This is the Grade 7 Music Self-Learning Module (SLM) for Quarter 2, Module 6: Vocal Music of Palawan. It is an Alternative Delivery Mode module developed by DepEd MIMAROPA Region (First Edition, 2020) for learners studying at home. After it, learners can describe Palawan’s vocal music, explain how culture and geography shape it, and sing a Cuyunon folk song.
The module builds on the previous module about the music of Mindoro and moves on to Palawan, which the module calls the Philippines’ Last Frontier.
On this page 7 sections
What learners will learn
The module lists these learning competencies. The learner:
- describes the musical characteristics of representative selections of Cordillera, Mindoro, Palawan and of the Visayas after listening (MU7LV-IIa-f-1);
- 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
- performs music from Cordillera, Mindoro, Palawan and of the Visayas, with accompaniment.
For this module, the learning objectives are to:
- describe the musical characteristics of selections of Palawan through listening;
- distinguish and explain the musical elements of Palawan music in relation to cultural and geographical influences; and
- sing samples of native songs from Palawan.
The vocal music of Palawan: Tultul, Ulit, and Batac
The module explains that Palawan’s vocal repertoire consists of the Ulit, Tultul, and Batac. Palaweños believe in a strong connection between people and nature, and between people and the “unseen.” Through rhythm, melody, and tonal quality, their vocal music becomes a way to communicate with the spirits, which leads to a balanced and harmonious life.
All three are chants. To chant means to sing the text. Chants are commonly religious prayers that use a small number of musical notes, repeated continuously.
| Chant | What it is | Key details |
|---|---|---|
| Tultul | An epic chant | Sung only by persons possessed by epic heroes called Taw Tultultulan. It is a bridge between these heroes and real people and a prayer for protection. It is chanted at night until daybreak and never while the sun shines, because of the strong connection between the night and the sacred world. |
| Ulit | A shamanic chant (related to curing the sick through rituals) | The shaman (priest) sings the lumbaga, a chant about the difficult voyage of the kuruduwa. Its text covers the shaman’s bargaining with the evil-doer Langgam. |
| Batac | A chant of the Tagbanua (spelled “Taganuas” in the module) | Performed five days after the burial of the deceased, for three consecutive nights until dawn. It is a long song about the adventures of the mythical person Dumaracol. |
Cuyunon folk songs
The Cuyunon are the ethnic group of the Cuyo islands and other parts of Palawan. Their favorite songs include Kingking, Tarinting, and Layang Pasyak, which the module presents as a medley with Cuyunon lyrics and English translations:
- Kingking – “Hop like a Wawa bird, I will pay you jackfruit.” The assessment describes it as a folk song children love to sing.
- Tarinting – named after a white, long-legged bird found on the seashore at low tide. The song tells the bird to fly away before the high tide comes.
- Layang Pasyak – a fisherman’s folk song about a fishnet weighted with shells, used to catch lamban and banak fish.
The answer key states that these songs are in triple meter. The module also features songs by Palaweños: “Paraisong Tunay” (true paradise), which praises Palawan’s natural beauty, plus “Banwa Ko” and “Pista Y Ang Kageban,” which learners compare.
Activities in the module
| Part | Activity | What learners do |
|---|---|---|
| What I Know | Pretest | 15 multiple-choice questions |
| What’s In | Activity 1: Let’s Arrange It! | Unscramble words to review the music of Mindoro |
| What’s New | Activities 2 and 3 | Listen to “Paraisong Tunay” and answer questions, then compare two Palaweño songs using a Venn diagram |
| What is It | Activity 4: Spot the Difference | Compare a chant and a song by melodic contour, time signature, and rhythm |
| What’s More | Activities 5 to 7 | Draw the melodic contours of the three Cuyunon songs (“Cuyo Sailing”), rate their tempo, mood, and dynamics, and match elements of music to Palawan’s cultural influences |
| What I Have Learned | Reflection | Write a short reflection |
| What I Can Do | Activity 8: Sing A Song | Sing a Cuyunon folk song for a parent, scored with a rubric |
| Assessment | Post-test | The same 15 questions as the pretest |
| Additional Activities | Activity 9: The Song I Want To Sing | Record a chosen Cuyunon song and send it to the facilitator |
Activity 7 uses a chart of music terms: melody (ascending, descending, conjunct, disjunct), texture (monophonic, homophonic, polyphonic), dynamics (pianissimo to fortissimo), and tempo (largo to presto).
How to use this module
- Learners: Take the pretest first, then work through each part in order. Write your answers on a separate sheet or activity notebook, not on the module. Some activities need you to listen to audio and video samples. Finish with the post-test and check your work honestly with the answer key.
- Parents: Your child will sing a Cuyunon folk song in front of you for Activity 8, with percussion instruments as optional accompaniment. Help them record the song for Activity 9 using a cellphone or other device.
- Teachers: Use the two rubrics to score the performances. The Activity 8 rubric scores voice quality, creativity, and mastery; the Activity 9 rubric scores clarity of lyrics, voice quality, intonation, and expression. Learners submit recordings through Messenger, e-mail, or other platforms.
Frequently asked questions
What grade and quarter is this module for?
It is for Grade 7 Music, Quarter 2, Module 6. It was developed by DepEd MIMAROPA Region as an Alternative Delivery Mode self-learning module.
What are the three vocal forms of Palawan in this module?
The Tultul (an epic chant sung at night until daybreak), the Ulit (a shamanic chant sung by a shaman), and the Batac (a chant performed for three nights after a burial). All three are linked to the belief that music connects people and the spirits.
What is a chant?
According to the module, to chant means to sing the text. Chants are commonly religious prayers that use a small number of notes repeated throughout the piece.
What Cuyunon folk songs are taught?
The module features Kingking, Tarinting, and Layang Pasyak, sung as a medley. Tarinting is named after a white, long-legged bird, and Layang Pasyak is a fisherman’s folk song.
Does the module have an answer key?
Yes. It has an answer key for the 15-item pretest and assessment, which use the same questions. The performance tasks are scored with rubrics.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Music – Quarter 2 – Module 6: Vocal Music of Palawan
7
Music
Quarter 2 – Module 6: Vocal Music of Palawan
[illustration: students and a teacher with a globe, a lantern, and a tree]
CO_Q2_Music 7_ Module 6
Music – Grade 7 Alternative Delivery Mode Quarter 2 – Module 6: Vocal Music of Palawan 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: Howard Bong M. Abao 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, Melbert S. Broqueza, 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 Office Address: Meralco Avenue, Cor. St. Paul Road, Pasig City, Metro Manila Telephone: (02)863 – 14070 E-mail Address: clmd.depedro4b@gmail.com
7
Music
Quarter 2 – Module 6: Vocal Music of Palawan
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: Vocal Music of Palawan
Learning Competencies
The learner:
- describes the musical characteristics of representative selections of Cordillera, Mindoro, Palawan and of the Visayas after listening; (MU7LV-IIa-f-1)
- explains the distinguishing characteristics of representative music from Cordillera, Mindoro, Palawan and of the Visayas in relation to its culture and geography; and (MU7LV-IIb-f-3)
- performs music from Cordillera, Mindoro, Palawan and of the Visayas, with accompaniment.
What I Need to Know
The MIMAROPA Region has a wide variety of musical art forms. Every province has its own unique musical characteristics which resulted from the region’s geographical feature – MIMAROPA is composed of several island provinces. Its traditional music came from the natives of the islands. In this module, we are going to explore the richness of music of one of the country’s and MIMAROPA’s famous provinces – PALAWAN.
Learning Objectives
In this module, you will be able to:
- describe the musical characteristics of selections of Palawan through listening,
- distinguish and explain the musical elements of Palawan music in relation to cultural and geographical influences, and
- sing samples of native songs from Palawan
What I Know
Directions: Read and analyze the following sentences. Choose the best answer that corresponds to each statement. Write your answers on your activity notebook.
_____1. Children love to sing this Palawan folksong. Which of the following being described by the given sentence?
- A. Bayok
- B. Banwa Ko
- C. Kingking
- D. Tultul
_____2. A song with minimal use of notes is called ___.
- A. chant
- B. Intro
- C. Poem
- D. Rap
_____3. Who are the epic heroes of Palawan?
- A. Avengers
- B. Frontliners
- C. Taw tultultulan
- D. Vendeta
_____4. Who is described as a mythical person in Bartac?
- A. Covid 19
- B. Dumaracol
- C. Kardo Dalisay
- D. Kingking
_____5. What Tagalog folk song has the same time signature like Tarinting and Kingking?
- A. Bahay Kubo
- B. Magtanim ay di biro
- C. O Ilaw
- D. Sitsiritsit
_____6. Which of the following is known as a shamatic chant?
- A. Batak
- B. Tarinting
- C. Tultul
- D. Ulit
_____7. Which of the following does the song “Paraisong Tunay” focus on?
- A. Cleanliness
- B. Covid 19
- C. Palawan
- D. Peace
_____8. Which of the following terms is known as a fisherman’s folksong?
- A. Cuyon
- B. Kingking
- C. Layang Pasyak
- D. Tarinting
_____9. Why is Tultul always chanted at night?
- A. Because of strong connection between night and the sacred world
- B. Because the natives love to go out at night
- C. Becase there is a big celebration tomorrow.
- D. Because this song requires bright light.
_____10. What is the term that describes a white long-legged bird in Palawan?
- A. Kingking
- B. Maya
- C. Tarinting
- D. Ulit
_____11. Palaweños believe that music is a bridge between man and the spirits. Which of the following is an example of this belief?
- A. A girl listens to a K-pop song and imitates its dance steps as if she is flying like an angel.
- B. A man sings a song to a beautiful lady he admires.
- C. An old man sings in a funeral to bid farewell to the deceased.
- D. The students sing the national anthem with all their heart.
_____12. Batac is a chant performed for three consecutive nights after the internment of the deceased. What value does this activity portray?
- A. Endurance
- B. Kindness
- C. Patience
- D. Respect
_____13. What meter is used in the songs Kingking, Tarinting, and Layang pasyak medley?
- A. Duple
- B. Quadruple
- C. Time
- D. Triple
_____14. Which of the following is TRUE about chants?
- A. Chants are examples of K-pop music.
- B. Chants are very difficult to sing.
- C. It is commonly used in rituals.
- D. We commonly hear chants in highly urbanized cities.
_____15. Which is NOT true about the vocal music of Palawan?
- A. Their melodies are patterned to neighboring provinces’ songs.
- B. They believe in a connection between man and spirits.
- C. Their songs are used to connect with the spirits.
- D. The songs are not just for entertainment.
What’s In
Activity #1: Let’s Arrange It!
Before we explore the music of Palawan, let us take some time to review the previous module about the MUSIC OF MINDORO by answering the following activity. Your task is to rearrange the jumbled letters to form words that will complete the sentences below.
- The natives of Mindoro are called ________. N G A M N Y A
- The Mangyans acquired this instrument through barter from early Chinese traders. N A G O G
- A pair of equal-sized wood stuck together is called ____. U L A T G K A N
- A chant with seven – syllable line is ______ . M A H A N B A
- A stringed instrument which uses human hair for the bow is __. I T I G G T
Now that you have just recalled your previous lesson, we will now travel more in the region of MIMAROPA to explore the richness of music of the Philippine’s Last Frontier – Palawan. Will there be any similarity between the music of Mindoro and Palawan? Let us find out!
[transcriber’s note: the printed page numbers on these pages are 5 to 12; the page markers below follow the requested numbering 9 to 16]
What’s New
Activity #2: Come and Listen
Listen to the song “Paraisong Tunay” https://drive.google.com/open?id=1Vdn_cg0jze_XirzoSA3EsHBND6CQOpY4
[illustration: a stylized tropical landscape with trees, hills, and a long island-shaped outline in the middle]
PARAISONG TUNAY
Ang Palawan paraisong tunay Likas yaman sa lahat ang alay Sa dagat, bundok at kalangitan May natatanging kulay at kagandahan
Ang Palawan paraisong tunay Dulot niya’y masaganang pamumuhay Lahat kami sa ‘yo ay nagpupugay O Palawan, mahal ka naming tunay
La la la … Kayganda ng ating lalawigan La la la… Paraisong tunay ang Palawan
What a beautiful song, isn’t it? It just made us feel that we are in Palawan. For us to become more familiar with Palawan and its music, try to answer the following questions based on the song that you have just listened to.
- What is your first impression about the province based on the song you’ve just heard?
- What is the song all about?
- What are the different characteristics of the province that were presented in the song?
- Are there musical elements presented in the song? What are those elements?
Activity #3: Song Analysis
Aside from natural resources, Palawan is also rich in local talents which they surely can be proud of. The following audio samples are songs originally composed and performed by Palaweños. Using the YouTube links provided, listen and compare the two songs.
- “Banwa Ko”
https://drive.google.com/open?id=1j0g5UB7sXDMykadxlTxps-JISxzalwHp - “Pista Y Ang Kageban”
https://drive.google.com/open?id=1nHiva8BZSadhkQLajazYPgbLEIDAOz-D
Based on what you have heard, accomplish the activity below.
- Aside from Tagalog, are there any dialect used in the song?
- Listen and analyze the two songs. Using the customized Venn diagram, write the differences and similarities of the two songs.
Good job! Now that you have pictured out what to expect in the music of Palawan, let us now go deeper and explore more about its vocal characteristics.
[chart: Venn diagram; untitled. Labels as printed: “Banwa Ko” (on the left tag), “Pista Y ng Kageban” (on the right tag), “Differences” (left circle), “Similarities” (overlapping area), “Differences” (right circle)]
What is It
The vocal repertoire of Palawan consists of the Ulit, Tultul, and Batac. Palaweños believe that there is a strong connection between mankind and nature, that is why, this relationship between us and the “unseen” is the main ingredient in the performance of these vocal music. According to their beliefs, by applying their rhythm, melodies and tonal quality, they experience a musical journey which connects us to the spirits. The Palaweños use this experience to communicate with the spirits, thus, resulting to a balance and harmonious life.
Tultul is an epic chant. But, what is a chant?
Activity #4: Spot the Difference
To give you an idea of what a chant is, try to compare the two audio samples below. Using the YouTube link provided, listen to the two songs and describe the melodic contour, the time signature, and the rhythmic pattern of them.
| Melodic Contour | Time Signature | Rhythmic Pattern | |
|---|---|---|---|
| MUSIC 1 https://youtu.be/kK5AohCMX0U | |||
| MUSIC 2 https://youtu.be/XtyZZdvkR04 |
The first sample is called a chant. To chant means to sing the text. These are commonly religious prayers which use a small number of musical notes that are continuously repeated in the piece.
Now, let me ask you something. You will need a notebook to answer these questions.
- Which do you think is easier to sing, a chant or a pop song? Why?
- Which of these two is more pleasant to your ear? Explain your answer.
Going back to Tultul, this chant can only be sung by persons possessed by “Epic Heroes” called Taw Tultultulan. The act of chanting becomes a bridge between these “heroes and real people“. This musical experience also serves as a prayer of protection to us people by the spirits. Tultul is always chanted at night until daybreak. It is prohibited to sing this epic chant when the sun shines because they believe in the strong connection between the night and the sacred world.
The ULIT is a “shamanic” chant. Shamanic deals with the act of curing the sick through rituals like chanting. In this form of vocal music, the shaman (priest) sings the “lumbaga“. It is a specific chant about the difficult experience about the voyage of kuruduwa. The Ulit contains texts about the shaman’s discussions and bargaining with the Evil-doer Langgam.
Batac is a chant performed by the Taganuas five days after the interment of the deceased. It is a long song about the adventures of a mythical person Dumaracol. This song is performed for three consecutive nights until dawn.
The Cuyunon Folk songs
Cuyunon refers to ethnic group in Cuyo islands and other parts of Palawan. Some of their most familiar and favorite songs are the TARINTING, LAYANG PASYAK, and KINGKING. Tarinting is a white, long-legged bird found in the seashore during low tides. For you to learn more, here is another interesting Cuyunon song. Using the YouTube link below, listen to the song and answer the questions provided in this activity.
Kingking, Tarinting, Layang Pasyak Medley https://youtu.be/XtyZZdvkR04
Kingking anay wa wa Sulan takaw langka Langkang ara unod Kapayas nga mangod Hop like a Wawa bird I will pay you jackfruit Jackfruit without meat And unripe papaya
Tarinting paglayog don Ay ikaw tataeban den Pagsu’t sa liyang-liyang Sa batong malinang-linang Tarinting fly away now For the high tide will soon come Enter the eaves Among the smooth stones
Ako mi layang pasyak Panamban-tamban mi pamalanak Porabil ako mapilak Kung aga urong sulong ang dagat. I have a fishnet with shells as the weight I use it for catching lamban and banak Before I throw the net I wait for the tide to come in
[illustration: a long-legged white wading bird (tarinting) standing on the shore]
Answer the questions below.
- What can you say about the melody of the song? Is it easy to learn?
- What instruments were used to enhance the music?
- How did the singers perform the song?
What’s More
Now that you have constructed your knowledge of the vocal music of Palawan, let us now see if you can apply this knowledge through answering the next activity.
Activity #5: “CUYO SAILING”
You are a tourist taking a vacation in Palawan, one of your destinations is Cuyo Island but you don’t have any idea how to get there. Upon asking the locals in Palawan, they will tell you how to get there, you need to sing the three cuyunon folk songs (Kingking, Tarinting, and Layang Pasyak) and the melodic lines will guide you in your journey.
Guide the three sailboats by drawing the melodic contours of the three songs. Connect the starting point and the Cuyo Island using your diagram. Write the lyrics below the melodic contour lines and align it based on the highness and lowness of the pitch as reflected in the said lines.
[illustration: three sailboats at the left shore labeled “Puerto Princesa City”, with a shore labeled “Cuyo Island” at the right edge of a framed area for drawing]
- What can you say about the shape of the lines? Are there any patterns formed?
- Which of the songs is the easiest and which is the hardest to learn? Why do say so?
- Upon arriving in the island, you need to socialize with the locals by singing their folk songs and appreciating their culture. What will you do with the melody to highlight the message of the song? Cite examples.
Activity #6: Folk Song Analysis
Fill out the table by choosing the right tempo, mood and dynamics of the given folk songs. Write your answers on your activity notebook.
| FOLKSONG | TEMPO (Slow, moderate, fast) | MOOD (Happy, sad) | DYNAMICS (Loud, soft) |
|---|---|---|---|
| Kingking | |||
| Tarinting | |||
| Layang Pasyak |
Activity #7: How Do They Do It?
Congratulations for making it this far! You have almost done the activities of the module. All you need to do is take the remaining activities. Are you familiar with one of the episodes on Discovery Channel titled “How Do They Do It?”. If so, this activity will make you more engaged to our lesson. Try to answer the questions by accomplishing the chart below.
Here is the question: How will you perform the elements of music according to the given cultural, traditional, and geographical influences from Palawan?
Directions: Using a separate sheet, fill out the Chart B using the choices located in the Chart A.
- Chart A contains some elements of music with corresponding performance practices that you will choose based on the given functions or purposes.
- For Chart B, write your chosen performance practice per element which you think is appropriate to the given functions/purposes.
CHART A (CHOICES)
| MELODY | TEXTURE | DYNAMICS | TEMPO |
|---|---|---|---|
| descending [illustration: short musical staff showing descending notes] ascending [illustration: short musical staff showing ascending notes] conjunct [illustration: musical staff showing conjunct melodic motion] disjunct [illustration: musical staff showing disjunct melodic motion] | Monophonic only one note sounding at a time Homophonic a melody supported by an accompaniment Polyphonic Two or more independent melodies sounding at the same time | pp – Pianissimo (very soft / very quiet) p – Piano (soft / quiet) mp – mezzo piano (medium soft) mf – mezzo forte (medium loud) f – forte (loud) ff – fortissimo (very loud) | Largo = “large” or labored (slow) Adagio = slow Andante = steady “walking” tempo Moderato = moderate Allegro = fast (“happy”) Presto = very fast |
CHART B (ANSWER SHEET)
Cultural/ Traditional/ Geographical Influences
| Music serves as a prayer.: Elements | Music serves as a prayer.: Reason | Music serves as a connection between the people and the spirits.: Elements | Music serves as a connection between the people and the spirits.: Reason | Chants that can only be sung during a specified time (ex. night time until dawn): Elements | Chants that can only be sung during a specified time (ex. night time until dawn): Reason |
|---|---|---|---|---|---|
| Melody | Melody | Melody | |||
| Texture | Texture | Texture | |||
| Dynamics | Dynamics | Dynamics | |||
| Tempo | Tempo | Tempo |
What I Have Learned
What have you learned about music this week? Write on a piece of paper a short reflection regarding the knowledge that you have gained in our lesson.
[illustration: scroll with blank writing lines]
My Reflections
What I Can Do
Activity #8: Sing A Song
Now that you have reached the end of the module, I guess it’s time for you to do this activity. You need to study a Cuyunon Folk Song and sing it in front of your parent. You may use percussion instruments for a rhythmic accompaniment.
Remember, in performing this activity, you are guided by a rubric.
Rubrics
| 4 | 3 | 2 | 1 | |
|---|---|---|---|---|
| Voice quality | The song was sung clearly and was not out of tune. | The melody and the lyrics of the song were clearly heard but out of tune. | The song was clearly heard but out of tune. The lyrics was not clearly spoken. | The song was not clearly heard and out of tune. The lyrics was not clearly spoken. |
| Creativity | The song was sung with a live accompaniment with simple embellishments (choreography, props, costume) | The song was sung either with canned accompaniment or acapella and with simple embellishments (choreography, props, costume) | The song was sung with canned accompaniment with no embellishments (choreography, props, costume). | The song was plainly sung in acapella with no embellishments (choreography, props, costume) |
| Mastery | The song was flawlessly performed (memorized lyrics and steps,) | The lyrics was memorized but there were evident mistakes in the execution of the choreography. | The lyrics was memorized but there was no choreography. | The lyrics was not memorized (either sung with a copy or without a copy) but mistakes were evident in the performance. |
Assessment
Directions: Read and analyze the following sentences. Choose the best answer that corresponds to each statement. Write your answers on your activity notebook.
_____1. Children love to sing this Palawan folksong. Which of the following is being described by the given sentence.
- A. Bayok
- B. Banwa Ko
- C. Kingking
- D. Tultul
_____2. A song with minimal use of notes is called ____.
- A. Chant
- B. Intro
- C. Poem
- D. Rap
_____3. Who are the epic heroes of Palawan?
- A. Avengers
- B. Frontliners
- C. Taw tultultulan
- D. Vendeta
_____4. Who is described as a mythical person in Bartac?
- A. Covid 19
- B. Dumaracol
- C. Kardo Dalisay
- D. Kingking
_____5. What Tagalog folk song has the same time signature like Tarinting and Kingking?
- A. Bahay Kubo
- B. Magtanim ay di biro
- C. O Ilaw
- D. Sitsiritsit
_____6. Which of the following is known as a shamatic chant?
- A. Batak
- B. Tarinting
- C. Tultul
- D. Ulit
_____7. Which of the following does the song “Paraisong Tunay” focus on?
- A. Cleanliness
- B. Covid 19
- C. Palawan
- D. Peace
_____8. Which of the following terms is known as a fisherman’s folksong?
- A. Cuyon
- B. Kingking
- C. Layang Pasyak
- D. Tarinting
_____9. Why is Tultul always chanted at night?
- A. Because of strong connection between night and the sacred world
- B. Because the natives love to go out at night
- C. Becase there is a big celebration tomorrow.
- D. Because this song requires bright light.
_____10. What is the term that describes a white long-legged bird in Palawan?
- A. Kingking
- B. Maya
- C. Tarinting
- D. Ulit
_____11. Palaweños believe that music is a bridge between man and the spirits. Which of the following is an example of this belief?
- A. A girl listens to a K-pop song and imitates its dance steps as if she is flying like an angel.
- B. A man sings a song to a beautiful lady he admires.
- C. An old man sings in a funeral to bid farewell to the deceased.
- D. The students sing the national anthem with all their heart.
_____12. Batac is a chant performed for three consecutive nights after the internment of the deceased. What value does this activity portray?
- A. Endurance
- B. Kindness
- C. Patience
- D. Respect
_____13. What meter is used in the songs Kingking, Tarinting, and Layang pasyak medley?
- A. Duple
- B. Quadruple
- C. Time
- D. Triple
_____14. Which of the following is TRUE about chants?
- A. Chants are examples of K-pop music.
- B. Chants are very difficult to sing.
- C. It is commonly used in rituals.
- D. We commonly hear chants in highly urbanized cities.
_____ 15. Which is NOT true about the vocal music of Palawan?
- A. Their melodies are patterned to neighboring provinces’ songs.
- B. They believe in a connection between man and spirits.
- C. Their songs are used to connect with the spirits.
- D. The songs are not just for entertainment.
Additional Activities
Activity #9: The Song I Want To Sing
Choose among the three Cuyunon folk songs (Kingking, Layang Pasyak, Tarinting).
Sing your chosen song.
Record your performance using your cellphone or other media devices and submit it to your facilitator through messenger, e-mail or other media platforms.
| 7 | 5 | 3 | |
|---|---|---|---|
| Clarity of the lyrics | The whole lyrics of the song can be clearly heard and understood | Some parts of the song can be understood | The whole lyrics of the song is not clearly understood |
| Voice quality | The most part of the song is done in head voice. | Most part of the song is sung in speaking voice. | Singing is performed totally in speaking range |
| Intonation | The song is sung with the correct melody | Some parts of the song are out of tune while some are sung correctly. | The song is completely out of tune |
| Expressions | The song is sung very emotionally with the proper dynamics | Very little dynamics are used to enhance the song | The song is sung with no dynamics applied |
Answer Key
[transcriber’s note: the box text is printed upside down; the list below is in the order of the numbers]
What I Know/Assessment
- C
- A
- C
- B
- A
- D
- C
- C
- A
- C
- C
- D
- D
- C
- A
References
Tiongson, N. “Music of the Lumad.” Filipinas Heritage Library. NCCA, March 19, 2014.Accessed, January 10, 2020, https://www.filipinaslibrary.org.ph/himig/music-of-the-lumad/
Dioquino, Corazon Canave. “Philippine Music, A Historical Overview.” ncca.gov.ph. Accessed February 9, 2020, https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-sca/music/philippine-music-a-historical-overview/.
Barona, Arjay. “Music of Palawan.” Slideshare, August 16, 2016. Accessed, February 9, 2020, slideshare.net/R_JB/music-of-palawan-65042172
Bandril, Mark. “Folk Music of Palawan.” authorstream. Accessed February 9, 2020, http://www.authorstream.com/Presentation/MarkBandril-2569780-folk-music-palawan-mc-bandril/.
de Leon, Felipe m. “The Diversity of Philippine Music Cultures.” filipinaslibrary.org.ph. Filipinas Heritage Library, 2018, 2018. Accessed February 12, 2020, https://www.filipinaslibrary.org.ph/uncategorized/the-diversity-of-philippine-music-cultures/.
For inquiries or feedback, please write or call:
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