA To move the body and feet to the 1.
3. Tapis
music.
4. Bahag
DNNBAIE Ceremonial dance of the Igorot. 2. 5. Pitch
PISAT It is a wrap-around skirt for women. 3. 6. Gong
AAGBH A traditional loincloth worn by men in 4. 7. Solibao
the Igorot ethnic group.
TCHPI The highness and lowness of a sound. 5.
GNOG The instrument is heated, then 6.
pounded and bent using a metal
cylinder to create a particular sound.
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 SLBOOIA The instrument is played by striking 7.
the drumhead using the palm

C. Developing and SUB-TOPIC 1: Discussing the basic concepts and principles of sound, The teacher may use their local
Deepening theater, dance, and visual elements based on the creative works in their place or
Understanding representations of local creative works province.

1. Explicitation

• Let the class watch this video of the Benguet Festival Dance:
https://www.youtube.com/watch?v=DAClSM_yZFw&t=253s

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• After watching, the teacher will ask the following question to process the
video.
➢ What do you call the circle dance performed during the Bindiyan
festival?

Answer: The Bendian Dance, also known as the Bendayan or

Bindiyan, is a circle dance that has traditionally been associated
with the advent of prosperous headhunters. It is a feature of every
Benguet celebration, with the circles gradually giving place to
other designs and interpretations. The dance's circular motions
stand for the harmony and togetherness of the Benguet people.

➢ Do the dancers wear costumes when they dance?

Answer: Dance costumes are essential to represent the culture of
the dance, aside from making the festival more visually appealing
to finish the look. Dancers put a lot of effort into realizing their
choreographer's vision. The purpose of costumes is to help
communicate the tale of the dance's topic while also enhancing
each dancer's mobility across the stage.

➢ What are the different instruments you observe while watching the
video performances?
Answer: Gongs and Solibao are present during the presentation

➢ How will you respond whenever you hear the sound of gongs
(gangsa) and sulibao?
Answer: We dance based on the beat of those instruments.

➢ Who among you has already witnessed/experienced the Benguet

Dance Festival or the Bindiyan Festival? What activities do you
usually observe in Bindiyan festival?
Answer: There are many activities such as those you mentioned
but our lesson will focus on the popular Bendian dance and the
traditional attire of the dancers which is the highlight of the
festival.

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2. Worked Example
● The teacher will introduce the nature of Bendian Dance.

What is Bendian dance?

Bendian dance is a significant dance and it originated in Kabayan, Benguet. It is

staged as a ceremonial dance with the lead man, the lead dancer dancers, the
gong players, and dancers which may include the rest of the community
members.

Bendiyan means “dance ‘til exhausted. “Men and women, young and old, can
participate in the dance. The dance commences with the entrance of the lead
man and the lead dancer at the center of the grounds bearing spears, shields,
and a dummy head as seen in the video clip.

Bendian is performed for many reasons. Some of these are to heal a prolonged
illness, relieve natural calamities such as famine and drought, and to celebrate
a bountiful harvest.

• The teacher will discuss the basic concepts and principles of

sound, theater, dance, and visual elements present in Bendian
Dance.

Dance
• Body: The dancer’s physical form and movements.
• Energy: The dynamics and intensity of movement.
• Space: How dancers occupy and move through the performance
area.
• Time: The rhythm and timing of dance sequences

Visual Arts (Elements of Visual Composition)

• Line: The basic building block, creating shapes and forms.
• Shape: Two-dimensional areas defined by lines or color.
• Color: Hue, value, and intensity.
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 • Texture: Surface quality.
• Space: Positive (occupied) and negative (empty) areas.
• Form: Three-dimensional objects.

DAY 2

3. Lesson Activity

● Play a video clip of people performing the Bendian dance which can be
accessed to https://www.youtube.com/watch?v=4EtVL2xxJ24 during
the festival and let the learners observe and take note of the of
following:
➢ hand positions
➢ footwork movements
➢ formation
➢ pacing
➢ instruments
➢ traditional attire
➢ props

● The teacher will introduce the different instruments used in Bendian

dance.

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o The main instruments in playing the bendian dance are gongs and
solibaos

o The gongs (gangsa) are made with the help of a hammer and anvil,
which is a hefty iron block that is heated, then pounded and bent using
a metal cylinder to generate a particular sound, typically dependent on
its placement in an ensemble.
o Takik and bungkaka, on the other hand, are optional or alternate uses.

o Playing the solibao involves striking the drumhead with your palm.

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● The teacher will allow the pupils to describe the traditional attires of the
Igorots of Benguet.

Image source: https://ph.pinterest.com/pin/465981892667011914/

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D. Making 1. Learner’s Takeaways
Generalizations ● Let the learners complete the following phrases:

a. We learned that ___________________________________________

The teacher may write or post
b. We realized that ___________________________________________
this to serve as guide for the
c. We appreciated that ________________________________________________
learners.

2. Reflection on Learning
a. Why is it important to experience cultural events like the Bendian
Dance Festival?
b. What is your plan to learn more about the Bendian dance?
c. In your little ways, how can you help preserve the rich cultural
traditions of Benguet?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating
1. Formative Assessment
Learning
Essay/ Narratives. Write your answers in the answer sheet.

● What is Bendian dance, based on the symbols and representations of

local faiths and beliefs?
● What is the importance of wearing traditional attire and playing
indigenous musical instruments when performing cultural dances such
as the Bendian dance?

2. Homework (Optional)

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different

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 strategies, materials used,
learner engagement and other
related stuff.
materials used
Teachers may also suggest
ways to improve the
different activities explored.

learner engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection lesson conducted/ facilitated is
▪ principles behind the teaching essential and necessary to
What principles and beliefs informed my lesson? improve practice. You may
Why did I teach the lesson the way I did? also consider this as an input
Did I attain all my lesson objectives? for the LAC/Collab sessions.
How did I encourage my students to participate in the class discussions
and activities?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
Did my pupils actively participate in all the class activities that I
prepared?

Were the instructions in the class activities clear to the pupils?

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 ways forward
▪
What could I have done differently?
What can I explore in the next lesson?
What challenges did I encounter in implementing the class activities?

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Prepared by : ARNOLD D. MALACOCO
Teacher II

Checked by :

MARIWEN T. LABONG
Teacher III

LOREVIE K. RIVERA Ed. D

Principal II

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