This is the Grade 8 Music self-learning module for Quarter 3, Module 3: “Sing and Play the South Asian and the Middle East Way.” It builds on Modules 1 and 2 of the quarter, which covered the vocal and instrumental music of South Asia and the Middle East. In this module, learners listen to, sing, clap, and evaluate sample music from India, Pakistan, and Israel, then create and perform their own piece.
The module was published by the Department of Education, Caraga Region, as part of the Alternative Delivery Mode (ADM), First Edition, 2020. It is made for home-based learning, with answer keys for the tests and activities.
What learners will learn
After going through this module, learners should be able to:
- Perform music from South Asia and the Middle East with their own accompaniment (MU8WS-IIIb-h-7)
- Evaluate music and music performances using guided rubrics, applying knowledge of musical elements and style (MU8WS-III-h-8)
Key ideas in this module
The module says that the music of India, Pakistan, and Israel expresses each people’s way of life and spiritual beliefs. Most of this music, whether religious or cultural, is based on rhythm.
India
- Vedas. Hindus honor the Vedas as the sacred foundations of their religion and one of the oldest cultural traditions in the world.
- Vedic chanting. The verses of the Vedas were traditionally chanted during a sacred ritual and recited daily in a Vedic community. Chanters are carefully trained so that the words are said the same way each time, the tonal accent stays the same, and the words are recited in their exact order.
- Tala. In Indian music, rhythm is essential. Tala is the musical term for the counting of musical beats.
- Chautal. Chautal is one example of tala. It has a twelve-beat system and is most commonly kept at a medium tempo. Learners clap its rhythmic pattern using the syllables printed in the module: Dhaa Dhaa Din Taa, KiTa Dhaa Din Ta, TiTa KaTa, GaDee GeNa.
- “Anile Anile.” This song from India is included with its musical score and lyrics. Its English translation, “Chipmunk Chipmunk, Come On,” asks a chipmunk to climb a guava tree and bring back a ripe fruit.
Israel
- “Zum Gali Gali.” This is a traditional Hebrew folk song about work. Its rhythm and beat help people work as they sing. The translated lines include “Pioneers all work as one, work as one all pioneers.” The module includes the score, the Hebrew lyrics, and the translation.
Pakistan
- Punjabi music. Punjabi music highlights the importance of musical instruments.
- Bhangra. Bhangra is dance-oriented popular music with Punjabi rhythms. It is one of the most recognized traditional and folk forms of Punjabi music. In bhangra, the focus is on the music, especially the rhythm for dancing, and less on the singer and the lyrics.
Activities in this module
| Part | Activity | What learners do |
|---|---|---|
| What I Know | Pretest | Answer 15 multiple-choice questions |
| What’s In | Activity 1: Think of Me! | Sort terms such as Raga, Qawwali, Hazzan, and Tala under India, Pakistan, or Israel |
| What’s New | Activity 2: Hear Me Out! | Watch videos of Vedic chanting, Zum Gali Gali, Bhangra, and Chautal, then name the country and say whether each is vocal or instrumental |
| What’s More | Activity 3: Sing with Me! | Write a four-line verse about work or play in the Philippines, sing it to the tune of Zum Gali Gali, and send an audio recording to the teacher |
| What I Have Learned | Activity 4: Fill in the Blank | Complete 10 sentences about the key terms |
| What I Can Do | Activity 5: Watch and Evaluate! | Watch a video and rate its rhythm using a rubric |
| What I Can Do | Activity 6: Compose and Sing! | Create an original composition with South Asian and Middle East features and perform it on video |
| Assessment | Post-test | Answer 15 multiple-choice questions |
| Additional Activities | Activity 7: My Journey! | Write a journal entry on the skills developed, feelings, and realizations |
Rubrics used
- Activity 3 scores five criteria from 5 (Excellent) to 1 (Needs Improvement): a tune similar to Zum Gali Gali, correct pitch and melody, appropriate tempo, mastery of the song, and confidence in delivery.
- Activity 5 uses a rhythm rubric from 5 points to 0 points. It rates tempo, steady beat, rhythmic pattern, rest rhythm, and overall rhythm.
- Activity 6 scores correct rhythm, variation of the rhythmic pattern, an appropriate rhythmic instrument, good sound quality of the improvised instrument, and confidence in delivery.
How to use this module
- Learners: Start with the pretest to check what you already know. Then work through the parts in order. Write all answers on a separate sheet of paper and do not mark the module. Answer keys are provided for the pretest, Activity 1, Activity 4, and the post-test. Use them honestly, only after you have answered. When the module asks you to watch a video, you can click the link in the module or listen to the audio or video file your teacher gives you.
- Parents and facilitators: Help your child find a quiet place to clap rhythms, sing, and record. Activities 3 and 6 ask for an audio recording and a video recording to be sent to the teacher.
- Teachers: Prepare offline copies of the sample music for learners without internet access, since the module offers this option. Use the printed rubrics to score the recorded performances.
Frequently asked questions
What grade and quarter is this Music module for?
It is for Grade 8 Music, Quarter 3, Module 3, titled Sing and Play the South Asian and the Middle East Way.
Which countries’ music does the module cover?
It covers India (Vedic chanting, Chautal, and the song Anile Anile), Israel (the folk song Zum Gali Gali), and Pakistan (Punjabi music and Bhangra).
How many beats does Chautal have?
Chautal is an Indian rhythmic pattern, or tala, with a twelve-beat system. It is usually kept at a medium tempo.
What does Zum Gali Gali mean?
It is a traditional Hebrew folk song from Israel about work. Its rhythm helps people work as they sing, and its translated lines include Pioneers all work as one.
Does the module have an answer key?
Yes. It includes answers for the pretest, Activity 1, the fill-in-the-blank activity, and the post-test. The performance activities are scored by the teacher using rubrics.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Music Quarter 3 – Module 3 Sing and Play the South Asian and the Middle East Way
8
[illustration: students reading and writing outdoors and at a desk, a teacher, and a globe]
GOVERNMENT PROPERTY NOT FOR SALE
CO_Q3_Music8_Module3
Music – Grade 8 Alternative Delivery Mode Quarter 3 – Module 3: Sing and Play the South Asian and the Middle East Way 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 – 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
Development Team of the Module
Writers: Richelle D. Losdo, Melojean M. Noguerra Editors: Laila F. Danaque, Paulita L. Vernal, Abel N. Galido Reviewer: Janette Lagare, Hilarion A. Galido Illustrator: Stephany Bryan D. Itao Layout Artist: Ivan Paul V. Damalerio Language Evaluators: Stella Fellas, Angelie Albezo, Cecilia M. Saclolo 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, Dulcisima A. Corvera
8
Music
Quarter 3 – Module 3
Sing and Play the South Asian and the Middle East Way
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.
This module was designed and written for your benefit and convenience. It is here to help you to be more proficient in Music. The scope of this module covers many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged following 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.
This module contains:
- Module 3 – Sing and Play the South Asian and the Middle East Way
After going through this module, you are able to:
- Perform music from South Asia and the Middle East with own accompaniment. (MU8WS-IIIb-h-7); and
- Evaluate music and music performances using guided rubrics applying knowledge of musical elements and style (MU8WS-III-h-8).
What I Need to Know
This module was designed and written for your benefit and convenience. It is here to help you to be more proficient in Music. The scope of this module covers many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged following 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.
This module contains:
- Module 3 – Sing and Play the South Asian and the Middle East Way
After going through this module, you are able to:
- Perform music from South Asia and the Middle East with own accompaniment. (MU8WS-IIIb-h-7); and
- Evaluate music and music performances using guided rubrics applying knowledge of musical elements and style (MU8WS-III-h-8).
What I Know
Directions: Choose the letter of the correct answer. Write your answer on a separate sheet of paper.
Which of the following music reinforces the importance of musical instruments in Pakistan?
- A. Chautal
- B. Punjabi
- C. Samagana
- D. Sama Veda
Which of the following is honored by Hindus as the sacred foundations of their religion and one of the oldest cultural traditions in the world?
- A. Samagana
- B. Sama Veda
- C. Rig Veda
- D. Vedas
It is traditionally chanted during a sacred ritual and recited daily in a Vedic community.
- A. dance music
- B. musical meter
- c. twelve beats
- d. verses of the Vedas
This refers to the recitation of the verses of the Vedas spelled identically, tonal accent remains the same and recited in the exact order of the words.
- A. Samagana
- B. Sama Veda
- C. Rig Veda
- D. Vedic Chanting
In the music of India, whether religious or cultural, music has its foundations in __________.
- A. dynamics
- B. form
- C. rhythm
- D. timbre
Zum Gali Gali is an example of a folk song from Israel. What does this song mean?
- A. It is a temple music.
- B. It is a song for wedding ceremonies.
- C. It is a traditional Indian song for harvesting.
- D. It is a traditional Hebrew song relating to work.
It is a form of traditional dance in Pakistan associated primarily with the music and less on the singer and the lyrics.
- A. Bhangra
- B. Carnatic
- C. Chautal
- D. Vedas
How many beats do Chautal has?
- A. 6 beats
- B. 8 beats
- C. 10 beats
- D. 12 beats
This term is used in Indian classical music which refers to the counting of musical beats.
- A. Bhangra
- B. Samagana
- C. Tala
- D. Vedas
Which of the following is NOT a representation of music from South Asia and the Middle East?
- A. Anile Anile
- B. Arirang
- C. Bhangra
- D. Zum Gali Gali
“Pioneers all work as one.” This line of the song is found in the translation entitled _______.
- A. Anile Anile
- B. Bhangra
- C. Vedic Chant
- D. Zum Gali Gali
While watching the video of Chautal, what is the best way to follow its rhythmic patterns?
- A. by beating of drums
- B. by clapping
- c. by dancing
- d. by humming
Bhangra dance tradition is practiced in what country?
- A. Arabia
- B. India
- C. Israel
- D. Pakistan
Vedic chanting is commonly exercised in ________.
- A. Arabia
- B. India
- C. Israel
- D. Pakistan
Which of the following is NOT a representation of music from South Asia and the Middle East?
- A. Bhangra
- B. Pansori
- C. Chautal
- D. Vedas
Lesson 3 – Sing and Play the South Asian and the Middle East Way
In Module 1 and 2 of this quarter, you learned about the vocal and instrumental music of South Asia and the Middle East. Let us try to find out if you can still recall the previous lessons.
What’s In
Activity 1: Think of Me!
Directions: Classify the terms in the box below by placing them in the country where they belong. Write your answer on a separate sheet of paper.
India | Pakistan | Israel
[transcriber’s note: three empty circles are printed under the labels India, Pakistan, and Israel for sorting the terms; no terms are written in them]
| Ghazal | Carnatic | Rig Veda | Raga |
|---|---|---|---|
| Zum Gali Gali | Hazzan | Devotional | Laya |
| Yom Kippur | Sufi Music | Qawwali | Vedic Chanting |
| Secular | Tala | Shruti | Hindustani |
What’s New
The music of India, Pakistan, and Israel are widely used as an expression of their way of life and spiritual beliefs. Most of their music whether religious or cultural is based on rhythm.
Activity 2: Hear me Out!
Directions: Watch the videos and listen to some songs from India, Pakistan, and Israel using the link below. Identify the country and classify whether it is vocal or instrumental music. Write your answers on a separate sheet of paper.
Options to avail the audio-video:
- Click the link provided for each music.
- Listen to the audio-video file provided by the teacher.
| Music | Country | Classification (Vocal or Instrumental) |
|---|---|---|
| The Traditional Vedic Chanting https://www.youtube.com/watch?v=qPcasmn0cRU | ||
| Zum Gali Gali https://www.youtube.com/watch?v=kHCK9Pw3QqM | ||
| Bhangra Dance Tradition. https://youtu.be/DOP1LT8T1AA | ||
| Chautal (12 beats) https://www.youtube.com/watch?v=u1LLeg9Bef8 |
What is It
As you listen to different music in South Asia and the Middle East, were you able to distinguish the different characteristics and styles of music in each country? If your answer is yes, let us see if you can analyze some of the sample music.
India
Vedic Chanting
In India, the Vedas are honored by Hindus as the sacred foundations of their religion and one of the oldest cultural traditions in the world. The verses of the Vedas were traditionally chanted during a sacred ritual and recited daily in a Vedic community. The recitation is carefully trained so the words are spelled identically, tonal accent remains the same, and recited in the exact order of the words.
Directions: Visit the link below and watch the video presentation. You may also listen to the sample music provided by your teacher.
[photo: three seated men in white robes, each holding an open book, in front of a traditional wooden temple with tall stone lamp towers]
Source: Ministry of Culture, Government of India
Chautal (12 beats)
Rhythm is an essential aspect of the Indian musical system. Whether religious or cultural, music has its foundations in rhythm. Tala is a musical term pertaining to the counting of musical beats. One example of tala is Chautal. Chautal has twelve beat system. It is a rhythmic pattern of India that is most commonly maintained at a medium tempo.
Directions: Visit the link below. Try to clap the following rhythmic patterns of the Chautal as shown below.
[chart: rhythmic notation; Chautal rhythmic patterns as shown below]
Printed labels, left to right, in rows:
- Dhaa Dhaa Din Taa (Devanagari: धा धा दिं ता), with superscript x above the first beat
- KiTa Dhaa Din Ta (Devanagari: किट धा दिं ता), with superscript 2
- TiTa KaTa (Devanagari: तिट कत), with superscript 3
- GaDee GeNa (Devanagari: गदी गेन), with superscript 4
Directions: Visit the link below and watch the video presentation. You may also listen to the sample music provided by your teacher.
[chart: musical score; “Anile Anile”, labeled India]
Printed lyrics under the staves:
- a-Ni-le a-Ni-le O – di vaa a-zha-gu a-Ni-le O – di vaa goy-ya ma-ram
- yE – ri vaa guN-du pa-zham koN-du vaa
- paa-thi pa-zham en-ni-dam paa-thi pa-zham un-ni-dam
- koo-di sErn-thu i-ru-va-rum ko-ri-thu ko-ri-thu thin – na-lam
Lyrics (Transliteration)
Anile anile odi vaa Aḻaku anile odi vaa Koyyā maram ēṟi vā Kuṇṭu paḻam koṇṭu vā
Translation – Chipmunk Chipmunk, Come On
Chipmunk chipmunk come on Beautiful chipmunk come come come Climb high up a guava tree Bring a ripe fruit back to me
Israel
Zum Gali Gali is an example of a traditional Hebrew folk song from Israel relating to work. Its rhythm and beat help people work as they sing.
Directions: Visit the link below and watch the video presentation. You may also listen to the sample music provided by your teacher.
[chart: musical score; “Zum Gali Gali”, labeled Hebrew folk tune, Piano]
Printed lyrics under the staves:
- Zum, ga-li-ga-li-ga-li, Zum ga-li-ga- li, Zum, ga-li-ga-li-ga-li, Zum ga-li-gal. He-cha-
- lutz le – ma’an a – vo -dah, a – vo – dah le – ma’an he-cha-lutz. He-cha-
- lutz le – ma’an a-vo – dah, a -vo – dah le – ma’an he-cha- lutz.
transcriber’s note: the URL printed over the bottom staff of the score is partly obscured by the notation; the same link is given in the Directions above.
Lyrics
Zum, gali-gali-gali, Zum gali-gali,
Zum, gali-gali-gali, Zum gali-gali,
Hechalutz lema’an avodah
avodah lema’an hechalutz
Hechalutz lema’an avodah
avodah lema’an hechalutz
Zum, gali-gali-gali, Zum gali-gali,
Zum, gali-gali-gali, Zum gali-gali.
Translation
Zum, gali-gali-gali, Zumgali-gali,
Zum, gali-gali-gali, Zum gali-gali,
Pioneers all work as one
Work as one all pioneers
Pioneers all work as one
Work as one all pioneers
Zum, gali-gali-gali, Zum gali-gali,
Zum, gali-gali-gali, Zum gali-gali.
Pakistan
Punjabi music reinforces the importance of musical instruments. Bhangra, which refers to dance-oriented popular music with Punjabi rhythms, is one of the most recognized traditional and folkloric forms of Punjabi. The emphasis in bhangra music is usually on the music (the rhythm for dancing) and less on the singer and the lyrics.
Directions: Visit the link below and watch the video presentation. You may also listen to the sample music provided by your teacher.
[photo: group of performers in traditional Punjabi costume dancing outdoors, one drummer raising his arms]
Source: LISAA School of Design, www.lisaadelhi.com
What’s More
In the previous lesson, you were able to listen to different songs and instrumental music of South Asia and the Middle East. This time, create and adapt some representative songs and rhythms.
Activity 3: Sing with Me!
Directions:
- Listen to the audio/video file and follow the musical score of the song Zum Gali Gali.
- Make a four-line verse about work or play which depicts the tradition or culture in the Philippines.
- Sing the song on your own following the tune of Israel Folk Song “Zum Gali Gali”.
- Record an audio of your performance and send the file to your teacher.
Rubric to be used for scoring your performance.
| Criteria | Excellent (5) | Very Good (4) | Good (3) | Fair (2) | Needs Improvement (1) |
|---|---|---|---|---|---|
| 1. The tune of the song is similar to Zum Gali Gali. | |||||
| 2. The song is sung with correct pitch and melody. | |||||
| 3. Appropriate tempo of the song is used. | |||||
| 4. Mastery of the song is evident. | |||||
| 5. Confidence in delivery is observed. |
How many elements of music were you able to apply? Draw a smiley on the box that corresponds to your answer.
| 1-2 elements | 3-4 elements | 5 and up elements |
|---|---|---|
What I Have Learned
Activity 4. Fill in the Blank
Direction: Write the missing word in the sentence below. Do this on a separate sheet of paper.
- In V_ _ _ _ c _ _ _ _ _ _ g, the verses of the Vedas were traditionally chanted during a sacred ritual and recited daily in a Vedic community.
- V _ _ _ _ are honored by Hindus as the sacred foundations of their religion and one of the oldest cultural traditions in the world.
- C _ _ _ t_ _ is a rhythmic pattern of India maintained at a medium t _ m _ o.
- P _ _ j _ _ _ music reinforces the importance of musical instruments in Pakistan.
- B _ _ _ g _ _ is a type of traditional dance associated primarily with the music and less on the singer and the lyrics.
- T _ _ _ is a musical term pertaining to the counting of musical b _ _ _ _.
- Z _ _ G_ _ _ G _ _ _ is a traditional Hebrew song relating to work. Its rhythm and beat help people work as they sing.
- C _ _ _ t_ _ has 12 beats.
9.- 10. In India, music has its foundations in r _ _ _ _ m, while in Pakistan, the emphasis in bhangra music is usually on the r _ _ _ _ m of d _ n _ _ _ g.
What I Can Do
Activity 5: Watch and Evaluate!
Directions:
- Follow the link and watch the video:
https://www.youtube.com/watch?v=xqQyC-WtyHI - Evaluate its musical performance with the use of the given rubric below.
Rhythm Rubric
| 5 pts | 4 pts | 3 pts | 2 pts | 1 pt | 0 pts | |
|---|---|---|---|---|---|---|
| Tempo | Appropriate | Fluctuates Slightly | Fluctuates Often | Mostly Wrong | Not Appropriate | Cannot Play |
| Steady Beat | Consistent | Fluctuates Slightly | Fluctuates Often | Mostly Wrong | Not Appropriate | Cannot Play |
| Rhythmic Pattern | No Mistakes | A Few Mistakes | Many Mistakes | Mostly Wrong | Consistently Wrong | Cannot Play |
| Rest Rhythm | No Mistakes | A Few Mistakes | Many Mistakes | Mostly Wrong | Consistently Wrong | Cannot Play |
| Over-all Rhythm | Superior | Very Good | Good | Fair | Poor | Cannot Play |
Activity 6: Compose and Sing!
Directions:
- Create your own composition showing the characteristics of South Asian and the Middle East music.
- Perform your composition through a video recording.
Rubric 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 the improvised instrument is evident. | |||||
| 5. Confidence in delivery is observed |
How many elements of music were you able to apply? Draw a smiley on the box that corresponds to your answer.
| 1-2 elements | 3-4 elements | 5 and up elements |
|---|---|---|
Assessment
Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.
It is a rhythmic pattern of India that has 12 beats.
- A. Bhangra
- B. Chautal
- C. Iqa
- D. Ta
Which of the following is one of the most recognized forms of Punjabi music?
- A. Bhangra
- B. Chautal
- C. Iqa El Jannah
- D. Zum Gali Gali
Which of the following terms used in Indian classical music refers to the counting of musical beats?
- A. Bhangra
- B. Chautal
- C. Iqa
- D. Tala
Which of the following is a type of traditional dance in Pakistan associated primarily with the music and less on the singer and the lyrics?
- A. Bhangra
- B. Iqa El Jannah
- C. Vedas
- D. Zum Gali Gali
It is a traditional Hebrew song relating to work.
- A. Bhangra
- B. Pasyon
- C. Vedic Chant
- D. Zum Gali Gali
Which of the following music reinforces the importance of musical instruments in Pakistan?
- A. Bhangra
- B. Chautal
- C. Iqa
- D. Punjabi
Which of the following is a folk song from Israel?
- A. Anile Anile
- B. Bhangra
- C. Vedic Chant
- D. Zum Gali Gali
It is honored by Hindus as the sacred foundations of their religion and one of the oldest cultural traditions in the world.
- A. Vedas
- B. Rig Veda
- C. Samagana
- D. Sama Veda
Which of the following best describes the Zum Gali Gali of Israel?
- A. Its structural requirements are stricter than those of most poetic forms traditionally written in English.
- B. Originally performed mainly at Sufi shrines throughout the subcontinent and gained mainstream popularity.
- C. It is a traditional Hebrew song relating to work. Its rhythm and beat help people work as they sing.
- D. Arabian rhythmic pattern or cycle is analyzed by means of rhythmic units.
Which of the following best describes the Vedic chanting?
- A. It is recited daily in a Vedic community.
- B. It is traditionally chanted during a sacred ritual.
- C. It is carefully trained so the words are spelled identically.
- D. All of the above.
“Pioneers all work as one.” This line of the song is found in the translation entitled _______.
- A. Anile Anile
- B. Bhangra
- C. Vedic Chant
- D. Zum Gali Gali
While watching the video of Chautal, what is the best way to follow its rhythmic patterns?
- A. by beating of drums
- B. by clapping
- c. by dancing
- d. by humming
Bhangra dance tradition is practiced in what country?
- A. Arabia
- B. India
- C. Israel
- D. Pakistan
Vedic chanting is commonly exercised in ________.
- A. Arabia
- B. India
- C. Israel
- D. Pakistan
Which of the following is NOT a representation of music from South Asia and the Middle East?
- A. Bhangra
- B. Pansori
- C. Chautal
- D. Vedas
Additional Activities
Activity 7: My Journey!
Directions: Answer the following questions through journal writing. Write your answers on a separate sheet of paper.
- What skills did you develop while doing the activities?
- What did you feel while doing the activities?
- What are your realizations after this module?
Answer Key
[transcriber’s note: this page is printed rotated 180 degrees; the four answer boxes are transcribed upright, in the order they appear when the page is turned]
ASSESSMENT
- B
- A
- D
- A
- D
- D
- D
- A
- C
- D
- D
- A or B
- D
- B
- B
WHAT I HAVE LEARNED
- Vedic Chanting
- Vedas
- Chautal, tempo
- Punjabi
- Bhangra
- Tala, beats
- Zum Gali Gali
- Chantal
- rhythm
- rhythm of dancing
WHAT’S IN
India
- Shruti
- Rig Veda
- Carnatic
- Hindustani
- Vedic Chanting
- Tala
- Raga
- Laya
Pakistan
- Ghazal
- Qawwali
- Sufi Music
Israel
- Devotional
- Secular
- Zum Gali Gali
- Sufi Music
- Hazzan
- Yom Kippur
WHAT I KNOW
- B
- D
- D
- D
- C
- D
- A
- D
- C
- B
- D
- A or B
- D
- B
- B
References
Book:
Anido, Belind R., Baldoz, Augusto R., Parakikay, Myrna T., et al. (2013). Music and Arts of Asia, Leaner’s Module for Grade 8. DepEd-IMCS.
Websites:
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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