9

Music Education
Quarter 1
Music of Medieval, Renaissance,
and Baroque Period
(MU9MRB -Ib-f-5)

English – Grade 7
Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Music of Medieval, Renaissance, and Baroque Period
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of
the Philippines. However, prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included
in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author : Ana Maureen M. Manansala

Language Reviewer : Josel P. Baltao
Content Editor : Ferdinand S. Aldaba
Illustrator : Ana Maureen M. Manansala
Layout Artist : Ana Maureen M. Manansala

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Marquez T. Cartel
EPS – MAPEH

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 9
Music Education
Quarter 1
Music of Medieval, Renaissance,
and Baroque Period
(MU9MRB -Ib-f-5)
 Introductory Message

For the Facilitator:

Welcome to the Music 9 Project CAP-LRE Alternative Delivery Mode (ADM) Module on Music
of Medieval, Renaissance and Baroque Period.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set 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 acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

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

Notes to the Teacher

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

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

For the Learner:

Welcome to the Music 9 Project CAP-LRE Alternative Delivery Mode (ADM) Module on Music
of Medieval, Renaissance and Baroque Period.

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

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.
1
 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
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.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
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. Don’t 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 this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 Through the aid of this module, you will understand the characteristic features of
the Medieval, Renaissance, and Baroque period MUSIC.

This module focuses on the following competencies:

• describes the musical elements of selected vocal and instrumental music of

Medieval, Renaissance and Baroque music. (MU9MRB -Ib-f-5), and;
• explain the performance practice (setting, composition, role of composers/performers
and audience) during Medieval, Renaissance and Baroque Periods. (MU9MRB -
Ia-h-2).

At the end of the lesson, learners are expected to:

a. describe the musical elements of Medieval, Renaissance, and Baroque
Period,
b. appreciate historical and cultural background of Medieval, Renaissance,
and Baroque period through various activities, and;
c. make any artwork interpreting the music of Medieval, Renaissance, and
Baroque being heard such as drawing, painting, or poem.

Let us check what you know about the music of Medieval, Renaissance, and Baroque
period, answer the following activities:

Multiple Choice
Direction: Encircle the letter of the correct answer.

1. The period when the Christian church highly influences culture and political affairs in
Europe was the:
a. Medieval Period b. Renaissance Period c. Baroque Period d. Classical Period

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

a. Troubadour music b. Mass c. Madrigal d. Concerto

3. There are five sections of the Mass. Which of the following is the only section of Mass
with Greek text?
a. Kyrie b. Gloria c. Agnus Dei d. Credo

4. This refers to the poet-composers who flourished in the south of France and spoke
Provencal
a. Mass b. Troubadour music c. Fugue d. Oratorio

5. Refers to the extended musical setting of sacred music.

a. Fugue b. Cantata c. Concerto d. Chorale
6. Baroque period is known for its grandiose and elaborate ornamentation. Which of the
following Baroque Music forms was developed through imitative counterpoint?
3
 a. Concerto Grosso b. Fugue c. Oratorio d. Cantata

7. It is a dramatic composition for solo singers, chorus, and instruments with biblical and
religious subjects.
a. Opera b. Cantata c. Mass d. Oratorio

8. It is a piece played on one or more instruments.

a. Chorale b. Madrigal c. Sonata d.Opera

9. It is a 14th century Italian verse form polyphonic music and musical settings that has two
or three stanzas with secular text in the vernacular language followed by ritornello.
a. Madrigal b. Mass c. Motet d. Concerto

10. This word is derived from the Portuguese word barroco.

a. Medieval b. Baroque c. Renaissance d. Romantic

11. The word Renaissance means _________.

a. Alive b. Again c. Rebirth d. Death

12. It is a form of orchestral music that employs a solo instrument accompanied by an

orchestra.
a. Mass b. Gregorian c. Concerto d. Chorale

13. He is known for instrumental and vocal composition, and renowned as an organist.
a. Palestrina b. Bach c. Morley d. Dela Halle

14. He was known for his operas, oratorios, and organ concertos influenced by Italian
Baroque and German choral tradition.
a. Bach b. Morley c. Handel d. Vivaldi

15. He is a trouvére, poet and musician, and one of the oldest secular composers.
a. Palestrina b. Bach c. Morley d. Dela Halle

Activity: Mastering the Elements…

Direction: Choose five (5) elements of music inside the box. Describe each element briefly.

Harmony Rhythm Melody

Form Dynamics
Timbre Texture

4
 Elements of Music Descriptions
1.

2.

3.

4.

5.

Plato, a great philosopher once said, “Music gives a soul to the universe, wings to
the mind, flight to the imagination and life to everything.”

Activity: Musical Analysis

Direction: Fill in the table with the corresponding answer. Use the chart below to guide you
in analyzing the songs. Choices are provided on each musical element.

5
 Notes to the Teacher
The activities in this module are arranged from simple to complex to help the
learner gradually master the desired learning competency. Give him/her the needed
support and guidance so that he/she will be able to make any artwork interpreting
the music of medieval, renaissance, and baroque being heard such as drawing,
painting, or poem.

Music of Medieval, Renaissance, and

Baroque Period

In this module you will learn the first part of the history of Western music. We will be
discussing the characteristics of each period, composers, historical and cultural backgrounds.

MUSIC OF THE MEDIEVAL PERIOD

Medieval period started in 700 and ended in 1400.It was also known as the Middle
Ages or the “Dark Ages”, which was known to be the fall of the Roman Empire. When Rome
fell, everything vanished and life became difficult. Because of the life situation, the faith of the
people paved way to the influence of Christian church that created a great impact on Europe’s
culture and political affairs.
Emergence of church music started through Pope Gregory I, who made monophonic
plainchants as the approved music of the Catholic Church. His action made the monophonic
plainchants famous, that is why later on, it was known as “Gregorian Chants”. These chants
were originally transmitted orally, then later on, scholars agreed to put it in notation.

What are the characteristics of Gregorian

Chants?
• Monophonic
• Free meter
• Modal
• Usually based on Latin liturgy
• Use of Neume notation

Did you know that?

Neumatic notation was later used in medieval

music to indicate certain patterns of rhythm called
rhythmic modes which eventually evolved into
modern musical notation.

6
 Music which was not bound by the Catholic traditions emerged during the latter part of
Medieval Period, it was called as secular music. Group of musicians which were known as
Troubadours perform these songs across Europe. Later on these songs were called
Troubadour Music.

What are the characteristics of Troubadour Music?

• Usually monophonic
• Sometimes with improvised accompaniment
• Tells of chivalry and courtly love
• Originated in France
• Written in the French language

Famous Composers of the Medieval Period

Adam Dela Halle

• Born:France, 1237, Died: 1288

• known as Adam le Bossu (Adam the Hunchback) is
• a trouvére, poet and musician, and one of the oldest secular composers.
• His musical play, - Jeu de Robin et Marion‖ was considered the earliest surviving
secular French play with music.

MUSIC OF THE RENAISSANCE PERIOD

Renaissance Period is the revival of the Golden age of Greece and Rome. The word
“Renaissance” came from the word “renaitre” which means “rebirth”, “revival” and “rediscover”.
During this period, the invention of printing paved way to the accessibility of printed
music that made new musical genre rises. This development in music made secular music
more prominent.
Renaissance era was also known as the “golden age” of the acapella choral music.

What are the 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

7
 Vocal Music of the Renaissance Period

MADRIGAL - A secular vocal

MASS – is a form of sacred
musical composition that sets
texts of the Eucharistic liturgy
into music.
polyphonic music composition
which originated from Italy. It is
written and expressed in a poetic
text and sung during courtly
social gatherings.

Characteristics of the Mass:

• Polyphonic may be sung Characteristics of the
a cappella or with Madrigal:
orchestral
accompaniment • Polyphonic Sung a
• Text may be syllabic (one cappella
note set to each syllable), • Through–composed
neumatic (a few notes set • Frequently in 3 to 6
to one syllable), or voices
melismatic (many notes
to one syllable)

Famous Composers of the Renaissance Period

Giovanni Pierluigi da Palestrina

• Born:Rome, 1585
• Died: February 2, 1594
• Is the greatest master of catholic churches music, and majority
of his compositions are sacred music
Famous Work: Pope Marcellus Mass

Thomas Morley
• Born: 1557, Died: 1602
• He is a singer in the local cathedral became the master of
choristers, and most famous secular music composer in
his time.
Famous Works: Fire, Fire, My Heart Fantastic, It was a lover and
hiss lass, Sing and Chant it and April is in my Mistress’ Face

8
 MUSIC OF THE BAROQUE PERIOD
Baroque music is a style of Western art music that started from 1600 to 1750. The
term came from the Portuguese word “barroco” which means “pearl of irregular shape”. It is
an extension of the Renaissance period, but to a much greater level.

Music was elaborated and ornamented as well as other forms of art. It is no doubt that
one of the richest and most diverse among the previous periods of Music was Baroque Period.

What are the 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, oratories, suites, toccatas, concerto grosso, fugue
➢ Orchestra consists of strings and continuo
➢ New forms: binary-AB, ternary-ABC, ground bass and fugue

MUSIC GENRES OF THE BAROQUE MUSIC

1. CONCERTO is an orchestral music that employs a solo instrument accompanied by an
orchestra
2. CONCERTO GROSSO is an orchestral music composed of a small group of solo
instruments (concertino) and the whole orchestra (tutti)
3. FUGUE is a contrapuntal piece
4. ORATORIO a type of musical narration without costume or action
5. CHORALE is a harmonized version of hymnal tunes

Famous Composers of the Baroque Period

Johann Sebastian Bach

• Born: Germany, March 21, 1685
• Died: July 28, 1750
• He is known for instrumental and vocal composition, and;
renowned as an organist.
Famous Works: Mass in B minor, Cantata 208,
Concerto Grosso and Fugue in G minor.

9
Antonio Vivaldi
• Born:Venice, March 4, 1698
• Died: July 28, 1741
• Violin Virtouso
• He was nicknamed as Il Pete Rosso (The Red Priest)
because of his red hair. He was regarded as one of the
greatest composers of Baroque Period.
Famous Works: Four Seasons (Spring, Summer, Autumn,
and Winter

George Frideric Handel

• Born: Germany, February 23, 1685
• Died:London, April 14, 1759
• Known for his operas, oratorios, and organ concertos
• Influenced by Italian Baroque and German choral tradition
Famous Works: Messiah

Independent Activity 1:
Name Game!
Direction: Name the title of the following lyrics from different sacred and secular songs in
your generation. Choose the title of the song provided inside the box. Write your answer on
the space provided below.

Nadarang Buwan Sino Ako One more gift Marikit

Andiyan ka na
“If there's one naman
“Kung di ako “Ayokong
more gift Ba't 'di ko
umibig mabuhay nang
I'd ask of you, maiwasang
Kung di ko man malungkot
Lord it would be tumingin sa 'yong
bigyang halaga Ikaw ang
peace here on liwanag?
Ang buhay na nagpapasaya
earth Nadarang na
handog At makakasama
As gentle as your naman sa 'yong
Ang buhay ko'ng hanggang sa
children's apoy
hiram sa Diyos pagtanda
laughter Bakit ba laging
Kung di ako Halina tayo'y
All around, all hinahayaan?
nagmamahal” humiga”
around” Andiyan ka na
naman
Ba't 'di ko

10
Independent Assessment 1:
Complete ME!
Direction: Differentiate Gregorian chant to Troubadour Music by completing the table below.

Characteristics Gregorian Chant Troubadour Music

Texture

Instruments

Speed

Mood

Voices

Rhythm

Language Used

Theme

Independent Activity 2

See the difference…

Direction: List down the characteristics of Mass and Madrigal music of the Renaissance
Period. Write you answer on the box provided below. Using the Venn Diagram, explain the
similarities and difference of Mass and Madrigal.

MASS MADRIGAL

MASS MADRIGAL

11
Independent Assessment 2

Fact or Bluff!
Direction: Write the word FACT if the statement about Renaissance Period is true and BLUFF
if not. Write your answer on the space provided after each number.

________1. Unlike the motet of the medieval period, Renaissance music was more vocal and
instrumental.
________2. The human voice was the primary tool used in the production of music during
renaissance times.
________3. The Madrigal was a vocal composition where the number of voices varied from
about two to eight.
________4. It is important to note that the mass was the most distinct type of secular music
during the Renaissance period.
________5. Instruments such as flute, violins, lute and keyboards acquired a new status. S

Independent Activity 3

Find Me!
Direction: Circle the terms, concepts, and words related to Baroque Period.

Concerto Groso Oratorio

Madrigal

Chorale

Chant

12
Independent Assessment 3

Name the Composer!

Direction: Identify the composer of the compositions below. Write the letter of the correct
answer in the provided box

A. Antonio Vivaldi
B. Johann Sebastian Bach
C. George Frideric Handel

1. Four Seasons 5. Concerto alla Rustica

2. Mass in B minor 6. Magnificat

3. Water Music 7. Messiah

4. St. John Passion 8. Air on the G String

PROCESSING QUESTIONS
Direction: As a learner, explain briefly and thoroughly the two important statements by relating
it on a daily basis.

1. “Music is the strongest form of magic.” ― Marilyn Manson

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. “One good thing about music, when it hits you, you feel no pain.” ― Bob Marley
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

13
SHOW ME WHAT YOU GOT…
Direction: Make any artwork interpreting the music of Medieval, Renaissance, and Baroque
being heard. Such as drawing, painting, or poem. Illustrations like drawing or painting must be
done on a separate sheet of paper.

Different Artwork:

Drawing is a form of visual art in which a person uses various drawing instruments to mark
paper or another two-dimensional medium.
Painting is the process or art of using paint, in a picture, as a protective coating, or as
decoration.

Rubrics for drawing or painting:

Content – 5, Relevance – 5, Creativity – 5, Neatness – 5 = 20 points

Poem is a piece of writing that partakes of the nature of both speech and song that is nearly
always rhythmical, usually metaphorical, and often exhibits such formal elements as meter,
rhyme and stanzaic structure.

Rubric for Poem writing:

Cohesiveness – 5, Use of poetic elements – 5, Rhythm – 5, Creativity – 5 = 20 points

Scoring Rubrics (Rate yourself)

Rate the product or performance using 1 – as the lowest ad 5 – as highest.

Criteria 5 4 3 2 1

Appearance – Delivery- Creativity

Relevance to the topic

Organization (Color – Line – Steps)

Overall Score

14
MULTIPLE CHOICE
Direction: Encircle the letter of the correct answer.

1. The medieval period is also known as the _________that started with the fall of
the Roman Empire.
a. dark Ages b. old Ages c. new Ages d. stone Ages

2. Which of the following is NOT the famous work of Thomas Morley?

a. April is in My Mistress’ Face c. Fire, Fire, My Heart
b. Fantasie d. Messiah

3. During the latter part of Medieval period, secular music which was not bound by Catholic
traditions emerged. Which of these songs were performed across Europe by groups of
musicians?
a. Chorale music b. Madrigal c. Oratorio d. Troubadour music

4. Monophonic plainchant was named after _______ who made this the approved music of
the Catholic Church.
a. Pope Gregory IV b. Pope Gregory II c. Pope Gregory II d. Pope Gregory I

5. He was the greatest master of Roman Catholic Church music during the Renaissance
Period.
a. Adam de la Halle c. Giovanni Pierluigi da Palestrina
b. George Friedrich Handel d. Thomas Morley

6. What was the prominent instrument of the Renaissance era?

a. Flute b. Harpsichord c. Lute d. Organ

7. It is a form of sacred musical composition that sets texts of the Eucharistic liturgy into
music.
a. Chorale b. Madrigal d. Mass d. Oratorio

8. Syllabic means_________.
a. few notes set to one syllable c. one note set to many syllable
b. one note set to one syllable d. many notes set to one syllable

9. The word Baroque comes from the Portuguese word “barroco” which
means___________.
a. pearl of Irregular Shape c. the Age of Reason
b. rediscovery d. transformation

10. Baroque: Concerto Gross, Renaissance: ____________.

a. Chorale music b. Madrigal c. Oratorio d. Troubadour music

11. Which of the following is NOT a characteristic of Gregorian chant?

a. Monophonic b. Free meter c. Polyphonic d. Modal

12. The term _________ comes from the word renaitre which means rebirth.
a. Baroque b. Renaissance c. Romantic d. Medieval

15
13. The following are the main sections of mass, EXCEPT.
a. Gloria b. Kyrie c. Credo d. Messiah

14. He is the composer of “Messiah”.

a. Adam de la Halle c. Giovanni Pierluigi da Palestrina
b. George Friedrich Handel d. Thomas Morley

15. Which of the following is NOT a characteristic of Madrigal?

a. Sung a cappella b. Polyphonic c. Through-composed d. Monophonic

GUESS WHO?
Direction: Arrange the jumbled letter on each number to identify the name of the composers
based on the images presented. Write your answer on the space provided below each
number.

1. NANOTION IVLAVID 2. HMSAOT ORMEYL 3. OREGGE RIDEFCIR

NADHLE

4. HAJONN BESSABIANT 5.NNIIOGVA LEPASRITNA 6. DAMA ED AL LAHLE

CHAB

16
GUESS WHEN?
Direction: Classify the items in the box according to the historical period it belongs. Write the
letter of the correct answer on the box provided.

A. Medieval Period B. Renaissance Period C. Baroque Period

1. Gregorian Chant 5. Concerto Grosso

2. Mass 6. Troubadour Music

3. Fugue 7. Madrigal

4. Oratorio 8. Chorale

Remember:
“Music is a language that doesn’t speak in particular words. It speaks in emotions, and if it’s
in the bones, it’s in the bones.” ― Keith Richards

17
 18
WHAT I KNOW Independent Activity 3:
1. A Find me!
2. B 1. Concerto Grosso
3. C 2. Oratorio
4. B 3. Concerto
5. B 4. Chorale
6. B 5. Fugue
7. D 6. Vivaldi
8. C Independent Assessment 3:
9. A Name the Composer!
10. B
11. C 1. A
12. D 2. B
13. B 3. C
14. C 4. C
15. D 5. A
WHAT’S IN 6. A
Mastering the Elements 7. C
Answer may vary 8. B
WHAT’S NEW WHAT I HAVE LEARNED
Musical Analysis Processing Questions
Answer may vary Answer may vary
WHAT’S MORE WHAT I CAN DO
Independent Activity 1 Show me what you got
Name Game! Answer may vary
1. One more gift
2. Sino Ako? ASSESSMENT ADDITIONAL ACTIVITY
3. Buwan
4. Nadarang 1. A Guess Who?
2. A 1. Antonio Vivaldi
Independent Assessment 1: 3. D 2. Thomas Morley
Complete Me! 4. D 3. George Frideric Handel
Answer may vary 5. C 4. Johann Sebastian Bach
6. C 5. Giovanni Palestrina
Independent Activity 2: 7. C 6. Adam Dela Halle
See the difference 8. B
Answer may vary 9. A Guess When?
10. B 1. A
Independent Assessment 2: 11. C 2. B
Fact or Bluff! 12. B 3. C
1. Bluff 13. D 4. C
2. Fact 14. B 5. C
3. Fact 15. D 6. A
4. Fact 7. A 7. B
5. Fact 8. D 8. C
 References
Textbook:

Beldia, Mcdonald D., Lopez, Lorna Fe P., Pangan, Romulo J. 2015. The Dynamic Teeners
of the 21st Century IV. Pages 2-58. First Edition. REX Bookstore, Inc.

Department of Education – Bureau of Learning Resource. 2017. Music and Arts 9 - Grade 9
Learning Materials, pages 1 – 54 First Edition, FEP Printing Corp.

Muyot, Fritzimarie R., Baarde, Claire G., Mathews, Julie San Jose, 2006. MAPEH On the go
IV. Pages 3 -44. First Edition. Sunshine Interlinks Publishing House, Incorporated.

Ramirez, Veronica E., Ph. D., 2011. Our World of MAPEH IV, pages 1 - 58. First Edition.
Vibal Publishing House, Inc

Website Content:

Dina Macdougall, The gift of music. (June 26, 2020),

https://music.ubc.ca/blog/tag/harpsichord

Jenna Clayton, 2018. Western Music: History & Timeline. (June 27, 2020),
https://study.com/academy/lesson/western-music-history-timeline-lesson-
quiz.html#lesson

Nahariyani, 2018. Late Baroque Era lute vector imaget. (June 27, 2020),
https://www.vectorstock.com/royalty-free-vector/late-baroque-era-lute-vector-
1256726

St. James Memorial Episcopal Church, 2017. The Restoration of the 1909 Austin Organ,
Opus 246, (June 26, 2020), http://stjamestitusville.org/organ-restoration-project.html

19
 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph

20