1. MAPEHLearners MaterialUnit 2Melody and Form13This instructional material was collaboratively developedand reviewed by educators from public and private schools,colleges, and/or universities. We encourage teachers and othereducation stakeholders to email their feedback, comments, andrecommendations to the Department of Education ataction@deped.gov.ph.

2. Development Team of the Learners Material2MAPEH Grade 3Learners MaterialFirst Edition, 2013ISBN:Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties.Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.Every effort has been exerted to locate and seek permission to use these materials fromtheir respective copyright owners. The publisher and authors do not represent nor claimownership over them.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, Ph.D.Printed in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 2nd Floor Dorm G, PSC ComplexMeralco Avenue, Pasig CityPhilippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: imcsetd@yahoo.com 3. Table of Contents3Second QuarterLesson 1Pitch 4Lesson 2Melodic Contour. 8Lesson 3Perfect Pitch. 11Lesson 4Musical Form.. 15Lesson 5Repetitions in Music. 18Lesson 6Musical Lines. 20Lesson 7Beginning and Ending 23Lesson 8Singing in Tune. 25 4. Melody is composed of tones that vary in pitch.Pitch can be of low, moderate, and high tone. Thesetones move in different directions.4Second QuarterLesson 1: PitchWeek IIntroductionActivity 1Create your own body movements that will match thedifferent melodic directions of the song below. 5. 5Activity 2Let us sing the scale using hand signs.Activity 3Let us clap the beat of the rhythmic pattern belowusing improvised rhythmic instruments.1 2 3 1 2 3 1 2 3 1 2 3Activity 4The teacher will present the musical score Go Tell AuntRhody.1. Teacher will sing the song.2. Teacher will let the pupils read the lyrics with correctrhythm.3. Teacher will teach the song using rote method or anymelodic instrument. 6. 64. Class will sing the song.Activity 5Using the song Go Tell Aunt Rhody, match the so-fasyllables written on the meta strips given by your teacher andcompare it to the musical score.1.2.3.4.5. 7. A so so la la do B la so la ti so re re do ti ti ti CD ti ti la so soD Melody is what we remember in a song. It isthe tune of the song. Melody is a musical line made up of a set oftones or pitches Pitch is the highness or lowness of a tone. Inorder to create one musical idea, a composerneeds many tones. Melodies are made up of differentpitches/tones that vary in pitch and duration.7Remember:Activity 6Create any body movement that will show the followingpitch:1. high2. moderately high3. moderately low4. low Have the pupils sing Go Tell Aunt Rhody. Usingflaglets of different colors, do the following bodymovements:high hands upwardmid hands sidewardlow hands downwardE la la do ti la so 8. Activity 7Do the following tasksListen to the tones that will be sung or played by the teacher.Identify which of the given tone is low, moderate, or high byplacing the cut out colored quarter notes( ) on the staff.Green highest toneYellow middle toneRed - lowest toneLesson 2: Melodic Contour8Week 2IntroductionMelodies move in different directions. Somenotes may move upward or go downward. There arealso melodies that remain unchanged or stay on thesame level. 9. 9Activity 1Let us sing and act like a see-saw with your partner.While singing the song See-Saw, you and your partner willdemonstrate the movement of a see-saw showing the conceptof the high and low tones/pitch.Activity 2Let us sing the so-fa syllables of the song See-Saw using theKodaly hand signs.Activity 3Pupils will do the following activities:a. Perform hand signs while singing the so-fa syllables.b. Sing the lyrics of the song. 10. c. Sing the song by phrases.d. Sing the whole song and let pupils move theirhands/arms following the melodic lines.10RememberActivity 4Divide the class into 2 groups. Let each group perform thecontour of the melody through body movements. Each groupmay use other materials to enhance their performance.Group 1Group 2Melody moves in different directions. It cango up and down like the shape of a hill, mountain,valley or plateau, or it can stay on one pitch like aplain. 11. Contour is the shape of a melody. Somenotes move up and down forming differentshapes: wavelike, zigzag, curve-like, or mountainshape.11RubricsActivities VeryGoodGood Fair1. Can identify musiccontour2. Can sing in tune3. Can illustrate musicallines through bodymovements4. Can participateactively in groupactivitiesLesson 3: Perfect PitchWeek 3IntroductionActivity 1Lets sing the following songs. 12. hereDivide the class into 4. Each group will play available rhythmicinstruments, while singing the song Months of the Year12Group IEmpty bottles(Shakers)Group 2Coconut shellsGroup 3SticksGroup 4Plastic drum 13. 13Activity 2Let the children sing in tune.Lets try to do thisA.1. Describe the melodic direction of the first line of thesong?2. Using arm movements, make an outline of the directionof music as you sing the song.3. What shapes have you formed in following the melodicdirection of the song?B.Let us connect the lines to show the melodic contourof the song Kaygandang Tignan.-- - -- - - - - - - -adapted 14. Melody is made up of a set of varying tonesor pitches. Melodic contour is the direction ofmelody. It may go up, down, or stay in place.14Remember:Activity 3Using crayons let the pupils draw on their notebooks themelodic directions they hear. The teacher will play or sing thefollowing:1. Happy Birthday Song2. Rain, Rain, Go AwayEvaluationDivide the class into 4 groups. The leader of each group will drawlots where the directions of the melodies are written. Each groupis expected to perform each melodic contour using bodymovements, drawing, singing or writing on meta strips.Activities ExcellentVeryGood Good1. Can move to themelodic contour ofthe song2. Can draw thedirection of melodyheard3. Can sing in tunealone and withothers4. Can createmovements to showthe direction of themelody 15. 5. Can participateactively in all groupactivitiesLesson 4: Musical FormWeek 4IntroductionSongs are made up of musical phrases.These musical phrases can be the same, similar,or different that can be represented throughsymbols.15Activity 1Pupils will identify the title of the following songs.a. ang mamatay ng dahil sayo.b. Ang bayan koy tanging ikawc. dala-dalay buslod. sa paligid-ligid ay maraming linga.Activity 2Suggested songs: 16. Do the following activities:a. Let the pupils sing the songb. Let pupils identify the following Same lines or phrases Similar lines or phrases Different lines or phrases16Activity 3 Create body movements to show the beginning andending of the songs. Analyze the songs based on thefollowing: 17. a. same (melody and rhythm)b. different (melody and rhythm)c. similar (melody and rhythm) Draw a star on same melodic lines, a circle on differentmelodic lines, and a triangle on similar melodic lines.17Activity 4Practice singing the song below and identify the melodiclines/phrases as: same, similar, and different.Remember:Songs are made up of musical phrases.Musical phrases can be the same, different, orsimilar. Songs have a beginning, middle, andending that form one musical idea. 18. The repeat mark ( II: :II ) is used to show repetition in music.18EvaluationRubricsActivities Excellent Very Good GoodNeedshelp fromdoing thetask1. Can identify thebeginning, middle andending of the song2. Can identify same,similar and differentmusical lines or phrasesin the song3. Can sing same, similarand different phrases inthe song4. Can show musical linesor phrases throughbody movements andgeometric shapes orobjects5. Can participateactively in the groupactivityLesson 5: Repetitions in MusicWeek 5IntroductionActivity 1Sing the song following the repeat mark. 19. 19a.b. 20. Musicians use repeat marks( II: :II ) to indicaterepetition of certain parts in musical pieces.Activities Excellent Very Good GoodRemember:1. Can sing with correctexpression andinterpretation.2. Can identify the repeatedparts of the song.3. Can apply the repeat markfound in the song.4. Can work harmoniouslywith the group.5. Can observe self-disciplinein doing the activities.20EvaluationRubricsDraw a star ( ) in the appropriate column.Lesson 6: Musical LinesWeek 6IntroductionA musical composition is made up of musical lines thatcan be repeated within a song. 21. 21Activity 1Explore and create your own way of playing improvisedmusical instruments using the following rhythmic patterns.Activity 2Tell something about the pictureForm 3 groups. Using the song Bagbagto, do thefollowing activities.Group A sing the songGroup B play improvised instruments using thefollowing rhythmic patternsor 22. Group C create dance steps to the beat of the songRemember:The repeat mark (II: :II) is used to show repetition in music.22Activity 3Perform the following rhythmic patterns following therepeat signs.1 2 1 2Game instructions:Let the pupils face their partner and do the followingactions while singing Come and Play:1. Tap your lap, count 1; clap your hands, count 2; clapyour hands in front with your partner, count 3; and clapwith your hands, count 4. 23. EvaluationRubrics5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = PoorSkills 5 4 3 2 11. Can play the rhythmic patternsfollowing the repeat marks2. Can play the improvised rhythmicinstruments accurately toaccompany the song3. Can work together cooperativelyto come up with the bestperformance4. Can manifest self- confidence inperforming group rhythmic in frontof the classLesson 7: Beginning and EndingWeek 7Introduction23Activity 1Sing previously learned action songsActivity 2Write the beginning line and ending line the followingsongs.The voice is important in making sound. Wehave a speaking and a singing voice. When wesing, it should be done confidently and beautifully. 24. Songs Beginning EndingWe have a speaking and a singing voice. When we sing,it should be done confidently and beautifully.24a. Ako ay Nagtanimb.See-Sawc. Jack and Jilld. Twinkle, Twinkle LittleStare. Leron, Leron SintaRemember:EvaluationThe whole class will sing properly, at least 4 songs learnedpreviously, with emphasis on the beginning and ending of thesong.RubricsDraw a happy face ( ) in the appropriate column.Activities ExcellentVerygood GoodNeedshelp1. Can sing inaccurate pitch2. Can sing withcorrectrhythm/timing3. Can singconfidently fromthe beginninguntil the end ofthe song4. Can enjoy singingin a group 25. Lesson 8: Singing in TuneWeek 8IntroductionFilipinos are known to be good singers. Singing isone way of expressing our love and appreciation forour folk songs and culture.Activity 1Let us sing the following songs emphasizing the beginning orending of each song.a. Yaman ng Bayan (Mga hayop sa gubat)b. Come Lets Play (Wont the big bass drum joinus with boom, boom, boom.)c. Lubi-Lubi (Enero, Pebrero)d. Tayoy Magsaya (Ha, ha, ha, ha, ha, lahatmaligaya.)Singing is an interesting activity. It helps us express ourfeelings and improves our personality.Singing develops self-confidence.25Activity 2Sing the song Dance and Sing.Remember:Activity 3Sing the songs, Bahay Kubo and Leron, Leron Sintaconfidently, giving emphasis on the beginning andending of each song. 26. EvaluationRubricsDraw a happy face ( ) in the appropriate column.Activities Excellent Very good Good Needs26help1. Can sing in tune2. Can sing withcorrect rhythm/timing3. Can singconfidently thebeginning andending of a song4. Can sing with thegroup happily