Detailed Lesson Plan in Music IV

I. Objectives:
At the end of the lesson, the students are expected to:
1. Identify nationalism in music which flourished in Europe and the contributions of
Filipino composers for our country.
2. Sing and listen to nationalistic songs
3. Appreciate the importance of nationalism in music

II. Subject Matter

A. Input/ Content
Lesson 8: Nationalism in Music
B. Reference
MAPEH for a Better You
pages 54-59
C. Instructional Materials
PowerPoint Presentation
LCD Projector/ Laptop
Visual Aids/ Pictures
CD player
Guitar or Keyboard
D. Values infused
Appreciate Nationalistic Songs

III. Procedure
Teachers Activity Pupils Activity
A. Preparation

1. Greetings
Good morning class? Good Morning Sir!
Hows your day? Its good Sir!

2. Prayer
Whos in charge to lead todays prayer? A student raises his/her hand and leads the
Well then, let us stand and bow our heads in prayer.
prayer.
Thank you ____________.
Please remain standing.
 3. Checking of cleanliness and orderliness
of the room.
Before you sit, kindly check your
surroundings for some pieces of paper and
trash and arrange your chairs properly.
Thank you. You may all sit.

4. Attendance
May I ask the class secretary to report todays Class secretary: Todays class attendance is
attendance. _______, consists of ____boys and
_____ girls.
Very good! Im happy you are all here.
Thank you. You may sit.

Alright, before we discuss anything about the

new lesson for today, let us have a little
review about our past lesson.

5. Review
Last meeting we have talked about Program
Music isnt it? Yes Sir!

Now, let us have an exercise before Ill hear

some of your thoughts regarding our past
lesson.
Class let us read the direction in unison
Direction: By drawing a line, connect the
words in column A which is closely related
to another set of words in column B.

Column A Column B Column A Column B

Miguel de Cervantes Introduction Miguel de Cervantes Introduction
Hector Berlioz Sounds Hector Berlioz Sounds
Prelude Don Quixote Prelude Don Quixote
Program Music Symphonic Program Music Symphonic
Fantastique Fantastique
Richard Strauss Romeo and Richard Strauss Romeo and
Juliet Juliet
Peter Tchaikovsky Don Juan Peter Tchaikovsky Don Juan

Excellent!
Anybody, who can give me a summary of (There are few who raise their hands)
what you had learned regarding the past Student 1: As far as I can remember,
lesson? program music is a narrative instrumental
music linked to a scene, idea, poem, or story.
 (A student raise his hand)
Anyone else? Student 2: In addition to what _________
had said, program music is a program
preface added to a piece of instrumental
music to direct the listeners attention to the
poetical idea of the play. It uses different
kinds of sounds by using human voice.

How about the four main forms of Orchestral

Program Music? Anybody?
(the students started to recall what are
At all times, these musical forms are used in a those)
particular play, scene or a story. Without
these, a scene or story lacks emotions and
feelings. Therefore, these musical forms are
very important for it brings life to a story.
Alright, so what are those musical forms? (a student raised her hand) Sir!
The four main forms of Orchestral Program
Music are the Program Symphony, Concert
Overture, Symphonic Poem, and Incidental
Very Good Class! Music.
Its nice to hear that youve had a good recall
of what you have learned regarding our past
lesson.

Do you have any questions or some sort of

clarification?
None Sir!
Alright, if theres none, let us move on.

B. Procedure
1. Motivation
But before we proceed, let us play a game
Do you know the game show Singing Bee? (student felt excited)
Yes Sir! (most of them raised their hands)
Alright let us play this game but first, let us
divide the class into five . (the students felt excited and started to group
themselves)

I will give you 30 seconds to prepare.

(the class groups themselves, there are five
Can we begin now? Ok listen. groups)
Yes Sir!

For me to recognize you, I will now give to

you the sounds of buzzers which you will (the class prepares themselves for the
imitate. Let us only presume that these are the activity)
sounds produced by these musical Yes Sir!
instruments.

Repeat the sound after me.

For group #1, the sound of violin

For group #2, the sound of a triangle.. Eng-eng-eng
For group #3, the sound of the drum Ting-ting-ting
For group #4, the sound of the flute.. Bom-bom-bom
For group #5, the sound of the guitar.. Flut-flut-flut
Gring-Gring
Let us now begin. This is a very simple game.
I will sing songs with incomplete lyrics, after
me, you will going to fill in the missing lyrics
by singing.

Do you understand class?

Are you ready? Yes Sir!
(Yes Sir! the students shouts in unison)
#1 song Akoy Isang Pinoy
Akoy isang Pinoy sa pusot diwa, pinoy na
isinilang sa ating bansa. Akoy hindi sanay sa
wikang mga banyaga, ____ ______ __
___________ __________ _____. Akoy Pinoy na mayroong sariling wika

#2 song Isang lahi, Isang Lipi

Aanhin ko pa dito sa mundo, ang mga matang
nakikitay di totoo, may ngiting luha ang
likuran at paglayang tanong ay kailan, bakit di
natin isabog ang pagmamahal. Sundan mo
___ ______ ___ ______, _______ ___
______ ___ ___ _______ _________ Sundan mo ng tanaw ang buhay, mundo ay
_________, _____ _____ ____ ______ punan mo ng sayat gawing makulay, iisa
_____ _____ _____ ___ ______ _____. lang ang ating lahi, iisa lang ang ating lipi,
bakit di pagmamahal ang iaalay mo,
pangunawang tunay ang siyang nais ko, ang
#3 song Ako ay Pilipino pagdamay sa kapway nandyan sa palad mo
Ako ay Pilipino ang dugoy Maharlika
Likas sa aking puso adhikaing kayganda
Sa Pilipinas na aking bayan _____ __
______ __ _____________, _____ lantay na perlas ng silanganan, wariy
_________ __ ____________ ___ natipon na kayamanan ng Maykapal
_________.
Very Good class! Good luck to your singing
career!
Ok class, can you give me a one word or
simple description about the songs we have
sung earlier? What do these songs imply or
portray?
Excellent Idea!
(a student raised her hand)
Sir, the songs shows love for the language
(a student raised his hand)

Very Good! All your ideas are correct! Sir, the word Patriotism describes the songs.
Now, who can identify the title of our lesson
for today? Did you know already our new
lesson for today? (silence...the students think for the best
word)
Exactly! Very Good! Sir yes Sir, our lesson is all about
Nationalism.
C. Presentation of the Lesson
Yes, our lesson for today is nationalism
Nationalism in Music.
But to give us more ideas and thoughts about
our new lesson, let us watch a short video
clip.

* This video clip used the song Bayan

Ko, which was played as the background
music in the EDSA Revolution on the year
1986.
In addition to the songs we just sung a while
ago, this video also displays nationalism,
patriotism or love and support of people
towards his country and fellowmen. A video
that shows the great fight of Filipino people
for freedom.

While watching the video clip and hearing the

song, what words came to your mind? (the students started to raise their hands one
by one)
Sir, Patriotism
Very Good! Another?
Sir it is about sacrifice for others and
longing for freedom.

Other ideas?
Sir it shows nationalism.

Very rich ideas! Excellent!

Sir, its because, the people shows great love
 for the country.
For the last couple of weeks, we have been
talking about the Romantic Period of Music
which began from about 1820 1900. Isnt it?
Now, let us go back again and identify the
reasons why nationalism in music became the
primary theme of Romantic Music Era. Let us
go over with Europe but we will focus more
about the nationalism of music in the
Philippines.

Anyone who can read from the class the

development of nationalism in Europe?
(a photo slide about the different events
happened during the Romantic Period which
affect the social, economic and cultural order
of that time)
(Another student will be called to read the
following events)
(A student will now start to read)
In Europe there was a momentous progress
in science like the discoveries of many types
of machinery that affected the economic,
social, and cultural order of the time,
different wars and other problems that gave
rise to nationalism. The music reflected the
social, cultural, and economic conditions
during that time. Others also desired to
escape from the harsh realities of the difficult
economic conditions through their music that
characterized fantasy, subjectivity, and love
of nature.
These are some of the events which affected
the life of the composers.

(pictures of what happened during the In Europe

dictatorship of Hitler) Many kinds of wars, dictatorship of
German Empire
Discoveries
(pictures of what happened during the
Spanish Regime and Edsa Revolution) In the Philippines
Spanish Regime
EDSA revolution
Meaning to say, an individuals expression of
his sentiments of the social, cultural, and
economic events of the period reflected his
music. A cultural movement that stressed
emotion, individuality in style and self-
expression of the composers in the Romantic
Period.

Any student who can read this information

about composers in Romantic Period?
(The pictures of the nationalistic composers
of Europe is shown and their music is played
one by one)
These composers not only focused their songs
in showing love towards a woman, but also
produce songs which have nationalistic sense.
Here in the Philippines, nationalism in music
also developed in Romantic Period
Who want to read this?
(some protest songs include Patriotic Maria
Clara Song and Bayan Ko)
(listening of the song Maria Clara Song)
(the pictures of the Filipino Composers are
projected on the screen)
Now, who is Constancio de Guzman?
(the Music of Constancio de Guzman and
Julio Nakpil is played in between readings)
How about the short biography of Julio
Nakpil, who can read?
During the Philippine Revolution, Julio
served as a commander for revolutionary
troops in the northern Philippines under
Andres Bonifacio.
Many composers from Europe, like Edvard
Grieg of Norway, Peter Tchaikovsky,
Giuseppe Verdi of Italy and Frederic Chopin
of Poland, fostered their national qualities in
their music like Edvard Grieg composition
used Norways legends.
(a student raised his hand)
Protest songs are songs created by artists or
by anonymous members of social
movements to call attention to issues or
sufferings under Spanish Regime.
Composers like Constancio de Guzman and
Julio Nakpil are the famous nationalistic
composers in the Philippines during the
Romantic Period.
(a student raised his hand and read the
presentation)
Constancio de Guzman was the composer of
Bayan Ko which was played at the
background of EDSA revolution in 1986. His
other famous compostition to mention a few
are Maala-ala Mo Kaya, Ang Tangi Kong
Pag-ibig and Babalik Karin.
(a student raised his hand)
Julio Nakpil was born on May 22,1860. He
is known as the revolutionary musician and
composer. He composed a national anthem
for the Katipunan at the request of Andres
Bonifacio. The Tagalog title was marangal
na Dalit ng Katagalugan (Himno Nacional
in Spanish). He married Gregoria de Jesus,
Andres Bonifacios widow.
Many of Julio's compositions during this time
were inspired directly by the Revolution.

These composers contributed not only their

talents in composing but also their lives. They
had sacrificed themselves just for the benefit
of many and for the country.

Should we appreciate our own music?

Yes Sir!
So let us love and appreciate our own music
because it preserves our culture and history
and also recognize those people who
contribute for our freedom.

Alright do you still have ideas youd like to

add & share to us regarding our lesson? None Sir!

If there is none, let us first sing the song

Bayan Ko before we end our discussion.
Let us dedicate this to the people who brought
freedom to this land and let us sing it by heart. (the whole class will sing the song together
with the teacher playing the keyboard)
(a student answered)
Since Bayan Ko"is one of the protest song in
times of war, wherein Filipinos use this as Sir, I feel very proud as a Filipino and as a
instrument to express their feelings about the citizen living here in the Philippines and I
country, what can you say about the song? like to sing these kinds of songs over and
over again.
Very good! Nice sharing!

Are you still there?

Again, let us have another activity. Yes Sir! (smiling)
Let us have another game.

F. Application

Are you familiar with the TV game show

GAME K N B?
Good! (the students prepare themselves and find
the activity amusing)
Now, let us have a unique version of this
game. I will act as the host and each of you
will act as the contestant
But before we start, again, call on the
attention of all the members of your group.

Alright, so lets us start!

Game KNB?
Game na!!! (the class imitates the action of
the original show by raising the hands)

Welcome to our daily TV show, GAME

KNB? Game na!!!

First I would like to introduce myself, I am

Mr. Gerard, your host.

Now, let us test your buzzers, group 1? How

about 2? 3? 4? 5? 6?

Alright, listen, this game is very simple.

Choose only the right letter or correct answer (the students prepares themselves to listen)
to the questions provided.
After each question, you may call my
attention by your buzzers.
The first buzz that I will hear will be the first
to answer the question, but if they didnt
answer it correctly, the other group can steal
for a chance.

Now, let us test your buzzers. Group 1? How

about 2? 3? 4? 5? 6?

Let us begin
For question number 1..23. (in every questions, the students will produce
the sound of their buzzers)
1. The following are Filipino nationalistic
composers except for one.

A. Constancio de Guzman C. Frederic Chopin

B. Julio Nakpil
C. Frederic Chopin
D. Antonio Molina

2. He is the composer of Bayan Ko, a song

which was played at the background of EDSA
revolution.

A. Felipe Padilla de Leon B. Constancio de Guzman

B. Constancio de Guzman
C. Antonio Molina
D. Julio Nakpil

3. A national hero who requested Julio Nakpil

to compose a national anthem for the
Katipunan.

A. Andres Bonifacio A. Andres Bonifacio

B. Juan Luna
C. Jose Rizal
D. Emilio Jacinto

4. He is known as the revolutionary musician

and composer.
A. Constancio de Guzman B.Julio Nakpil
B. Julio Nakpil
C. Felipe Padilla de Leon
D. Antonio Molina

5. The following are famous nationalistic

composer in Europe except for 1.

A. Frederic Chopin D. Antonio Molina

B. Peter Tchaikovsky
C. Giuseppe Verdi
D. Antonio Molina

6. The following are some of the famous

compositions of Constancio de Guzman
except for one.

A. Marangal na Dalit ng Katagalugan A.Marangal na dalit ng Katagalugan

B. Maalaala Mo Kaya
C. Ang Tangi Kong Pag-ibig
D. Babalik Ka Rin

7. To which historical event in the Philippines

do the song Bayan Ko was played as a
background music.

A. Martial Law Declaration B. EDSA 1

B. EDSA 1
C. Plaza Miranda Bombing
D. EDSA 2
8. A Norwegian composer who composed the
song Sunshine Song.

A. Frederic Chopin D. Edvard Grieg

B. Giuseppe Verdi
C. Peter Tchiakovsky
D. Edvard Grieg

9. A European composer who used legends

and musical dialects in his compositions.

A. Edvard Grieg A. Edvard Grieg

B. Giuseppe Verdi
C. Frederic Chopin
D. Peter Tchaikovsky

10. Nationalism in music arose and developed

in this period.

A. Classical Period B. Romantic Period

B. Romantic Period
C. Renaissance Period
D. Baroque Period Ed

Very Good class!

You got it all correct! Ed
Have you enjoyed it class? Yes Sir!

E. Generalization
Like we sung and discussed a while ago about
nationalistic music, Is music important in
developing nationalism? Yes Sir!

How important is it? By using music, one can express his/her

feelings, ideas, and even ones moods and
sentiments about a particular situation or
event.
Any ideas? (silence)
I guess there is none. (smiling)
Very Good! You have learned a lot from our (Yes Sir!!)
lesson today, am I right?

IV. Evaluation

Now, let me see if you clearly understand our

lesson for today. Get lengthwise paper and
lets have a quiz

Direction:
Identify the name of the composers, the title
of the songs, and nationalism acts that
contributed in promoting patriotism in both
Europe and in Philippines.

Draw if it is nationalism act,

if it is a title of a song, and if it is
about a person or musician.

________ 1. Antonio Molina is one of the ________ 1.

famous nationalistic composers in the
Philippines.

________ 2. The song Bayan Ko was played ________ 2.

as a background music during the EDSA
revolution.
________ 3. Lupang Hinirang is the title of ________ 3.
the National Anthem of the Philippines.

________ 4. Julio Nakpil was known as a ________ 4.

revolutionary composer and musician during
his time.

________ 5. Constancio de Guzman wrote ________ 5.

many songs that depicts nationalism.

________ 6. To buy your own goods is to ________ 6.

love your country

________ 7. Edvard Grieg used Norways ________ 7.

legends and musical dialects in his
compositions
________ 8. Sunshine song is one of the ________ 8.
composition of Edvard Grieg which has
nationalistic sense.

________ 9. Maalala Mo Kaya is a famous ________ 9.

composition of Constancio de Guzman

________ 10. Practicing our music as a ________ 10

lifestyle will help us to preserve our culture
 V. Assignment
Class eyes on the presentation.

Let us watch a short video clip, a dance

interpretation about a song with nationalistic
idea.

Class for your assignment...

Research for other nationalistic songs and be

ready to sing it in class, interpret the songs
either through dancing depending on its
message.

Any questions regarding your assignment? None, sir/maam.

Then lets call it a day! Goodbye class! Goodbye and thank you Sir!

Prepared by:

Gerardo A. Balosbalos Jr.

Student Teacher
Wesleyan University - Philippines

Checked by:

Mrs. Charina S. Sogue

Cooperating Teacher
Mayapyap National High School