This is the Grade 8 Music Quarter 3 Module 2 self-learning module, “Instrumental Music of South Asia and the Middle East.” It is for Grade 8 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 traditional instruments of India, Pakistan, and Israel, make sounds that imitate them, and improvise a simple accompaniment to music from these regions.
The module was developed by DepEd Caraga Region (First Edition, 2020) under the Alternative Delivery Mode. Its writers are Mary Jean R. Beltran and Marielle R. Recamara-Como.
What learners will learn
By the end of the module, learners are expected to:
- Explore ways of producing sounds on a variety of sources that would simulate the instruments being studied (MU8WS-IIIc-h-5).
- Improvise simple accompaniment to selected South Asia and Middle East music (MU8WS-IIIb-h-6).
The module has one lesson, Lesson 2: Instrumental Music of South Asia and the Middle East. It follows the lesson on the music of East Asia.
How instruments are classified
The module sorts the instruments of South Asia and the Middle East into four groups. These come from the Hornbostel-Sachs classification, a system devised by Erich Moritz von Hornbostel and Curt Sachs.
| Group | How the sound is made |
|---|---|
| Aerophone | Vibrating air, usually by blowing |
| Chordophone | Vibrating strings stretched between fixed points, by plucking, bowing, or strumming |
| Idiophone | Striking with sticks, mallets, or other striking devices |
| Membranophone | Playing with the bare hand (palming), without striking devices |
Instruments of India, Pakistan, and Israel
India
Indian music is mostly improvised and played by a small group of musicians at a time. The instruments tend to imitate the human voice, within the limits of each instrument’s dynamics.
- Aerophones: Shankh, Bansuri, Shehnai
- Chordophones: Ektar, Sitar, Sarangi
- Idiophones: Ghatam, Khartal, Manjira
- Membranophones: Daf (duf, daphu), Dhol, Tabla
Pakistan
Pakistan’s cultural heritage includes many instruments. Their structure and tone produce distinct effects in pitch, loudness, thickness, and intensity of sound.
- Aerophones: Alghoza, Been
- Chordophones: Rubab, Tanpura/Tambura, Dilruba
- Idiophones: Kanjhyoon/Talyoon, Borrindo
- Membranophones: Dholak, Tabla, Nagarah
Israel
The lute used in Israel is similar to the Philippine banduria and laud. It traces its origins to the Middle Eastern oud and the Indian sitar. The goblet drum, darbuk, tambourine, and other Middle Eastern instruments are used as accompaniment.
- Aerophone: Shofar
- Chordophones: Psalterion/Psaltery, Jewish Lyre, Oud
- Idiophone: Timbrel
- Membranophones: Toft, Goblet, Darbuk
The pretest and assessment also mention other terms, such as the mridangam (rhythmic accompaniment in Carnatic music), the tabla as the main percussion instrument of Hindustani music, Bhangra folk dance music based on the dhol, and the Indian instrument groups tat, sushir, ghan, avanaddh, and vitat.
Activities in the module
- What I Know: a 15-item multiple-choice pretest.
- What’s In: match pictured instruments to chordophone, idiophone, membranophone, or aerophone.
- Activity 1: Look At Me! Count the stringed, wind, and percussion instruments in a photo from the Jerusalem Jazz Festival.
- Activity 2: Name Me! Name pictured instruments, their country of origin, and their classification.
- Activity 3: Mix and Match! Match ten instrument pictures to their names.
- Activity 4: Arrange Me! Sort twelve instruments into the four classifications.
- Activity 5: Make Me! Make an improvised instrument that imitates a rhythmic instrument from India, Pakistan, or Israel, using bamboo, leaves, paper, or cardboard. It is scored on creativity, quality of sound, and quality of construction, and is used again in the next module.
- Assessment: a 15-item multiple-choice post-test.
- Additional Activities: listen to the Israeli song “Zum Gali Gali,” observe its rhythms, and copy the rhythm on improvised percussion instruments found at home. A five-part rubric scores rhythm, variation, choice of instrument, sound quality, and confidence.
How to use this module
- Learners: Start with the pretest, then go through the parts in order. Write all answers on a separate sheet of paper, not on the module. Check your work with the answer key honestly, and keep your improvised instrument for the next module.
- Parents: Help your child find safe household materials for Activity 5 and the Additional Activities, and listen as they practice the rhythm.
- Teachers: Use the rubrics in Activity 5 and the Additional Activities to score performances. Note that the module’s videos need internet access, so plan an alternative for learners without it.
Frequently asked questions
What grade and quarter is this Music module for?
It is for Grade 8 Music, Quarter 3, Module 2, covering the instrumental music of South Asia and the Middle East.
Which countries does the module cover?
It discusses the traditional instruments of India, Pakistan, and Israel.
What is the Hornbostel-Sachs classification?
It is a system by Erich Moritz von Hornbostel and Curt Sachs that groups instruments into aerophones, chordophones, idiophones, and membranophones based on how they produce sound.
Does the module have an answer key?
Yes. It includes answers for the pretest, the activities, and the assessment.
What do learners need to make for the performance task?
Learners improvise an instrument that imitates a rhythmic instrument from India, Pakistan, or Israel, using materials such as bamboo, leaves, paper, or cardboard.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Music
Quarter 3 – Module 2 Instrumental Music of SouthAsia and the Middle East
CO_Q3_Music8_Module2
Music– Grade 8 Alternative Delivery Mode Quarter 3 – Module 2- Instrumental Music of South Asia and the Middle East 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 book 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
Writers: Mary Jean R. Beltran, Marielle R. Recamara-Como Editors: Paulita L. Vernal, Abel N. Galido, Hilarion A. Galido Reviewers: Laila F. Danaque, Janete Lagare Illustrator: Stephany Bryan D. Itao Layout Artist: Ivan Paul V. Damalerio, Teodorico A. Cabildo Jr. Language Evaluators: Cecilia M. Saclolo, Stella Felias, AngelieAlbezo Management Team: Francis Cesar B. Bringas Isidro M. Biol, Jr. Maripaz F. Magno Josephine Chonie M. Obseñares Bernard C. Abellana Ma. Teresa M. Real Dominico P. Larong, Jr. Gemma C. Pullos
Printed in the Philippines by
Department of Education – Caraga Region Learning Resource Management Section (LRMS)
Office Address: J.P. Rosales Avenue, Butuan City, Philippines 8600 Tel. No.: (085) 342-8207 Telefax No.: (085) 342-5969 E-mail Address: caraga@deped.gov.ph
8
Music
Quarter 3 – Module 2 Instrumental Music of South Asia and the Middle East
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.
What I Need to Know
This module was designed and written for you as the student. It is developed to help you master the different musical instruments of East Asia. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course.
In this module, you will learn things about the instrumental music of South Asia and the Middle East.
After going through this module, you are expected to:
- Explore ways of producing sounds on a variety of sources that would simulate instruments being studied (MU8WS-IIIc-h-5).
- Improvise simple accompaniment to selected South Asia and the Middle East music (MU8WS-IIIb-h-6).
What I Know
Directions: Choose the letter of the correct answer. Write it on a separate sheet of paper.
What percussion instrument is used as a rhythmic accompaniment in Carnatic music ensemble?
- A. Mridangam
- C. Tala
- B. Tabla
- D. Theka
What classification of musical instruments in India is characterized by the use of air to excite the various resonators?
- A. Avanaddh
- C. Sushir
- B. Ghan
- D. Tat
In the old civilization, what musical stringed instrument in India referred to as vina?
- A. Mridangam
- C. Tat
- B. Tala
- D. Theka
It is one of the oldest class of percussive instruments in India that have no membranes.
- A. Ghan
- C. Sushir
- B. Tat
- D. Vitat
Itis a system of drum-syllables in India to create elaborate patterns of rhythm.
- A. Mridangam
- C. Tala
- B. Tabla
- D. Theka
The following are significant musical instruments of Israel EXCEPT________.
- A. Jewish Lyre
- C. Shofar
- B. Psalterion (Harp)
- D. Shankh
What is the principal percussion instrument in Hindustani music consists of two drums played while sitting on the floor?
- A. Mridangam
- C. Tala
- B. Tabla
- D. Theka
What kind of music strengthens the importance of musical instruments in Pakistan?
- A. Arabic Music
- C. Punjabi Music
- B. Israel Music
- D. Theka Music
Which of the following is a side-blown flute originated from the Indian subcontinent?
- A. Bansuri
- C. Khartal
- B. Chikara
- D. Tabla
Which of the following describes the classification of musical instruments from India, “vitat“?
- A. blown air instruments
- B. bowed stringed instruments
- C. membranous percussive instruments
- D. non-membranous percussive instruments
- What folk dance music in India is based on the rhythm of the Dhol drum?
- A. Bhangra
- C. Karta
- B. Harmonium
- D. Rubab
- Which musical instrument in Israel is similar to the Philippine bandurria and the laud that traces its origin to the Middle East Oud and Indian sitar?
- A. Jewish Lyre
- C. Psalterion
- B. Lute
- D. Shofar
- Which of the following is NOT a plucked stringed instrument?
- A. Ektar
- C. Sarangi
- B. Gopichand
- D. Rabab
- What music is mostly improvised and played by a small group of musicians at a time?
- A. Israel Music
- C. Pakistan Music
- B. Indian Music
- D. Arab Music
- Which of the following instruments are not used as accompaniment in the dances from Israel?
- A. Darbuk
- C. Goblet
- B. Dholak
- D. Oud
Lesson 2
Instrumental Music of South Asia and the Middle East
Time to travel again! Did you enjoy learning and experiencing the music of East Asia? Then let us experience how music is performed in South Asia and the Middle East countries.
Through this lesson, you will also learn and discover the different traditional music of South Asia and the Middle East through their traditional musical instruments. You will be able to identify the similarities and differences of the instrumental music, explore ways to produce sounds, and improvise a simple accompaniment to selected South Asia and the Middle East music.
[photo: Music of India Ensemble, musicians seated on a stage with sitar, tabla and other instruments] Music of India Ensemble Source: UCLA Herb Alpert School of Music
[photo: The Israeli Ethnic Ensemble, five musicians with frame drums and a lute-like instrument] The Israeli Ethnic Ensemble Source: Arts Midfest World Fest
[photo: Sachal Jazz Ensemble of Pakistan, performers with violins, tabla and other instruments under a conductor] Sachal Jazz Ensemble of Pakistan Source: www.thenews.com.pk
What’s In
Directions: Classify each instrument below. Draw a line connecting the instrument to its right classification.
- [illustration: frame drum]
- [illustration: stringed instrument on a stand]
- [illustration: pair of cymbals]
- [illustration: long bamboo flute]
- [illustration: slender stick-like instrument]
- [illustration: rack of tuned bells or gongs]
- [illustration: long zither-type instrument]
- [illustration: long flute]
- [illustration: large round gong on stand]
- [illustration: pear-shaped lute]
CHORDOPHONE
IDIOPHONE
MEMBRANOPHONE
AEROPHONE
[transcriber’s note: the printed numbering shows “5.” twice, once on the left column and once on the right column, and no items 8 appear; numbers are transcribed as printed.]
What’s New
Activity 1: Look At Me!
Directions: Observe and list down the musical instruments. Write your answers on a separate sheet of paper.
- How many stringed, wind and percussion instruments are being used in the picture?
[photo: musicians on stage playing tambourine-type hand drums, flute, clarinet, ukulele-type lute and guitar]
Jerusalem Jazz Festival at the Israel Museum. Photo via jerusalemjazzfestival.org.il
What is It
Music has always been viewed as a universal language. South Asia and the Middle East Countries have their instrumental music being performed and reflected in different aspects of Asian culture.
The musical instruments of South Asia and the Middle East are categorized as well into four, based on Hornbostel-Sachs Classification of Musical Instruments (a system of musical instrument classification devised by Erich Moritz von Hornbostel and Curt Sachs), and these are:
a. Aerophone – sound is primarily produced by vibrating air (blowing). b. Chordophone – sound is primarily produced by the vibration of string or strings that are stretched between fixed points (plucking, bowing, and strumming). c. Idiophone – sound is primarily produced by striking with the use of sticks or mallets, or other striking devices (striking). d. Membranophone – sound is primarily produced by the use of bare hand (palming), without striking devices.
India
[photo: Music of India Ensemble]
Music of India Ensemble Source: UCLA Herb Alpert School of Music
“Soul of Benares-Indian Classical Instrumental Orchestra (Ensemble)” https://www.youtube.com/watch?v=i-UbYsGeZTw
- What type of musical instruments are used in the video?
Instrumental Music
Indian music mostly improvised and played by a small group of musicians at a time. They generally tend to mimic the human voice limited as they are to the dynamics of the instruments themselves.
Hornbostel-Sachs Classification of Musical Instruments
| Aerophone | Chordophone | Idiophone | Membranophone |
|---|---|---|---|
| [illustration: conch shell] Shankh [illustration: bamboo flute] Bansuri [illustration: double reed horn] Shehnai | [illustration: lute with round body] Ektar [illustration: long-necked lute] Sitar [illustration: bowed instrument] Sarangi | [illustration: clay pot] Ghatam [illustration: pair of wooden clappers] khartal [illustration: pair of cymbals] Manjira | [illustration: frame drum] Daf (duf, daphu) [illustration: barrel drum] Dhol [illustration: pair of drums] Tabla |
Pakistan
[photo: hands playing a pair of hand drums]
Source: The Daily Times
Traditional Instrumental Music: https://www.youtube.com/watch?v=Gfnoh5ENFx4&list=RDGfnoh5ENFx4&index=2
- Describe the musical instruments played in the video.
Instrumental Music
The cultural heritage of Pakistan includes a large number of musical instruments. It has unique structural and tonal characteristics, producing effects in the pitch, loudness, thickness, and intensity of sound that differentiates it from the rest.
Hornbostel-Sachs Classification of Musical Instruments
| Aerophone | Chordophone | Idiophone | Membranophone |
|---|---|---|---|
| [illustration: pair of pipes] Alghoza [illustration: gourd instrument] Been | [illustration: lute] Rubab [illustration: long-necked lute] Tanpura/Tambura [illustration: bowed instrument] Dilruba | [illustration: pair of cymbals] Kanjhyoon / Talyoon [illustration: pair of clay vessels] Borrindo | [illustration: barrel drum] Dholak [illustration: pair of drums] Tabla [illustration: pair of drums] Nagarah |
Israel
[photo: ensemble performing with double bass, singers and a trumpeter]
Source: symphonyspace
Traditional Instrumental Music: https://www.youtube.com/watch?v=BKwmxpQ_jx0
- How do you feel while listening to the music?
Instrumental Music
The lute, which is similar to the Philippine banduria and laud, traces its origins to the Middle Eastern Oud and Indian Sitar. Goblet drum, darbuk, the tambourine and other instruments associated with Middle Eastern music are used as accompaniment.
Hornbostel-Sachs Classification of Musical Instruments
| Aerophone | Chordophone | Idiophone | Membranophone |
|---|---|---|---|
| [illustration: ram’s horn] Shofar | [illustration: harp-like instrument] Psalterion/Psaltery [illustration: lyre] Jewish Lyre [illustration: lute] Oud | [illustration: frame with jingles] Timbrel | [illustration: small frame drum] Toft [illustration: goblet drum] Goblet [illustration: goblet drum] Darbuk |
What’s More
Activity 2: Name Me!
Directions: Look at each picture. Name the instrument, classify according to Hornbostel-Sachs, and identify the country of origin.
| Name of Instrument | Country of Origin | Classification |
|---|---|---|
| Mridangam | India | Membranophone |
[illustration: six pictures of instruments listed in the table order]
How many instruments were you able to name? Draw a smiley on the box that corresponds to your answer.
| 1-2 instruments | 3-4 instruments | All of the 5 instruments |
|---|---|---|
What I Have Learned
Activity 3: Mix and Match!
Directions: Match the pictures of instruments in Column A to their names in Column B by drawing a line.
| No. | Column A | Column B |
|---|---|---|
| 1. | [illustration: frame drum] | A. Shankh |
| 2. | [illustration: clay pot] | B. Tabla |
| 3. | [illustration: stringed instrument] | C. Sitar |
| 4. | [illustration: lyre] | D. Alghoza |
| 5. | [illustration: barrel drum] | E. Toft |
| 6. | [illustration: pair of drums] | F. Dhol |
| 7. | [illustration: pair of pipes] | G. Goblet |
| 8. | [illustration: conch shell] | H. Sarangi |
| 9. | [illustration: small frame drum] | I. Jewish Lyre |
| 10. | [illustration: long-necked lute] | J. Ghatam |
Activity 4: Arrange Me!
Directions: Classify the Indian musical instruments found inside the box and write them in their corresponding column.
| Ghatam | Sitar | Shehnai |
|---|---|---|
| Rubab | Shankh | Dhol |
| Khartal | Tabla | Bansuri |
| Daf | Ektar | Sarangi |
| Membranophone | Chordophone | Aerophone | Idiophone |
|---|---|---|---|
What I Can Do
[illustration: hand holding gears]
Activity 5: Make Me!
Directions: Improvise an instrument that simulates the sound of any rhythmic instrument from India, Pakistan or Israel. Have this ready for your performance in your activity in the next module.
Materials:
- Bamboo
- leaves
- paper
- card board
Rubrics to be used for scoring your performance.
| Criteria | Excellent (5) | Very Good (4) | Good (3) | Fair (2) | Needs Improvement (1) |
|---|---|---|---|---|---|
| 1. Creativity | |||||
| 2. Quality of Sound | |||||
| 3. Quality of Construction |
Assessment
[illustration: hand holding a pencil]
Directions: Choose the letter of the correct answer. Write it on a separate sheet of paper.
What kind of music strengthens the importance of musical instruments in Pakistan?
A. Arabic Music
B. Israel Music
C. Punjabi Music
D.Theka MusicIt is one of the oldest class of percussive instruments in India that have no membranes.
A. Ghan
B. Tat
C. Sushir
D. VitatWhich of the following is a side-blown flute originated from the Indian subcontinent?
A. Bansuri
B. Chikara
C. Khartal
D. TablaWhich of the following instruments are not used as accompaniment in the dances from Israel?
A. Darbuk
B. Dholak
C. Goblet
D. OudWhat percussion instrument is used as a rhythmic accompaniment in Carnatic music ensemble?
A. Mridangam
B. Tabla
C. Tala
D. ThekaWhich of the following is NOT a plucked stringed instrument?
A. Ektar
B. Gopichand
C. Sarangi
D. RababWhat classification of musical instruments in India that is characterized by the use of air to excite the various resonators?
A. Avanaddh
B. Ghan
C. Sushir
D. TatWhat is the principal percussion instrument in Hindustani music consists of two drums played while sitting on the floor?
A. Mridangam
B. Tabla
C. Tala
D. ThekaWhich musical instrument in Israel is similar to the Philippine bandurria and the laud that traces its origin to the Middle East Oud and Indian sitar?
A. Jewish Lyre
B. Lute
C. Psalterion
D. ShofarThe following are significant musical instruments of Israel EXCEPT _______.
A. Jewish Lyre
B. Psalterion (Harp)
C. Shofar
D. ShankhWhat music is mostly improvised and played by a small group of musicians at a time?
A. Israel Music
B. Indian Music
C. Pakistan Music
D. Arab MusicIn the old civilization, what musical stringed instrument in India referred to as vina?
A. Mridangam
B. Tala
C. Tat
D. ThekaWhat folk dance music in India is based on the rhythm of the Dhol drum?
A. Bhangra
B. Harmonium
C. Karta
D. RubabIt is a system of drum-syllables in India to create elaborate patterns of rhythm.
A. Mridangam
B. Tabla
C. Tala
D. ThekaWhich of the following describes the classification of musical instruments from India, “vitat“?
A. blown air instruments
B. bowed stringed instruments
C. membranous percussive instruments
D. non-membranous percussive instruments
Additional Activities
[illustration: gears above a hand]
Directions:
Listen to the Rhythm of the song from Israel Zum Gali Gali.
https://www.youtube.com/watch?v=lIcF11XH6fkObserve the various sounds and rhythms played.
Simulate the rhythm by using any improvised percussion instruments that you can find in your home/locality.
Rubrics to be used for scoring your performance.
| Criteria | Excellent (5) | Very Good (4) | Good (3) | Fair (2) | Needs Improvement (1) |
|---|---|---|---|---|---|
| 1. Sound is played with correct rhythm. | |||||
| 2. Variation of rhythmic pattern is evident. | |||||
| 3. Appropriate rhythmic instrument is used. | |||||
| 4. Good sound quality of improvised instrument is evident. | |||||
| 5. Confidence in delivery is observed. |
Answer Key
[illustration: key and hand]
[transcriber’s note: this page is printed rotated 180 degrees; the entries below are given in upright reading order]
WHAT’S IN
- Membranophone
- Chordophone
- Idiophone
- Aerophone
- Aerophone
- Idiophone
- Aerophone
- Chordophone
- Membranophone
- Chordophone
WHAT’S NEW
- 2 – Stringed Instruments
- 2 – Wind Instruments
- 2 – Percussion Instruments
WHAT’S MORE
Activity 2
- Membranophone – India – Mridangam
- Aerophone – Israel – Shofar
- Chordophone – Pakistan – Rubab
- Membranophone – India/Pakistan – Tabla
- Chordophone – India – Sitar
- Chordophone – Israel – Psalterion
WHAT I HAVE LEARNED
Activity 3
- G
- J
- H
- I
- F
- B
- D
- A
- E
- C
Activity 4
- Idiophone – Ghatam, Khartal
- Membranophone – Daf, Dhol, Tabla
- Aerophone – Shankh, Bansuri, Shehnai
- Chordophone – Sitar, Ektar, Rabab, Sarangi
ASSESSMENT
- C
- A
- A
- B
- A
- C
- C
- B
- B
- D
- A
- C
- A
- D
- B
WHAT I KNOW
- A
- C
- C
- A
- D
- D
- B
- C
- A
- B
- A
- B
- C
- B
- B
References
Book:
Anido, Belind R., Baldoz Augusro R., Parakikay Myrna T.,et.al.(2013). Music andArts of Asia, Leaner’s Module for Grade 8. DepEd-IMCS
Websites:
www.oocities.org
www.wordpress.com
www.eTurboNews.com
www.pinterest.com
www.shofar.com
www.istockphoto.com
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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