This is the Grade 7 Music self-learning module for Quarter 2, Module 7: Instrumental Music of Palawan. It is for Grade 7 learners studying at home or in class, and for the teachers and parents who guide them. After working through it, learners can name and classify the musical instruments of Palawan, describe how they produce sound, and make and play an improvised instrument similar to a Palawan instrument.
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;
- discovers ways of producing sounds on a variety of sources similar to instruments being studied (MU7LV-IIb-g-4);
- improvises simple rhythmic or melodic accompaniments to selected music from the Cordillera, Mindoro, Palawan and of the Visayas (MU7LV-IIb-g-5); and
- evaluates music and music performances applying knowledge of musical elements and style (MU7LV-IIc-h-10).
By the end of the module, learners should be able to:
- explore ways of producing sounds on a variety of sources similar to the instruments being studied;
- create and play improvised instruments similar to Palawan instruments; and
- evaluate music and music performances using their knowledge of musical elements and style.
Palawan music and the people who make it
Palawan is home to ethnic groups such as the Tagbanua and the Batak. Like other lumads (indigenous peoples) in the Philippines, they live close to nature, and most of their instruments are made from natural materials found nearby: bamboo, animal skin, wood sticks, rock, sea shells, or even the trunk of a tree.
The module stresses three traits of this indigenous music:
- It is part of everyday life. Music is for the benefit of the whole community, not for a few listeners.
- It is participatory. Most instrumental music is played by a group, which reflects cooperation in the community.
- It respects the unity of opposites, such as man and woman, or the sky and the earth. The kudyapi shows this: one string plays the melody while the other plays a drone, a low pitch that does not change.
The four groups of Palawan instruments
The module classifies Palawan instruments into four groups.
| Group | How it makes sound | Palawan examples |
|---|---|---|
| Chordophones | Vibrating strings | Pagang, Kudyapi |
| Aerophones (wind instruments) | Blowing air into the mouthpiece | Tipanu, Aruding, Beberek |
| Idiophones | Striking, rubbing, or plucking, without strings or membranes | Babendil |
| Membranophones | A vibrating stretched membrane (animal skin) | Gimbal |
Chordophones
- Pagang (bamboo zither), also called kolitong: made from one whole node of bamboo that is partly slit. The lifted bamboo skin serves as the strings, and the slit serves as the resonator.
- Kusyapi or Kudyapi: has 9 frets and two strings, one for the melody and one for the drone. Its body is carved from a solid tree trunk, and it stands four to six feet tall. Other groups have similar instruments with different names: the Maranao kotyapi, the Maguindanao kutyapi, and the Tiruray ferereng.
Aerophones
- Tipanu: a mouth flute of the Tagbanua, made of bamboo, with six holes.
- Aruding: also known as the jaw’s harp.
- Beberek: a banded nose flute, also called suling. It is made of thin bamboo, and its head is circled with a rattan band to produce air vibration.
Idiophones and membranophones
- Babendil: a small bossed gong used as a timekeeper.
- Gimbal: a Tagbanua drum with animal skin as its drumhead.
Activities in this module
- What I Know: a 15-item multiple-choice pretest on the instruments and their groups.
- Activity 1, The Palau’s Pirate Quest: a review puzzle on Palawan music from the earlier lesson, such as a shamanic chant, a fisherman’s folk song, and a long chant performed for three nights.
- Activity 2, The Carabao Race: learners listen to two Palawan pieces, Ati-Ati and Sabag it Batak, and draw the instruments heard only in one piece or in both.
- Activity 3, Describe A Song: learners pick one of the two pieces, identify five musical elements, and describe how each is used.
- What I Have Learned: a short written reflection.
- Activity 4, Sounds Like, Looks Like: learners make an instrument from indigenous or recycled materials that sounds or looks like a Palawan instrument, play a simple improvised tune or beat with the song “Paraisong Tunay”, and record the performance. It is scored for creativity, craftsmanship, and musicality on a 4-point rubric.
- Assessment: a 15-item post-test with the same items as the pretest.
- Activity 5, The Art of an Illustrator: learners draw a Palawan instrument on short bond paper and write a paragraph on why they chose it. It is scored for clarity of image, neatness, and punctuality.
How to use this module
- Learners: Answer the pretest first, then work through the parts in order. Write all answers on a separate sheet or in your music notebook, not on the module. Listen to the audio samples linked in the module before doing Activities 2 and 3. Take the post-test at the end and use the answer key honestly to check yourself.
- Parents: Help your child find recycled or local materials for the instrument project and record the performance on a cellphone.
- Teachers and facilitators: Collect the recorded performance for Activity 4 and the drawing for Activity 5 through Messenger, email, or another platform, and score them with the rubrics in the module. Check the answer key against the lesson before using it.
Frequently asked questions
What grade and quarter is this Music module for?
It is for Grade 7 Music, Quarter 2, Module 7, titled Instrumental Music of Palawan.
What are the four groups of Palawan musical instruments?
Chordophones (strings, such as the pagang and kudyapi), aerophones (wind, such as the tipanu, aruding, and beberek), idiophones (struck or plucked, such as the babendil), and membranophones (animal-skin drums, such as the gimbal).
What is the kudyapi?
The kudyapi, or kusyapi, is a two-string instrument with 9 frets carved from a solid tree trunk. One string plays the melody and the other plays a drone, a low pitch that does not change.
What do learners have to submit?
A recorded performance of a homemade instrument that sounds or looks like a Palawan instrument, and a drawing of a Palawan instrument with a short paragraph. Both are sent to the facilitator through Messenger, email, or another platform.
Does the module have an answer key?
Yes, it has an answer key for the pretest, the post-test, and Activity 1. Some printed answers do not match the lesson, so check them against the lesson before relying on them.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Music
Quarter 2 – Module 7: Instrumental Music of Palawan
[illustration: students and a teacher studying outdoors and at a desk, with a globe and a lamp]
CO_Q2_Music 7_ Module 7
Music – Grade 7
Alternative Delivery Mode Quarter 2 – Module 7: Instrumental 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
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
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 |
Music
Quarter 2 – Module 7: Instrumental Music of Palawan
7
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.
1 CO_Q2_Music 7_ Module 7
Lesson 1: Instrumental Music of Palawan
Learning Competencies
The learner:
- describes the musical characteristics of representative selections of Cordillera, Mindoro, Palawan and of the Visayas after listening;
- discovers ways of producing sounds on a variety of sources similar to instruments being studied; (MU7LV-IIb-g-4)
- improvises simple rhythmic/melodic accompaniments to selected music from the Cordillera, Mindoro, Palawan and of the Visayas; and (MU7LV-IIb-g-5)
- evaluates music and music performances applying knowledge of musical elements and style. (MU7LV-IIc-h-10)
What I Need to Know
Compared to the instrumental music of Mindoro, Palawan’s instrumental music has a very different sound. Some samples that you will hear in this module will give you some ideas about how rich the musical style of Palawan is but what do you think are the reasons why their instrumental music is as rich as this?
Learning Objectives
In this module, you will be able to:
- explore ways of producing sounds on a variety of sources similar to instruments being studied;
- create and play improvised instruments similar to Palawan instruments; and
- evaluate music and music performances applying knowledge of musical elements and style.
2 CO_Q2_Music 7_ Module 7
What I Know
Directions: Choose the correct answer for each item and write only the letter of your choice on your answer sheet.
_____1. Which among the following groups of instrument uses animal skin to produce sound? A. Aerophone B. Chordophone C. Idiophone D. Membranophone
_____2. Which of the following is also known as Beberek? A. Gimbal B. Gong C. Kudyapi D. Suling
_____3. Which among the following is an example of a wind instrument? A. Babendil B. Gimbal C. Pagang D. Tipanu
_____4. To which of the following groups of instrument does Aruding belong? A. Aerophone B. Chordophone C. Idiophone D. Membranophone
_____5. Which of the following instruments does not belong to the group? A. Gimbal B. Kolitong C. Kuratong D. Suling
_____6. This instrument has two strings and 9 frets. Which among the following is being referred to by the previous statement? A. Guitar B. Kudyapi C. Pagang D. Tipanu
_____7. Bamboo skin serves as strings of this instrument. Which of the following is being described by the previous statement? A. Basal B. Kudyapi C. Pagang D. Tipanu
3 CO_Q2_Music 7_ Module 7
_____8. Which among the following is a wind instrument? A. Gimbal B. Pagang C. Suling D. Tipanu
_____9. What is the other term for Aerophone instruments? A. Electronic B. Percussion C. String D. Wind
_____10. This musical instrument is used as a timekeeper of a composition. Which of the following is being pertained to? A. Aruding B. Babendil C. Kutyapi D. Suling
_____11. One can tell if a music is indigenous or not based on the instrument used. Which among the following groups of instruments is used for indigenous music? A. Guitar, harp, lute, tambourine B. Kudyapi, aruding, babendil, beberek C. Piano, timpani, violin, cello D. Trumpet, trombone, snare drum, saxophone
_____12. Which of the following can we consider as percussion instruments? A. Aerophone B. Chordophone C. Electronic D. Membranophone
_____13. What is the other term for Jaw’s harp? A. Aruding B. Babendil C. Kudyapi D. Suling
_____14. Which among the following instruments is also called ferereng by the tirurays? A. Basal B. Beberek C. Kudyapi D. Suling
_____15. Which of the following groups of instruments do Tipanu, aruding and beberek fall under? A. Aerophone B. Chordophone C. Idiophone D. Membranophone
4 CO_Q2_Music 7_ Module 7
What’s In
Palawan’s music, as you can remember, is deeply connected with nature. The Palaweños believe that by using their native rhythm, melodies and tonal quality, we experience a musical journey which connects us to the spirits. To help you connect more to their music, kindly do the following activities.
Activity #1: The Palau’s Pirate Quest
Help the Palau Pirate find the treasure by answering the questions. Write your answer in your music notebook.
[chart: maze-style puzzle path; Activity #1: The Palau’s Pirate Quest]
Clues, with answer boxes as printed:
- A shamatic chant is called — [ 6 boxes ]
- It is a fisherman’s folksong — [ 11 boxes ]
- It is a white long-legged bird found in the shores of Palawan — [ 9 boxes ]
- It is a long chant performed for three consecutive nights — [ 5 boxes ]
- The Philippines’ last frontier is — [ 7 boxes ]
Congratulations! You are now ready to explore today’s topic – the Instrumental Music of Palawan.
What’s New
Activity #2: “The Carabao Race”
In this activity, you are going to listen to two instrumental music of Palawan through the link provided below that will direct you to the audio material.
- Ati-Ati
(https://drive.google.com/open?id=1x0IAYiFGo48AhbWaF9WvvA7EvLALwBjy) - Sabag it Batak
(https://drive.google.com/open?id=1RQ1WggTxHE4_gWBWXWjvpTd4WinaWSf).
The two music of Palawan are represented by carabaos. Each carabao has different carts of loads to pull. Your task is to fill out each cart with observation data based on the two instrumental music you listened to.
Directions:
- Analyze the two instrumental music. Observe the sounds of the different musical instruments.
- Below are the carts that you have to work on with. Kindly accomplish the task written in each cart.
Cart A
- What are the musical instruments that can only be heard in the music Ati-ati? Draw those instruments in Cart A.
Cart B
- What are the musical instruments that can only be heard in the music Sabag it Batak? Draw those instruments in Cart B.
Cart C
- What are the musical instruments that can be heard in both music? Draw those instruments in Cart C.
Note: Draw the images on a separate sheet.
[illustration: two carabaos pulling carts with bamboo-bar frames in a race setting decorated with bunting]
Do the two music have the same set of musical instruments? What do you think those instruments look like? Draw them in the cart. Some instruments may be present in both music while others may be present in only one music.
- Based on the drawing in this activity, is it possible to have a winner in the race? Why do you think so?
- Based on the situation illustrated in your drawing, you need to unload each cart to move it fast. In music, when do we add or remove musical elements and instruments in a music composition? Please cite examples and situations.
- Based on the activity, what can you say about how the Palaweños make their instrumental music?
Now let us get to know more about the kinds of musical instruments of Palawan.
What is It
Palawan is home to various ethnic tribes like the Tagbanua and Batak. These people, like other lumads (indigenous people) in the Philippines have music characteristics and materials which may have the same sound, appearance, instrument name (sounds like) as the other ethnic groups. This is for the reason that they are the ones closest to nature. Most of their instruments are made from natural materials found in their locality: bamboo, animal skin, wood stick, a piece of rock, sea shell, or even trunk of a tree. To them, everything has life. These materials become their medium of expression which bridges the gap between all things on earth and the creator. Music is not intended for the consumption of some but for the benefit of the whole. Of all the Filipino subcultures, indigenous art is the most integrated with everyday life, participatory and multifunctional. Their creativity is a product of being one with the situation and not with the certain academic rules of art. Most of their instrumental music are played by a group, making them participatory. This is an essential character trait of an active community – cooperation. Another important aspect of their indigenous music is its respect and recognition to the unity of opposites: man and woman, positive and negative, the sky and the earth. One example of this is their instrument kudyapi. This instrument has two strings. The first is used for the different notes of the melody and the other serves as a drone or a fixed note.
Palawan musical instruments can be classified into four groups: Chordophones, Aerophones, Idiophones, and Membranophones. Chordophones are instruments that use vibrating strings to produce sound.
The following texts about Palawan musical instruments include links from YouTube that will guide you in your understanding of these instruments.
Follow these links provided and listen to how these instruments produce sounds.
Pagang (Bamboo zither) https://youtu.be/jWuyFUvv7xQ
This instrument is also known as KOLITONG. It is made of one whole node of bamboo which is partly slit to keep the whole node together. The lifted bamboo skin serves as strings and the slit serves as the resonator.
[illustration: bamboo zither (Pagang)] Pagang
Kusyapi or Kudyapi https://youtu.be/F_I-TwweF1U
This instrument has 9 frets and two strings. The first string is for the melody and the other one serves as a drone (a low unchanged pitch in the musical piece). The body of this instrument comes from a carved solid trunk of a tree. This instrument is four to six feet tall. Other indigenous groups in the country have their own instrument which has the same characteristics like that of the kudyapi but were named differently:
Maranao – Kotyapi Maguindanao – Kutyapi Tiruray – Ferereng
[illustration: kudyapi] Kusyapi or Kudyapi
Aerophones are wind instruments. They produce sound by blowing air in its mouthpiece. Some instruments that fall under this category are:
Tipanu https://youtu.be/9e4hAPt2Tyc
This is a Mouth Flute of Tagbanua. This instrument is made from bamboo. It has six holes.
[illustration: tipanu] Tipanu
Aruding https://youtu.be/nBS8LoycNvc
This is, otherwise, known as Jaw’s Harp.
[illustration: aruding] Aruding
Beberek
Beberek is a banded nose flute. It is also known as Suling. This instrument is made from bamboo with a thin surface. The head of this instrument is circled with a rattan band to produce air vibration.
[illustration: beberek] Beberek
Idiophones are musical instruments whose sound is generated through vibrations by striking, rubbing or plucking – without the use of strings or membranes
Babendil
An example of this is the Babendil. It is a small bossed gong used as a timekeeper.
[illustration: basal (gong)] Basal (gong)
Membranophones are instruments which produce sounds by means of a vibrating stretched membrane (animal skin). An example of this is the Gimbal.
Gimbal https://youtu.be/79U6BICOp3I
This is a drum from the Tagbanua with animal skin as its drumhead.
[illustration: gimbal drum] Gimbal
What’s More
So far, you have done a great job in accomplishing the previous activities. This time, you will work on with a way more challenging task you’ll surely like as your journey of exploration of Palawan Music continues.
Copy the chart on a separate sheet. Then, from the two previously given instrumental music samples from the activity Carabao Race whose links will be provided below, choose one music and fill out the graphic organizer with correct data.
Links utilized in the Carabao Race:
- Ati-ati
https://drive.google.com/open?id=1x0IAYiFGo48AhbWaF9WvvA7EvLALwBjy
and - Sabag it Batak
https://drive.google.com/open?id=1RQ1WggTxHE4_gWBWXWjvpTd4WinaWSf,
Activity #3: Describe A Song
Write the title of the music you chose in the first box. Listen carefully to the samples again and identify five musical elements. Write these elements in the next five boxes. When it comes to the Description of Musical Elements, write your own observations about how each musical element was used in the chosen music.
[chart: graphic organizer; Activity #3 “Describe A Song”] Title Musical Elements Description of the Elements
- What can you say about the music? Is this kind of music pleasing to your ears? Why?
- How would you describe the rhythm of the music? Do you find it easy to study and play these instruments? Why do you say so?
- After listening to these two instrumental music, is there a change of idea regarding your appreciation of this kind of music? What is this change?
What I Have Learned
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.
My Reflections
[transcriber’s note: the “My Reflections” scroll contains six blank writing lines]
What I Can Do
Activity #4: “Sounds Like, Looks Like”
Using indigenous or recycled materials, try to make your own musical instrument which sounds like or looks like any of the Palawan instruments. Using the song “Paraisong Tunay” in part II of this module as your main song, add an additional sound by playing a simple improvisation of tune or beat using the instrument you created. See the rubric below for your reference.
Record your performances using your cellphone or other media devices and submit it to your facilitator through messenger, e-mail or other media platforms.
Rubrics
| 4 | 3 | 2 | 1 | |
|---|---|---|---|---|
| CREATIVITY | Major improvisations were made in all the materials used to achieve the needed specifications of the instrument | Minor improvisation was done in the original material. Some materials were added to create a new whole musical instrument but the original form of the materials was maintained. | Very little improvisation was done in the original material (removing of label, adding a new material for a needed part) | There were no improvisations made at all in the original material of the project. |
| CRAFTSMAN SHIP | The project was carefully, neatly, and creatively done. Embellishments were added to enhance the physical appearance of the instrument and the sound produced was almost like the sound of the original instrument. | The project was neatly and carefully done and the sound produced was close to the desired sound | The project was neatly done but was not producing the desired sound | The project was poorly made. Loose parts were very evident even without using the instrument. |
| 4 | 3 | 2 | 1 | |
|---|---|---|---|---|
| MUSICALITY | The performer showed much creativity in improvising the beat and the melody and executed confidently and artistically. | The performer played three rhythmic patterns based on a Palawan music. The improvisation was clear but there were errors while playing it. | The performer created a simple rhythmic pattern but the melodic line was imitated. | The performer just imitated both the melodic line and the beat of the song. |
[transcriber’s note: table continued from the previous page]
Assessment
Directions: Choose the correct answer for each item and write only the letter of your choice on your answer sheet.
_____1. Which among the following groups of instrument uses animal skin to produce sound?
- A. Aerophone
- B. Chordophone
- C. Idiophone
- D. Membranophone
_____2. Which of the following is also known as Beberek?
- A. Gimbal
- B. Gong
- C. Kudyapi
- D. Suling
_____3. Which among the following is an example of a wind instrument?
- A. Babendil
- B. Gimbal
- C. Pagang
- D. Tipanu
_____4. To which of the following groups of instrument does Aruding belong?
- A. Aerophone
- B. Chordophone
- C. Idiophone
- D. Membranophone
_____5. Which of the following instruments does not belong to the group?
- A. Gimbal
- B. Kolitong
- C. Kuratong
- D. Suling
_____6. This instrument has two strings and 9 frets. Which among the following is being referred to by the previous statement?
- A. Guitar
- B. Kudyapi
- C. Pagang
- D. Tipanu
_____7. Bamboo skin serves as strings of this instrument. Which of the following is being described by the previous statement?
- A. Basal
- B. Kudyapi
- C. Pagang
- D. Tipanu
_____8. Which among the following is a wind instrument?
- A. Gimbal
- B. Pagang
- C. Suling
- D. Tipanu
_____9. What is the other term for Aerophone instruments?
- A. Electronic
- B. Percussion
- C. String
- D. Wind
_____10. This musical instrument is used as a timekeeper of a composition. Which of the following is being pertained to?
- A. Aruding
- B. Babendil
- C. Kutyapi
- D. Suling
_____11. One can tell if a music is indigenous or not based on the instrument used. Which among the following groups of instruments is used for indigenous music?
- A. Guitar, harp, lute, tambourine
- B. Kudyapi, aruding, babendil, beberek
- C. Piano, timpani, violin, cello
- D. Trumpet, trombone, snare drum, saxophone
_____12. Which of the following can we consider as percussion instruments?
- A. Aerophone
- B. Chordophone
- C. Electronic
- D. Membranophone
_____13. What is the other term for Jaw’s harp?
- A. Aruding
- B. Babendil
- C. Kudyapi
- D. Suling
_____ 14. Which among the following instruments is also called ferereng by the tirurays?
- A. Basal
- B. Beberek
- C. Kudyapi
- D. Suling
_____15. Which of the following groups of instruments do Tipanu, aruding and beberek fall under?
- A. Aerophone
- B. Chordophone
- C. Idiophone
- D. Membranophone
Additional Activities
Activity #5: The Art of an Illustrator
On a short bond paper, draw a musical instrument of Palawan that made an impression to you. Write a short paragraph about why you chose that instrument. Submit your output to your facilitator through messenger, e-mail, or other media platforms
| 10 | 5 | 2 | |
|---|---|---|---|
| Clarity of image | The image was clearly drawn and at least four parts were clear in the image. | The image was clear but only 3 parts were visible | The image was poorly drawn and only two parts of the instrument were clear. |
| Neatness | The drawing was presented neatly and clearly | The drawing was finished with only a few unnecessary markings on it. | There were plenty of unnecessary markings on the drawing which made the drawing unclear |
| Punctuality | The finished product was submitted before the given date of submission. | The finished product was submitted during the given date of submission | The finished product was submitted after the given date of submission |
Answer Key
What I Know/Assessment
- A
- D
- D
- B
- B
- D
- C
- B
- D
- D
- D
- D
- B
- D
- D
Activity #1: The Palau’s Pirate Quest
- Tultul
- Layang Pasyak
- Tarinting
- Batac
- Palawan
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:
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
Leave a Reply