Excerpt from the BMI Ethnography of Bulacan’s Musikong Bumbong
“Mr. Rodrigo Anastacio and the Banda Santa Clara Musikong Bumbong of Obando, Bulacan”
By Daniel Ray C. Eramis
PRODUCING THE BAMBOO MUSICAL INSTRUMENTS
Based on the discussion with Sir Rod, the diagram will explain the analyzed systematic process of producing the bamboo musical instruments from selection of materials to the final form of an instrument:
For Sir Rod, the best time to choose bamboo for an instrument is when it is fresh, so as it is easier to cut. He prefers to source his supply from Bulacan, usually from the areas of Plaridel, Pulilan, and Baliwag as it is available all year round within the province. He chooses buho (a hollow kind of bamboo) as small tube pieces for regular to small sized instruments and large bamboo species (size of saucer in diameter) for the bigger sized instruments like the bajo (tuba/bass).
After selecting, the specific parts of the bamboo are cut to fit the need of an instrument. They are then prepared by sanding out unnecessary parts and treating the insides with varnish to avoid weevil infestation.
Soon after the treatment had dried up, the bamboo parts are structured together and undergo three layers of adhesives:
1.) Initially,the parts – inclusive of auxiliary parts – are joined with
2.) Once dried, the structure is reinforced withMighty Bond. Sometimes small bamboo sheets or sticks are used to strengthen specific spots.
3.) The joints are covered with Epoxy to fully strengthen the structure.
After the Epoxy has dried up, the excess is sanded off to provide aesthetic look for the finished instrument. Sometimes, if deemed necessary, certain areas are given another layer of adhesive. Once done, the whole instrument is protected with a layer of varnish.
For instrument making process and design patent concerns, the table below describes the innovative technique/s that Sir Rod had applied in his craft:
|General Bumbong Instruments
Obando – Banda Santa Clara
||Made of bamboo
Originally, all instruments were made of straight bamboo cuts, having varying sizes and lengths depending on the desired role.
|Took shape with the use of cara- bao horn
as reed, and tin can as resonator.
The most unique methods that Sir Rod utilized in producing the instruments are as follows:
1) Use of varnish to protect instruments from infestation.
2) Use of the trilevel adhesion method (rug- by, mighty bond, and epoxy).
3) Use of rattan for the bells of specific instruments using them.
||Instruments be- gan taking shape similar to
their brass band counterparts with use of kazoo as primary
producer of sound.
|Like all instru- ments in the ensemble, took shape into their brass band coun- terparts
with the spit type sound production.
Aside from the innovations presented in the table above, some notable features of the bamboo musical instruments of Banda Santa Clara are the keys attached in the instruments like those in French Horns which do not really have any function but as accessories for performative purposes. They are made of button-shaped plastic attached to spring mechanisms to make them realistically look like their counterparts.
THE INSTRUMENTS AND THEIR ROLES
The ensemble of Banda Santa Clara Musikong Bumbong can be categorized under three methods of sound production: 1) Pitched Instruments, 2) Spit-type (like in brass instruments), and 3) Kazoo-based or Buzz Membrane. Due to the limitations of majority of the instruments, they play songs that are usually in or are transposed to the key of C Major. The table below helps to explain the methods of sound production, range, and role of each instrument in the ensemble.
||Method of Sound Production
||Role in the Ensemble
|– A kiss-flute method where a reed is fixed on the instrument
– Pitch is manipulated by
|c1 to c3
but can be higher if advanced
|– Using the carabao horn as reed and tin can as resonator
– Pitch of the sound
produced is manipulated by covering holes.
c1 to c3
but can be higher if advanced
– Sound is produced by speaking through the mouthpiece which cause the membrane to buzz.
– The pitch of the sound produced is based on the
Range depends on the performer.
Instrument can make clear sound from a to a2
|Lead / 2nd Voice
|Flute & Transverse Flute
||Lead / 2nd Voice
||2nd / 3rd Voice
||2nd / 3rd Voice
Similar to brass instruments,
The pressure of air
|Between G to A (Overtone Possible)
||Ostinato Response to Bass
Between C to D (Overtone Possible)
Down Beat Keepe
||For Emphasis Parts
||Membrane and Rim Striking
Time Keeper, Signals the Band
A. Content Standards
Demonstrate understanding of the musical characteristics of representative music from the lowlands of Luzon
B. Performance Standards
Perform music of the lowlands (Bulacan) with appropriate pitch, rhythm, expression and style
C. Learning Competencies/Objectives
- Explain the distinguishing characteristics of representative Philippine music selections from Luzon in relation to its culture and geography
- Explore ways of producing sounds on a source that is similar to the instruments being studied
- Perform improvised instrument (French Horn) from Luzon lowlands (Bulacan)
- Sing a song from the lowlands of Luzon
Musikong Bumbong of Bulacan
- Print Materials
a. BMI ethnography of Bulacan’s Musikong Bumbong
b. Pictures of Bulacan Musikong Bumbong from BMI documentation
c. Textbook pages
d. Optional: PowerPoint on History and Geography of Malolos, Bulacan
e. Pictures of ensaymada, pastillas wrapped in Japanese paper, longganisa, and buntal hat and bags
f. Clear map of Bulacan
- Audio-Video Materials
a. BMI interview with Rodrigo Anastacio, Bulacan Bamboo Instrument Maker http://tiny.cc/BMI-Bulacan-Anastacio
b. BMI documentation of Marcelo H. Del Pilar students playing bumbong at Hiyas ng Bulacan 2020, Malolos, Bulacan
c. Music videos from Smithsonian and YouTube:
-Video of How Brass Instruments Make a Sound
-Video of How to Make a Hosepipe Horn
-Video of Hosepipe and Orchestra
-Garden Hose Concerto
-Gaano Ko Ikaw Kamahal sung by Celeste Legaspi
B. Other Learning Materials
- To make French Horn: water hose pipe, mouthpiece, funnel, packaging tape
- (Optional)Real ensaymada and pastillas wrapped in Japanese paper
A. Reviewing the previous lesson or presenting the new lesson
- Show pictures of longganisa and ensaymada and say that this is their favorite Also, show real/photo of pastillas and buntal-made hats and bags. Say that the best of such products come from the province of Bulacan, and that the bags may be better than the popular expensive Western bags (“proud to be Filipino” concept).
- State where Bulacan province is, especially Malolos City, as this is the point for discussion for the day.
B. Establishing the purpose of the lesson
- Ask the students: Where is Bulacan?
- Show map.
- Brief Discussion on Geography and History of
- Focus on
- Discuss Bulacan as home to Filipino Patriotism and Music
-Philippines -first country to establish a constitution in Asia (Malolos Constitution was ratified in Barasoain Church during the Malolos Convention on Jan. 23, 1899) where our bill of rights emanated long before Asian neighbors made their own
-Bravery of Malolos women for whom Jose Rizal wrote a poem “To the Young Women of Malolos”
-Bulacan is home to many of the country’s greatest artists for music: Nicanor Abelardo, Francisco Santiago, Francisco Buencamino, Col. Antonio Buenaventura (National Artist in Music, 1988), Ernani Cuenco (National Artist in Music, 2000) and Alfredo Buenaventura; Queen of Zarsuela, Atang dela Rama (National Artist in Theater and Music, 1987); internationally acclaimed pianist, Cecil Buencamino Licad;
-Music events in Bulacan are: Hataw sa Sining, a dance and music competition; Dulansangan, a street dance with music and drama. Pasiklaban ng Banda usually entitled “Konsierto ng Musikerong Bulakenyo” where bands all over Bulacan play their instruments together.
- Tell the students: Today we will realize that the importance of Patriotism and music among the Bulakenyos/nyas still prevails as we learn about the:
a. Unique band instruments made by Malolos resilient musicians
b. A song composed by one of the National Artists for Music who was born in Malolos Bulacan
c. In groups, create an improvised French Horn
d. Perform the song employing the improvised French Horn together with other available instruments for thicker texture.
C. Presenting examples/instances of the new lesson
- Show pictures of Bulacan Bamboo Music Instruments such as Baritone,Saxophone, French Horn
- Watchvideo on:
a. BMIinterview with Rodrigo Anastacio, Bulacan Bamboo Instrument Maker http://tiny.cc/BMI-Bulacan-Anastacio
b. BMI documentation of Marcelo H. Del Pilar students playing bumbongat Hiyas ng Bulacan 2020, Malolos, Bulacan
- Reinforce particularly on how the bamboo instruments produce sound asper Anastacio.
- Reinforce discussion on sound production of brass instruments through the video of How Brass Instruments Make a Sound
D. Discussing new concepts and practicing new skills # 1
- Creating an improvised French Horn by watching the following:
a. How to Make a Hosepipe Horn
b. Hosepipe and Orchestra
c. Garden Hose Concerto
- Present materials needed to make the improvised French Horn: Water hose pipe, mouthpiece, funnel, Packaging tape
- Create the improvised French Horn making sure it produces a sound
- If project is done in groups, employ Integrative-Cooperative Approach by assigning each student in each group to do a specific tasks:
a. Rolling the hose pipe and putting them together with tape
b. Putting the funnel
c. Playing the improvised instrument
E. Discussing new concepts and practicing new skills # 2
- Present song “Gaano Ko Ikaw Kamahal” via video:“Gaano Ko Ikaw Kamahal” sung by Celeste Legaspi
- Learnsong via Teaching a Song Method:
a. Listen to whole song
b. Brief discussion on context of song composed by National Artist Ernani Cuenco from Malolos Bulacan Inspiration for composition is composer’s wife
c. Rhythmic reading/syllabication by phrase
d. Learning the melody by phrase
e. Sing the whole song
f. Practice song in groups employing expressive elements
F. Developing mastery (leads to formative assessment)
- Ingroups, Perform the song “Gaano Ko Ikaw Kamahal” employing:a. Proficient rhythm and melody
b. Expressive elements and movement
c. Improvised harmony from created improvised French Horn
d. Available instruments performed by ‘musicians’ in the group
- Assessment with teacher-made rubrics
G. Finding practical applications of concept and skills in daily living
Prompt: Since we were able to make a homemade French Horn, what other improvised music instruments can we make out of unused household items so we don’t have to add to the pile of garbage?
H. Making generalization and abstraction about the lesson
Our learning today that Bulacan is home to Filipino Patriotism and Music, motivated us to enjoy creating an improvised French Horn and perform it together with a Bulacan-born composer’s song, and this made us experience the values of responsibility and sensitivity. Having a sense of patriotism and musicianship develops citizens with good character. The Greek philosopher Plato always knew this.
I. Additional activities for application or remediation
Create more improvised music instruments out of unused household items for addition to the texture as well as enjoyment to songs performed.
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 which I wish to share with other teachers?