u n i t 1 : v o c al m u s i c o f l u z o n ( l o w l an

UNIT 1: Vocal Music of Luzon (Lowlands)

Table of Contents

Introduction 3

Review 5

Lesson 1: Geographical and Cultural Background of the Music of Luzon 6 Learning Targets 6 Let’s Warm Up! 7 Learn about It! 9 Check Your Understanding 14 Challenge Yourself! 14 Let’s Jam! 15

Lesson 2: Performance Practice 17 Learning Targets 17 Let’s Warm Up! 17 Learn about It! 18 Check Your Understanding 20 Challenge Yourself! 21 Let’s Jam! 21

Lesson 3: Folk Songs and Art Music 22 Learning Targets 22 Let’s Warm Up! 22 Learn about It! 23 Check Your Understanding 25 Challenge Yourself! 25

1 Copyright © 2018 Quipper Limited

Let’s Jam! 26

Lesson 4: Sacred and Secular Music 27 Learning Targets 27 Let’s Warm Up! 27 Learn about It! 28 Check Your Understanding 31 Challenge Yourself! 32 Let’s Jam! 32

Did You Know? 33

Web Links 33

Performance Task 34

Self-Check 35

Wrap Up 36

Bibliography 37

Glossary 38


GRADE 7

UNIT 1

Vocal Music of Luzon (Lowlands)

Fig. 1. Lowlands in Luzon.

Introduction

Imagine a world without music. What if there were no music being played in malls or markets? What if there is no background music to movies? What if there is no music to liven parties and events? Life would be boring, right?

Music is important to the Filipino people. It plays an integral role in the day-to-day life of every Filipino. The purpose of music is not to provide entertainment only. It is also used to


accompany religious rituals and to express ideas and emotions. In urban areas, music is commonly used to provide entertainment and fun as seen in rock concerts, singing shows, singing competitions, and many others. In rural areas, musical traditions that are associated with religious or local beliefs are practiced from time to time. The Pasyón, for example, a sung epic narrating the life of Jesus Christ, is traditional for it is performed every Lenten season.

The Philippines has a rich and diverse music culture. Various kinds of music and musical practices can be found all over the archipelago. Commonly, music and musical practices vary by geography. There are musical practices in the region of Mindanao that is very distinct from the musical traditions of Luzon. Cultural and traditional backgrounds are important aspects that explain the distinction of one musical practice from another depending on its geographical area.

The vocal music of Luzon, particularly the Lowland region, will be the focus of this unit. This unit, firstly, explains the geographical and cultural background of the Lowland Luzon area. It further discusses the musical performance practice of Lowland Luzon through a selection from the categories that are folk songs, art music, sacred music, and secular music.


Review The elements of music are essential in breaking down and analyzing a particular piece of music. The seven elements of music are: Melody, Timbre, Rhythm, Harmony, Form, Texture, and Dynamics.

● Melody is a set of notes that is the main line of a musical piece. ● Timbre, also known as tone color or tone quality, refers to the characteristic of sound.

Characteristics of sound can be high, low, rough, smooth, thin, thick, etc. ● Rhythm is the consistent pulse or beat throughout the music. It is also considered as

an element of time in music. ● Harmony is a set of notes played together to create a certain mood or tonality. ● Form is the general shape of the music. In popular songs, for example, the form may

be divided into an introduction, verse, chorus, bridge, coda, and so on. ● Texture refers to the characteristic of some melodic lines in particular music. ● Dynamics is the loudness or softness of a sound or music. ● Culture refers to the way of living of a certain group of people in a particular area.


Lesson 1: Geographical and Cultural Background of the Music of Luzon

Learning Targets

In this lesson, you should be able to:

● identify the geographical and cultural characteristics of Lowland Luzon; ● understand important events in history that contribute to the general characteristic

of Lowland Luzon; ● classify the distinguishing characteristics of the selected musical examples; and ● relate the musical characteristics to the geography and culture of Lowland Luzon.

Before knowing the vocal music of the lowlands in Luzon, it is best to understand the geographical and cultural factors that contribute to the overall characteristics of the music of the lowlanders in Luzon. What comprises the Lowland Luzon? Is it only a large mass of land? Are the people residing in Lowland Luzon important in defining its culture? Or is it both, the physical features of the area and the human activities add to the dynamic culture of Lowland Luzon?


Let’s Warm Up! Below is a picture of a musical practice of Filipinos in Lowland Luzon. There is a story hidden in the picture above. To unfold the story of the picture, let us try to examine the picture by answering the questions below:

1. Where is the picture set? Can you describe the environment in the picture? 2. When is the picture set? 3. What are the materials in the picture? Can you describe the clothing, the instruments,

and the house?

Fig. 2.

Now that we have identified the setting and the materials in the picture, let us further our understanding of the picture by answering the following questions:

1. What do you think are the men doing in the picture? The man in the middle is extending his arms, what could this mean?

2. How about the lady, can you describe her action?


3. What could be the activity being done by the characters in the picture?

The picture above depicts a musical practice called harana, a tradition commonly found in the rural areas of Lowland Luzon. The origin of harana emerged during the Spanish colonial rule of the Philippines. Like harana, many other musical styles, genres, and instruments were brought in the Philippines during the Spanish colonial rule. To better understand how musical styles, genres, and instruments emerged and evolved in the country, we must also learn the geographical and cultural background of the lowlands of Luzon.


Learn about It!

The Geography of Lowland Luzon

Lowland Luzon refers to the plains in Central and Southern Luzon. The National Capital Region, Region IV-A (CALABARZON), and a portion of Region III (Bataan, Bulacan, Nueva Ecija, and some parts of Zambales and Tarlac), are part of Lowland Luzon. The geographical features of Lowland Luzon are as follows:

● The Lowland Luzon is home to natural and man-made land and water formations. Some of the prominent land and water formations in this area are the Taal volcano encompassed by Laguna de Bay in Laguna, the Pasig river which connects the Laguna de Bay and the Manila Bay, and the Angat Dam in Bulacan which supplies the National Capital Region (NCR or Metropolitan Manila) with water.

● The urban center of the Philippines, which is the National Capital Region (NCR) is part of the lowland Luzon area. In NCR is the capital city of the country, which is Manila, surrounded by modern, industrial, and commercial areas.

● Lowlands in Luzon are areas which practice fishing and agriculture as the primary source of living. Products found in this area of Luzon are rice, kakanin, coffee, tea, smoked or dried fish, and many more.


The Culture of Lowland Luzon

Lowland Luzon is rich in culture and traditions. Key to its dynamic culture are the people that reside in it. Tagalog refers to the majority of people living in the lowland Luzon area and the language by which they communicate. Throughout the years, lowland Luzon has been in contact with many foreigners that significantly affected its current state.

Fig. 3.

● The history of the Tagalog culture dates from the pre-Hispanic era. The petroglyphs found in Angono, Rizal and Laguna Copperplate which dates back to 1000 AD are proofs of the ancient Tagalog settling.

● The term "Tagalog" is derived from the Filipino prefix "-taga" which means coming from and "ilog" (river) or "alog" (the shallow portion in a stream). This means that the Tagalog people are men of the rivers having built their culture (fishing and agriculture) beside streams of waterways.

● During the Spanish colonial rule, Manila became an established capital and the trading center of the country.

● The lowlands of Luzon has mainly been influenced by Spanish and American culture. Religions like Christianity, Catholicism, and Protestantism are the main religion in this area that was brought through the Spanish and American colonialism.


Las Piñas Bamboo Organ Church

The Bamboo Organ Church is an example showing both geographic and cultural influences. Located in the city of Las Piñas, the 200-year old church is known for its rare bamboo-made organ pipes built by Father Diego Ciera in the early 1800s.

Fig. 4. Organ pipes made out of bamboo.

Try It Yourself

Learn more about the Bamboo Organ Church. Search pictures and videos that will enable you to listen to the sound of the bamboo pipes. Read more information about the many sounds the bamboo organ can produce.


Bahay Kubo

Bahay Kubo is a popular folk song in the Philippines. It depicts the bahay kubo or nipa hut, a traditional housing in the Philippines. The song also describes the environment of the bahay kubo by enumerating the vegetables planted near it.

Try It Yourself

Below are the lyrics of the folk song Bahay Kubo. Try to sing it and imagine how the bahay kubo is described in the song.

Bahay Kubo

Bahay kubo, kahit munti Ang halaman doon ay sari-sari.

Singkamas at talong, sigarilyas at mani Sitaw, bataw, patani.

Kundol, patola, upo’t kalabasa At saka mayroon pang labanos, mustasa,

sibuyas, kamatis, bawang at luya sa paligid-ligid ay puno ng linga.

Finding the Geographical and Cultural Features of the Las Piñas Bamboo Organ Church and Bahay Kubo

The Las Piñas Bamboo Organ Church and Bahay Kubo are both examples of how culture and geography are related to music. What are the cultural elements present in the Bamboo Organ Church? What are geographical aspects present in the song Bahay Kubo?


https://www.tagaloglang.com/bahay-kubo-song/

https://www.tagaloglang.com/kundol/

https://www.tagaloglang.com/linga/

Try it Yourself

From both the examples given above, answer the activity below.


Check Your Understanding

A. TRUE or FALSE. Write true if the statement is correct and false if the statement is wrong.

1. The National Capital Region is part of the lowland Luzon area. 2. The Angat Dam is one of the man-made water formations in Bulacan. 3. The term Tagalog only refers to the language spoken by the people in lowland

Luzon. 4. The Philippine archipelago has been under three colonial rules of countries such as

the Spaniards, the Americans, and the Chinese. 5. Tagalog refers to the majority of people living in the lowland Luzon area and the

language by which they communicate. 6. Key to the dynamic culture of Lowland Luzon are the people living in it. 7. Lowlands of Luzon refers to both the piece of land in Luzon and the culture of the

people living in it. 8. Few records of the ancient Tagalog pre-Hispanic culture implies that the ancient

Tagalog culture is deficient. 9. Geographical and cultural background of music is important in understanding how

music evolved through time. 10. Geography refers to the way of life of the people.

Challenge Yourself!

B. Answer the following question in two or more sentences.

1. Why is studying geographical and cultural background important in understanding music?

2. How are geography and culture reflected in music?


3. Christianity has greatly influenced the culture of the lowlands in Luzon. How is this shown in the music of the lowlands in Luzon? Provided concrete example.

4. Analyze the music in your church. Describe church music in terms of the elements of music. Explain why a certain characteristic of music is played in churches.

5. Analyze the music in the streets or public places. Describe the music in terms of the elements of music. Explain why a certain characteristic of music is played in streets or public places.

Let’s Jam!

Example: Listening to the Sound of Places

Activity 1: Choose a place where you want to conduct your observation. It can be in malls, churches, schools, bridges, etc. Be specific in writing down the exact location where you will be observing. Describe the place by creating a sketch. Write down the exact time of your listening activity.

Activity 2: In the first 15 minutes, listen to the sound you hear. Make a general description of the sounds. Is it loud or soft? Sharp or round? Clear or muffled? List down the sounds you hear and where the sounds come from.

Activity 3: Make a conclusion by stating the sound of the location you chose. Make sense of the location and the people's activity around you. How are sounds produced through human activities? Refer to the template below in conducting your study.


Lesson 2: Performance Practice Learning Targets


● identify the different performance practices of vocal music in lowland Luzon; ● distinguish the musical characteristics of representative music selections from the

lowlands of Luzon after listening; and ● perform selected vocal music from the lowlands of Luzon through the discussed

performance practices.

Let’s Warm Up!

Observe the pictures and try to compare one picture from the other. Do you see similarities and differences? Can you name what is happening in the first picture, the second, and so on? How is music being practiced in the pictures above? Do you have any similar experience with the pictures above? Discuss this with your seatmate.


Learn about It!

Performance Practice in the Vocal Music of the Lowlands in Luzon

Performance practice refers to how music is performed. The word "perform" does not refer to an activity done in a stage with a crowd of people watching. It merely refers to music being practiced or done. In the vocal music of lowlands in Luzon, music is either for entertainment, for learning, for performance, or for rituals. We will learn more about how music is practiced through these four categories: music as entertainment, music as learning, music as performance, and music as ritual.

Music as Entertainment

Have you been to a festival? Or a party? Or a concert? What do you experience in events like these? Do you remember the songs that were played during these events? How did you experience the music in events like these?

One purpose of vocal music in the lowlands is for entertainment. Musicians gather together to play their favorite tunes. Singing contests in search for who has the highest voice. All these are to render entertainment or fun.

Fiestas are important cultural occasions celebrated by the Tagalogs in the lowlands of Luzon. Fiestas are celebrated by communities in commemoration to religious saints or significant events in their community. Popular fiestas celebrated in lowlands of Luzon are Feast of the Black Nazarene which is celebrated every January 9 in Quiapo Manila; Flores de Mayo celebrated every May; and Pahiyas Festival celebrated in Lucban, Quezon every May 17.

Music as Learning

Vocal music in lowlands of Luzon is also practiced through learning. Learning music can be done in schools, churches, art centers, talent agencies, and many more. There are many ways


in which the vocal music of the lowlands can be learned. It can be acquired through observation and imitation. Children tend to imitate their favorite singers by singing the way their favorite singers sing. Another way is through formal learning. In formal learning, a set of systems are created for the students to enhance their musical skills.

Try It Yourself Who are your favorite Filipino singers, musicians, or composers? How were they able to learn how to sing, play instruments, or to compose? Did they learn it through imitation or were they enrolled in formal studies?

Music as Performance

Vocal music of lowlands in Luzon are performed in stages or halls with bright lights and an audience. This activity is done by professional singers or musicians who have dedicated their lives creating music for a living. In musical performances, music becomes the center of adoration of the audience. People would visit a performance because they love to listen to a particular song or watch it being performed.

Try It Yourself Surf the internet and search for a video recording of the zarzuela, “Walang Sugat” by Severino Reyes. Listen to how the characters sing their parts.

Music as Ritual

Lastly, vocal music of the lowlands is performed to accompany rituals. One example is religious rituals in churches that make use of music. In a Catholic mass, for example, a certain type of music is used in a particular part of the mass. Rituals are not limited to religious ones. A secular example can be seen in the celebration of birthdays. It has been a ritual that in


celebrating birthdays, the song Happy Birthday to You or Maligayang Bati has to be sung.

Try it Yourself Have you experienced singing religious songs in church? What does it feel to be singing the rituals? Also, in singing birthday songs, what would you feel if you tried not to sing it with others?


A. Fill in the blanks.

1. __________ refers to how music in performed in different contexts. 2. Music as __________ is done in large halls and stages with audiences. 3. Music as __________ can either be done through imitation or formal studying. 4. The practice of performing music for fun is music as __________. 5. __________ that are accompanied by music is not limited to religious happenings. 6. __________ can be found in fiestas where there are singing contests and lively band

performances. 7. Emilia is part of a church choir. Every Saturday, she goes to church to practice and

perform on Sunday. Emilia does three types of performance practice which are __________, __________, __________.

8. Julia is excited for the upcoming fiesta in her barangay. She looks forward to witnessing singing performances. Julie is experiencing performance practice in two ways: __________, __________.

9. The idea of performance __________ can overlap with one another. 10.The word "performance" in __________ does not pertain to something that is done in

large stage and halls.


Challenge Yourself!

Answer the following questions in two or more sentences.

1. How are the vocal music in lowland Luzon practiced by the people? Provide examples. 2. In a fiesta, you observed the singing contests and the band performances. How are

music as entertainment and music as performance shown in this circumstance? 3. What are other concrete examples of music as ritual that we can see in churches? 4. Sebastian loves to study music. He decided to pursue music as his career when he

finished his study. So, he enrolled in a Music College and studied diligently. How are music as learning and music as ritual shown in this situation.

5. Patricia joined Tawag ng Tanghalan, a televised singing competition, because it is her favorite show and she desires to sing in a larger audience. How are music as performance and music as entertainment shown in this situation?

Let’s Jam!

Example: Experiencing Performance Practice

Activity 1: Choose among the four types of performance practice: music as entertainment, music as learning, music as performance, and music as ritual. Upon picking, devise a plan or schedule where and when you can do the performance practice you have chosen.

Activity 2: In all performance practices, you must be able to sing, play an instrument, or compose.

Activity 3: After doing the performance practice, write an essay of four to seven sentences of how you have felt during the experience.


Lesson 3: Folk Songs and Art Music Learning Targets


● understand the relationship of the musical genres and styles to culture; ● distinguish the distinct musical elements of the music selections; ● create simple rhythmic or melodic lines that can harmonize with the selected music; ● sing simple tunes from the selection of music that are folk or art songs; and ● provide simple harmonic accompaniments to selected folk or art tunes.

Let’s Warm Up!

Look up the songs Leron Leron Sinta and Pakiusap by Francisco Santiago on the internet. Try to sing to the songs while listening to it. You can also search the background of the song, the meaning, and composers. Describe both songs by examining the musical elements of the songs. Are there similarities in melody, rhythm, harmony, dynamics, form, timbre, and texture?


Learn about It!

The songs examined above are examples of folk song and art music, respectively. In this lesson, we will learn more about folk and art songs and discover their similarities and differences.

Folk Song

The folk song refers to the song of the people. Commonly, folk songs do not have composers for it is owned by the people. The song naturally became popular among the people of the community. Folk songs spread through aural traditions, meaning it was not written or strongly imposed for the people to learn it.

Popular genres like awit, and kumintang are folk vocal music found in the lowlands in Luzon. Awit often translated in english as "song" is generally in slow, triple time which tells of legends and epics. Francisco Balagtas' Florante at Laura is a famous example of an awit. The kumintang, on the other hand, refers to many genres of music and dance. In dance, it refers to the hand's circular motion. In music, it originated as a war song and turned into a love song. Some sources claim the kumintang as the prototype of kundiman.

Try It Yourself Try to recall songs from your childhood. It can be songs that you learn in school or songs you use to sing when playing outside the streets. Are these songs familiar to you? Where do you hear them? Why do you think is it very familiar to you?


Art Song

Art song, on the other hand, is a vocal genre composed by a learned composer. Art songs usually appear in written notation with an accompaniment. The Kundiman is a vocal art song which became popular in the early 1900s. It achieved a distinct style because of classically trained composers Francisco Santiago and Nicanor Abelardo.

Try It Yourself Listen to Madaling Araw, Pilipinas Kong Mahal, and Bituing Marikit on the internet. Answer the following questions to understand the Kundiman more.

1. What is the common theme or idea of the kundiman? 2. What do you hear in a kundiman? What are the instruments that you hear? 3. What is the overall mood of a kundiman? What did you feel upon hearing it?

Kundiman: Folk Song Turned to Art Song

The Kundiman, despite being known today as a Filipino art song, has folk origins. There are many theories on the origin of Kundiman. However, the popular belief is that it originated from the phrase "kung hindi man". The vocal art song Kundiman is known for its romantic theme about love and loss.

Francisco Santiago, the father of Kundiman Art Songs, established the kundiman as an art song. He composed kundiman by using poetic lines in Tagalog and by incorporating rich harmonic progression. Santiago also standardized the kundiman form which is binary. The art song kundiman is known for having two tonalities, and it usually starts in a minor key followed by a major, brighter key.


Try it Yourself Examine Nicanor Abelardo's Mutya ng Pasig. Describe the kundiman regarding musical elements. Also, understand the lyrics of the song.


A. TRUE or FALSE. Write true if the statement is correct and false if the statement is wrong.

1. Folk songs are owned by the people. 2. Kumintang and awit are examples of vocal art music. 3. Francisco Santiago is the father of Kumintang songs. 4. The composers of art songs are unknown. 5. The kundiman has folk origins. 6. Nicanor Abelardo's Mutya ng Pasig is an example of an art song. 7. The song Leron Leron Sinta is an example of a folk song. 8. Common themes or ideas found in kundiman are about man's everyday labor and

activity. 9. Kundiman became an art song because Nicanor Abelardo standardized its form. 10.The kundiman is known to be in triple meter with changing keys--from minor to major.

Challenge Yourself!

Answer the following questions or instructions in two or more sentences. 1. What are the differences of an art song and a folk song? 2. How does a song become a folk song?

How does a song become an art song?


3. Look for a kundiman that show the change in key signature. Write down the keys that existed in a kundiman and describe how you felt in the changing of the keys.

4. Look for three folk songs and describe the melody.

Let’s Jam!

Example: Performing Folk and Art Songs

Activity 1: Create a group of five to six members. Choose one art song and one folk song. Note that there has to be a musical accompaniment to your performance.

Activity 2: After choosing, arrange the art song and folk song of your choice into a form that your group has created.


Lesson 4: Sacred and Secular Music Learning Targets


● understand the relationship of the musical genres and styles to culture; ● distinguish the distinct musical elements of the music selections; ● create simple rhythmic or melodic lines that can harmonize with the selected music; ● sing simple tunes from the selection of music that are sacred or secular music; and ● provide simple harmonic accompaniments to selected sacred or secular songs.

Let’s Warm Up!

Let us try to compare two songs as we start this lesson. The first song we will examine is a Christian song entitled Ama Namin. Listen to this song and find out where the lyrics of the song were taken. The next song that we will examine is Ed Sheeran's Perfect.

After listening to the songs, let us try to differentiate the content. What do you think is the main difference of the song Ama Namin and Ed Sheeran's Perfect?


Learn about It! In the previous chapters, we have learned how Spanish beliefs and traditions greatly influenced the Philippines. One evidence of this is Christianity, which is the main religion of the country. As Christianity continues to spread throughout the archipelago, churches were built. Religious beliefs and practices were soon learned by the Filipinos.

The vocal music in the lowlands of Luzon can be categorized as sacred or secular. Sacred vocal music refers to songs that are sung in churches. These songs are considered sacred because it accompanies sacred rituals. Therefore these songs are not to be sung in public spaces or as entertainment.

Other songs outside the category of sacred music are known as secular music. The themes of secular music can range from personal experience, everyday activities, love, nature, and many more.

Sacred Vocal Music

There are many types of sacred vocal music that is being practiced in the lowlands of Luzon. The function of these sacred vocal music differ from one another but is used for religious purposes.

The Mass

The Catholic Mass is one example of sacred vocal music. It is a choral composition that sets the parts of a mass into music. The choral music of a mass was originally composed with a Latin language. However, throughout the years, the churches made use of the local languages so that more people will understand the mass. Church masses can be performed in a capella, meaning voices only. Other instruments can also accompany it.

The Catholic mass is divided into five parts: Kyrie, Gloria, Credo, Sanctus, and Agnus Dei. Each part is considered as a movement in a musical composition.

The Kyrie, the first movement of the mass, is usually in ternary form or ABA form. Gloria, the second movement, functions as celebratory praise to God. The third movement, Credo, encourages congregational singing to instill faith among the churchgoers.


Try It Yourself

Below is a table that shows the different parts of a mass in Latin. Write the Filipino and English counterparts of the parts of the mass.

The Mass

Latin Tagalog English

1. Kyrie 2. Gloria 3. Credo 4. Sanctus 5. Agnus Dei

1. 2. 3. 4. 5.

1. 2. 3. 4. 5.

Moro-Moro and Senakulo

The Moro-Moro is a religious theatrical play that became popular with the Spanish colonial rule. It is a comic play that portrays the battles among the Moros or the Muslims and the Christians. In the end, the Christians are always portrayed as winners in battle.

The Senakulo is a religious play performed in the Lenten season that depicts the life and sufferings of Jesus Christ.

Try It Yourself Look for videos of Moro-Moros or Senakulo on the internet. Describe the language of the theater, the costumes, the dances, the characters, and the music.


Pabasa

The Pabasa is another vocal genre that is done during Holy Week. Pabasa has become a tradition practiced by the local all around the lowlands in Luzon. During Holy Week, locals gather together in parishes to practice pabasa. This is done by turning the text of the booklet Pasyon into a song. The singing starts in Holy Wednesday and ends till Good Friday. This practice is done to commemorate the life of the Savior, Jesus Christ.

Try it Yourself Below is an excerpt of a Pasyon taken from the Ignacio Luna and Sons' Kasaysayan ng Pasyong Mahal ni Hesu Kristong Panginoon Natin.

Sa buong Sangsinukuban

itong Diyos ang may lalang;

sa Kaniyang wika lamang

langi't lupa't dilang bagay

nayaring hindi naliban.

At sa Henesis na libro,

nalalaman ay ganito:

nang lalangin itong mundo

nitong Diyos na totoo,

kaarawan ng Domingo.

Describe the excerpt by counting the syllables of every line. Try to compose a simple tune that will enable you to sing the excerpt of the Pasyon.


Secular Vocal Music

Secular Vocal Music, on the other hand, refers to all vocal music that does not have sacred or religious content. The genres from the previous chapter like kundiman, kumintang, and awit are examples of secular vocal music in lowlands of Luzon.


A. Write the correct answer in the blank. 1. __________ refers to the vocal music in the lowlands of Luzon that is used for religious

purposes. 2. __________ refers to the vocal music in the lowlands of Luzon that is about everything

but religious content. 3. __________ is a religious theatrical play that depicts the life, suffering, and death of

Jesus Christ. 4. __________ is a practice during Holy Week wherein the story of Jesus Christ is sung. 5. __________ is the booklet or the text that the locals turn into a song during Holy Week.

B. Modified TRUE or FALSE: Write T if the sentence is TRUE, if false, change the underlined word. 1. Secular vocal music serves the purpose of the church. __________ 2. Sacred vocal music functions to commemorate the life of Jesus Christ. __________ 3. Moro-moro is a religious play that depicts the battle among muslims and christians.

_________ 4. In today's churches in lowland Luzon, the language Latin is commonly used in

masses. ___________ 5. The texts in pasyon has regular syllable count so that it can be easily sung with a

tune. _________


Challenge Yourself!

Answer the questions or instructions in one or two sentences, only.

1. What are the functions of sacred vocal music? 2. How is sacred vocal music different from secular vocal music in terms of content? 3. How is sacred vocal music different from secular vocal music in terms of musical

composition? 4. Given the examples of sacred vocal music above, what are the general characteristics in

terms of the elements of music? 5. Given the examples of secular vocal music above, what are the general characteristics

in terms of the elements of music?

Let’s Jam!

Example: Experiencing the Pabasa Tradition

Activity 1: Create a group of five to six members. Look for the texts of Pasyon on the internet and get five to ten stanzas depending on the group's liking.

Activity 2: Once you are finished choosing an excerpt, compose a simple tune and create a simple accompaniment to it.

Activity 3: After composing the tune, create a vocal harmony for the tune in thirds and sixths.


Did You Know?

In Mexico, there is a guitar-like instrument called Jarana that is smaller in size compared to our regular guitars. Different types of Jarana can be found throughout regions in Mexico. Relating it to the music culture of the Philippines, the Jarana has a direct relationship to our vocal genre harana, which is known to be sung with guitar as an accompaniment.

Web Links

Below are helpful links that will enlarge your idea on the vocal music of Luzon.

● https://www.kapitbisig.com/philippines/folk-songs_331.html

● http://bambooorgan.org/

● Video link to Philippine Pasyon: https://www.youtube.com/watch?v=WOeIbLIV0L4


https://www.kapitbisig.com/philippines/folk-songs_331.html

http://bambooorgan.org/

https://www.youtube.com/watch?v=WOeIbLIV0L4

Performance Task

Appreciating the Vocal Music of Luzon (Lowlands)

Purpose:

At the end of this activity, the students should be able to:

● compose or arrange selected vocal genres from the lowlands in Luzon; ● perform their compositions of arrangements; ● appreciate and understand the value of the vocal music in the lowlands of Luzon.

Role: The class will hold a mini concert featuring the vocal genres of the lowlands in Luzon.

Competence: In this activity, the students will express their learnings on the vocal music of Luzon through a performance.

Instruction: The students will be divided into four groups and will perform their chosen vocal genres from the lowlands in Luzon.

Procedure:

1. Choose a vocal genre to your group’s liking. Note that a group may not choose a vocal genre twice.

2. After choosing, search or listen to recordings that may help in arranging or composing a performance.

3. Practice with your group. 4. Perform in class.


Key Guide Questions

1. How did the vocal music of lowlands in Luzon affect your decision in choosing? 2. What are your general ideas about the vocal music of the lowlands in Luzon?

Reflective Questions

1. What are your favorite vocal genres from the lowlands in Luzon? Explain why? 2. Did your idea of Philippine music in lowlands of Luzon change after learning about it

now? How? 3. How do you find the vocal music of the lowlands in Luzon? Easy or difficult? 4. What did you experience in performing the vocal music of lowlands in Luzon?

Self-Check

Reflect

I find __________________________ the most interesting because ______________________.

I got ____ checks because _______________________________________________________.

I need to improve on _______________________because _____________________________.

I need to practice _________________________ because _____________________________.

I plan to ___________________________________________________

__________________ .


Wrap Up

Vocal Music of Luzon (Lowlands)

Sacred Secular

● Mass ● Senakulo ● Pabasa ● Moro-Moro

● Harana ● Kundiman ● Kumintang ● Awit


Bibliography

Odal, Grace. Lowland Cultural Group of the Tagalogs. National Commission for the Culture and the Arts. June 1, 2015. Accessed November 5, 2018. http://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-communities-and-traditional-arts-sccta/northern-cultural-communities/lowland-cultural-group-of-the-tagalogs/

Mirano, Elena Rivera. 1992. Musika: Ang Essay on the Spanish Influence on Philippine Music. Manila: CCP Special Publications Office.

Baes, Jonas. Westernized Musical Traditions in the Philippines.

Canave-Dioquino, Corazon. “The Lowland Christian Philippines.” Music Cultures and Regions. Accessed November 5, 2018. http://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-sca/music/philippine-music-a-historical-overview/


http://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-communities-and-traditional-arts-sccta/northern-cultural-communities/lowland-cultural-group-of-the-tagalogs/



http://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-sca/music/philippine-music-a-historical-overview/

http://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-sca/music/philippine-music-a-historical-overview/

Glossary

Christianity refers to the religion that is based on the life and teachings of Jesus Christ.

Culture is the set of practices and beliefs of a group of people that is shared from one

generation to another.

Genre refers to particular types or forms in the art.

Geography is the study of the physical surface of the earth.

Folk refers to the common people of a certain place.

Latin is an ancient language that was spoken in Ancient Rome.

Music refers to organized soundst.

Ritual is a set of activities practiced for religious purposes.

Tradition is a set of practices or beliefs that are passed from generation to generation.


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