Music Q3 Module 1: South, Central, and West Asian Music (Philippines) PDF

8 NOT MUSIC Quarter 3- Module 1 UNIT III South, Central, and West Asian Music Department of Education Republic of the Philippines  Music Quarter 3 - Module 1 UNIT III South, Central, and West Asian M...

8 NOT MUSIC Quarter 3- Module 1 UNIT III South, Central, and West Asian Music Department of Education Republic of the Philippines  Music Quarter 3 - Module 1 UNIT III South, Central, and West Asian Music  Table of Contents What This Learning Package is About............................................................................................... i What I Need to Know.............................................................................................................................. ii How to Learn from this Learning Package........................................................................................iii Learning Competencies/Objectives…………………………………………………………………..iv Icons of this Learning Package............................................................................................................v What I Know ……………………………………………………………………………………….vi Lesson 1: (Music of INDIA) What I Need to Know..................................................................................................1 What is It........................................................................................................................2 What’s New Activity 1: Hear Me or Watch Me................................................3 What’s More Activity 2:Music Listening/Video Watching...........................4 What Is It Instrumental Music of India………………………………………......5 What’s More.................................................................................................................12 What I Have Learned Activity 3: Listen to Discover…………………………….13 Activity 6: Knowing You More…………………..………..14 Activity 7: Name It!...................................................................15 What I Can Do Activity 8: Scrapbook Making……………………………...……..16 Lesson 2: (Music of PAKISTAN) What I Need to Know..................................................................................................18 What’s New KWLR Chart.........................................................................................19 What Is It Vocal Music of Pakistan.........................................................................19 What’s More Activity 2: Hear Me! ……………………………………………………20 What I Have Learned Activity 4: Peace, Order and Organize…………...……23 What’s In Activity 8: Sing It Move It!..........................................................................24 What I Can Do Activity 6: Scrapbook Making……….……………………………26 Lesson 2: (Music of West Asia-ISRAEL) What I Need to Know……………………………………………………………….....28 What’s New Activity 1: Music Listening and Video Watching..................................30 What I Have Learned Activity 3: Word Search in the Middle Earth………….…..34  What I Can Do Activity 6: Watch and Perform……………………………………...35 What’s More Activity 4: Speed Instrumental Music-Cussion…………………..........37 What’s In Activity 5: It’s Singing Time!..............................................................................38 What’s More Activity 6: Rig Your Heart with Pasyon………………………………………..40 What I can Do Activity 7: Scrapbook Making………………………………………………..41 Activity 8: Show What You GOT!CELEBRATION…………………….…...43 Assessment: (Post-Test)………………………………………………………………..….44 Key to Answers………………………………………………………………………………….....45 Summary…………………………………………………………………………………...46 References……………………………………………………………………………………....48  What What ThisThis Module Module is About is About In this module, they are expected to demonstrate understanding of the Music of Central Asia, South Asia and West Asia focusing in: The prominent features of the vocal and instrumental music of South, Central, and West Asian Music of India, Pakistan and Israel. How the music of South, Central, and West Asian Music of India, Pakistan and Israel reflect the different aspects of West Asian culture through its Cultural Context (history & traditions) Composition The different cultural and musical practices of India, Pakistan and Israel as expressed through their feelings towards each other, to the environment, their Social functions Performance styles/techniques. www.freeworldmaps.net I  What I Need to KNOW! At the end of this module, you as a learner are expected to: demonstrate understanding of musical elements and processes by synthesizing and applying prior knowledge and skills. (MU8WS-IIIa-g-1) demonstrate understanding of salient features of music from Music of Central Asia, South Asia and West Asia by correlating musical elements and processes to our native forms. (MU8WS-IIIc-h-8) How to LEARN from this Module To achieve the objectives cited above, you are to do the following: 1. Put a smile on your face. 2. Pray for Wisdom, Endurance and Understanding upon reading and answering this module. 3. Remove anything that will disturb/distract your work and please FOCUS. 4. Carefully read all the lessons diligently. 5. Answer this module honestly and seriously. 6. Give ample time on going thru each lesson. 7. Answer the pretest honestly; the purpose of the pretest is for you to determine your prior knowledge before going thru the lessons and activities. 8. If you have a hard time understanding the lessons and activities, please do take a break. Having breaks between lessons and activities will give you some space where you can absorb the lesson well. 9. You can use the internet if you need more information about the lesson. 10. Contact your subject teacher if you have some questions about the submission of your output. II  Pre-test STUDENTS: Before you start answering, let us find out how much you know about South, Please FOCUS Central and West Asia. Here are some activities prepared for you. Are you ready? What I Know Activity 1: Name It! Direction: From the pictures of costumes, folk symbols, artworks, scenery and other aspects of culture of the South, Central and West Asian countries (India, Pakistan and Israel);identify the origin of the objects. Write your answers on your activity notebook. Are you familiar with these instruments? Name as many as you can! https://en.wikipedia.org/wiki/Tabla 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Table Oud Harmonium sitar Jewish Lyre shofar Goblet Toft Rubab IV So do you now have an idea of the things that we will be learning this quarter? It’s time to make your learning goals and specify the things that you would want to learn about the music of Central Asia, South Asia and West Asian Countries. Write your goals in your Activity Notebook. Follow the guide below: Learning Goals and Target At the end of this module, a. I would like to know about __________________________________ b. I would like to be able to do the ff_____________________________ c. I would like to understand ___________________________________ d. I would like to perform or produce_____________________________ Students will write their goals in their Activity Notebook Now that you have written your goals for this quarter, it’s time for us to officially start the lesson. www.Pinterest.com Reading Time! MUSIC has always been viewed as a universal language. In the vast region of Asia, religious music has been a common ground in uniting people with different languages, cultures and norms. www.Pinterest.com V  Title of the Lesson Lesson MUSIC OF INDIA 1 What I Need to Know INDIA is the largest country in South Asia. Its music is as vast as its geographic location and as large as its demographic population. The music of India reflects different aspects of Asian culture through its timbre, rhythm, melody, texture, form and style. In general, Indian music remains fundamental to the lives of the people of India as sources of spiritual inspiration, cultural expression and entertainment. https://www.google.com/search?q=bitly+image https://www.google.com/search?q=bitly+image%2FGalaxy+of+Musicians+by+Raja+Ravi+Varma+&tbm=isch&ved=2ahUKEwiuxZaRpanqAhVYA6YKHcZVAkoQ2- Galaxy of Musicians by Raja Ravi Varma 1  Have you ever watched a Hindu singing or dancing? What is your impression on their way of singing or dancing? How important is music to their daily life? What Is It VOCAL MUSIC India's classical music tradition, includes Carnatic and Hindustani music which have developed over many centuries.Music of India also includes several types of folk and popular music. One aspect of vocal music uses melismatic singing with nasal vocal quality, as compared to the Philippine music which uses melismatic singing only in chanting epics and the pasyon. Singing based on a set of pitches was popular even from the Vedic times. The Samagana style of singing developed into a strong and diverse tradition over several centuries becoming an established part of contemporary traditions in India. The hymns in Sama Veda, a sacred text, were sung as Samagana and not chanted. Sama Veda is the third of the four Vedas of Hinduism but ranks next to Rig Veda (Rigveda) in terms of its sanctity and liturgical importance. Rig Veda is also sung in the Samagana traditional singing style. Because of its liturgical importance, Rigveda is counted as first among the four canonical sacred texts of Hinduism known as Vedas. Rig Veda is an ancient Indian sacred collection of Vedic Sanskrit hymns. Some of its verses are still recited as Hindu prayers at religious functions and other occasions. Characteristics of Traditional Music from India: 1. Carnatic music o refers to music from South India o directed to a Hindu god, which is why it is called “temple music” o unlike Hindustani music, Carnatic music is unified where schools are based on the same ragas, same solo instruments (veena, flute, violin) and the same rhythm instrument (mridangam and ghatam) o music pieces are mainly set for the voice and with lyrics o compositions called krti are devotional songs 2  What’s New Activity 1: Hear Me or Watch Me! Direction: 1 You can either watch @ youtube channel if you have internet connection at home. If none, you can listen to radio. 2.Listening Radio Base Instruction (RBI) Listen to learn more about Carnatic Music. Then, write your observation in your activity notebook. 3. Watch to the examples of Carnatic vocal music of India. For you to understand and enjoy this activity, use the guide questions provided. Additional Audio/Visual Activity : You may watch the following links online: o Carnatic Flute – Tamboori by Heramba & Hemantha www.youtube.com./watch?v=GvWkHsfXFGQ o Carnatic Vocal, www.carnaticsangeetham.com Based on the videos, answer the guide questions in your activity notebook: 1. What is your impression about the music you have heard? _________________________________________________________________________ ________________________________________________________________________ 2. What instruments were used in the music samples? _________________________________________________________________________ _________________________________________________________________________ 3. What is your impression on their way of singing or dancing? _________________________________________________________________________ ________________________________________________________________________ 4. How would you compare the kind of music they have to the types of music we have in this generation? _________________________________________________________________________ _________________________________________________________________________ 5. Is the song fast, slow or does the tempo vary? _________________________________________________________________________ _________________________________________________________________________ 3 1. Hindustani music o goes back to Vedic period times around 1000 BC o further developed in the 13th and 14th centuries AD with Persian influences and from existing religious and folk music o predominantly found in the northern and central regions o influenced by ancient Hindu musical traditions, historical Vedic religion/Vedic philosophy, native Indian sounds and enriched by the Persian performance practices of the Mughal era o Nasal singing is observed in their vocal music o in North India, the most common style of singing is called khyal, a word which means imagination What’s More Activity 2: Music Listening/Video Watching Direction: 1. You can either watch @ youtube channel if you have internet connection at home. If none, you can listen to radio. 1.Listening Radio Base Instruction (RBI) Listen to learn more about Hindustani Music. Then, write your observation in your activity notebook. 2. Watch to the examples of Hindustani vocal music of India. For you to understand and enjoy this activity, use the guide questions provided. Additional Audio/Visual Activity : You may watch the following links online: o Hindustani Classical Music, www.wildfilmindia.com o Pt.Bhimsen Joshi-Classical Vocal, www.youtube.com//watch?v=KAJYXm067ns Based on the videos, answer the guide questions in your activity notebook: 1. What is your impression about the music you have heard? ________________________________________________________________ _______________________________________________________________ 4  2. What instruments are used in the music samples? ________________________________________________________________ ________________________________________________________________ 3. What mood of feelings does it express? ________________________________________________________________ ________________________________________________________________ 4. How do the instruments help express the mood of the piece? ________________________________________________________________ ________________________________________________________________ 5. Is the song fast, slow or does the tempo vary? _______________________________________________________________ What is it! After learning about the VOCAL music of India, the next topic will help you learn the INSTRUMENTAL music of India. INSTRUMENTAL MUSIC There are many musical instruments in India. Some instruments are used primarily in North Indian music (Hindustani Sangeet) while many other instruments are used in South Indian music (Carnatic Sangeet). Instrumental music is often similar to vocal music but sometimes they have distinctive instrumental styles. There are five known traditional system for classification of instruments Classification of Musical Instruments from India: 1. Ghan – described as a non-membranous percussive instrument but with solid resonators. It is one of the oldest class of instrument in India. It may also be a melodic instrument or instruments to keep tal. 1. Ghatam - large, narrow-mouthed earthenware water pot used as a percussion instrument in India. Unlike other Indian percussion instruments, https://www.google.com/search?q=bitly+image%2Fmusical+instrumen 5  2. khartal or kartal - is a percussion instrument of India. Khartal is an ancient instrument mainly used in devotional / folk songs. It has derived its name from Sanskrit words 'kara' meaning hand and 'tala' meaning clapping. https://www.google.com/search?q=wikipedia+images%2Fkarta%2Fmusical+instrument6QVtQ-23sM&imgdii=BL2zIoXGt4OE2M 3. Manjira - (also spelled manjīrā or manjeera), jalra, or gini is a pair of clash cymbals, originating in the Indian subcontinent, which make high-pitched percussion sounds. In its simplest form, it consists of a pair of small hand cymbals. https://www.google.com/search?q=wikipedia+images%2FManjira%2Fmusical+instrumeni 4. Nout(a.k.a. Nuht) - , is a small pot used in Kashmir as a percussion instrument. It may be thought of as a north Indian ghatam. https://www.google.com/search?q=Bitly+Image/musical+instrument+of+india/Nout&hl=en&sxsrf=ALeKk02-hC3302ve5Hl2L6nYcR1t3XyhOw:1593660302985&tbm=isch&source=iu&ictx=1&fir=vrL9IX9Se8JGAM%2 6 2. Avanaddh - described as a membranous percussive instrument. This class of instruments typically comprise the drums. 1. daf is a large Kurdish and Persian frame drum used in popular and classical music. Moreover, is it also used in religious ceremonies among Kurds. The Daf is also considered as the national musical instrument of Pakistan.... Some pictures of dap have been found in paintings that date before the https://www.google.com/search?q=bitly+image%2Fmusical+instrument Common Era. 2. Dhol is depicted in earliest ancient Indian sculptural arts as one of the chief percussion instruments for ancient Indian music along with tabla. Ain-i-Akbari,. https://www.google.com/search?q=bitly+image%2Fmusical+instrument 3. Tabla is a membranophone percussion instrument originating from the Indian subcontinent, consisting of a pair of drums, used in traditional, classical, popular and folk music.... Each is made of hollowed out wood or clay or brass, the daya drum laced with hoops, thongs and wooden dowels on its sides. https://www.google.com/search?q=bitly+image%2Fmusical+instrument 7 3.Sushir – also known as blown air. It is characterized by the use of air to excite the various resonators 1. Shank - It is the shell of a large predatory sea snail, Turbinella pyrum, found in the Indian Ocean.. In Hindu mythology, the shankha is a sacred emblem of the Hindu preserver god Vishnu. It is still used as a trumpet in Hindu ritual, and in the past was used as a war trumpet https://www.google.com/search?q=indian%20shankh%20instrument 2. Bansuri - is a side blown flute originating from the Indian subcontinent. It is an aerophone produced from bamboo, used in Hindustani classical music. Other names: Baanhi, Baashi, Bansi, Basari, M... Classification: woodwind instrument https://www.google.com/search?q=bitly+image%2Fmusical+instrument 3. Shehnai - double-reed conical oboe of North India. The shehnai is made of wood, except for a flaring metal bell attached to the bottom of the instrument, and measures about 12–20 inches (30–50 cm) in length, with six to eight keyless finger holes along its body. https://www.google.com/search?q=bitly+image%2Fmusical+instrument 8  4. shruti box (sruti box or surpeti)- is an instrument, originating from the Indian subcontinent, that traditionally works on a system of bellows. It is similar to a harmonium and is used to provide a drone in a practice session or concert of Indian classical music. https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+india%2Fshruti+box&tbm=isch&ved=2ahUKEwiOxsjb0avqAhVFUpQKHTZQAswQ2- 4. Tat – referred to as vina during the old civilization. This class of instruments are plucked (stringed instruments) 1.Sitar (English: /ˈsɪtɑːr/ or /sɪˈtɑːr/; सितार, Punjabi: ਸਿਤਾਰ, sitāra pronounced [sɪˈtaːr]) is a plucked stringed instrument, originating from the Indian subcontinent, used in Hindustani classical music. The instrument was invented in medieval India and flourished in the 16th and 17th centuries and arrived at its present form in 18th-century India. https://www.google.com/search?q=Bitly+image%2Fmusical+instrument 2. Gutovadyam also known as veena (IAST: vīṇā) comprises a family of chordophone instruments from the Indian subcontinent. Ancient musical instruments evolved into many variations, such as lutes, zithers and arched harps. https://www.google.com/search?q=wikipediaimage%2Fmusical+in strument+of+india %2FGotuvadyam&tbm=isch&ved=2ahUKEwjn0prX16vqAhVIdJQKHXXBBIMQ2- 9  3. Ektar or gopi yantra is a very simple folk instrument mainly played by Baul singers in Bengal. The single string is plucked openly with one finger or a plectrum. The pitch can be lowered considerably by pressing both halves of the forked bamboo neck together, thus reducing the tension of the string. https://www.google.com/search?q=wikipediaimage%2Fmusical+instrument+ AoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=cVD8XtbRLoPo0QSSn4KoCg&bih=657&biw=1366#imgrc=utpG1QRZSEqxHM&imgdii=KobmmXIYMXyOeM 4. Gopichand like the ektara, is a one-string instrument used in Bangladesh, India and Pakistan. In origin the gopichand and ektara is a regular string instrument of wandering bards and minstrels from India and is plucked with one finger. The gopichand usually has a stretched single string, an animal skin over a head (made of dried pumpkin/gourd, wood or coconut) and pole neck or split bamboo cane neck. https://www.google.com/search?q=Bitlyimage%2Fmusical+instrument+of+india%2FGopichand&tbm=isch&ved=2ahUKEwi- sNSv26vqAhVqGKYKHfKtBGkQq4c5B__aeiRXM&imgdii=O3o87YiyK2ylSM 5. Rabab was introduced to the Indian classical music scene around the fourteenth and fifteenth centuries. It rose to the zenith of fame in the sixteenth century and remained there as the most popular string instrument along with the rudra veena till the eighteenth century. https://www.google.com/search?q=Bitlyimage%2Fmusical+instrument+of+india%2FRabab&tbm=isch&ved=2ahUKEwjmhpCk3avqAhVHUpQKHdBB COMQ2- J1CfDVj8 KWDcMWgAcAB4AIABzQKIAdQWkgEHMC44LjQuMpgBAKABAaoBC2d3cy13aXota 10  5. Vitat – described as bowed stringed instruments. One of the oldest classifications of instruments and yet did not occupy a place in classical Indian music until the last few centuries. 1. Banam – is a class of folk fiddles found among the Santal people of North East India and Bangladesh https://www.google.com/search?q=Bitly+Image/musical+instrument+of+india/Banam&hl=en& 2ahUKEwiIs62D46vqAhUCFogKHapIBdUQ_AUoAXoECA4QAw&biw=1366&bih =657#imgrc=VxgJpYsUX26LxM 2. Esraj is an Indian stringed instrument found in two forms throughout the Indian subcontinent. It is a relatively recent instrument, being only about 300 years old. It is found in North India, primarily Punjab, where it is used in Sikh music https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+in dia%2FEsraj&tbQYKqPEGgAcAB4 AIABhQKIAZwQkgEFMC40LjaYAQCgAQGqAQtnd3Mtd2l6 LWltZw&sclient= 3. Chikara is a simple spike fiddle played, similarly to the sarangi or sarinda, by sliding fingernails on the strings rather than pressing them to touch the fingerboard. It has 3 strings, two horse hair and one steel, in 3 courses and is tuned C, F, G https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+india%2Fchikara&tbm=isch&ved=2ahUKEwjFlIj65avqAhUIdJQKHelEC7wQ2- 11  4. Sarangi is a bowed stringed instrument with a skin-covered resonator. The typical sarangi is made by hand, usually from a single block of wood. The four playing strings on this instrument are made of goat gut, and the seventeen sympathetic strings are made of steel. https://www.google.com/search?q=Bitly+Image%2Fmusical+instrument+of+india%2FSarangi&tbm=isch&ved=2ahUKEwj-uan-5avqAhUNvZQKHU3hCwUQ2- What’s More TALA Rhythm plays an important role in Indian music. It is fundamental to the creation of any musical system. Certainly, from a historic stand point, rhythm existed many centuries ago before the word “rag” was ever used. Given this historical preeminence, it is not surprising that rhythm occupies an important position in the Indian system of music. Tala - literally meaning ‘clap;’ variously transliterated as “tal”, “taal” or “taala” - is a regular, repeating rhythmic phrase, particularly as rendered on a percussive instrument with an ebb and flow of various intonations represented as a ''theka'' - is the common Indian system of rhythm Theka - a sequence of drum-syllables or ''bol'' - in Indian classical music, both Hindustani classical music and Carnatic music use complex rules to create elaborate patterns of rhythm Tabla - most common instrument for keeping rhythm in Hindustani music Mridangam - most common instrument for keeping rhythm in Carnatic music - also transliterated as “mridang” 12  Student’s Performance Task What I Have Learned! Activity 3: Listen to discover! Direction: Radio Base Instruction (RBI) 1. Listen to learn more about Interactive Music featuring Musical Instruments of India. After you tune in, write your observation in your activity notebook. www.Pinterest.com Activity 4: Watch ME! Direction: 1.Watch a short video clip about Interactive Music featuring Musical Instruments of India from the given links below and write down your observation about the presentation in your activity notebook. If available, use the interactive listening tools by William Alves, in his audio-cd recordings: Interactive Music of the World, featuring musical instruments of India. www.youtube.com www.Pinterest.com ACTIVITY 5: Which Is Which?! Direction:Study the words written in the box. Identify which word fits the description of Carnatic and Hindustani music. Write your answers on your Activity Notebook. Khyal Southern Nasal Temple Music Singing Lyrical Unified Persian Influence CARNATIC MUSIC HINDUSTANI MUSIC Northern Krti Imagination 1. 1. 2. 2. 3. 3. 4. 4. 5. 5.  13 What’s More Activity 6: Knowing You More! Direction: Use graphic organizers as illustrated below or make your own organizer to present ideas effectively. On your Activity Notebook, make a diagram that can describe both musical ensembles. Use the following as your guide. Carnatic Hindustani Music Music Carnatic Music Common Hindustani Music n 14 ACTIVITY 7: Name It! Direction: Name the following Indian musical instruments. Write the answers in your Activity 2.________________________ 3.___________________________ 1._________________________ 4._________________________ 5.__________________________ 6.__________________________ 7.__________________________ 8._________________________ 9._________________________ 10.________________________ 11._______________________ 12._______________________ 13.______________________ 14________________________ 15.______________________ Notebook. 15  What I can do ACTIVITY 8: Scrapbook Making Direction:Make a scrapbook of INDIA musical instruments. Carefully organize the pictures in your scrapbook and include a brief description about each instrument. Refer to the following assessment rubric for the criteria. Scrapbook Rubrics Points 4 3 2 1 Earned Assessm ent Advanced Approaching Developing Beginner Sel Tea Proficiency f cher Content Information is Main points Some main Main points complete and are covered points and are not is enhanced but lack details are complete by accurate some missing and are and details greatly appropriate lacking in details detail Pictures, Number and More and Very little photographs, types of better pictorial or other similar visuals are visuals representatio devices add to adequate, could be n is present; overall as are used; effectiveness captions captions captions are of the only incomplete scrapbook; identify and captions are label rather relevant and than explanatory explain Space, shapes Design Shows There is no and colors elements evidence of consideration provide and use of of design information principles some elements themselves and used are design and add to the adequate elements principles overall and effectiveness of principles scrapbook All sources are The Sufficient The list of properly and minimum number/typ sources is thoroughly number/type es of inadequate cited; the s of sources sources in number / number / types are present are lacking; types and of sources are and are not all format of exceeded cited citations items properly are formatted properly 16 Theme There is Most of the Only a Confusing wholeness about information portion of the and/ or the scrapbook; the relate to the information inconsistent theme is theme of the relates to the consistent scrapbook. The theme of the throughout. The cover is scrapbook. cover clearly relevant to the The cover is identifies the contents. unclear theme. in its message. Overall The All the Only some Few of the effectiv requirements of requirement s of the assignment eness the assignment of the assignment requirements have been assignment requiremen ts have been met. exceeded. The have been are fulfilled. The scrapbook is very fulfilled. The The presentation as creative and scrapbook scrapbook a whole lacks interesting. is neat and lack neatness. presentable. neatness. Congratulations! Well done! 17  Title of the Lesson Lesson PAKISTAN MUSIC 2 What I need to Know https://www.google.com/search?q=bitly+image%2Fculture+of+pakistan+&tbm=isch&ved=2ahUKEwjyw5H6-a3qAhUJCpQKHY1HDJwQ2- Pakistan Central Asian music encompasses numerous different musical styles originating from a large number of sources. Though Pakistan is part of South Asia, its western part is considered as extended Central Asia. 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 includes diverse elements from Central Asia, Persia, Turkey and the Arab world. This lesson will show you the traditional instrumental and music vocal of Pakistan. 18  What’s New Activity 1: KWLR Chart Direction: Fill in the information needed on the first and second column of the chart about the Music of India, Pakistan and Israel. The third and the fourth column will be use at end of the lesson. What you Want to What you Know know What you Learned What you Realized What is it VOCAL MUSIC OF PAKISTAN Pakistan is known for its two vocal styles in singing: 1. Ghazal o are traditional expressions of love, separation and loneliness; it tells about both the pain of loss of the lover and the beauty of love in spite of that pain o its structural requirements are more strict than those of most poetic forms traditionally written in English o is considered by many to be one of the principal poetic forms the Persian civilization can be sung by both for men and women. 2. Qawwali o the devotional music of the Chishti Order o a vibrant musical tradition that stretches back more than 700 years o originally performed mainly at Sufi shrines throughout the subcontinent and gained mainstream popularity 19  What’s More Activity 2: HEAR ME! Direction: (RBI) Listen to learn more Ghazal and Qawwali vocal music of Pakistan. After you tune in, write your observation in your activity notebook. Activity 3: LEARN from ME! Direction: Watch to the examples of Ghazal and Qawwali instrumental and vocal music of Pakistan from the given links below and wrote down your observation about the presentation in your activity notebook. Additional Audio/Visual Activity: You may watch the following links online:: o Rahat fateh ali khan-best qawwali, www.youtube.com o Nusrat fateh ali khan-best qawwali, www.youtube.com Additional Audio/Visual Activity: You may watch the following links online:: Pakistani Ghazal-Payam e Mashriq’s Ghazal, www.youtube.com Based on the videos, answer the guide questions in your activity notebook: 1. What is your impression about the music you have heard? _________________________________________________________________ 2. What mood of feelings does it express? ___________________________________ ___________________________________________________________________ 3. How do the instruments help express the mood of the piece? __________________ ___________________________________________________________________ 4. Is the song fast, slow or does the tempo vary? ______________________________ ___________________________________________________________________ 20  What is it INSTRUMENTAL MUSIC OF PAKISTAN Punjabi music strengthens the importance of musical instruments in Pakistan. Punjab is a region in South Asia which is divided into West Punjab, Pakistan and East Punjab, India. Bhangra, one of the most recognized forms of Punjab, is based on the drum rhythm of dhol. Significant Instrument of Pakistan 1. Tabla - is a membranophone percussion instrument originating from the Indian subcontinent, consisting of a pair of drums, used in traditional, classical, popular and folk music.... Each is made of hollowed out wood or clay or brass, the daya drum laced with hoops, thongs and wooden dowels on its sides. https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Tabla&tbm= 2.Dholak - is mainly a folk instrument, lacking the exact tuning and playing techniques of the tabla or the pakhawaj. The drum is pitched, depending on size, with an interval of perhaps a perfect fourth or perfect fifth between the two heads. It is related to the larger dhol and the smaller dholki. https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Dholak 21  3.Rubab - is one of the national musical instruments of Afghanistan. It proliferated throughout West, Central, South and Southeast Asia. It derives its name from Arabic rebab 'played with a bow'; in Central Asia, however, the instrument is plucked and is distinctly different in construction. https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Rubab 4.Harmonium, also called a "melodeon", "reed organ" or "pump organ", is a keyboard instrument that is a lot like an organ. It makes sound by blowing air through reeds, which are tuned to different pitches to make musical notes. https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+of+Harmonium 22  Student’s Performance Task What I have Learned Activity 4: Peace, Order and Organize! Direction: Compare and contrast the vocal/instrumental music of Pakistan from the music of India. Draw this diagram on your Activity Notebook and answer. VOCAL and INSTRUMENTAL MUSIC Pakistan India Similarities Differences 23  What’s In ACTIVITY 5: SING It! MOVE it! Direction:You are going to make a video singing presentation on one PAKISTAN song and one INDIA song either learned from this module or through research. Enhance your performance with the use of improvised musical instruments as accompaniments and incorporate body movements. (make your own version of substitute improvised musical instruments)..Submit your video and assessment on time. Please refer to the following criteria. Before performing, explain your answers to the following questions: 1. Describe how a musical element reflects the culture of each country. 2. What is the difference between the traditional and contemporary folk songs of South, Central, and West Asian Music? Criteria 5 4 3 2 1 Correct expression and style Accurate rhythm Appropriateness of accompaniment and movements Correct pitch Sensitive phrasing Well-defined dynamic level Creativity Rubrics for Designing an Instrument Substitute Basic Developing Approaching Proficient Proficiency Inappropriate; Most materials Appropriate Appropriate and Messy and appropriate; materials; creatively modified incomplete Decorated but Decorated, materials; materials; messy; neat; Sound Decorated within Sound quality Neat but fragile; quality almost the context of the lacks similarity Sound quality similar to that instrument; with that of the somewhat similar of the original Neat and durable; original but not instrument Sound quality instrument exactly similar to most similar to that of the original that of the original instrument instrument 24  Example Substitute Improvised Musical Instruments www.pinterest.com 25  What’s More ACTIVITY 6: SCRAPBOOK MAKING Direction: Make a scrapbook of PAKISTAN musical instruments. Carefully organize the pictures in your scrapbook and include a brief description about each instrument. Refer to the following assessment rubric for the criteria. Scrapbook Rubrics Points 4 3 2 1 Earned Assessm ent Advanced Approaching Developing Beginner Sel Tea Proficiency f cher Content Information is Main points Some main Main points complete and are covered points and are not is enhanced but lack details are complete by accurate some missing and are and details greatly appropriate lacking in details detail Pictures, Number and More and Very little photographs, types of better pictorial or other similar visuals are visuals representatio devices add to adequate, could be n is present; overall as are used; effectiveness captions captions captions are of the only incomplete scrapbook; identify and captions are label rather relevant and than explanatory explain Space, shapes Design Shows There is no and colors elements evidence of consideration provide and use of of design information principles some elements themselves used are design and and add to the adequate elements principles overall and effectiveness principles of scrapbook All sources are The Sufficient The list of properly and minimum number/typ sources is thoroughly number/type es of inadequate cited; the s of sources sources in number / number / types are present are lacking; types and of sources are and are not all format of exceeded cited citations items properly are formatted properly 26  Theme There is Most of the Only a Confusing wholeness information portion of and/ or about the relate to the the inconsistent scrapbook; the theme of the information theme is scrapbook. relates to consistent The cover is the theme throughout. relevant to of the The cover the scrapbook. clearly contents. The cover identifies the is unclear theme. in its message. Overall The All the Only some Few of the effectiv requirements requirement of the assignment eness of the s of the assignment requirements assignment assignment requiremen have been have been have been ts are met. The exceeded. The fulfilled. The fulfilled. presentation scrapbook is scrapbook The as a whole very creative is neat and scrapbook lacks and presentable. lack neatness. interesting. neatness. You can create your own and be creative. 27  Lesson Title of the Lesson Music of West Asia 3 ISRAEL What I need to Know https://www.google.com/search?q=map+of+Israel&sxsrf= https://www.google.com/search?q=music+and+culture In general, music of West Asia is modal. Harmony is not emphasized but rather includes salient features such as melodic complexity and ornamentation, including ¼ tones and rigorous rhythmic development. West Asian music is commonly used during: Communal worship (in Mosque, Synagogue and Church) Mystic rituals (Sufis, Hassidic) Life passage events (Weddings, Bar Mitzvas, Bat Mitzvas, Anniversaries) Entertainment (Belly Dancing, Folk Dancing)  28 VOCAL MUSIC OF ISRAEL AND ARABIA A. Israeli Music https://www.youtube.com/watch?v=2fKf9fXgFlQ&list=PLf-67l2J2EngUcEBA33FmSQexTsGWkiVW Israeli singers have distinctive vocal style. They sing with guttural and throaty enunciation. Two Divisions of Jewish Music 1. Devotional https://www.youtube.com/watch?v=lK-aXgSMj90 almost entirely vocal featured during Sabbath and other holy days the art of Hazan (leader of prayer in synagogue) has always been evident in the culture shofar is a special call to prayer and repentance; it is sounded on the High Holidays (the Jewish New Year and Day of Atonement) 2. Secular https://www.youtube.com/watch?v=SeMhQBdkNQc instruments and voice are used played during life passage events context lies outside the religious domain very rhythmic and have popular and romantic texts B. Arabic Music https://www.youtube.com/watch?v=AJolx_NrDto&list=PLrAbRK1edFcQ0XsMy7BQ_BDqfeTZqPjI_ Arabic Maqam is distinctively unique to Arabian music because of its technique of improvisation. It is the system of melodic modes used in traditional Arab music. Arabian rhythmic pattern or cycle is analyzed by means of rhythmic units. 1. Wazn - literally means “measure” performed on the goblet drum, frame drum and kettle drum only used in musical genres with a fixed rhythmic-temporal organization including recurring measures, motifs and pulse 29  2. Iqa https://www.youtube.com/watch?v=ySoEE4FhBOA the rhythmic pattern in Arabian music reputed to be over 100 iqa, but many of them have fallen out of fashion and are rarely used in performance the greatest varieties of iqa (or iqa’at as pronounced) range from two to 48 beats are used in the muwashahat (an Andalusian musical form) where every syllable of the lyric must fall on a beat. What’s New Activity 1: Music Listening/Video Presentation Direction: Listen or Watch @ youtube channel if you have internet connection at home, the examples of traditional instrumental and vocal music of Arabia. For you to understand and enjoy this activity, use the guide questions provided. Additional Audio/Visual Activity: You may watch the following links online:: Habib Yammine-Wazn il mu’allaqat imru’al Qays www.youtube.com Based on the videos, answer the guide questions in your activity notebook: 1. What is your impression about the music you have heard? __________________________________________________________________ 2. What mood of feelings does it express? ___________________________________ ___________________________________________________________________ 3. How do the instruments help express the mood of the piece? __________________ ___________________________________________________________________ 4. Is the song fast, slow or does the tempo vary? ______________________________ ___________________________________________________________________ 30  What’s In Activity 2: Music Listening/Video Presentation Direction: Listen or Watch to the examples of traditional instrumental and vocal music of Arabia. For you to understand and enjoy this activity, use the guide questions provided. Additional Audio/Visual Activity: You may watch the following links online:: Michigan Arab Orchestra-Fantasie Nahawand Mona and Ahmed Fekry- Muwashahat www.youtube.com Based on the videos, answer the guide questions in your activity notebook: 1. What is your impression about the music you have heard? ___________________________________________________________________ ___________________________________________________________________ 2. What mood of feelings does it express? ___________________________________ ___________________________________________________________________ 3. How do the instruments help express the mood of the piece? __________________ ___________________________________________________________________ 4. Is the song fast, slow or does the tempo vary? ______________________________ After knowing about the vocal music of West Asia, let’s move on to instrumental music. Do you have any idea of what instruments looks like in this part of Asia?  31 INSTRUMENTAL MUSIC OF ISRAEL The lute such as the Philippine bandurria and Laud traces its origins from the Middle Eastern Oud and Indian sitar. Goblet drum, darbuk, the tambourine and other instruments associated with Middle Eastern music are used as accompaniment. One of the dances where accompaniment is used is Hora, a dance that often has strong off beats and asymmetric meters. SIGNIFICANT INSTRUMENTS OF ISRAEL 1.Jewish Lyre- ancient Hebrew lyre, the musical instrument of King David. According to the Roman Jewish historian Josephus (1st century ad), it resembled the Greek kithara (i.e., having broad arms of a piece with the boxlike neck), and kinnor was translated as “kithara” in both the Greek Old Testament and the Latin Bible. 2. Psalterion Harp - Psaltery, (from Greek psaltērion: “harp”), musical instrument having plucked strings of gut, horsehair, or metal stretched across a flat soundboard, often trapezoidal but also rectangular, triangular, or wing-shaped. The strings are open, none being stopped to produce different notes.A https://www.google.com/search?q=Bitly+image%2F+Psalterion+Harp&tbm=isch&ved=2ahUKEwjAutvC7LXqAhXYzYsBHZEwB8wQ2cCegQIABAA&oq=Bitly+image%2F+Psalterion+Harp&gs_lcp=CgNpbWcQAzoECCMQJzoECAAQHlDG6xFYvKESYJ- https://www.google.com/search?q=Bitly+image%2F+shofar&tbm=isch&ved=2ahUKEwi056DS7bXqAhXyIaYKHYLWCKgQ2-  32 OTHER SIGNIFICANT INSTRUMENTS OF ARAB COUNTRIES 1.Goblet o darbuka (also called a doumbek, tablah, or goblet drum) is an hour-glass- shaped drum popular throughout the Middle East. The drum head or skin is stretched tight with rope or leather thongs or even nails. https://www.google.com/search?q=wikipedia%2FGoblet&tbm=isch&ved=2ahUKEwirr9 2. Toft (Bendir) o The term Bendir means in Turkish language a big hand frame drum, which is known as Duff in Arabic language. o The drum is played kept vertical by inserting the thumb of the left hand in a special holes in the frame.Jan 7, 2018 https://www.google.com/search?q=wikipediaimage%2Fmusical+intrument+from+arabia%2Ftoft&tb OTHER SIGNIFICANT MIDDLE EASTERN INSTRUMENTS 1. Oud (Arabic: ‫ عود‬ʿūd [ʕuːd]) is a short-neck lute-type, pear-shaped stringed instrument (a chordophone in the Hornbostel-Sachs classification of instruments), usually with 11 strings grouped in 6 courses, but some models have 5 or 7 courses, with 10 or 13 strings respectively. https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument- 2. Darbuka drums appear to be a more modern variation of the doumbek. Still goblet-shaped, a darbuka drum is smaller than a doumbek (9-16 inches tall) and is almost always made from metals like copper or aluminum. However, darbuka drums have a drum head that is easier to access than a doumbek.Dec 31, 2014 https://www.google.com/search?q=wikipedia+image%2Fmusical+instrument+from+arom+arabia%2FDarbuk& M  33 What I Have Learned Activity 3: Word Search in the Middle Earth Direction: Search for the terms used in vocal and instrumental music of West Asia. Encircle/highlight the words that you found. S E C U L A R D F G A A B T A G M N U Y K R I R O J C O G W M N A Q T F S M X B E H B B A F T O N P A L T G I I E I S R A E L E H C D E V I O N A L D T I W Y A E F K L O I T U S H O F A R A U U Y Y Q D A R B U K A A D A Explain the meaning of these terms, write it in your Activity Notebook. Example: 1. TOFT – it is a drum which is played kept vertical by inserting a thumb. 2. 3. 4. 5. 6. 7. 8. 9. 10. Did you notice how rhythm plays an important role in the music of South, Central and West Asia? Most of their music, religious or cultural, is based on rhythm. It’s time to experience music from India, Pakistan, Israel and Arabia. Do you play drums? If not, now’s the time to learn how. Get hold of that rhythmic sense because you’re going to need it for the next activities. This is a compilation of performances meant to enhance your rhythmic sense. 34  What I can do Activity 3: Watch and Perform! Materials: Create Improvised Percussion iinstruments Directions 1. Watch the West asian Instruments by HAIRO. https://www.youtube.com/watch?v=4aYMhm5hfm0 https://www.google.com/search?q=West+asian+instruments+by+Hairo 2. Listen to the various sounds and rthythms played. 3. Simulate the rhythm by using any improvised percussion instrument 4. Make a video of your performance..Submit your video and assessment on time. Assessment: RHYTHMIC RUBRIC TEACHER: Students will write their goals in their notebooks. Points 5 pts. 4 pts. 3 pts. 2 pts. 1 pt. 0 pt Tempo Appropriate Fluctuates Fluctuates Mostly Not Cannot slightly often wrong appropriate play Steady Consistent Fluctuates Fluctuates Mostly Not Cannot Beat slightly often Wrong Appropriate Play Rhythmic No A few Many Mostly Consistently Cannot Pattern mistakes mistakes mistakes wrong wrong Play Rest No A few Many Mostly Consistently Cannot Rhythm mIstakes mistakes Mistakes wrong wrong play Overall Superior Very Good Fair Poor Cannot Rhythm Good Play The music of India, Pakistan, Israel and West Asia are widely used as an expression of their way of life and spiritual beliefs. Instruments add texture to any musical performances. See if you can do the activity with SPEED... Isn’t it fun to play percussion instruments? In the next activities, we’ll be checking if you remember their musical instruments. Are you ready? 35 https://www.pinterest.co.uk/pin/20055160817659285/  36 What’s More Activity 4: Speed Instrumental Music-cussion (you can include your family in this activity). You will need: Pictures of musical instruments of India, Pakistan, Israel and West Asia countries placed and pasted on cardboard Procedure/Direction: 1. Paste a picture of a musical instrument in a cardboard with its corresponding number. 2. Sit in a circle with ten members. 3. Pass the picture you prepared to your right. 4. You will be given 10 seconds to identify the name of the instrument passed to you. Write down the name of the instrument guided by the indicated number for each instrument. 5. Then, write the country where that instrument originated. 6. After 10 seconds, pass the picture you are holding to your right. 7. Repeat the procedure until all 10 musical instruments have been passed. 8. Write your answer on your Activity Notebook. Answer sheet: NAME OF THE MUSICAL INSTRUMENT COUNTRY OF ORIGIN 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.  37 What’s In Activity 5:It’s singing time! Below is a simple but beautiful Israeli folk song. Listen and follow the musical score of the song Zum Gali Gali. Try to sing the song on your own. ZUM GALI GALI (Israeli Lyrics) ZUM GALI GALI (English Translation) Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Zum gali gali, zum gali gali Zum gali gali, zum gali gali Pioneers work hard on the land Hechalutz le’maan avodah Men and women work hand in Avodah le’ maan hechalutz hand Hechalutz le’ maan avodah As we labor all day long Avodah le’maan hechalutz We lift our voices in song Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali Zum gali gali, zum gali gali Zum gali gali, zum gali gali  38 Answer the following questions: 1. What is the message and function of the song? 2. Describe how the musical elements reflect Israel Culture? (Copy the table) Musical Elements Description that reflects Israel Culture TIMBRE DYNAMICS RHYTHM MELODY FORM 3.Identify similarities and differences of your music and culture with the Philippines? India Pakistan Israel Philpiines Similarities Differences  39 What’s More Activity 6: Rig Your Heart with Pasyon www.youtube.com You will need: A recorded selection of Rig Veda by Sri Suktam and a Pasyon Directions: 1. Watch a music video of Rig Veda with English subtitles performed by Sri Suktam and a video example of Philippine Pasyon filmed in Bulacan. 2. Listen to the melody and rhythm of both selections. 3. Describe the music elements of the vocal and instrumental parts used in both songs. Elements of Music Music #1 Rig Veda by Music #2 Philippine Sri Suktam Pasyon in Bulacan Timbre Dynamics Pitch Rhythm Form Texture Harmony Style Rig Veda is enlightening and inspiring to listen to. It is used for religious purposes just like the Pasyon of the Philippines. Here are some recommended Rig Vedas for you: o Sanskrit Veda o Vedas – Universe Creation  40 What I Can do Activity 7: SCRAPBOOK MAKING Direction: Make a scrapbook of WEST ASIAN-ISRAEL/ARABIA musical instruments. Carefully organize the pictures in your scrapbook and include a brief description about each instrument. Refer to the following assessment rubric for the criteria. Scrapbook Rubrics Points 4 3 2 1 Earned Assessm ent Advanced Approaching Developing Beginner Sel Tea Proficiency f cher informat Information is Main points Some main Main points ion complete and are covered points and are not Content is enhanced but lack details are complete by accurate some missing and are and details greatly appropriate lacking in details detail Pictures, Number and More and Very little photographs, types of better pictorial or other similar visuals are visuals representatio devices add to adequate, could be is present; overall as are used; effectiveness captions captions captions are of the only incomplete scrapbook; identify and captions are label rather relevant and than explanatory explain Space, shapes Design Shows There is no and colors elements evidence of consideration provide and use of of design themselves and principles some elements add to the used are design and overall adequate elements principles effectiveness of and scrapbook principles All sources are The Sufficient The list of properly and minimum number/typ sources is thoroughly cited; number/type es of inadequate the number / s of sources sources in number / types of sources are present are lacking; types and are exceeded and are not all format of cited citations items properly are formatted properly 41 Theme There is Most of the Only a Confusing wholeness information portion of and/ or inconsistent about the relate to the the scrapbook; the theme of the informatio theme is scrapbook. n relates consistent The cover is to the throughout. relevant to the theme of The cover contents. the clearly scrapbook. identifies the The cover theme. is unclear