0
Music – Grade 6
Quarter 4 – Module 2: Variations of Texture
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 - Schools Division of Pasig City
Printed in the Philippines by Department of Education – Schools Division of
Pasig City
Page 2 of 12
Page 3 of 12
Introductory Message
For the Facilitator:
Welcome to the Music 6 Self-Learning Module on Variations of Texture!
This Self-Learning Module was collaboratively designed, developed and
reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.
This learning material hopes to engage the learners in guided and
independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.
Page 4 of 12
For the Learner:
Welcome to the Music Self-Learning Module on Variations of Texture!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.
This module has the following parts and corresponding icons:
Expectations – This points to the set of knowledge and skills
that you will learn after completing the module.
Pretest – This measures your prior knowledge aboutthe lesson
at hand.
Recap – This part of the module provides a review of concepts
and skills that you already know about a previous lesson.
Lesson – This section discusses the topic in the module.
Activities – This is a set of activities that you need to perform.
Wrap-Up – This section summarizes the concepts and
application of the lesson.
Valuing – This part integrates a desirable moral value in the
lesson.
Posttest – This measures how much you have learned from the
entire module.
Page 5 of 12
After going through this module, you are expected to:
A. identify the texture used in musical pieces
B. classify the different textures in voice and accompaniments;
C. distinguish monophonic, homophonic, and polyphonic textures.
Direction: Identify the term as described by each sentence below. Choose
from the word box below.
_______________ 1. It is a song where successive voices follow
the first in exact imitation on the notes
until the random endpoint.
_______________ 2. It is musical element which refers to the
combination of the different voices and
instruments playing together.
_______________ 3. This texture involves the same sound.
_______________ 4. This texture involves the combination of
many sounds or voices.
_______________ 5. This texture involves only one sound.
What is tempo in music? Why is it important?
Page 6 of 12
Have you heard of the word texture? What does it mean? Where did
you hear the word? How will you relate its meaning to music?
In music, the texture is another element that refers to the
combination of the different voices and instruments playing together. It can
be felt and observed like any object. It can be noted with or without
accompaniment.
The texture is also the same as the thickness and depth of the
combination of voices and instruments played together. This combination
has something to do with the rhythm, melody, and harmony of the
composition. Additional sound or voice adds up to the texture of the song.
The texture can be in single, the same, or many performances. Can you give
the difference between a solo singer and a choir singing the same song
simultaneously?
The variations of texture are monophonic, homophonic, or
polyphonic. It can be determined by finding the sound involved.
A. Monophonic Texture
The word “monophonic” is a combination of two words mono (one or
single) and phony (sound). This means that monophonic texture involves
only one sound. That sound can be a voice or an instrument.
The examples of this texture are:
1. Acapella – singing or performing alone without any
accompaniment or instruments to play along with the performance
2. a person whistling a tune
3. a group of people singing a song together without harmonies or
instruments
B. Homophonic Texture
Homophonic comes from the words homo (same) and phony. So,
when you say “homophonic”, this texture involves the same sound. It can
also consist of a melody with accompaniment.
The examples of this are:
Page 7 of 12
1. an acoustic performance wherein a singer is accompanied by a
musician using his electric guitar
2. choral music with parts that have the same rhythms
3. jamming with a small jazz combo with bass, a piano, and a drum
set providing the rhythmic background for an improvised solo like
a trumpet
C. Polyphonic Texture
Poly means many; thus, “polyphonic” involves the combination of
many sounds or voices. It can be one melody with different voices such as
bass, tenor, alto, and soprano. It can be more than one melody played
together.
The following are the example of polyphonic texture:
1. Partner songs – two or more independent songs happened to have
the same harmonic structure that can be sung together at the
same time
2. Descant – an independent or counter melody sung or played above
the basic melody
3. Round song – successive voices follow the first in exact imitation
on the notes at a set time interval, continuing over and over until
the random end point
A. Direction: Identify the texture of each activity as to monophonic¸
homophonic, or polyphonic.
1. the solo playing of a guitar
2. a choir singing altogether
3. The rondalla playing the different string
instruments simultaneously
4. Your friend singing a “Happy Birthday Song” to you
5. A partner song with piano as accompaniment
B. Direction: Complete the table below.
TEXTURE SOUND EXAMPLE
Page 8 of 12
1. Monophonic
2. Homophonic
3. Polyphonic
C. Direction: Form a group of four or five members. Choose a song for
your group. Using the polyphonic texture, perform and video
record it using any virtual platform. You may use any
accompaniment. Send the recorded video to your teacher. Be
guided by the rubrics given.
RUBRICS FOR PERFORMING SONG WITH PROPER
TEXTURE
CRITERIA 5 4 3 2 1
1. The song is properly sung
according to the texture.
2. The texture is clear.
3. Choreography and needed
actions are considered.
4. Confidence is shown while
singing.
TOTAL SCORE
How will you describe texture? What are the variations of texture?
How will you differentiate each?
As a young student, how will you help other students understand
texture? Do you think it will help? Why do you think so?
Page 9 of 12
Direction: Identify the texture of the following performances. Write
monophonic¸ homophonic, or polyphonic.
1. two singers blending together while singing without
accompaniment
2. a performer singing in front of the audience with no
musical instruments around
3. an orchestra playing different instruments simultaneously
4. a group of singers singing two different melodies at the
same time
5. a singer performs while a musician accompanies her
Page 10 of 12
References
Ferrer, Edgar R. et. al (2013). MAPEH and Me 6. Quezon City: Missionbook
Publishing, Inc.
Manuguid, Alvin P. et. al (2016). Prototype Lesson Plans in Music, Arts,
Physical Education and Health 5 with Supplementary Materials. Pasig City:
Local Government Unit of Pasig City in cooperation with the Schools
Division of Pasig City
Lugue, Vivian R. et. al (2016). Music and Arts for Fun. Quezon City: Vibal
Group, Inc.
Hammil, Joanne (n.d.). JHO Music. USA: Sytes Web Design
<http://www.joannehammil.com/forward.html>
https://www.youtube.com/watch?v=0SZ9PSvY298
https://www.youtube.com/watch?v=Pa6tE50rFzQ
https://www.youtube.com/watch?v=6X-e3hvh4WM
Page 11 of 12
https://www.youtube.com/watch?v=JttHbA6MDbI
Page 12 of 12
