Music and Arts Grade 7: Nationalism

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Questions and Answers

What is the main focus of the first video clip presented in the class?

Cinematic translation of the Suguidanon epic (correct)

Senakulo performances

The ancient art of wayang kulit

Digital presentations of Dinagyang

Who directed the award-winning film featured in the first video clip?

Elvert Bañares (correct)

R. Timbrook

S.A.P. Tiatco

Tintoy Chou

What is the intended purpose of the material for the MATATAG K to 10 Curriculum?

To provide entertainment for students.

To promote unauthorized distribution of educational materials.

To assist teachers in delivering curriculum content. (correct)

To serve as a textbook replacement.

What motif is used in the wayang kulit performance shown in the second video clip?

Star Wars (C) Signup and view all the answers

Which of these aspects is emphasized in the teaching procedure for activating prior knowledge?

Helping students connect to previous lessons (C) Signup and view all the answers

Who is listed as a validator for the material?

Mary Leigh Ann Perez (B) Signup and view all the answers

Which Southeast Asian country is mentioned alongside the Philippines in the curriculum?

Malaysia (C) Signup and view all the answers

What may result from unauthorized reproduction of the material?

Legal actions and disciplinary measures. (C) Signup and view all the answers

Which organization is part of the management team for the material?

Philippine Normal University (D) Signup and view all the answers

What is recommended for a smoother lesson flow when showing video clips?

Downloading videos ahead of time (D) Signup and view all the answers

In which school year is this material intended to be used?

2024-2025 (C) Signup and view all the answers

What type of art does the second video clip represent?

Wayang kulit puppetry (A) Signup and view all the answers

What does the material specifically aim to assist with?

Delivering lesson competencies. (C) Signup and view all the answers

What should be considered when playing videos in class according to the teaching notes?

All videos should be played in their entirety (C) Signup and view all the answers

Which role does Jemuel Barrera Garcia hold in the development of this material?

Writer (C) Signup and view all the answers

What should someone do for inquiries or feedback regarding the material?

Write to the Office of the Director of the Bureau of Learning Resources. (C) Signup and view all the answers

How many times may the Philippine national anthem be sung according to the guidelines?

Twice or thrice (D) Signup and view all the answers

In the rhythmic activity involving the Philippine national anthem, what role does Student A perform during the first round?

Tap and clap (C) Signup and view all the answers

Who wrote the Indonesian national anthem, Indonesia Raya?

Wage Rudolf Supratman (A) Signup and view all the answers

What significant event is commemorated by the adoption of Indonesia Raya as the national anthem?

The proclamation of Indonesian Independence (D) Signup and view all the answers

What aspect of Indonesia Raya is highlighted in its musical arrangement by Soekarno?

Its soft bridge leading to a soaring chorus (D) Signup and view all the answers

What role did the Dutch composer Jos Cleber have in relation to Indonesia Raya?

He performed the first official recording (B) Signup and view all the answers

Why is the Indonesian national anthem considered uniquely memorable according to Addie M.S.?

For its directness (B) Signup and view all the answers

What does the conducting activity of the Philippine national anthem involve?

Singing while conducting the rhythm (B) Signup and view all the answers

Who composed the Philippine National Anthem, Lupang Hinirang?

Julián Felipe (A) Signup and view all the answers

What was the original title of the Philippine National Anthem before it was known as Lupang Hinirang?

Marcha Nacional Filipina (C) Signup and view all the answers

In what year was the last revision of the Philippine National Anthem made?

1962 (B) Signup and view all the answers

According to the law, what must accompany the rendition of the national anthem?

Julian Felipe's musical arrangement (C) Signup and view all the answers

What is the title of the Spanish poem from which the lyrics of Lupang Hinirang were adapted?

Filipinas (B) Signup and view all the answers

What is the appropriate behavior of the public during the playing of the Philippine National Anthem?

To stand at attention facing the flag (B) Signup and view all the answers

What is R.A. 8491, also known as the ‘Flag and Heraldic Code of the Philippines', primarily concerned with?

Regulation of the national anthem and flags (D) Signup and view all the answers

During which occasions is the Philippine National Anthem typically played or sung?

During government and non-government festivities (B) Signup and view all the answers

What is the primary sentiment expressed in Kundiman art songs?

Lofty sentiment of love and heroism in a melancholy mood (C) Signup and view all the answers

How did Filipino composer Nicanor Abelardo approach piano accompaniment?

He made the accompaniment match the declamation of the text. (A) Signup and view all the answers

Which of the following best describes the typical structure of Kundiman art songs?

Blending of native folksong with European music traditions. (D) Signup and view all the answers

What element is commonly used in the piano accompaniment of Kundiman art songs?

Full textures with countermelodies and harmonization. (A) Signup and view all the answers

What cultural movement in the 1930s sought to promote nationalism among Filipinos?

Filipinism (D) Signup and view all the answers

What technique did Abelardo utilize to enhance the interplay between text and music?

Employing text painting. (A) Signup and view all the answers

What common characteristic is found in the performances of 'Bayan Ko'?

Differing interpretations based on instrumentation. (C) Signup and view all the answers

How is nationalism conveyed in music within the context of the 1930s?

Via the expression of indigenous cultural themes. (C) Signup and view all the answers

How do the suguidanon and wayang kulit contribute to a sense of unity among citizens?

They serve as events that unify people and connect them to their roots. (A) Signup and view all the answers

What role does local folk music and arts play in cultural identity?

They help create a sense of cultural awareness and identity. (A) Signup and view all the answers

In what way could the suguidanon and wayang kulit be viewed regarding historical contexts?

As living legacies of resistance to colonial domination. (C) Signup and view all the answers

Which aspect of culture do suguidanon and wayang kulit promote?

They encourage collective action to safeguard and enrich cultural heritage. (D) Signup and view all the answers

How might classroom presentations based on these art forms impact students?

They provide insightful experiences that enhance future learning. (A) Signup and view all the answers

What attitude do suguidanon and wayang kulit foster within their communities?

Shared expressive culture contributing to national unity. (D) Signup and view all the answers

What is an essential benefit of sharing cultural experiences like suguidanon and wayang kulit?

It builds connections with ancestors and cultural heritage. (B) Signup and view all the answers

What common theme do suguidanon and wayang kulit share in defining cultural identity?

They reflect romanticized nationalist concepts. (A) Signup and view all the answers

Study Notes

Lesson Exemplar for Music and Arts Grade 7

Quarter 3, Lesson 1 (Weeks 1-2), SY 2024-2025: This lesson exemplar is for teachers implementing the MATATAG K to 10 Curriculum
Content Standards: Learners demonstrate understanding of nationalistic music and arts common to the Philippines and selected Southeast Asian countries. This includes subjects, themes, concepts, processes, techniques, mediums, and practices.
Performance Standards: Learners produce an integrative creative work using conventional, contemporary, and/or emerging concepts, processes, techniques, and/or practices in Philippine and selected Southeast Asian nationalistic (post-war) music and arts.
Learning Competencies and Objectives: Explain how nationalism, including the issues surrounding this concept, influences the performing and visual arts of the Philippines and selected Southeast Asian countries. Discuss post-war nationalism in the Philippines and Indonesia in relation to the figuration of each country's performing arts. Explain the similarities and differences in nationalistic music and visual arts common to the Philippines and Indonesia.
Theme: "Nationalistic Music and Arts in the Post-war Philippines and Southeast Asia"
Performing Arts: Includes music (Philippine National Anthem, nationalistic music)
Materials: Any available local materials (natural/synthetic). Country selection depends on foreign influences/national presence.
Global Citizenship: Develop an appreciation of nationalism, empathy for others and the environment, and respect for diversity.
Learning Resources: Provides links to various resources (articles, videos, etc.) related to the lesson topics

Learning Resources (Examples)

Links to information about history of national anthems and Ati-atihan Festival
Links to video examples, music, and resources for post-war Philippine cinema and theatre
Links to Information on Indonesian national anthem and history
Links to study materials regarding Philippine and Southeast Asian Performing Arts

Teaching and Learning Procedure

Activating Prior Knowledge:
- Short Review: Two video clips will be shown related to pre-war folk music/arts (conventional traditional local folk music and arts). (Specific links given in the text).
- Recall and Analyze: Students will be put into groups to discuss questions about the video clips.
- Which video clips resonate with you about pride/belonging in a country, why?
Unlocking Content Area Vocabulary: Explanation of specific terms (e.g. Kundiman, Nationalism, Post-War Philippines).
Lesson Purpose: Purpose/importance of appreciating the pre and post war music and arts of the Philippines and nearby Southeast Asian countries
Discussion of themes: Topics/themes will be clarified in the class through questions/responses.

Evaluating Learning (Formative Assessment)

Formative Assessment: Themes regarding the major topics are put on a board to stimulate discussion, allowing students to elaborate their thoughts about the discussed topics (Lupang Hinirang, Indonesia Raya, Bodabil, Bayan Ko).
Teacher's Remarks: Observations regarding effective practices and problems encountered will be noted.
Teacher Reflection: Includes reflection on the principles and thoughts/beliefs related to the lesson, students' roles/learnings, and ways forward for the next lesson. Suggestions to improve/expand are made.

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Description

This quiz focuses on the influence of nationalism in music and arts, particularly within the context of the Philippines and selected Southeast Asian countries. Designed for the MATATAG K to 10 Curriculum, it covers essential themes, techniques, and practices relevant to Grade 7 students. Engage with the concepts of post-war nationalism and its impact on both performing and visual arts.