Q2 Lesson Exemplar Music and Arts Grade 4 PDF

4 Quarter 2 Lesson Exemplar WeQuarter Lesson for Music and Arts 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exe...

4 Quarter 2 Lesson Exemplar WeQuarter Lesson for Music and Arts 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar for Music and Arts Grade 4 Quarter 2: Lesson 1 (Week 1) SY 2024-2025 This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writer: Alma Vida G. Gallardo (Benguet State University) Validator: Wesly M. Tayag (San Vicente Pilot School For Philippine Craftsmen) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].  LESSON EXEMPLAR MUSIC AND ARTS / QUARTER 2 / GRADE 4 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content The learners demonstrate understanding of local concepts, processes, and practices of Music and Arts as influenced by Standards the faiths and beliefs of the province. B. Performance The learners improvise creative works that depict the faiths and beliefs of the province, using local concepts, processes, Standards and practices in Music and Arts. C. Learning Learning Competency Competencies and Objectives Discuss the basic concepts and principles of sound, theater, dance, and visual elements based on the representations of local creative works Learning Objectives: Identify creative works in one's local area; Recognize the basic concepts and principles of sound, theater, dance, and visual elements based on the Bendian Dance and the traditional attires of Benguet; and Explain the basic concepts and principles of sound, theater, dance, and visual elements of Bendian Dance Note: The material to be used will be determined and selected by the teacher based on the relevant creative works available in their province. C. Content Basic concepts and principles of sound, theater, dance, and visual elements Faiths and Beliefs in the Province on Music and Arts D. Integration SGD 11 Sustainable Cities and Communities: Protect Cultural and Natural Heritage Culture Identity Faiths and Beliefs 1 II. LEARNING RESOURCES Being Igorot. (2024, May 3). Kabayan Bendian dance, BINDIYAN FESTIVAL 2024 [Video]. YouTube. https://www.youtube.com/watch?v=DAClSM_yZFw Berto. (2022, June 12). The Attire Of An Ibaloy Woman - The Philippines Today. The Philippines Today. https://thephilippinestoday.com/attire- of-an-ibaloy-woman/ Biggest Bendian Dance of Benguet attempts Guinness World Record. (n.d.). WowCordillera. https://www.wowcordillera.com/2017/11/biggest- bendian-dance-of-benguet.html Day, A. S. (n.d.). Chua.docx. Scribd. https://www.scribd.com/document/451975258/Chua-docx gongs in benguet - Bing. (n.d.). Bing. https://www.bing.com/search?q=gongs+in+benguet&qs=n&form=QBRE&sp=- 1&ghc=1&lq=0&pq=gongs+in+benguet&sc=10-16&sk=&cvid=9D39A8D78EB44DAA97CB655C695EAE8B&ghsh=0&ghacc=0&ghpl= Gong-making facility, pormalen a naipaima kadagiti gong-makers ti Mankayan, Benguet - Bombo Radyo Baguio. (2019, June 28). Bombo Radyo Baguio. https://baguio.bomboradyo.com/gong-making-facility-pormalen-a-naipaima-kadagiti-gong-makers-ti-mankayan-benguet/ Joan Manamtam. (2022, April 18). Chua Ay - Grade 4 song [Video]. YouTube. https://www.youtube.com/watch?v=ogifedZbyos Katutubo Exchange Philippines. (2020, July 11). KAMBAL, DIVIT & SHENGIT - this is the traditional attire of the Ibaloy women of Benguet. Kambal is called the blouse [Image]. Facebook. https://www.facebook.com/photo?fbid=1936398839829972&set=kambal-divit-shengit- this-is-the-traditional-attire-of-the-ibaloy-women-of-bengu Leonisa. (2014, March 19). Ibaloi. Pinterest. https://ph.pinterest.com/pin/465981892667011914/ Marcusdark. (2016, May 14). CULTURAL CONCOCTION: IGOROT’S MAGNUM OPUS. Culturalconcoction. https://culturalconcoction.wordpress.com/2016/05/13/educational-blog-post/ National Unity Party. Bendian Festival in Benguet, Mountain Province (1994, November 6). NUP. https://nup.org.ph/Lifestyle/Cat/Guide/Article/21 Official Pan Abatan Records TV. (2020, June 19). Municipality of Kabayan BINDIAN DANCE (Pan-Abatan Records) [Video]. YouTube. https://www.youtube.com/watch?v=4EtVL2xxJ24 Oliver Cabarubias. (2021, April 11). BENDIAN DANCE OF BENGUET| Dance Tutorial [Video]. YouTube. https://www.youtube.com/watch?v=_2Sw9QoDENY How To Dance Bendian. (n.d.) Isna Tako. https://isnatako.blogspot.com/2012/08/how-to-dance-bendian.html III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS 2 A. Activating Prior DAY 1 Knowledge 1. Short Review The teacher may use other Let the learners do the following: songs popular in their province and may prescribe other o Sing along with the song “Chua-ay.” movements that correspond to https://www.youtube.com/watch?v=ogifedZbyos&t=23s the beat of the song. o Let the learners stand and respond to the beat of the song by stomping their right foot as they sing the song. Think (30 seconds): The class will watch the video "Chua-ay." Answer Me! (Think-Pair-Share Questions) Learners will think about this o Think: Describe what is happening in the song? question and come up with an o Pair – Identify the vocal and instrumental music used? answer in their head. o Share – Relate the song to the culture of the Igorot Tribes? Pair (1 minute): Learners will Chua-ay is a song that depicts the Igorot tribes at work, pounding rice using a huge look for a partner nearby and mortar and heavily weighted posts to separate the rice grains. Show the picture discuss the answer to the below. following questions for 1 minute. Share (2 minutes): The teacher will call on a few pairs to share their thoughts done in the Pair activity with the class. As a class discussion the teacher can ask question #3. Image source: https://www.scribd.com/document/451975258/Chua-docx Foot stomps suggest the mortar and pestle action that also enhances the earthy character of the song. 3  2. Feedback (Optional) B. Establishing 1. Lesson Purpose Lesson Purpose The teacher will ask the pupils to enumerate all the celebrated festival they The teacher may choose a know as a way of sharing their cultural beliefs and practices. The pupils will traditional practice/event in give all festivals within their community that manifest sharing of their province. cultural beliefs and practices, these may include the Bindiyan Festival. The teacher will discuss that the Benguet Festival Dance or also known as Bindiyan Festival is an annual event celebrated every April to May to showcase the Ibaloi culture of the municipality of Kabayan. 2. Unlocking Content Area Vocabulary Rearrange the scrambled letters in each item to form the words related to the topic. Use the clues provided to answer this activity. SCRAMBLED DEFINITION UNSCRAMBLED Answer key: WORDS WORDS 1. Dance EDNCA To move the body and feet to the music. 1. 2. Bendian DNNBAIE Ceremonial dance of the Igorot. 2. 3. Tapis PISAT It is a wrap-around skirt for women. 3. 4. Bahag AAGBH A traditional loincloth worn by men in 4. 5. Pitch the Igorot ethnic group. 6. Gong TCHPI The highness and lowness of a sound. 5. 7. Solibao GNOG The instrument is heated, then pounded 6. and bent using a metal cylinder to create a particular sound. SLBOOIA The instrument is played by striking the 7. drumhead using the palm C. Developing and SUB-TOPIC 1: Discussing the basic concepts and principles of sound, theater, The teacher may use their local Deepening dance, and visual elements based on the representations of local creative works in their place or Understanding creative works province. 1. Explicitation 4  Let the class watch this video of the Benguet Festival Dance: https://www.youtube.com/watch?v=DAClSM_yZFw&t=253s After watching, the teacher will ask the following question to process the video. What do you call the circle dance performed during the Bindiyan festival? Answer: The Bendian Dance, also known as the Bendayan or Bindiyan, is a circle dance that has traditionally been associated with the advent of prosperous headhunters. It is a feature of every Benguet celebration, with the circles gradually giving place to other designs and interpretations. The dance's circular motions stand for the harmony and togetherness of the Benguet people. Do the dancers wear costumes when they dance? Answer: Dance costumes are essential to represent the culture of the dance, aside from making the festival more visually appealing to finish the look. Dancers put a lot of effort into realizing their choreographer's vision. The purpose of costumes is to help communicate the tale of the dance's topic while also enhancing each dancer's mobility across the stage. What are the different instruments you observe while watching the video performances? Answer: Gongs and Solibao are present during the presentation How will you respond whenever you hear the sound of gongs (gangsa) and sulibao? Answer: We dance based on the beat of those instruments. Who among you has already witnessed/experienced the Benguet Dance Festival or the Bindiyan Festival? What activities do you usually observe in Bindiyan festival? Answer: There are many activities such as those you mentioned but our lesson will focus on the popular Bendian dance and the traditional attire of the dancers which is the highlight of the festival. 5 2. Worked Example The teacher will introduce the nature of Bendian Dance. What is Bendian dance? Bendian dance is a significant dance and it originated in Kabayan, Benguet. It is staged as a ceremonial dance with the lead man, the lead dancer dancers, the gong players, and dancers which may include the rest of the community members. Bendiyan means “dance ‘til exhausted. “Men and women, young and old, can participate in the dance. The dance commences with the entrance of the lead man and the lead dancer at the center of the grounds bearing spears, shields, and a dummy head as seen in the video clip. Bendian is performed for many reasons. Some of these are to heal a prolonged illness, relieve natural calamities such as famine and drought, and to celebrate a bountiful harvest. The teacher will discuss the basic concepts and principles of sound, theater, dance, and visual elements present in Bendian Dance. Dance Body: The dancer’s physical form and movements. Energy: The dynamics and intensity of movement. Space: How dancers occupy and move through the performance area. Time: The rhythm and timing of dance sequences Visual Arts (Elements of Visual Composition) Line: The basic building block, creating shapes and forms. Shape: Two-dimensional areas defined by lines or color. Color: Hue, value, and intensity. Texture: Surface quality. Space: Positive (occupied) and negative (empty) areas. Form: Three-dimensional objects. 6 DAY 2 3. Lesson Activity Play a video clip of people performing the Bendian dance which can be accessed to https://www.youtube.com/watch?v=4EtVL2xxJ24 during the festival and let the learners observe and take note of the of following: hand positions footwork movements formation pacing instruments traditional attire props The teacher will introduce the different instruments used in Bendian dance. o The main instruments in playing the bendian dance are gongs and solibaos 7 o The gongs (gangsa) are made with the help of a hammer and anvil, which is a hefty iron block that is heated, then pounded and bent using a metal cylinder to generate a particular sound, typically dependent on its placement in an ensemble. o Takik and bungkaka, on the other hand, are optional or alternate uses. o Playing the solibao involves striking the drumhead with your palm. The teacher will allow the pupils to describe the traditional attires of the Igorots of Benguet. Image source: https://ph.pinterest.com/pin/465981892667011914/ 8 D. Making 1. Learner’s Takeaways Generalizations Let the learners complete the following phrases: a. We learned that ___________________________________________ The teacher may write or post b. We realized that ___________________________________________ this to serve as guide for the c. We appreciated that ________________________________________________ learners. 2. Reflection on Learning a. Why is it important to experience cultural events like the Bendian Dance Festival? b. What is your plan to learn more about the Bendian dance? c. In your little ways, how can you help preserve the rich cultural traditions of Benguet? IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating 1. Formative Assessment Learning Essay/ Narratives. Write your answers in the answer sheet. 9  What is Bendian dance, based on the symbols and representations of local faiths and beliefs? What is the importance of wearing traditional attire and playing indigenous musical instruments when performing cultural dances such as the Bendian dance? 2. Homework (Optional) B. Teacher’s Note observations on The teacher may take note of Remarks any of the following Effective Practices Problems Encountered some observations related to areas: the effective practices and problems encountered after strategies explored utilizing the different strategies, materials used, learner engagement and other related materials used stuff. Teachers may also suggest learner engagement/ ways to improve the different interaction activities explored. Others C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every Reflection lesson conducted/ facilitated is ▪ principles behind the teaching essential and necessary to What principles and beliefs informed my lesson? improve practice. You may also Why did I teach the lesson the way I did? consider this as an input for Did I attain all my lesson objectives? the LAC/Collab sessions. How did I encourage my students to participate in the class discussions and activities? ▪ students What roles did my students play in my lesson? What did my students learn? How did they learn? Did my pupils actively participate in all the class activities that I prepared? 10  Were the instructions in the class activities clear to the pupils? ▪ ways forward What could I have done differently? What can I explore in the next lesson? What challenges did I encounter in implementing the class activities? 11