Video summary

MAPEH 9 Term 1 - Week 1 | Popular & Emerging Western Music: Trends and Filipino Cultural Influence

Main summary

Key takeaways

Educational

Main Ideas, Concepts, and Lessons

  • Purpose of the lesson: Introduce Grade 9 (MAPEH) students to how popular and emerging Western music trends (e.g., pop, EDM, funk, electronic music) influence Filipino music and cultural identity.

  • Key learning goals (competencies/objectives):

    • Explore emerging concepts/techniques in popular music and visual arts globally and how they shape Filipino culture and identity.
    • Assess and apply concepts/practices from popular/visual arts using critical thinking in students’ own creative works.
    • Discover technology-based media relevant to emerging performing/visual arts and how digital tools shape modern artistic expression.
    • Identify how Western communities influence Filipino music/art (e.g., American pop, European electronic music → OPM).
    • Analyze new performing/visual arts concepts/techniques, especially digital tools and new genres.
    • Reflect on how Filipino arts integrate Western styles, such as artists like SB19 and Ben&Ben blending Western pop with Filipino lyrics/emotion.

  • Warm-up activities focus on rhythm + creativity:

    • Students practice rhythm using a well-known Western song.
    • Students use body percussion to internalize timing.
    • Students write simple lyrics that match the practiced rhythm.

Methodologies / Classroom Activities and Instructions (Detailed)

1) Warm-up Game: “Beat Builder” (using “Bad Guy” by Billie Eilish)

Steps:

  • Listen carefully to the rhythm of the song.
  • Tap your desk or clap along to the beat.

Body percussion setup:

  • Create sounds using claps, snaps, stomps, or pats.
  • Follow a 16-count rhythm pattern (example: clap, clap, snap, stomp, repeat).
  • Practice slowly, then match the pattern to the song’s beat.

Add words:

  • Create 1–2 lines of simple personal lyrics (feelings or experiences such as school, friendship, dreams).
  • Ensure the lyrics fit the rhythm practiced.
  • Example lyric line: “I’m walking to the beat, feeling light on my feet.”

Lesson purpose: Build timing/rhythm skills and understand how beats/patterns form the foundation of modern music—and how lyrics and rhythm work together.

2) Listening/Recognition Game: “Spot the Style” (three EDM/pop artists)

Teacher task: Play short clips from:

  • The Chainsmokers
  • Calvin Harris
  • Marshmello

Student task (for each clip):

  • Identify the song title.
  • Describe its style using categories like pop, EDM, or funky.

Skills trained:

  • Recognizing musical elements such as tempo, rhythm, instrumentation.
  • Comparing Western sound to traditional OPM.

3) Key Term Review (Vocabulary used later)

  • Western artist: creates art influenced by Western culture (American/European traditions).
  • Rhythm: repeating beat pattern that makes you tap/nod.
  • Funky music: strong rhythm and danceable groove, often emphasizing the bassline.
  • Electronic music: produced using synthesizers, drum machines, computers.

4) EDM Explanation (Conceptual Framework)

  • EDM (Electronic Dance Music):
    • Made using electronic instruments/software.
    • Features repetitive beats, catchy melodies, and build-ups leading to a drop (the most energetic section).

Mentioned EDM popularizers:

  • David Guetta
  • Zedd
  • Martin Garrix

Local impact note: Filipino DJs/producers mix local sounds with global EDM trends.

5) Four-Element Framework for Analyzing Songs (Applied to Bruno Mars)

Students analyze any song using four elements:

  1. Instrumentation – what instruments are used
  2. Vocal style – how the singer performs (tone/emotion)
  3. Rhythm – beat pattern that creates groove
  4. Production style – how the song is recorded/mixed/enhanced

Application examples:

  • “Uptown Funk” (Bruno Mars)

    • Instrumentation: brass instruments, funky guitar riffs, strong bassline
    • Vocals: energetic, playful
    • Rhythm: syncopated beats encouraging dancing
    • Production: retro funk feel with modern polish

  • “24K Magic” (Bruno Mars)

    • Instrumentation/feel: mix of electronic and traditional instruments for a luxurious party vibe
    • Vocals: smooth R&B style
    • Rhythm: groovy and movement-inviting
    • Production: sleek/modern with influences from 90s funk and hip-hop

Comparison emphasis:

  • Both are funky/energetic and retro-inspired.
  • Difference: Uptown Funk uses more live instruments, while 24K Magic relies more on electronic sounds; vocals differ (playful vs smoother).

6) Cross-Cultural Message Comparison (Social Issues)

Compare:

  • “Where Is the Love?” by The Black Eyed Peas
  • “Tatsulok” by Bamboo

Shared theme: social issues (e.g., inequality, peace, justice) presented through different cultural contexts. Point made: Western influence can inspire Filipino artists to express messages in their own way.

7) Major Creative Task (Group Project + Essay)

Group Task

  • Choose a popular Western song.
  • Rewrite the lyrics to address a Philippine issue (examples: environment, education, unity).
  • Keep the same rhythm and melody while making the message personal and locally relevant.

Written Component

Write a short essay explaining:

  • the song’s meaning, and
  • how it connects to Filipino culture.

Grading Breakdown (Rubric)

  • Originality & creativity (25%)
  • Connection to the issue (25%)
  • Musical adaptation—lyrics fitting rhythm/melody (25%)
  • Presentation & performance—confidence/clarity (25%)

8) Reflection Questions (End of Lesson)

  • What did you feel while listening/performing?
  • What challenges did you face creating your lyrics?
  • How does Western music influence Filipino culture today?
  • Overall reflection: how music connects globally while expressing local identity.

Main Artists / Songs Referenced (Teaching Examples)

  • Billie Eilish — “Bad Guy” (rhythm practice)
  • The Chainsmokers — “Closer” (EDM/pop example)
  • Calvin Harris — “Summer” (EDM example)
  • Marshmello — “Alone” (emotional EDM example)
  • Bruno Mars — “Uptown Funk” and “24K Magic” (framework analysis)
  • David Guetta, Zedd, Martin Garrix (EDM popularizers mentioned)
  • The Black Eyed Peas — “Where Is the Love?” (social issue comparison)
  • Bamboo — “Tatsulok” (social issue comparison with Filipino lyrics)
  • SB19, Ben&Ben — examples of Filipino integration of Western pop with Filipino emotion/lyrics

Speakers or Sources Featured

  • Video speaker/teacher: Unnamed instructor (“Hello class…”, provides links and instructions)
  • Musicians/artists whose songs are used or discussed:
    • Billie Eilish (Bad Guy)
    • The Chainsmokers (Closer)
    • Calvin Harris (Summer)
    • Marshmello (Alone)
    • David Guetta
    • Zedd
    • Martin Garrix
    • Bruno Mars (Uptown Funk, 24K Magic)
    • The Black Eyed Peas (Where Is the Love?)
    • Bamboo (Tatsulok)
    • SB19
    • Ben&Ben

Original video