Documenti di Didattica
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Quarter IV
20TH AND 21ST CENTURY
MULTIMEDIA FORMS
CONTENT STANDARDS
The learner demonstrates understand of...
1. Characteristic features of 20th and 21st century opera, musical play, ballet,
and other multimedia forms.
2. The relationship among music, technology, and media.
DEPED COPY
PERFORMANCE STANDARDS
The learner
LEARNING COMPETENCIES
The learner
1. Describes how an idea or story in a musical play is presented in a live
performance or video,
2. Explains how theatrical elements in a selected part of a musical play are
combined with music and media to achieve certain effects,
3. Sings selections from musical plays and opera expressively;
4. Creates/improvises appropriate sounds, music, gestures, movements, and
costume using media and technology for a selected part of a musical play;
5. Presents an excerpt from a 20th or 21st century Philippine musical and
highlights its similarities and differences to other Western musical plays.
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61
Quarter IV
20TH AND 21ST CENTURY MULTI-MEDIA FORMS
Sessions 1, 2, and 3
OPERA IN THE PHILIPPINES
I.
SUBJECT MATTER
A.
Topic:
B.
Materials:
DEPED COPY
Charts with bullet-highlights of the works
Musical scores
II.
Reference:
LESSON PROPER
A.
PRELIMINARY ACTIVITY
1. Review: Recall concepts from the past lesson.
2. Motivation:
As the class listens to the recordings of contemporary Philippine
composers, display on the board pictures of each of the composers.
Choose recordings from past lessons to serve as a bridge to the new
lesson. Display the chart of composers taken up in the last lesson.
62
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B.
DEVELOPMENTAL ACTIVITY
Have the students do the following:
1. Let the students watch and listen to presentations or performances of
Philippine opera on a DVD.
2. Have them watch the following performances on YouTube:
a. Noli Me Tangere, The Opera
b. El Filibusterismo, The Opera
c. An excerpt from the opera La Loba Negra performed by Alegria
Ferrer
d. Opera Medley: 100 Yearsof World Class Music (UP Centennial)
e. Le Donna e Mobile, an aria from the opera Rigoletto by Verdi,
Brindisi, an aria from the opera La Traviata by Verdi performed by
The Three Tenors - Luciano Pavarotti, Placido Domingo, and Jose
Carreras
f. Wedding March from the opera A Midsummer Nights Dream by
Mendelssohn
g. Triumphal March from the opera Aida by Verdi
DEPED COPY
3. After watching and listening to the opera, let the students express their
personal reactions or feelings about these works through group
discussion and analysis. Report the outcome of the group discussion in
class.
C.
INTEGRATION
The lesson on 20th and 21st Century Multi -Media Forms may be integrated
with Philippine History for a better understanding of the styles and their
sources of influence.
Infusion of values: Appreciation of our nationalist composers, lyricists, story
tellers, and performers as major exponents of our cultural heritage.
D.
GENERALIZATION
The opera is both an art form and a musical form. The singers and
musicians perform a dramatic work combining text (called libretto)
a
and the
music usually in an elaborate theatrical setting. It incorporates many of the
elements of theater, such as acting, scenery, costumes, and sometimes
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63
WHAT TO KNOW
Let the students answer the following:
1.
2.
Discuss the characteristics of Philippine opera in relation to other multimedia forms. Explain your answers.
3.
What role did media and social media play in the development of these
musical genres specifically the radio, television, video, and recordings?
5.
6.
DEPED COPY
IV.
WHAT TO PROCESS
Listening and Singing Activities
You may let the class do these listening and singing activities separately or
combined together, depending on the allotment of time.
A.
64
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3. Let the students listen to the selections carefully to appreciate the music.
4. Let them analyze the music and take note of the elements of music
present, such as rhythm, melody, tempo and dynamics, texture and
harmony, form, and timbre.
5. Let them choose a composition that they like and describe the lyrical
content and message that the piece wants to convey.
6. Let them write a reaction paper on their impression of the opera and its
message.
2 = Poor
1 = Needs Follow-up
DEPED COPY
Rate scores are based on melodic appeal, message content, singability,
and text relevance to present day society.
1. How well did I listen to the aria from a Philippine
opera?
___________
___________
B.
___________
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65
La Loba Negra
Napakahaba na ng Gabi
Noli Me Tangere -
El Filibusterismo -
2. Let them practice singing the assigned aria with their group mates, using
the lyrics that they had researched.
3. Have each group sing their aria expressively in class, together with a
recording on CD or from the internet (YouTube). Time allotment for
each group is five (5) to ten (10) minutes only.
4. The group members may add choreography or some simple movements
or actions to interpret the aria. They may also use musical instruments
as accompaniment, and wear improvised costumes, if applicable.
DEPED COPY
5. Evaluate the performances based on:
- musicianship (musical elements)
- audience impact
- stage presence
- stage discipline and deportment
50%
20%
20%
10%
Enrichment Activities
Watch Live / TV Performances
1. Have the students watch live performances of Philippine opera that had
been discussed in class (if available in their area), or let them watch live
performances on TV or the internet.
2. Let them watch a live performance of a Western opera (ex: Rigoletto, Tosca,
La Traviata, Aida) or watch video clips or excerpts on TV or the internet.
3. They will then write a reaction paper on what they have watched.
Video Clips
1. Divide the class into four groups.
2. Together with their group mates, have the students explore how multimedia arts can be used to portray 20th century musical styles (specifically
Philippine opera) through a five-minute video clip using their digital cameras
or mobile phones.
66
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3.
4.
V.
WHAT TO UNDERSTAND
Group Activity
1.
Divide the class into groups. Instruct each group to brainstorm among
themselves on Philippine opera.
2.
Let them create a scene inspired by one of the Philippine operas they have
studied, using media and technology. They may incorporate elements from
local folktales, legends, history, biographies of heroes, and customs and
traditions.
3.
For the music, they may compose their own aria or they may use or adapt
the melody of existing songs such as folksongs, indigenous music of their
area, or a Western aria. Then, let them write their own libretto suited to the
melody for the aria adaptation.
DEPED COPY
VI.
4.
5.
After this Performance Activity, let them answer the following: What insights
did I gain from this activity?
WHAT TO PERFORM
Creating and Performing Activities
A.
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67
3. All the groups will present the opera excerpt or scene they have prepared,
either using musical instruments as accompaniment or a capella (without
accompaniment).
4. Evaluate the performances based on:
- musicianship (musical elements)
- audience impact
- stage presence
- stage discipline and deportment
50%
20%
20%
10%
B.
DEPED COPY
1. Divide the class into groups and let the students choose a group leader
who will assign 1 or 2 members to record the performance of their
group using a cassette recorder or they make a music video using their
mobile phone, digital camera, or video camera.
2. Let them play the recorded performance or show the music video to
their classmates.
3. Choose the Best Video.
68
1.
Have a performance evaluation of how well each group sang any of the aria
from Philippine opera. The rest of the groups will serve as the judges.
2.
Each group will have any of the following: three placards, score cards, or
paper sheets marked: GOOD, BETTER, BEST
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3.
The judging groups will raise their evaluation score cards after the
performance of each group. One student will be assigned to tabulate and
tally the results.
4.
After the performance of all groups, the teacher will announce the winning
group with the Best Performance award.
2 - Poor
1 - Needs Follow Up
DEPED COPY
Rating the other performers / groups:
1. How well did the performer/s express the
message of the musical?
2. How well did the performer/s act based
on the following:
a. voice quality
b. expression
c. stage presence
d. audience impact
e. mastery of the musical
_______________
_______________
_______________
_______________
_______________
_______________
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69
VII.
ENRICHMENT / ASSIGNMENT
1.
Have the students listen to selected aria from a Philippine opera: La Loba
Negra, Noli Me Tangere, and El Filibusterismo which were discussed in
class.
2.
Let them also listen to arias of other Philippine operas: Spoliarium and
Why Flowers Bloom in May by librettist Fides Cuyugan Asensio.
3.
Write a brief reaction paper about it. Research further on the topic, if needed.
DEPED COPY
70
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Quarter IV
20TH AND 21ST CENTURY MULTIMEDIA FORMS
Sessions 4 and 5
BALLET IN THE PHILIPPINES
I.
SUBJECT MATTER
A.
Topic:
Materials:
DEPED COPY
Musical scores
C.
II.
Reference:
LESSON PROPER
A.
PRELIMINARY ACTIVITY
1. Review: Recall concepts from the past lessons.
2. Motivation:
As the class watches the performances of Philippine ballet (Lola Basyang
and Rama Hari) and Western ballet (Swan Lake, Nutcracker Suite, and
Giselle), display on the board pictures of each of the ballet performances
both Philippine and Western ballet.
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71
B.
DEVELOPMENTAL ACTIVITY
Have the students do the following:
1. Let the students watch performances of Philippine ballet or Western
ballet on a DVD.
2. Or they may watch the following ballet performances and recorded
interviews/documentaries on YouTube:
a. Sanay Wala nang Wakas performed by Lisa Macuja, prima ballerina
and Coke Bolipata, violinist
b. Swan Lake performed by Lisa Macuja
c. Lisa Macuja-Elizalde, Prima Ballerina (documentary)
d. Moriones performed by Ballet Philippines
e. Karen Davila interviews Lisa Macuja
f. Swan Lake performed by Margot Fonteyn and Rudolf Nureyev
3. After watching and discussing the presentations, let the students add
these titles of Philippine ballet or Western ballet to the chart listing the
title of works, composers, visual aids, country, and style.
DEPED COPY
4. Have them express their personal reactions or feelings about these works
through group discussion and analysis. Then, report the outcome of the
group discussion in class.
C.
INTEGRATION
The lesson on 20th and 21st Century Multi Media Forms may be integrated
with Philippine History , Literature, Art, and Music for a better understanding
of the styles and their sources of influence.
Infusion of values: Appreciation of our nationalist composers, story tellers,
and performers as major exponents of our cultural heritage expressed through
ballet.
D.
GENERALIZATION
Filipino ballets vividly present folktales based on local fables. Examples are
Lola Basyang as well as epics from neighboring regions, like Indias
Ramayana. Highly communicative movements and steps dramatize the
actions in the respective stories. The colorful sets and costumes add to the
glitter and attraction of the productions.
72
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office.
III.
WHAT TO KNOW
Let the students answer the following:
1.
How did the different forms of Philippine ballet reflect life in the 20th century?
2.
3.
What role did media like radio, television, and recordings play in the
development of Philippine ballet?
DEPED COPY
IV.
4.
5.
6.
7.
How is Philippine ballet relevant to life in the 20th and 21st century in
relation to media and technology?
8.
WHAT TO PROCESS
Listening Activity: Music for Ballet
1.
2.
Let the students listen carefully to the recordings and let them analyze the
music Let them take note of the elements of music present, such as rhythm,
melody, tempo and dynamics, texture and harmony, form, and timbre.
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73
3.
5 = Very Good
4 = Good
3 = Fair
2 = Poor
1 = Needs Follow-up
Rate scores are based on melodic appeal and suitability for the ballets theme and
story line.
1. How well did I listen to the musical interpretations
of Philippine or Western ballet?
_____________
2. How well can I identify music from Philippine or
Western ballet?
_____________
3. How well can I describe the qualities of
ballet music through listening?
_____________
DEPED COPY
V.
WHAT TO UNDERSTAND
74
1.
2.
Let each group compose a simple song or solo musical instrumentation that
will be used for simple ballet steps.
3.
They may compose their own original song or they may use or adapt the
melody of existing songs (Ex: folksongs, indigenous music of your area,
pop, classical, ballet music, Broadway, and OPM).
4.
Then, let them write their own lyrics suited to the melody for the song
adaptation
5.
6.
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VI.
7.
They will then perform their music composition with simple ballet steps,
movements, or choreography.
8.
After this activity, let them answer the following question: What insights
did I gain from this activity?
WHAT TO PERFORM
Creating and Performing Activities
A.
DEPED COPY
3. Let them perform the short ballet in class, using musical instruments as
accompaniment for their music works for the ballet.
4. Evaluate the group performances based on:
- creativity
40%
- audience impact
20%
- stage presence
20%
- stage discipline and deportment 20%
B.
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75
Let the students watch video clips of the following ballets on the internet or
You Tube.
a. Swan Lake
b. The Nutcracker Suite
c. Giselle
2.
5 - Very Good
4 - Good
3 - Fair
2 - Poor
1 - Needs Follow-up
DEPED COPY
Rate scores are based on the performance quality.
VII.
GENERALIZATION
The Filipino Ballets vividly present folktales based on local fables. Example are
Lola Basyang as well as epics from neighboring Asian regions, such as Indias
Ramayana. Highly communicative movements and steps dramatize the actions
in the respective stories. The colorful sets and costumes add to the luster and
attraction of the productions.
Although not as extensively explored as the other performing genres for local
adaptation, the Filipino Ballet has evoked wide enthusiasm for people of all ages.
It has also added to the repertory of dance companies to supplement the Western
classical ballets.
76
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VIII. EVALUATION
1.
Have the students listen further to some music from Philippine and western
ballets, and identify their titles.
2.
Let them play a game of drawing lots with the titles of various ballets
written on strips of paper. Ask them to say at least two things learned about
the Philippine or western ballet whose title they have drawn.
3.
Let them research further on a Philippine or western ballet that they find
interesting.
DEPED COPY
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77
Quarter IV
20TH AND 21ST CENTURY MULTIMEDIA FORMS
Sessions 6,7, and 8
PHILIPPINE MUSICAL PLAYS
I.
SUBJECT MATTER
A.
Topic:
DEPED COPY
B.
Materials:
II.
Reference:
LESSON PROPER
A.
PRELIMINARY ACTIVITY
1. Review: Recall concepts from the past lesson.
78
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2. Motivation:
As the class listens to the recordings of Philippine musicals and Broadway
musicals, display on the board pictures of each of the performances.
Choose recordings from past lessons to serve as a bridge to the new
lesson. Display the chart of ballet performances taken up in the last
lesson.
B.
DEVELOPMENTAL ACTIVITY
Have the students do the following:
1. Let the students watch and listen to the presentations or performances
of Philippine musicals on a DVD.
2. Have them watch the following examples of Philippine musical
performances on YouTube:
a. Katy the Musical
b. Kitang Dalawa, Atang the Musical
c Magsimula Ka performed by Lea Salonga; Leo Valdez
d. Magandang Gabi performed by Nonoy Zuniga
e. El Filibusterismo, the Musical
f. Noli Me Tangere, the Musical
g. Daragang Magayon
h. Andres Bonifacio: Ang Dakilang Anak Pawis
DEPED COPY
3. After watching and listening to the performances, ask the students to
express their personal reactions or feelings about these works through
group discussion and analysis. Report the outcome of the group
discussion in class.
C.
INTEGRATION
The lesson on 20th and 21st Century Multi Media Forms may be integrated
with Philippine History, Music, and Arts for a better understanding of the
creative styles and their sources of influence.
Infusion of values: Appreciation of our nationalist composers, lyricists, story
tellers, and performers as major exponents of our cultural heritage expressed
through Philippine musical plays.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office.
79
D.
GENERALIZATION
In the Philippines, the musical play is a more recent development than
Broadway and West End, relying mostly on adaptations from novels,
folktales, legends, myths, history, literary works, or biographical sketches
of famous artists and heroes. Musical plays have been associated with the
Broadway plays of New York City and West End Productions in London,
including My Fair Lady, South Pacific, Camelot, West Side Story, Les
Miserables, Phantom of the Opera, Lion King, Beauty and the Beast,
Wicked, Mamma Mia, Cats, and Miss Saigon.
III.
WHAT TO KNOW
Let the students answer the follwing:
1.
How did the different forms of Philippine music reflect life in the 20th
century?
DEPED COPY
IV.
2.
3.
What role did media like radio, television, and recordings play in the
development of these different musical genres?
4.
6.
WHAT TO PROCESS
Listening and Singing Activities
80
1.
Divide the class into groups. Each group will be assigned to research lyrics
of three musical excerpts of any Broadway musical and Philippine musical
play.
2.
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DEPED COPY
3.
4.
Have them sing the selections expressively together with the recordings or
from the internet (YouTube), using the lyrics that they researched. Time
allotment for each group is five (5) to ten (10) minutes only. Let them add
choreography and use musical instruments, if needed.
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81
5 = Very Good
4 = Good
3 = Fair
2 = Poor
1 = Needs Follow-up
Rate scores are based on melodic appeal, message content, singability, and text
relevance to present day society.
A.
Broadway Musicals
1. How well did I listen to the songs from Broadway musicals?
a.
b.
c.
d.
e.
f.
g.
h.
i.
__________
__________
__________
__________
__________
__________
__________
__________
__________
DEPED COPY
B.
__________
__________
82
a. Noli Me Tangere
Song title: _____________________________
__________
b. El Filibusterismo
Song title: _____________________________
__________
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__________
d. Katy!
Song title: _______________ ______________
__________
__________
f. Florante at Laura
Song title: _____________________________
__________
g. Daragang Magayon
Song title: _______________ ______________
__________
h. Magsimula Ka
Song title: _____________________________
__________
DEPED COPY
2. How well can I identify songs from Philippine
musicals?
__________
__________
5 - Very Good
4 - Good
3 - Fair
2 - Poor
1 - Needs Follow-up
2.
______________
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83
a.
b.
c.
d.
f.
VI.
voice quality
expression
stage presence
audience impact
mastery of the musical
______________
______________
______________
______________
______________
WHAT TO UNDERSTAND
Group Activity
1.
2.
Within each group, let the students brainstorm among themselves one work
from a Philippine musical play.
3.
Let them create a short musical play using media and technology. They may
use local folktales, legends, history, biographies of heroes, and customs
and traditions as themes of their musical work.
DEPED COPY
VII.
4.
For the music, they may compose their own songs or they may use or adapt
the melodies of existing songs such as folksongs, indigenous music of your
area, pop, classical, Broadway, and OPM. Then, let them write their own
lyrics suited to the melody for the song adaptation for their musical play.
5.
6.
After this activity, let them answer this question on a 1/2 sheet of bond
paper: What insights did I gain from this activity?
WHAT TO PERFORM
Group or Individual Activities
A.
84
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3. Let them highlight the similarities and differences between these two
forms of musicals.
4. They may use musical instruments as accompaniment for their music
works or they may perform a capella (without accompaniment).
5. They may use props and costumes, if needed. Let them create or
improvise appropriate sounds, music, gestures, movements, and costume
using media and technology for a selected part of the musical play and
broadway musical.
6. Let them perform the short musical play in class. They may add some
choreography or movements and improvised props and costumes, if
needed.
7. Ealuate the performance based on:
- musicianship (musical elements)
- audience impact
- stage presence
- stage discipline and deportment
50%
20%
20%
10%
DEPED COPY
8. Announce the Best Group Performance Award.
B.
1. Divide the class into groups and let the students choose a group leader
who will assign 1 or 2 members to record the performance of their
group. They may use a cassette recorder or they make a music video
using their mobile phone, digital camera, or video camera.
2. Have each group play their recorded performance or music video to
their classmates.
3. Choose the Best Video.
5 - Very Good
4 - Good
3 - Fair
2 - Poor
1 - Needs Follow-up
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85
__________
__________
__________
3.
4.
DEPED COPY
Rating your own group members:
1.
VI.
__________
2.
__________
3.
__________
GENERALIZATION
In the Philippines, the musical play is a more recent development than Broadway
and West End, relying mostly on adaptations from previous novels, literary works,
or biographical sketches of famous artists.
In Noli Me Tangere and El Filibusterismo, for example, the treatment in the
musical play production leans more towards the artistic and collaborative
conception of music, dance, and visual effects rather than the thematic emphasis
of the opera.
86
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VII.
EVALUATION
1.
Let the students listen to some songs from the Philippine musicals and
Broadway musicals discussed in class and let them identify their titles.
2.
Let them play a game of drawing lots with the title on each lot. Let them
say at least two things learned about the Philippine and Broadway musicals
on which the title is drawn.
Songs from Philippine musicals - Let the students listen to some songs
from the following Philippine musicals:
Song of Joseph
Mayo Bisperas ng Liwanang (May Day Eve)
The Legend of M
Larawan ng Kababaihan: Maskara at Mukha
Hades Ladies by Fides Cuyugan-Asensio
DEPED COPY
2.
Film Viewing - Let the students watch any Philippine musicals and
Broadway musicals in VCD/DVD format, o they may watch excerpts or
video clips on the internet or YouTube.
Have them write a reaction paper on the viewed musical.
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87
DEPED COPY
88
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