Detailed Lesson Plan in MAPEH (MUSIC) Grade 8

QUARTER 3

Content Standard:

The learner demonstrates an understanding of common and distinct musical

characteristics of South Asia and the Middle East.

Performance Standard:

The learner performs South Asia and the Middle East music with appropriate
pitch, rhythm, expression and style.

Learning Competencies:

Explores ways of producing sounds on a variety of sources that would simulate

instruments being studied.

I. Objectives:
At the end of the lesson the students are expected to;
a. identify the key characteristics of two major vocal styles in Pakistan
b. value the role of music in Pakistani social and religious ceremonies and;
c. perform a traditional Pakistani folk song

II. Subject Matter:

Topic: CENTRAL ASIAN MUSIC - PAKISTAN
Reference/s: Music & Arts of Asisa, Marilou H. Moralde, 123-126
Instructional Materials: PowerPoint Presentation, Laptop and Speaker, Video
Clip, Printed materials, Cartolina.

III. Procedure:
Teacher’s Activity Student’s Activity
A. PREPARATORY
1. Prayer
(The teacher asked the students to stand for (The students stood for prayer at the
the prayer, which was then led the prayer.) teacher’s request, and an assigned
student led the prayer.)

“May I ask everyone to please stand.” (The students will stand.)

“Alejandro, kindly lead as a prayer.” “Let’s pray.”

“Dear Lord, we thank you for this day.

Guide us in our learning. Help us to finish
our tasks today. Bless us with heavenly
knowledge and wisdom. All these we ask
in Jesus Name, Amen.”

2. Greetings

“Good Morning, class!” “Good Morning, Ma’am!”

“You can call me Ma’am Yong and I

will be your teacher for today’s lesson.
Are you excited everyone?” “Yes, Ma’am Yong!”
“Please remain standing.”
 3. Setting of Classroom Standard

“Please look around your surroundings

and see if you can find any trash, pick
it up and throw it in the garbage. Then,
please put your phone in a silent mode
to avoid unnecessary noise.” “Noted, Ma’am!”

“Class, presented in front of you are Y- Your best effort always.

our classroom house rules. Kindly read O- Obey instructions promptly.
in chorus.” N- No interrupting, active listening.
G- Good behavior, good learning.

“Very good. You always keep that in

mind, so that you will always
remember my last name, understood?” “Yes, Ma’am Yong!”

4. Checking Attendance
(The teacher will ask which students are (The class monitor will tell who is absent)
absent.)

“Who is absent right now?” “No one is absent right now ma’am!”

“Since, all the seats are occupied, I

believe all of you are present.”

“Very good, everyone!”

B. REVIEW
(The teacher will ask students to share about (Students will answer based on the
their previous lesson.) following questions.)

“Who can give me a short recall about the

lesson last meeting?” (Students raise their hands)

“Yes, Kai?” *Kai: The lesson was all about the vocal
and instrumental music of India.

“Very good! What are the characteristics

of Indian Traditional Music?” (Students raise their hands)

“Yes, Fyang?” *Fyang: It is divided into two: Carnatic

and Hindustani music which have
developed over many centuries.

“What are some popular instruments of

India use in traditional music?” (Students raise their hands)

“Yes, Rain?” *Rain: There are veena, mridangam,

ghatam, tabla, sitar, and sarangi which
are classified into five such as ghan,
avanaddh, sushir, tat and vitat.

“So as sort of review, what do you call the

most important element used in Indian
music? That is what? (Students raise their hands)

“Yes, kollete?” *Kollete: That is Rhythm plays an

important role in Indian Music. Tala is the
common Indian system of rhythm.
“That is Rhythm, very good. In addition,
 Indian Music is used for its liturgical
importance: sung to worship their God.”

“So, let’s move on and today let’s learn

more about music of other countries.”
C. MOTIVATION
(The teacher will play a short clip of a popular (Students are listening and watching.)
Pakistani folk song, such as "Dil Dil Pakistan”.
Ask students to listen carefully and share
their initial thoughts on the music. Prompt
them to consider how the music makes them
feel and what emotions it evokes.)

“Now class, let us watch this short clip

video.”

“Did you enjoy watching?” “Yes, Ma’am!”

“What can you say to the video?” *Student 1: The boys performed nicely.
They are singers from Pakistan.

“What do you think is the message of *Student 1: The message of the song is
the song?” all about celebrates the love and pride for
Pakistan.

“Why do you say so?” *Student 1: Even though they sing in a

different language, I can feel the emotion
in the music.

“Very Good! Music is our universal

language. Even though we have
different races, we can communicate
to them through music.”
1. Activity
“Vocal Styles Exploration” (The teacher will (Students listen attentively)
play an audio clips of Ghazal and Qawwali.
This activity helps student identify the
similarities and differentiate between the
vocal styles.)

Instructions: (Students follow the instruction of the

teacher)
1) Listen to the audio clips of both Ghazal
and Qawwali.
2) Discuss the characteristics of each
style in your groups.
3) Share findings with the class. (Students performing)
2. Analysis
(After the presentations, facilitate a class (Students raise their hands)
discussion to analyze the similarities and
differences between the two vocal styles. Ask
guiding questions like:)

1. What are the main characteristics of *Student 1: Ghazal is a form of poetry

Ghazal? characterized by rhyming couplets, a
refrain, and a focus on themes of love,
qloss, and longing.

2. How does Qawwali different from *Student 2: While Ghazal is a poetic

Ghazal? form, Qawwali is a devotional musical
performance often incorporating Ghazals
 and other Sufi poetry.

3. Why do you think these styles are *Student 3: Ghazal and Qawwali are
important in Pakistani culture? important in Pakistani culture because
they express deep emotions and connect
people to their heritage, spirituality, and
shared experiences.

“Okay, very good everyone!”

3. Abstraction
“Very Good! After you listened to the (Students listen attentively)
music, you’ve got the idea of our
lesson today. “The music of Pakistan”.

“We already know the characteristics

of music of South India. Today, we will
identify the instrumental and vocal
music used by countries in Central
Asia.”

“Pakistan is a representative country in

Central Asia. Pakistan is known for its
unique vocals. (Students raise their hands)

What are the vocal music of Pakistan? *Jm: There are two vocal styles in
singing: The Ghazal and Qawwali.”

“What are the characteristics

of *Fyang: Ghazal is a traditional
Ghazal? expression of love, separation and
loneliness.
“Very Good, Jm and Fyang! Anyone of
this class? (Students raise their hands)

“Yes, Jas?”
*Jas: It is considered by many to be one
of the principal poetic forms in the
Persian civilization and can be sung both
by men and women.”
“Very Good! What is Qawwali?”
*Rain: It is the devotional music of the
Chishti Order.”

*Kollete: It is a vibrant tradition that

stretches back more than 700 years.

*Kai: It is originally performed mainly at

Sufi shrines throughout the subcontinent
and gained mainstream popularity.
“Let us differentiate Ghazal and
Qawwali. (The teacher will play a video (Students are listening)
clip performing Ghazal and Qawwali.)

“What do you observe?”

*Patrick: Ghazal is performed
subjectively. It conveys message to a
loved one while Qawwali is a music for
their God. They are using instruments
while performing.
“Very Good. We know that Pakistan
music has also different instruments
used in singing. What are some *Dingdong: They are tabla, dholak,
significant instruments used in rubab, and harmonium.
 Pakistan? (The teacher will show the
pictures of these instruments)

SIGNIFICANT INSTRUMENTS OF
PAKISTAN

 TABLA-

 DHOLAK-


HARMONIUM-


RUBAB

“Like in Indian instruments, Pakistan

also uses Tabla in their music.

“Now that you know the vocal and

instrumental music of Pakistan.
“Yes, Ma’am!”
4. Application
“Performing a Folk Song”

“This time, we are going to have an  Be responsible.

activity. But before that, what are the  Participate actively.
standards in doing a group activity?”  Avoid unnecessary noise.
 Time management.
 Work as a group.

“We are going to sing “Qawwali”. One (Students are listening, singing and
of the most notable genres of analyzing the rhythmic pattern)
traditional Pakistani music and we will
analyze the characteristics of music. “

Link: rahat fateh ali khan-best qawwali,

www.youtube.com

(Students follow the instruction of the

Instructions: teacher)
 1) Learn the lyrics of a chosen folk song
as a class.
2) Discuss the meaning and context of
the song.
3) Perform the song together.

“This time, I will let you sing by group. I

divided you into three (3) groups. This
will be your evaluation. I will give you
rubrics in our group activity.”

CRITERIA:
Accuracy in 25%
performance
Expression and 15%
enthusiasm
Teamwork during 10%
the performance
TOTAL: 50%
(Students performing)
(Class Performance)

“Let us clap our hands.”

D. GENERALIZATION
(The teacher will make generalization about
the lesson)

“I hope you enjoyed the lesson. We “Yes, Ma’am!”

are almost done. Now it’s time to share
what you have learned.”

“Class, what have you learned in *Faith: It was all about Pakistan, the
today’s lesson?” music of Central Asian country.

“What are the vocal and instrument *Mickey: The vocal music of Pakistan is
music of Pakistan?” Ghazal and Qawwali. Instruments such
as Tabla, Dholak, Rubab and Harmonium
are significant to them.

“Very Good. Each of the music of Asia

is connected to everyone. They share
the same cultures, and traditions. In
this scenario, these culture and music
must be preserved because this is our
foundation of peace and unity even if
we differ from tastes and races.

“Is there any questions?” “None, Ma’am!”

IV. Evaluation:
Multiple Choice (2 points each)

1. ________ music encompasses

numerous different musical styles
originating from a large number of
sources.

a. South Asian c. East Asian

b. North Asian d. Central Asian

2. ________ is known for its unique

vocals.
 a. Israel c. India
b. Pakistan d. Asia

3. ________ can be sung by both

men and women.

a. Qawwali c. Ghazal
b. Ghaazal d. Qawalli

4. ________ originally performed

mainly at sufi shrines throughout
the subcontinent and gained
mainstream popularity.

a. Ghazal c. Punjabi
b. Chishti Order d. Qawwali

5. ________ music strengthens the

importance of musical instruments
in Pakistan.

a. Tabla c. Rubab
b. Dholak d. Punjabi

ANSWER KEY:
1.) D 2.) B 3.) C 4.) D 5.) D
V. Assignment:
Peace, Order, and Organize!

Compare and Contrast the vocal and

instrumental music of Pakistan from
the music of India. Draw this diagram
on a 1 WHOLE sheet of paper and fill
in the spaces.

Prepared by: Submitted to:

MARY GRACE M. YONG BERNADINE B. CABANOS

PST - BPED Cooperating Teacher