Music 9 LM Draft 4.7.2014

GRADE 9
MUSIC LEARNER’S MATERIAL

Unit 1
To the illustrator:
Using the blank map of Europe, place pictures of ALL the composers featured in EACH UNIT around the map and
put arrows pointing to the country where they come from. Maybe you can use better looking arrows and format
the composer’s pictures in an oval shape. The writers would like to show where the composers come from.
I am attaching a file of the blank map and please edit it with the corresponding name and fill it the needed area
with different colors.
Please follow the example below. (Check the pictures of the composers and their hometowns in all the units.)
Medieval, Renaissance and Baroque Music Page 1

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Unit 1
Time allotment: 8 hours
LEARNING AREA STANDARD

The learner demonstrates an understanding of basic concepts
and processes in music and art through appreciation, analysis and
performance for his/her self-development, celebration of his/her
Filipino cultural identity and diversity, and expansion of his/her
world vision.
KEY - STAGE STANDARD

The learner demonstrates understanding of salient features of
music and art of the Philippines and the world, through appreciation,
analysis, and performance, for self-development, the celebration of
Filipino cultural identity and diversity, and the expansion of one’s
world vision.
GRADE LEVEL STANDARD

Western music and the arts from different historical periods,
through appreciation, analysis, and performance for self-
development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.
CONTENT STANDARD
The learner demonstrates understanding of the characteristic
features of the music of the medieval, the renaissance and the
baroque periods.
PERFORMANCE STANDARD
The learner …
 Performs selected songs from the Medieval, Renaissance
and Baroque periods.
 Chants
 Madrigals

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 Excerpts from Oratorio

 Chorales
 Troubadour

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INTRODUCTION
The first three periods of Western Music History are classified
as Medieval, Renaissance, and Baroque. Each period has its
distinctive characteristics, historical and cultural background.
A type of music from the Medieval Era is Gregorian Chant,

which was mainly used in the early Christian church.
Music during the Renaissance Period became an important

leisure activity. Members of the upper class were expected to have
received musical training. Imitative polyphony is the distinctive
characteristic of Renaissance music.
The Baroque Period is characterized by grand and elaborate

ornamentation of sculptures, theaters, arts and music. The music
genres which flourished during the Baroque Period were the
Concerto, the Fugue, the Oratorio and the Chorale.
Music evolved alongside with man’s constant quest for growth

and development.
OBJECTIVES
At the end of this module you, as a learner, are expected to:
 Listen perceptively to selected vocal and instrumental

music of Medieval, Renaissance and Baroque Periods.
 Explain the performance practice (setting, composition, role
of composers/performers and audience) of Medieval,
Renaissance and Baroque Periods.
 Relate Medieval, Renaissance and Baroque music to its
historical and cultural background through
dramatization.
 Sing selections of medieval chants, troubadour songs,
madrigals, and oratorios with correct pitch, rhythm,
expression and style.
 Describe musical elements of given Medieval,
Renaissance and Baroque music.
 Explore other arts and media that portray Medieval,
Renaissance and Baroque elements.
 Improvise appropriate accompaniment to given
Medieval and Renaissance songs.
 Create and perform songs in Gregorian and Troubadour styles.
 Play simple melodies of a chorale and provide accompaniment.

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PRE – ASSESSMENT
To assess what you know about the music of the Medieval,

Renaissance and Baroque Periods, answer the following activities.
Part I. Guess Who?
You will need:

Pictures of different composers
Name of the composers written in strips of cardboard.
Do as Directed:
1. Divide the class into five groups.
2. Each group will take turns in trying to name each
composer until all pictures have been named.
3. Write the name of each composer below the picture.
NOTE: These pictures may be placed on the board by your teacher.

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Part II. Guess When?
Direction: Classify the items in the box according to the historical

period to which it belongs. Write the words in the column below.
Gregorian Chants Mass

Fugue Concerto
Grosso
Troubadour Music
Oratorio
MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD
Music is timeless. Melodies from the past can still be heard today. Tunes may be played differently in
the techno
Listen– world,
to thebutfollowing
one thing never changes, “Music will always be part of man‟s everyday life”.
songs:
1. Canon Rock http://www.youtube.com/watch?v=jau8gMtapQo

Last viewed November 7, 2013
2. Canon in D by Pachelbel http://www.youtube.com/watch?
v=H1kGJoGVpOs Last viewed November 7, 2013
 Look for other songs which were originally composed

during the Medieval, Renaissance or Baroque periods that
have been revived today. They may have been used as
background music for commercial, movie, ―teleserye―,
and other media purposes.
REFLECTION:
1. Were you aware that some of those music were

composed centuries ago?
2. How was it used as background music?
3. Do you think they were used creatively? Was the
music used appropriately?
4. If you were one of the original composers, would you allow
your compositions to be used as they are used today?
Why or Why not?

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WHAT TO KNOW
In this module, you will learn the first part of the history of Western
music. We will be discussing the characteristic features of each period,
composers, historical and cultural backgrounds.
Music of the Medieval Period (700 – 1400)

The Medieval period is also known as the Middle Ages or
―Dark Ages‖ that started with the fall of the Roman Empire. During
this time, the Christian Church influenced Europe’s culture and
political affairs.
Monophonic plainchant was named after Pope Gregory I, who
made this the approved music of the Catholic Church. Pope
Gregory’s action made monophonic plainchants popular. Although it
was originally transmitted orally, scholars agreed to put it in
notation to assist dissemination of chants across Europe.
Characteristics of the Gregorian Chants:
 monophonic
 Free meter
 Modal
 Usually based on Latin liturgy
 Use of Neume notation

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The music sheet below is a notated Gregorian Chant written in Neumes:
Description: The Introit Gaudeamus Omnes, scripted in square

notation.
Date: 14th century – 15th century
Source: wikepedia.org

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Listen to the link that features a Gregorian Chant of the Medieval Period
http://www.youtube.com/watch?v=kK5AohCMX0U.
last viewed November 7, 2013
REFLECTION:
 After listening to the selection, were you able to
identify the characteristics of Gregorian Chants?
During the latter part of the Medieval Period, secular music

which was not bound by Catholic traditions emerged. Most of these
songs were performed across Europe by groups of musicians called
Troubadours.
Troubadour Music:
 Usually monophonic
 Sometimes with improvised accompaniment
 Tells of chivalry and courtly love
 Originated in France
 Written in the French language
Famous Composer of the Medieval Period:
Adam de la Halle
France, 1237 - 1288
Adam De La Halle, Miniature in musical codex

s. XIII
Source: http//picsdigger.com/image/cfd4783
Artist: Unknown

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Adam de la Halle was also known as Adam le Bossu (Adam the

Hunchback). He was the son of a well – known citizen of Arras,
Henri de la Halle. He received his education at the Cistercian Abbey
of Vaucelles, near Cambral. Adam was destined for the church but
he eventually married. His patrons were Robert II, Count of Artois,
and Charles of Anjou, brother of Louis IX.
Adam was one of the oldest secular composers whose literary

and musical works include chansons and poetic debates. He was a
trouvére, poet and musician, whose literary and musical works
include chansons and jeux- partis (poetic debates) in the style of the
trouveres, polyphonic rondel and motets in the style of early
liturgical polyphony. His musical play, ―Jeu de Robin et Marion‖ was
considered the earliest surviving secular French play with music.
His works include:

1. Le Jeu de Robin et de Marion
2. La Chanson du roi de Sicile
Listen to the link below that features ― LeJeu de Robin et Marion‖

http://www.youtube.com/watch?v=zHoebp8Vgxs
Music of the Renaissance Period (1400 – 1600)

The term ―Renaissance‖ comes from the word ―renaitre‖
which means “rebirth‖, ―revival‖, and ―rediscovery‖. The
Renaissance Period is a period of of ―looking back‖ to the Golden
Age of Greece and Rome.
The invention of printing in the 1400’s paved the way for a
wide distribution of renaissance compositions. With the emergence
of the bourgeois class, renaissance music became popular as
entertainment and activity for amateurs and the educated. Lute was
the prominent instrument of the renaissance era. The influence of
the Roman Catholic Church started to decline as the new music
genre arose. Though sacred music was still of great importance,
secular music became more prominent in the renaissance period.
This era was also known as the ―golden age‖ of a capella choral
music.
Other historical facts during this era is the discovery of the
actual position of earth in the solar system by Copernicus, the
invention of compass creating a wider navigation not only of the

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lands but also of the oceans, and Martin Luther’s Protestant
reformation.

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Characteristics of Renaissance Music:

 Mostly polyphonic
 Imitation among the voices is common
 Use of word painting in texts and music
 Melodic lines move in a flowing manner
 Melodies are easier to perform because these
move along a scale with a few large leaps
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 cappella or with orchestral accompaniment
 Text may be syllabic (one note set to each syllable),
neumatic (a few notes set to one syllable), or melismatic
(many notes to one syllable)
Five Main Sections of Mass:

1. Kyrie (Lord Have Mercy)
2. Gloria (Glory to God in the Highest)
3. Credo (I Believe in One God)
4. Sanctus and Benedictus (Holy, holy and Blessed Is He)
5. Agnus Dei (Lamb of God)
Listen to the link below that features one of the main sections of the mass.
―Gloria‖ by Joasquin de Prez http://www.youtube.com/watch?
v=XaiXCG0jHB8

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2. Madrigal
- A secular vocal polyphonic music composition which
originated from Italy. It is 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
 Sung a cappella
 Through–composed
 Frequently in 3 to 6 voices
Listen to ―April Is In My Mistress„ Face” by Thomas Morley
REFLECTION:
1. Which music are you familiar with? Why?
2. Which songs can you relate with? Sacred or secular music? Why?

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Famous Composers of the Renaissance Period
1. Giovanni Pierluigi da Palestrina

Rome, 1525 - February 2,
1594
Giovanni Pierluigi da Palestrina

Source:
http//xoomer.virgilio.it/senesino/Dei/Palestrina.jpg
File: Giovanni_Pierluigi_da_Palestrina.jpg
Giovanni Pierluigi da Palestrina is said to be the greatest

master of Roman Catholic Church music during the Renaissance
period. Majority of his compositions are sacred music. He was
committed to sacred music and has a keen interest in satisfying the
desires of church leaders in the sixteenth century. Palestrina’s Pope
Marcellus Mass is held up as the perfect example of counter -
reformation style. Kyrie is part of the first two sections of the Pope
Marcellus Mass.
His career reflects his commitment to the music of the church.

He received his early training and spent the majority of his career in
various churches in Rome, including the pope’s chapel. He was as
an organist and choir master at both the Sistine Chapel and at St.
Peter's which may have influenced his distinctively pure and
restrained style in musical compositions. Palestrina also served as
an organist in St. Agapito. His first book Masses became popular and
was greatly appreciated by Pope Julius III.
Palestrina has two sons but lost them both during the plague
epidemic that struck Rome in 1570’s. He had planned to become a
priest but eventually changed his mind and married a wealthy widow.
This improved his wealth and enabled him to pursue a musical career

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for the rest of his life.
Listen to the links below that feature the opening Kyrie

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(Excerpt from “Pope Marcellus Mass)

 http://www.youtube.com/watch?v=itKeTpK83IY
 http://www.youtube.com/watch?v=NB-i_V9QPt8
2. Thomas Morley
1557 – 1602
Morley was born in Norwich, East England, the son of a

brewer. He was a singer in the local cathedral from his boyhood,
and he became master of choristers there in 1583.Thomas Morley
was the most famous composer of secular music in his time. He was
a singer in the local cathedral during his childhood and was believed
to have studied music with William Byrd, an Elizabethan composer
of sacred music. He received his Bachelor’s degree in Oxford and
became an organist at St. Paul’s in London.
He tried imitating Byrd in his early works but veered towards

composing madrigals that show a variety of color, form and
technique. Most of his madrigals are light and easy to sing with
some aspects of Italian style. His Musica Transalpina, a collection of
Italian madrigals fitted with English text, was published in 1588 by
Nicholas Yonge. Shortly after, he began publishing his own
collections of madrigals and made significant contribution to the
history of music.
His works include:

 Fire, Fire, My Heart
 Sing and Chant It
 Fantasie
 April Is In My Mistress‟ Face
 It Was A Lover and His Lass
Research and listen to Thomas Morley’s works.
You may use the following links that feature a madrigal composition
“Fire, Fire, My Heart”
 http://www.youtube.com/watch?v=61aEb5Qt6-U
 http://www.youtube.com/watch?v=mBWKp4-_w4E

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REFLECTION:
1. Which madrigal did you enjoy more? Why?

2. Based on what you have heard, do you agree that the
compositions of Palestrina and Morley reflect their
personalities? Why or Why not?
Music of the Baroque Period (1685 – 1750)

The word Baroque is derived from the Portuguese word
―barroco” which means ―pearl of irregular shape‖. Some of the
great composers of this time were George Friedrich Handel, Johann
Sebastian Bach, Claudio Monteverdi, and Antonio Vivaldi.
During this time, the arts highlighted grandiose and elaborate

ornamentation. These were clearly seen in the musical compositions
created by Baroque composers.
New instrumental techniques and changes in musical notation

were developed. Major and minor tonality was also created in this
period. A lot of the musical terms and concepts that evolved in this
era are still used today.
Characteristics of Baroque Music:
 Melodies sound elaborate and ornamental

 Melodies are not easy to sing or remember
 Primarily contrapuntal textures with some homophony
 Dynamic contrast – alternation between loud and soft
 Music genres—operas, oratorios, suites, tocatas, concertó
grosso, fugue
 Orchestra consists of strings and continuo
 Harpsichord and organ are the keyboard instruments
that are commonly used
 New forms:
1. binary – AB
2. ternary – ABC
3. ground bass
4. fugue

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Music Genres of Baroque Music
1. Concerto – A form of orchestral music that employs a solo

instrument accompanied by an orchestra.
2. Concerto Grosso - A form of orchestral music during the
Baroque Period wherein the music is between a small group of
solo instruments called concertino and the whole orchestra
called tutti.
Handel’s Concerto Grosso for two violins, cello, strings and basso
continuo
http://www.youtube.com/watch?v=a32nicpS3rk
Vivaldi’s Winter
http://www.youtube.com/watch?v=YKfuhLCVldg
REFLECTION:
1. Which video did you enjoy the most? Why?
2. What is the most evident difference between the two concertos?
3. Fugue
 A contrapuntal piece, developed mainly by imitative counterpoint
ILLUSTRATOR: Please include an

illustration of melodic lines in
counterpoint
 It is usually written in 3 or 4 parts, with a main theme called

―subject‖
 The entire piece grows mainly from a single brief tune
of strong musical character
ILLUSTRATOR: Please include an
illustration that may represent
the statement above.
Access this link through the internet and listen to:

Bach’s Toccata and Fugue in D minor
http://www.youtube.com/watch?v=ho9rZjlsyYY
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REFLECTION:
1. Which part did you find interesting?

2. Did you hear melodies that imitate each other? Which part?
3. Do you know any other music where imitative
counterpoint is evident? Can you name some titles?
4. Oratorio – a large scale musical composition for orchestra and

voices that incorporates narratives on religious themes. Unlike
usual theatrical works, this is usually performed without the use of
costumes, scenery, or action. It is usually written in the native
language for the intended audience.
Examples:
a. Handel's ―Messiah,‖ ―Samson,‖ ―Israel,‖ and ―Egypt‖
b. Bach’s ―Christmas Oratorio‖
c. Haydn’s ―The Creation‖
Listen to the link below that features Oratorio vs. Opera

http://www.youtube.com/watch?v=NYVGtAJ7ujA
REFLECTION:
1. Which of the characteristics of an Oratorio were seen on the video?
2. What are the major differences of an Oratorio from an Opera?
3. Have the differences been shown clearly?
5. Chorale – musical compositions that resemble a harmonized

version of hymnal tunes of the Protestant Church during the
Baroque era.
Listen to the links below that features:
Baroque Chorale
http://www.youtube.com/watch?v=ZeBakTvwEes
Chorale trio http://www.youtube.com/watch?v=SYFPLVrCWDk


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REFLECTION:
1. What is the difference between the two chorales?
2. Have you watched any modern chorale presentation?
3. Can you identify any similarities between the chorales
of the Baroque Period and chorales of the present time?
Famous Composers of the Baroque Period
1. Johann Sebastian Bach
Born: Germany
March 21, 1685
Died: July 28, 1750
Johann Sebastian Bach

Date: 1746
Source: Unknown
Artist: Elias Gottlob Haussmann
J.S. Bach came from a family of musicians. He was taught to

play violin by his father who was then the town musician in Eisanach.
He entered school at age 7 where he was taught religion and other
subjects. He became orphaned at age ten. His brother, a church
organist provided for him. Bach’s beautiful soprano singing voice
helped him to be accepted at a school in Luӥeberg. A few years
later, his voice changed and Bach focused his attention to playing
the violin and harpsichord.
Bach was a religious man. His personal and deep faith is

shown in his sacred music. He was known for his compositions for
organ, orchestra, and oratorio. His most important and long – term
position was as ―cantor” at St. Thomas Church.
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His works include:
 Concerto Grosso
e.g. Brandenburg Concertos (concerto grosso)
http://www.youtube.com/watch?v=uw2dlZ8V4-0
 Masses
e.g. Mass in B minor
 Cantatas
e.g. Cantata 208 and 211
 Fugues
e.g.
Fugue in G minor http://www.youtube.com/watch?
v=p1XD1MSES_8 Last viewed November 7, 2013
Toccata and Fugue in D minor

 Works for clavichord and harpsichord
e.g.
Well-Tempered Clavier (one of his more well-
known ketboard improvisations)
This link is another version of Bach’s Toccata and Fugue in D minor played
on glass harp (musical glass)
http://www.youtube.com/watch?v=XKRj-T4l-e8
2. Antonio Vivaldi
Venice, March 4, 1678 to
Vienna, July 28, 1741
Antonio Lucio Vivaldi

Antonio Lucio Vivaldi , nicknamed
il Prete Rosso ("The Red Priest")
because of his red hair, was an
Italian Baroque composer,
Catholic priest and a virtuoso
violinist. Recognized as one of the
greatest Baroque composers, his
influence during his lifetime was
widespread over Europe.
Vivaldi is known mainly for composing instrumental concertos, especially for

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the violin, as well as sacred choral works and over forty operas. He
entered the priesthood and was ordained in 1703. Vivaldi is well
known for giving the strings a major role in his compositions.
His most famous piece is The Four Seasons. This composition is
a series of four violin concerti depicting each of the
seasons, ―Spring,‖
―Summer,‖ ―Autumn,‖ and ―Winter.‖
Listen to the link below that features “Spring” (one of the four parts
of The Four Seasons)
http://www.youtube.com/watch?v=aFHPRi0ZeXE
3. George Friedrich Händel

Germany, February 23, 1685
London, April 14, 1759
George Händel was the

second son from the second
marriage of a pastor. Despite
his father’s opposition, George
secretly taught himself to play
the harpsichord. At age 7, he
gained access to a church
organ and started to play. A
Duke heard him play and
insisted on giving him a formal
music education. Under
Zachau, organist of Halle
cathedral, he studied
counterpoint, canon and
fugue.
Händel is remembered for his operas and oratorios. Handel

became England’s favorite composer. He had given English
audiences music that in variety and interest rivalled anything they
could remember. Handel lost both of his eyesight in 1753. When he
conducted his oratorio, ―Samson,” a few in the audience were
unaware that he had lost his eyesight. The Messiah is Hӓndel’s most
famous creation and the very well known ―Hallelujah‖ chorus is
part of Hӓndel’s Messiah.
The Messiah was written in the space of twenty – four days
in London but it was in Dublin when The Messiah was first
performed and became an instant success.

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Listen and watch the following link that features the “Hallelujah”
chorus from Händel’s Messiah
http://www.youtube.com/watch?v=IUZEtVbJT5c

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Individual Assessment
I. Encircle the letter of the correct answer.

1. The period when the Christian Church highly influenced
culture and political affairs in Europe was the:
A. Medieval Period
B. Renaissance Period
C. Baroque Period
2. A through–composed vocal music composition written and

expressed in a poetic text.
A. Troubadour Music
B. Mass
C. Madrigal
3. There are five main sections of the Mass. Which of the

following is the only section of Mass with Greek text.
A. Kyrie
B. Gloria
C. Agnus Dei
4. Baroque music is known for its grandiose and elaborate

ornamentation. Which of the following Baroque Music forms
was developed through imitative counterpoint.
A. Concerto Grosso
B. Fugue
C. Oratorio
5. Refers to the extended musical setting of sacred music.

A. Fugue
B. Chorale
C. Oratorio
II. Identify the composer of each selection. (5 pts)

6. Messiah
7. Four Seasons
8. Pope Marcellus Mass
9. Fire, Fire, My Heart
10.Fugue in G minor

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WHAT TO PROCESS
Medieval, Renaissance and Baroque music have
distinctive characteristics. The following activities will develop your
musical skills as you incorporate the different musical concepts that
you have learned in the first part of this module.
In the beginning, chants were taught orally. However, as the
number of chants increased, singers needed help in remembering
the outlines of the melodies. Later, the chants were notated in the
manuscript as a single melodic line without accompaniment.
Neumes were written above the words to suggest the contour of the
melody. Eventually, musical notation of the period was written as
square notes on a four–line staff.
Listening Activities
The following listening activities will help and guide you to experience the beautiful
musical compositions and presentations composed during the Medieval,
Renaissance and Baroque Periods. Be guided by the musical sheets and music
selections for each listening activity.
Listening Activity
http://www.youtube.com/watch?v=O5GtmcHZLHw

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The first part of ―Kyrie Eleison‖, written in neumes, was taken

from Liturgical Music Series Part I of
highstreethymns.com.
A. Write the letter of your answer th music selection that you

based on have heard. e
1. Which text – setting style was

used?
a. Syllabic b. Neumatic c. Melismatic
2. What is the texture?
A. Monophonic B. Homophonic C. Polyphonic
3. In what language was the selection written?
A. Greek B. Latin C. Spanish
B. Answer each question and explain why.
1. Is the music sacred vocal form?
2. Was it sung a cappella or with accompaniment?

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Listening Activity: Listen to the songs in the following pages. Use

the chart below to guide you in analyzing the songs.
Title:
Composer:
Era:
Encircle your answer in the chart below.
Elements Description
Language Latin Greek English

Form Vocal Instrumental
Text – Setting Syllabic Neumatic Melismatic
Texture Monophonic Homophonic Polyphonic
Song # 1 - http://www.youtube.com/watch?v=pAdcE4OlBHc- Last

viewed November 7, 2013
Song # 2 - http://www.youtube.com/watch?v=IUZEtVbJT5c - Last

Song # 3 - http://www.youtube.com/watch?v=aFHPRi0ZeXE - Last

Illustrator: Pls RE-DRAW ALL the music sheets. Erase the song titles
and composer’s names. For clearer view of the music sheets, visit
sheetmusicplus.com

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SONG # 1

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SONG # 2
Illustrator: Please RE-DRAW with the text of the whole song.

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SONG # 3
Illustrator: Please RE-DRAW with the text of the whole song.
WHAT TO UNDERSTAND
Musical notation has evolved through time. The following
activity will help you understand how to express Medieval,
Renaissance and Baroque music in a different way.

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Individual Activity
Contour… Factor!
1. Watch the Fugue in G minor as shown in the

following link: http://www.youtube.com/watch?
v=p1XD1MSES_8
2. Following the sample above, create your own

graphic representation of ―Spring‖ from The
Four Seasons
3. Be guided by the checklist below:
My Checklist Guide Evident Not Evident

1. Did I draw my lines to
move along with the
contour of the melody?
2. Did I create
variations on the lines
used?
3. Are my lines
creatively drawn along
with other
lines?

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Group Activity
Name that Song!
You will need: Recorded selections from Medieval, Renaissance and
Baroque Era.
Buzzer, Scoreboard and audio aids.
Procedure:
1. Divide the class into three.
(Note: The number of group depends on the number of students in the
class)
2. A recorded selection will be played.
3. First group to buzz in will have the chance to name the
title and the composer of the song heard.
4. The following points will be awarded for each correct
answer. Title of the Song / Selection = 2 points
Composer = 1 point
5. In case of a wrong answer, the group will be deducted 2 points.
6. Procedure will continue until all prepared songs have been played.
7. The group with the highest point wins the game.
Score Board Group 1 Group 2 Group 3

Song # 1
Song # 2
Song # 3
Song # 4
Song # 5
TOTAL

GRADE 9
Unit 1
WHAT TO PERFORM
The following activities will showcase your talent and what you have
learned about Medieval, Renaissance and Baroque Music.
Activity # 5 Winter Duo!
1. Listen to an excerpt from the Largo of Vivaldi’s ―Winter‖ Concerto.
To the illustrator: Insert Music score
2. You can choose to the theme/themes of the piece or play

the music using recorder or piano. Additional
accompaniment may be used for texture enhancement
purposes.
Part I Melody
Part II Accompaniment
Criteria 5 pts 4 pts 3 pts 2pts 1 pt 0 pts
Appropria Fluctuates Fluctuates Mostly Not Cannot

Tempo te slightly much wrong appropriate play
Consisten Fluctuates Fluctuates Mostly Not Cannot

Steady Beat t slightly much wrong appropriate play
Melodi No A few Many Mostly Consistently Cannot

c mistakes mistakes mistakes wrong wrong play
Pattern
Played Played
Played Played
with with very Played with
Stage excellent good
with good with Cannot
less
Presence confidenc confidenc play
confidenc confidenc confidence
e e
e e
Overall Pretty Cannot

Superior Very Good Fair Poor
Presentation Good play

GRADE 9
Unit 1
Group Activity Move to the Music!!!
1. Your class will be divided into seven groups.

2. Your teacher will assign a segment of the following compositions:
Gregorian Chant in Medieval Period

Fire, Fire, Fire My Heart by Thomas Morley
Toccata and Fugue in D minor by Johann S.
Bach Concerto Grosso for two violins, cello,
strings and basso continuo by Handel
Pope Marcellus Mass by Giovanni Pierluigi
da Palestrina
Hallelujah by George F. Handel
Four Seasons by Antonio
Vivaldi
3. Your group must come up with movements to interpret the

assigned musical selection.
Criteria
Choreography 5 Points
Coordination of Movements 5 Points
Timing 5 Points
Expression and Execution of 5 Points

Movements
Interpretation of Music 5 Points
TOTAL 25 Points

GRADE 9
Unit 1
GLOSSARY
Cantus Firmus – also known as ―fixed song‖ or a pre-existing

melody which forms the basis of a polyphonic composition
Monophony – music consisting of a single melodic line without

chordal accompaniment; it is the oldest type of music
Polyphony – music consisting of several (two or more) melodic lines,

each having individual significance and independence
Sacred music – music that was specifically written for use in

religious services
Secular music – music that was composed for purposes other than religious
Through-composed – songs in which there is new music to each

stanza; the opposite of strophic
Tonality – system where the musical piece is based on a key center
REFERENCES
Books
Burkholder,Peter, et.al. ( ) Norton Anthology of Western

Music. Vol.1: Ancient to Baroque 5th Edition.
Kamien, Roger ( ).Music Appreciation.9th Edition. The Hebrew

University of Jerusalem
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition.

Yale University.
Website
http://www.anthonyjosephlanman.com/?p=580&cpage=1#comment-18642
www.onlinesheetmusic.com

GRADE 9
Unit 2
Classical Music Page 31

GRADE 9
Unit 2

The learner demonstrates an understanding of basic
concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration
of his/her Filipino cultural identity and diversity, and expansion of
his/her world vision.

world vision.

Western music and the arts from different historical periods, through
appreciation, analysis, and performance for self-development, the
celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
CONTENT STANDARD
The learner …
Demonstrates understanding of the characteristics and

features of the music of the Classical period
The learner …
Sings and performs themes of symphonies and other instrumental

forms

GRADE 9
Unit 2
INTRODUCTION:
In this module, you will learn the historical and cultural
background of the Classical era. In the history of Western music, the
term Classical refers to the period from 1750-1820. During this
time, there were significant changes in musical forms and style
distinguishing the music from those of the previous era. New music
forms emerged such as sonata, concerto, and symphony.
The development of the Sonata form led to more large-scale

works and other long instrumental compositions such as
symphonies, concertos and overtures.
In this module, you will also learn of the development of

classical opera such as the Opera Seria and Opera Buffa which
became popular among the different social classes.
The life and music of Franz Josef Haydn, Wolfgang Amadeus

Mozart and Ludwig Van Beethoven, the three greatest and most
famous composers of the Classical era will be discussed in the
following pages.
OBJECTIVES:
to:
At the end of the module you, as a learner, are expected
 Narrate the life and works of classical composers

after video and movie showing
 Relate classical music to its historical and cultural background
 Explain the performance practice (setting,
composition, role of composers/performers, and
audience) during classical period
 Listen perceptively to selected classical period music
 Describe the musical elements of given classical period pieces
 Analyze the sonata allegro form
 Sing themes or melodic fragments of given
classical period pieces
 Explore other arts and media that portray classical elements
 Improvise appropriate accompaniment to given short
and simple classical pieces

GRADE 9
Unit 2
PRE-ASSESSMENT:
Identify the term being described. Write the letter that
corresponds to your answer on the space provided.
1. A musical work with different movements for an

instrumental soloist and orchestra
a. SYMPHONY c. CONCERTO
b. SONATA d. RONDO
2. A section of the sonata allegro form where the
themes are introduced
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. THEME AND VARIATION
3. The general texture of Classical music
a. MONOPHONIC c. HETEROPHONIC
b. HOMOPHONIC d. POLYPHONIC
4. The term for serious opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA
5. The most important form that was developed during the
classical era and usually the form of the first movement
of a sonata or symphony
a. MINUET c. RONDO
b. SONATA ALLEGRO d. SYMPHONY
6. It repeats the themes as they first emerged in the
opening exposition
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. SONATA
7. A musical composition designed to be played by the full orchestra
b. SONATA d. CANTATA
8. The term for Italian opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA
9. It is a multi-movement work for solo instrument

b. SONATA d. CANTATA
10. It is called “The Age of Reason”
a. MEDIEVAL c. BAROQUE
b. RENAISSANCE d. CLASSICAL

GRADE 9
Unit 2
REFLECTION:
1. List down all the musical terms you are familiar with.
2. What do you know about Classical era?
3. Write down what you want to know at the end of this module:
I would like to know about

I would like to understand
I would like to perform
Nowadays, people listen to current and new musical

genres such as pop, rock, R & B, and other 20 th century
music and are unaware of the music of the past. Let us
listen to some selected music of the Classical Period.
Suggested listening resources
o W.A. Mozart Serenade in G minor (Eine Kleine

Nachtmusik)
http://www.youtube.com/watch?
o v=o1FSN8_pp_o
W. A. Mozart Rock version of Eine Kleine

Nachtmusik
http://www.youtube.com/watch?v=OL0T-
q50s9A
o W. A. Mozart Jazz version Eine Kleine Nachtmusik

v=wY9P5z3CQ10

GRADE 9
Unit 2
WHAT TO KNOW
In this part of the module, you will be provided with
information about the historical background, instrumental and vocal
music, and the great composers of the classical period.
MUSIC OF THE CLASSICAL PERIOD (1750-1820)

The classical era, also called “Age of Reason”, is the period
from 1750- 1820. The cultural life was dominated by the
aristocracy, as patrons of musicians and artists who generally
influenced the arts. Significant changes in musical forms and styles
were made.
In the middle of the 18 th century, Europe began to move

toward a new style in architecture, literature, and the arts, known as
Classicism. It was also pushed forward by changes in the economic
order and in social structure. Instrumental music was patronized
primarily by the nobility.
Important historical events that occurred in the West during

this era were the French Revolution and the Napoleonic Wars, the
American Declaration of Independence in 1776 and the American
Revolution.
The term “classical” denotes conformity with the principles

and characteristics of ancient Greece and Roman literature and art
which were formal, elegant, simple, freed and dignified. The same
characteristics may also describe the melodies of classical music.
Harmony and texture is homophonic in general. The dynamics of
loud and soft were clearly shown through the extensive use of
crescendo and diminuendo. A style of broken chord accompaniment
called, Alberti Bass was practiced.
The great composers of the period were: Franz Joseph

Haydn, Wolfgang Amadeus Mozart, and Ludwig Van Beethoven.
Sonata, Concerto, and Symphony are the instrumental forms

developed during this era while Opera Seria and Opera Buffa are the
two vocal forms.

GRADE 9
Unit 2
INDIVIDUAL ACTIVITY:
“WORD MAZE”
Pick the words from the maze that relate to the classical period.
Write your answer on the blanks.
Mozart
Alberti Bass
Polyphonic
Beethoven
Madrigal
Sonata
Bach
Opera Buffa
Concert
o
Homophoni
c
Oratori Opera
o Seria
1. 6.
2, 7.
3. 8.
4. 9.
5. 10.

GRADE 9
Unit 2
Works of Haydn, Mozart and Beethoven are still

popular today. Their compositions are now commonly used as
music to animated series of popular cartoon companies such
as Looney Toons, Warner Brothers, 20th Century Fox, Pixar,
etc. Beethoven’s music was used in one of the films for
children and Little Einstein’s animated series also features
the music of the great composers Beethoven, Haydn and
Mozart.
“Music & Match”
Listen to each recording then match the title of the cartoon

show/movie in column B to the title of the music in column A. Write
your answer on the blank before each number.
A B
1. Piano Sonata No 11 in A major (Rondo) 3 mov.
rd
a. Mr. Bean
2. Piano Sonata no 14 in C#m (Moonlight) 1 mov. b. Little Einstein’s
st
3. Symphony No. 5, Op. 67, Cm c. Tom & Jerry

4. Fur Elise d. Popeye
5. Eine Kleine Nachtmusik e. The Ring
f. Backyardigan

GRADE 9
Unit 2
COMPOSERS OF THE CLASSICAL PERIOD:
Image painted by Thomas Hardy (1791), currently located at College of Music Museum of
Instruments, downloaded from Wikimedia.org
FRANZ JOSEPH HAYDN (1732-1809)
Franz Joseph Haydn is one of the most prominent composers of

the classical period. His life is described as a “rags-to-riches” story.
He came from a poor family and his music led to his rise in social
status. He was hired by rich patrons and eventually became a
musical director for the Esterhazy family for 30 years.
His music reflects his character and personality: mainly calm,

balanced, serious but with touches of humor. He was able to
compose over 100 symphonies and developed them into long forms
for a large orchestra. He was named, “Father of the Symphony”
although he excelled in every music genre of the period. Most of his
symphonies have nicknames such as the “Surprise Symphony”, “The
Clock”, “The Military”. He also wrote chamber piano music and choral
works.
Suggested listening resources for Haydn’s instrumental works
o F.J. Haydn Symphony No.94 in G Major "Surprise” 2nd

movement http://www.youtube.com/watch?
v=lLjwkamp3lI
o F. J. Haydn Symphony No. 101 in D major, “The
Clock” http://www.youtube.com/watch?
v=i1L6p4B2hBs

GRADE 9
Unit 2
o F. J. Haydn Symphony No. 100 in G major,

“Military” http://www.youtube.com/watch?
v=lGyGBRXfy10

GRADE 9
Unit 2
Image painted by Barbara Krafft (1819), photo taken by Otto Erich (1965) from Mozart:
A Documentary Biography. Stanford University Press. Downloaded from Wikimedia.org
WOLFGANG AMADEUS MOZART (1756-1791)
Wolfgang Amadeus Mozart is a child prodigy and the most

amazing genius in musical history. At age five, he was already
playing the violin and the harpsichord; at six, he was recognized as
an exceptional pianist and, at seven, he was already composing
excellent music. At age thirteen, he had written sonatas, concertos,
symphonies, religious works, and operas and operettas.
He experimented in all kinds of music and composed over 700

works. Unfortunately, due to mismanaged finances he lived his life
in poverty, died young and was buried in an unknown grave. He
composed wonderful concertos, symphonies and opera such as “The
Marriage of Figaro” (1786), “Don Giovanni (1789), and “The Magic Flute”
which became popular. Other known works: Eine Kleine Nachtmusik,
Symphony No. 40 in G Major, and Sonata No. 11 in A Major K311.
Suggested listening resources for Mozart’s instrumental works:
o W. A, Mozart Piano Sonata No. 16 in C major,

K. 545 (so-called facile or semplice sonata)
http://www.youtube.com/watch?v=yi_E-Hu_Rb0
o W. A. Mozart: Piano Sonata No. 11, K331 in A Major, 1st mov.

(Andantegrazioso) http://www.youtube.com/watch?

GRADE 9
Unit 2
v=24_4VUU4qqM

GRADE 9
Unit 2
o W.A. Mozart Symphony No. 40 in G minor, 1st mov. (Molto

Allegro) http://www.youtube.com/watch?v=l45DAuXYSIs
o W. A. Mozart Serenade in G minor (Eine Kleine

Nachtmusik) http://www.youtube.com/watch?
v=o1FSN8_pp_o
Image painted by Joseph Kal Stieler (1820) currently located at Beethoven Haus, downloaded from
Wikimedia.org.
LUDWIG VAN BEETHOVEN (1770-1827)
Ludwig Van Beethoven was born in Bonn, Germany to a family of

musicians and studied music at an early age. He was the composer
who bridged the late Classical era and the early Romantic era. He
was a talented pianist and composer. His famous compositions
include 32 piano sonatas, 21 set of variations, 9 symphonies, 5
concertos for piano, 16 string quartets and choral music.
His works include the “Missa Solemnis” (1818-1823) and opera

“Fidelio” (1805). His known symphonies are: Symphony No. 3 (Eroica),
No. 5, No. 6 (Pastoral), No. 9 (Choral), which adds voices to the
orchestra. He began to go deaf in 1796 but this did not become a
hindrance. He continued composing through the help of an assistant
and hearing gadget. Some of his famous compositions were made
when he was deaf.
GRADE 9
Unit 2
Characteristics of Beethoven’s works:
- His music veered toward larger orchestras.

- Sound was centered on the violas and lower registers of
the violins and cellos to give his music a darker mood.
- All themes in a piece are tied together by one motif.
- He developed musical themes and motifs extensively by
means of modulation
- He used more brass instruments and dynamics
Suggested listening resources for Beethoven’s instrumental works:
o L. V. Beethoven Piano Sonata no 14 in c sharp minor (Moonlight)

1st mov. Op. 27 no 2 (adagio sostenuto)
http://www.youtube.com/watch?v=YmVCcF42f-0
o L.V. Beethoven Piano Concerto no. 1 in C major

op. 15 http://www.youtube.com/watch?
v=SFfUcQQbwsE
o L.V. Beethoven Piano Concerto no. 5 “Emperor” in E flat

major op. 73 http://www.youtube.com/watch?v=zYl6iI4l9gA
o L.V. Beethoven Symphony No. 5, Op. 67, C

Minor http://www.youtube.com/watch?
v=FqvLfMigm3I
Rock version - http://www.youtube.com/watch?v=c9EICNAvc1Q
o L.V. Beethoven Symphony No. 9, Op. 125, d minor

“Choral” http://www.youtube.com/watch?
v=w6E3xem_c2w http://www.youtube.com/watch?
v=Iq-3B6xfNpY
In the middle of the 18th century, Europe began to

move toward a new style in architecture, literature, and
the arts, known as Classicism. It was also pushed
forward by changes in the economic order and in social
structure. Instrumental music
was patronized primarily by the nobility.
GRADE 9
Unit 2
VOCAL and INSTRUMENTAL MUSIC
SONATA
A multi-movement work for solo instrument, Sonata came from

the word “Sonare” which means to make a sound. This term is
applied to a variety of works for a solo instrument such as keyboard
or violin.
Below is an excerpt from the 3 movements of the Sonata No. 16 in C

Major K545 by W.A. Mozart. Listen to each phrase of the movement.
1st Movement: Allegro – fast
Albeti Bass
2nd Movement: Slow tempo: (Andante, Largo, etc.), mostly lyrical and
emotional.

GRADE 9
Unit 2
3rd Movement: Minuet: It is in three-four time and in a moderate or fast

tempo.
SONATA ALLEGRO FORM
The most important form that developed during the classical era
consists of 3 distinct sections: Exposition, Development and
Recapitulation.
1. Exposition - the first part of a composition in sonata form that

introduces the theme
2. Development is the middle part of the sonata-allegro form

wherein themes are being developed

GRADE 9
Unit 2
3. Recapitulation - repeats the theme as they first emerge

in the opening exposition
To the Illustrator: Add a diagram to show parts of sonata allegro and

sonata
CONCERTO
Concerto is a multi-movement work designed for an

instrumental soloist and orchestra. It is a classical form of music
intended primarily to emphasize the individuality of the solo
instrument and to exhibit the virtuosity and interpretative abilities
of the performer. The solo instruments in classical concertos include
violin, cello, clarinet, bassoon, trumpet, horn and piano. A concerto
has three movements: fast, slow, and fast.
3 movements:
1st Movement: Fast: Sonata-allegro form with expositions of

the orchestra and then by the soloist.
2nd Movement: Slow: Has more ornamentation than the First

movement.
3rd Movement: Fast: Finale: usually in a form of rondo,

resembling the last movement of the symphony and usually a
short cadenza is used.

GRADE 9
Unit 2
Below is an excerpt of the 1st musical score of the 1st movement of

the “Emperor” concerto by Beethoven
Note that the solo instrument here is the piano.

GRADE 9
Unit 2
To the Illustrator: Mark the parts played by identified instruments and

number each measure.

GRADE 9
Unit 2

GRADE 9
Unit 2

GRADE 9
Unit 2

GRADE 9
Unit 2
SYMPHONY
A multi-movement work for orchestra, the symphony is

derived from the word “Sinfonia” which literally means “a
harmonious sounding together”. It is a classical music for the whole
orchestra, generally in four movements.
4 movements of the symphony:
1st Movement: Fast: Sonata-allegro form

2nd Movement: Slow : gentle, lyrical – typical ABA form or theme and
variation
3rd Movement: Medium/Fast: uses a dance form (Minuet or
scherzo) 4th Movement: Fast: typically Rondo or Sonata form
Below is an example of theme from “Surprise Symphony” by Haydn
As the 18th century progressed, instrumental

music was patronized primarily by the
nobility which led to the rise of public taste
for “comic opera”.
The music was mostly of a simple yet

pleasant character, while the singing was
highly flexible and sensitive and could freely
GRADE 9
Unit 2
CLASSICAL OPERA
Opera is a drama set to music where singers and musicians

perform in a theatrical setting. The two distinct styles of opera,
Opera Seria and Opera Buffa, were developed during the Classical
Period. The Opera Seria (serious opera) usually implies heroic or
tragic drama that employs mythological characters, which was
inherited from the Baroque period. “Idomeneo” by Mozart is an
example of Opera Seria. The Opera Buffa (comic opera) from Italy
made use of everyday characters and situations, and typically
employed spoken dialogues, lengthy arias and was spiced with sight
gags, naughty humor and social satire. “The Marriage of Figaro”, “Don
Giovanni”, and “The Magic Flute” are examples of popular Opera Buffa
by Mozart.
Suggested listening / viewing resources:
o “Queen of the Night” (an aria from “The Magic

Flute”) http://www.youtube.com/watch?
v=pzMScwFKIfk
o Excerpt from Mozart's "The Magic Flute"

http://www.youtube.com/watch?v=pc4VT0CId54
o Excerpts from “Don Giovani”

v=w08bx7NZ62E
o W. A. Mozart “Idomeneo”
http://www.youtube.com/watch?v=AHK4yfM54eo
WHAT TO PROCESS
The lists of activities are provided for you to have a deeper
understanding and appreciation of Classical music. The activities
will also help you develop your ability to analyze music through
listening. But first, let’s have a recap on Classical music.
The music of the Classical era has a lighter and clearer

texture. It is mainly homophonic. The melody is simple and easy to
remember. There is extensive use of dynamics; phrases are very
regular and of the same length.

GRADE 9
Unit 2
Listening to Classical music might not be your choice because

most of you would rather sing songs or listen to music which for you
would give enjoyment and would make you feel good. But without
you knowing it, sometimes you are already actually singing or
listening to Classical music.

GRADE 9
Unit 2
Let us see if you can still recognize some of the music that will
be used in the following activities.
Procedure:
Describe the music of W.A. Mozart’s Piano Sonata No 11 in A major K

331 (Rondo) 3rd movement and answer the questions below.
1. What is the meter?

2. What is the tempo?
3. What dynamics were used?
4. What is the texture?
Reflection Questions: (for group sharing)
1. Describe the melody. (direction, range, register, phrases, etc.)

2. Is this music familiar to you? Where did you first hear it?
GROUP ACTIVITY:
Procedure:
1. Listen to each selected music from the Renaissance,

Baroque and Classical period
2. Describe each musical piece
3. In the chart next page, put a check in the box of the
corresponding characteristic element

GRADE 9
Unit 2
COMPOSITION
TITLE OF THE
DYNAMICS
MELODY
TEMPO
PERIOD IN
TEXTURE
MUSIC
Homophonic
Renaissance
Monophonic
Mostly Loud
Mostly Soft
Polyphonic
Moderate
Classical
Complex
Baroque
/Tuneful
Simple
Slow
Fast
John Dowland Fine
Knacks for Ladies
G. F. Handel
Halleluia Chorus
L. V. Beethoven
Symphony No. 9, Op.
125, D Minor “Choral”
Symphony No. 9
REFLECTION:
1. Describe and differentiate the elements of the 3 compositions.

2. Which music is familiar to you? Where did you hear it?
3. Among the three compositions, which did you like the most? Why?

GRADE 9
Unit 2
GROUP ACTIVITY:
“NAME THAT TUNE”
Procedure:
1. Divide yourselves into 4 groups

2. Listen to the given composition
3. Identify whether it is a Sonata, a Concerto or a Symphony
4. Choose your group representative who will write the
answer on the board
5. Each correct answer is equivalent to 1 point. (Additional 1
point will be given to your group if you will be able to
identify the title and another 1 point for the name of the
composer)
6. The group with the highest score wins the game.
Reflection: (for group sharing)
1. Which among the compositions are you familiar

with? a Sonata,
2. How were you able to determine whether the is
music Concerto or a Symphony? a pop
3. Which do you prefer: listening to classical to
music or Why? music?
“Music Analysis”
Procedure:
1. Listen to Eine Kleine Nachtmusik by W. A. Mozart

2. As you listen to the music, follow the musical score on the
next page (opt.: To follow the musical score you may tap the
beat counting 4 for each measure)
3. Each measure has a number on top of the staff. Encircle the
measure where the exposition, development and
recapitulation starts and ends. Write the number of the
measure on the blanks

GRADE 9
Unit 2
EXPOSITION
DEVELOPMENT
RECAPITULATION

GRADE 9
Unit 2
1 2 3 4

GRADE 9
Unit 2

GRADE 9
Unit 2

GRADE 9
Unit 2

GRADE 9
Unit 2
ACTIVITY:
FILM VIEWING: You will be watching one of the films below

AMADEUS
BEETHOVEN
IMMORTAL
BELOVED
BEETHOVEN LIVES UPSTAIRS
Reflection Questions: (Share with the group and then with the class)
1. What is the movie all about?

2. Who are the main characters?
3. When and where was the story set?
4. Who is your favorite character in the movie? Why?
5. What part of the film did you like best? Why?
6. Analyze the use of music in the film. Did it enhance the filmmaker’s story?
7. What did you learn from the story?
8. What are the great qualities/traits of the composer that inspire you?
WHAT TO UNDERSTAND
Music of the Classical Era is usually associated with the

nobility. During that time most of the members of the nobility
would financially support the musicians. Music was played in the
courts which make the music of the classical era more familiar to
the nobility than the lower classes.
This association of the rich and Classical music is still being
experienced in some parts of the world.
However, with the dawn of radio and TV, classical music
may now be experienced by the masses.
In this stage, you are given the opportunities to have a deeper

understanding of the importance of Classical music. The given
activities here will also give you a chance to show and enhance your
talents through composition and performance.

GRADE 9
Unit 2
GROUP ACTIVITY:
“Commercial Break”
Procedure:
1. You will be divided into 4 groups.

2. Each group will be assigned to advertise a product of your
own choice wherein classical music will be used as
background music.
3. You will perform in front of the class.
Criteria for grading:
1. Choice of music (must be a Classical Period piece and appropriate

for the product)-----------------------------------------------------30%
2. Originality (use of own concept)-----------------------------40%
3. Creativity (use of props, costumes)------------------------ 30%
TOTAL 100%
GROUP ACTIVITY:
“STORY SINGING”
Procedure:

2. Each group will create an original story and turn it into a
song by adapting a tune or music (of their choice) of the
Classical era.
3. You can create or improvise an instrumental or
rhythmic accompaniment for your song.
Criteria for grading:
1. Choice of music (must be classical and appropriate)- 30%

2. Originality (content of lyrics)----------------------------------30%
3. Voice Quality (pitch, projection)----------------------------- 40%
TOTAL 100%

GRADE 9
Unit 2
WHAT TO PERFORM
At this stage you will showcase your creativity and talents
through performance such as singing, acting, dancing as well as
directing and creative writing.
GROUP ACTIVITY:
“On Stage”
Procedure:

2. Each group will create a short musical production (30
minutes) on either the life of Haydn, Mozart or Beethoven.
3. Use the music/compositions of your chosen composer as
your background, accompaniment for your dance, and song.
4. Your group can create or improvise an instrumental accompaniment.
RUBRIC
Criteria 5 4 3 2 1
1. All instructions Most of Some of
At all Hardl Neve
were followed times
the the time
y r
time
Good Can sing
Good Cannot
2. Singing (Voice singing but has a
singing sing but Cannot
voice but hard time
quality) voice and can hum sing at
sometim following
sing in a few all
es not in the tune
tune lines
tune
Can dance
Can
3. Dancing (Grace Can Can but
dance
dance dance sometime Can hardly
and well and and in s not in
but not
dance
Synchronization) in synch
in synch synch synch
with the
with the with the with the
music
music music music
4. Acting and Needs
Excellent Good Satisfactor Fair
Directing y
Improvemen
t
5. Over all Needs
Excellent Good Satisfactor Fair
Production Improvemen

GRADE 9
Unit 2
t
y
TOTAL POINTS:

GRADE 9
Unit 2
GROUP ACTIVITY:
“Sing it to the Classic!”
Procedure:

2. Each group will create a short poem with a theme on the
Classical Era (opt.) or any theme of their choice.
3. Your group will recite or rap the poem and use music of the
Classical Period as your accompaniment. (Example: melody
of Beethoven’s Symphony No. 9, “Ode to Joy”)
RUBRIC
Criteria 5 4 3 2 1
Most of Some of
At all Hardl Neve
1. All times
the the time
y r
instructions time
were
followed
Good Good Can g but
Cannot
singing singing sin
has a hard sing but Cannot
voice voice but
2. Singing (Voice time can hum sing at
and sometim
quality) following a few all
singing es out of
the tune lines
in tune tune
Needs
Excellent Good Satisfactory Fair
3. Originality of Improvemen
t
Composition
Needs
Excellent Good Satisfactory Fair
5. Over all Improvemen
t
Performance
TOTAL POINTS:

GRADE 9
Unit 2
SUMMARY
At the end of the unit, you must have knowledge of the
following concept.
Classical music refers to the period from 1750-1820. It is also

known as the “Age of Reason” or “Age of Enlightenment” because
reason and individualism rather than tradition were emphasized in
this period.
During this period, different instrumental forms of music were

developed. These were sonata, concerto and symphony. The three
greatest and most popular composers of the period are: Franz Josef
Haydn, Wolfgang Amadeus Mozart and Ludwig Van Beethoven.
GLOSSARY
Alberti Bass - a special type of broken chord accompaniment
where the chord is played in this order: lowest
note - highest note - middle note - highest note
then repeats the pattern to create a smooth,
sustained, flowing sound
Allegro - quickly, in a brisk lively manner

Andante - in a moderately slow tempo
Cadenza - an improvised passage or ornamentation performed
by a soloist or group of soloists that allows a
display of virtuosity often placed near the end
of a piece.
Cantata - a choral composition with instrumental
accompaniment, typically in several
movements.
Classical era - the period from 1750-1820 called the Age of
Reason.
Concerto - a major instrumental work for solo instrument with
orchestral accompaniment
Crescendo - gradually becoming louder
Diminuendo - gradually becoming softer
Development - middle part of the sonata-allegro form wherein
themes are being developed
GRADE 9
Unit 2
Exposition - the first part of a composition that introduces

the
themes that will be developed through the piece
Homophonic - a melody accompanied by chords

GRADE 9
Unit 2
Largo - a very slow tempo.

Minuet - a slow, stately ballroom dance for two in triple time.
Opera - a drama set to music
Opera buffa - opera in Italy that is full of fun and frivolity
Opera comique - comic opera in France,
Opera Seria - an opera based on a serious plot that usually
revolves around mythological beings such
as gods and goddesses
Recapitulation - a part of a musical piece, found usually near the
end, that repeats the earlier themes
Rondo - a musical form that alternates the main
theme and its contrasting themes usually
found in the final movement of a sonata
or concerto
Scherzo - a vigorous, light, or playful composition
comprising a movement in a symphony or
sonata.
Singspiel - 18th century German musical comedy
featuring songs and ensembles
interspersed with dialogue.
Sonata - any instrumental composition that has
several movements with variation in key,
mood, or tempo
Symphony - a musical composition for the whole
orchestra generally in four movements;
also a sonata for orchestra.
Theme and Variation - a musical form where the theme is presented in a
simple unadorned manner then repeats the
theme several times with ornamentations
REFERENCES
Books
Perez, V. V. et al. (2008). MAPEH-CAT IV. Quezon City: St.

Bernadette Publishing House Corporation.
Wright, Craig. (2013). The Essential Listening to Music, 6th ed.. Canada:
Schirmer Cengage Learning.
Wright, Craig. (2008, 2004). Listening to Music, 5th ed.. Belmont, CA.,
USA: Thompson Higher Education.

GRADE 9
Unit 2
Websites
http://library.thinkquest.org/27927/Classical_concerto.htm
Retrieved: Nov. 5, 2013
http://petrucci.mus.auth.gr/imglnks/usimg/c/ca/IMSLP94587-
PMLP01855- http://www.free-scores.com/download-sheet-
music.php?pdf=23862
http://www.ask.com/question/opera-seria
Retrieved: Nov. 4 2013
http://upload.wikimedia.org/wikipedia/commons/1/1e/Wolfgang-
amadeus mozart_1.jpg Retrieved: Nov. 4, 2013
http://commons.wikimedia.org/wiki/File:Beethoven.jpg
http://en.wikipedia.org/wiki/File:Haydn_portrait_by_Thomas_Hardy_(small).jpg
http://www.free-scores.com/download-sheet-music.php?pdf=23862
Retrieved: Feb. 16, 2014
file:///C:/Users/mean/Desktop/Mozart_Piano_Sonata_K_545.pdf
Retrieved: Feb. 16, 2014
Suggested listening resources:
W. A. Mozart Piano Sonata No. 16 in C major,

K. 545 (so-called facile or semplice sonata)
http://www.youtube.com/watch?v=yi_E-Hu_Rb0 (retrieved 11/5/13)
W. A. Mozart - Piano Sonata No 11 in A major K 331 (Rondo) 3rd movement

http://www.youtube.com/watch?v=Rgq3OTSRVBc (ret. 11/6/13)
W. A. Mozart Piano concerto n. No. 21 in C major, K.467

http://www.youtube.com/watch?v=G1bMPi2aw1A (ret. 11/6/13)
W. A. Mozart, Symphony No. 40 in G minor, 1st movement (Molto Allegro)

http://www.youtube.com/watch?v=l45DAuXYSIs (ret. 11/6/13)
W. A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)

http://www.youtube.com/watch?v=o1FSN8_pp_o (ret. 11/6/13)
Rock version - http://www.youtube.com/watch?v=OL0T-q50s9A (ret. 11/5/13)
Jazz version - http://www.youtube.com/watch?v=wY9P5z3CQ10 (ret. 11/6/13)
W. A. Mozart Queen of the Night (an aria from The Magic Flute)
http://www.youtube.com/watch?v=pzMScwFKIfk (ret. 11/5/13)

GRADE 9
Unit 2
Excerpt from Mozart's "The Magic Flute" (ret. 11/5/13)

http://www.youtube.com/watch?v=pc4VT0CId54
W. A. Mozart excerpts from Don Giovani http://www.youtube.com/watch?

v=w08bx7NZ62E (ret, 11/513)
W. A. Mozart exceprts from Idomeneo

http://www.youtube.com/watch?v=AHK4yfM54eo (ret. 11/7/13)
L. V. Beethoven Piano Sonata no 14 in c sharp minor

(Moonlight) 1st movement op. 27 no. 2 (adagio sostenuto)
http://www.youtube.com/watch?v=YmVCcF42f-0 (ret.
11/7/13)
L. V. Beethoven Piano Concerto no. 1 in C major op. 15

http://www.youtube.com/watch?v=SFfUcQQbwsE (ret. 11/7/13)
L. V. Beethoven Piano Concerto no. 5 “Emperor” in E flat major op. 73

http://www.youtube.com/watch?v=zYl6iI4l9gA (ret. 11/7/13)
L. V. Beethoven Symphony No. 5, Op. 67, C Minor

http://www.youtube.com/watch?v=FqvLfMigm3I (ret. 11/7/13)
Rock version - http://www.youtube.com/watch?v=c9EICNAvc1Q (ret.
11/7/13)
L. V. Beethoven Symphony No. 9, Op. 125, D Minor
“Choral” http://www.youtube.com/watch?
v=w6E3xem_c2w (ret. 11/7/13)
http://www.youtube.com/watch?v=Iq-3B6xfNpY (ret.
11/7/13)
F.J. Haydn Symphony No.94 in G Major "Surprise” 2nd movement

http://www.youtube.com/watch?v=lLjwkamp3lI
F. J. Haydn Symphony No. 101 in D major, “The Clock”

http://www.youtube.com/watch?v=i1L6p4B2hBs (ret. 11/7/13)
F. J. Haydn Symphony No. 100 in G major, “Military”

http://www.youtube.com/watch?v=lGyGBRXfy10 (ret. 11/7/13)
John Dowland Fine Knacks for Ladies

http://www.youtube.com/watch?v=dabqyiJZN0c (ret. 2/19/14)
GRADE 9
Unit 2
G. F. Handel Hallelujah Chorus from Messiah

http://www.youtube.com/watch?v=IUZEtVbJT5c (ret. 2/19/14)

GRADE 9
Unit 3

GRADE 9
Unit 3
RO ROMANTIC MUSIC Page 64

GRADE 9
Unit 3

The learner demonstrates an understanding of basic concepts
and processes in music and art through appreciation, analysis and
performance for his/her self-development, celebration of his/her
Filipino cultural identity and diversity, and expansion of his/her world
vision.

world vision.

Western music and the arts from different historical periods, through
appreciation, analysis, and performance for self-development, the
celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
CONTENT STANDARD
The learner demonstrates understanding of characteristic
features of instrumental Romantic music
The learner sings and performs themes of selected instrumental

pieces of the Romantic Period.
RO
ROMANTIC MUSIC Page 65
GRADE 9
Unit 3
INTRODUCTION:
Romantic music refers to Western music composed in the late

18th century to the 19th century. Composers and artists believed in
letting their imagination and passion be seen through their works.
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 Berlioz’s “Symphonie Fantastique.” Some of the other
famous composers of the period are Franz Liszt, Frederic Chopin,
Camille Saint-Saëns, Robert Schumann and Peter Ilyich Tchaikowsky.
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.
OBJECTIVES:
At the end of this module you, as a learner, are expected to:
 Narrate the life and works of Romantic composers after the

video and movie showing
 Relate Romantic period music to its historical and cultural background
 Explain the performance practice during the Romantic period
 Listen perceptively to selected Romantic period music
 Describe musical elements of given Romantic period pieces
 Sing themes or melodic fragments of given Romantic period pieces
 Explore other arts and media that portray Romantic period elements
 Improvise appropriate instrumental accompaniment to given
short and simple Romantic period pieces
RO
GRADE 9
Unit 3
PRE-ASSESSMENT:
I. Read the questions carefully and choose the correct answer.
1. Frederick Chopin wrote most of his music for the

following instrument.
a. Violin b. Flute
c. Piano d. Orchestra
2. What does the term “Nationalism” means?
a. Being patriotic
b. Having a strong feeling for one’s nation
c. Pride in one’s own composition
d. Pride for another country or culture
3. Name the composer who bridged the Classical
Period to the Romantic Period.
a. Bach b. Bruckner
c. Berlioz d. Beethoven
4. Which of these is not a characteristic of the romantic period?
a. A freedom in writing and designing an intense
personal expression of self-emotion
b. Has a rich variety of piece types
c. Has a shape and unity of the theme
d. The textures are more expressive
e. None of the above
5. Which one of the following is not a type of Program music?
a. Song cycle c.Concert overture
b. Symphonic poem d. Incidental music
II. Identify the composers of the Romantic period from each column.
1 2 3 4 5
Johann
Ludwig van Richar Arnold
Sebastian Franz Liszt
Beethoven d Schoenberg
Bach
Wagne
r
Robert Camille Claude
Franz Igor
Schumann Saint- Debussy
Schubert Stravinsky Saëns
Wolfgang
Amadeus Ryan Ramon Edward Frederic
Mozart Cayabyab Santos Grieg Chopin
RO
GRADE 9
Unit 3
WHAT TO KNOW
MUSIC OF THE ROMANTIC PERIOD 1820-1910
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.
Nationalism was also incorporated in the music of the Romantic

period. An example of a composition that shows nationalism is the
Polonaise of Frederic Chopin, which is a dance composition for piano
and is famous in Poland until today.
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.
VIOLIN AND STRINGS MUSIC
NICCOLO PAGANINI
He was born in October 27, 1782 in

Genoa, Italy in a family of six children. His
musical skills started with playing the
mandolin at the age of five. He eventually
transferred his training to the violin at the
age of seven with different violin
professors in Italy. His violin teachers could
not keep up with the progress of his violin
skills that he kept on transferring from one
violin teacher to another. This led him to
adopt all his teachers’ influences in playing
the violin.
RO
GRADE 9
Unit 3
Paganini became the most famous violin virtuoso in the world.

However, together with his fame came the rumors about his amazing
violin skills that was said to be a gift from the devil and that he sold his
soul in exchange for those skills. He was also rumored to have a
problem with women and gambling.
His compositions inspired a lot of other composers such as Franz

Liszt, Frederic Chopin and Robert Schumann.
Some Works of Niccolo Paganini:

 “La Campanella”
 24 Caprices for Solo Violin, Op. 1
 Concerto No. 1 in Eb , Op. 6
 15 Quartets for Guitar and Strings Trio
 The Carnival of Venice
PIANO MUSIC
Piano music of the Romantic period was filled with innovations.

Most of the compositions require a high level of virtuosity. Some were
reinventions of sonatas from the Classical era.
Today, some piano compositionsfrom the Romantic period

havebeen adapted into songs. An example of this isChopin’s Etude
Op. 10, No. 3 in E major that was used for the song “No Other Love”.
1. FREDERIC CHOPIN
Frederic Chopin was known as the

“Poet of the Piano”. He was born on March
1,1810 in Zelazowa, Poland.
Frederic Chopin began to play piano

at age 4. He composed polonaise at the
age of 7. He studied piano at Warsaw
Conservatory under Wilhelm Würfel and
most of his music was influenced by folk
music. He finished his formal education at
the higher school in 1829 and soon
traveled to Europe giving concerts in
places such as Vienna, Munich, Paris, and
London. He wrote almost exclusively for
piano. He made extensive use of piano
pedal in most of his compositions.
Chopin composed almost primarily for the piano and some of his most
well known compositions are Fantasie in F minor, Op. 49, Revolutionary
RO
GRADE 9
Unit 3
Etude, Op. 10, No. 12 and 24 Preludes, Op. 28.
RO
GRADE 9
Unit 3
In 1831, Chopin arrived in Paris and met other legendary composers

such as Franz Liszt, Felix Mendelssohn and Robert Schumann. During
this time in Paris, Chopin met and married the famous French writer
George Sand which later became a source of inspiration as well as a
maternal figure in Chopin’s life. In the latter part of Chopin’s life, his
health began to decline and he was diagnosed with pulmonary
tuberculosis. Chopin died on October 17, 1849, in Paris. Chopin’s music
is recognized worldwide for its beauty and his works on the piano are
mainstays in the piano repertoire.
Some of hismusic is characterized byits beautiful tone, rhythmic

flexibility, grace and elegance. Some of his compositions like mazurkas
and polonaise express his love for Poland.
Chopin is famous for the following:
 BALLADE- a verse form or narrative that is set to music

 ETUDE –a piece composed for the development of a specific technique.
 MAZURKA - a Polish dance in triple time signature
 NOCTURNE - an instrumental composition of a pensive,
dreamy mood, for the piano
 POLONAISE - aslow Polish dance in triple time that consists of a
march or procession
 PRELUDE - a short piece of music that can be used as a
preface, and introduction to another work or may stand on its
own
 WALTZ - aGerman dance in triple meter
 IMPROMPTU–a short free-form musical composition usually
for a solo instrument, like the piano
 SCHERZO - a musical movement of playful character,
typically in ABA form
 SONATA - composition for one or more solo instrumentsusually
consisting of three or four independent movements varying in
key, mood, and tempo
RO
GRADE 9
Unit 3
2. FRANZ LISZT
The best word that describes the

works of Franz Liszt is “virtuosity”. He was
known as the virtuoso pianist, a composer
and the busiest musician during the
romantic era. He played and studiedin
Vienna and Paris whileperforming in
concerts inthe rest of Europe.
Liszt was born in the village Doborjan,

Hungary. He displayed remarkable talent at
a young age and easily understood sight
reading.His father was his first teacher at
age six. A turning point came when, in his
early twenties, Liszt heard
the virtuoso violinist NiccoloPaganini perform so he decided to
dedicate himself in becoming a virtuoso pianist.
He was known for his symphonic poemswhere he

translatedgreat literary works into musical compositions. He also made
piano transcriptions of operas and famous symphonies. Many of his
piano compositions are technically challenging pieces.
He was also known with his generosity in sharing time and

money to the orphans, victim of disasters and the many students he
taught music for free.
Some of Liszt’s Piano works:
 La Campanella
 Liebestraume No. 3
 Liszt's "Hungarian Rhapsodies" were originally written for solo
piano, but many were arranged for orchestra or other
combinations of instruments.The Hungarian Rhapsody No.2 is the
most popular and was the basis for the Tom & Jerry cartoon
called the Cat Concerto
 Un Sospiro
 Sonata in B Minor
 Arrangements of the 9 Beethoven Symphonies
 Transcriptions of Lieder by Schubert
ORCHESTRAL COMPOSITION
 Symphonic Poems (Hamlet, Les Preludes)
RO
GRADE 9
Unit 3
3. ROBERT SCHUMANN
One of the famous Romantic

composers that beautifully combined
music and words is Robert
Schumann. He was a composer and
music critic.
Robert Alexander Schumann

was born in 1810 in Zwickau. His
father wanted him to study law and
so in 1821, Schumann went to
Leipzig to study law.However, he
spent most of his time with musical
and literary circles thru the effort of
Friedrich Wieck who took some time Robert Schumann
Photography by: Joseph Kriehuber, 1839
to teach Schumann how to play the
piano.
It was also this time when he wrote some of his first piano compositions.
He eventually convinced his family that he should put aside law in
favor of a performing career. In 1830, Schumann went to live with
Wieck in Leipzig. He soon developed a problem with his hands,
effectively ending his dreams as a pianist.
It was in 1834 when Schumann founded the music journal, Jornal

Neue Zeitschrift fur Musik, wherein he edited and wrote music criticism for
his publication. He wrote numerous write-ups and one of which was the
performance of Frederic Chopin in Paris, France. In his journal,
Schumann often wrote under two pseudonyms - Eusebius (his sensitive,
lyrical side) and Florestan (his fiery, stormy side).
Piano Works
 "Abegg Variations," Opus 1(1830)

 "Davidsbundlertanze" ("Dances of the Band of David"), Opus 6 (1837)
 "Carnaval," Opus 9 (1835) - a portrait of a masked ball
attended by his allies and his beloved Clara
 "Phantasiestucke," Opus 12 (1837) - a series of mood pieces
 Kreisleriana," Opus 16 (1838) - a fantasy on the mad Kapellmeister
 "Kinderszenen," Opus 15 (1838) - a poetic series of evocations of a
child's world
RO
GRADE 9
Unit 3
He wrote over 100 Art Songs. Some of which are:

 "Frauenliebe und Leben" ("A Woman's Love and Life")
 "Dichterliebe" ("A Poet's Love")
Orchestral music:
 "Piano Concerto in A Minor," Opus 54

 "Overture, Scherzo
 “Finale," Opus 52 (a mini symphony)
 "Konzertstuck in F Major for Four Horns and Orchestra," Opus 86
PROGRAM MUSIC
Program music is an instrumental composition that conveys

images or scenes to tell a short story without text or lyrics.It entices
the imagination of the listener.
COMPOSERS OF PROGRAM MUSIC:
1. HECTOR BERLIOZ
Hector Berlioz is a French romantic

composer born on December 11, 1803. At
his young age, he learned to play guitar and
flute but never became skilled in a specific
musical instrument. His father was a
physician who sent Hector to medical school
but he ended up pursuing a career in music.
One of his famous musical Hector Berlioz

compositions is a five movement symphony Photograph by : François-Marie-
called “Symphonie Fantastique”. In this Louis-Alexandre Gobinet de
composition which is also known as Villecholle, 1865
“Fantastic Symphony”, Berlioz showcased
the important features in his
composition in creating tone color. He assembled hundreds of
musicians to produce a powerful sound. In most of his compositions,
he made tone color as the basic part of his musical language.
RO
GRADE 9
Unit 3
STORY OF SYMPHONIE FANTASTIQUE:
A young, extremely sensitiveand imaginative musician tries to

kill himself with opium due to depression caused by discouraged love.
Unfortunately, the dose was not enough and does not kill him but
instead, plunges him into a heavy sleep flocked with nightmares. His
experiences, feelings and memories are translated into hallucinations
of musical thoughts and images. The girl he loveswas transformed into
a melody and like a recurring theme, he meets and hears everywhere.
Each movement of the symphony refers to a different vision in the
young musician’s mind.
SEQUENCE OF SYMPHONIE FANTASTIQUE:
MOVEMENT TITLE TEMPO FORM

Largo (slow
Reveries/ introduction)
Passion Allegro
ST agitato e
1 MOVEMENT
appasionado
assai
(agitated and
very
impassioned
allegro)
Allegro non
ND A Ball troppo The ABA form
2 MOVEMENT
second
movement is a
waltz
RD Scene in the Adagi ABA Coda

3 MOVEMENT
Country o Form
waltz
Allegretto non
TH March to the troppo Composed of
4 MOVEMENT
Scaffold two different
themes
Larghetto allegro
TH Dream of a Most fantastic
5 MOVEMENT
Witches Sabbath of the
movement
RO
GRADE 9
Unit 3
2. PETER ILYICH TCHAIKOVSKY

(Pyotr Ilyich Chaykowsky)
Peter Ilyich Tchaikovsky who was born

on May 7, 1840 in Votkinsk, Russia,was known
for his ballet music. He first studied law and
became a law clerk in St. Petersburg in his
twenties. He rebelled and began to study
music at the conservatory also in St.
Petersburg.
Peter Tchaikovsky
Photograph by: Edwin Evans,
As a big fan of Mozart, Tchaikovsky
1906
studied composition with Anton Rubinstein
and moved to Moscow and started teaching
at the new conservatory.
He continued his music career in New York despite having

marital problems and became famous after composing the musical
poem “Fatum” and “Romeo and Juliet”. He composed haunting melodies
and used a great deal of folk music in his symphonic works.
Unfortunately, there are very few surviving manuscripts written by
Tchaikovsky. His fame peaked in the last ten years of his life and later
died due to cholera.
Tchaikovsky’s Famous Compositions:
 Swan Lake  Symphony No. 2

 Sleeping Beauty  Symphony No. 6 “Pathetique”
 The Nutcracker  Piano Concerto No. 1
 Romeo & Juliet
 1812 Overture
3. CAMILLE SAINT-SAËNS
Camille Saint-Saëns was known as a

talented musician from an early age. He was
born in Paris on October 9, 1835 and started
his music through the help of his aunt by
teaching him piano lesson when he was only
two years old and afterward he began
composing piano piece at age three.
Camille Saint-Saens
Photography by:
Societe des Auteurs Photographes,
Paris, 1918
RO
GRADE 9
Unit 3
He was considered as a composer who creates elegant music,

neat, clean, polished and never excessive. One of this is example is
“The Swan”. As an organist and one of the best pianists of his time, he
sat very still at the piano and played gracefully and cool.
Some of the facts during the peak of his career in musician

and composer, many beautiful building, churches and instruments
were being built in France which includes the famous Eiffel Tower.
Best known music of Camille Saint-Saëns:
 Carnival of the Animals

 Danse Macabre and his SymphonyNo. 3
 The Swan
 Over 300 works, unusually in all genres, including
o 3 operas (Samson and Delilah the only one remembered)
o 5 Symphonies (best known No3 the Organ Symphony )
o 3 concertos for violin and orchestra
o 5 concertos for piano and orchestra
o 2 concertos for cello and orchestra
o organ music
o numerous pieces for the piano
o approximately 100 songs
o chamber music
o sacred music including a Requiem
RO
GRADE 9
Unit 3
GROUP ACTIVITY:
MUSICAL CONCEPT RAPPING
Divide the class into 3. Each group will report the assigned topic and
present the report in RAP style.The group can use instrumental music
as accompaniment for RAP music.
Group 1 Group 2 Group 3
Violin and Strings Piano Music Program Music

Music
Rap / Song Rubric
CRITERIA 4 3 2 1
ORIGINALITY & Presentation Presentation Presentation shows Presentation is
APPEARANCE show shows some an attempt at a r educed
considerable originalityand originality and attempt at
originality and inventiveness. inventiveness. originality and
inve ntiveness. The content and Fair use of graphics inve ntiveness.
The cont ent ideas are and backgrounds. Reduced
andideas are presented in an use of graphics
presented in a interesting way. and
unique and Good use of backgrounds.
interesting way. graphics
Excellent use of and
graphics and background
background. s.
CONTENT Information is Includes Includes some Minimal content.
detail ed, varied, important important and
and extensive interesting interesting
information Information.
AUDIO Singing is clear, Audio could Audio could be Audio is of very
QUALITY wit h good be better better quality. reduced
diction and quality. Music Singing could be quality
appropriate and singing a articulated (too loud or
words for the little out of better. Music or soft, fuzzy!)
topic. Music is at balance. Either singing Music and
appropriate level. musi c chosen or overpowering the singing
Not to loud or the singi ng other making it compete as
soft in is slightly too difficult but still audio in not
accordance with loud b ut both possible to properly
singing still audible understand both levelled.
RO
GRADE 9
Unit 3
Individual Activity
Listening exercise: In the mood for music
Write down words to describe the atmosphere and emotions of 2 nd

movement of SYMPHONY FANTASTIC “a ball”.
SYMPHONIE FANTASTIQUE 2
ND
ATMOSPHERE AND EMOTIONS
MOVEMENT – A BALL
00:00-
00:39
INTRODUCTION
00:39-
02:15
BEGINNING
02:16 – 05:38
MIDDLE
05:39 – 06:38
END
MOODS/ATMOSPHERE
SCARY SHOCKING EXPLOSIVE

MYSTERY JOY CHEERFUL
WARM INVITING FRIENDLY
NOBLE SERIOUS DARK
ADVENTURE CALM/PEACEFUL EXCITMENT
RO
GRADE 9
Unit 3
Individual Activity:
LISTENING EXERCISE: LISTEN AND DISCUSS
Listen to a recording of one of the composers and answer the following

guide questions.
1. What can you say about the flow of the music?
2. Which instruments usually played the melody?
3. What happen to the movement of the tempo?
Group Activity:
Musical STORY TELLING
Group the class into 5. Each group will report the life and music of
Romantic period through story telling style. The class will use
movement and voice over to introduce the composers.
GROUP REPORTER NAME OF COMPOSER

GROUP 1
Frederic Chopin
GROUP 2
Franz
Liszt
GROUP 3
Camille Saint-Saëns
GROUP 4
Hector Berlioz
GROUP 5
Peter Ilyich Tchaikovsky
RO
GRADE 9
Unit 3
Rubric for Storytelling
Criteria Exemplary Accomplished Developing Beginning
Knows the Knows the Knows some Does not

story well; story pretty of the story; know story;
has well; some has not reads from
Knows the obviously practice; practiced; notes
Story practiced may use relies on
telling the notes; fairly notes;
story; uses confident appears
no notes; uncomfortab
speaks with le
confidence
Always Usually May speak Speaks too
speaks speaks too softly or softly or too
loudly, loudly, too rapidly; rapidly;
slowly, and slowly, and mumbles mumbles
clearly clearly occasionally Incorrect
Voice Correct Correct Incorrect pronunciatio
pronunciatio pronunciation pronunciati n; does not
n; explains ; does not on of some know what
unfamiliar explain words; does unfamiliar
words unfamiliar not explain words mean
words unfamiliar
words
Consistently Quick to Generally Seldom
Acting
motivates volunteer and works well works well
and assists assist others with others with others
others
Storyteller Storyteller Story told Storyteller
looks at all looks at a to only 1 to does not
the few people 2 people in look at
Audience audience; in the the audience;
Contact involves audience; audience; no attempt
them with involves only little to involve
questions a few with audience audience
questions involvement with
questions
RO
GRADE 9
Unit 3
FOLLOW THE MUSIC
The classroom will be divided into 7 areas and named according to the
famous composers of the Romantic Period. Students will standin the
middle of the classroom.As the teacher plays the CD or MP3 recording
of the music of the Romantic period, students will identifythe composer
and walk to the area of the classroom with the name of the composer.
Each correct answer will be given 1 point. (10 points)
TCHAIKOVSKY
CHOPIN SAINT-SAENS
STUDENTS
SCHUBERT LISZT
SCHUMANN PAGANINI
RO
GRADE 9
Unit 3
Suggested music for listening game:
1. Frederic Chopin's, Fantasie Impromptu Op. 66

2. Frederic Chopin's, Nocturne Op. 9 No. 1 in Bb minor
3. Frederic Chopin - Nocturne In E Flat Major, Op.9 No.2
4. Peter Ilyich Tchaikovsky's famous 1812 Overture
5. Peter Ilyich Tchaikovsky - Swan Lake Op. 20
6. Peter Ilyich Tchaikovsky - The Nutcracker Suite
7. Franz Liszt - Liebestraum - Love Dream
8. Franz Liszt - Hungarian Rhapsody No. 2
9. Camille Saint-Saëns - The Swan
10. Frederic Chopin- Nocturne no. 19 op. 72 no. 1 E Minor
INDIVIDUAL ACTIVITY
PAINT THE MUSIC
Listen to the recording of Frederic Chopin's, “Fantasie Impromptu

Op. 66” and draw your own interpretation in a piece of Oslo paper.
Write a short description of your drawing at the back of the paper.
RO
GRADE 9
Unit 3
GROUP ACTIVITY
MUSICAL CONCEPT RAPPING
Divide the class into 3 groups. Each group will report the assigned
topic and present it in RAP style. You can use percussive musical
instruments as accompaniment.
Group 1 Group 2 Group 3
History and Piano Music Program Music

characteristic of the
Romantic Music
Rap / Song Rubric

CRITERIA 4 3 2 1
ORIGINALITY Presentation Presentation Presentation shows Presentation is
& sho w shows some an attempt at a r educed
APPEARANCE considerable originality and originality and attempt at
originality and inventiveness. inventiveness. originality and
inv entiveness. The content and Fair use of graphics inve ntiveness.
The c ontent ideas are and backgrounds. Reduced
and ideas are presented in an use of graphics
presented in a interesting way. and
unique and Good use of backgrounds.
interesting graphics
way. Excellent and
use of graphics background
and s.
background.
CONTENT Information is Includes Includes some Minimal content.
det ailed, important important and
varied, and interesting interesting
extensive information Information.
AUDIO Singing is clear, Audio could Audio could be Audio is of poor
QUALITY Music is at be better better quality. quality.
appropriate quality. Music Singing could be
level. Not too and singing a articulated better.
loud or soft little out of Voice quality and
balance. music does not
blend properly
making it hard to
understand
either one.
RO
GRADE 9
Unit 3
Individual activity
Music match
Choose the composer of the given music piece from the 2nd column.
Write your answer in the box.
MUSIC COMPOSER ANSWER

Peter Ilyich
OVERTURE 1812
Tchaikovsky
Frederic
Chopin Franz
Liszt
Peter Ilyich
REVOLUTIONARY
Tchaikovsky
ETUDE
Frederic
Chopin
Franz Liszt
Peter Ilyich
WALTZ OF THE
Tchaikovsky
FLOWER FROM THE
“NUTCRACKER SUITE” Frederic
Chopin
Franz Liszt
Peter Ilyich
THE SWAN
Tchaikovsky
“CARNIVAL OF THE Frederic
ANIMALS” Chopin Franz
Liszt
Peter Ilyich
NOCTURNE OP. 9 NO. 1
Tchaikovsky
IN Bb minor
Frederic
Chopin
Franz Liszt
RO
GRADE 9
Unit 3
Group Activity: MUSICAL STORY TELLING
Divide the class into 5 groups. Each group will present the life and
musical works of the composers of the Romantic Period by setting the
story into music.
GROUP REPORTER NAME OF COMPOSER

GROUP 1
Frederic Chopin
GROUP 2
Franz Liszt
GROUP 3
GROUP 4
Hector Berlioz
GROUP 5
Peter Illyich
Tchaikovsky
Rubrics for Storytelling
Exemplary Accomplished Developing Beginning

Criteria
5 4 3 2
Knows the Knows the Knowssome Does not know

story well; story pretty parts f the the story and
has obviously well; with o relies on completely relies
Knows the
practiced practice; fairly story; on guide cards or
Story
telling the confident with guide cards idiot boards
story; does the use of or idiot
not use any some guide boards
guide cards cards or idiot
or idiot boards
boards
Always sings Usually sings May sing and Sings and Speaks
and speaks and speaks speak too too softly or too
loudly, slowly, loudly, slowly, softly or too rapidly; mumbles
Voice and clearly and clearly rapidly; Incorrect
Correct Correct mumbles pronunciation
pronunciatio pronunciation occasionally
n Incorrect
pronunciation
of some
words
Team Consistently Quick to Generally Seldom works
Collaboration motivates volunteer and works well well with others
and assists assist others with others
others
Storyteller Storyteller Story told to Storyteller does
looks at all looks at a few only 1 to 2 not look at
Audience the audience; people in the people in the audience; no
Contact involves them audience; audience; little attempt to
RO
GRADE 9
Unit 3
with involves only a audience involve audience

questions few with involvement with questions
questions
RO
GRADE 9
Unit 3
LISTENING EXERCISE: Identify the music
Listen to the following Romantic instrumental musicand identify the

title and name of the composer.
TITLE COMPOSER
WHAT TO PROCESS
LISTENING EXERCISE: I CAN NAME THAT MUSIC...
Listen to the selected recordings of Romantic instrumental music.

Underline the title of the music, composer and types of music for each
listening sample.
Sample Exercises:
MUSIC TITLE OF COMPOSER

THE
MUSIC
Listening 1  Etude in Eb  Frederic
 Etude in minor Chopin
Eb  Swan Lake  Franz Liszt
minor  Sleepin  Hecto
g r
Beauty Berlio
z
RO
GRADE 9
Unit 3
MUSIC TITLE OF THE MUSIC COMPOSER

LISTENING
 Nocturne In  Frederi
Listening 1 E Flat c
Major, Op.9 Chopin
No.2  Franz Liszt
 Etude in  Hecto
Eb minor r
 Swan Lake Berlio
z
 Fantasie  Frederi
Listening 2 Impromp c
tu Chopin
 Liebestrau  Franz Liszt
m - Love  Hecto
Dream r
 The Berlio
Nutcracker z
Suite
 1812 Overture  Peter Ilyich
Listening 3 Part 1 Tchaikovsky
 The  Frederi
Nutcracker c
Suite Chopin
 The swan  Camille
Saint-
Saëns
 The Swan  Peter Ilyich
Listening 4  Hungarian Tchaikovsky
Rhapsody  Frederi
No. 2 c
 Swan Lake Chopin
Op. 20  Camille
Saint-
Saën
s
RO
GRADE 9
Unit 3
Musical ELEMENTS analysis
Listen carefully to the selected recordings of Romantic music. Analyze

the music according to its elements and write your answer in the given
chart below. Follow the sample activity for musical elements analysis.
Sample musical elements analysis:
TITLE INSTRUMENTS TEXTURE FORM TEMPO

USED
 Piano  Monophony  Binar  Fast
Liebestraum  Orchestra  Homophony y  Slow
Liszt l  polyphony (AB)  moderate
instrumen  Ternar
ts y
(ABA)
 Rondo
(ABACA
)
TITLE OF MUSIC INSTRUMENTS USED TEXTURE FORM TEMPO
Liebestraum - 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
RO
GRADE 9
Unit 3
Individual activity
LISTENING EXERCISE: LISTEN AND ANALYZE
Listen to the music of Frederic Chopin’s “Revolutionary Etude” and

answer the following questions:
1. What have you observed in the tempo of the composition?
2. In which of the following compositions is the

melodyeasy to recognize? Why?
3. What are the unique characteristics of Romantic music

which are not present inOriginal Pilipino Music (OPM)?
4. Which of the following compositionsused more dynamics?

Why do you think so?
Group Activity
MUSICAL VIDEO ANALYSIS
Group the class by 3s. Watch, listen and analyze excerpts

of“Symphonie Fantastique” and “The Nutcracker Suite”. Answer the
following questions given and write your answer in your note book.
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 Berlioz composition?
4. Give at least 5 different moods that you have felt while

listening to the music
NOTE: The answer may vary based on the observation of the students
about the video presented.
RO
GRADE 9
Unit 3
Individual Activity
PROGRAM MUSIC ANALYSIS OF THE ELEMENTS AND ATMOSPHERE OF

THE MUSIC
Listen to the recoding of Hector Berlioz Symphonie Fantastique 2 nd

movement “a ball” and describe the tempo in each given time.Identify
the atmosphere or emotions.
SYMPHONIE TEMPO ATMOSPHERE

FANTASTIQUE AND
2 MOVEMENT – EMOTIONS
ND
A BALL
00:00 -
00:39
INTRODUCTION
00:39-02:15
BEGINNING
02:16 –
05:38
MIDDLE
05:39 –
06:38
END
MOODS/ATMOSPHERE
SCARY SHOCKING EXPLOSIVE

MYSTERIOUS JOYFUL CHEERFUL
WARM INVITING FRIENDLY
NOBLE SERIOUS DARK
ADVENTUROUS CALM/PEACEFUL EXCITING
RO
GRADE 9
Unit 3
Listening analysis for Piano and Program music
Listen to the recording of the selected piano compositions and

analyze the texture and tempo.Describe the mood of each composition.
Sample chart:
ROMEO AND JULIET TIME Texture Tempo Moods of the music

PETER ILYICH
TCHAIKOVSKY
1ST THEME 00:00- Mystery/calm/
2:10 peaceful
2ND THEME 02:10- Serious/lonely
2:50
3RD THEME 02:50- Mystery/calm/
4:20 peaceful
4TH THEME 04:20- Sad/adventure/
5:00
5TH THEME 05:00- Calm/enthralled
7:10
Frederic Chopin TIME Texture Tempo Mood

Scherzo No. 2 in
B-flat minor, Op.
31
1ST THEME
2ND THEME
3RD THEME
4TH THEME
5TH THEME
“March To The Scaffold” of TIME Moods of the music

Symphonie Fantastique
4th movement
1ST THEME
2ND THEME
3RD THEME
4TH THEME
5TH THEME
RO
GRADE 9
Unit 3
Individual Activity
Musical score analysis
To the Illustrator/Layout Artist: Pls. insert the musical score of Chopin’s etude)
Analyze the musical score of Chopin’s Etudes - Op.10 no. 3 and answer the
following questions.
1. What is the time signature of the music?

2. What is the key of the composition?
3. Which part of the score demonstrates the changes of the tempo?
4. In your own words, describe the melody of the music.
ENHANCEMENT ACTIVITIES FOR UNDERSTANDING
INDIVIDUAL ACTIVITY
Complete the following unfinished sentence.
My understanding about the music of the Romantic Period is that…
I realized that most of instrumental music from theRomantic Period are…
The reason why I really appreciate instrumental music from the

Romantic Period is because…
I love listening to the romantic music composition because…
RO
GRADE 9
Unit 3
Individual Activity
JOURNAL ENTRIES
Using a scrap book, old magazine or old notebook, make a journal of

weekly music activities. Write something or have a picture of the
activity and paste it. You can also write something that you read from
any books or articles from the internet that is related to the topic in
romantic music.
Things to accomplish in journal entry
a. Picture of Romantic Composer

b. Articles related to Romantic Music
c. Lessons learned inside the classroom discussion
d. Pictures of music activity done inside or outside the classroom
Individual Activity
WEEKLY LISTENING LOG
Make a weekly log chartand place it in your journal. Listen to radio

stations or watch YouTube videos from the internet and write the title,
composer time/date and your reflection about the music
Sample weekly listening log

TITLE OF COMPOSER TIME/DATE REFLECTION SOURCE
THE SONG OR
MUSIC
RO
GRADE 9
Unit 3
ENHANCEMENT ACTIVITIES FOR PERFORMANCE/PRODUCT
Group Activity: Mashup Music
Divide the class into 4 groups. Choose any of the instrumental

compositions from the Romantic period given below and arrangea 5
minute mash-up music. Each group will make a movement out of the
mashup music you created. You can use any free installer from the
internet to edit the music.
Selected Romantic music for arrangement of composition

 Frederic Chopin's, Fantasie Impromptu Op. 66 piano sheet
 Frederic Chopin's, Nocturne Op. 9 No. 1 in Bb minor, piano
 Frederic Chopin - Nocturne In E Flat Major, Op.9 No.2
 Frederic Chopin - Nocturne In E Flat Major, Op.9 No.2
 Tchaikovsky's famous 1812 Overture Part 1
 Pyotr Ilyich Tchaikovsky - Swan Lake Op. 20
 Pyotr Ilyich Tchaikovsky - The Nutcracker Suite
 Franz Liszt - Liebestraum - Love Dream
 Hungarian Rhapsody No. 2 - HD - Franz
Liszt Group Activity: MUSICAL POEM
1. Divide the class into 4 groups.

2. Each group will create a 6 stanza poem (4 lines per
stanza) based on the assigned Romantic composition.
3. After making the poem, each group will create a melody
or adopt a melody from anyOPM song and perform it in
the class.
GROUP 1 GROUP 2
NOCTURNE LIEBESTRAUM
FREDERIC CHOPIN FRANZ
LISZT
RO
GRADE 9
Unit 3
GROUP 3 GROUP 4
THE SWAN ROMEO AND JULIET

CAMILLE SAINT-SAëNS PETER ILYICH TCHAIKOVSKY
RO
GRADE 9
Unit 3
Rubrics for musical poem:
CATEGORY 4 3 2 1
OVERALL The The The The
composition composition composition composition
PERFORMANCE
was was was very was not
creative, somewhat basic and complete,
clean/easy creative and somewhat and very
to read, and legible. Most legible to difficult to
included all of the read. At least read. Under
required required half of the half of the
elements. elements required required
The melody were elements elements
fit well with included. The were were
the lyrics. lyrics were included. No included.
rhythmically fluidity in Project
awkward in a melody and will need
few places. lyrics. to be
revised.
Group Activity
PANTOMIME PRESENTATION
Divide the class into 3 groups. Each group are assign to interpret the
selected recordings of Romantic instrumental music by means of hand
mime style presentation.
GROUP 1 GROUP 2 GROUP 3

Franz Liszt Frederic Chopin Peter Ilyich
Liebestraum Etude Op 25 No 12 in Tchaikovsky Swan

Love Dream C- minor
Lake Op. 20
RO
GRADE 9
Unit 3
RUBRICS for Pantomime production:
CATEGORY 4 3 2 1
MOVEMENT Student Student Student Student uses
expresses expresses attempts limited or
emotion by emotion by to use inappropriate
using using some gesture, gesture, body
appropriate gestures, body movement,
gestures, body movement and facial
body movement , and facial expression
movements s, and expression
, and facial facial
expressions expression
s
CHARACTER Students Student Student Student uses
communica communicat attempts limited or
te es clearly, to express inappropriateacti
expressivel expressing the life ng technique to
y, the life and world Create
illuminating and world of the character.
the life and of the character,
world of the Character. But
character. executin is
o weak.
REFLECTION Student Student Studen Student writes
ON WAYS TO writes writes a t a veryweak
apercepti proficient writes reflection on
IMPROVE aweak
ve reflection neither the
clarifying reflection rehearsalor
reflection
how on how to performance
on how to
toimprove improve
improvebot
h rehearsal bothrehearsa both
l and rehearsal
and
performanc performance and
performan
e.
ce or fails
to write
about
either the
rehearsal
or the
performanc
e
RO
GRADE 9
Unit 3
GLOSSARY:
ADAGIO - In a slow tempo, usually considered to be slower than andante

but faster than larghetto. Used chiefly as a direction for tempo
ALLEGRO - In a quick, lively tempo, usually considered to be faster than
allegretto but slower than presto. Used chiefly as a direction
ALLEGRETTO - In a moderately quick tempo, usually considered to be
slightly slower than allegro but faster than andante. Used chiefly as a
direction.
BALLADE–A musical piece adapted from a verse form. It usually consists of
three stanzas of eight or ten lines each along with a brief
representation, with all three stanzas and the representation ending in
the same one-line refrain.
BALLET - A theatrical presentation of group or solo dancing to a
musical accompaniment, usually with costume and scenic effects,
conveying a story or theme.
CONCERTO - A composition for an orchestra and one or more solo
instruments, typically in three movements.
ETUDE- A piece composed for the development of a specific point of technique.
LARGO - In a very slow tempo, usually considered to be slower than
adagio, and with great dignity. Used chiefly as a direction.
MAZURKA - A Polish dance resembling the polka, frequently adopted as
a ballet form
NOCTURNE - An instrumental composition of a pensive, dreamy
mood, especially one for the piano.
NATIONALISM - Devotion to the interests or culture of one's nation.
OVERTURE - An instrumental composition intended especially as an
introduction to an extended work, such as an opera or oratorio
PIANO MUSIC - sheet music to be played on a piano
POLONAISE - A stately, march like Polish dance, or music for piano
primarily a promenade by couples.
PRELUDE - An introductory performance, event, or action preceding a
more important one.
PROGRAM MUSIC - Musical compositions intended to depict or suggest
non- musical incidents, ideas, or images
RUBATO - Rhythmic flexibility within a phrase or measure; a relaxation
of strict time
SYMPHONIC POEM - A piece of music, most popular in the late 19th
century, that is based on an extra musical theme, such as a story or
nationalistic ideal, and usually consists of a single extended movement
for a symphony orchestra and also called tone poem.
SYMPHONY - An extended piece in three or more movements for
RO
ROMANTIC MUSIC Page
100
GRADE 9
Unit 3
symphony orchestra.
RO
ROMANTIC MUSIC Page
101
GRADE 9
Unit 3
VIRTUOSO - A musician who performs with masterly ability, technique,

or personal style
WALTZ - A dance in triple time performed by a couple who, as a pair,
turn rhythmically around and around as they progress around the dance
floor
REFERENCES:
 http://www.classicfm.com
 http://chestofbooks.com
 http://blogs.colum.edu
 http://www.collectionscanada.gc.
 http://www.classicalarchives.com
 http://www.rpo.org
 http://www.notablebiographies.com
 www.slideshare.com
 google.com
 http://www.infoplease.com/encyclopedia/
 http://beabetterproducer.com
 http://www.thefreedictionary.com
 http://www.youtube.com/
 http://www.p12.nysed.gov
 www.liliypond.com
RO
ROMANTIC MUSIC Page
102
GRADE 9
Unit 4
Vocal Music of the Romantic Period Page 101

GRADE 9
Unit 4

The learner demonstrates an understanding of basic
concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration
of his/her Filipino cultural identity and diversity, and expansion of
his/her world vision.
KEY- STAGE STANDARD

Filipino cultural identity and diversity, and the expansion of one‟s
world vision.

Western music and the arts from different historical periods,
through appreciation, analysis, and performance for self-
development, the celebration of Filipino cultural identity and
diversity, and the expansion of one‟s world vision.
CONTENT STANDARD
The learner demonstrates understanding of characteristic
features of vocal music of the Romantic Period.
The learner sings and performs themes of selected songs

from the Romantic Period.

GRADE 9
Unit 4
INTRODUCTION
How do you express your feelings? Is it through writing,
painting, dancing, singing or acting? What do you feel when these
emotions are not expressed?
Vocal music is one of the best tools for expressing one‟s

feelings. This form of expression became more evident during the
Romantic period. Romanticism coincided with the Industrial
Revolution in Western Europe that brought about the rise of
socialism and capitalism. The Romantic Period‟s basic quality is
emotional subjectivity. Composers explore feelings of grandiosity,
intimacy, unpredictability, sad, rapture and longing.
Romantic vocal forms like the art song and operas were about
fantasy, supernatural, romance and the nature as mirror of the
human heart. Virtuoso performers are not only instrumentalists but
also singers. One singer sometimes sounds like several characters
by use of different vocal register. To fully understand and
appreciate vocal music of the Romantic Period, this unit will let you
experience the culturalBdevelopments and artistic forms of
expression of the y understanding the past we learn to appreciate
period. the things we
enjoy today.
OBJECTIVES:
At the end of this module you, as a learner are expected to:
 Narrate the plot, musical and theatrical elements of an

opera after video and movie showing.
 Listen perceptively to selected art songs and excerpts of
opera and classify the different vocal ranges and voice
types of opera performers.
 Sing themes or melodic fragments of given selected songs.
 Analyze the musical structure of the vocal music forms of
Romantic Period music.
 Explore other arts and media that portray
Romantic period elements.
 Create/improvise appropriate sounds, music, gestures,
movements, and costumes for a chosen opera.
PRE-ASSESSMENT
GRADE 9
Unit 4
Locate Me
Locate and encircle the word related to vocal music of the

Romantic period inside the box. The word/s may be arranged
horizontally, vertically, diagonally/inverted. Match the words found
to the questions given below.
P U C C I N I E U P
O I R E D E I L T S
P D T N E M R A C G
E R E W R R N I R L
R E N G A W G D E R
A V L A B C H E M E
P R I G O L L E T O
O S C H U B E R T I
1. Romantic Opera composer who wrote his final opera that ends
with “All the world‟s a joke.”
2. Late-Romantic Italian composer who composed the
score for “La Boheme.”
3. German composer who adapted the leitmotif approach.
4. German term for composition for solo voice and piano.
5. Story set into music with several acts, finales and postludes.
6. Viennese composer who wrote over 600 art songs and the
“Unfinished Symphony”.
7. “La Donna e Mobile” is an Aria from this Opera.
8. Georges Bizet‟s famous opera
WHAT TO KNOW?

GRADE 9
Unit 4
The parallelisms of music and literature were clearly evident

in almost all forms of vocal music during the Romantic period.
Composers interpret poems, mood, atmosphere and imagery into
music. Musical compositions suc as the art song was written for solo
voice and piano. Like all program music, art song has its inspiration
from poetry in this period. Mood is often set at the beginning with
piano introduction and concluded with a piano postlude.
Romantic artists found inspiration in landscapes. Their
subjects were traditional myths, legends and folklore usually dealing
with the supernatural, grotesque, and less ordinary.
Vocal music in this period require singers to perform a greater
range of tone color, dynamics and pitch. Because of this, Opera
became an important source of musical expressions. The birth of
the opera houses came. It was the place where all the arts
converged: not only music, but poetry, painting, architecture and
the dance as well.
OPERA COMPOSERS OF THE ROMANTIC PERIOD
Franz Peter Schubert
The proper name for Franz Schubert

songs is actually lieder, which is the
German word for songs. Schubert
developed lieder so that they had a
powerful dramatic impact on the listeners.
He tapped the poetry of writers like
Johann Goethe. He is considered the last
of the Classical composers and one of the
first romantic ones. His famous vocal
Image by Wilhelm August Rieder 1875 music works/ Lieder were: “Gretchen am
Spinnrade”, “Erlkonig”, “Ellens Gesang III”
(“Ave Maria”) and “Schwanenge sang”
(“Swan Song”). He also
wrote piano pieces, string quartets, operetta and the Symphony
No.8 in B minor (“Unfinished Symphony”)
Schubert was born on the 31 st
of January 1797 in Himmelpfortgrund,
Austria and died in 1828 in Vienna,
Austria at 31.
Giuseppe Verdi
GRADE 9
Unit 4

GRADE 9
Unit 4
A name associated with Romantic opera is that of Verdi. His

characters are ordinary people and not those of the royal family like
those found in German operas. He insisted on a good libretto and
wrote operas with political overtones and for middle-class audience.
Verdi was born in Parma, Italy on October 9, 1813. He studied in

Busseto and later went to Milan where his first opera
Image by Giacomo Brogi 1822-1881
“Oberto” was performed in La Scala, the
most
important opera house at the time. Almost all of his works are
serious love story with unhappy ending. Expressive vocal melody is
the soul of a Verdi opera. He completed 25 operas throughout his
career. His final opera ends with “All the world‟s a joke.”Some of his
famous operas are still being produced and performed worldwide.
His much acclaimed works are; La Traviata, Rigoletto, Falstaff,
Otello and Aida were he wrote for the opening of the Suez Canal. He
died in Milan, Italy on January 27,1901.
Giacomo Puccini
Giacomo Puccini was born in a poor

family on December 22, 1858 in Lucca,
Italy. He studied at the Milan
Conservatory. He belonged to a group of
composers who stressed realism,
therefore, he drew material from
everyday life, rejecting heroic themes
from mythology and history.
Puccini‟s famous operas were: “La
Boheme”, “Tosca”,
Image by New York 1956
“Madame Butterfly”,
and “Turandot”.
Richard Wagner
Wilhelm Richard Wagner was born in

Leipzig, Germany on May 22, 1813. He
attended Leipzig University. He was very much
inspired by Ludwig van Beethoven. Wagner
introduced new ideas in harmony and in form,
including extremes of chromaticism. He also
explored the limits of the traditional tonal
system that gave keys and chords its
GRADE 9
Unit 4
Image by Caesar Willich 1862

GRADE 9
Unit 4
own identity which paved the way for the rise of atonality in the
20th century.
Wagner exerted a strong influence on the operatic medium.

He was an advocate of a new form of opera which he called “music
drama” where musical and dramatic elements were fused together.
He developed a compositional style in which the orchestra has of
equal importance in dramatic roles as the singers themselves. The
expressiveness is aided by the use of “leitmotifs” or musical
sequences standing for a particular character/plot element.
His famous works are; “Tristan and Isolde”, “Die Walkyrie”, “Die
Meistersinger”, “Tannhäuser”, and “Parsifal”. His work would later
influence modern film scores, including those of the Harry Potter
and Lord of the Rings film series. Wagner died of a heart attack on
February 13,1883 at age of 69.

GRADE 9
Unit 4
Georges Bizet
Georges Bizet was registered with

the legal name Alexandre-Cesar-
Leopold Bizet, but was baptized
Georges Bizet and was always
known by the latter name. He was
born October 25, 1838 in Paris,
France. He entered the Paris
Conservatory of music at a very
young age.
Bizet became famous for his
operas. His most famous opera is
“Carmen”. However, when
“Carmen” first opened in Paris, the
Image by Etienne Carjat 1875 reviews were terrible. The shows
were criticized in horrible ways
that resulted in poor audience
attendance.
During the first round of “Carmen” performances, Bizet died

(June 3, 1875). He was only 36. Four months later, “Carmen” opened
in Vienna, Austria, and was a smash hit. It is now one of the most
popular operas ever written. Bizet never knew that audiences would
come to consider it as his masterpiece.

GRADE 9
Unit 4
Individual Activity
Listening is an art. The more you listen the better
understanding you will have in appreciating the beauty of the vocal
music of the Romantic period. You will listen carefully to the
following selections and answer the exercises given below. Recall
important details about the music and write your answers in your
WHICH IS WHICH?
Compare two vocal works by listening to these songs
entitled, “Gretchen am Spinnrade” by F. Schubert, and “Mutya ng
Pasig” by Nicanor Abelardo. Write their characteristics.
Title Melody Rhythm Tone Quality Texture

“Gretchen ( Range,
am register,
Spinnrade” mode,
by F. etc.)
Schubert
Lied/ Art
Song
“Mutya
ng
Pasig”
by
Nicanor
Abelardo
Kundima
n
Conclusion:
REFLECTION:
1. What did you feel? What emotions were
evoked/expressed in the music?
2. Which style do you prefer? Why?
3. What are the similarities/differences?

GRADE 9
Unit 4
Listening Exercise:

GRADE 9
Unit 4
Listen attentively to the Art song, Erlking (1815) by Franz Schubert

and fill in the missing word/words from the choices given below
each number.
1.Introduction is played by the
a. Violin b. Orchestra c. Piano
2. Movement of notes are in
a. Leaps b. Steps c. Hopping
3. Tension was depicted by low steady pitches and movement.
a. Homophonic b. Chromatic c. Pentatonic
4. The father part has a register.
a. High b. Low c. Medium
5. Last part of the piece has a slow piano and then stops with a .
a. Chorus b. Aria c. Recitative
Listening Exercise
Listen attentively to the Aria, Un bel di, from Madame Butterfly, Act II
by Giacomo Puccini and analyze which of the following statements
are true about the aria? If the statement is true writeX.VERDI if not
write
1.The opening of the aria has a dreamlike quality.
2.The piece is accompanied by solo violin.
3.The aria was sang by a baritone.
4.The text is written in Japanese.
5.The final climactic moment ends with a very soft crescendo.

GRADE 9
Unit 4
ROMANTIC OPERA

GRADE 9
Unit 4
Opera became increasingly popular during the Romantic

period. It is a musical composition having all or most of its text set
to music with arias, recitative, choruses, duets, trios, etc. sung to
orchestral accompaniment. The opera is usually characterized by
elaborate costumes, scenery and choreography.
Components of an Opera:
 Libretto - the text of an opera. Librettist and the
composer work closely together to tell the story.
 Score - the book that the composer and librettist put

together. The score has all the musical notes, words
and ideas to help the performers tell the story. Often,
there are operas with overtures, preludes, prologues,
several acts, finales and postludes.
 Recitative - Declamatory singing, used in the prose

parts and dialogue of opera. Different roles in operas
are created taking into account different types of
voices. Each role requires a different type of singer,
not only able to sing a given vocal range but also with
certain voice characteristics, color and power.
 Aria – an air or solo singing part sung by a principal

character. This song is what the public will remember
best when leaving the opera house. Properly and well
sung, a beautiful aria can bring an audience to its feet
and decide the fate of an entire opera.

GRADE 9
Unit 4
It is also important to know the types of voices of singers.

This will serve as a guide for singers on their choice of songs
and vocal quality expected of a singer or opera character.
For the Male Voice:

1. Tenor- highest
male voice
2. Baritone- Middle
male voice, lies
between Bass and
Tenor voices. It is
the common male
voice.
3. Bass- lowest
male voice
For the Female Voice:

1. Soprano-
highest female
voice
soprano voice
 Lyric-bright and
full sound
 Dramatic- darker
full sound
 Mezzo-Soprano-
most common
female voice;
strong middle
voice, tone is
darker or deeper
than the soprano
 Contralto- lowest
female voice and
most unique

GRADE 9
Unit 4
among female

GRADE 9
Unit 4
 Duet, trio, and other small ensemble

 Chorus
 Orchestra
 Acts-main divisions of an opera
 Scene- setting or place
Composers like Verdi, Puccini and Wagner saw the

opportunity to explore ways to develop the vocal power of a singer.
Greater range of tone color, dynamics and pitch were employed.
Dynamics and vocal embellishments were used to further

affect the way singers sing. Some musical terms are used like:
 A Capella - one or more singers performing without
instrumental accompaniment.
 Cantabile - In a singing style
 Capo - Head, the beginning
 Coda - closing section appended to a movement or song.
 Dolce - sweetly
 Falsetto - a weaker and more airy voice usually in the
higher pitch ranges.
 Glissando - sliding quickly between 2 notes/
 Passagio - parts of a singing voice where register
transitions occur.
 Rubato - slight speeding up or slowing down of the
tempo of a piece at the discretion of the soloist.
 Tessitura - the most comfortable singing range of a singer.
 Vibrato - rapidly repeated slight pitch variation
during a sustained note, to give a richer & more
varied sound.

GRADE 9
Unit 4
Here are some examples of the story of 2 famous

operas of the Romantic Period:
LA TRAVIATA

Music by Giuseppe Verdi (1813-1901)
 Libretto in Italian by Francesco Maria Piave, based on “La
Dame aux Camélias,” play by Alexandre Dumas after his
novel by the same name. The play is known in English as
“Camille.” Premiere: Venice, March 6, 1853.
 Categorized as a Romantic tragedy.
 Set in Paris, France during 1850.
 Originally in three acts, but present-day productions are
usually in four acts dividing the original Act II
 ACT I: Violetta‟s Paris salon, luxuriously furnished
 ACT II: A villa near Paris
 ACT III: Ballroom in Flora‟s mansion
 ACT IV: Violetta‟s bedroom

GRADE 9
Unit 4
Synopsis
At one of her brilliant supper parties, the beautiful but frail

demi- mondaine (a woman supported by a wealthy lover –Merriam
Webster Dictionary), Violetta Valéry, meets the well-born Alfredo
Germont. They immediately fall in love and she decides to abandon
her life of pleasure.
Alfredo‟s father did not approve of their lifestyle in the

country and demands that Violetta renounce Alfredo. Violetta
determined to make the sacrifice, then departs and leaves only a
note for Alfredo.
She appears at a ball in Flora‟s house on the arm of an old

admirer, Baron Douphol which makes Alfredo angry. Alfredo
challenges the Baron to play cards where Alfredo wins consistently.
Unable to persuade Violetta to go with him, Alfredo insults her.
Violetta becomes ill, and all her friends desert her, leaving her
virtually penniless.
Alfredo returns to Violetta. His father told him of the real story
behind Violetta‟s departure from their country house, and urged
him to seek her forgiveness. Overjoyed at the sight of him, Violetta
attempts to rise but falls into Alfredo‟s arms. Germont and the
doctor enter as Violetta dies.
REFLECTION:
1. Does the plot of the opera reflect the ideals of the

Romantic period? Why?
2. Do you think the opera “La Traviata” is an opera worth

watching? Why?

GRADE 9
Unit 4
MADAME BUTTERFLY
 Music by Giacomo Puccini (1858-1924)
 Libretto in Italian by Giuseppe Giacosa and Luigi Ilica.From
the short story by John Luther Lung, derived from Pierre
Loti‟s tale Madame Chrysantheme.
 Romantic tragedy. Set numbers; recitative. Setting:
Nagasaki, Japan, at the beginning of the 20th century. Two
acts; Act 2 with two parts
Synopsis
When American naval vessels frequented Japanese seaports,
American Lieutenant Benjamin Franklin Pinkerton met Cio-Cio-San
(“Butterfly”) and was captivated by her beauty. Pinkerton rented a
Japanese house and part of his rental package is his “betrothal” to
Cio-Cio-San.
Treating the marriage merely as a casual affair, Pinkerton

returns to America after the wedding leaving Cio-Cio-San loyally
waiting for his return. He marries an American woman named Kate.
When he returns to Japan three years later with his American wife,
he learns that he bore a son with Cio-Cio-San. Upon learning that
Pinkerton had married another woman, Cio- Cio-San kills herself to
make sure that Pinkerton takes their son with him.

GRADE 9
Unit 4
REFLECT:
1. Does the opera showcase the ideals and emotional whims of

Romantic opera?How?
2. What makes this opera different from “La Traviata”?
INDIVIDUAL ACTIVITY
WHO’S THAT VOICE?
Listen to the following excerpts from different Arias and
identify the dominating vocal range by shading the circle.
ARIA MALE FEMALE

1.LA DONNA o Tenor o Soprano(coloratura)
E MOBILE o Baritone o Mezzo-soprano
o Bass o Contralto
2.NESSUM DORMA o Tenor o Soprano(coloratura)
o Baritone o Mezzo-soprano
o Bass o Contralto
3.LIBIAMO o Tenor o Soprano(coloratura)
o Bass o Contralto
4.UN BEL o Tenor o Soprano(coloratura)
DI o Baritone o Mezzo-soprano
REDREMO o Bass o Contralto
5.VISSI D’ARTE o Tenor o Soprano(coloratura)
o Bass o Contralto
6.QUANDO M’EN VO o Tenor o Soprano(coloratura)
o Bass o Contralto
7.AVE MARIA o Tenor o Soprano(coloratura)
o Bass o Contralto

GRADE 9
Unit 4
REFLECTION:
1. How were the singers able to relay the message of the music?
2. Is it important for composers to consider the vocal
range or classification of his singer? Why?
3. What is your overall impression of the performance?
4. If a popular singer today will also perform the songs you
just listen, would he/she be able to perform the same way
as the one you‟ve just listen? Why?
5. Research and paste pictures of some famous
modern opera singers today in your activity
notebook.
Individual Activity
Look for famous opera and popular singers today and try to
identify their voice classification. Don‟t limit your research on
foreign artists but also our local singers today.
NAME OF ARTIST VOICE CLASSIFICATION
1.
2.
3.
4.
5.

GRADE 9
Unit 4
Group Activity: MUSIC CHART
Your teacher will assign each group with an aria from famous
operas of the Romantic Period. Listen perceptively and fill in the
chart below with information about the composition assigned to
your group. As for the musical elements, listen first to the songs
before filling in the chart.
Composer
5 facts about the
composer
1.
2.
3.
4.
5
Title
Year of Composition
Style of performance (
Solo
Vocal with orchestral
accompaniment)
Tone Color
Draw the melodic
contour
Rhythm :
 Meter
 Tempo
Harmony ( monophonic,
homophonic or
polyphonic)
Describe the overall
performance. Share
your thoughts,
feelings, story and
images that you
imagined while
listening.

GRADE 9
Unit 4
Suggested additional listening resources:

 Rigoletto-“La Donna e Mobile”-G.Verdi
http:// www.youtube.com/watch?v=xCFREk6Y8TmM
 Turandot-“Nessun Dorma”-G. Puccini
http:// www.youtube.com/watch?v=RdTBm14o0Z8
 La Traviata-“Libiamo ne lieti calici”-
G.Verdi http:// www.youtube.com/watch?
v=yOhQ1Wdiik
 Madame Butterfly-“Un bel di redremo”- G.
Puccini http:// www.youtube.com/watch?
v=mPUSqOeApVe
 Gretchen am Spinnrade- F. Schubert
.http:// www.youtube.com/watch?v=jSneYMIdY-k
 “Erlking”- F. Schubert
http:// www.youtube.com/watch?v=S9fHa6caCMc
 Carmen- “L‟amour”- G. Bizet
v=8w9yJdkeryI
Individual Activity: NAME THAT TUNE!
Can you recall all the songs that you were able to listen? Let
us see if you could name the tune with just a few melodic
fragments from the song.
Write the title and also the composer.
TITLE COMPOSER
1.
2.
3.
4.
5.
6.
7.
8.

GRADE 9
Unit 4
WHAT TO PROCESS:
Training to sing for opera usually requires a long process of
voice lessons or study. It also requires a lengthy time of practice for
you to master your voice.
For many singers, the long process of studying also means
starting early in life. The list below shows you the different aspects
that you need to learn as you train for opera.
 Sound/ Tone Color:
For opera, the performance is about the quality of sound that
the singer makes. Singing opera requires you to sing long
phrases and to sing loud enough to be heard over an orchestra
in large halls.
 “Bel Canto” technique:
When singing opera, the focus of the performance is on the
singing technique. Opera technique is called bel canto, which
literally means beautiful singing. This is done by singing with
your mouth and throat wide open and used with the proper
breath support to project the voice through the entire hall.
Endurance for long operas is an issue for singers. You have to
practice a lot so that you can sing well for the entire length of
the opera, which can be two to four hours.
 Language:
Opera singers often sing in Italian, French, German, or
Russian. You don‟t have to be fluent in all these languages, but
you want to be familiar enough with them that you can easily
sing and sound like you are fluent in these languages.

GRADE 9
Unit 4
Individual Activity:THE VOICE

In this activity evaluate the voice classification of the people
around you. You can choose the people in your own home or at
your school. List down their names and let them sign in after you
evaluate their type of voice.
NAME RANGE SIGNATURE
1.
2.
3.
4.
5.
REFLECTION:
1. Why is it important to know our voice type?
2. In choosing songs, is it important to consider the type of

voice the singer has? Why?

GRADE 9
Unit 4
FUNDAMENTALS OF SINGING
 Breathing
There are two sides of breathing-inhaling and exhaling- and both

play an important role in singing. Breathing is a natural biological
function but you can control how you breathe in order to develop
your best singing voice. Learn how to expand your lung capacity,
control your exhalation, and release air without making breathing
noises.
INDIVIDUAL ACTIVITY
The teacher will give you some breathing exercises and try to rate
yourself by filling in the checklist below.
TYPE GOOD FAIR DIFFICULT

OF
EXERCISE
1. Why do you think singers should know how to breathe correctly?

GRADE 9
Unit 4
 Controlling Tone Quality
The timbre of the voice describes its tone quality. Some singers
refer to “head” and “chest” voice. Generally, the lower the pitch,
the lower it resonates. The voice often “breaks” and the tone
quality changes on certain pitches. The key is to realize that the
registers are not actually separate mechanism, just have different
levels on a continuous scale.
INDIVIDUAL ACTIVITY
With the use of a keyboard the teacher will let you sing a few notes
and try to evaluate which is better technique for you.
Reflect:
1. While singing which is more comfortable for you to use
the “head” or the “chest”?
2. Which do you prefer, singing the high notes or lower pitches?
 Posture
Proper posture promotes efficient breathing which is essential to
projection, tone quality, and vocal range. The ideal posture for
singing is erect yet relaxed. Overall good health and physical fitness
are also important.
One major goal of every singer is to have a well-developed and

impressive singing range. In order to achieve this, a singer should
establish good vocal habits in the most comfortable placement of
the voice and then slowly expanding the range.
 Endurance
Singers are expected to perform well even it will take an hour or
more to perform. Endurance is expected from singers who also
practice long hours to give a good and memorable performance.
Even today popular singers still showcase their talents to a
high level of performance. The need to capture the audience with
their extraordinary vocal ability is still the main reason for
showcasing their talents. Many musical plays are inspired by these
operas of the Romantic Period. They emulate the same intense
emotions but are now put into the present context.

GRADE 9
Unit 4
Individual Activity: MY X-FACTOR

You have been introduced to the different vocal techniques
that singers apply to achieve that great performance. It is now your
turn to try these techniques in your advantage by performing any
song of your choice and sing it in front of an audience. Imagine that
you are auditioning for a role in an Opera.
Rubric for Singing Performance
CRITERIA 10 8 7 5
ADVANCED PROFICIENT BASIC MINIMAL
Posture Standing/sitting Standing/sitting Standing but Will not

straight. Feet flat straight. Feet flat either follow
on the floor. on the floor. slouching/leaning. directions
Head up and Head up and Standing but for
never needs to must be without both feet standing
be reminded reminded about on the floor or sitting
about posture. posture. properly.
Projection Singing at Singing with Singing without Will not

sing
appropriate appropriate confidence. Poor
volume (audible, volume yet not breath support.
not shouted) shouted with
independently. prompting from
teacher
Tone Singing with Singing, though Mumbling, Will not

Quality sing
appropriate with poor breath speaking,
fullness of tone. support. shouting
Diction Student Student Student is No clue

articulates articulates the sometimes as to
clearly and the words somewhat articulating the what the
text of the clearly and the words, but the text student is
music is text can be is often not singing.
understandable. understood most discernable.
of the time.
Total Points:

GRADE 9
Unit 4
WHAT TO UNDERSTAND
In the Philippines, the sarsuwela, also known as the „drama
simbolico‟ was a traditional theatre genre that dominated the
Philippine theatre scene over one hundred years. It was first
introduced by Dario Cespedes.Like the Opera of the Romantic
period its storyline was commonly based on domestic issues that
often exemplified a strong sense of Filipino nationalism and anguish
against the country‟s foreign imperialists.
Famous writers of sarsuwela include Benigno Zamora,
Severino Reyes and Clodualdo del Mundo. Dalagang Bukid (Country
Maiden, 1919) is arguably the most popular sarsuwela in Tagalog.
Today, singers like Maria Callas and Kirsten Chenoweth are
famous because of their performances of different operas and
musical plays abroad. In the Philippines artist like Isay Alvarez,
Robert Seňa, Monique Wilson, Jaime Rivera and Leah Salonga also
became famous not only in the local scene but abroad as well for
their roles in musical plays like the “Miss Saigon.” In fact Leah
Salonga won various international awards like the Olivier, Tony,
Drama Desk and Theatre World awards. She also received the
Order of Lakandula Award from Philippine president Gloria Macapagal-
Arroyo in recognition of her excellence in her craft and for using her
talents to benefit Philippine society.
Listen to aria, “Un bel di”, from “Madame Butterfly”, Act II and
compare this with the solo song “I‟d Give My Life For You” from
“Miss Saigon”.
Evaluate their performance by filling in the checklist with the following figures.
Draw:
= BEST
= GOOD
= FAIR

GRADE 9
Unit 4
Vocal Performance “Un bel di” “I’d Give My Life

Criteria (One beautiful day) For You”
Aria:Cio-cio San Solo:Kim

Miss Saigon
Madame Butterfly

GRADE 9
Unit 4
Breathing
Support/Control
Placement of sounds
Endurance
Reflect:
1. Which performance do you prefer? Why?
2. Is it possible for trained opera singers to perform the

same as the modern musical play singers? Yes or No?
Why?
Individual Activity: LET’S WATCH A MOVIE!

You are going to watch a modern version of what an opera is.
Watch for the different components of opera being shown in the
movie. Then take note of the important details about the plot, the
characters, musical and theatrical elements present in the film.
Answer the following questions:
1. What is your overall impression of the film?
2. From viewing, cite the important components needed to

produce an Opera?
3. Did the film teach you how to have a good understanding

on how to perform in an opera?
4. In what ways do operas help people learn about the

culture of other people?
5. How will you help other people in the future to understand and
appreciate theatrical performances like the Opera?

GRADE 9
Unit 4
Group Activity
ROMANTIC’S SCRAPBOOK
Work in groups. Make a collection of famous Romantic opera
synopsis and musical pieces from the internet and other music
books. Compile the examples according to the composer and their
style. From your compilation of musical pieces/arias each group will
also sing an example of these to the class.
CRITERIA 4 3 2 1
ADVANCED PROFICIENT BASIC MINIMAL

CONTENT Complete information, Main points Some Main points are
accurate and appropriate are covered main not complete
details. but lack some points and are greatly
detail. and lacking
details
are
missing.
Pictures, photographs and Number and types More and Very little
drawings or other similar of better pictorial
devices add to the overall visuals are visuals could representation
effectiveness. adequate as are be used; is present;
Captions are relevant and captions. captions only captions are
explanatory identify and incomplete.
label rather
than explain.
Space, shapes and colors add Design Shows No consideration
to elements d evidence of
the overall effectiveness of and principles of use of design elements
the scrapbook. use are some design and principles.
adequate. elements and
principles.
Sources are properly and Minimum Sufficient List of sources
thoroughly cited sources are number/types are
present and are of sources are inadequate.
cited properly lacking.
THEME There is wholeness about Most of the Only a portion Confusing
the scrapbook. The cover information of the and
clearly identifies the theme. relates to the information inconsistent
theme of the relates to the .
scrapbook. theme of the
scrapbook
LANGUAGE Spelling, punctuation, and Spelling, Spelling, A significant
grammar are used with a punctuation, punctuation, number of
high degree of accuracy. and grammar and grammar errors are
are used are used but made in
accurately. there are spelling,
some punctuation
mistakes. and
grammar.
OVERALL Requirements of the All the Only some of Few of the
EFFECTIVENESS assignment have been requirement the areas of assignment
exceeded. The scrapbook is have been the scrapbook requirements
very creative and fulfilled. The lack neatness. have been met.
interesting. scrapbook is The presentation
neat and as a
presentable. whole lacks
neatness.

GRADE 9
Unit 4
Total Points:

GRADE 9
Unit 4
WHAT TO PERFORM?
“All the world's a stage, and all the men and women merely
players: they have their exits and their entrances; and one man in
his time plays many parts, his acts being seven ages.”
- William Shakespeare, “As You Like It”
It is your time to showcase your talent just as many had done
in the Romantic Period. Remember the importance of applying the
creative process in every project you will present to your audience.
Group Activity: THE STAGE IS YOURS!
The class will be grouped into 4. Each group should create a

plot/story about either of the following themes:
A. Love for country

B. Love of parents for their children.
C. Love story of a young boy and a lady.
D. Social relevant issues ( i.e poverty, OFW and natural
calamity) Procedure for the final output:
1. Submit a copy of your story line together with the list of

recorded songs that you are planning to use. You are only
going to adapt original Pilipino songs without changing the
lyrics.
2. Decide among yourselves what task to take on; singer,
dancer, costume maker, choreographer and technical staff.
Display cooperation and active involvement in the group
activity.
3. Evaluate the success of the different aspects of the
performance by completing the chart below.
qyldtw

GRADE 9
Unit 4
ASPECTS OF THE STRONG AREA THE

PERFORMANCE /COMMENDABLE PERFORMANCE
ASPECT NEEDS TO
IMPROVE ON
Singers
Dancers
Choice of Music
Choreography
Overall
Performance
Rubrics for Vocal Performance

10  Proficient: Virtually no errors. Pitch is very accurate. Tone is
consistently focused, clear, and pleasing all
throughout. Shows excellent voice quality, expressive
and with rhythmic accuracy
9  Approaching Proficiency: Occasional error but most of the
time pitch is accurate and secure. Tone is focused, clear,
and pleasing through the normal singing range.
8  Developing: Some accurate pitches, there are frequent
but and or d clear, but
repeated errors. Tone is often sometimes
focused, an the tone is
uncontrollable
7  Basic: Very few accurate or secure pitches. The tone is
often not focused, clear or pleasant regardless of the
range. Sometimes mumbles, shouts, and sing
inappropriately.
Rubrics for Dance/Choreography

10  Proficient: Demonstrate excellent knowledge of
the choreography and do it well.
9  Approaching Proficiency: Demonstrate good knowledge of
choreography. Few errors however it does not interfere
with performance.
8  Developing: Demonstrates knowledge of choreography with
some
errors.
7  Basic: Demonstrates some knowledge of choreography but

GRADE 9
Unit 4
unsure of some movements and look lost and out of sync
with others.

GRADE 9
Unit 4
Rubrics for Group Performance

10  Proficient: Focused, clear tone all throughout with accurate
rhythm and secure pitch, consistent and sensitive phrasing
and obvious dynamics, with creative nuances in response
to the style and music score; props used and movements
are consistent with the theme and are helpful in conveying
the message.
9  Approaching Proficiency: Focused and clear tone in

normal range, accurate rhythm and secure pitch with
isolated errors, accurate dynamics, with some nuances
in style as suggested by the teacher; props used and
some movements inconsistent with the theme of the
composition.
8  Developing: Focused tone but inconsistent in extreme
range, some repeated errors in rhythm and pitch,
consistent phrasing, dynamics, some nuances in style
as suggested by the teacher; props used and
movements inconsistent with the theme of the
composition.
7  Basic: Unfocused tone, erratic rhythm, unstable pitch,
inconsistent phrasing, dynamics and shows minimal
awareness to style and context; props used and
movements irrelevant to the theme of the composition.
TOTAL POINTS:
REFLECTION:
1. How did the actor use their volume, tempo, vocal

quality and articulation?
2. Were the emotions true to the character?
3. How did the actor project orally and visually to the audience?
4. Were the costumes and make-up true to the setting and characters?
5. What was your overall opinion of the musical play?
6. Enumerate problems you encountered while in the process
of creating your storyline, the choice of songs, costumes
and props and the stage.

GRADE 9
Unit 4
SUMMARY:

GRADE 9
Unit 4
Heralded by the French Revolution, the Romantic Period was

one of subjectivity. The music is intensely emotional, deriving its
strength from massive forces and vivid orchestration. It was also in
this period, hat the virtuoso emerged and performed in numerous
concerts.
The Romantic Era brought further changes in the world of

vocal music. The art song (lied) became a special category of vocal
music. Composers made great strides during this time to closely
associate the text or words of a piece with its musical counterpart.
The real achievements of the Romantics in theatre were in

opera. One of the striking characteristics of the late 18 th and early
19th centuries is the development of the idea of romantic love linked
to marriage. Romantic operatic voice is trained to be full and rich,
powerful enough to fill an opera house in the days before electronic
amplification.
GLOSSARY:
Aria - solo singing part in an Opera
Bel canto - beautiful singing
Chromaticism - The use of notes th mode or diatonic scale upon

foreign to which composition is based e
Coloratura - type of operatic soprano who specializes in music

that is distinguished by agile runs and leaps
Leitmotifs - musical sequences standing for a particular

character/plot element.
Libretto - book or story of the opera
Lieder - German word for songs
Mezzo-soprano - Female vocal range between soprano and alto;

have a tone that is darker than sopranos but lighter than altos
Overtures - An instrumental composition intended especially

as an introduction to an extended work, such as an opera

GRADE 9
Unit 4
Postlude - a closing piece of music

GRADE 9
Unit 4
Preludes – a short piece generally played as an introduction to

another larger musical piece
Prologues - An introduction or preface
REFERENCES:
Readings:
Wright, Craig (2010) Listening to Music 5th Edition
Kamien, Roger (2008) Music An Appreciation 9th
Edition Yudkin, Jeremy ( 2012) Understanding Music
7th Edition
Machlis, Joseph and Forney, Kristine (2011) The Enjoyment of Music 9th
Edition
Recordings:
La donna e mobile. http:// www.youtube.com/watch?
v=xCFREk6Y8TmM Libiamo, ne „lieti.http://
www.youtube.com/watch?v=yOhQ1Wdiik Nessun Dorma. http://
www.youtube.com/watch?v=RdTBm14o0Z8
Gretchen am Spinnrade.http:// www.youtube.com/watch?v=jSneYMIdY-k
Vissi d‟arte.http:// www.youtube.com/watch?v=-OIEoUb8jk
Un bel vi dremo, Angela Gheorghiu

http://www.youtube.com/watch?v=mPUSqOeApVe
Ave Maria.Luciano Pavarotti.http:// www.youtube.com/watch?

v=bPvAQxZsgpQ
La Boheme-Quando m‟en vo.http:// www.youtube.com/watch?

v=yVQNVoc2_Og
Mutya ng Pasig.Conching Rosal. http:// www.youtube.com/watch?

GRADE 9
Unit 4
v=wF6-i- ROnXU
Erlkönig, Joseph Mikolaj http:// www.youtube.com/watch?v=S9fHa6caCMc

GRADE 9
Unit 4
La‟mour http:// www.youtube.com/watch?v=8w9yJdkeryI
Miss Saigon- I‟d Give My Life for You

http://www.youtube.com/watch?v=bjUBxDUFZco

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GRADE 9

MUSIC LEARNER’S MATERIAL

Medieval, Renaissance and Baroque Music Page 1

Time allotment: 8 hours

LEARNING AREA STANDARD

KEY - STAGE STANDARD

GRADE LEVEL STANDARD

Medieval, Renaissance and Baroque Music Page 2

 Excerpts from Oratorio

Medieval, Renaissance and Baroque Music Page 3

A type of music from the Medieval Era is Gregorian Chant,

Music during the Renaissance Period became an important

The Baroque Period is characterized by grand and elaborate

Music evolved alongside with man’s constant quest for growth

 Listen perceptively to selected vocal and instrumental

Medieval, Renaissance and Baroque Music Page 4

To assess what you know about the music of the Medieval,

Part I. Guess Who?

You will need:

NOTE: These pictures may be placed on the board by your teacher.

Medieval, Renaissance and Baroque Music Page 5

Part II. Guess When?

Direction: Classify the items in the box according to the historical

Gregorian Chants Mass

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

1. Canon Rock http://www.youtube.com/watch?v=jau8gMtapQo

 Look for other songs which were originally composed

1. Were you aware that some of those music were

Medieval, Renaissance and Baroque Music Page 6

Music of the Medieval Period (700 – 1400)

Medieval, Renaissance and Baroque Music Page 7

The music sheet below is a notated Gregorian Chant written in Neumes:

Description: The Introit Gaudeamus Omnes, scripted in square

Medieval, Renaissance and Baroque Music Page 8

During the latter part of the Medieval Period, secular music

Famous Composer of the Medieval Period:

Adam De La Halle, Miniature in musical codex

Medieval, Renaissance and Baroque Music Page 9

Adam de la Halle was also known as Adam le Bossu (Adam the

Adam was one of the oldest secular composers whose literary

His works include:

Listen to the link below that features ― LeJeu de Robin et Marion‖

Music of the Renaissance Period (1400 – 1600)

Medieval, Renaissance and Baroque Music Page 10

Medieval, Renaissance and Baroque Music Page 11

Characteristics of Renaissance Music:

Vocal Music of the Renaissance Period

1. Mass – is a form of sacred musical composition that sets

Characteristics of the Mass:

Five Main Sections of Mass:

Medieval, Renaissance and Baroque Music Page 12

Characteristics of the Madrigal:

Listen to ―April Is In My Mistress„ Face” by Thomas Morley

Medieval, Renaissance and Baroque Music Page 13

Famous Composers of the Renaissance Period

1. Giovanni Pierluigi da Palestrina

Giovanni Pierluigi da Palestrina

Giovanni Pierluigi da Palestrina is said to be the greatest

His career reflects his commitment to the music of the church.