Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

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MUSIC
Quarter 3 – Module 2:
Music of the Romantic Period

Name of Learner: ___________________________

Grade & Section: ___________________________
0
Name of School: ___________________________
 What I Need To Know

Romantic Period is described as a cultural movement that stressed emotion,

imagination, individualism, and freedom of expression. These characteristics are
evident in music, art, and literature of the era.

Ludwig Van Beethoven bridged the music from Classical to Romantic Era by
expressing his passion and emotions through his music. Other composers were
inspired by this musical style that they started to use music as a means of
expressing their emotions and individuality. This change in musical form also paved
the way for expanding the orchestra as the composers explored various
instrumentations.

Piano music of the Romantic Period is in free form such as fantasy, rhapsody,
ballade, and nocturne. Program music was expressed in tone poems such as
“Symphony Fantastique.”

Most of the musical compositions of the era portray literature, history,

emotions, and nature.

In this module, you are expected to attain the following MELCs:

1. Improvises appropriate accompaniments to selected music from Romantic

Period ( MU9RO-IIIc-h-8);

2. Perform a selected music from the Romantic Period (MU9RO-IIIe-h-6);

and

3. Evaluates music and music performances using guided rubrics

What I Know
Music Match

Choose the composer of the given music piece from the 2nd column. Write your
answer in the box.

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 MUSIC COMPOSER ANSWER
Peter llyich Tchaikovsky
Frederic Chopin
Waltz of the Flowers from Franz Liszt
the “Nutcracker Suite” Camille saint-Saens
Robert Schumann
Hector Berloiz
Peter llyich Tchaikovsky
Frederic Chopin
Franz Liszt
Overture 1812
Camille saint-Saens
Robert Schumann
Hector Berloiz
Peter llyich Tchaikovsky
Frederic Chopin
Nocturne Op. 9 no. 1 in Bb Franz Liszt
minor Camille saint-Saens
Robert Schumann
Hector Berloiz
Peter llyich Tchaikovsky
Frederic Chopin
Franz Liszt
Revolutionary etude
Camille saint-Saens
Robert Schumann
Hector Berloiz
Peter llyich Tchaikovsky
Frederic Chopin
“the Swan” from the Franz Liszt
“Carnival of the Animals” Camille saint-Saens
Robert Schumann
Hector Berloiz
Peter llyich Tchaikovsky
Frederic Chopin
“Frauenliebe und Leben” Franz Liszt
“Dichterliebe” Camille saint-Saens
Robert Schumann
Hector Berloiz
Peter llyich Tchaikovsky
Frederic Chopin
Franz Liszt
Symphonie Fantastique
Camille saint-Saens
Robert Schumann
Hector Berloiz

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 What’s In
Guess and Reveal!

Directions: Reveal the word by identifying the corresponding letters of the

given numbers in each box. Write the letter inside the box provided below and write
a short description about it.

1 2 3 4 5 6 7 8 9 10 11 12 13
A B C D E F G H I J K L M

14 15 16 17 18 19 20 21 22 23 24 25 26
N O P Q R S T U V W X Y Z

1.

2 5 18 12 9 15 26

2.
20 3 8 1 9 11 15 22 19 11 25

3.
19 3 8 21 13 1 14 14

4.
3 8 15 16 9 14

5.
16 1 7 1 14 9 14 9

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 What’s New

♪♫ LISTENING EXERCISE: In the mood for music

Find time to listen and visit this site https://youtu.be/p_il1J0bALE. Choose the moods
that best describe the atmosphere and emotions of the composition you’ve just
heard. Write your answers in the space provided below.

ATMOSPHERE AND
“Polanaise” by Frederic Chopin Time
EMOTIONS
Introduction 00:00 - 00:35
Beginning 00:36 – 01:54
Middle 01:55 – 03:12
End 03:13 - 07:15

MOODS/ATMOSPHERE

Scary Shocking Explosive

Mystery Joy Cheerful
Warm Inviting Friendly
Noble Serious Dark
Adventure Calm/Peaceful Excitement

What Is It
Did you know that Nationalism was also incorporated in the music of the
Romantic Period? An example of a composition that shows nationalism is the
“Polanaise” of Frederic Chopin, which is a dance composition for piano and is
famous in Poland until today.

The Romantic period started around 1830 and ended around 1900 as
composition became increasingly expressive and inventive. Expansive symphonies,
virtuosic piano music, dramatic operas, and passionate songs took inspiration from
art and literature. Famous composers include Paganini, Chopin, Saint-Saens,
Shumann, Liszt, Berloiz and Tcaikovsky.

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 Program music became the main form of instrumental compositions which is
evident in concert overtures, program symphonies, symphonic poems, and incidental
music. Program music is a form that portrays an idea or relays a story to the
audience. An example of this musical form may be seen in Hector Berloiz’s
“Symphonie Fantastique”.

Short piano pieces in ABA form that shows emotion were developed during
this period.

As the century progressed, music became increasingly available and popular

among the middle class. Concert halls provided venues for musical performances
and instrumental music was available to a wide audience.

Nationalism is reflected in most of the music of the Romantic Era. In the

previous historical periods, composers borrowed musical styles from Germany, Italy,
and France. However, composers of the Romantic Period began incorporating their
country’s native folk songs and musical styles into their compositions.

Frederic Chopin is one of the composers that did a great mark during the
Romantic Period. Together with him was Niccolo Paganini who became the most
famous violin virtuoso in the world. Franz liszt a virtuoso pianist,Robert Schumann
who beautifully combine music and words, Hector Berloiz who compose the five
movement symphony called “ Symphonie Fantastique”, Peter llyich Tchaikovsky who
is known for his ballet music and Camille Saint-Saens who was known as a talented
musician from an early age.

LISTENING EXERCISE: Listen and Discuss!

Choose one composer of the Romantic Period and listen to its composition.
Answer the following guide questions in your Activity Notebook:

 Niccolo Paganini
https://www.youtube.com/watch?v=H1Dvg2MxQn8

 Frederic Chopin
https://www.youtube.com/watch?v=A-GjbRtlweg

 Franz Liszt
https://www.youtube.com/watch?v=MBOa-2b4uQQ

 Robert Schumann
https://www.youtube.com/watch?v=LNo2aiKV-a0

 Hector Berloiz
https://www.youtube.com/watch?v=QwCuFaq2L3U

 Peter llyich Tcaikovsky

https://www.youtube.com/watch?v=9cNQFB0TDfY

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  Camille Saint-Saens
https://www.youtube.com/watch?v=YyknBTm_YyM

GUIDE QUESTIONS:

1. What can you say about the flow of music?

2. Which instruments usually played the melody?

3. What happen to the movement of the tempo?

Musical Video Analysis

Watch, listen and analyse excerpts of “Symphonie Fantastique” and the “Nutcracker
Suite”. Answer the following questions given and write your answer in your Activity
Notebook.

1. What did you observe upon listening and viewing the excerpts of “Symphonie
Fantastique” and “The Nutcracker Suite?”

2. What are the significant features of the following program music based on the
video presented?

3. What have you noticed in the tempo of Hector Berloiz’s composition?

4. Give at least 5 different moods that you have felt while listening to the music.

What’s More
Compose and Perform!

Choose one composer of the Romantic Period and compose a musical poem
related to his life and musical works. Present your works either through video/voice
recording and pass it to your teacher.

Romantic Period Composers:

1. Frederic Chopin
2. Franz Liszt
3. Camille Saint-Saens
4. Hector Berloiz
5. Peter Ilyich Tchaikovsky

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Rubrics for musical poem:
Category 4 3 2 1
The The The
The composition composition composition
composition was somewhat was very was not
was creative, creative. Most basic. At least complete.
clean, and of the required half of the Under half of
Overall
included all elements were required the required
Performance
required included. The elements were elements were
elements. The lyrics were included. No included.
melody fit well rhythmically fluidity in Project will
the lyrics. awkward in the melody and need to be
few places. lyrics. revised.

What I Have Learned

I have learned that ________________________________

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

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 What I can do

Musical Elements Analysis

Listen carefully to the selected recordings of Romantic music. Analyze its

music according to its elements and write your answers in the given chart below.
Foloow the sample activity for musical element analysis.

Sample musical elements analysis:

Intruments Atmosphere and

Title Composer Tempo
Used Emotions

Liebestraume Franz Liszt Piano Fast Calm/peaceful

Orchestra Slow Warm
Instrument Moderate Inviting

Intruments Atmosphere
Title Composer Tempo
Used and Emotions

Liebestraume
“Love Dream”

Revolutionary
Etude
“Waltz of the
Flowers” from
the “Nutcracker
Suite”
“The Swan” from
“Carnival of the
Animals”

Nocturne Op. 9
no.1 in Bb Minor

Assessment
RAP IT OUT!

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 Pick a topic and record it in RAP style. Present your works either through
video/voice recording and pass it to yur teacher. You can use percussive musical
instrument as accompaniment.

1. History and characteristics of Romantic Music

2. Piano Music
3. Program Music

Rubrics for RAP Style:

Criteria 4 3 2 1
Presentation
show Presentation
considerable shows some
Presentation Presentation is
originality and originality and
shows an a reduced
inventiveness. inventiveness.
attempt at attempt at
The content The content
Originality and originality and originality and
and ideas are and ideas are
Appearance inventiveness. inventiveness.
presented in presented in
Fair use of Reduced use
an interesting an interesting
graphics and of graphics and
way. Excellent way. Good use
backgrounds. backgrounds
use of graphics of graphics and
and backgrounds.
backgrounds.
Information is Includes Includes some
detailed, important important and Minimal
Content
varied, and interesting interesting content.
extensive information information.
Audio could be
better quality.
Singin could be
Singing is Audio could be articulated
clear, music is better quality. better. Voice
Audio is of
Audio Quality at appropriate Music and quality and
poor quality.
level. Not too singing a little music does not
loud or soft. out of balance. blend properly
making it hard
to understand
either one.

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References:
Music and Arts 9
LM pp. 68-102

DEVELOPMENT TEAM

Writer: Normila R. Dimaporo/Jerold A. Francisco

Editor
Language Editor:
Proof Reader:
Illustrators: Jeyvilyn J. Manalo
Layout Artist: Jonard Q. Laporga

Management Team:
Julieto H. Fernandez, Ed. D., CESO VI
SDS-Isabela City
Maria Laarni T. Villanueva, Ed. D., CESE
ASDS-Isabela City
Henry R. Tura, CID Chief
Elsa A. Usman, LR Supervisor
Jani P. Ismael, EPS-MAPEH, Module Coordinator

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 Region IX: Zamboanga Peninsula Hymn – Our Eden Land

Here the trees and flowers bloom Gallant men And Ladies fair
Here the breezes gently Blow, Linger with love and care
Here the birds sing Merrily, Golden beams of sunrise and sunset
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX
Hardworking people Abound,
Here the Badjaos roam the seas
Every valleys and Dale
Here the Samals live in peace
Zamboangueños, Tagalogs, Bicolanos,
Here the Tausogs thrive so free
Cebuanos, Ilocanos, Subanons, Boholanos,
With the Yakans in unity
Ilongos,
All of them are proud and true
Region IX our Eden Land
Region IX
Our…
Eden...
Land...

The Footprints Prayer Trees by Joyce Kilmer

One night I had a dream. I dreamed I think that I shall never see
that I was walking along the beach A poem lovely as a tree.
with the LORD.
A tree whose hungry mouth is prest
In the beach, there were two (2) sets Against the earth’s sweet flowing
of footprints – one belong to me and breast;
the other to the LORD.
A tree that looks at God all day,
Then, later, after a long walk, I And lifts her leafy arms to pray;
noticed only one set of footprints.
A tree that may in Summer wear
“And I ask the LORD. Why? Why?
A nest of robins in her hair;
Why did you leave me when I am sad
and helpless?”
Upon whose bosom snow has lain;
And the LORD replied “My son, My Who intimately lives with rain.
son, I have never left you. There was
only one (1) set of footprints in the Poems are made by fools like me,
sand, because it was then that I But only God can make a tree.
CARRIED YOU!