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MAPEH (Music)
Quarter 1 – Module 4:
Secular Music: Renaissance Period
(1400 – 1600 A.D.)
MAPEH (Music) – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 4: Music of the Renaissance Period: Secular Music
First Edition, 2020

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Published by the Department of Education

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OIC-Assistant Schools Division Superintendent: Brian E. Ilan EdD

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Reviewer: Myrna T. Parakikay
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 What I Need To Know

This module was written and designed to make learning easier especially as we are in
the New Normal situation. As an educational tool, this module about the Secular
Music: Renaissance Period (1400-1600 A.D.) challenges you as a learner, to become
creative, resourceful and independent. The scope of the module provides a variety of
activities that will stimulate independent and self-guided learning experience. Lessons
in this module are arranged to follow the standard sequence of the course to ensure
effective learning continuity, make the experience more meaningful, effective and
relevant to life situations.
This module is especially written for you to give you a clearer understanding of the
musical characteristics, elements and performance practices of music during the
Renaissance Period. You will find out the features of Renaissance music specifically
sacred music through music listening, appreciation and self-evaluation.

The module includes lessons and activities on:

▪ Musical elements of the music of the Renaissance Period
▪ Performance practice (setting, composition, role of composers/performers, and
audience) during the Renaissance Period
▪ Other art forms and its history within the era specifically secular music
▪ Composing simple poem for the Madrigal songs.

After going through this module, you are expected to:

1. listens perceptively to selected vocal music of Renaissance music
2. explains the performance practice (setting, composition, role of composers/
performers, and audience) during the Renaissance Period
3. relates Renaissance music to other art forms and its history within the era.
4. composes simple songs based on secular music of Renaissance
5. evaluates music performance using guided rubrics

What I Know

WORD SEARCH

Search and loop the 10 words that are related to the Secular music of the Renaissance
period. Write your answers in your notebook.

Clues:

1. Is made up of several (2 or more) melodic lines, each having individual significance

and independence.
2. A secular vocal music composition of the Renaissance period.
3. Defined as singing without instrumental accompaniment.
4. Music that is not bound by the Catholic Church.
5. A musical form that has a new melody to each stanza of the lyrics.
6. A 2 or more verses or stanzas set to the same music.
7. He is the first of the great English madrigalist.
8. It means rebirth.
9. An organized musical ensemble of singers.
10. A texture of music with 2 or more independent melodic lines, or with the use of
imitation.

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 Lesson
Secular Music: Renaissance
1 Period (1400-1600 A.D.)
Alongside the development of the choral music in the Renaissance Church music,
there was a rich flowering of secular songs varied in styles and expressing every kind
of human mood and emotions. Some are very contrapuntal in texture, making great
use of imitation of voices, while others are mainly chordal.

What’s In

Let’s check how well you know the musical elements of each Era. Choose your answer
from the box and write the correct answer on your activity notebook.

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 Polyphonic plain song choral
Monophonic contrapuntal

Medieval Renaissance

What I Know

Listen to an example of a secular music during the Renaissance period. A Madrigal

song by Thomas Morley- “Fire fire my Heart”
YouTube: https://youtu.be/PlzfKc6yh9Y

Reflection:
1. In your own opinion, what is the general feel or mood of the song you’ve heard?
2. How many voices did you hear/ can you see in the piece?
3. Where do you think is this kind of song usually used?
4, Is it still popular today?

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 What is it

Secular music in the Renaissance period flourished alongside the development of the
Church Music. Included among the many kinds of popular songs are the Italian
Frottola, the German Lied, the French Chanson and the Italian Madrigal.

ELIZABETHAN MADRIGAL

Madrigal is a form of vocal chamber music originated in Northern Italy. It probably

comes from the Latin word “Matricale”, meaning “in the mother tongue”. Madrigal is
based on a poetic form of 2 to 3 stanzas of 3 lines each, with 7 or 11 syllables per line.
Musically, it is most often set to polyphony in 2 parts, the musical form reflecting the
structure of the poem. It became a platform of expressing emotions and moods trough
word painting using emotional words such as “joy”, “anger”, “laugh”, and “cry”.

In 1588, a collection of Italian madrigals with English

words was published in England. This sparked off great
enthusiasm, and soon English composers were writing
their own madrigals which were performed, usually with
one singer per part, in homes of keen music-lovers
everywhere.

One of the first great English composers was Thomas

Morley. He studied the Italian style and adapted it to
English taste, which preferred a lighter mood of poetry
and of music.

In England there are 3 kinds of Madrigal:

1. Madrigal Proper – A madrigal of this kind is through-composed – a musical

form that has a new melody to each stanza of the lyrics.

2. Ballet – was sometimes danced as well as sung. It has a dance-like rhythm and
the musical form is strophic- a 2 or more verses or stanzas set to the same
music.

3. Ayre- the third kind of English Madrigal was the ayre (or air) or song. It could
be performed in a variety ways: by solo voice with a lute accompaniment,
accompanied by other instruments like viols, or with all parts sung by voices
with or without accompaniment.

The Main Characteristics of the Renaissance Period Music:

1. Polyphonic texture- richer, fuller and in four or more voice parts.

2. Blending, rather than contrasting in the musical texture.
3. Imitation among voices is common
4. Use of modes- tended to favor the modes with a “major scale” sound.
5. Madrigal Music may be sung “a capella” or with lute accompaniment.

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 What’s More

Listen and Observe: Listen again to Madrigal song by Thomas Morley- “Fire fire my
Heart”
YouTube: https://youtu.be/PlzfKc6yh9Y

As you listen, note down the main features of the song. For instance: is the music:

a. Contrapuntal with use of imitation – or mainly chordal?

b. For one or more solo voices – or several singers per voice part?
c. Sung unaccompanied – or with instruments joining in?

Questions:
1. What kind of Madrigal did you hear?

2. How many voices can you hear/ see?

3. How would you describe the texture of the songs?

4. What is the form of the song? Strophic or through composed

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 What I Have Learned

• Secular Music in the Renaissance Period particularly the

Madrigal was very popular in the homes of music lovers
around Europe.

• Madrigal is based on a poetic form of 2 to 3 stanzas of 3

lines each.
• Much of this music was intended to be sung “A capella”.

• Imitation among voices is commonly used by composers

which one voice part is immediately imitated or copied by
another voice part.

What I Can Do
Demonstrate
Directions: Compose a short poetry to be used as the lyrics of your own Madrigal. (2-3
stanzas of 3 lines each, with 7 or 11 syllables per line).

Composition Grading Rubric

Indicators Fair Composer Good Composer Great Excellent

3 points 6 pts Composer Composer
8 pts 10 pts
imagery There is no There is no The imagery is The imagery is
evidence of evidence of applied to so vivid that it
imagery. imagery, but it is standard paints a picture
randomly words or with words, thus
applied. phrase. indicates a clear
understanding of
imagery.
rhythm There is no There appears to The rhythm of The rhythm of
recognizable be rhythm but it the poem is the poem is
rhythm to the is somewhat in easily easily recognized
poem. recognized. and clearly
consistent with
the context.
tone The tone or The tone or The tone or The tone or
mood of the mood of the mood of the mood of the
poem is poem is poem is clear. poem is
unclear. somewhat clear completely clear
but inconsistent. with the context
of the poem.

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 Assessment

Directions: Read the following questions carefully then choose the best answer for
each number. Write your answers in your notebook.

1. Which of the following is defined as singing without instrumental accompaniment?

A. A capella C. unison
B. through-composed D. chant

2. What kind of musical texture is made up of several (2 or more) melodic lines, each
having individual significance and independence?
A. polyphonic B. homophonic C. Monophonic D. unison

3. What kind of madrigal has a musical form of through-composed or has a new

melody to each stanza of the lyrics?
A. Ballet C. Madrigal Proper
B. Ayre D. A capella

4. Who is the first great English composer of madrigal that studied the Italian style
and adapted it to English taste?
A. Adam de la Halle C. Giovanni da Palestrina
B. Thomas Morley D. Handel

5. Which musical form has a new melody to each stanza of the lyrics?
A. through-composed C. chant
B. strophic D. unison

6. What kind of Madrigal was sometimes danced as well as sung with the musical
form is strophic?
A. Ballet C. Madrigal Proper
B. Ayre D. A capella

7. Which kind of musical device makes a polyphonic kind of texture?

A. It has no voice blending.
B. It has a strong regulated voice rhythm.
C. It has syncopated rhythm.
D. Contrapuntal or Imitation between voices

8. What does the word “Renaitre” (Renaissance) mean?

A. Irregular pearl shape C. Elegant
B. Rebirth D. Resound

9. What music during the Renaissance period is not bound by the Catholic Church?
A. sacred music C. indie music
B. secular music D. folksongs

10. Which of the following is an important form of secular music during the
Renaissance period?
A. Mass C. Motet
B. Chorale D. Madrigal

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 Additional Activities

Activity1: Essay: In 3-5 sentences tell something about the statements below.

Secular Music was very important during the Renaissance period, It has richer
texture and has musically expressive reverence for its poetic text. Describe the
popular music today in our country.