MAPEH

MUSIC . ARTS . PHYSICAL EDUCATION . HEALTH

MUSIC-GRADE 9
Music 9
Quarter 1 – Module 3: Vocal Music of the Renaissance Period
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

W riter: Mary Jane C. Rabatan
Editor: Melanie G. Logdat
Reviewers: Alma D. Coronado
Illustrator: Edison P. Clet
Layout Artist: Elinette B. Dela Cruz
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
W ilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City.
 MUSIC
MUSIC . ARTS . PHYSICAL EDUCATION . HEALTH

Quarter 1
Module 3
Vocal Music of the
Renaissance Period
Introductory Message

For the Facilitator:

Welcome to the Music 9 Self-Learning Module on Vocal Music of the

Renaissance Period.

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Music 9 Self-Learning Module on Vocal Music of the

Renaissance Period.

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

W rap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

At the end of this module, you are expected to:

 identify the characteristics of Renaissance vocal music;

 explain the two classification of Renaissance music; and
 show appreciation in the Renaissance music.

PRETEST

IDENTIFICATION
Directions: Identify the item being mentioned on each item below. Write your answer on the
space provided.

___________ 1. It is a form of sacred musical composition that sets text to Eucharistic

liturgy.

___________ 2. It is a manner of singing where a few notes is set to one syllable.

___________ 3. A secular vocal polyphonic music composition which originated from

Italy.

___________4. It is a manner of singing where many notes were sung in single

syllable.

___________5. It was written and express in poetic text and sung during courtly social

gatherings.
 RECAP
FILL IN THE BLANKS
Directions: Fill in the blanks. Read the statements carefully. Choose your answer on the box
below and write on the space provided.

lute printing imitation

renaitre social status fugue

1. The term Renaissance comes from the word ________, which means “rebirth,
revival and rediscovery”.

2. The ________________ was the prominent instrument of Renaissance Period

3. The invention of _____________ 1400’s paved the way for a wide distribution
of Renaissance compositions.

4. In the Renaissance period, music education is a symbol of_______________.

5. _____________________among the voices is common in Renaissance music.

LESSON
VOCAL MUSIC OF THE RENAISSANCE PERIOD

1. MASS – is a form of sacred musical composition that

sets texts of the Eucharistic liturgy into music.
Characteristics of the Mass:

 Polyphonic
 May be sung a capella or with orchestral accompanime nt
Image of mass were taken from  Text may be syllabic (one note set to each syllable),
Wikipedia.en.org. Used under fair neumatic (a few notes set to one syllable), or melismatic
dealing provision. (many notes to one syllable)
 Five main sections of Mass:
1. Kyrie –“Lord Have Mercy” (The only section with Greek Text)
(Panginoon maawa ka)
2. Gloria –“Glory to God in the Highest”
(Luwalhati sa Diyos sa Kaitaasan)
3. Credo –“The Apostles Creed” or “Nicean Creed”
(Sumasampalataya Ako)
4. Sanctus and Benedictus –“Holy, Holy, “and “Blessed Is He”
(Santo, Santo)
5. Agnus Dei –“Lamb of God”
(Kordero ng Diyos)

Note: Suggested activities: You can listen to the mass on this link below.
https://www.youtube.com/watch?v= XaiXCGojHB8

2. MADRIGAL – A secular vocal

polyphonic music composition which
originated from Italy. It was written and
expressed in a poetic text and sung during
courtly
Social gatherings. It is the most
important secular form during the
Renaissance
Period.
Characteristics of the Madrigal:
 Polyphonic Image of madrigal were taken from
Wikipedia.en.org. Used under fair dealing
 Sung a capella provision.
 Through-composed
 Frequently in 3 to 6 voices
Note: Listen to the link below “April is in My Mistress’ Face” by Thomas Morley
http://www.youtube.be/OiOQzRHmbl
 ACTIVITIES

ACTIVITY 1

COUNT ME IN!

Directions: Pick the words on the box below and write them in the proper column if it is under
the Mass Music or Madrigal Music.

Sacred music
April Is In my Mistress’ Face
Secular Music
Kyrie
Frequently in3-6 voices
Blessed Is He
Credo
Gloria
Lamb of God
Sung in during courtly social gatherings

Answers:

Mass Music Madrigal Music

ACTIVITY 2

REFLECTION

Directions: Read the questions carefully and write your answer on the space provided.

1. What is the difference between the Mass and the Madrigal?

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2. Which type of music can you relate with? Mass or Madrigal? Why?
___________________________________________________________________________
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WRAP–UP
I have learned that…..
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 VALUING

Experience the beautiful musical compositions of the century .Learning while away from
the classroom is rounded with the best time and a great way to enjoy singing with your
family.

CRITICALTHINKING:

If given the chance that your family are all singers, how can you influence other families to
use music to overcome the pandemic that happening today.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

POSTTEST

Directions: Multiple choice. Read the statement carefully.Choose the best answer, write the
letter on the space provided.

_____ 1.There are five main sections of the Mass. Which of the following is the only

section of Mass with Greek text.

A. Agnues Dei B. Gloria C. Kyrie D.Lute

_____ 2.A through-composed vocal music composition written and expressed in a

poetic text.

A. Madrigal B. Mass C. Troubadour D. Priest

_____ 3. It is performed in frequently 3 to 6 voices.

A. Madrigal B. Mass C. Troubadour D. Song

_____ 4. Music that was specifically written for the use in religious purposes.

A. Acapella B. Sacred Music C. Secular Music D. Sacred

_____ 5. Agnus Dei appears as apart of many litanies, which means..

A. Apostles Creed B. Lamb of God C. Lord Have Mercy D. mass

 KEY TO CORRECTION

Credo
Blessed is He
Sung during courtly social gatherings Kyrie
April is in My Mistress’ Face Gloria
Frequently in 3-6 voices Lamb of God
Secular Music Sacred Music
MADRIGAL MUSIC MASS MUSIC
ACTIVITY 1

5. B 5. imitation 5. Madrigal

4. B 4 social status 4 melismatic

3. A 3. printing 3. Madrigal

2. A 2. lute 2. neumatic

1. C 1. renaitre 1. Mass

POST TEST RECAP .PRETEST

REFERENCES
 Books

Burkholder, J. Peter, et.al. (1980).Norton Anthology of Western Music. Vol.1: Ancient to

Baroque 5th Edition 2014. New York City, United States of America. Norton
W.W.& Company Inc.
Kamien, Roger (1976).Music Appreciation.9th Edition July 24, 2018. The Hebrew
University of Jerusalem, Israel. McGraw-Hill Education
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale University.
 Textbook

Government of the Philippines, Department of Education

Music and Arts – History of Western Classical Music- Grade 9
Learner’s Material for Music and Arts
First Edition, 2013
ISBN: 987-971-9990-76-5
 ACKNOWLEDGEMENT
_____________________________________________
EDISON P. CLET
Illustration

ELINETTE B. DELA CRUZ

Project Development Officer II (LRMS)
Lay-out Artist

MARY JANE C. RABATAN

Video/ PowerPoint Presenter

ALMA D. CORONADO/DEMOSTHENES B. SORIANO

Validator

MARIVIC D. LISING
MAPEH Department Head

GILBERT O. INOCENCIO
Rizal High School
School Head

NORLYN D. CONDE
MAPEH Education Program Supervisor

RODOLFO B. MANUEL/ROLANDO C. JULIAN

Public Schools District Supervisor