Module 21: Philippine Music: Mga Awit at Instrumento ng Pilipinas
written by Darren Sana
Motivating Activity
Key Words: protest, nationalism, advocacy, resistance, empowerment.
Have students read protest poems and discuss the importance of a protest. Here’s a collection of protest poems from around the world. You can have students review their own poem, have students work in pairs, or read a poem together. It would be beneficial to cover the life of poets they will be reading.
Have students read protest poems and discuss the importance of a protest. Here’s a collection of protest poems from around the world. You can have students review their own poem, have students work in pairs, or read a poem together. It would be beneficial to cover the life of poets they will be reading.
Processing Activity
Instructions for Teacher
Deliver a presentation on Filipino music focused in the context of 1970s - 1980s Philippine history. See sample slides here. Also include examples of indigenous Filipino instruments. See examples for that here.
As a group activity, the teacher and/or groups of students may also “jigsaw” and analyze lyrics together. Try to pick a song from the time period above or another protest song.
The teacher may also have students watch Kiangsa via UH CSEAS and discuss why it was important for the Ifialig people to include the invasion of the Spanish in their folklore.
Guide Questions
1. What might have caused people to write protest songs?
a. Students are to think about cause and effect. (analyzing historical events)
2. What are examples of protests in our world today?
a. Students make text-to-world connections (historical relevance in the world today)
3. Do you know any protest songs outside of the context of the 1970s - 1980s Philippines?
a. Students should be able to draw inferences from their existing knowledge.
Deliver a presentation on Filipino music focused in the context of 1970s - 1980s Philippine history. See sample slides here. Also include examples of indigenous Filipino instruments. See examples for that here.
As a group activity, the teacher and/or groups of students may also “jigsaw” and analyze lyrics together. Try to pick a song from the time period above or another protest song.
The teacher may also have students watch Kiangsa via UH CSEAS and discuss why it was important for the Ifialig people to include the invasion of the Spanish in their folklore.
Guide Questions
1. What might have caused people to write protest songs?
a. Students are to think about cause and effect. (analyzing historical events)
2. What are examples of protests in our world today?
a. Students make text-to-world connections (historical relevance in the world today)
3. Do you know any protest songs outside of the context of the 1970s - 1980s Philippines?
a. Students should be able to draw inferences from their existing knowledge.
Culminating Activity
“Soundtrack of My Life”
Students curate a list of songs (3-5) that represents their life/worldview. Students produce and design their album cover.
Guide Questions:
1. Explain the relevance of each song and how it relates to your life.
2. Explain the meaning of your album cover.
Students curate a list of songs (3-5) that represents their life/worldview. Students produce and design their album cover.
Guide Questions:
1. Explain the relevance of each song and how it relates to your life.
2. Explain the meaning of your album cover.
Enrichment Activity
1. Student chooses a topic to advocate for. Topics can include climate change, environmentalism, etc.
a. Students can write a poem, produce artwork, or write a “letter to the world”.
a. Students can write a poem, produce artwork, or write a “letter to the world”.
Resources
Video of Maestro Edwynn F. Castillo's presentation titled "History of Philippine Music"
- The perfect fourth
