NATIONAL TRAINING OF TRAINERS FOR GRADE 3

K to 12 Enhanced Basic Education Program

MUSIC
SESSION GUIDE

Title

Teaching Music in the Grade 3 K to 12 Curriculum

Time Frame

2 hours

Objectives

The participants should be able to. . .

1. understand the learning area standards, content standards, performance

2.
3.
4.
5.

standards and learning competencies of Grade 3 Music in the K to 12

Enhanced Basic Education Program
experience the different music processes through varied activities
identify the different elements of music through varied activities such as:
listening, tapping, clapping and moving, singing, analyzing, creating
demonstrate/interpret varied activities showing the elements of music
appreciate the performance of musical processes that will help in the
holistic development of the child

Resources/Materials:
Curriculum Guide for Music, Grade 3 Teachers Guide in Music, CDs, CD
player, PowerPoint presentations, songs, song charts, pictures, pitch pipe,
video presentations, meta cards, pentel pen, instruments (triangle, shaker,
drum, bell, tambourine)

Introduction & Overview

Music is a multifaceted art that comes from nature, and many use this both as
an expression and as an art. As for the children, learning the elements of Music in a
practical way provides pupils with a broad and meaningful understanding of Music.
Further, it also places Music in a comprehensive context, associating it with the
science of sound, body movements, intellectual perception, and the basic instinct to
explore the environment.
Studies show that quality music education resulted to:
Improved development of higher order thinking skills, including analysis,
synthesis, logic and creativity.
Improved concentration and lengthened attention spans
Improved memory and retention
Improved interpersonal skills and abilities to work with others in
collaborative ways
1

Session Proper:
Priming:
(15 minutes)
Facilitator distributes musical symbols.
While singing Leron, Leron, Sinta, participants will group themselves
according to the symbol they received.
When the group has been set, facilitator proceeds to priming.
Facilitator shows the pictures and the blank boxes only
Facilitator asks the class to guess the title of the song
4 Pix in a Song

I. Activity
A.

Facilitator sings the song (see ppt)

Facilitator teaches the song
Facilitator and class sing the song together
Class sings the song alone
Class sings it as an action song
Class sings it as a round song
Demonstration Lesson (40 minutes)

Practice exercises on rhythm ( see ppt )

Teacher performs echo clapping (to the beat of the chant Mang Kiko)
Teacher recites Mang Kiko with the class
Teacher claps the beat of Mang Kiko while reciting the lyrics
Class repeats after the teacher
Teacher shows the stick notation of Mang Kiko (see ppt)
Teacher introduces the rhythmic syllables (ta ti ti).
Class repeats after the teacher
Teacher claps the rhythm of Mang Kiko
Class repeats after the teacher

B.

Class performs group activity on Beat and Rhythm (one group to

perform the rhythm, the other performs the beat)
Teacher facilitates discussion on Beat and Rhythm
Teacher asks comprehension questions on the poem Mang Kiko
Teacher presents simple ostinato pattern for the chant Mang Kiko to
be performed by the class

Class enhances the story of Mang Kiko by applying fast and slow
Tempo

Teacher sings See-Saw (see ppt)

Teacher points out the high and low tones in the song See-Saw by
using so mi
Class repeats after the teacher
Class sings so mi as they perform the Kodaly hand signs introduced
Practice singing by group: first so-mi, then with Kodaly hand signs, and
finally perform See-Saw
Still using the Kodaly hand signs, teacher will add other notes from
middle do to higher do
Teacher uses the Sing my Hand method to practice the class for intune singing
Teacher sings the song The Swan
Class sings the so-fa syllables with hand signs
Class sings the lyrics of the song
Class identifies the Melodic Contour of the song by outlining the flow of
the melody through arm movements
Class applies Dynamics (soft and loud) while singing The Swan
Class sings The Swan in Two-Part Round
Use rubrics to assess the performance

II. Analysis
(10 minutes)
How did you find the activity? Why did you say so?
What elements of music were present in the activity /song?
What musical processes were involved?
How do music performances contribute to the holistic development of the
child?
III. Abstraction (30 minutes)

PowerPoint presentation on Music Elements and features of the

K to 12 Curriculum

IV. Application:
(20 minutes)
Class sings the song Mga Alaga Kong Hayop
Using the song Mga Alaga Kong Hayop, each group will perform the
clap-tap activity, using available musical instruments
While singing the song Mga Alaga Kong Hayop, selected groups will
do ostinato through body movements and instruments, following the
given rhythmic patterns.
Apply appropriate musical elements
Use rubrics to assess the performance/group activity

Group 1 (triangle)

Group 2 (shaker)

Group 3 (drum)
Group 4 (bell/
tambourine)
Group 5 (choir)

Closure

will sing the song

(5 minutes)
Video Clip/Song - I Can

Prepared by:
MARIA BLESSEDA A. CAHAPAY
EPSII, Music Focal Person
Curriculum Development Division
DepED National Office
MYRNA T. PARAKIKAY
PSDS, Music Supervisor
DepED Makati

FE V. ENGUERO
Educ. Prog. Supervisor II
DepED R.O. IV-A

AMELIA M. ILAGAN
Div. Music Coordinator
DepED Batangas

JOSEPINA D. VILLAREAL
Principal, OIC-Music Coor.
DepED Manila

VICTORINA E. MARIANO
Master Teacher II
DepED Makati

CHITA F. MENDOZA
Master Teacher I
DepED Makati

NARCIE FE M. SOLLOSO
Master Teacher I
DepED Makati

JOSEPHINE CHONIE M. OBSEARES

Master Teacher I
DepED Butuan City