MUSIC AND ARTS / QUARTER 3 / GRADE 7 (WEEK 1)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of nationalistic Music and Arts common to the Philippines and selected
Standards Southeast Asian countries, including the subjects, themes, concepts, processes, techniques, mediums, and/or
practices.

B. Performance The learners produce an integrative creative work using conventional, contemporary, and/or emerging concepts,
Standards processes, techniques, and/or practices in the Philippines and selected Southeast Asian Nationalistic (Post-war) Music
and Arts.

C. Learning Learning Competency

Competencies A. explain how their nationalism, including the issues surrounding this concept, influences the performing and
and visual arts of the Philippines and selected Southeast Asian countries;
Objectives B. distinguish the characteristics of nationalistic creative works of the Philippines and selected Southeast Asian
countries based on subjects, themes, concepts, mediums, processes, techniques, and/or practices
C. evaluate representative pieces and their creative works based on the subjects, themes, concepts, mediums,
processes, techniques, and/or practices used in the nationalistic music and arts of the Philippines and selected
Southeast Asian countries

Learning Objectives
In particular, the students should be able to:
A. Explain how nationalism and related historical issues have shaped the creation and meaning of the Philippine National
Anthem (Lupang Hinirang) and other patriotic music in the Philippines and Southeast Asia.
B. Identify the characteristics of nationalistic creative works of the Philippines and selected Southeast Asian
countries based on subjects, themes, concepts, mediums, processes, techniques, and/or practices
C. Consider how nationalistic music affects people emotionally and culturally, helping listeners feel a shared sense of
identity and pride in their country.

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 D. Content Theme: “Nationalistic Music and Arts in the Post-war Philippines and Southeast Asia”

PERFORMING ARTS

A. Music
1. Philippine National Anthem
2. Nationalistic Music (Vocal Music/Instrumental Music)
Musical Behaviors: Active Listening; Describing; Interpreting; Composing; Finding Relations; Performing

E. Integration Global Citizenship - Through two weeks of learning nationalistic Music and Arts common to the Philippines and selected
Southeast Asian countries, students are expected to develop a deep appreciation of nationalism in the country and
nearby Southeast Asian neighbors, inculcate a sense of care and empathy for others and the environment, and at the
same time, nurture respect for diversity.

II. LEARNING RESOURCES

 Dinham, J. (2020). Delivering Authentic Arts Education. South Melbourne, Victoria Australia: Cengage Learning Australia.

 Kennedy Center Digital Resource Library. (n.d.). Art criticism: analyzing and critiquing art. SCAD Libraries.
https://scad.libguides.com/arth702
/analysis

 New Mexico Museum of Art. (n.d.). Subjects of Art. https://www.nmartmuseum.org/discover/subjects-of-art-activity/#:~:text=In

%20general% 2C%20subject%20may%20be,abstractions%20(non%2Dobjective).

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III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior WEEK 1: DAY 1

Knowledge
Begin with the question: What does it mean to love your country?
1. Allow students to share their thoughts on nationalism and patriotism.
2. Show images of national flags, monuments, and historical events. Ask, “How do these images make you
feel?

B. Establishing 1. Lesson Purpose

Lesson Purpose At the end of the discussion, students will understand how music both vocal and instrumental reflects the history
and experiences of the people specially during the Post war. This lesson will also teach them to appreciate how
the Philippines and other Southeast Asian countries used music as a means of expressing national pride and cultural
identity.

2. Listening Activity

Play a recording of Lupang Hinirang, the Philippine National Anthem. Ask students to close their eyes and
listen closely to the music and lyrics. Afterward, ask:
 What emotions did the anthem evoke?
 What words or phrases stood out to you?

Discussion Question:
1. How does the anthem reflect our identity and history as Filipinos?
C. Developing and SUB-TOPIC 1: Music
Deepening 1. Philippine National Anthem
Understanding
2. Nationalistic Music (Vocal Music and Instrumental Music)

 Explicitation

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 o Introduction to Nationalistic Music and Arts in Southeast Asia
The teacher will provide a brief background on how the Philippines and other Southeast Asian
countries used music as a means of expressing national pride and cultural identity after World War
II.

o Philippine National Anthem- Lupang Hinirang

Philippine National Anthem

The Philippine National Anthem, Lupang Hinirang, composed by Julian Felipe and written in Filipino by
Jose Palma, is a cornerstone of Filipino nationalistic music. Initially composed as an instrumental march
titled Marcha Nacional Filipina in 1898, the anthem has since become an enduring symbol of patriotism
and unity. With lyrics that highlight freedom, bravery, and a deep love for the motherland, the anthem
is played during significant national events, ceremonies, and daily flag-raising ceremonies in schools
and government institutions.

2. Worked Example

Other vocal and instrumental music that shows nationalistic themes;

 Bayan Ko (My Country) is a famous Filipino patriotic song, often considered an unofficial national anthem.
Written during the American occupation of the Philippines, it expresses deep love for the homeland and a
desire for freedom from foreign rule. Its lyrics speak to themes of liberty, love for one’s country, and
resilience, making it a powerful anthem of the Filipino spirit. Over the years, Bayan Ko has been sung in
protests and rallies, evoking a sense of unity and national pride. The melody and heartfelt words inspire
strong emotions, connecting listeners to the history of the nation’s fight for independence and justice.

 Tanggal 31 (Malaysia) - Tanggal 31, or "31st Day," is a Malaysian song celebrating Independence Day (31st of
August). This upbeat song is widely performed during Independence Day celebrations, fostering a sense of pride
and freedom. Its lively rhythm and lyrics evoke joy and unity, encouraging Malaysians to celebrate their nation's
independence and achievements.

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  Rayuan Pulau Kelapa" (Indonesia) - This popular Indonesian song, which translates to "Solace on Coconut
Island," is a nostalgic piece that expresses deep love and admiration for Indonesia's natural beauty and cultural
heritage. Though not explicitly a national anthem, its themes of pride in the homeland and appreciation of the
country’s resources make it a beloved song often performed at national events.

 Semoga Bahagia" (Singapore) - Semoga Bahagia, meaning "May You Achieve Happiness," is a song widely sung
by Singaporean students. It emphasizes the hope for a prosperous and unified nation. The lyrics encourage youth
to cherish and protect their country, highlighting values of unity, resilience, and national pride.

3. Lesson Activity

a. Formative Assessment: Song Comparison

Divide students into small groups, assigning each a piece of nationalistic music from a Southeast Asian country.
 Rayuan Pulau Kelapa (Indonesia)
 Tanggal 31 (Malaysia)
Semoga Bahagia"
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND(Singapore)
TEACHER’S REFLECTION

 Each group should identify the characteristics of the assigned music, list the themes, instruments, and emotions the
A. Evaluating 1. Formative Assessment
piece conveys and compare them to Lupang Hinirang.
Learning
Individual Activity: Reflection
 Each group Journaltheir answer using a visual presentation or graphic organizer.
will simplify
Directions: Each student will write a short reflection in their journal, focusing on the following questions.
D. Making Reflection Prompt
Generalizations 1. Have students
How does reflect on
nationalistic the such
music, following questions:
as Bayan Ko, make you feel about your country?
2. Inwhat ways do you think these songs help in
How does listening to nationalistic music fostering
make a sense of identity
you feel and pride?
about your country?
3. Choose another Southeast Asian nationalistic song we discussed. How does it compare to a Filipino patriotic song in terms of
 Why is it important to remember and honor the past through music?
themes and emotional impact?

Group Activity: Comparative Presentation

Directions: In small groups, students will select one nationalistic song from the Philippines (e.g., Bayan Ko or Lupang Hinirang) and one
from another Southeast Asian country. They will compare the themes, lyrics, and musical elements that express patriotism in each song.

Each group will present their analysis to the class, highlighting similarities and differences. They should include:
 Key themes and emotions conveyed in the songs 5
 How the music elements (e.g., melody, rhythm) contribute to the nationalistic message
 Cultural significance of each song in promoting national pride and identity
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B. Teacher’s Note observations on any
Effective Practices Problems Encountered
Remarks of the following areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection
 principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?