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Music
Quarter 3 – Module 2:
Composers of Instrumental
Music in Romantic Period
Music – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 2: Composers of Instrumental Music in Romantic Period
First Edition, 2020

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Music
Quarter 3 – Module 2:
Composers of Instrumental
Music in Romantic Period
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Western Music. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow 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 module is divided into three lessons, namely:

• Lesson 1 – Violin and Strings Music Composers
• Lesson 2 – Piano Music Composers
• Lesson 3 – Program Music Composers

After going through this module, you are expected to:

1. Identify the performance practice (setting, composition, role of composers/
performers, and audience) during Romantic period;
2. Analyze music compositions and music performances in Romantic music.
3. Perform romantic music through pantomime interpretation.

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 What I Know

Guess Who?
Match column A with column B by writing the letter of the correct answer. Write
your answers on a separate sheet of paper.

Column A Column B
____1. He started playing the mandolin a. Camille Saint-Saens
at the age of five.
b. Claude Debussy
____2. He studied law because of his
father. c. Franz Liszt
____3. He composed polonaise at the age
d. Frederic Chopin
of seven.
____4. He died due to cholera. e. Hector Berlioz
____5. He never became skilled in any
f. Niccolo Paganini
specific musical instrument.
____6. He is known as the busiest g. Peter Ilych Tchaikovsky
musician of his time.
h. Piano Music
____7. He started playing piano with the
help of his aunt at the age of two. i. Program Music
____8. An instrumental composition that
j. Robert Schumann
conveys images or scenes to tell a short
story without the use of text. k. Romantic Music
____9. Some were reinventions of
l. Thomas Morley
sonatas from Classical era.
____10. The most prominent in Western m. Violin Music
classical era both in ensemble and in
solo instrument.

What’s In

True or False
Write True if the statement is correct and False if it’s not. Write your answers on a
separate sheet of paper.
_______1. The Romantic Movement was an intellectual, artistic and literary
movement that started in the second half of the 18 century.
th

_______2. People at that time were rebelling against social and cultural standards of
the Classical era.
_______3. They believed in expressing their imaginations and passion through their
artworks including architecture, arts, entertainment, and traditions.
_______4. Composers increased the use of dissonance and extended chromaticism
in the melody.

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_______5. Symphonic poem is an orchestral piece that articulated a story.
_______6. The German word for an art song is live which is commonly used for
German text.
_______7. This era also focused on the virtuoso and the popularization of gifted
performers who can act or dance with the instruments played by the others.
_______8. A composition for solo voice and piano that gives premium on symbolic
meaning attached on the lyric is called art song.
_______9. Romantic music resulted to changes in theatrical performances including
the over-all production.
_______10. The melody tones became more lyrical compared to the dramatic tones
of the opera.

Notes to the Teacher

Please check the answers of the learner. If all answers are
correct, the learner will proceed to the next part of this module.
Otherwise, assist the learner to recall facts about the
above mentioned periods for better understanding of the next
lessons.

What’s New

Choose Me!
Identify the composers of the Romantic Period in each column. Write your answers
on a separate sheet of paper.

1 2 3 4 5
Antonio Ludwig Van Franz Liszt Richard Arnold
Vivaldi Beethoven Wagner Schoenberg
Johann Adam de la Igor Stravinsky Camille Saint- Giovanni
Sebastian Halle Saens Pierliuigi da
Bach Palestrina
Niccolo Robert George Sand Edward Grieg Claude
Paganini Schumann Debussy

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 Wolfgang George Franz Joseph Thomas Frederic
Amadeus Frideric Haydn Morley Chopin
Mozart Handel

What is It

Lesson
Violin and Strings Music
1 Composers
Violin and Strings Music- They are most prominent in the Western classical
tradition, both in ensembles and as solo instruments.

Niccolo Paganini, 1782-1840, Genoa, Italy

• At the age of five, he started playing the mandolin.

• His violin teachers could not keep up with the progress
of his skills that he kept on transferring teacher to
another.
• He became the most famous violin virtuoso in the
world.
• There are rumors about his skills that was said to be a
gift from the devil and he sold his soul in exchange for
those skills.
• His compositions inspired a lot of composers such as Photo Grabbed:
https://upload.wikimedia. 1
Liszt, Chopin and Schumann.
o Composition: La Campanella (https://youtu.be/jERzLseoAOM)

Lesson

2 Piano Music Composers

Piano Music- it was filled with innovations because most of the compositions
require a high level of virtuosity and some were reinventions of sonatas from
Classical era.

Frederic Chopin, 1810-1849, Zelazowa, Poland

• He was known as the “Poet of Piano”

• He began to play piano at age 4 and composed
polonaise at age 7.

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Photo Grabbed:
https://assets.classicfm. 1
 • He wrote exclusively for piano and use piano pedal in most of his
compositions.
• When he arrived in Paris, he met other legendary composers like Liszt,
Mendelssohn and Schumann.
• His music is recognized worldwide for its beauty and his works on
piano are mainstays in the repertoire.
o Composition: Fantasie in F minor (https://youtu.be/A-
GjbRtlweg)
Franz Liszt, 1811-1886, Doborjan, Hungary

• He was known as the virtuoso pianist, a composer and

the busiest musician during this period.
• He played and studied in Vienna and Paris while
performing in concerts.
• He displayed remarkable talent at a young age and easily
understood sight reading.
• He heard the virtuoso violinist – Paganini performs so he
decided to himself in becoming a virtuoso pianist.
• He was known with his generosity in sharing his
blessings to the orphans, victims of disasters and taught
Photo Grabbed:
music for free. https://upload.wikimedia. 2
o Composition: Hungarian Rhapsodies
(https://www.youtube.com/watch?v=LdH1hSWGFGU)
Robert Schumann, 1810-1856, Zwickau, Germany

• He beautifully combined music and words as well as a

composer and music critic.
• His father wanted him to study law and went to Leipzig to
study law.
• He spent most of his time with musical and literary
through Friedrich Wieck who took some time to teach him
play the piano.
• He soon developed a problem with his hands that
effectively ended his dream as a pianist. Photo Grabbed:
o Composition: Abbeg Variations, Opus 1 https://upload.wikimedia. 3
(https://www.youtube.com/watch?v=q-q7vYIpItA)

Lesson

3 Program Music Composers

Program Music- is an instrumental composition that conveys images or scenes to

tell a short story without text or lyrics.

Hector Berlioz, 1803-1869, La Cote-Saint Andre, France

• He learned to play guitar and flute but never became

skilled in specific musical instrument.

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Photo Grabbed:
https://www.opera-online. 1
 • His father was a physician who sent him to a medical school but
ended up pursuing a career in music.
• In his composition (Symphony Fantastic) he assembled hundreds of
musicians to produce a powerful sound.
o Composition: Symphonie Fantastique
(https://www.youtube.com/watch?v=5n7qfRNzS3s)
Peter Ilyich Tchaikovsky, 1840-1893, Votkinsk, Russia

• He was known for his ballet music.

• He first studied law and began to study music at a
conservatory in St. Petersburg.
• He continued his music career in New York despite
having marital problems.
• His fame peaked in the last ten years of his life and
died due to cholera.
o Composition: Swan Lake Photo Grabbed:
https://cdn.britannica.co 1
(https://youtu.be/9cNQFB0TDfY)
Camille Saint-Saens, 1835-1921, Paris, France

• He was known as a talented musician from an early

age.
• At the age of 2, he started music with the help of his
aunt by teaching him piano lessons; and age of 3, he
began composing pieces.
• Creates elegant music, neat, clean, polished, and
never excessive.
• He sat very still at the piano and played gracefully
and cool. Photo Grabbed:
https://images.findagrave 1
o Composition: The Swan
(https://www.youtube.com/watch?v=3qrKjywjo7Q)

What’s More

Journal Entries
Using a scrapbook, 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 with romantic music.

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Things to accomplish in journal entry:

a. Picture of the romantic composer

b. Articles related to Romantic Music

c. Lessons learned in the module

d. Pictures of music activity done at home

Criteria:

Content - 15
Creativity - 10

Relativity to the Lesson - 15

40 points

What I Have Learned

Directions: Complete the following unfinished sentence. Write the answers on a

separate sheet of paper.
1. My understanding about the music of the Romantic Period is that
__________________________________________________________________________________
___________________________________________________________________________.

2. I realized that most of instrumental music from the Romantic Period is

__________________________________________________________________________________
___________________________________________________________________________.

3. The reason why I really appreciate instrumental music from the Romantic Period
is because
__________________________________________________________________________________
_________________________________________________________________________________.

4. I love listening to the romantic music composition because

__________________________________________________________________________________
___________________________________________________________________________.

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 What I Can Do

Pantomime Presentation
Instructions:

1. Interpret at least one of the recordings of romantic instrumental music by means

of hand mime style presentation.

Romantic Instrumental Music Selections:

1. Liebestraum – Love Dream by Franz Liszt

2. Etude Op 25 no. 12 in C minor by Frederic Chopin
3. Swan Lake Op. 20 by Peter Ilyich Tchaikovsky

2. Record yourself while you’re performing the hand gestures.

3. Send the video format on the agreed platform.
4. You will be graded based on the rubric below.

CATEGORY 10 8 6 4
Movement Student Student Student Student uses
expresses expresses attempts to use limited or
emotion by emotion by gesture, body inappropriate
using using some movement, and gesture, body
appropriate gestures, body facial expression movement, and
gestures, body movements, facial expression
movements, and and facial
facial expressions
expressions
Character Students Student Student Student uses
communicate communicates attempts to limited or
expressively, clearly, express the life inappropriate
illuminating the expressing the and world of the acting technique
life and world of life and world of character but to create
the character the character execution is character
weak
Reflection on Student writes a Student writes Student writes a Student writes a
Ways to perceptive a proficient weak reflection very weak
Improve reflection on reflection on how to reflection on
how to improve carrying how to improve both neither the
both rehearsal improve both rehearsal and rehearsal nor
and rehearsal and performance or performance
performance performance fails to write.

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 Assessment

Multiple Choice. Choose the letter of the correct answer and write it on a separate
sheet of paper.
1. They are the most prominent in the Western classical tradition both in
ensembles and solo instruments.

a. Piano b. Program c. Romantic d. Violin and Strings

2. He became the most famous violin virtuoso in the world.
a. Chopin b. Paganini c. Saint-Saens d. Schumann
3. He was known for his ballet music.
a. Berlioz b. Chopin c. Schumann d. Tchaikovsky
4. An instrumental music composition that conveys images or scenes to tell a short
story without the use of the lyrics.
a. Piano b. Program c. Romantic d. Violin and Strings
5. He played and studied in Vienna while performing in the rest of Europe.
a. Berlioz b. Chopin c. Liszt d. Saint-Saens
6. He was known as the “Poet of Piano”.
a. Chopin b. Paganini c. Saint-Saens d. Schumann
7. He beautifully combined music and words.
a. Berlioz b. Chopin c. Schumann d. Tchaikovsky
8. He assembled hundreds of musicians for his composition to produce a powerful
sound.
a. Berlioz b. Liszt c. Saint-Saens d. Schumann
9. He creates elegant, neat, clean, polished and never excessive with his works.
a. Chopin b. Liszt c. Paganini d. Saint-Saens
10. It was filled with innovations because most of the composition requires a high
level of virtuosity.
a. Piano b. Program c. Romantic d. Violin and Strings

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 Additional Activities

Musical Video Analysis

Watch, listen, and analyze of “Symphonie Fantastique” and “The Nutcracker Suite.”
Answer the following given questions and write your answers on a separate sheet of
paper.

Youtube Links:
Symphonie Fantastique - https://www.youtube.com/watch?v=5n7qfRNzS3s

The Nutcracker Suite - https://www.youtube.com/watch?v=Iz1J_mwnMQc

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’s composition?

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

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Additional Activity Assessment
*The answers could 1. d
vary. 2. b
3. d
4. b
5. c
6. a
7. c
8. a
9. d
10. a
What I Can Do What I Have Learned What’s More
*This activity will be *This activity will be *This activity will be
graded based on the graded based on the graded based on the
rubric. teacher. criteria.
What’s New
1. Niccolo Paganini What's In What I Know
2. Robert
Schumann 1. True 1. f
3. Franz Liszt 2. False 2. j
4. Camille Saint- 3. False 3. d
Saens 4. True 4. g
5. Frederic Chopin 5. True 5. e
6. False 6. c
7. False 7. a
8. True 8. i
9. False 9. h
10.True 10.m
Answer Key
References
Books
Lacia, Gerardo et.al, The 21st Century MAPEH in Action pp.48-59
Badiola, Mary Grace et.al, Music and Arts pp.68-102
Images
https://upload.wikimedia.org/wikipedia/commons/thumb/7/73/Niccolo_Paganini
01.jpg/250px-Niccolo_Paganini01.jpg
https://assets.classicfm.com/2009/04/frederic-chopin-1233248000-view-0.jpg
https://upload.wikimedia.org/wikipedia/commons/6/69/Liszt-kaulbach.jpg
https://upload.wikimedia.org/wikipedia/commons/f/fa/Robert_Schumann_1839.j
pg
https://www.opera-
online.com/media/images/avatar/author/172/xl_avatar.jpg?1320408618
https://cdn.britannica.com/29/70029-004-74AD88C3/Pyotr-Ilyich-Tchaikovsky-
St-Petersburg-Russia-1887.jpg
https://images.findagrave.com/photos250/photos/2010/282/924_128673077144
.jpg
Audio / Video
https://youtu.be/jERzLseoAOM
https://youtu.be/A-GjbRtlweg
https://www.youtube.com/watch?v=LdH1hSWGFGU
https://www.youtube.com/watch?v=q-q7vYIpItA
https://youtu.be/9cNQFB0TDfY
https://www.youtube.com/watch?v=3qrKjywjo7Q
https://www.youtube.com/watch?v=5n7qfRNzS3s
https://www.youtube.com/watch?v=Iz1J_mwnMQc
Web

https://en.wikipedia.org/wiki/Violin

For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

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