LEARNING ACTIVITY SHEET IN MUSIC 9

Worksheet No. 3, Quarter 3

Learner’s Name: ______________________ Date:______________
Grade and Section: ____________________

THE ROMANTIC OPERA

I. Learning Skills

 Relate Romantic music to other art forms and its history within the
era (MU9RO-IIIc-h-7)
 Improvises appropriate accompaniment to selected music from
Romantic Period (MU9CL-lle-9)

II. Introductory Concept

The Romantic period flourished during 1820-1910, where the composers

inspired by romantic love. Many composers and artists in this era believed in
letting their imagination and passion can be seen through their works. Some of
the famous composers during this time are Niccolo Paganini, Hector Berlioz,
Franz Liszt, Frederic Chopin, Camille Saint-Saëns, Robert Schumann and
Peter Ilyich Tchaikovsky.

As a progressed, music of Romantic period became popular because of

the creativity and variety of sound used by the different composers which is
more appealing to the audience.

III. Activities

Practice Task 1

Paint the Music

Direction: Listen to the recording of Frederic Chopin’s “Fantasie Impromptu Op.

66” (https://www.youtube.com/watch?v=tvm2ZsRv3C8) and draw your own
interpretation in a piece of Oslo paper. Write a short description of your drawing
at the back of the paper.
 Practice Task 2

You’re an Artist

Directions: Make your own work of art which is inspired by a musical piece from
the Romantic Era. Explore other arts and media that portray Romantic period
elements. In your output, put the title of your chosen romantic musical piece. See
the example below.

Materials:

 Long Bond Paper/ Oslo Paper

 Color/crayons/oil pastel/paint/water color
 Pencil/pen/marker

Rubrics for Individual Artwork

Category Not so I tried a I did a I did my
much bit good job best ever
Elements and Principles of Art
Applied 2 3 4 5

Creativity (My art includes my own 2 3 4 5

ideas)
Composition (I considered my entire 2 3 4 5
sheet of paper when making my art
Relevance to the topic 2 3 4 5
Craftsmanship (My art is complete
and made with care) 2 3 4 5
 Practice Task 3

Music Concept Rapping

Direction: Choose one topic below. Report the chosen topic using RAP style. You
can use percussive musical instruments as accompaniment. Record your
performance using any video recording devices.

 Violin and Strings Music

 Piano Music
 Program Music

Criteria 5 4 3 2
Originality and Presentation Presentation Presentation Presentation
Appearance shows shows some shows an is a reduced
considerable originality and attempt at attempt at
originality and inventiveness. originality and originality and
inventiveness. The content inventiveness. inventiveness.
The content and ideas are Fair use of Reduced use
and ideas are presented in graphics and of graphics
presented in a an interesting backgrounds. and
unique and way. Good backgrounds.
interesting use of
way. Excellent graphics and
use of background.
graphics and
background.
Content Information is Includes Includes some Minimal
detailed, important and important and content.
varied and interesting interesting
extensive. information. information.
Audio Quality Singing is Audio could Audio could Audio is of
clear. Music is be better be better poor quality.
at appropriate quality. Music quality.
level. Not too and singing is Singing could
loud or soft. a little out of be articulated
balance. better. Voice
quality and
music does
not blend
properly
making it hard
to understand
either one.
Assessment:

Direction: Answer the following statements/questions:

1. Explain briefly the historical and cultural background of Romantic Music and
the performance practice during this era.

________________________________________________________________
________________________________________________________________

2. Listen to Paganini’s popular “The Carnival of Venice”

(https://www.youtube.com/watch?v=DXnplJ3VgF0) and compare it with Saint-
Saens “Carnival of the Animals” (https://www.youtube.com/watch?
v=k2RPKMJmSp0) . Which one do you like? Why?

________________________________________________________________
________________________________________________________________

IV. Reference
Books References:
Department of Education (2014) Music Learner’s Material Grade 9 (pp. 64-76).
Electronic References:
https://www.youtube.com/watch?v=tvm2ZsRv3C8
https://www.youtube.com/watch?v=DXnplJ3VgF0
https://www.youtube.com/watch?v=DXnplJ3VgF0

Prepared by:

ROMMEL M. LAGATIC
Teacher I Palta NHS

LEARNING ACTIVITY SHEET IN MUSIC 9

 Worksheet No. 4, Quarter 3
Learner’s Name: ______________________ Date:______________
Grade and Section: ____________________

The Romantic Opera- Performance

I. Learning Skills

 Perform selected music from Romantic period, (MU9CL-llb-h-7)

 Evaluates music and music performance using guided rubrics.

II. Introductory Concept

Do you like expressing your feelings through music? There was an era in
music history when people could hardly express their emotions in music. This
was because they had to follow standards in creating music. However, people
wanted to be more independent. They tried creating songs that could express
their sentiments by means of using song-like melodies, richer harmonies, denser
textures, and wider ranges of pitch. It was a time when composers used music to
increase emotional expression.

This era was called the ROMANTIC ERA. Why do you think it was called as
such? What sample music would represent this kind of era?

III. Activities

Practice Task I

Daily Listening Log

Directions: Listen to radio stations or watch YouTube videos from the internet and
write the title, composer, time/date and reflection about the music.

Sample daily listening log

Is the song or
music share
same
Title of the
Composer and characteristics
Song or Time/Date Reflection Source
Performer/Artist with Romantic
Music
music?
Why? /Why
not?
Monday
Tuesday
 Wednesda
y
Thursday
Friday

Practice Task II

Pantomime Presentation

Direction: Select one from recordings of Romantic instrumental music below and
interpret it by means of hand mime. If accessing the links is not possible, you may
refer to Practice Task 1 and use other song or music sharing the same
characteristics with Romantic Music.

 Liebestrum – Franz Liszt

(https://www.youtube.com/watch?v=KpOtuoHL45Y)
 Etude Op. 25 No. 12 in C minor
 Swan Lake Op. 20 – Peter Ilyich Tchaikovsky

Rubrics for Pantomime Presentation

Category 5 4 3 2
Movement Student Student Student Student uses
expresses expresses attempts to limited or
emotion by emotion by use gesture, inappropriate
using some using some body gesture, body
gestures, gestures, movement, movement,
body body and facial and facial
movements, movements, expression expression
and facial and facial
expressions expressions
Character Student Student Student Student uses
communicate communicates attempts to limited or
expressively, clearly, express the inappropriate
illuminating expressing the life and world acting
the life and life and world of the technique to
world of the of the character. But create
character character execution is character
weak.

Practice Task III

 Musical Poem

Direction: Choose one composition below and create a 6 stanza poem (4 lines per
stanza) based on the composition you have chosen. After making the poem, create a
melody or adopt a melody from any OPM song.

 Nocturne – Frederic Chopin (https://www.youtube.com/watch?

v=9E6b3swbnWg)
 Liebestraum – Franz Liszt (https://www.youtube.com/watch?
v=KpOtuoHL45Y)
 The Swan – Camille Saint-Saens (https://www.youtube.com/watch?
v=b44-5M4e9nI)
 Romeo and Juliet – Peter Ilyich Tchaikovsky
(https://www.youtube.com/watch?v=Cxj8vSS2ELU)

Assessment:

Its Showtime!

Direction: Record your performance using any audio recording devices. If

accessing the links is not possible, you may get inspiration in making a poem to
your understanding about Romantic Music, its historical background and
characteristics.

Rubrics for Musical Poem

Category 5 4 3 2
Overall The The The The
Performance composition composition composition composition
was creative, was somewhat was very basic was not
clean/easy to creative and and somewhat complete, and
read and legible. Most of legible to read. very difficult to
included all the required At least half of read. Under
required elements were the required half of the
elements. The included. The elements were required
melody fits well lyrics were included. No elements were
with the lyrics rhythmically fluidity in included.
awkward in few melody and
places. lyrics.

IV. Reference
Books References:
Department of Education (2014) Music Learner’s Material Grade 9 (pp. 64-76).
Electronic References:
https://www.youtube.com/watch?v=KpOtuoHL45Y
https://www.youtube.com/watch?v=9E6b3swbnWg
https://www.youtube.com/watch?v=KpOtuoHL45Y
https://www.youtube.com/watch?v=b44-5M4e9nI
https://www.youtube.com/watch?v=Cxj8vSS2ELU

Prepared by:

ROMMEL M. LAGATIC
Teacher I Palta NHS