quarter 1 module 3: liturgical music
TRANSCRIPT
Music
Quarter 1 – Module 3:
Liturgical Music
7
Music – Grade 7 Alternative Delivery Mode Quarter 1 – Module 3: Liturgical Music First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office 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 of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________ Department of Education – MIMAROPA Region
Office Address: Meralco Avenue corner St. Paul Road, Pasig City
Telephone Number: (02) 6314070
E-mail Address: [email protected]
Development Team of the Module
Author: Howard Bong M. Abao
Content Editor: Emmanuel C. Alveyra
Language Editors: Cherrie Rose L. Desaliza, Gladys F. Cantos
Reviewer: Emmanuel C. Alveyra
Illustrator: Reymark L. Miraples, Louie J. Cortez, Richard Amores, Pablo M.
Nizal, Jr., Jan Christian D. Cabarrubias
Layout Artist: Reymark L. Miraples
Management Team: Benjamin D. Paragas, Mariflor B. Musa, Melbert S. Broqueza,
Danilo C. Padilla, Annabelle M. Marmol, Florina L. Madrid, Norman
F. Magsino, Dennis A. Bermoy, Emmanuel C. Alveyra
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Music Quarter 1 – Module 3:
Liturgical Music
ii
Introductory Message
For the facilitator:
The third module in Music 7 (Quarter 1) contains the discussion about
Liturgical Music from the lowlands of Luzon. This module was patterned on the
Blooms’ Taxonomy Instructional Design which integrates the Bloom’s Taxonomy
Model of Learning in every part of the module. Performance task is included in the
last part of the module to enhance the creativity of learners. The facilitator needs to
strengthen the learners’ understanding about the elements of music. These elements
will be used by the learners during music analyses as they discover and learn how
Spanish Colonization affected the music of lowlands of Luzon by introducing western
style and elements of liturgical music. Please guide the learners in the different
listening activities and other activities which involves the said music analyses and
performances. Remind the learners to use separate sheets in answering the pre-test,
self-check exercises, and post-test.
For the learner:
The 3rd module in Music 7 (Quarter 1) will guide you in understanding the
Western influence in music of lowlands of Luzon which involves western style and
musical elements used in liturgical music. Before accomplishing the activities,
you need to review and enhance your knowledge about the elements of music. These
elements will be used during listening activities and other activities which involves
music analyses. You need to realize and appreciate the evolution of music of
lowlands of Luzon because of the Western influence. Please accomplish all the
activities, especially the listening activities to fully understand the lesson.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in the
module.
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What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key
This contains answers to all activities in the
module.
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At the end of this module you will also find:
References This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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Lesson
1 Liturgical Music
Learning Competencies The learner:
1. explores ways of producing sounds on a variety of sources that is similar to the instruments being studied MU7LU-Ib-f-4
2. improvises simple rhythmic / melodic accompaniments to selected music from
the lowlands of Luzon. MU7LU-Ic-f-5 3. creates appropriate movements or gestures to accompany the music
selections of the Lowlands of Luzon MU7LU-Ia-h-8 4. evaluates music and music performances applying knowledge of musical
elements and styles MU7LU-Ic-h10
What I Need to Know
In our previous lessons, you have learned how the western musical elements have greatly influenced our folk music. From vocal to instrumental music, a wide variety of folksongs were created in every province of Luzon, which only shows how musically gifted the Filipinos are. Here, you have learned the passion of Filipinos with regard to music, because even though there were not enough resources and music materials, the musicians were able to play their instruments and pass their knowledge to the younger generations. That is why today, there are many rondalla groups formed and existing all over the country.
Today you are going to learn the other side of our Filipino culture, our religious side. Is this different from the happy and light side of being a Filipino? What songs are we going to learn? Are the musical elements in religious music different from the folk songs? Will there be new musical instruments to be introduced? Is it really different from the culture that we used to know and experience? Well, those might be the questions that are starting to build in your minds. Together, let us explore this area of our nationality and acquire a deep cultural experience through different activities in this module.
Learning Objectives
In this module, you will be able to:
A. identify the different characteristics of liturgy and liturgical music B. distinguish different musical elements embedded in liturgical music C. analyze the different liturgical music in relation to the different musical
elements D. perform a liturgical song in your own church
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What I Know
Modified True or False. Write AMEN if the statement is true and if not encircle the wrong word and write the correct answer on the space provided before each number. _____________ 1. Our deep faith in God was adopted from the Portuguese.
_____________ 2. The Philippines is the only Christian nation in Asia.
_____________ 3. All types of music can be played in a Mass.
_____________ 4. Singing is another form of prayer
_____________ 5. The community is the main celebrant of the Holy Mass.
_____________ 6. Music Ministers are the ones responsible for choosing the songs for the mass.
_____________ 7. There are rules to be followed in selecting music for the liturgy.
_____________ 8. There are no musical elements present in a liturgical music.
_____________ 9. All parts of the mass should be sung at all times.
_____________ 10. A chant is not a song.
_____________ 11. Julian Felipe is the first Filipino to compose a mass.
_____________ 12. The community must actively take part in every liturgical celebration.
_____________ 13. Majority of our population are Christians.
_____________ 14.The lyrics or text of a liturgical song must be in accordance to Catholic teaching.
_____________ 15. The Constitution on the Sacred Liturgy gives rules about Liturgical Music.
What’s New
Let us analyze the picture.
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Are you familiar with the scene being portrayed in the drawing? 1. What is the scene all about? 2. Can you cite an experience relative to the picture shown? Please write your
experience. 3. How would you describe your experience inside a church? 4. Is there any music heard inside a church? How does it differ from the usual
music that you always hear? 5. If you are not familiar with the scene in the drawing, what is your
first impression of the scene? Now let us analyze the next drawing.
1. What is the picture all about? 2. How does it differ from the first picture? 3. Are there similarities between the first and the second picture? What are
those? 4. What kind of background sound or music can be played or can be heard from
the first picture? What about for the second picture?
What is It
In Asia, the Philippines is the only Christian nation, in which majority of the population are Roman Catholics and the remaining part of population belong to various Christian and Protestant denominations. Obviously, that is the result of more than 300 years of Spanish colonization in our country. Our deep faith in God is very much seen in our culture and tradition. Music, for example, can be heard in all
religious celebrations throughout the country.
Today’s module will focus on the music that is used in liturgical celebrations, that is Liturgical music. But before we explore the music, let us first know what liturgy is.
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Observe the different illustrations below. Group the pictures into two according to characteristics or features and particular functions or events they portray.
cross stage electric guitar
organ altar bible
drum set chalice church chair
communion kneeling person classical guitar
Priest pastor nun
people celebrating stained glass church
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security Bishop’s house speakers
audio mixer spotlight rock star
On the table below, write the label of the image on the space provided. Create a hashtag name for the two groups of pictures. (ex. #angelic and #worldly)
#________________________________ #________________________________
1. How did you come up with this kind of grouping? 2. What common factors did you notice in the pictures in group 1and 2? 3. Which group do you think has more Spanish influence? Why?
According to Merriam-Webster dictionary, a Liturgy is a fixed set of ceremonies
that are used during public worship in a religion. Every religion or sect has its own rites for praising God. These may be in a form of bible sharing, testimonies, singing, dancing, and chanting. Our discussion will dwell more on the Roman Catholic religion’s liturgy, since majority of our country’s population are baptized in this religion.
For the Catholics, liturgy is about God’s saving work present in the life, death and resurrection of Jesus, and the highlight of these three is the celebration of the Holy Mass wherein the priest is the main celebrant. The Holy Mass is the highest form of liturgy with which the body and blood of Christ is the center of the whole celebration. Liturgy is a ritual prayer of a community and each member takes part in the celebration. And this is where Liturgical Music comes in.
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The first type of liturgical music that Filipinos learned from the Spaniards was in Latin. During the Liturgy, they sang Gregorian Chants, hymns and all forms of sacred music in Latin. Gradually, aside from singing, Spaniards taught the natives to play musical instruments like guitar, violin, flute and the organ. Later on, the music in different churches blossomed - in 1857, a boys’ choir was formed in Sto. Domingo Dominican convent and later a pipe organ was installed. In 1601, the first orchestra was formed in the Augustinian convent in Guadalupe, in 1643, the Manila Orchestra was organized by a priest, between 1816 - 1824, the famous Bamboo Organ was built. In 1870, Marcelo Adonay, the first native Filipino to compose a mass, led an orchestra which was formed at San Agustine Church in Intramuros.
Because the natives wanted a liturgy that they can understand aside from the
Latin liturgical celebrations in churches, extra liturgical services outside the churches evolved. The Panuluyan,Pabasa, Salubong and other forms of devotions were sang in Spanish and in their native tongue. Let Us Feel the Presence of Our Creator
Activity: Open the YouTube link and listen to the given music. Compare the musical elements of a Gregorian chant from a current Liturgical song. Write your answers on the table.
Sacred Music Tempo Melody Meter Timbre Texture Dynamics Mood
Gregorian Chant
https://youtu.
be/kK5AohC MX0U
Panalangin sa
Pagiging Bukas-
Palad https://youtu.be/j-
HU7lKwu-8
In 1903, Pope Pius X encouraged the participation of the congregation in the
celebration of the Liturgy. This led to the use of local language in Churches, like what we have today. The community is also encouraged to have an active participation in every liturgical celebration, either by singing, responses or gestures. There are specific persons who play an important role in the liturgy. They are called music ministers. They have the responsibility of ensuring that the music is appropriate to the liturgy. But what are the criteria for choosing music? According to the Constitution on the Sacred Liturgy (CSL, 1963), one of the key documents of Vatican II, the basic criteria for sacred music are:
1. Sacred music will be more holy, the more closely it is bound to the liturgical rite
2. The active participation of the faithful in singing is of great value 3. Gregorian chant has pride of place, but other music is admitted as long as it
is in accordance with the spirit of the liturgical service; 4. Texts must always be consistent with Catholic teaching, and be drawn chiefly
from scriptural and liturgical sources.
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During the celebration of a Holy Mass, there are certain parts that need to be sung by the community. The following are parts of the Holy Mass with which the community must sing. The most important parts are marked with (*) and are normally sung at every mass celebration.
i. Introductory Rites
Gathering Song
Lord Have Mercy
Gloria
ii. Liturgy of the Word
Responsorial Psalm
Gospel Acclamation
iii. Liturgy of the Eucharist
Holy, Holy
Memorial Acclamation
Great Amen (at the conclusion of” through him, with him, in
him...”)
Lord’s Prayer and concluding doxology
Lamb of God
Communion Procession
Hymn of praise after Communion Other elements - Other times when the choir or people sing include the processions.
i. Presentation of the Gifts ii. Recessional
Now that you have the idea of which parts of the mass should be sung, here
are some audio samples of those parts. After listening to these songs, you are going to identify the musical elements that you have noticed present in each song. Put an X on the space if the element is not present.
LITURGICAL SONG
TEMPO MELODY METER TIMBRE TEXTURE DYNAMICS MOOD
1. Pag- aalaala (Gathering Song) https://yout u.be/k5kMp opJMsc
2. Ang Panginoon ang Aking Pastol (Responsor ial Psalm) https://yout u.be/9dI1ni 56qyg
3. Aleluia Wikain Mo (Gospel Acclamation) https://yout u.be/0pPue gaIERY
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LITURGICAL SONG
TEMPO MELODY METER TIMBRE TEXTURE DYNAMICS MOOD
4. Santo, santo (Holy, Holy) https://yout
u.be/OgN8 wStiHxU
5. Si Kristo ay Gunitain (Memorial Accamation) https://yout u.be/uARiL 9xiijI
1. What do you notice about the melody of the songs? Is it easy for the
community to sing it? Why do you say so? 2. What musical instrument usually accompanies the song? 3. Why do you think most liturgical songs used these kinds of instruments? 4. How about the manner of singing the songs? Is it pleasant to hear? Why?
What’s More
How would you react if... 1. a rock band accompanies the choir in the Holy Mass? 2. a beginner choir sings proudly during the mass? 3. the best choir in the parish sings a chorale arrangement of the pop song “Ikaw
at Ako” (sung by Moira) during the communion procession?
What I Have Learned
My Reflections
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Assessment
Modified True or False. Write AMEN if the statement is true and if not encircle the wrong word and write the correct answer on the space provided before each number.
_____________ 1. Our deep faith in God was adopted from the Portuguese.
_____________ 2. The Philippines is the only Christian nation in Asia.
_____________ 3. All types of music can be played in a Mass.
_____________ 4. Singing is another form of prayer
_____________ 5. The community is the main celebrant of the Holy Mass.
_____________ 6. Music Ministers are the ones responsible for choosing the songs for the mass.
_____________ 7. There are rules to be followed in selecting music for the liturgy.
_____________ 8. There are no musical elements present in a liturgical music.
_____________ 9. All parts of the mass should be sung at all times.
_____________ 10. A chant is not a song.
_____________ 11. Julian Felipe is the first Filipino to compose a mass.
_____________ 12. The community must actively take part in every liturgical celebration.
_____________ 13. Majority of our population are Christians.
_____________ 14.The lyrics or text of a liturgical song must be in accordance to Catholic teaching.
_____________ 15. The Constitution on the Sacred Liturgy gives rules about Liturgical Music.
What I Can Do
Now that you can identify a liturgical music from other types of music, choose a liturgical song or song in your own church.
Record your performances using your cellphone or other media devices and submit it to your facilitator through messenger, e-mail or other media platforms.
CRITERIA 4 3 2 1
Musical elements
At least 4 musical
elements were
clearly
manifested in
the
performance of the song
3 musical elements were
clearly
manifested in
the
performance of
the song
2 musical elements were
present in the
performance of
the song
Only one musical
element was
manifested in
the
performance of
the song
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CRITERIA 4 3 2 1
Creativity The song was
sung with a live
accompaniment with simple
embellishments
(choreography,
props, costume)
The song was
sung either
with canned accompaniment
or acapella and
with simple
embellishments
(choreography, props, costume)
The song was
sung with
canned accompaniment
with no
embellishments
(choreography,
props, costume)
The song was
plainly sung in
acapella with no
embellishments
(choreography,
props, costume)
Mastery The song was
flawlessly
performed
(memorized
lyrics and
steps,)
The lyrics was
memorized but
there were
evident
mistakes in the
execution of the choreography
The lyrics was
memorized but
there was no
choreography
The lyrics was
not memorized
(either sung
without
mistakes but
with a copy or without a copy
but mistakes
were evident in
the
performance.)
Additional Activities
Sing your favorite liturgical song and record your performance in your gadget. If recording is not possible, prepare for a live performance. The schedule will be given by your teacher.
Rubrics
10 5 2
Clarity of the lyrics
The whole lyrics of the song can be
clearly heard and
understood
Some parts of the song can be
understood while
some parts are just
The whole lyrics of the song was not
clearly understood
Voice quality The most part of the
song is done in head
voice.
Most part of the
song is sung in
speaking voice.
Singing is performed
totally in speaking
range
Intonation The song was sung with the correct
melody
Some parts of the song were out of
tune while some
were sung correctly.
The song was completely out of
tune
Expressions The song was sung
very emotionally
with the proper
dynamics
Very little dynamics
was used to
enhance the song
The song was sung
with no dynamics
applied
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Answer Key
What I Know/ Assessment
1.PORTUGUESE - SPANIARDS
2.AMEN
3.ALL - NOT ALL
4.AMEN
5.COMMUNITY - PRIEST
6.AMEN
7.AMEN
8.THERE ARE NO - THERE ARE
9.ALL PARTS - NOT ALL
10.NOT
11.JULIAN FELIPE - MARCELO
ADONAY
12.AMEN
13.AMEN
14.AMEN
15.AMEN
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References
de Leon, Felipe M. “The Diversity of Philippine Music Cultures.”
filipinaslibrary.org.ph. Filipinas Heritage Library, 2018, Accessed November
7,2019 https://www.filipinaslibrary.org.ph/uncategorized/the-diversity-of-
philippine-music-cultures/.
Maramba, Manuel P. “Philippine Liturgical Music.” ncca.gov.ph. Accessed April 20,
2020. https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-
the- arts-sca/music/philippine-liturgical-music/
“Diocesan Guidelines on Music in the Liturgy.” cubaoliturgy. Archdiocese of Cubao,
2011.Accessed November 12, 2019
https://sites.google.com/site/cubaoliturgy/guidelines/guidelines-on-music-
in-the-liturgy
“Musicam Sacram Instruction on Music in the Liturgy.” vatican.va, 1967. Accessed
November 12, 2019
http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents
/vat-ii_instr_19670305_musicam-sacram_en.html
“Guidelines for Liturgical Music In Regina Catholic Schools,” November 2009.
Accessed November 13, 2019
https://archregina.sk.ca/sites/default/files/Music At Mass Presentation.pdf
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