7MusicQuarter 1 – Module 2:Music of Lowlands of LuzonFolk Songs and the Rondalla

Music – Grade 7Alternative Delivery ModeQuarter 1 – Module 2: Music of Lowlands of Luzon (Folk Songs and the Rondalla)First Edition, 2020Republic Act 8293, section 176 states that: No copyright shall subsist in any work ofthe Government of the Philippines. However, prior approval of the government agency or officewherein the work is created shall be necessary for exploitation of such work for profit. Suchagency or office may, among other things, impose as a condition the payment of royalties.Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this module are owned by their respective copyright holders.Every effort has been exerted to locate and seek permission to use these materials from theirrespective copyright owners. The publisher and authors do not represent nor claim ownershipover them.Published by the Department of EducationSecretary: Leonor Magtolis BrionesUndersecretary: Diosdado M. San AntonioDevelopment Team of the ModuleAuthor:Howard Bong M. AbaoContent Editor:Emmanuel C. AlveyraLanguage Editors:Cherrie Rose L. Desaliza, Gladys F. CantosReviewer:Emmanuel C. AlveyraIllustrator:Reymark L. Miraples, Louie J. Cortez, Richard Amores, Pablo M.Nizal, Jr., Jan Christian D. CabarrubiasLayout Artist:Reymark L. MiraplesManagement Team: Benjamin D. Paragas, Mariflor B. Musa, Melbert S. Broqueza,Danilo C. Padilla, Annabelle M. Marmol, Florina L. Madrid, NormanF. Magsino, Dennis A. Bermoy, Emmanuel C. AlveyraPrinted in the Philippines byDepartment of Education – MIMAROPA RegionOffice Address:Meralco Avenue corner St. Paul Road, Pasig CityTelephone Number: (02) 6314070E-mail Address:[email protected]

7MusicQuarter 1 – Module 2:Music of Lowlands of LuzonFolk Songs and the Rondalla

Introductory MessageFor the facilitator:The 2nd module in Music 7 (Quarter 1) is the continuation of the learners’discovery about the folk songs of lowlands of Luzon including the instrumentalmusic which involves the Rondalla Ensemble. This module was patterned onBlooms’ Taxonomy Instructional Design which integrates in it's parts the Bloom’sTaxonomy Model of Learning. Performance task is included in the last part of themodule to enhance the creativity of learners. The facilitator needs to strengthen thelearners’ understanding about the elements of music. These elements will be usedby the learners during music analyses as they discover and learn the folksongs oflowlands of Luzon including the rondalla ensemble. Please guide the learners in thedifferent listening activities and other activities which involves the said musicanalyses and performances. Remind the learners to use separate sheets in answeringthe pre-test, self-check exercises, and post-test.For the learner:The 2nd module in Music 7 (Quarter 1) will help you understand both vocaland instrumental music which involves folk songs from the lowlands of Luzon.Before accomplishing the activities, you need to review and enhance your knowledgeabout the elements of music. These elements will be used during listening activitiesand other activities which involves music analyses. You need to realize andappreciate how these musical elements mirror the culture of people and places whichadd its distinctive qualities and uniqueness.This module has the following parts and corresponding icons:What I Need to KnowThis will give you an idea of the skills orcompetencies you are expected to learn in themodule.What I KnowThis part includes an activity that aims tocheck what you already know about thelesson to take. If you get all the answersii

correct (100%), you may decide to skip thismodule.What’s InWhat’s NewThis is a brief drill or review to help you linkthe current lesson with the previous one.In this portion, the new lesson will beintroduced to you in various ways such as astory, a song, a poem, a problem opener, anactivity or a situation.What is ItThis section provides a brief discussion of thelesson. This aims to help you discover andunderstand new concepts and skills.What’s MoreThis comprises activities for independentpractice to solidify your understanding andskills of the topic. You may check theanswers to the exercises using the AnswerKey at the end of the module.What I Have aph to be filled in to processwhat you learned from the lesson.What I Can DoThis section provides an activity which willhelp you transfer your new knowledge or skillinto real life situations or concerns.AssessmentThis is a task which aims to evaluate yourlevel of mastery in achieving the learningcompetency.Additional ActivitiesIn this portion, another activity will be givento you to enrich your knowledge or skill of thelesson learned. This also tends retention oflearned concepts.Answer KeyThis contains answers to all activities in themodule.iii

At the end of this module you will also find:ReferencesThis is a list of all sources used in developingthis module.The following are some reminders in using this module:1. Use the module with care. Do not put unnecessary mark/s on any part of themodule. Use a separate sheet of paper in answering the exercises.2. Don’t forget to answer What I Know before moving on to the other activitiesincluded in the module.3. Read the instruction carefully before doing each task.4. Observe honesty and integrity in doing the tasks and checking your answers.5. Finish the task at hand before proceeding to the next.6. Return this module to your teacher/facilitator once you are through with it.If you encounter any difficulty in answering the tasks in this module, do nothesitate to consult your teacher or facilitator. Always bear in mind that you are notalone.We hope that through this material, you will experience meaningful learningand gain deep understanding of the relevant competencies. You can do it!iv

Lesson1Folk Songsand the RondallaLearning CompetenciesThe learner:1. explains the distinguishing characteristics of representative Philippine musicselections from Luzon in relation to its culture and geography MU7LU-Ib-32. explores ways of producing sounds on a variety of sources similar to the1. instruments being studied MU7LU-Ib-f-42. sings folksongs from the lowlands of Luzon MU7LU-Ia-h-7What I Need to KnowWe have discussed the different folk songs from the Luzon lowlands in ourprevious lesson. These folk songs came from unknown composers from differentethnolinguistic groups of Luzon - Tagalog, Kapampangan, Ilocano, and Bicolano. Thedaily experiences of the people were the usual theme of these songs. People easilylearned to sing folk songs because of their simplicity. These songs were passed downorally to people from yesterday’s generation to your generation.Are you familiar with the illustration above? What is it? How important is thisto you? What are its benefits to you as a teenager? How about as a learner?You are very lucky because you belong to a generation in which technologiesand materials for learning and enjoyment are available. All kinds of information arejust at the tip of your fingertips. But during the time of our grandparents and ourgrandparents’ grandparents, it was very different. There was no internet to providethem with different YouTube videos for their entertainment or education. But thatdidn’t stop them from learning, specially music.1

Music is undeniably a big part of our history and culture. Most Filipinos knowhow to sing or play an instrument, eventhough they never had any form of formaltraining.In your first module, we have discussed the different folk songs of Luzon andhow they were passed down from generation to generation. Just like the vocal music,the instrumental music during that time was very popular. Today’s different popularK- Pop groups or rock bands give us entertainment. But during the early days, therewas one instrumental ensemble which provided our grandparents with the musicneeded for their celebrations - the rondalla. This group is composed of musicianswho are capable of playing the instrument without formal music lessons. They evenhave their own music notation style which helped them learn, play, and teach therondalla music to younger generations.Learning ObjectivesIn this module you will be able toA. identify the different characteristics of Luzon folksongs in relation to its placeof origin,B. classify different rondalla instruments according to their sound quality,C. appreciate rondalla music by listening to song samples, andD. perform a Luzon folk song with a live accompaniment2

What I KnowWrite the letter of your answer on the space provided before each number.1. Based on the musical element timbre, arrange the following instrumentsaccording to the size: (1 Bass 2 Banduria 3 Guitar 4 Octavina)A. 1 2 3 4B. 4 3 2 1C. 2 4 3 1D. 3 1 4 22. What musical element do the songs Atin Cu Pung Singsing and Manang Bidayhave in common?A. melodyB. meterC. timbreD. dynamics3. Ilocano dancesshow inward movement and are closer to the center and theirmusical notes stay close to each other. What characteristic or value does thisshow?A. frightB. reservationC. proudnessD. poorness4. Because of its high pitch range, the banduria usually plays the melody. Whatmusical element does the banduria show in this situation?A. timbreB. melodyC. moodD. meter5. The guitar guides the rondalla in terms of rhythm or beat. In this situation,what musical element does not belong to the group?A. tempoB. meterC. moodD. melody3

For questions 6-8, use the musical notation below.6. The music note’s placement in the staff shows what kind of melody?A. conjunctB. disjunctC. lowD. high7. The music is inA. free timeB. dupleC. tripleD. quadruplemeter.8. What cultural value does this kind of melody portray?A. jubilationB. reservationC. richnessD. poornessFor questions 9-11, use the musical notations below.9. The music is inA. quadrupleB. free timeC. tripleD. duplemeter.10. What kind of melody does this notation have?A. conjunctB. disjunctC. lowD. high11. What cultural value does this melodic line portray?A. jubilantB. reservedC. richD. poor4

12. Like the alto in a choir, the octavina plays the lower melody. What musicalelement does this tell?A. melodyB. dynamicsC. rhythmD. timbre13. The rondalla is also calledA. native orchestraB. local bandC. Filipino stringed bandD. combo14. MusicA.B.C.D.reflects thecultureindustrydancessongs.of the society.15. Like the rondalla, our folk songs haveA. AmericanB. SpanishC. JapaneseD. Korean5influences.

What’s NewListening activityTry singing these songs by yourself. Then listen to the music samples of thesame folk songs provided by your teacher. Compare the “live version” to theinstrumental version. Write your observation on the Venn diagram. Cu Pung SingsingMagtanim ay ‘di biroPamulinawenSarong /2 .be/6bhLGt3dJXc SU-ILive Versiondifferences Instrumental versionsimilaritiesdifferencesWhich version is simpler?Are there any changes in the music elements used in your version and in theinstrumental version?What are those changes?How about the instrumental version? What are the different musical elementspresent?What are the instruments used? How does each instrument sound?6

What is ItThe Rondalla is an instrumental group that is made up of stringedinstruments and is sometimes called the “Filipino stringed band”. Although thisensemble is very much associated with Filipino culture, historians claimed that itoriginated from Spain. During their colonization they brought with them the SpanishRondalla which composed of bandurrias, violins, guitars, flutes, tambourines,castanets and triangles. Later, the Filipinos modified the instruments to fit to theirculture. But how did the Rondalla get its name?According to Dr. Antonio Molina, a national artist for music, the rondallastarted as a very informal group of music loving Filipinos. During the Spanishoccupation, the Governors asked civilians to guard their mansions at night. Their jobis to go around the governor’s mansion all night. This is called “Ronda” or to makerounds. The civilians became bored with this daily routine and decided to makemusic using guitars and bandurias while making rounds. Thus, they are calledRondalla which means making music while doing rounds.The Rondalla Instruments1. BanduriaIt is an instrument with the highest pitch range. Usually, thisinstrument plays the melody. The Spanish banduria has 12strings while the Filipino banduria has 14 strings. Thespecific notes of the strings are F# B E A D G or Fa#, Ti, Mi,La, Re, Sol.2. Laud and OctavinaThese instruments play the contra -puntal (counterTheir strings are tuned like the banduria strings butave lower. They also have 14 string7

3. GuitarThe guitar is a popular instrument with usually 6strings. It is typically played by strumming orplucking the strings. It plays the rhythm or beat ofthe musical piece.4. Bajo de unasIt is the largest instrument of the rondalla. This stringedinstrument has only 4 thick strings, but there are rarebass instruments that have 6 strings. It plays the basspart of the musical piece. The notes of the strings are EA D G or Mi, La, Re, Sol.Aside from the brass band, the rondalla became popular in fiestas anddifferent Filipino celebrations. Today, it is a fast-growing instrumental group inschools, churches, and communities participated in by the young and the old ones.Like the instruments of Rondalla, Luzon folk songs also have diversecharacteristics in relation to the place where they originated. Most of these songshave Latin influences (mostly Spanish). You will notice it in the melodic lines, thekind of tempo, meter, and other musical elements they use. But although these songsshare the same influence, they also have their differences. For example,