Grade 9 Learning Module in Music - Complete

Compilation by Ben: r_borres@yahoo.com

GRADE 9
Learning Module

MUSIC
(Qtr 1 to 4)

MUSIC LEARNER’S MATERIAL
GRADE 9
Unit 1
M e d i e v a l , R e n a i s s a n c e a n d B a r o q u e M u s i c Page 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.)

GRADE 9
Unit 1
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
The learner demonstrates understanding of salient features of 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
 Excerpts from Oratorio
 Chorales
 Troubadour
Time allotment: 8 hoursTime allotment: 8 hoursTime allotment: 8 hoursTime allotment: 8 hours

GRADE 9
Unit 1
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.

GRADE 9
Unit 1
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.

GRADE 9
Unit 1
Gregorian Chants Mass
Fugue Concerto Grosso
Troubadour Music Oratorio
Madrigal Chorale
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.
Listen to the following 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
 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?
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 – world, but one thing never changes, “Music will always be part of man‟s everyday life”.

GRADE 9
Unit 1
WHAT TO KNOW
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
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.

GRADE 9
Unit 1
The music sheet below is a notated Gregorian Chant written in Neumes:
Description: The Introit Gaudeamus Omnes, scripted in square
notation.
Date: 14
th
century – 15
th
century
Source: wikepedia.org
File: Graduale Aboense 2.jpg

GRADE 9
Unit 1
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

GRADE 9
Unit 1
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 lands but also of the oceans, and
Martin Luther’s Protestant reformation.

GRADE 9
Unit 1
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

GRADE 9
Unit 1
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?

GRADE 9
Unit 1
Famous Composers of the Renaissance Period
1. Giovanni Pierluigi da Palestrina
Rome, 1525 - February 2,
1594
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 for the rest of his life.
Listen to the links below that feature the opening Kyrie
Giovanni Pierluigi da Palestrina
Source:
http//xoomer.virgilio.it/senesino/Dei/Palestrina.jpg
File: Giovanni_Pierluigi_da_Palestrina.jpg

GRADE 9
Unit 1
(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

GRADE 9
Unit 1
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

GRADE 9
Unit 1
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
 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
Access this link through the internet and listen to:
Bach’s Toccata and Fugue in D minor
http://www.youtube.com/watch?v=ho9rZjlsyYY
ILLUSTRATOR: Please include an
illustration of melodic lines in
counterpoint
ILLUSTRATOR: Please include an
illustration that may represent
the statement above.

GRADE 9
Unit 1
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

GRADE 9
Unit 1
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
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.
Johann Sebastian Bach
Date: 1746
Source: Unknown
Artist: Elias Gottlob Haussmann

GRADE 9
Unit 1
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
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

GRADE 9
Unit 1
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.
Listen and watch the following link that features the “Hallelujah” chorus from
Händel’s Messiah
http://www.youtube.com/watch?v=IUZEtVbJT5c

GRADE 9
Unit 1
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

GRADE 9
Unit 1
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.
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
Listening Activity
http://www.youtube.com/watch?v=O5GtmcHZLHw

GRADE 9
Unit 1
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 based on the music selection that you
have heard.
_____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?

GRADE 9
Unit 1
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 viewed
November 7, 2013
Song # 3 - http://www.youtube.com/watch?v=aFHPRi0ZeXE - Last viewed
November 7, 2013
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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Unit 1
SONG # 1

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

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Unit 1
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.

GRADE 9
Unit 1
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?

GRADE 9
Unit 1
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
The following activities will showcase your talent and what you have learned about
Medieval, Renaissance and Baroque Music.
WHAT TO PERFORM
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 2 pts 1 pt 0 pts
Tempo
Appropria
te
Fluctuates
slightly
Fluctuates
much
Mostly
wrong
Not
appropriate
Cannot
play
Steady Beat
Consisten
t
Fluctuates
slightly
Fluctuates
much
Mostly
wrong
Not
appropriate
Cannot
play
Melodic
Pattern
No
mistakes
A few
mistakes
Many
mistakes
Mostly
wrong
Consistently
wrong
Cannot
play
Stage
Presence
Played
with
excellent
confidenc
e
Played
with very
good
confidenc
e
Played
with good
confidenc
e
Played
with
confidenc
e
Played with
less
confidence
Cannot
play
Overall
Presentation
Superior Very Good
Pretty
Good
Fair Poor
Cannot
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
Movements
5 Points
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
C l a s s i c a l M u s i c Page 31

GRADE 9
Unit 2
for his/her self-development, celebration of his/her Filipino cultural identity
and diversity, and expansion of his/her world vision.
The learner demonstrates understanding of salient features of Western music
and the arts from different historical periods, through appreciation, analysis,
and performance for self-development, the celebration of Filipino cultural
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
Time allotment: 8 hoursTime allotment: 8 hoursTime allotment: 8 hours

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:
At the end of the module you, as a learner, are expected to:
 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
Nowadays, people listen to current and new musical genres such
as pop, rock, R & B, and other 20th
century music and are unaware
of the music of the past. Let us listen to some selected music of
the Classical Period.
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 ___________________
Suggested listening resources
o W.A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)
http://www.youtube.com/watch?v=o1FSN8_pp_o
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
http://www.youtube.com/watch?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 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.
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
Concerto
Homophonic
Haydn
Symphony
Oratorio Opera 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) 3rd
mov. a. Mr. Bean
___2. Piano Sonata no 14 in C#m (Moonlight) 1st
mov. b. Little Einstein’s
___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
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: PianoSonata No. 11, K331inAMajor, 1st
mov. (Andantegrazioso)
http://www.youtube.com/watch?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
Albeti Bass
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 movement
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
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 express emotion through
melody.
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

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”
http://www.youtube.com/watch?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.
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
TITLEOFTHE
COMPOSITION
MELODY
TEMPO
DYNAMICS
TEXTURE
PERIODIN
MUSIC
Simple
/Tuneful
Complex
Slow
Moderate
Fast
MostlySoft
MostlyLoud
Monophonic
Homophonic
Polyphonic
Renaissance
Baroque
Classical
John Dowland Fine
Knacks for Ladies
G.F.Handel
HalleluiaChorus
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?
2. How were you able to determine whether the music is a Sonata, a
Concerto or a Symphony?
3. Which do you prefer: listening to classical music or to pop music?
Why?
“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
EXPOSITION _______________
DEVELOPMENT ____________
RECAPITULATION __________

GRADE 9
Unit 2
1 2 3 4

GRADE 9
Unit 2

GRADE 9
Unit 2
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.
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
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%
T O T A L 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%
T O T A L 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
were followed
At all times
Most of the
time
Some of the
time
Hardly Never
2. Singing (Voice
quality)
Good
singing
voice and
sing in tune
Good
singing
voice but
sometimes
not in tune
Can sing but
has a hard
time
following the
tune
Cannot
sing but
can hum a
few lines
Cannot sing
at all
3. Dancing (Grace
and
Synchronization)
Can dance
well and in
synch with
the music
Can dance
and in
synch with
the music
Can dance
but
sometimes
not in synch
with the
music
Can
dance but
not in
synch with
the music
Can hardly
dance
4. Acting and
Directing
Excellent Good Satisfactory Fair
Needs
Improvement
5. Over all
Production
Needs
Improvement
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
1. All instructions
were followed
At all times
Most of the
time
Some of the
time
Hardly Never
2. Singing (Voice
quality)
Good
singing
voice and
singing in
tune
Good
singing
voice but
sometimes
out of tune
Can sing but
has a hard
time
following the
tune
Cannot
sing but
can hum a
few lines
Cannot sing
at all
3. Originality of
Composition
Needs
Improvement
5. Over all
Performance
Needs
Improvement
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
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)
G. F. Handel Hallelujah Chorus from Messiah
http://www.youtube.com/watch?v=IUZEtVbJT5c (ret. 2/19/14)

GRADE 9
Unit 3
RO
R O M A N T I C M U S I C Page 64

GRADE 9
Unit 3
RO
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.
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.
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.
Time allotment: 8 hours

GRADE 9
Unit 3
RO
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

GRADE 9
Unit 3
RO
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
Sebastian
Bach
Ludwig van
Beethoven
Franz Liszt
Richard
Wagner
Arnold
Schoenberg
Franz Schubert
Robert
Schumann
Igor Stravinsky
Camille Saint-
Saëns
Claude
Debussy
Wolfgang
Amadeus
Mozart
Ryan Cayabyab Ramon Santos Edward Grieg Frederic Chopin

GRADE 9
Unit 3
RO
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.

GRADE 9
Unit 3
RO
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 Etude, Op.
10, No. 12 and 24 Preludes, Op. 28.

GRADE 9
Unit 3
RO
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

GRADE 9
Unit 3
RO
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)

GRADE 9
Unit 3
RO
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 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
Robert Schumann
Photography by: Joseph Kriehuber, 1839

GRADE 9
Unit 3
RO
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 compositions is a
five movement symphony called “Symphonie
Fantastique”. In this composition which is also
known as “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.
Hector Berlioz
Photograph by : François-Marie-
Louis-Alexandre Gobinet de
Villecholle, 1865

GRADE 9
Unit 3
RO
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
1ST
MOVEMENT
Reveries/Passion
Largo (slow
introduction)
Allegro agitato e
appasionado
assai (agitated
and very
impassioned
allegro)
2ND
MOVEMENT
A Ball
Allegro non troppo
The second
movement is a
waltz
ABA form
3RD
MOVEMENT
Scene in the
Country
Adagio
waltz
ABA Coda Form
4TH
MOVEMENT
March to the
Scaffold
Allegretto non
troppo Composed of two
different themes
5TH
MOVEMENT
Dream of a
Witches Sabbath
Larghetto allegro
Most fantastic of
the movement

GRADE 9
Unit 3
RO
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.
As a big fan of Mozart, Tchaikovsky 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
 Sleeping Beauty
 The Nutcracker
 Romeo & Juliet
 1812 Overture
 Symphony No. 2
 Symphony No. 6 “Pathetique”
 Piano Concerto No. 1
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.
Peter Tchaikovsky
Photograph by: Edwin Evans,
1906
Camille Saint-Saens
Photography by:
Societe des Auteurs Photographes,
Paris, 1918

GRADE 9
Unit 3
RO
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

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

GRADE 9
Unit 3
RO
Individual Activity
Listening exercise: In the mood for music
Write down words to describe the atmosphere and emotions of 2nd
movement of
SYMPHONY FANTASTIC “a ball”.
Symphonie Fantastique 2nd
movement – a ball
ATMOSPHERE AND EMOTIONS
INTRODUCTION
00:00- 00:39
BEGINNING
00:39-02:15
MIDDLE
02:16 – 05:38
END
05:39 – 06:38
MOODS/ATMOSPHERE
SCARY SHOCKING EXPLOSIVE
MYSTERY JOY CHEERFUL
WARM INVITING FRIENDLY
NOBLE SERIOUS DARK
ADVENTURE CALM/PEACEFUL EXCITMENT

GRADE 9
Unit 3
RO
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

GRADE 9
Unit 3
RO
Rubric for Storytelling
Criteria Exemplary Accomplished Developing Beginning
Knows the
Story
Knows the
story well; has
obviously
practiced
telling the
story; uses no
notes; speaks
with
confidence
Knows the
story pretty
well; some
practice; may
use notes;
fairly confident
Knows some
of the story;
has not
practiced;
relies on
notes;
appears
uncomfortable
Does not
know story;
reads from
notes
Voice
Always
speaks loudly,
slowly, and
clearly
Correct
pronunciation;
explains
unfamiliar
words
Usually speaks
loudly, slowly,
and clearly
Correct
pronunciation;
does not
explain
unfamiliar
words
May speak
too softly or
too rapidly;
mumbles
occasionally
Incorrect
pronunciation
of some
words; does
not explain
unfamiliar
words
Speaks too
softly or too
rapidly;
mumbles
Incorrect
pronunciation;
does not know
what
unfamiliar
words mean
Acting
Consistently
motivates and
assists others
Quick to
volunteer and
assist others
Generally
works well
with others
Seldom works
well with
others
Audience
Contact
Storyteller
looks at all the
audience;
involves them
with questions
Storyteller
looks at a few
people in the
audience;
involves only a
few with
questions
Story told to
only 1 to 2
people in the
audience;
little audience
involvement
Storyteller
does not look
at audience;
no attempt to
involve
audience with
questions

GRADE 9
Unit 3
RO
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)
STUDENTS
TCHAIKOVSKY
SAINT-SAENS
LISZT
PAGANINISCHUMANN
SCHUBERT
CHOPIN

GRADE 9
Unit 3
RO
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.

GRADE 9
Unit 3
RO
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
characteristic of the
Romantic Music
Piano Music Program Music
Rap / Song Rubric
Criteria
4 3 2 1
Originality
&
Appearance
Presentation sho
w considerable
originality and inv
entiveness. The c
ontent and ideas
are presented in
a unique and
interesting way.
Excellent use of
graphics and
background.
Presentation shows
some originality and
inventiveness. The
content and ideas
are presented in an
interesting way.
Good use of
graphics and
backgrounds.
Presentation shows an
attempt at originality
and inventiveness.
Fair use of graphics
and backgrounds.
Presentation is a r
educed attempt at
ntiveness.
Reduced
use of graphics
and backgrounds.
Content Information is det
ailed, varied, and
extensive
Includes
important
interesting
information
Includes some
important and
interesting
Information.
Minimal content.
Audio
Quality
Singing is clear,
Music is at
appropriate level.
Not too loud or
soft
Audio could be
better quality.
Music and
singing a little
out of balance.
Audio could be
better quality.
Singing could be
articulated better.
Voice quality and
music does not blend
properly making it
hard to understand
either one.
Audio is of poor
quality.

GRADE 9
Unit 3
RO
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
OVERTURE 1812
Peter Ilyich
Tchaikovsky
Frederic Chopin
Franz Liszt
REVOLUTIONARY
ETUDE
Peter Ilyich
Tchaikovsky
Frederic Chopin
Franz Liszt
WALTZ OF THE
FLOWER FROM THE
“NUTCRACKER SUITE”
Peter Ilyich
Tchaikovsky
Frederic Chopin
Franz Liszt
THE SWAN
“CARNIVAL OF THE
ANIMALS”
Peter Ilyich
Tchaikovsky
Frederic Chopin
Franz Liszt
NOCTURNE OP. 9 NO. 1
IN Bb minor
Peter Ilyich
Tchaikovsky
Frederic Chopin
Franz Liszt

GRADE 9
Unit 3
RO
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
Criteria
Exemplary
5
Accomplished
4
Developing
3
Beginning
2
Knows the
Story
Knows the story
well; has
obviously
practiced telling
the story; does
not use any
guide cards or
idiot boards
Knows the story
pretty well; with
practice; fairly
confident with the
use of some
guide cards or
idiot boards
Knows some
parts of the
story; relies on
guide cards or
idiot boards
Does not know the
story and
completely relies on
guide cards or idiot
boards
Voice
Always sings and
speaks loudly,
slowly, and
clearly
Correct
pronunciation
Usually sings and
speaks loudly,
slowly, and clearly
Correct
pronunciation
May sing and
speak too softly
or too rapidly;
mumbles
occasionally
Incorrect
pronunciation of
some words
Sings and Speaks
too softly or too
rapidly; mumbles
Incorrect
pronunciation
Team
Collaboration
Consistently
motivates and
assists others
Quick to volunteer
and assist others
Generally works
well with others
Seldom works well
with others
Audience
Contact
Storyteller looks
at all the
audience;
involves them
with questions
Storyteller looks
at a few people in
the audience;
involves only a
few with
questions
Story told to only
1 to 2 people in
the audience;
little audience
involvement
Storyteller does not
look at audience;
no attempt to
involve audience
with questions

GRADE 9
Unit 3
RO
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 the
music
composer
Listening 1
 Etude in
Eb minor
 Etude in Eb
minor
 Swan Lake
 Sleeping
Beauty
 Frederic
Chopin
 Franz Liszt
 Hector
Berlioz

GRADE 9
Unit 3
RO
Music
LISTENING
Title of the music Composer
Listening 1
 Nocturne In E
Flat Major,
Op.9 No.2
 Etude in Eb
minor
 Swan Lake
 Frederic
Chopin
 Franz Liszt
 Hector
Berlioz
Listening 2
 Fantasie
Impromptu
 Liebestraum -
Love Dream
 The Nutcracker
Suite
 Frederic
Chopin
 Franz Liszt
 Hector
Berlioz
Listening 3
 1812 Overture
Part 1
 The Nutcracker
Suite
 The swan
 Peter Ilyich
Tchaikovsky
 Frederic
Chopin
 Camille
Saint-
Saëns
Listening 4
 The Swan
 Hungarian
Rhapsody No.
2
 Swan Lake Op.
20
 Peter Ilyich
Tchaikovsky
 Frederic
Chopin
 Camille
Saint-
Saëns
Listening 5
 Liebestraum -
Love Dream
The Nutcracker
Suite
 Hungarian
Rhapsody No.
2
 Hector
Berlioz
 Franz Liszt
 Camille
Saint-
Saëns

GRADE 9
Unit 3
RO
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
USED
TEXTURE FORM TEMPO
Liebestraum
Liszt
 Piano
 Orchestral
instruments
 Monophony
 Homophony
 polyphony
 Binary
(AB)
 Ternary
(ABA)
 Rondo
(ABACA)
 Fast
 Slow
 moderate
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

GRADE 9
Unit 3
RO
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.

GRADE 9
Unit 3
RO
Individual Activity
PROGRAM MUSIC ANALYSIS OF THE ELEMENTS AND ATMOSPHERE OF
THE MUSIC
Listen to the recoding of Hector Berlioz Symphonie Fantastique 2nd
movement “a
ball” and describe the tempo in each given time.Identify the atmosphere or
emotions.
Symphonie
Fantastique
2nd
movement –
a ball
TEMPO ATMOSPHERE AND
EMOTIONS
INTRODUCTION
00:00 - 00:39
BEGINNING
00:39-02:15
MIDDLE
02:16 – 05:38
END
05:39 – 06:38
MOODS/ATMOSPHERE
SCARY SHOCKING EXPLOSIVE
MYSTERIOUS JOYFUL CHEERFUL
WARM INVITING FRIENDLY
NOBLE SERIOUS DARK
ADVENTUROUS CALM/PEACEFUL EXCITING

GRADE 9
Unit 3
RO
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
PETER ILYICH
TCHAIKOVSKY
TIME Texture Tempo Moods of the music
1
ST
THEME 00:00-2:10 Mystery/calm/peaceful
2ND
THEME 02:10-2:50 Serious/lonely
3
RD
THEME 02:50-4:20 Mystery/calm/peaceful
4
TH
THEME 04:20-5:00 Sad/adventure/
5
TH
THEME 05:00-7:10 Calm/enthralled
Frederic Chopin
Scherzo No. 2 in
B-flat minor, Op.
31
TIME Texture Tempo Mood
1
ST
THEME
2
ND
THEME
3RD
THEME
4TH
THEME
5
TH
THEME
“March To The Scaffold” of
Symphonie Fantastique
4th movement
TIME Moods of the music
1ST
THEME
2
ND
THEME
3
RD
THEME
4TH
THEME
5TH
THEME

GRADE 9
Unit 3
RO
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…
________________________________________________________________

GRADE 9
Unit 3
RO
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 the
song or music
composer Time/Date reflection source

GRADE 9
Unit 3
RO
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
NOCTURNE
FREDERIC CHOPIN
GROUP 2
LIEBESTRAUM
FRANZ LISZT
GROUP 3
THE SWAN
GROUP 4
ROMEO AND JULIET
PETER ILYICH TCHAIKOVSKY

GRADE 9
Unit 3
RO
Rubrics for musical poem:
Category 4 3 2 1
Overall
Performance
The
composition
was creative,
clean/easy to
read, and
included all
required
elements. The
melody fit well
with the lyrics.
The
composition
was somewhat
creative and
legible. Most of
the required
elements were
included. The
lyrics were
rhythmically
awkward in a
few places.
The
composition
was very basic
and somewhat
legible to read.
At least half of
the required
elements were
included. No
fluidity in
melody and
lyrics.
The
composition
was not
complete, and
very difficult to
read. Under
half of the
required
elements were
included.
Project will
need 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
Liebestraum
Love Dream
Frederic Chopin
Etude Op 25 No 12 in C-
minor
Peter Ilyich Tchaikovsky
Swan Lake Op. 20

GRADE 9
Unit 3
RO
RUBRICS for Pantomime production:
Category 4 3 2 1
MOVEMENT Student
expresses
emotion by
using
appropriate
gestures,
body
movements,
and facial
expressions
Student
expresses
emotion by
using some
gestures,
body
movements,
and facial
expressions
Student
attempts to
use gesture,
body
movement,
and facial
expression
Student uses
limited or
inappropriate
gesture, body
movement, and
facial expression
CHARACTER Students
communicate
expressively,
illuminating
the life and
world of the
character.
Student
communicates
clearly,
expressing
the life
and world of
the
Character.
Student
attempts to
express the
life and
world of the
character,
But
execution is
weak.
Student uses
limited or
inappropriateacting
technique to
Create character.
REFLECTION
ON WAYS TO
IMPROVE
Student
writes
aperceptive
reflection
on how to
improveboth
rehearsal
and
performance.
Student writes
a proficient
reflection
clarifying how
toimprove
bothrehearsal
and
performance
Student
writes
aweak
reflection on
how to
improve
both
rehearsal
and
performance
or fails to
write about
either the
rehearsal or
the
performance
Student writes a
veryweak
reflection on
neither the
rehearsalor
performance

GRADE 9
Unit 3
RO
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 symphony
orchestra.

GRADE 9
Unit 3
RO
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

GRADE 9
Unit 4
V o c a l M u s i c o f t h e R o m a n t i c P e r i o d Page 101

GRADE 9
Unit 4
for his/her self-development, celebration of his/her Filipino cultural identity
and diversity, and expansion of his/her world vision.
Key- stage STANDARD
identity and diversity, and the expansion of one‟s world vision.
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.
Time allotment: 8 hours

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 cultural developments and artistic forms of
expression of the period. By understanding the past we learn to appreciate
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 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 31st
of
January 1797 in Himmelpfortgrund, Austria
and died in 1828 in Vienna, Austria at 31.
Giuseppe Verdi
Image by Wilhelm August Rieder 1875

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
“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”,
“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
Image by Giacomo Brogi 1822-1881
Image by New York 1956
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 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.
Image by Etienne Carjat 1875

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 notebook
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 am
Spinnrade”
by F.
Schubert
Lied/ Art
Song
( Range,
register,
mode, etc.)
“Mutya ng
Pasig” by
Nicanor
Abelardo
Kundiman
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?
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 write VERDI if not write X.
_____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
 Coloratura-highest
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 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 e
mobile
o Tenor
o Baritone
o Bass
o Soprano(coloratura)
o Mezzo-soprano
o Contralto
2.Nessum Dorma o Tenor
o Baritone
o Bass
o Mezzo-soprano
o Contralto
3.Libiamo o Tenor
o Baritone
o Bass
o Mezzo-soprano
o Contralto
4.Un bel di
redremo
o Tenor
o Baritone
o Bass
o Mezzo-soprano
o Contralto
5.VISSI d’ArTE o Tenor
o Baritone
o Bass
o Mezzo-soprano
o Contralto
6.QUAndo m’En Vo o Tenor
o Baritone
o Bass
o Mezzo-soprano
o Contralto
7.Ave Maria o Tenor
o Baritone
o Bass
o Mezzo-soprano
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
http://www.youtube.com/watch?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 OF
EXERCISE
GOOD FAIR DIFFICULT
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.
 Vocal Range
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
ADVANCED
8
PROFICIENT
7
BASIC
5
MINIMAL
Posture Standing/sitting
straight. Feet flat on
the floor. Head up
and never needs to
be reminded about
posture.
Standing/sitting
straight. Feet flat on
the floor. Head up
and must be
reminded about
posture.
Standing but either
slouching/leaning.
Standing but without
both feet on the floor
Will not
follow
directions
for standing
or sitting
properly.
Projection Singing at
appropriate volume
(audible, not
shouted)
independently.
Singing with
appropriate volume
yet not shouted with
prompting from
teacher
Singing without
confidence. Poor breath
support.
Will not sing
Tone
Quality
Singing with
appropriate fullness
of tone.
Singing, though with
poor breath support.
Mumbling, speaking,
shouting
Will not sing
Diction Student articulates
clearly and the text
of the music is
understandable.
Student articulates
the words somewhat
clearly and the text
can be understood
most of the time.
Student is sometimes
articulating the words,
but the text is often not
discernable.
No clue as
to what the
student is
singing.
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
Vocal Performance
Criteria
“Un bel di”
(One beautiful day)
Aria:Cio-cio San
Madame Butterfly
“I’d Give My Life
For You”
Solo:Kim
Miss Saigon

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, accurate
and appropriate details.
Main points are
covered but lack
some detail.
Some main
points and
details are
missing.
Main points are not
complete and are
greatly lacking
Pictures, photographs and
drawings or other similar devices
add to the overall effectiveness.
Captions are relevant and
explanatory
Number and types of
visuals are adequate
as are captions.
More and better
visuals could be
used; captions
only identify and
label rather than
explain.
Very little pictorial
representation is
present; captions
are incomplete.
Space, shapes and colors add to
the overall effectiveness of the
scrapbook.
Design elements
and principles used
are adequate.
Shows evidence
of use of some
design elements
and principles.
No consideration of
design elements and
principles.
Sources are properly and
thoroughly cited
Minimum sources
are present and are
cited properly
Sufficient
number/types of
sources are
lacking.
List of sources are
inadequate.
THEME There is wholeness about the
scrapbook. The cover clearly
identifies the theme.
Most of the
information relates
to the theme of the
scrapbook.
Only a portion of
the information
relates to the
theme of the
scrapbook
Confusing and
inconsistent.
LANGUAGE Spelling, punctuation, and
grammar are used with a high
degree of accuracy.
Spelling,
punctuation, and
grammar are used
accurately.
Spelling,
punctuation, and
grammar are
used but there
are some
mistakes.
A significant
number of errors
are made in
spelling,
punctuation and
grammar.
OVERALL
EFFECTIVENESS
Requirements of the assignment
have been exceeded. The
scrapbook is very creative and
interesting.
All the requirement
have been fulfilled.
The scrapbook is
neat and
presentable.
Only some of the
areas of the
scrapbook lack
neatness.
Few of the
assignment
requirements have
been met. The
presentation as a
whole lacks
neatness.
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
PERFORMANCE
STRONG
/COMMENDABLE
ASPECT
AREA THE
PERFORMANCE
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, but there are frequent and or
repeated errors. Tone is often focused, and clear, but sometimes
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
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.
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 18th
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 foreign to the mode or diatonic scale upon
which composition is based
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
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?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

Grade 9 Learning Module in Music - Complete

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Grade 9 Learning Module in Music - Complete