Excerpt from the BMI Ethnography of Angono’s Musikong Bumbong

“Musikong Bumbong: Musika Kawayan of Angono, Rizal” By Juliet R. Bien

DESCRIPTION OF THE INSTRUMENTS

French horn

Simulating a brass French horn, the musikong bumbong prototype has the following measurements: length 20 inches, width 17 inches, height 3 inches, diameter of biggest barrel 2 inches, and valve 5 inches. It has three valve levers interconnected side by side by a 7- inch bamboo dowel. The “fake” mechanism rests on a lead pipe which coils around the body of the instrument spanning 51 centimeters. From the valves, the coiled pipe passes through a 3-inch bamboo connector with an approximate diameter of 1 inch. The pipe is then attached to the bigger vertical pipe (17 inches length and 3 inches diameter) which is the opening of the instrument. The air column spans the length of the mouthpiece traversing towards the main vertical chamber. The sound mechanism does not include the valves and the coiled pipes. The tone is produced through the transverse pipe towards the vertical chamber. The endpipe is slashed with 7-inch incisions to produce a buzzing sound. The endpipe functions as the bell valve. Unlike the brass French horn and the musikong bumbong instruments in other towns like Bulacan, the bumbong version of Angono’s Musikang Kawayan does not have a bell.

Trombone

The trombone prototype is a composite of the main body and its removable slide. Like the other bumbong instruments, the bamboo design is a simulation of a brass trombone. The air is blown through the mouthpiece channeled towards the tip of the instrument, with the slide as decoration. The buzzer takes the place of the bell and the bell valve. The measurements are as follows: length (with unstretched slide) 42 inches, length of removable slide 24 inches, mounting rod for the removable slide 13 inches, total length of removable slide curved pipe 51 inches, removable slide brace 4 inches, length of main body 55 inches, incised buzzer 4 inches, main air chamber 19 inches, and airpipe diameter 1.75 inches.

The sound is produced by blowing the air through a detachable funnel-shaped mouthpiece carved from a piece of wood. The platform supports the main body of the instrument and holds the parallel rods from which the removable slide is mounted. The air column chamber traverses down to the left and curves toward the bell cylinder. The sound passes through a series of bamboo pipes with various lengths: a medium- sized vertical 7-inch chamber, a small U-shaped 8-inch pipe, 0.5 inch connected to a 2-inch medium sized joints, and a 28-inch barrel with a 2-inch diameter.

The removable slide consists of an elongated deep and narrow U-shaped bamboo pipe spanning 55 inches supported by two braces on both ends. The braces consist of a medium- sized bamboo cylinder and a smaller pipe which are located closer to the mouthpiece and towards the end of the instrument, respectively. This mechanism is randomly slid and does not produce musical sounds. During performance, the slide is moved randomly as an imitation of how trombones are played in the brass band.

Trumpet

The trumpet is a singular piece of instrument with the following measurements: length 22 inches, width 7 inches, height approximately 5 inches, total length when uncoiled 56 inches, thickest diameter 1.25 inches. From the mouthpiece, the lead pipe loops into a curved body which consists of three interconnected bamboo pipes imitating the outline of a brass trumpet. The three parallel 7-inch valves strung together by a bamboo rod is mounted into the loop by two 5-inch braces on the left and right sides with a distance of two inches from the valves.

A narrow bamboo pipe is curved connecting the straight barrels towards the outlet. The largest pipe with a diameter of 1.25 inches takes the place of the bell. Like the other instruments of the set, the endpipe is a cylindrical piece of bamboo and incised towards the end to produce a buzzing sound. Air is simply blown into the mouthpiece and adjusted by the musician’s lips according to the repertoire. The valves are randomly played to imitate trumpetplaying in the Western brass band tradition.

Euphonium

The largest instrument in the collection, the euphonium consists of two vertical pipes supported by two horizontal braces. The three valves constructed parallel to each other are connected by narrow pipes looping its way towards the lead pipe simulating the design of a brass euphonium. The measurements are as follows: longer vertical pipe right side 29 inches, horizontal beams 13 inches, shorter vertical pipe 14 inches, width 12 inches, length of coiled frame 50 inches, valves 7 inches, finger stop diameter 0.25 inches, and endpipe diameter 3 inches. The euphonium is the only instrument with a finger stop bored through the lower corner of the larger vertical pipe at the opposite side from its player.

The simulation of its brass counterpart is done by constructing the coiled mechanism on top of the larger pipes functioning as the main frame supporting the valves and the coils. From the mouthpiece, the sound is produced passing through the horizontal beam, then through the curved pipe at its end as it connects to the endpipe. Like the rest of the instruments, the bell is replaced by the endpipe incised with 7-inch slits and produces a buzzing sound. The tones are refined by adjusting the finger stop. The rest of the coiled mechanism and the valves are not functional. Like the rest of the instruments, they are designed to imitate the brass euphonium but do not produce any sound

The instrument’s “aesthetic look” consists of the valves and the coils mounted on the bigger pipes. Between the first and the second valve, a narrow bamboo pipe is curved to form a U-shaped pipe towards the body of the shorter vertical pipe. A bigger U-frame enclosing the valves is constructed approximately two inches on the left side of the first valve whose end is attached to a bigger vertical pipe attached to the smaller vertical supporting pipe frame. A curved enclosure is completed by a U-shaped narrow pipe connected to the lead pipe.

A.    Content Standards

Recognize the musical symbols on the element of Tempo and demonstrates understanding of these concepts pertaining to speed in music

B.  Performance Standards

Apply appropriately, various tempo to vocal and instrumental performances

C.    Learning Competencies/Objectives

1. Identify the various tempo used in music hear
2. Use appropriate musical terminology to indicate variations in tempo

a. Largo

b. Presto

c. llegro

d. Moderato

e. Andante

f. Vivace

g. Ritardando

h. Accelerando

3. Employ appropriate tempo in the vocal and instrumental performance of a given music

Musikong Bumbong of Angono

A.    References

1. Print Materials

a. BMI ethnography of Angono’s Musikong Bumbong

b. Pictures of Angono Musikong Bumbong from BMI documentation

c. Pictures of Higantes of Angono Fiesta

d. Textbook pages

e. GIT/GUHIT ANGONO 288-289 (c) 2018, Editor: Richard R. Gappi ISBN 978-971-95770-5-8, Volume VIII. Issue 30. Nov. 18-25, 2018. ISSN 2244-3851. DTI Registration No. 01987812. Exponent of Community Journalism.

f. Angono Rizal News Online November 15,  2019. Culture/Heritage: On Angono Fiesta’s Parehadoras, Endramada and Bands of Musicians

2. Audio-Video Materials

a. BMI interview with Prof. Jose Rommel “Jopat” Gragera, conductor of Angono Wind Ensemble, and Angono Bamboo Instrument Maker http://tiny.cc/BMI-Gragera-Interview

b . Music videos from YouTube:

– Video of The Swan: Musikong Kawayan Bamboo Ensemble

– Video of Pilipinas Got Talent Season 5 Auditions: Alicia Bohol Musika Kawayan – Bamboo Musicians

– Video of Angono Wind Ensemble

A.  Other Learning Materials

1. To make rainstick: empty thick cardboard roll, beans, small nails, small hammer, packaging tape, crayons/ribbons for decoration

2. Other available bamboo instruments i.e., bamboo sticks, triangles, tambourines

A.  Reviewing the previous lesson or presenting the new lesson

1. Show a picture of Higantes.
2. Ask where they are popular and what they are associated with. (Higantes are popular during the fiesta in Angono, Rizal and are said to represent the artistry of Angono).

B.  Establishing the purpose of the lesson

This is what we will learn about today:

1. About some information on the music tradition of Angono, Rizal
2. How the speed of a music or song is important in the way the music is performed
3. Singing and interpreting a song composed by a National Artist born in Angono

C.  Presenting examples/instances of the new lesson

1. Show audio-videos

a. Music #1:

The Swan: Musikong Kawayan Bamboo Ensemble

b. Music #2:

Pilipinas Got Talent Season 5 Auditions: Alicia Bohol Musika Kawayan – Bamboo Musicians

2. Discussion:

What instruments are playing?

What could these instruments be made of? (bamboo)

How do you feel about Music #1? (peaceful – swan swimming)

(Teacher gives title of music and event)

With your answer, could this be why the music is played slow? How do you feel about Music #2? (dance – tinikling)

(Teacher gives title of music and event)

With your answer, could this be why the music is played fast?

D.    Discussing new concepts and practicing new skills #1

1. Define and discuss tempo in Music
2. Present and discuss music terminologies for tempo
3. Relate terminologies for tempo with music listened to a while
4. Show video of “Ugoy ng Duyan” by Lucio San Pedro and sang by Lea Salonga
5. Teach the song via Teaching a Song Method:

a. Listen to whole song

b. Brief discussion on context of song:

Music composed by National Artist Lucio San Pedro from Angono, Rizal Inspiration for composition is composer’s mother who used to hum some part of the melody when putting her children including Lucio, to sleep.

c. Rhythmic reading/syllabication by phrase

d. Learning the melody by phrase

e. Sing the whole song

6. In groups, students will choose from among the presented Music Terminologies for Tempo that are most appropriate to apply in the performance of the

E.  Discussing new concepts and practicing new skills #2

1. Show photos of the Angono bamboo musical instruments

2. Show the video:

Bulacan Bamboo Instruments with Angono bamboo instruments: Video of Angono Wind Ensemble

3. Discuss

On Video 1:

Upon hearing music which you identified as being performed by bamboo instruments. The instruments seen in the photos and videos such as bamboo baritone, French horn and trombone are called Musikong Bumbong instruments which are famous in Bulacan and are in fact still existing and performed. Since we will be talking about music from Angono, there are however no more Musikong Bumbong instruments that still exist save for very few that are displayed in the home of the maker’s family. The difference between the Musikong Bumbong of Bulacan and the Musikong Bumbong of Angono is that those from Angono do not have the woven rattan bells but instead have buzzer end pipes.

The tradition of the famous bands of Angono is said to have started with a group of musicians who played musical instruments made of bamboo because they could not afford to buy those expensive brass instruments. These brass instruments were called Musikong Bumbong or Band instruments made of bamboo. With their strong musicianship, they created their own instruments out of the bamboo that was after all many in Angono. One of its makers was Lieutenant Lauriano Gragera His instruments no longer exist, but there are a few displayed on the wall of a relative’s house and are covered with cling- wrap for protection and posterity. These instruments are now said to be about 60 years old.

On Video 2:

Bands are very important in the Philippines because they are specially played during fiestas. In Angono, the fiesta is called Feast of St. Clement, the Patron of Fishermen, celebrated on November 23; This fiesta is about thanking God for the blessings and bounty of the sea; Includes the famous Higantes or giants composed of a Father, Mother, and Son which represents Angono as the Arts Capital of the Philippines, because indeed the people of the place are very good in the Arts.

Bands play a major role on this festive day where each school or barangay has a band that joins to help fill and keep the joyful mood and high spirit of occasion and for every fiesta occasion, at least 10 bands go marching and playing their music around the town.

F.   Developing mastery (leads for formative assessment)

1. Group Performance Assessment on application of Tempo, students will perform the song “Sa Ugoy ng Duyan” employing appropriate Tempo markings with accuracy and creativity. Available instruments i.e., bamboo sticks, rainsticks, triangles, tambourines are allowed to add texture to the performance of the song.

2. Assessment with teacher-made rubrics

G.  Finding practical applications of concepts and skills in daily living

Prompt: To manifest value for the environment, students can make homemade instruments, i.e., rainstick made out of an empty cardboard roll (instead of bamboo), beans, packaging tape.

With siblings at home, students can create a soundscape with the homemade rainstick, producing slow and peaceful as well as fast and furious imaginations.

H.  Making generalization and abstraction about the lesson

Music is one influential form of showing proper and creative use of one’s environment just as Lieutenant Lauriano Gragera did.

I.     Additional activities for application or remediation

For reinforcement on Lesson, Since Angono is the Art Capital of the Philippines, and the Higantes is the symbol that represents the artistry of Angono, students will create an artwork reflecting on their understanding of the song “Sa Ugoy ng Duyan” employing the theme on family of the Higantes.

a. How many learners earned 80% in the evaluation? How many learners require additional activities for remediation?

b. Did the remedial lesson work? How many learners have caught up with the lesson? How many learners continue to require remediation?

c. Which of my teaching strategies worked well? Why did this work?

d. What difficulties can my principal or supervisor help me solve?

e. What innovation or localized materials did I use/discover that I wish to share with other teachers?