This is the Grade 8 Music Self-Learning Module for Quarter 3, Module 1: 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 this module, learners can listen closely to the vocal music of India, Pakistan, and Israel and describe its pitch, tempo, and meter.
What learners will learn
After going through the module, learners are expected to:
- Listen perceptively to music of South Asia and the Middle East (MU8WS-IIIa-h-2).
- Analyze musical elements of selected songs and instrumental pieces heard and performed (MU8WS-IIIc-h-4).
The module has one lesson, “Music of South Asia and the Middle East.” It starts by recalling the Quarter 2 topic, the music of East Asia, whose songs commonly use pentatonic (5-tone) scales.
Key ideas: India
The module describes India as the largest country in South Asia, with music “as vast as its geographic location.” Indian music is a source of spiritual inspiration, cultural expression, and entertainment. Its classical tradition has two main branches.
| Tradition | Region | Key features |
|---|---|---|
| Carnatic music | Southern India | Directed to a Hindu god, so it is called “temple music”; more thoroughly oriented to the voice than northern styles |
| Hindustani music | Northern India | Goes back to the Vedic period, around 1000 BC |
The module also names the Rigveda as the oldest known Vedic Sanskrit text, an ancient Indian collection of hymns.
Terms used in Indian music:
- Raga: a combination of musical notes
- Shruti: the smallest interval of sound
- Tala: a metric cycle with a specific number of beats that recur in the same pattern
- Laya: tempo
- Melisma: a group of notes sung to one syllable of text
Key ideas: Pakistan
Pakistan is known for its unique vocals. Its sound formed from influences from other parts of South Asia and from Central Asia and the Middle East. The module presents two traditional forms:
- Ghazal: an essential part of worship as practiced by Sufis, used to create techniques that stir emotion.
- Qawwali: a way of singing Sufi verses, a vibrant tradition that goes back more than 700 years.
Key ideas: Israel and the Middle East
Middle East music is generally modal. Harmony is not stressed. Instead, it features complex, ornamented melodies and strong rhythmic development. It is used in communal worship in mosques, synagogues, and churches, in mystic rituals such as Sufi rituals, in life passage events, and in entertainment such as belly dancing and folk dancing.
The module divides the vocal music of Israel into two kinds:
- Devotional: performed during the Sabbath and other holy days. A Hazzan is a musician who helps lead the congregation in songful prayer. The module describes Yom Kippur as a special call to prayer and repentance on the High Holidays (Jewish New Year and Day of Atonement).
- Secular: lies outside religion, is played during life passage events, and is very rhythmic, with popular and romantic texts.
Songs and activities in the module
Learners listen to recorded examples and rate each one for pitch (low, medium, high), tempo (slow, moderate, fast), and meter (duple, triple, no meter). The Korean song “Arirang” is used as a worked example.
- What’s New: analyze “Sudha Ragunathan” (India), “Ghodi” (Pakistan), and “They Say There Is a Land” (Israel).
- Activity 1: Tell Me!: analyze the Israeli folk song “Zum Gali Gali” and describe how it makes you feel.
- Activity 2: Show Me!: compare the vocal styles of India and Israel in a Venn diagram.
- Activity 3: Fill Me!: complete a table of each country’s vocal music and its characteristics.
- Additional Activities: unscramble letters to form terms such as Hazzan, Raga, and Melisma.
How to use this module
- Learners: Take the 15-item pretest (What I Know) first. Then go through the parts in order: What’s In, What’s New, What is It, the activities, and the 15-item Assessment. Write all answers on a separate sheet of paper and keep the module free of marks. Check your work with the answer key only after you finish, and be honest.
- Parents: Help your child play the listening examples, since most activities depend on hearing the songs. Encourage them to ask the teacher when a task is unclear.
- Teachers: The pretest and the assessment use the same 15 questions in a different order, so you can compare scores to see how much learners improved. The answer key covers every activity and test.
Frequently asked questions
What grade and quarter is this Music module for?
It is for Grade 8 Music, Quarter 3, Module 1, titled Music of South Asia and the Middle East.
Which countries does the module cover?
It covers India and Pakistan in South Asia, and Israel in the Middle East, focusing on their vocal music.
What is the difference between Carnatic and Hindustani music?
Carnatic music comes from southern India, is called temple music, and is more oriented to the voice. Hindustani music comes from northern India and goes back to the Vedic period, around 1000 BC.
What is a tala in Indian music?
A tala is a metric cycle with a specific number of beats that recur in the same pattern.
Does the module have an answer key?
Yes. The answer key covers the pretest, the assessment, and every activity in the module.
Full text of the module
The text below is a transcription of the PDF above, as printed.
CO_Q3_Music8_Module 1
Music: Quarter 3 – Module 1: Music of South Asia and the Middle East
8
Music – Grade 8 Alternative Delivery Mode Quarter 3 – Module 1: 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 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
Writers: Lilibeth L. De Francisca, Maricelle C. Bonilla Editors: Paulita L. Vernal, Abel N. Galido, Hilarion A. Galido Reviewers: Laila F. Danaque, Cecilia M. Saclolo, Janette Lagari, Stella Felias, Angelie Albezo Illustrator: Stephany Bryan D. Itao Layout Artists: Ivan Paul V. Damalerio, Ransel E. Burgos 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
7
Music Quarter 3 – Module 1: 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
[illustration: hand pressing a button, icon beside the part title]
This module was designed and written with you in mind. It is here to help you master the nature of Music. 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. But the order in which you read them can be changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
- Listen perceptively to music of South Asia and the Middle East. (MU8WS-Illa-h-2)
- Analyze musical elements of selected songs and instrumental pieces heard and performed. (MU8WS-Illc-h-4)
What I Know
[illustration: hand holding a pencil, icon beside the part title]
Directions: Choose the letter of the correct answer. Write your answer on a separate sheet of paper.
What music in South India is more thoroughly oriented to the voice and was also called “temple music”?
- A. Arabic Music
- B. Carnatic Music
- C. Hindustani Music
- D. Punjabi Music
Which among the ancient Indian collection of hymns considered to be the oldest known Vedic Sanskrit text?
- A. Hinduism
- B. Rig Veda
- C. Samagana
- D. Samaveda
Which vocal style in Pakistan is considered by many to be one of the principal poetic forms in the Persian civilization?
- A. Dholak
- B. Ghazal
- C. Qawwali
- D. Rubab
Which of the following vocal styles in Pakistan is considered as a vibrant musical tradition that is known for 700 years?
- A. Dholak
- B. Ghazal
- C. Qawwali
- D. Rubab
What kind of music strengthens the importance of musical instruments in Pakistan?
- A. Arabic Music
- B. Carnatic Music
- C. Hindustani Music
- D. Punjabi Music
What is the term for special call to prayer and repentance on high holidays in Israel?
- A. Devotional
- B. Hazan
- C. Secular
- D. Yom Kippur
What kind of music is commonly used during communal worship in mosques and life passage events in Israel?
- A. Central Asian Music
- B. East Asian Music
- C. Middle East Music
- D. Western Music
Which of the following is a metric cycle with a specific number of beats that recur in the same pattern?
- A. Tala
- B. Mridingam
- C. Tabla
- D. Theka
What made India known to be the largest country in South Asia?
- A. Their songs are purely spiritual in nature.
- B. Indian music is only vocal and instrumental.
- C. Where people are focusing more on their music.
- D. Their music is as vast as its geographic location and as large as its demographic population.
In North India, which of the following music goes back to Vedic period at around 1000 B.C.?
- A. Arabic Music
- B. Carnatic Music
- C. Hindustani Music
- D. Punjabi Music
- Which of the following is a style in vocal music of India which moves in several different notes in a single syllable of text?
- A. Melismatic
- B. Rig Veda
- C. Samagana
- D. Samaveda
- What is the most common style of singing in North India?
- A. Khyal
- B. Mridangam
- C. Tala
- D. Theka
- What division of vocal music in Israel which context lies outside the religious domain?
- A. Devotional
- B. Melismatic
- C. Secular
- D. Tala
- What do you call a musician who helps lead the congregation in a songful prayer?
- A. Devotional
- B. Hazzan
- C. Secular
- D. Shofar
- Which country in Central Asia is known for its unique vocal styles known as Ghazal and Qawwali?
- A. India
- B. Israel
- C. Pakistan
- D. Philippines
Lesson 1: Music of South Asia and the Middle East
In Quarter 2, you learned about the music of East Asia wherein most of the countries have a lot of similarities in their musical instruments and types of music performed. Their musical influences are similar to one another as well. Songs from East Asia commonly use pentatonic (5-tone) scales.
Through this lesson, you will also learn and discover the different traditional music of South Asia and the Middle East through their vocal and instrumental music. You will be able to listen and identify the similarities and differences of their music, analyze and appreciate the uniqueness and functions of their traditions.
What’s In
[illustration: hand holding a puzzle piece, icon beside the part title]
Directions: Identify from the table below which vocal style belongs to Japan, China, and Korea. Write your answer in each corresponding column below.
| Clues | CHINA | JAPAN | KOREA |
|---|---|---|---|
| Dispelling unrest and lust | |||
| Based on the human breathing | |||
| Show their spiritual self-mastery | |||
| As a means of calming the passion | |||
| More energetic and capricious contrast | |||
| Generous use of bright rhythm and melodies |
What’s New
Listen attentively to the different vocal music of South Asia and the Middle East.
- India
https://www.youtube.com/watch?v=s5a3pthL_tU - Pakistan
https://www.youtube.com/watch?v=ntcBPIEmeUU - Israel
https://www.youtube.com/watch?v=UNdXqxoclXU
[illustration: a painting of a lady playing the tanpura] A Lady Playing the Tanpura
Directions: After you have successfully watched the videos, analyze the following songs in terms of pitch, tempo, and meter. Write your answer on a separate sheet of paper.
| Analysis of Musical Elements | |||
|---|---|---|---|
| A. Pitch | Low | Medium | High |
| B. Tempo | Slow | Moderate | Fast |
| C. Meter | Duple | Triple | No Meter |
Example:
Title of the song: Arirang
| Analysis of Musical Elements | |||
|---|---|---|---|
| A. Pitch | Low | Medium | High |
| B. Tempo | Slow | Moderate | Fast |
| C. Meter | Duple | Triple | No Meter |
Title of the songs:
- Sudha Ragunathan
| Analysis of Musical Elements | |||
|---|---|---|---|
| A. Pitch | Low | Medium | High |
| B. Tempo | Slow | Moderate | Fast |
| C. Meter | Duple | Triple | No Meter |
- Ghodi
| Analysis of Musical Elements | |||
|---|---|---|---|
| A. Pitch | Low | Medium | High |
| B. Tempo | Slow | Moderate | Fast |
| C. Meter | Duple | Triple | No Meter |
- They say this is a land
| Analysis of Musical Elements | |||
|---|---|---|---|
| A. Pitch | Low | Moderate | High |
| B. Tempo | Slow | Moderate | Fast |
| C. Meter | Duple | Triple | No Meter |
What is It
Experience how music in South Asia and the Middle East countries are being performed and reflected in the different aspects of Asian culture that influenced the lives of the people. Music has always been viewed as a universal language. In the vast regions of Asia, music has been a common ground in uniting people with different languages, cultures and norms.
India
India is the largest country in South Asia where music is as vast as its geographic location. The music of India reflects different aspects of South Asian culture exhibited through musical performances utilizing distinctive musical elements.
[photo: an Indian classical music performance with three musicians on stage] An Indian classical music performance
Indian music remains fundamental to the lives of its people. It serves as a source of spiritual inspiration, cultural expression, and entertainment.
India’s classical music tradition includes Carnatic and Hindustani music which have been developed over many centuries.
Traditional Music of India:
Carnatic Music
- Music of Southern India
- It is directed to a Hindu god, which is why it is called “temple music”
- In contrast to northern styles, Carnatic music is more thoroughly oriented to the voice
Hindustani Music
- Music of Northern India
- It goes back to Vedic period around 1000 BC
- Rigveda is considered to be the oldest known Vedic Sanskrit text that exhibits the ancient Indian collection of hymns.
The following terms are used in Indian music:
- Raga – combination of musical notes
- Shruti – smallest interval of sound
- Tala – a metric cycle with a specific number of beats that recur in the same pattern
- Laya – tempo
- Melisma – a group of notes sung to one syllable of text
Pakistan
Pakistan is known for its unique vocals. The distinctive Pakistani sound was formed with multiple influences not only from various parts of South Asia but also from diverse elements of other countries in Central Asia and the Middle East.
[photo: four musicians with traditional stringed instruments] Musical culture
Two Traditional Music of Pakistan
Ghazal
- It is an essential ingredient of worship as practiced by Sufis
- It is used for the design, creation, and cultivation of techniques that provoke emotion
Qawwali
- It refers to a way of rendering or Singing Sufi verses
- It is a vibrant musical tradition that stretches back more than 700 years.
Israel
Music of Israel
In general, the music of the Middle East is modal. Harmony is not emphasized but rather includes salient features such as melodic complexity and ornamentation, and rigorous rhythmic development.
The Middle East music is commonly used during:
- Communal worship in mosques, synagogues and churches
- Mystic rituals like Sufi
- Life passage events
- Entertainment like belly dancing, folk dancing
Vocal Music of Israel
Devotional
- featured during Sabbath and other holy days
- Hazzan is a musician who helps lead the congregation in a songful prayer.
- “Yom Kippur” is a special call to prayer and repentance sounded on the High Holidays (Jewish New Year and Day of Atonement)
Secular
- context lies outside the religious domain
- played during life passage events
- very rhythmic and have popular and romantic texts
[illustration: painting of Jews praying in a synagogue on Yom Kippur] Maurycy Gottlieb – Jews Praying in the Synagogue on Yom Kippur
After listening and watching videos of traditional vocal music of India, Pakistan, and Israel, we can easily say that the different cultural and musical practices of South Asia and the Middle East are shown through their unique musical styles.
What’s More
Activity 1: Tell Me!
Directions: Listen to the Folk song of Israel “Zum Gali Gali” https://www.youtube.com/watch?v=NUzY76tELj8 and answer the questions that follow. Write your answer in a separate sheet of paper.
- Analyze the song by assessing its musical element in terms of pitch, tempo, and meter.
| Analysis of Musical Elements | |||
|---|---|---|---|
| A. Pitch | Low | High | |
| B. Tempo | Moderate | Fast | |
| C. Meter | Duple | No Meter |
- What do you feel when you listen to the song?
What I Have Learned
Activity 2: Show Me!
Directions: With the use of a Venn diagram, compare and contrast the vocal styles of India & Israel.
[chart: Venn diagram; Activity 2: Show Me!]
- Left circle label: INDIA
- Right circle label: ISRAEL
- Left region: Differences
- Overlap: Similarities
- Right region: Differences
What I Can Do
Activity 3: Fill Me!
Directions: Fill in the table the appropriate answers in each column.
| Country | Vocal Music | Characteristics |
|---|---|---|
| India | ||
| Pakistan | ||
| Israel |
Assessment
Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.
What is the term for special call to prayer and repentance on high holidays in Israel?
- A. Devotional
- C. Secular
- B. Hazan
- D. Yom Kippur
What kind of music is commonly used during communal worship in mosques and life passage events in Israel?
- A. Central Asian Music
- C. Middle East Music
- B. East Asian Music
- D. Western Music
Which of the following is a metric cycle with a specific number of beats that recur in the same pattern?
- A. Tala
- C. Tabla
- B. Mridangam
- D. Theka
What made India known to be the largest country in South Asia.
- A. Their songs are purely spiritual in nature.
- B. Indian music is only vocal and instrumental.
- C. Where people are focusing more on their music.
- D. Their music is as vast as its geographic location and as large as its demographic population.
In North India, which of the following music goes back to Vedic period at around 1000BC?
- A. Arabic Music
- C. Hindustani Music
- B. Carnatic Music
- D. Punjabi Music
Which of the following is a style in vocal music of India which moves in several different notes in a single syllable of text?
- A. Melismatic
- C. Samagana
- B. Rig Veda
- D. Samaveda
What is the most common style of singing in North India?
- A. Khyat
- C. Tala
- B. Mridangam
- D. Theka
What division of vocal music in Israel which context lies outside the religious domain?
- A. Devotional
- C. Secular
- B. Melismatic
- D. Tala
What do you call a musician who helps lead the congregation in a songful prayer?
- A. Devotional
- C. Secular
- B. Hazzan
- D. Shofar
Which country in Central Asia is known for its unique vocal styles known as Ghazal and Qawwali?
- A. India
- C. Pakistan
- B. Israel
- D. Philippines
What kind of music strengthens the importance of musical instruments in Pakistan?
- A. Arabic Music
- C. Hindustani Music
- B. Carnatic Music
- D. Punjab Music
Which of the following vocal styles in Pakistan is considered as a vibrant musical tradition that is known for 700 years?
- A. Dholak
- C. Qawwali
- B. Ghazal
- D. Rubab
Which vocal style in Pakistan is considered by many to be one of the principal poetic forms in the Persian civilization?
- A. Dholak
- B. Ghazal
- C. Qawwali
- D. Rubab
- Which among the ancient Indian collection of hymns considered to be the oldest known Vedic Sanskrit text?
- A. Hinduism
- B. Rig Veda
- C. Samagana
- D. Samaveda
- What music in South India is more thoroughly oriented to the voice and was also called “temple music”?
- A. Arabic Music
- B. Carnatic Music
- C. Hindustan Music
- D. Punjabi Music
Additional Activities
Directions: Analyze the statements for each number then rearrange the letters to form the correct answer. Write it on a separate sheet of paper.
- A musician who helps lead the congregation in a songful prayer.
N Z A Z A H
- It is sung in the samagana because of its liturgical importance.
AD EV G I R
- It is a traditional vocal music of Pakistan that can be sung by men and women.
ZA L G H A
- It is a devotional music of the Christi Order.
IL AWW A Q
- It is a special call to prayer and repentance during of high holidays in Israel.
O M Y P U R P K I
- It is a combination of musical notes.
A G R A
- It is a vocal instrument of Israel played during life passage event.
RA L S E CU
- It is one of the traditional music of South India.
C I T AN R A C C I S U M
- A group of notes sung to one syllable of text.
M L I M S E A M
- It is the music of North India.
I N A T S U D N I H C I S U M
Answer Key
[transcriber’s note: this page is printed upside down, so its sections are arranged here in the order of the module (What I Know and Assessment, What’s In, What I Have Learned, Additional Activity, What’s New, What I Can Do) rather than the order they appear on the rotated page]
| No. | WHAT I KNOW | ASSESSMENT |
|---|---|---|
| 1. | B 1. | D 1. |
| 2. | B 2. | C 2. |
| 3. | B 3. | A 3. |
| 4. | C 4. | D 4. |
| 5. | D 5. | C 5. |
| 6. | D 6. | A 6. |
| 7. | C 7. | A 7. |
| 8. | A 8. | B 8. |
| 9. | D 9. | C 9. |
| 10. | C 10. | C 10. |
| 11. | A 11. | D 11. |
| 12. | A 12. | C 12. |
| 13. | C 13. | B 13. |
| 14. | B 14. | B 14. |
| 15. | C 15. | B 15. |
WHAT’S IN
| CHINA | JAPAN | KOREA |
|---|---|---|
| Dispelling unrest and lust | Based on the human breathing | More energetic and capricious contrast |
| As a means of calming the passion | Show their spiritual self-mastery | Generous use of bright rhythm and melodies |
WHAT I HAVE LEARNED
Similarities of vocal music in India and Israel
- Music commonly used for religious functions, ceremonies, and occasions.
Differences of vocal music in India and Israel
[transcriber’s note: the column headings “Israel” and “India” are printed above the list; the placement of each item under a heading is not clear on the rotated page, so the items are listed in printed order]
Israel | India
- Carnatic
- Devotional
- Secular
- Hindustani
Additional Activity
- Hazzan
- Rig Veda
- Ghazal
- Qawwali
- Yom Kippur
- Raga
- Secular
- Carnatic Music
- Melisma
- Hindustani Music
WHAT’S NEW
Sudha Ragunathan
- A. Pitch: Medium
- B. Tempo: Moderate
- C. Meter: No Meter
Ghodi
- A. Pitch: Medium
- B. Tempo: Moderate
- C. Meter: Duple
They Say There Is A Land
- A. Pitch: Low
- B. Tempo: Moderate
- C. Meter: Duple
WHAT I CAN DO
| Country | Vocal Music | Characteristics |
|---|---|---|
| India | Carnatic | It is called “temple music” |
| Pakistan | Qawwali | It refers to a way of singing Sufi verses |
| Israel | Yom Kippur | A special call to prayer and repentance |
References
Book:
Belind R.Anido et.al. Music and Arts of Asia, Learner’s Module for Grade 8. (Pasig City. Department of Education, 2013)
Image:
metmuseum.org, A Lady Playing the Tanpura, https://commons.wikimedia.org/wiki/File:A_Lady_Playing_the_Tanpura,_ca._1735 .jpg. Public domain
Karen Blaha, An Indian classical music performance, https://en.wikipedia.org/wiki/File:An_Indian_classical_music_performance.jpg. Creative Commons Attribution-Share Alike 2.0 Generic
Beatrix11freedom, Musical Culture, https://commons.wikimedia.org/wiki/File:Musical_culture.jpg. Creative Commons Attribution-Share Alike 4.0 International
Maurycy Gottlieb, Jews Praying in the Synagogue on Yom Kippur, https://commons.wikimedia.org/wiki/File:Maurycy_Gottlieb_-_Jews_Praying_in_the_Synagogue_on_Yom_Kippur.jpg. Public domain
Website:
“History of Asia,” Wikipedia.org. last modified April 1, 2021, https://en.wikipedia.org/wiki/History_of_Asia
darbarfestival. “Sudha Ragunathan | Raga Abheri | Carnatic Melody | Music of India” Accessed April 14, 2021. https://www.youtube.com/watch?v=s5a3pthL_tU
USP TV. “Ghodi | Punjabi Folk Music | Punjabi Wedding Songs | Jasleen Aulakh” Accessed April 14, 2021. https://www.youtube.com/watch?v=ntcBPIEmeUU
zig123ize. “‘They say there is a land’ | Traditional Israeli Folk song | Hebrew songs in Israel | Jewish music” Accessed April 14, 2021. https://www.youtube.com/watch?v=UNdXqxoclXU
Teacher Ave, “Zum Gali Gali Lyrics – Israeli Folksong” Accessed April 14, 2021. https://www.youtube.com/watch?v=NUzY76tELj8
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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