Music

Quarter 1 – Module 1
Music of Medieval, Renaissance and
Baroque Periods
MAPEH– Grade 9
Alternative Delivery Mode: Self- Learning Module (SLM)
Quarter 1 – Module 1: Music of Medieval, Renaissance and Baroque Periods
First Edition, 2020

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Published by the Department of Education, Caraga Region

Schools Division Office of Surigao City

Schools Division Superintendent: Karen L. Galanida

Assistant Schools Division Superintendent: Florence E. Almaden

Development Team of the Module

Writer: Candace Jane Q. Rosales

Editors: Angelie D. Echin
Evaluators: Tessie C. Dolores, Ava A. Pacot
Illustrators: Lady Faith D. Reroma, Neil W. Maca
Layout Artists: Joshua Frondozo
Management Team: Karen L. Galanida
Florence E. Almaden
Carlo P. Tantoy
Elizabeth S. Larase
Tessie C. Dolores
Noemi D. Lim
Paul Andrew A. Tremedal
Laarni C. Micayas

Printed in the Philippines by the Schools Division Office of Surigao City

Office Address: M. Ortiz Street, Barangay Washington

Surigao City, Surigao del Norte, Philippines
Telefax: (086) 826-1268; (086) 826-3075; (086) 826-8931
E-mail Address: surigao.city@deped.gov.ph
 9

Music
Quarter 1 – Module 1
Music of Medieval, Renaissance and
Baroque Periods
Introductory Message
For the facilitator:
Welcome to Music–Grade 9 Alternative Delivery Mode (ADM): Self–Learning Module
(SLM) on Music of Medieval, Renaissance and Baroque Periods.

This module was collaboratively designed, developed and reviewedby eductors both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards st by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acqure the needed 21st century skills while takinhito consideration their
needs and circumstances.

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

Notes to the Teacher

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

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

ii
For the learner:
Welcome to Music–Grade 9 Alternative Delivery Mode (ADM): Self–Learning Module
(SLM) on Music of Medieval, Renaissance and Baroque Periods.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as learner is
capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and indpendent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need To Know This will give an idea of the skills or competencies
you are expected to learn in the module.
What I Know This part includes an activity that aims to check
what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.
What’s In This is brief drill or review to help you link the
current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to
you in various ways such as story, a song, a
poem, a problem opener, an activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent practice
to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer. What I know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return the module to your teacher/facilitator once you are through with it.

iv
 What I Need to Know

This module was designed and written for your benefit and convenience. It is
here to help you to be more familiar and could be proficient in Music.

The scope of this module covers many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
following the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

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 unique characteristic of Renaissance music. The Baroque Period is characterized by
grand and elaborate ornamentation of sculptures, theatres, 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.

The module is divided into three lessons, namely:

 Lesson 1– Music of the Medieval Period (700-1400)
 Lesson 2– Renaissance Period (1400-1600)
 Lesson 3– Music of the Baroque Period (1685-1750)

After going through this module, you are expected to:

1. describe the musical elements of selected vocal and instrumental music of Medieval,
Renaissance and Baroque music; (MU9MRB -Ib-f-5)

2. explain the performance practice (setting, composition, role of

composers/performers, and audience) during Medieval, Renaissance and Baroque
periods; (MU9MRB -Ia-h-2)

3. relate Medieval, Renaissance and Baroque music to other art forms and its history
within the era; (MU9MRB -Ic-f-3)

4. improvise appropriate accompaniment to selected music from Medieval,

Renaissance and Baroque period. (MU9MRB -Ib-d-7)

1
 What I Know

Directions: Choose the letter of the best answer. Write your answer on a separate sheet of
paper.

1. In what period refers between the fall of Roman Empire and the age of
reawakening and discovery?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period

2. What era known as “looking back” to the Golden Age of Greece and Rome?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period

3. In what period does the arts highlighted grandiose and elaborate

ornamentation?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period
4. In what category falls the following: binary – AB, ternary – ABC , ground bass ,
fugue?
A. New tone C. New form
B. Dynamics D. Composition

5. In what category falls the following: Concerto, Concerto Grosso, Fugue,

Oratorio?
A. Music Genres of Baroque Music
B. Music Genres of Medieval Music
C. Music Genres of Classical Music
D. Music Genres of Renaissance Music

6. It is a through–composed vocal music composition written and is expressed in a

poetic text.

A. Mass B. Fugue C. Madrigal D. Troubadour Music

7. Baroque music is known for its grandiose and elaborate ornamentation. Which
of the following Baroque music forms was developed through imitative
counterpoint?
A. Fugue B. Oratorio C. Concerto D. Concerto Grosso

2
8. It was originally a chant passed along by oral tradition but later on, they were
notated. What vocal music it is?
A. Concerto C. Gregorian Chant

B. Oratorio D. Troubadour Music

9. Who composed the following: Fire, Fire, My Heart, Sing and Chant It, It was a
Lover and His Lass?
A. Thomas Morley C. Johann Sebastian Bach
B. Antonio Vivaldi D. Giovanni Pierluigi da Palestrina
10. Who composed the following: Mass in B minor, Cantata 208 and 211, Well-
Tempered Clavier?
A. Thomas Morley C. Johann Sebastian Bach
B. Antonio Vivaldi D. Giovanni Pierluigi da Palestrina
11. The following are the characteristics of the Madrigal EXCEPT:
A. neumatic C. sung a cappella
B. through–composed D. frequently in 3 to 6 voices

12. What was the prominent instrument of the renaissance era?

A. Lute B. Piano C. Guitar c. Violin

13. The following are the characteristics of Renaissance Music except one:
A. Mostly polyphonic
B. Imitation among the voices is common
C. Use of word painting in texts and music
D. Church music spread and taught to succeeding generations.

14. Who composed the following: Le Jeu de Robin et de Marion, La Chanson du

roi de Sicile?
A. Antonio Vivaldi C. George Friedrich Händel
B. Adam de la Halle D. Giovanni Pierluigi da Palestrina
15. Which of the following is the correct sequence of Five Main Sections of Mass?
A. Credo ,Kyrie, Gloria, Sanctus and Benedictus , Agnus Dei
B. Agnus Dei, Kyrie, Gloria, Credo, Sanctus and Benedictus
C. Kyrie, Gloria, Credo, Sanctus and Benedictus , Agnus Dei
D. Sanctus and Benedictus ,Kyrie, Gloria, Credo, Agnus Dei

3
Lesson Music of the Medieval Period
1 (700 – 1400)
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, instrumental music,
composers, historical and cultural backgrounds.

What’s In

In your Grade 8 music lesson, you have learned about the music of Southeast
Asia. You have understood the basic concepts and principles. You have also
discovered how people from the Southeast Asian countries expressed their feelings
towards each other, towards the environment and their history and beliefs through
vocal or instrumental music. In this lesson, the same concepts and characteristics
will be discussed including the composers but in different periods and countries.

Activity 1: GUESS WHERE

Directions: Classify the items in the box according to the place where it
belonged with. Copy the table and do this in a sheet of paper.

Concerto Grosso Pinpeat Madrigal

Burung Kaka Tua Troubadour Music Irama

Southeast Asian Music Western Music

What’s New?

Activity 1: CAN YOU RELATE

Directions: Complete the table by grouping the pictures according to
their historical periods. Write your answers on a sheet of paper together with
the reflection provided.

4
Johann Gutenberg Printing Press Martin Luther’s Protestant reformation

https://sierrahtrevon.weebly.com/printing-press.html https://stefawnawelch.wordpress.com/2017/02/
12/northern-renaissance-martin-luther/

Match Leonardo da Vinci’s Designs

Image source: historyarchive.files.wordpress.com Image source: thevintagenews.com

Harpsichord Queluz National Palace, Portugal

https://www.classicfm.com/music-news/pictures/more- https://courses.lumenlearning.com/boundless-arthistory/chapter/the-baroque-
pictures/musics-greatest-inventions/ period/

Medieval Period Renaissance Period Baroque Period

Reflection:

1. From your answers, are the pictures and the periods related? Why?
2. How do these artifacts, inventions, reformations give impact into their
respective era?
Rubric for Reflection
Features 4 Very Good 3 Good 2 Fair 1 Beginner
Quality of Writing written in an written in a Writing had slight Writing had
astonishing style remarkable style style no style
Cleanliness and Very informative, Somewhat Gives some new Gives no new
most clean work informative, clean information but information
Organized
and well-organized work and poorly organized, and very
organized fairly clean work poorly
organized

5
 What is It

Music of the Medieval Period (700-1400)

What I  Medieval period is also called Middle Ages

should  Referring between the fall of Roman Empire and the
know?
age of reawakening and discovery.
 Music is based upon religious subject.
 Choir expressed faith through beautiful melodies
 By the 13th century, magnificent works of architecture,
sculpture, painting, music and poetry appeared.
https://www.google.com/search?q=kid+with+thought+bubble&sxsrf=ALeKk01IoRNOD999xe_SIbQIIARkHhk-
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_-
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=627#imgrc=DfFiz_nW1URCrM

 Many kinds of music were created during

this Middle Ages:
o Music for the knights;
o For the nobles in the castles; and
o Chants for the priests
 Only the church music was preserved.
 Later on, they devised a system to notate
and copy music
Medieval Period musicians
https://www.google.com/search?q=medieval+period+music&tbm=isch&ved=2ahUKEwjMvrO0merqAhVpEqYKHZBxBF4Q2-
 Church music spread and taught to
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ABAQ&sclient=img&ei=XhYdX8yXBOmkmAWQ45HwBQ&bih=627&biw=1326#imgrc=yYKZDZWFJCHgKM
succeeding generations.

Vocal Music of the Medieval Period

Gregorian Chant https://www.google.com/search?

q=pope+gregory+i&tbm=isch&ved


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The official music of the Roman cvUA2QQ2-
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ABAaoBC2d3cy13aXotaW1nwAEB

 It is also named as plainsong or &sclient=img&ei=xBYdX7iuG4Lo0

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plainchant
 It was set to sacred Latin text
Pope Gregory I

6
 Continuation of Gregorian Chant
 It is monophonic
 It does not have harmony nor counterpoint.
 It was sung without accompaniment
 Male voices sung in unison
 Originally it was a chant passed along by
oral tradition but later on, they were
notated.
 Neume notation was used.
 Neume is the basic element of Western
and Eastern systems of musical
notation prior to the invention of five-
line staff notation.
 The Gregorian neume is written on a four-
https://en.wikipedia.org/wiki/File:Graduale_Aboense_2.jp line staff
g
Music sheet notated as Gregorian
Chant written in Neumes.

Instrumental Music of the Medieval Period

Troubadours
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.
 It came from the word trobar meaning “to
compose”, “to discuss” or “to find”.
 They performed chivalry and courtly romantic
music.
 They played for both commoners and nobility.
 It was usually monophonic and sometimes with
improvised accompaniment.
 It was originated in France and written in the
French language.
Troubadour
https://www.google.com/search?q=troubadors&tbm=isch&ved=2ahUKEwi3m4X_ourqAhVMBaYKHaFdD6UQ2-
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
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They were kwon as composer-performers.
Trouveres  Their counterparts in Germany were called
minnesingers.
 Their songs were about love, crusades,
dance songs, spinning songs.
 The notation of their songs does not show
rhythm.
 There were also minstrels and jongleurs who
were acrobat performers and considered the
https://www.google.com/search?q=troubadors&tbm=isch&ved=2ahUKEwi3m4X_ourqAhVMBaYKHaFd
lowest social level.
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AGIAYgBzgiSAQMzLjeYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=aiAdX7e-
H8yKmAWhu72oCg&bih=627&biw=1326#imgrc=x6nroi8qD_gN2M

Troubadours, trouveres, jongleurs 7

 Famous Composer of the Medieval Period

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, and
Adam de la Halle
France, 1237 - 1288 2. La Chanson du roi de Sicile

Adam De La Halle, Miniature in musical codex

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

Lesson Music of the Renaissance

2 Period (1400 – 1600)
 The term Renaissance came from the french
word ―”renaitre” which means “rebirth”,
What is in the ―”revival”, and ―”rediscovery”.
Renaissance?  The Renaissance Period is a period 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.

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 The invention of printing in the 1400s 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.

Johann Gutenberg Printing Press

https://sierrahtrevon.weebly.com/printing-press.html

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.

Renaissance Lute, John Dowland Album

https://www.google.com/search?q=renaissance+lute&tbm=isch&ved=2ahUKEwim34btxOrqAhVI3JQKHXcUBnoQ2-
cCegQIABAA&oq=renaissance+lute&gs_lcp=CgNpbWcQAzIECAAQQzICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyBggAEAUQHjIGCAAQBRAeOgQIIxAnOgUIABCxAzoICAAQsQMQgwE6BwgAELE
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a9JMi40wT3qJjQBw&bih=627&biw=1311&hl=en#imgrc=JWiL6jhv4cJ2LM

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.

Martin Luther
Copernican heliocentrism Compass first used by Zheng He
https://www.google.com/search?q=copernicus+actual+earth+formation&tbm=isch&v
https://stefawnawelch.wordpress.co
ed=2ahUKEwiGvqL7xOrqAhXpIaYKHXkkDqYQ2-
cCegQIABAA&oq=copernicus+actual+earth+formation&gs_lcp=CgNpbWcQAzoFCA
https://www.timetoast.com/timelines/ m/2017/02/12/northern-renaissance-
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9
Characteristics of Renaissance Music

1. Mostly polyphonic;
2. Imitation among the voices was common;
3. The use of word painting in texts and music
4. Melodic lines moved in a flowing manner;
5. Melodies were easier to perform because these moved 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

1. Polyphonic;
2. May be sung a cappella or with orchestral accompaniment ; and
3. 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)

2. Madrigal is 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

1. Polyphonic
2. Sung a cappella
3. Through–composed
4. Frequently in 3 to 6 voices

10
 Famous Composers of the Renaissance Period

1. Giovanni Pierluigi da Palestrina

(Rome, 1525 - February 2, 1594) was said to be the
greatest master of Roman Catholic Church music
during the Renaissance period.

Majority of his compositions were 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 was held up as the

perfect example of counter - reformation style. Kyrie is
part of the first two sections of the Pope Marcellus
Mass.
Giovanni Pierluigi da Palestrina
https://en.wikipedia.org/wiki/Giovanni_Pierluigi_d
a_Palestrina#/media/File:Giovanni_Pierluigi_da_P
alestrina.jpg

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.

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

Thomas Marley secular music in his time.

https://www.choralpractice.com/?prod
uct=thomas-morley

11
He 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 turned towards composing madrigals that
show a variety of color, form and technique. Most of his madrigals were 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

Lesson Music of the Baroque Period

3 (1685 – 1750)
The term Baroque was derived from the Portuguese word ―”barroco” which means
―”pearl of irregular shape”.

 During this time, the arts highlighted grandiose and elaborate

ornamentation. These were clearly seen in the musical compositions created
by Baroque composers.
 Some of the great composers of this time were George Friedrich Handel,
Johann Sebastian Bach, Claudio Monteverdi, and Antonio Vivaldi.

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.

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 Melodies
New forms: sound
1. Binary – AB elaborate and
Music genres— ornamental
2. Ternary – ABC operas, oratorios, Melodies are
3. Ground bass suites, tocatas, not easy to
4. Fugue concertó grosso,
fugue sing or
remember

Characteristics of
Orchestra Baroque Music Primarily
consists of contrapuntal
strings and textures with some
continuo homophony

Harpsichord and
Dynamic contrast
organ are the
– alternation
keyboard instruments
between loud and
that are commonly
soft
used

Music Genres of Baroque Period

.
1. Concerto – is a form of orchestral music that
employs a solo instrument accompanied by an
orchestra

2. Concerto Grosso – is a form of orchestral

music during the Baroque Period wherein the
music is between a small group of solo
The Baroque Concerto
instruments called concertino and the whole http://www.milesfish.com/lecture-6-baroque-
orchestra called tutti. music.html

3. Fugue is a contrapuntal piece, developed

mainly by imitative counterpoint

4. Oratorio – is 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, Extract from Fugue no. 17 in A-flat major, BWV 862,
from book 1 of The Well-Tempered Clavier by Bach
or action. It is usually written in the native
language for the intended audience. https://en.wikipedia.org/wiki/Counterpoint#/media/F
ile:BachFugueBar.png
Examples:
a. Handel's ―Messiah, ―Samson, ―Israel, and
―Egypt b. Bach’s ―Christmas Oratorio
c. Haydn’s ―The Creation

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 5. Chorale – musical compositions that
resemble a harmonized version of hymnal tunes
of the Protestant Church during the Baroque
era.

The Annual Oratorio, Performed By The

Calvin Oratorio Society, Celebrates Its
Centennial

https://calvin.edu/publication/spark/2019/12/01/100-
years-of-handels-messiah

Nicholas McGegan conducts the

Philharmonia Baroque Orchestra and
Chorale

https://www.sfcv.org/reviews/philharmonia-baroque-orchestra-
chorale/philharmonia-baroques-saul-is-profoundly-moving

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.
Johann Sebastian Bach (aged 61) in a
portrait by Elias Gottlob Haussmann,
 Bach’s beautiful soprano singing
copy or second version of his 1746 voice helped him to be accepted at a
canvas. The original painting hangs in the school in Luӥeberg.
upstairs gallery of the Altes Rathaus (Old  A few years later, his voice changed
Town Hall) in Leipzig, Germany
and Bach focused his attention to
https://en.wikipedia.org/wiki/Partita_for_keyboa playing the violin and harpsichord
rd_No._4_(Bach)#/media/File:Johann_Sebasti
an_Bach.jpg

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 His works include:
 Concerto Grosso e.g. Brandenburg Concertos (concerto grosso)
 http://www.youtube.com/watch?v=uw2dlZ8V4-0 (Last viewed November 7, 2013)
 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 keyboard 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 Last viewed November 7, 2013

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.
Antonio Lucio Vivaldi
https://cdn.britannica.com/30/154530-050-
3B360465/Antonio-Vivaldi-violin.jpg

 Recognized as one of the greatest Baroque composers, his influence during his
lifetime was widespread over Europe.
 Vivaldi was known mainly for composing instrumental concertos, especially for the
violin, as well as sacred choral works and over forty operas.
 He entered the priesthood and was ordained in 1703. Vivaldi was well known for
giving the strings a major role in his compositions.
 His most famous piece is The Four Seasons. This composition was 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 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
Portrait of George Frideric
music education.
Handel by Thomas Hudson

https://en.wikipedia.org/wiki/List_of_co
Under Zachau, organist of Halle cathedral, he studied
mpositions_by_George_Frideric_Hand counterpoint, canon and fugue.
el#/media/File:Georg_Friedrich_Händ
el.jpg

15
Händel was known for his operas and oratorios.
Handel became England’s favorite composer.
He had given English audiences music that in variety and interest equaled 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.

What’s More

Directions: Describe the musical elements of selected vocal and

instrumental music of Medieval, Renaissance and Baroque music. Write
your answers on a separate sheet of paper.
Medieval Renaissance Baroque
Vocal Music

Instrumental Music

16
 What I Have Learned
Directions: Complete each sentence by filling in the blank with the appropriate
terms. Do this in a sheet of paper.

1. Gregorian Chant was the official music of the Roman Catholic Church named after

2. The famous Composer of the Medieval Period was

3. The vocal music of the Renaissance period were the and
madrigal.
4. The famous composers of the Renaissance period were and
Thomas Morley
5. The term Baroque was derived from the Portuguese word
which means ”pearl of irregular shape”.
6. By the , magnificent works of architecture, sculpture, painting, music
and poetry appeared.
7. Other historical facts during the renaissance era is the discovery of the actual
position of earth in the solar system by
8. New techniques and changes in musical notation were
developed.
9. In Gregorian Chant, male voices sung in .
10. Thomas Morley became master of in 1583.

What I Can Do
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

17
Activity 1: Listening Sessions

Directions:

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.
2. You will be provided links from each of the selected period. If you do not have any
internet access, the teacher will provide a CD or flashdrive containing the
downloaded music.
3. After listening to the (3) musical compositions during the Medieval, Renaissance
and Baroque periods, choose one piece that you like most.
4. You will sing a particular song or play instrument from your chosen period (any
song) using improvised musical accompaniment that you can find in your house
(e.g. bottles with water, milk can, sticks etc.)
5. Record your performance using your cellphone and send it to your teacher.
6. If you do not have a mobile phone, you can request your teacher to visit you
in your house for your performance considering the health protocols.
7. Rubrics are provided.

Gregorian Chant from Medieval

Period
Link:
https://www.youtube.com/watch?v=
kK5AohCMX0U

Renaissance Lute John Album from

Renaissance Period
Link:
https://www.youtube.com/watch?v=o2
nr401xYTM

The Best of Baroque Music from

Baroque Period

Link:
https://www.youtube.com/watch?v=jjny
eZLNb3E

18
Rubric for Listening Sessions

Features 4 Very Good 3 Good 2 Fair 1 Beginner

Improvised musical Very creative in Creative in Slightly creative Needs
improvising improvising improvising improvement in
accompaniment
accompaniment accompaniment accompaniment improvising
accompaniment
The chosen Consistent in Playing music Playing music is Playing music is
playing music most of time from inconsistent from not related from
song/music is from
from one of the one of the three one of the three one of the three
one of the three three periods periods periods periods
periods
Rhythm in playing Playing Playing Playing Playing
instrument with instrument with instrument with instrument with
instrument
rhythm observes rhythm observes rhythm observes rhythm needs
all the time most of the time sometimes improvement

Assessment
Directions: Choose the letter of the best answer. Write your answer on a separate sheet of
paper.

1. In what period refers between the fall of Roman Empire and the age of
reawakening and discovery?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period
2. What era known as “looking back” to the Golden Age of Greece and Rome?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period
3. In what period does the arts highlighted grandiose and elaborate
ornamentation?
C. Renaissance Period C. Medieval Period
D. Classical Period D. Baroque Period
4. In what category falls the following: binary – AB, ternary – ABC , ground bass ,
fugue?
A. New tone C. New form
B. Dynamics D. Composition

19
5. In what category falls the following: Concerto, Concerto Grosso, Fugue,
Oratorio?
A. Music Genres of Baroque Music
B. Music Genres of Medieval Music
C. Music Genres of Classical Music
D. Music Genres of Renaissance Music
6. It is a through–composed vocal music composition written and is expressed in a
poetic text.

A. Mass B. Fugue C. Madrigal D. Troubadour Music

7. Baroque music is known for its grandiose and elaborate ornamentation. Which
of the following Baroque music forms was developed through imitative
counterpoint?
A, Fugue B. Oratorio C. Concerto D. Concerto Grosso
8. It was originally a chant passed along by oral tradition but later on, they were
notated. What vocal music it is?
A. Concerto C. Gregorian Chant

B. Oratorio D. Troubadour Music

9. Who composed the following: Fire, Fire, My Heart, Sing and Chant It, It was a
Lover and His Lass?
A. Thomas Morley C. Johann Sebastian Bach
B. Antonio Vivaldi D. Giovanni Pierluigi da Palestrina
10. Who composed the following: Mass in B minor, Cantata 208 and 211, Well-
Tempered Clavier?
A. Thomas Morley C. Johann Sebastian Bach
B. Antonio Vivaldi D. Giovanni Pierluigi da Palestrina
11. The following are the characteristics of the Madrigal EXCEPT:
A. neumatic C. sung a cappella
B. through–composed D. frequently in 3 to 6 voices
12. What was the prominent instrument of the renaissance era?
A. Lute B. Piano C. Guitar c. Violin
13. The following are the characteristics of Renaissance Music except one:
A. Mostly polyphonic
B. Imitation among the voices is common
C. Use of word painting in texts and music
D. Church music spread and taught to succeeding generations.

20
 14. Who composed the following: Le Jeu de Robin et de Marion, La Chanson du
roi de Sicile?
A. Antonio Vivaldi C. George Friedrich Händel
B. Adam de la Halle D. Giovanni Pierluigi da Palestrina
15. Which of the following is the correct sequence of Five Main Sections of Mass?
A. Credo ,Kyrie, Gloria, Sanctus and Benedictus , Agnus Dei
B. Agnus Dei, Kyrie, Gloria, Credo, Sanctus and Benedictus
C. Kyrie, Gloria, Credo, Sanctus and Benedictus , Agnus Dei
D. Sanctus and Benedictus ,Kyrie, Gloria, Credo, Agnus Dei

Additional Activities

Activity 1: Instant Reporter/Vlogger

Directions: You are tasked to do a broadcast or vlog of your performance practice
(setting, composition, role of composers/performers, and audience) of the Medieval,
Renaissance and Baroque periods through reporting or vlogging.
1. Prepare a script for reporting or vlogging the performance practice of the Medieval,
Renaissance and Baroque period.
2. You can use any video application from your mobile phone, laptop, or tablet.
3. You can search pictures and videos about the task but remember to always
acknowledge the author or the owner of the contents.
4. If you do not have any gadget, communicate with your teacher about it so that he/she
will schedule a visit in your home.

Rubric for Activity 4: Instant Reporter/Vlogger

Features 4 Very Good 3 Good 2 Fair 1 Beginner
Preparedness Very prepared in Prepared in Slightly prepared in Needs
presentation presentation presentation improvemen
t in
preparation
The report/vlog Reporting/vlogging Reporting/vlogging Reporting/vlogging Reporting/vl
about the three about the three about the three ogging
is related to the
periods is periods is periods is about the
topic consistent observable most of observable some three
the time time periods is
not related
at all
Creativity in Very creative in Creative in Slightly creative in Needsimpro
presenting presenting presenting vement
presenting the
report/vlog

21
 22
Additional Activities
Answers may vary
Assessment
What I Can Do
1. C
Answers may vary 2. A
3. D
What’s More 4. C
5. A
Medieval Renaissance Baroque 6. C
Vocal Gregorian Mass Oratorio 7. A
Chant 8. C
Madrigal Chorale 9. A
Fugue 10. C
Instrumental Troubadors Concerto 11. A
Trouveres Concerto Grosso 12. A
13. D
What I Have Learned 14. B
15. C
1. Pope Gregory I
2. Adam De la Halle
3. mass
4. Giovanni Pierluigi da Palestrina What I Know
5. Barroco
6. 13th Century 1. C
7. Copernicus 2. A
8. Instrumental 3. D
9. Unison 4. C
10. choristers 5. A
6. C
7. A
What’s New 8. C
Medieval Renaissance Baroque
9. A
10. C
Johann Match Harpsichord 11. A
Guternberg 12. A
Printing Press 13. D
Martin Luther’s Leonardo da Queluz National 14. B
Protestant Vinci’ Designs Palace 15. C
Reformation
ANSWER KEY
References
Learner’s Material

 Music and Arts of Medieval, Renaissance and Baroque Period Learner’s Material

Website
 https://www.slideshare.net/ssuser982c6b/music-9-lesson-1-music-of-the-medieval-
period-130347349

Images

 https://rb.gy/3ugrqm
 https://rb.gy/amordn
 https://rb.gy/k6foip
 https://rb.gy/2jfcoo
 https://rb.gy/r2o7ou
 https://rb.gy/dg3dfn
 https://rb.gy/ored15
 https://rb.gy/c34tpz
 https://rb.gy/ngxtfm
 https://rb.gy/fnkx97
 https://rb.gy/kzalai
 https://rb.gy/rj7hbl
 https://rb.gy/nqh8p8
 https://rb.gy/vm6mmt
 https://rb.gy/uygv6s
 https://rb.gy/sh6yjl
 https://www.choralpractice.com/?product=thomas-morley
 http://www.milesfish.com/lecture-6-baroque-music.html
 https://en.wikipedia.org/wiki/Counterpoint#/media/File:BachFugueBar.png
 https://calvin.edu/publication/spark/2019/12/01/100-years-of-handels-messiah

Videos

 https://www.youtube.com/watch?v=kK5AohCMX0U
 https://www.youtube.com/watch?v=o2nr401xYTM
 https://www.youtube.com/watch?v=jjnyeZLNb3E

23
For inquiries or feedback, please write or call:

Department of Education, Caraga Region

Schools Division Office of Surigao City

M. Ortiz Street, Barangay Washington, Surigao City, Surigao del Norte

Philippines

Telephone: (086) 826-1268; (086) 826-3075; (086) 826-8931

E-mail Address: surigao.city@deped.gov.ph

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