This is the Grade 7 Music self-learning module for Quarter 2, Module 5: “Experience the Music of the Philippines’ Golden Island: Music of Mindoro (Instrumental Music).” It continues the earlier lesson on the Ambahan, the chanted poetry of the Hanunoo Mangyans. This time it turns to the musical instruments and ensembles of the Mangyans of Mindoro. By the end, learners can name the main Mangyan instruments, evaluate ensemble performances, and perform their own Mindoro-style piece on a homemade kalutang.
What learners will learn
The module lists these learning competencies:
- Describe the musical characteristics of representative selections of Cordillera, Mindoro, Palawan, and the Visayas after listening.
- Identify the musical instruments and other sound sources from Cordillera, Mindoro, Palawan, and the Visayas.
- Explain the distinguishing characteristics of representative music from Cordillera, Mindoro, Palawan, and the Visayas in relation to its culture and geography (MU7LV-IIb-f-3).
- Evaluate music and music performances by applying knowledge of musical elements and styles (MU7LU-Ic-h-10).
Its specific objectives are to:
- Identify the different musical instruments used in the music of Mindoro.
- Evaluate how the music of Mindoro uses the elements of music in its ensembles.
- Perform instrumental music in the style of Mindoro using improvised instruments.
The instruments of the Mangyans of Mindoro
The Ambahan needs no instrument, but the Mangyans still have their own set of instruments. They play music to celebrate special occasions such as festivals, rituals, courtships, and other daily festivities. The module groups their instruments into three kinds: string, wind, and percussion.
| Instrument | Type | Key features from the module |
|---|---|---|
| Kudyapi | String | Long-necked; two strings run from the base to the end of the neck; the base holds the resonating chamber; plucked |
| Gitgit | String | Three or four strings; usually made of sculpted wood; bowed, not plucked, with a bow made of human hair; played much like a violin |
| Bangsi | Wind | An external duct flute; a chip glued at the end of a bamboo tube makes the sound when it is blown through a mouthpiece |
| Subing | Wind | The Mangyan version of a jaw’s harp; a lamellaphone with a flappable tongue in the middle that sounds when plucked |
| Kalutang | Percussion | A pair of equal-sized pieces of wood struck together; different wood sizes give different pitches |
| Agung | Percussion | Metal, shaped like a pail, with a circle in the middle; held on the lap and struck by hand or with a mallet |
String instruments: plucked or bowed
The main difference between the two string instruments is how they are played. The kudyapi is plucked. The gitgit is bowed, and its bow is made of human hair.
Percussion and pitch
The kalutang is the instrument used most in Mangyan festivals and dances. One pair of sticks gives one pitch, but sets of different sizes give different pitches. With enough players, a grand kalutang ensemble is possible. The agung works the same way: several players with agung of different sizes create variety in pitch.
Activities in this module
- What I Know: a 15-item pretest where learners match descriptions to six instruments (Kudyapi, Kalutang, Subing, Gitgit, Agung, Bangsi).
- Activity 1, Crossword: a review of the vocal music of Mindoro from the previous lesson, such as the Ambahan and its seven-count heptameter.
- Activity 2, Clap that Tap That!: five rhythm sets at different tempos. Learners clap on quarter notes and tap their lap on eighth notes.
- Activity 3, Matching: match each instrument name to its picture.
- Activity 4, Listening Activity: listen to video clips of the agung, kalutang, and kudyapi and describe how each sounds.
- Activity 5, Musical Analysis: learners make their own scoring rubric, using a sample rubric on pitch as a guide. They then evaluate at least three ensemble performances.
- Activity 6, Make your own kalutang: clean sturdy sticks, then cut them into pairs of 5, 6, 7, 8, and 9 inches. An adult should supervise any cutting.
- Activity 7, My Reflections: write what you learned.
- Activity 8, Kalutang Performance: perform a piece for a harvest festival on your kalutang. It is scored on beat, rhythm, melody, and relevance to the theme.
- Assessment: the same 15 items as the pretest.
- Activity 10, Kalutang Ensemble: perform with family members, record the performance on a phone, and send it to your facilitator.
How to use this module
- Learners: Start with the pretest, then work through the parts in order. Write all answers in your activity notebook or on a separate sheet, not on the module. Use the answer key at the end only to check your work, and answer honestly.
- Parents: Help with Activity 6, since it involves cutting sticks; the module says to skip sharp tools if no adult is present. Family members can also join the kalutang ensemble in Activity 10.
- Teachers: Activities 4 and 5 use online videos. The module asks facilitators to provide the clips to learners without internet access. You may turn Activity 8 into a group activity, and you receive the recorded ensembles from Activity 10 through Messenger, e-mail, or other platforms.
Frequently asked questions
What grade and quarter is this Music module for?
It is for Grade 7 Music, Quarter 2, Module 5. It covers the instrumental music of Mindoro.
What instruments of Mindoro does the module cover?
It covers six Mangyan instruments: the kudyapi and gitgit (string), the bangsi and subing (wind), and the kalutang and agung (percussion).
What is the difference between the kudyapi and the gitgit?
The kudyapi is a long-necked, two-stringed instrument that is plucked. The gitgit has three or four strings and is bowed with a bow made of human hair, much like a violin.
Does the module have an answer key?
Yes. The answer key at the end covers the pretest and assessment, the crossword, and the matching activity.
What do learners need to make a kalutang?
Sturdy, non-brittle sticks or wood, a cloth to clean them, and an adult’s help to cut them into pairs of 5, 6, 7, 8, and 9 inches.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Music Quarter 2 – Module 5: Experience the Music of the Philippines’ Golden Island
Music of Mindoro (Instrumental Music)
CO_Q2_Music 7_ Module 5
Music – Grade 7
Alternative Delivery Mode Quarter 2 – Module 5: Experience the Music of the Philippines’ Golden Island Music of Mindoro (Instrumental Music) First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency 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 their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Author: Jedidiah L. De Leon
Content Editor: Emmanuel C. Alveyra
Language Editors: Cherrie Rose L. Desaliza, Gladys F. Cantos
Reviewers: Emmanuel C. Alveyra, Phoebejean H. Aludia, Lealyn R. Waoi, Mary Grace C. Padilla, Precious Anne S. Luarca
Illustrator: Reymark L. Miraples, Louie J. Cortez, Richard Amores, Pablo M. Nizal, Jr., Jan Christian D. Cabarrubias
Layout Artist: Reymark L. Miraples, Jhunness Bhaby A. Villalobos, Louie J. Cortez
Management Team: Benjamin D. Paragas, Mariflor B. Musa, Freddie Rey R. Ramirez, Danilo C. Padilla, Annabelle M. Marmol, Florina L. Madrid, Norman F. Magsino, Dennis A. Bermoy, Emmanuel C. Alveyra
Printed in the Philippines by ____________________
Department of Education – MIMAROPA REGION
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7
Music
Quarter 2 – Module 5: Experience the Music of the Philippines’ Golden Island Music of Mindoro (Instrumental Music)
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
Lesson 1: Experience the Music of the Philippines’ Golden Island
Music of Mindoro (Instrumental Music)
Learning Competencies
The learner:
- describes the musical characteristics of representative selections of Cordillera, Mindoro, Palawan, and of the Visayas after listening;
- identifies the musical instruments and other sound sources from Cordillera, Mindoro, Palawan and of the Visayas;
- explains the distinguishing characteristics of representative music from Cordillera, Mindoro, Palawan and of the Visayas in relation to its culture and geography; MU7LV-IIb-f-3; and
- evaluates music and music performances applying knowledge of musical elements and styles. (MU7LU-Ic-h-10)
What I Need to Know
Today, we will be learning about their instruments and their ensembles. Previously, we talked about Ambahan as the Chant music of the Hanunoo Mangyans. Although the Ambahan do not require any musical instrument when sung, it does not mean that the Mangyans of Mindoro lacked any Musical instruments. They have their own set of instruments.
[illustration: indigenous man playing the gitgit]
Indigenous man playing the gitgit
Learning Objectives
At the end of this module, you will be able to:
- identify the different musical instruments used in the Music of Mindoro;
- evaluate how the music of Mindoro utilizes the elements of music in their ensembles; and
- perform an instrumental music in the style of Mindoro using improvised instruments.
Let’s go forward and dig deeper into the instrumental music of Mindoro. Tara Na! Biyahe Na! MANGYAN, HALCON, TAMARAW, MAHALTA NA!
What I Know
Directions: Read each question carefully. Choose the correct answer from the pool of words below. Write your answers on your activity notebook.
Kudyapi Kalutang Subing Gitgit Agung Bangsi
- _____ It is a wind instrument characterized by having a chip glued at the end of a bamboo tube to produce sound when blown through a mouthpiece.
- _____ It is a percussive instrument made of metal that is shaped like a pail.
- _____ It is a stringed instrument with 3-4 strings.
- _____ It is a stringed instrument played with a bow made of human hair.
- _____ It is a round-shaped metallic instrument that has a ball in the middle and is normally struck to produce sounds.
- _____ It is a two-stringed musical instrument of the Mangyan tribes.
- _____ It is an instrument with strings that go along from its long down to the base that holds the resonating chamber.
- _____ It is the Mangyan version of a Jaw’s harp.
- _____ It is an external duct flute.
- _____ It is an instrument with different sizes that produce different pitches.
- _____ It is made of wood that is cut into two similar sizes and struck together to make sound.
- _____ It is an instrument which is plucked and not bowed.
- _____ It is lamellaphone that has a flappable tongue in the middle that produces sound when plucked.
- _____ It is an instrument that comes in a set of increasing size wherein the smaller ones are high-pitched and the bigger ones are low-pitched.
- _____ It is a musical instrument that is played similar to a violin.
What’s In
Activity #1: Crossword
Below is a crossword puzzle for you to answer. Recall the information from your past lesson and answer the questions based on clues given below. Draw the crossword puzzle boxes on a separate sheet of paper and write your answers inside the corresponding boxes.
[chart: crossword puzzle grid; VOCAL MUSIC OF MINDORO]
The grid is printed with the numbers 1 through 6 at its starts: 2 (across, left), 1 (down, top), 3 (across, right), 4 (down, middle), 5 (across, lower left), 6 (across, bottom left). The answer boxes are blank.
ACROSS
- Means seven counts
- The largest Mangyan tribe who dominates the southern part of the island
- The indigenous tribe of Mindoro
- Curved bamboo sheets where most Mangyans record their chants
DOWN
- a poetic chant following a heptameter count about significant stages of a Mangyan’s life
- A Mangyan Lullaby
What’s New
Last time, we studied the vocal music of Mindoro. We talked about the indigenous people of the island and how their culture shaped their music. We learned about the Ambahan, their most popular songs.
Activity #2: Clap that Tap That!
Most of the music of the indigenous people are percussive in nature. In this activity, you will try to emulate the percussive beats used in the music of Mindoro. You will be given 5 sets of beats and you will try to play them using your hands. Clap your hands when you see a quarter note and tap your lap when you see an eight note. Try to emulate the speed as well. Remember that an eight note is twice faster than quarter note.
[chart: rhythm notation; Activity #2 Clap that Tap That!, Sets 1 to 5]
Set 1 – Tempo – quarter note = two seconds ♩ ♪ ♪ ♩ ♪ ♩ ♪ ♪ ♩ ♪ ♪
Set 2 – Tempo – quarter note = one second ♩ ♩ ♪ ♪ ♩ ♩ ♪ ♪ ♩ ♩ ♪ ♪
Set 3 – Tempo – quarter note = one second ♪ ♪ ♪ ♪ ♩ ♪ ♪ ♪ ♪ ♩ ♪ ♪ ♪ ♪ ♩ ♪ ♪ [?]
Set 4 – Tempo – quarter note = half a second ♩ ♩ ♪ ♪ ♩ ♩ ♪ ♪ ♩ ♩ ♪ ♪ ♩ ♩ ♪ ♪ ♩
Set 5 – Tempo – quarter note = half a second ♩ ♪ ♩ ♪ ♪ ♩ ♪ ♩ ♪ ♪ ♩ ♪ ♩ ♪ ♪ ♩ ♪ ♪ ♪ [?]
transcriber’s note: the note symbols in Sets 3 and 5 are small and their exact counts could not be verified with certainty; those sets are marked [?]. The tempo lines are printed as shown.
Great Job! Now, based on your experience, answer the questions below:
- What were the difficulties that you encountered when performing the activity?
- Were you able to accomplish the task with ease? If not, what will you do to improve?
- Are there similarities between the beats you performed and the music of Mindoro? In what aspects do these two become similar?
So far, we have familiarized ourselves with the beats and rhythm. It is time to go deeper and understand the intricacies of the music of Mindoro.
What is It
Apart from the Ambahan of the Hanunoo tribes, the Mangyans of Mindoro oftentimes used music to celebrate special occasions. These occasions include festivals, rituals, courtships, and other daily festivities they have. They normally use three different kinds of instruments: string like the Kudyapi, and the Gitgit, wind like the Bangsi and the subbing, and percussion like the Kalutang and Agung.
STRING INSTRUMENTS
[illustration: long-necked string instrument]
Kudyapi
The Kudyapi
The Kudyapi is a long-necked string instrument used by the Mangyans of Mindoro. It has two strings that run from the base up till the end of its long neck. The base also has the resonating chamber that produces all the sounds.
The Gitgit
The Gitgit is another stringed instrument with 3 or four strings commonly made of sculpted wood. Another defining feature it has over the Kudyapi is that it is bowed, not plucked. The bow used to play the gitgit is made up of human hair.
[illustration: stringed instrument with a bow]
Gitgit
WIND INSTRUMENTS
[illustration: two bamboo flutes]
Bangsi
The Bangsi
The bangsi is an external duct flute. It is made by having a chip glued at the end of a bamboo tube to produce sound when blown through a mouthpiece.
The Subing
The subing is the Mangyan version of a Jaw’s harp, a lamellaphone that has a flappable tongue in the middle that produces sound when plucked.
[illustration: three subing instruments]
Subing
PERCUSSION INSTRUMENTS
[illustration: four sticks of wood]
Kulitang
The Kalutang
The Kalutang makes up the majority of instruments that are used in many festivals and dances of the Mangyan. It is simply a pair of equal sized wood struck together to produce sound. However, different wood sizes create different pitch, and with enough manpower, a grand ensemble can be made using the Kalutang.
The Agung
It is a set of metal shaped like a pail with a circle in the middle. A musician holds a single agung in his lap and strikes it with his hand or with a mallet. Multiple people can play several agung of different sizes to create variety in pitch.
[illustration: metal gong shaped like a pail with a mallet]
Agung
These are the musical instruments of the Mangyan tribes. Let us now apply what we have learned in the next activity.
Activity #3: Matching!!!
Directions: Match the names of the Mangyan instruments in column A with the appropriate image of the instruments in column B. Write your answers on your activity notebook.
| Column A | Column B |
|---|---|
| 1. Bangsi | A. [illustration: long-necked string instrument] |
| 2. Subing | B. [illustration: stringed instrument with a bow] |
| 3. Agung | C. [illustration: two bamboo flutes] |
| 4. Kalutang | D. [illustration: metal gong shaped like a pail with a mallet] |
| 5. Gigit | E. [illustration: four sticks of wood] |
| 6. Kudyapi | F. [illustration: three subing instruments] |
What’s More
Activity #4: Listening Activity
Below are links that will lead you to videos of the instrument being played. Listen carefully to the music and describe what you feel about the instrument if it is interesting or how it sounds like. If you don’t have any internet connection, your facilitator will provide the videos for you. Write your answers on the space provided below.
a. Agung – youtube.com/watch?v=uOnIwhuUYgw b. Kalutang – https://www.youtube.com/watch?v=1gZia6qGrgM\ c. Kudyapi – https://www.youtube.com/watch?v=FqtEPoNEg-U
Describe the sound of the Agung and your reaction to the instrument.
| Instrument | Description |
|---|---|
| Agung | |
| Kalutang | |
| Kudyapi |
Now that we have learned what the instruments sound like, we are going to fully analyze ensembles and performances using those instruments.
Activity #5: Musical Analysis
Earlier, you listened to the sounds of the different musical instruments of Mindoro and were able to identify them. This time, we are going to analyze full ensembles that use the instrument. Before we go further, just like what you did in the activity in Module 4, you will make your own scoring rubric for grading. You may refer to the guide questions and sample rubric below so you can be guided.
| Criterion | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Pitch | Did the musicians follow the element perfectly? The musicians followed the correct pitch 100% of the time. | How often did they make the mistake? The musicians followed the correct pitch 75% of the time. | How often did they make the mistake? The musicians followed the correct pitch 50% of the time. | How often did they make the mistake? The musicians followed the correct pitch 25% of the time. |
| METRICS | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Criterion 1 – | ||||
| Criterion 2 – | ||||
| Criterion 3 – |
Here are the links for the performances:
a. Agung – https://www.youtube.com/watch?v=hPatYQ4_jaI&list=PLL1F8l_jzUMJJnnvi4dJ-0dT_hPyxIXB0&index=3 b. Kalutang – https://www.youtube.com/watch?v=1gZia6qGrgM&t=18s c. Kudyapi – https://www.youtube.com/watch?v=2OGHt50WhcI
Now that you have made your grading rubric, watch at least three performances from the video clips with links provided above. If you do not have internet connection available in your home, your facilitator may bring some video clips for you. Afterwards, answer the follow-up questions below.
You can write your evaluation on your activity notebook following this format:
| Agung | Kalutang | Kudyapi | |
|---|---|---|---|
| Criteria 1 | |||
| Criteria 2 | |||
| Criteria 3 | |||
| Criteria 4 | |||
| Total |
Activity #6: Make your own kalutang
In this activity, we are going to make five Set Kalutang musical instrument. Parental guidance is advised in handling sharp tools. If there are no adults present, be creative and follow the steps without using any sharp tools. Here is what we need to do.
- Gather as much wood or sticks that you can find around your neighborhood. Make sure that you will not gather anything brittle, or else they will break easily.
- Clean the sticks or wood with a piece of cloth.
- With adult supervision, cut the sticks into pairs in increasing length. The smallest pair should be at least 5 inches. Do the same step until you make pairs of 6 inches, 7 inches, 8 inches, and 9 inches.
- Tap the sticks together to see if you successfully made a Kalutang set.
After finishing your kalutang, answer the questions below. Write your answers on your activity notebook.
- How does the length of the wood affect the sound it produced?
- Describe how the kalutang produces sound and how it creates different sounds.
- What elements of music were you able to produce? Which elements were you unable to?
Great job! Not only were you able to analyze a musical performance, you were also able to create your own musical instrument. You are just about ready to show off your skills in performing! Before we go further, let us step back a bit and see if you still remember everything we have learned so far.
What I Have Learned
Activity #7
Directions: On a separate sheet of paper, write down your experience while answering this module titled “My Reflections.”
My Reflections
Today I learned:
I also learned that:
What I Can Do
Activity #8: Kalutang Performance
Great job answering those questions. Now, it’s time for your grand performance. Using your knowledge of a Kalutang performance, use the kalutang you just made earlier for the performance. Perform a musical piece for a harvest festival using your instruments. You may compose your own musical piece or take inspiration from kalutang performances available on the internet. If your facilitator prefers, they can turn this activity into a group activity along with your classmates. Show off your creativity.
In this activity, you will be graded based on the following rubrics:
| Criteria | 5 | 4 | 3 | 2 | 1 |
|---|---|---|---|---|---|
| Beat | The student followed a beat based on the Music of Mindoro for the entire song. | The student had a missed beat for less than 75% of the time | The student had a missed beat for less than 50% of the time | The student had a missed beat for less than 25% of the time | The student did not follow a set rhythm for the song |
| Rhythm | Student followed the et rhythm all the time | Student followed the et rhythm 75% the time | Student followed the et rhythm 50% of the time | Student followed the et rhythm 25% of the time | Student did not follow any rhythm. |
| Melody (for chant) | The student followed a consistent melody throughout the composition | The student followed a consistent melody 75% of the time | The student followed a consistent melody 50% of the time | The student followed a consistent melody 25% of the time | The student did not follow a consistent melody |
| Relevance to the theme | The student composed music that is completely in line with the theme | Student followed the theme 75% the time | Student followed the theme 50% the time | Student followed the theme 25% the time | Student did not follow the theme |
Assessment
Directions: Read each question carefully. Choose the correct answer from the pool of words below. Write your answers on your activity notebook.
| Kudyapi | Kalutang | Subing |
|---|---|---|
| Gitgit | Agung | Bangsi |
_____ 1. It is a wind instrument characterized by having a chip glued at the end of a bamboo tube to produce sound when blown through a mouthpiece.
_____ 2. It is a percussive instrument made of metal that is shaped like a pail.
_____ 3. It is a stringed instrument with 3-4 strings.
_____ 4. It is a stringed instrument played with a bow made of human hair.
_____ 5. It is a round-shaped metallic instrument that has a ball in the middle and is normally struck to produce sounds
_____ 6. It is a two-stringed musical instrument of the Mangyan tribes.
_____ 7. It is an instrument with strings that go along from its long down to the base that holds the resonating chamber.
_____ 8. It is the Mangyan version of a Jaw’s harp.
_____ 9. It is an external duct flute.
_____ 10. It is an instrument with different sizes that produce different pitches.
_____ 11. It is made of wood that is cut into two similar sizes and struck together to make sound.
_____ 12. It is an instrument which is plucked and not bowed.
_____ 13. It is lamellaphone that has a flappable tongue in the middle that produces sound when plucked.
_____ 14. It is an instrument that comes in a set of increasing size wherein the smaller ones are high-pitched and the bigger ones are low-pitched.
_____ 15. It is a musical instrument that is played similar to a violin.
Additional Activities
Activity #10: Kalutang Ensemble
Great Job! It’s almost the finish line – time to put the metal to the pedal. In this activity, you will dive deeper into the musical culture of the Mangyans of Mindoro. Using the kalutang that you made earlier, create a musical ensemble together with members of your family. Ensure that you follow the correct rhythmic patterns that the music of Mindoro has. You may use the links below as a guide for your ensemble. You will be graded based on the rubrics below. Record your performances using your cellphone or other media devices and submit it to your facilitator through messenger, e-mail or other media platforms. Below is a sample performance for your reference.
| Criteria | 5 | 4 | 3 | 2 | 1 |
|---|---|---|---|---|---|
| Beat | The student followed a beat based on the Music of Mindoro for the entire song. | The student had a missed beat for less than 75% of the time | The student had a missed beat for less than 50% of the time | The student had a missed beat for less than 25% of the time | The student did not follow a set rhythm for the song |
| Rhythm | Student followed the et rhythm all the time | Student followed the et rhythm 75% the time | Student followed the et rhythm 50% of the time | Student followed the et rhythm 25% of the time | Student did not follow any rhythm. |
| Relevance to the theme | The student composed music that is completely in line with the theme | Student followed the theme 75% the time | Student followed the theme 50% the time | Student followed the theme 25% the time | Student did not follow the theme |
Answer Key
[illustration: key icon; decorative, part of the Answer Key heading]
[transcriber’s note: the Answer Key tables below are printed rotated 180 degrees on the page; they are transcribed in normal reading order]
What I Know/Assessment
- Bangsi
- Agung
- Gitgit
- Gitgit
- Agung
- Kudyapi
- Kudyapi
- Subing
- Bangsi
- Kalutang
- Kalutang
- Kudyapi
- Subing
- Agung
- Gitgit
Activity #1: Crossword
- Ambahan
- Heptameter.
- Hanunuo
- Iyaya [?]
- Mangyan
- Luka
Activity #3: Matching III
- C
- F
- D
- E
- B
- A
References
Lourdes R. Siobal et. al “Music of Cordillera, Mindoro, Palawan, and the Visayas” in Music and Artls Learner’s Manual Grade 7, Department of Education 2017, page 67
Harold C. Conklin “Hanunoo music from the Philippines,” Ethnic folkways Library Album FE 4466 s.1955
Antoon Postma “Ambahan”, Mangyan Heritage Center, established 2000 http://www.mangyan.org/content/ambahan
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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