MATATAG School Grade Level 5

K to 10 Curriculum Name of Teacher DepEdClick Learning Area MUSIC AND

Weekly Lesson Log ARTS
Teaching Dates and Time AUGUST 26-29, 2025 (WEEK 1) Quarter Second

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of the different mediums, patterns, and techniques of the early Philippine
Standards Music and Arts.

B. Performance The learners produce creative works in Music and Arts using conventional and contemporary processes and practices
Standards inspired by the early Philippine Music and Arts.

C. Learning Learning Competency

Competencies
Categorize relevant creative works based on the use of mediums, patterns, symbolisms, and other relevant
and Objectives practices (i.e. use of rhythm and tempo; choice of motifs/ symbols, materials, medium, etc.) in their region during the
early Philippine period;

Objectives:
At the end of the lesson the students will be able to:

A. Explain the concept of creative works and its mediums, patterns, symbolisms, and other relevant practices;
B. Identify various creative works from their province/region during the Early Philippine Music and Arts;
C. Classify creative works of the province/region based on the use of mediums, patterns, symbolisms, and other
relevant practices, such as the use of rhythm and tempo, choice of motifs and symbols, materials, and
mediums.

C. Content  Concept of creative works and its mediums, patterns, symbolisms, and other relevant practices;

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 ● Creative works from their province/region during the Early Philippine Music and Arts;

● Creative works of the province/region based on the use of mediums, patterns, symbolisms, and other relevant
practices, such as the use of rhythm and tempo, choice of motifs and symbols, materials, and mediums.

● Characteristics of early Philippine conventional and contemporary performing and visual arts

D. Integration
● Local/provincial/regional celebrations/holidays; local cultural practices

II. LEARNING RESOURCES

Anderson, Q. N. (2015). Kundiman love songs from the Philippines: Their development from folksong to art song and an examination of
representative repertoire [Doctoral dissertation, University of Iowa]. University of Iowa. https://doi.org/10.17077/etd.hivytk5h
Davis, K. (2017, October 24). Batok tattooing: Grace and pain. Inquirer.net. https://newsinfo.inquirer.net/941295/batok-tattooing-tattooing-
mambabatok
The Mixed Culture. (2013, November 8). Philippines: Paete, Laguna. Retrieved from https://themixedculture.com/2013/11/08/philippines-
paete-laguna/
The Metropolitan Museum of Art. (n.d.). Tattooing comb. Retrieved from https://www.metmuseum.org/art/collection/search/505781
Narrastudio. (n.d.). The hand embroidery of Lumban. Retrieved from https://narrastudio.com/blogs/journal/the-hand-embroidery-of-lumban
Griffith, C. (1924). Folk Music in the Philippines. Music Supervisors' Journal, 10, 26 - 64. https://doi.org/10.2307/3383136.
SlideShare. (n.d.). Early Philippine Music [Slideshare slides]. Retrieved
from https://www.slideshare.net/slideshow/early-philippine-music/15520368
Lakwatserong Tsinelas. (2013, April). The art attack. Retrieved from https://www.lakwatserongtsinelas.com/2013/04/the-art-attack.html

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Tatler Asia. (n.d.). Shaping hands: Philippine pottery in the modern age. Retrieved from https://www.tatlerasia.com/lifestyle/arts/shaping-
hands-philippine-pottery-in-the-modern-age
This Mama Makes Stuff. (2010, September). Tutorial: Fabric scrap paper dolls. Retrieved
from https://thismamamakesstuff.com/2010/09/tutorial-fabric-scrap-paper-dolls/
MB Lifestyle. (2023, October 26). The Philippine experience: Captivating CALABARZON. Manila
Bulletin. https://mb.com.ph/2023/10/26/the-philippine-experience-captivating-calabarzon

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

1. Activating Prior Day 1 Sample tribal symbols from your

Knowledge community may be:
1. Short Review
- Batok Tattoo Symbols
Activity 1: DECODING SYMBOLS
- Buscalan Tribal Symbols

Teacher must establish the

Show different tribal symbols and let the pupils guess the meaning of each relevance of the activity to the
symbol. lesson.

Example: Our very own symbols

are an example of a creative work
that reflects the influence of early
Filipino art with a touch of today’s
culture which we will discuss in our
lesson this quarter.

For clearer image, please see link:

https://newsinfo.inquirer.net/files

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 /2017/10/Whang-ud-768x993.jpg

Ask the learners the following questions:

1. What do you think is being shown in the image?
2. Do you have any idea where to find these symbols?
3. Can you choose one and try to guess the meaning of that symbol?
4. What do you think is the importance of symbols and why there is a need to
know how to read these symbols?

2. Establishing 1. Lesson Purpose Groups will classify their created

Lesson Purpose

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 artifacts based on:

Activity 2: COOL-TURE ● Mediums (e.g., wood, fabric,

Instruction: clay)

This activity starts with a fun picture hunt. Pupils will search for pictures hidden ● Patterns (e.g., geometric,
around the classroom. Each picture relates to early Philippine Arts and Music. floral)

1. After finding a picture, pupils will group themselves based on the ● Symbolisms (e.g., religious,
province named on their picture. The provinces will be from Region IV- cultural)
A: Cavite, Laguna, Batangas, Rizal, and Quezon.
● Other relevant practices
2. The pictures are color-coded accordingly. Yellow for Medium, Red for
(e.g., rhythm and tempo in
Pattern and Blue for Symbolism.
music, choice of motifs in
3. Pupils will paste their pictures on the board according to the color of visual arts)
their picture.

Some of the pictures can be used

are:
4. The teacher will give a brief lecture explaining the concept of creative
works, focusing on mediums, patterns, symbolisms, and other relevant ● Festivals of each province
practices

Guide Questions: ● Musical Instruments

● Livelihood
1. What are some common things you noticed in the arts and music from
different provinces in Region IV-A?
● Arts and Crafts

2. How do the materials, designs, and symbols used in early Philippine arts
and music show the culture and history of each province?

3. Why is it important to learn about the old arts and music from our region? Teacher will ask the following

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 How does it help us appreciate our culture today? questions to students.

2. Unlocking Content Vocabulary (Jumbled Letters)

The teacher will present different jumbled words and the pupils will unlock the
words. The teacher will explain the meaning of the word while the pupils will use
it in a sentence.

a. DMSIUEM - The materials or methods used by an artist or musician to create

their work. In art, this could refer to paint, clay, digital media, etc. In music, it
could refer to the instruments or electronic tools used.
b. PTENSATR - Repeated decorative designs in art or recurring sequences of
sounds in music. In art, patterns can create texture and visual interest. In music,
patterns can establish themes and structure within a composition.
c. SMOIMSYBLS - The use of symbols to convey deeper meanings or represent
ideas and concepts. In art, this might involve visual symbols that suggest specific
themes or messages. In music, certain motifs or musical ideas might symbolize
particular emotions or narratives.
d. RYHMHT - The systematic arrangement of sounds and silences in time,
creating a beat or tempo in music. In art, rhythm can refer to the flow and
movement created by the repetition of visual elements.
e. TMPEO - The speed at which a piece of music is played, typically measured in MEDIUMS
beats per minute (BPM). In the context of art, tempo might metaphorically
describe the pace and flow of a visual narrative or the movement of the viewer's
eye across a piece.

PATTERNS

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 SYMBOLISM

RHYTHM

TEMPO

3. Developing and Week 1, Day 2

Deepening
Explication:
Understanding

Activity 3: Unlocking Your Inner Detective

1. Distribute flash cards to the pupils. Each card contains words that is
Possible words in the card:
connected to the lesson. For example: “Pottery” then the meaning of the word is at
the back of the card.
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2. The teacher will call the pupils one by one and show their post card and read
the description written at the back of each card. INDIGENOUS

LUTES
Some of the Arts related to the early music in Region IV-A are: O MALIWANAG NA BWAN

VASE
ETHNIC
Intricately carved bandurias, lutes, and harmonyas
featuring ornate designs and inlay work. These POTTERY
instruments would often be adorned with motifs
inspired by nature, local folklore, and religious HOLY WEEK
symbolism. INSTRUMENTS

Note: These are words related to

Traditional barong Tagalog shirts adorned with
Philippine music and arts. The
delicate embroidery depicting indigenous flora and hidden word/phrase is “I LOVE
fauna, as well as geometric patterns. Tapis skirts PHI,” which means “I Love
featuring intricate beadwork and embroidery, Philippines.”
often worn during cultural performances and
festivities.

Elaborately carved wooden panels and furniture

showcasing intricate floral patterns, religious
iconography, and indigenous motifs. Inlay work
on musical instrument bodies, furniture, and
religious artifacts using materials such as
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 mother-of-pearl and ivory.

Teacher will facilitate learners’

sharing of observation and process
Murals depicting scenes from Philippine their responses, noting the
history, folklore, and mythology, often found in significant points related to the
public spaces such as town plazas and church lesson.
walls. Public sculptures commemorating local
heroes, historical events, and cultural
traditions.

Clay vessels and pottery featuring intricate designs

and patterns, such as the "Calatagan pottery"
known for its distinct black and white geometric
motifs. Sculptures depicting deities, mythical
creatures, and everyday life, crafted using
traditional clay sculpting techniques.

Echoes of History: Exploring Early Songs

Examples below are from Region IV-A:

Batangas

● "Kundiman" - This genre of traditional Filipino love songs originated in

Batangas and is characterized by its smooth, flowing, and gentle rhythm.
Though Kundiman songs are now known throughout the Philippines, many
of the earliest ones originated in Batangas.
Quezon

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 ● "Pabasa" - A traditional chant usually sung during the Holy Week as part of
the “Pasyon” or the Passion of Christ. Quezon is known for its unique
version of this traditional chanting.
Laguna

● "O Maliwanag na Buwan" - A traditional song often associated with the

province of Laguna. It has been passed down through generations and
reflects the early musical traditions of the region.
Rizal

● "Ang Dalagang Pilipina" - This traditional song praises the virtues of a

Filipina and is widely believed to have origins in the early musical
traditions of the Rizal province.
Cavite

● "Tayo na sa Antipolo" - While the lyrics suggest Antipolo, this song is

traditionally associated with Cavite due to the region’s historical ties to
pilgrimage practices.
While the pupils are listening to
the discussion, the teacher can
play the early songs based on their
Week 2 locality.

Worked Example
Link for the songs:

Activity 4: Festi-Doll Costume Kundiman:

https://www.youtube.com/watch?
v=KfD00mnb5HQ

Create a unique and colorful Paper Festi-Doll with a costume that reflects the
mediums, patterns, and symbolisms of the Kundayan Festival (Garden Festival) of Pasyon:

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Bay, Laguna. The activity will be done while listening to the song "Bagong Bae" for https://www.youtube.com/watch?
v=IU4ZClDX1Ms
inspiration.

O Maliwanag na Buwan:
1. Gather all materials needed for the activity. The teacher will play the song https://www.youtube.com/watch?
"Bagong Bae" in the background to set the mood and provide inspiration. v=A55g5HNblO0

2. Cut out a simple doll shape from construction paper. The shape should Ang Dalagang Pilipina:
include a head, torso, arms, and legs. If preferred, use a template for the https://www.youtube.com/watch?
doll shape to ensure uniformity. v=5hpOQxvcGQY

3. The costume should show medium, pattern and symbolism. In medium, Tayo na sa Antipolo:
they can use green construction paper to represent the greenery of the https://www.youtube.com/watch?
Garden Festival. Cut out a dress or outfit for the doll. Or decorate the outfit v=nnEqxfaWQBg
with small cut-outs of leaves or use real small leaves if available. In
pattern, draw or glue printed flower patterns onto the outfit. Use bright
colors to mimic the vibrant flowers of the festival. Add patterns with
markers or crayons, such as vines, petals, and other floral designs.
Incorporating symbols will not be hard since the festival’s theme is about
flowers. They can draw or glue small symbols of flowers, leaves, and garden
tools like tiny spades or watering cans. Add elements that symbolize the
community spirit and unity celebrated during the festival, such as small
hearts or hands.

4. Use markers or crayons to add facial features and hair to your doll.
Decorate the doll with glitter, sequins, or other decorative items to make it
“Bagong Bae”
festive and colorful, only when it is available.
https://www.youtube.com/watch?

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 v=83PDSuXe3ok

5. Once all pupils have completed their dolls, arrange a mini-exhibit in the
classroom. Each student can share the inspiration behind their doll’s Begin by explaining the Kundayan
costume and how it reflects the Kundayan Festival. Festival and its significance,
focusing on its mediums, patterns,
and symbolisms. Describe the
objective of creating a Paper Festi-
Guide Questions:
Doll with a costume inspired by
the festival.

1. What elements from the Kundayan Festival did you include in your Paper
Festi-Doll's costume? Note: The teacher can search for
an available music to be heard
● Which patterns, symbols, and mediums did you use, and why? based on their locality

2. How did the song "Bagong Bae" inspire your creativity while making your
Have each student explain the
doll?
inspiration behind their doll’s
costume and how it represents the
● Did the music help you come up with any specific ideas or designs?
Kundayan Festival. Facilitate a
discussion on what they learned
and how the activity helped them
appreciate the cultural heritage of
3. What do you think is the most important part of your doll that represents
Bay, Laguna.
the Kundayan Festival?

● Is it the flowers, the colors, the symbols, or something else? Why?

Monitor the pupils as they work,

offering assistance and
encouragement as needed. Keep
the atmosphere positive and
creative, ensuring pupils are
engaged and enjoying the activity.

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 After the activity, arrange a mini-
exhibit where pupils can showcase
their dolls.

Day 2

Learning Activity Sheet

Activity: Theater Bingo Answers may vary.

The pupils will be given bingo cards. Each bingo cards are filled with different
words related to Early Philippine Music and Arts. The teacher will show a local
video of any theater preferably in their locality. The pupils need to carefully
watch the theater and encircle the word whether the theater used it.

The first student who will complete a pattern whether it is horizontal, vertical
or slant will win and receive a prize.

Example of Bingo Card:

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 B I N G O The teacher can use the template
for the pupils to create their
costume Festi-Doll Costume.

Ethnic Floral Feather Clay Religious

Printable image:

https://worksheets.clipart-
Early Music Pottery Mural Harmonia Tribal library.com/worksheet/printable-
paper-dolls-for-preschool-
18.html#google_vignette

Banduria Early Dance Embroidery Tattoos Bahag

Ritual Hymns Metal Gong Gestures

Ancient
Weapons Tradition Painting War Music
Symbols

Guide Questions:
They can search for an available
musical play to be watched based
on their locality.
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1. What one word from your bingo card that you found during the theater
performance, and how was it shown? Example of a theater play is this:
2. Which part of the theater performance did you find most interesting, and why?

3. How did this activity help you learn more about early Philippine Music and Lam-Ang: An Ethno Epic
Arts? Musicalhttps://www.youtube.com
/watch?v=XZwsXifwQik

The Bingo Card is pre-made and

can be modified depending on the
musical play to be watched.

Teacher may consider additional

activities to deepen understanding
of the key concepts of early
Philippine Music and Arts,
highlighting the importance of
cultural heritage.

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 Answers may vary.

2. Making Learners’ Takeaways

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 Generalizations

My AHA Moments

Let the learners complete the sentence.

Before, I thought that___________________________________________,

but after listening to the lesson, I found out that
__________________________________________and that is My AHA Moment.
Aha!

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment The teacher will give a 10-item

Learning test to the pupils to evaluate
What letter best answers the question? Write the letter of the correct answer. their learning.

Which art form is commonly associated with traditional Filipino love songs in
Region IV-A?
A. Embroidery
B. Pottery
C. Carved wooden panels
D. Music instruments

What materials are often used in the inlay work on musical instrument bodies
and religious artifacts?
A. Mother-of-pearl and ivory
B. Clay and pottery

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 C. Wood and metal
D. Fabric and beads

Which song originated in Batangas and is characterized by a smooth, flowing, and

gentle rhythm?
A. Kundiman
B. Pabasa
C. O Maliwanag na Buwan
D. Ang Dalagang Pilipina

Which province is known for its unique version of the traditional chant "Pabasa"?
A. Batangas
B. Quezon
C. Laguna
D. Rizal

What is the traditional song "O Maliwanag na Buwan" often associated with?
A. Batangas
B. Quezon
C. Laguna
D. Rizal

Which traditional song praises the virtues of a Filipina and is believed to have
origins in Rizal province?
A. Kundiman

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 B. Pabasa
C. O Maliwanag na Buwan
D. Ang Dalagang Pilipina

Which song is traditionally associated with Cavite due to historical ties to

pilgrimage practices?
A. Kundiman
B. Pabasa
C. O Maliwanag na Buwan
D. Tayo na sa Antipolo

What art form is often found in public spaces like town plazas and church walls,
depicting scenes from Philippine history and mythology?
A. Embroidery
B. Pottery
C. Murals
D. Sculptures

Which art form features intricate beadwork and embroidery, often worn during
cultural performances and festivities?
A. Barong Tagalog shirts
B. Wooden panels
C. Clay vessels and pottery
D. Public sculptures

Which traditional art form is known for its distinct black and white geometric
motifs?

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 A. Pottery
B. Sculptures
C. Embroidery
D. Wooden panels

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, the earner
engagement and other related
stuff.
materials used

Teachers may also suggest

ways to improve the different
learner engagement/ activities explored.
interaction

Others

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

Reflection lesson conducted/facilitated is
▪ principles behind the teaching essential and necessary to
improve practice. You may also
What principles and beliefs informed my lesson? consider this as an input for
the LAC/Collab sessions.
Why did I teach the lesson the way I did?

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▪ pupils

What roles did my pupils play in my lesson?

What did my pupils learn? How did they learn?

▪ ways forward

What could I have done differently?

What can I explore in the next lesson?

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