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WORKSHOP PROPOSAL

Title: Music Reading I


Rationale: This Program aims to promulgate music literacy to children in the
society. This also aims to instill the virtues of a musician and music production.
Proponents:
Workshop Outline:
Module 1 : Timer Starts Now
I. Objectives:
● to understand concepts under the temporal element music including rhythm,
tempo and notes and rest.
● to appreciate temporal elements in real life situation and practical
applications of time-related concepts in music
● execute rhythmic ostinatos under different tempos and apply temporal
elements concepts in music.

II. Area Content:


Temporal Elements of Music and its Concept and Application

III. Methodology
A. Engage: Clap Slow, Clap Fast, Clap! Timer Starts now!

B. Explain: How? What? When?


- This game is about identifying how fast the clap is, what is clapped, and
when to clap. Explain to them using the activity, the difference between these
tempos.

C. Explore: We Like to Move it!


- The teacher will play an instrument and the audience will dance. However,
they should dance according to the music that is played by the teacher, either fast
or slow, gradually increasing in speed and gradually decreasing the speed.

D. Elaborate: Meet my Friends


- Expound on the temporal elements such as Tempo (fast, slow, moderate),
Rhythm, Notes and Rest to the audience using story telling and/or puppetry.
E. What time is it? Fill my clock!
- Group the class in to two. Let the game be a competition of a race to 5
points scoring. The game goes as follows:
Fill in the blanks with the correct answer that corresponds to the rhythm or tempo
given in the story read by the teacher. The students gets to use a clock as their
answer boards in this activity.
Module 2: High and Low!
I. Objectives:
● To understand concepts in music reading such as pitch, melody and tonal
elements
● To appreciate melodies of different songs such as filipino folk songs and
rhymes
● To apply the concepts of music; specifically the Tonal Elements

II. Area Content: Tonal Elements of Music


II. Methodology
A. Engage: Do you hear what I hear?
- The children will be given different sounds and pitches and will try to
identify if it is high or low. The pitches will revolve around Sol, Mi and La as
referred to Kodaly Method's principles.

B. Explain: The scaredy cat, Flat field and hungry child


- Explain to the children the visual representations of low, high and higher
sound, (mi, sol and la pitches). Teach the Kodaly hand signs using exercises or
round song exercises and their place in the G Clef Staff.
C. Explore: Go Round and Round!
- Ask the children to form a circle and sing a round song together with them.
As you sing the round song, interact with the child to sing harmonization,
sustaining notes and reading some simple melodic intervals with integration with
the previous topics
D. Elaborate: What did I hear?
- Elaborate the concept of pitch and melody using visual representations
such as drawings and model staff. Use a common song for the child to remember it
properly. Show patterns using the G clef staff and discuss how does mi sol and La,
pitches differ from each other in terms of pitch and melodic interval in a vernacular
manner
E. Evaluate: Do a dear a female dear
- Sing the song from the musical "Sound of music" entitled, "do re mi" with
the children and play a game using the lyrics of the song. As the children
memorizes the lyrics and tune, omit words in the passage and let the student fill the
blanks with the correct words at a relative or if possible the proper tune of the
song.
Let the students also sing patterns written on the board or presentation to assess
mastery of the content.
You may also use visual cues and patterns such as the scaredy cat, flat field and
hungry child to know if they could differentiate high, low and higher sounds from
each other.

Module 3: Mix it all together


I. Objectives:
● To understand how Tonal amd temporal Elements works together in
creating Music
● To integrate the values of music making and music production in real life
● To produce simple songs with simple rhythms and melodies.

II. Area component: Music reading; Temporal and Tonal Elements of Music

III. Methodology.
A. Engage: Sing and Clap!
- Let the children sing and clap the prayer for the day. Group the students in
to several groups. One group will sing and clap the rhythm of the song other
groups will clap the beat and another will do an Ostinato.
B. Explain: What do we do when we sing?
- Show a chart that best explains how temporal and tonal elements work
together in a song. It is better if a video presentation could be presented in place of
a chart.
B. Explore: Mix it all together!
- Teach the students how do rhythm and melody works together. Play an activity;
Fill in the blanks, with a twist. While the students and the whole class is singing a
simple melody with "Loo,Loo,Loo" as lyrics to the song the chosen student will fill
in what’s missing in the space in the staff. Whatever the tone he may pick, the class
will sing the created interval and melodic pattern. This process repeats as much as
the presenter wants.
D. Elaborate: Why o Why Delilah?
- Group the students into three and perform a carousel discussion about music
reading divided into three parts. The first stage is about the vertical movement of a
piece, the other is for the horizontal movement (intervals and placement of notes)
and the last would be an exercise that measures skill in doing both. The students
will sing the song “Why, Why, Why Delilah” to set up a funny yet not to
boisterous environment.
Video presentation and visual aids are highly encouraged in this carousel
discussion.
E. Evaluation: For the first time in Forever
-For the first time in forever, the children would experience a pen and paper
formative assessment which is in form of a quiz. This 20 item quiz includes
identification of key symbols and elements in muci reading. Tempo markings and
rhythmic patterns and also the placement of notes. The first 10 students that will
complete the test will be rewarded with some reinforcements prepared by the
teacher.

Module 4: This is the moment!


I. Objectives:
● To understand how simple percusive instruments are made.
● To integrate the values of music making and music production in real life
● To create simple percussive instruments using materials that are easily
found at home.
● To produce simple songs with simple rhythms and melodies with the aid
of the produced simple instruments.

II. Area component: Creating Musical Instruments applicable for Music Production
III. Methodology:
A.Engage: Stomp, Clap, Pat, Smash
- Let the students clap, stomp, pat or smash anything on the classroom or
around the area like tables or sticks. Let the students enjoy the process of creating
rhythm with your guidance and also with their freedom
B. Explain: The Importance of Instruments
- Let the students watch a film about the importance of instruments and have
a sharing time about instruments. Explain how instruments are made and how
instruments affect music production. Explain what materials would sound best and
give example of instruments
C. Explore: Scavenger Hunt!
- Give the students a 5-minutes scavenger hunt. Let them find anything that
they think they could use in producing and creating instruments. Consolidate
everything the class got and evaluate if what they got are able to create good
improvised instruments.
D. Elaborate: Handy Manny!
- Give the students 10 minutes for them to create instruments. Group the
audience into 4 and create as much as instruments as the resources can.
E. Evaluation: My Creation
Hear out the instruments and let the students evaluate their own work by a system
of voting. Distribute emojis of happy and sad to make the students evaluate their
works. Discuss the pros and cons of their instruments and sing a song entitled
“Dynamite” using their instruments.

Module 5: It’s Showtime


I. Objectives:
● To understand how Tonal amd temporal Elements works together in
creating Music
● To integrate the values of music making and music production in real life
● To produce simple songs with simple rhythms and melodies .
● To create a simple production culiminating all the concepts and practical
skills learned in the subject

II. Area component: Music Production and Culminating


III. Methodology
A. Engage :It’s Showtime
- Let the student watch a video of varying performances and instill to them
that they are going to do the same thing.
B. Explain: Pre-Production
- Explain how production works and how would they prepare for their
production.
C. Explore: This is your time
- Give the students time to work out their plan for their culminating. Try to be
as hands-on as possible
D. Elaborate: Director’s Cut
- Let the students explain how they plan their culminating and have a
conference and brainstorming ro further improve the output.
E. Evaluation: Are you ready?
- Using a checklist, evaluate the readiness of the students for the upcoming
production. Assess and do an intervention if necessary

Module 6: Culminating Activity


I. Objectives:
● To understand how Tonal amd temporal Elements works together in
creating Music
● To integrate the values of music making and music production in real life
● To produce simple songs with simple rhythms and melodies .
● To create a simple production culiminating all the concepts and practical
skills learned in the subject
II. Area component: Music Production and Culminating
III. Methodology
A. Engage :10 minutes before the show
- Let the students prepare for their culminating and lead the warm uo and
vocalization for the production
B. Explain: 5 minutes before the show
- Explain how proper production etiquette and procedure should go. Assess if
they are ready for the upcoming production
C. Explore: Curtains up!
- Let the students culminate their learnings in front of a crowd and let them
feel how a real performer acts in a production.
D. Elaborate: Curtain Call!
- Evaluate the students performance and cite points for improvements.