9

Arts
Quarter 3 - Module 1
Musical Elements of Given Romantic Period
Pieces, Performance Practice, and Other Art
Forms

1
Music - Grade 9
Alternative Delivery Mode
Quarter 3 - Module 1: Musical Elements of Given Romantic Period Pieces,
Performance Practice, and other Art Forms
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 royalty.

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/s: Althea Mae B. Bongcawil, Irene R. Callo, Angelita L. Abala,
Cherry May C. Barimbao
Editor: Nanette Kay D. Mercado, PhD
Reviewer:
Illustrator:
Layout Artist: Gianna Norma Stefani D. Mercado
Management Team: Arturo B. Bayocot, CESO III, Regional Director
Mala Epra B. Magnaong, Chief ES, CLMD
Marie Emerald A. Cabigas, PhD., EPS-LRMS
Bienvenido U. Tagolimot, Jr., PhD., EPS-ADM Coordinator
Henry B. Abueva, CID Chief
Rustico Y. Jerusalem, EdD,EPS-Division LRMS
Virginia N. Nadayag, EPS- Division ADM Coordinator
Printed in the Philippines by
Department of Education – Region X
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City
Telefax: (088)-856-3932
E-mail Address: region10@deped.gov.ph

2
 9
Music
Quarter 3 - Module 1
Musical Elements of Given
Romantic Period Pieces,
Performance Practice, and other
Art Forms

3
 Table of Contents

Lesson 1:
Musical Elements of Given Romantic Period Pieces .............................
What I Need to Know..................................................................................................
What’s New ...............................................................................................................
What Is It ........................................................................................................................
What’s More .................................................................................................................

What’s New …. ............................................................................................................

What I Have Learned..................................................................................................
What I Can Do ..............................................................................................................
Lesson 2:
Performance Practice during the Romantic period
What I Need to Know..................................................................................................
What’s New ...............................................................................................................
What Is It ........................................................................................................................
What’s More .................................................................................................................
What’s New …. ............................................................................................................
What I Have Learned..................................................................................................
What I Can Do ..............................................................................................................

Lesson 3:
Connection between Romantic music to other art forms and its history
within the era
What I Need to Know..................................................................................................
What’s New ...............................................................................................................
What Is It ........................................................................................................................
What’s More .................................................................................................................
What’s New …. ............................................................................................................
What I Have Learned..................................................................................................
What I Can Do ..............................................................................................................

Assessment: (Post-Test)
Key to Answers ....................................................................................................................................
References ............................................................................................................................................

0
What This Module is About
This module will help the learner describe the musical elements found in Romantic
Period pieces. Works of Romantic composers like Niccolo Paganini, Frederic Chopin, Franz
Liszt, Robert Schumann, Hector Berlioz, Peter Tchaikovsky and Camille Saint-Saens are still
popular today. This is because these composers were known for their unique and elegant
style of composing music. Their music is characterized by its natural and simpler style that
provides a more formal, elegant and dignified melodic ambience. How did they combine the
elements of music that made their works famous during their era and still enjoyed by many
up to this day? This module will help students appreciate music better by understanding the
aesthetic process that was involved in creating music.

What I Need to Know

LEARNING AREA STANDARD

The learner demonstrates an understanding of basic concepts and processes in
music and art through appreciation, analysis and performance for his/her self-
development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.

KEY - STAGE STANDARD

The learner demonstrates understanding of salient features of music and art of the
Philippines and the world, through appreciation, analysis, and performance, for self-
development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.

GRADE LEVEL STANDARD

The learner demonstrates understanding of salient features of Western music and
the arts from different historical periods, through appreciation, analysis, and
performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.

CONTENT STANDARD
The learner demonstrates understanding of the characteristic features of the music of
the Romantic period.

PERFORMANCE STANDARD
The learner sings and performs theme of selected instrumental pieces of the
Romantic Period.

LEARNING COMPETENCY:
 describes musical elements of given Romantic period pieces;
 explains the performance practice (setting, composition, role of composers/
performers, and audience) during Romantic Period
 relates Romantic music to other art forms and its history within the era;

1
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

2
 What I Know

PRE-TEST
Thumbs Up /Down ( / ). Analyze the following statements if it describes the
musical style and characteristics of the Romantic Period. On a separate sheet of paper
draw, if the statement describes the Romantic period, and if the statement does not.

_____1. Nationalism is evidently shown in some compositions.

_____2. Romantic music is monophonic, plain, and repetitive
_____3. A romantic piece has elaborate harmonic progressions.
_____4. The size of the orchestra has expanded to about 100 musicians to
accommodate the artistic requirement of the composition.
_____5. Melodies were written in one single line
_____6. There is fast changes in keys and modulations.
_____7. Melodies are highly ornamented and texture is primarily polyphonic.
_____8. Basso continuo is used in composing music.
_____9. Harpsichord is the most used instrument in instrumental music
_____10.Melodies are sung unaccompanied.

What’s In

In the Western Classical music the difference in the previous period and the
Romantic period is the change in creative thinking. Baroque had a complexity in the
texture of their music and the dominance of polyphonic writing while Classical period
wanted a clear melodic line and accompaniment; or homophony.
Let us see if you can still recall your previous lesson and answer this activity. Write
your answers/ choices in your Activity Notebook.

Activity No. 4: DRAW YOUR MUSIC

Instruction: Let us make use of icons/emojis to describe the elements of music. Write
your answers/ choices in your Activity Notebook.
Listen to Ludwig Van Beethoven’s Sonata “Pathetique” Op.13. Rondo, Allegra
Link: https://www.youtube.com/watch?v=Ifj8dwuAzAQ

Element   o
1. Melody  Easy to recall  Hard to recall o Cannot
decide
2. Rhythm  Regular  Irregular, o Cannot
changes decide
easily
3. Tone color  Light  Dark o Cannot
decide
4. Harmony  Homophonic  Polyphonic o Cannot
decide
5. Dynamics  Varied  Steady, o Cannot
Repetition decide

3
 .
BOX OF ELEMENTS

Listen carefully and fill up the boxes with correct description of each element.
Possible words that you may use are found inside the basket.

ELEMENT DESCRIPTION
MELODY
RHYTHM
DYNAMICS
TEMPO
HARMONY
TEXTURE

4
 Musical Elements of Given
Lesson Romantic Period Pieces
1
What I Need to Know

OBJECTIVES:

At the end of this module, the learners are expected to:

 Describe the music of the Romantic period in terms of the different
musical elements.

What Is It

ACTIVITY: Classical VS. Romantic – In this activity, we will try to distinguish the
difference between a Classical composition and a Romantic composition. Please
watch the Youtube videos of each piece only until the assigned time stamp.
Afterwards, answer the questions related to the different elements of music - melody,
tempo, dynamics, and instrumentation. The first question on melody is done for you
as your guide. You may use the words provided in the box below but you are not
limited to these words. You may use other words which you think will best describe
the music you heard.

Melody: ascending, descending, wide range, narrow range

Tempo: slow, fast, accelerando, ritardando
Dynamics: soft, loud, decrescendo, crescendo
Orchestral Instruments: strings, percussion, woodwind, brass wind, piano/keyboard
Voice Classification: Soprano, Alto, Tenor, Bass

CLASSICAL ROMANTIC
Title of Piece Eine Kleine Nachtmusk by Hungarian Dance No. 5 by Johannes
Wolfgang Amadeus Mozart Brahms
Link to YouTube https://www.youtube.com/watc https://www.youtube.com/watch?v=5t
Video h?v=nPbxIT9W1AY vjR0j5yEY
Watch only until Beginning till 0:54 Beginning till 0:44

How can you The melody begins with an The main melody started in a very
describe the ascending line of the strings low pitch which suddenly ascended to
melody of the followed by and descending a higher melody. The melody was

5
 excerpt you just line of the strings with a distinct repeated twice. There was a bass
listened to? wide range of pitches. line alongside the melody.
How can you
describe the
tempo? Was there
any change in
the tempo?
How can you
describe the
dynamics? Was
there any change
in the dynamics?
What were the
prominent
instruments that
you heard in the
video?

What’s New

Now that we have compared music from the Classical and the Romantic eras, you might
notice that music in the Romantic changes widely in tempo and dynamics with more
instrumentation. This is one way of how Romantic composers show passionate emotional
expression which is a distinct quality of romantic compositions.

ELEMENTS OF MUSIC IN THE CONTEXT OF ROMANTIC PERIOD

Simple Recall: It is important to consider the different elements of music as basis for
understanding the music of the Romantic period.
Here are various “fingerprints” of Romantic music, which you should listen out for:

 Instrumentation/Timbre: The size of the orchestra doubled in number and also

exploited tone color of new instruments such as the piccolo and contrabassoon to
add more tone color.
On the other hand, some composers utilized the power of a single instrument
more by creating beautiful compositions which interplay with the different musical
elements as well. One example of this is how Frederic Chopin utilized the tone color
of the piano in most of his compositions earning him the title “Poet of the Piano”.
 Melody: Longer and more elaborate melodies were explored to create more
expression. It also had expanded range from low sounds to very high melodies.
 Tempo and Dynamics: The tempo and dynamics were expanded to allow
composers to showcase more emotions. In tempo, rubato is used in order to give
more emotional expression. Rubato is the sudden holding back or pressing forward
from it’s original tempo.
 Emotional expression – this became more important than formal structural
considerations as composers rebelled against the formal restraint of the
classical period.
 New structures/forms – rhapsody, nocturne, song cycle
 Increasingly elaborate harmonic progressions
 Larger range in pitch (could be very easily expressed on the piano).
 Nationalism in music – some composers sought to use their compositions to
celebrate their countries e.g. Sibelius Finlandia

6
Activity No. 3

Listen and Describe Further – Listen again carefully to the following select Romantic
compositions. Click on the Youtube video for the link to the composition. Listen again to a
specific excerpt of the song and then describe the elements of melody, tempo, dynamics and
instrumentation/timbre.

Melody: ascending, descending, wide range, narrow range

Tempo: slow, fast, accelerando, ritardando
Dynamics: soft, loud, decrescendo, crescendo
Orchestral Instruments: strings, percussion, woodwind, brass wind, piano/keyboard
Voice Classification: Soprano, Alto, Tenor, Bass

Title of Piece Nocturne Op. 9 No. 2 Symphony No. 6 “Die Erlking” by Franz
By Frederic Chopin “The Pathetique” Schubert
movement No. 4
By Pytor Ilyich
Tchaikovsky
Link to YouTube https://www.youtube.c https://www.youtube. https://www.youtube.c
Video om/watch?v=p29JUps com/watch?v=BVkW om/watch?v=JuG7Y6w
OSTE CHgOxw8 iPL8
Watch only until Beginning till 0:34 Beginning till 0:59 Beginning till 0:22 only
(piano introduction)

How can you

describe the
melody of the
excerpt you just
listened to?
How can you
describe the
tempo? Was there
any change in
the tempo?
How can you
describe the
dynamics? Was
there any change
in the dynamics?
What were the
prominent
instruments that
you heard in the
video?

7
 What’s More

Activity No. 4
Carnival of the Animals by Camille Saint-Saens. - Since the expansion of the orchestra,
composers were given the ability to create stories through the different musical timbre each
instrument can produce by interplaying with the different elements of music. In this activity,
we will listen to three excerpts from the Carnival of the Animals by Camille Saint-Saens.
Please play the Youtube video of this link:
https://www.youtube.com/watch?v=7SjagpXeNhM. Click on “Show more” button on the
details box to navigate across all the parts of the piece. Listen only till the time stamp
indicated. Also see the picture of the instruments of the orchestra so you may be guided in
writing your description

The “Carnival of the Animals” had its first public premiere on February 26,
1922, thirty years after its composition. The piece is a Suite of 14 movements for
flute, clarinet, xylophone, two pianos, and strings. Saint-Saens amusingly portrays
different animals through the use of the different instruments and its interplay of
music elements.

ANIMAL Instruments Melody Tempo Dynamics

Tortues
(Tortoises)
4:41 – 5:13
L'Éléphant
(The
Elephant)
6:36 – 7:09
Kangourous
(Kangaroos)
8:05 – 8:35
Aquarium
8:58 – 9:27
Le Cygne
(The Swan)
17:38 – 18:38

Do you think Saint-Saens was able to depict the animals successfully in his
composition? Why/why not?

8
Source: https://www.pinterest.ph/pin/707276316453620423/

9
 What I Have Learned

Activity No.5

Now that you have listened to excerpts of pieces, lets now try to compare sections of
a big work of music such as a Symphony. The Romantic Era saw the development of
symphonies in a more dramatic form of structure. They also do this in Baroque and Classical
era. With the increasing desires by the composers to create music that evokes a wide and
varied spectrum of emotions, Romantic composers, such as Hector Berlioz, expanded
Symphonies which usually only has three movements to five movements in his work
Symphony Fantastique. How can you distinguish the difference between each movement?
Listen to Hector Berlioz Symphony Fantastic here:
https://www.youtube.com/watch?v=5HgqPpjIH5c. Make sure to follow the correct times
stamps of the excerpts you are going to listen to. Describe each musical element according
to melody, tempo, dynamics and timbre. You may use the word bank and the picture of the
orchestra in the previous activities as your guide.
Afterwards, create your own interpretation of the piece by providing your own story,
image, emotion on each part. Remember that this is one long work, so make sure that it is
interconnect

10
 Element First Mvt. Second Mvt. Third Mvt Fourth Mvt. Fifth Mvt
(0:35 – 2:10) (15:06 – (22:09 – (39:53 – (44:30 –
16:09) 23:12) 40:45) 45:42)
Melody
Dynamics
Tempo
Instrumentation/Ti
mbre
What interpretation
can you give the
movement you
listened to one
excerpt on each
movement?

What I Can Do

MY OWN ROMANTIC INTERPRETATION

Now that you are able to successfully write music elements based on the
excerpts you listen to and create your own interpretation out of them in the previous
activity, it is now time to produce your own creative work inspired by any Romantic
composition of your own choice. Below are the guidelines:
1. Choose one Romantic Composition of your choice which has generally
affected you in some way. Please access this website
(https://libguides.uwlax.edu/c.php?g=614952&p=4275912) to choose from
the composers. You are not limited to these compositions in the website
but please choose one composer from the list and a composition of your
choice from that composer.
2. Listen to the composition actively and mindfully up to a certain part/excerpt
only. Minimum of 2 minutes maximum of 5 minutes.
3. How can you interpret this piece? You may opt to choose between a
dance presentation to the background of that composition, an artwork
(painting or drawing) inspired by the composition, or a literary work
(poem or feature writing) inspired by the composition.
4. Include an explanation of your interpretation with Musical Elements
description of melody, tempo, dynamics, and timbre/instruments as
your evidence. Explain it as concisely as possible and do not forget to
describe change in the composition across the length of the excerpt.
5. RUBRICS

11
Creative Output – they were able to submit a creative output through the means of
poetry, painting/drawing, dance, or essay feature writing which is their original work
Explanation of Interpretation – they were able to explain clearly how the
composition has affected them and provide a certain image, emotion, story to the
music they have listened to
Music Elements Description – provide ample evidence of your explanation through
musical elements of tempo, dynamics, melody and instrumentation.

Summary
Romanticism emphasizes on the ability to express one’s emotion, imagination, and
even nationalism, due to the turn of events of the 1800s. Therefore, these composers felt
free to change and twist the Classical musical forms in their own ways and explore different
ways to use sound and change musical elements. These include adding more instruments to
the orchestra or highlighting on one single instrument. Expanding the use of tempo and
dynamics, providing drastic melodic changes and colorful harmonic progressions through
chromaticism.

12
 Performance Practice
during the Romantic Period

What’s In

The Romantic Era has produced many composers whose names and music
are still familiar and popular today. Perhaps, the most well-known is Ludwig Van
Beethoven, although he is also considered a Classical period composer. At present,
Romantic compositions are used as background music for TV and radio shows,
events, or soundtracks for movies.

Here are some of them:

1. G. Verdi - Aida March

https://www.youtube.com/watch?v=TX0qN6QEvGg

2. G. Rossini - William Tell Overture - Finale

https://www.youtube.com/watch?v=YIbYCOiETx0

3. F. Chopin - Funeral March

https://www.youtube.com/watch?v=aC6S_VuRNGk

Are you familiar with this 3 music? Can you tell where you usually hear the music?
What do these 3 music have in common? Can you easily remember their melodies?
Can you hum the first few lines of the music?

What I Need to Know

OBJECTIVES:

At the end of this Module the learners are expected to:

1. Discuss the setting, composition, role of composers and audience during

Romantic Era.
2. Explore other sources such as media and arts that portray Romantic period.
3. Perform related activities.

13
 What’s New?
Listen carefully to the work of Peter Tchaikovsky’s “Nutcracker Suite
Dance of the Sugar Plum Fairy https://www.youtube.com/watch?v=zV1qLYukTH8 )
1. How does it sound? Happy? Sad? Creepy? Excited?
2. If you will describe a sugar plum fairy, how will it look based on the music? (draw
if possible) What dance movements are the fairy making as suggested by the music
that you listened to?)
3. Which element/s of the music made it sound like a dancing sugar plum fairy?
melody? rhythm and tempo? instruments used and dynamics?)

What Is It
SETTING OF THE ROMANTIC PERIOD
The vast changes in politics, society, and economy during the 19th century
have greatly affected the arts. In music, those changes caused a great shift in the
way composers create music and the audience listen to it. Changes in the political
system of Europe greatly affected the way musicians made their living. The nobility
and aristocrats, who once funded composers and orchestras, gradually lost
their powers and wealth. Concerts also became more of public events rather than
private parties of the elite or the church. Composers of the period have to do
additional work and cannot rely anymore on the patronage of the wealthy upper
class. Chopin, for example, had to teach piano rather than only focus on his career
as composer and performer. In spite of this, musicians still benefited from the
widespread of music production and consumption across different levels of society.
Houses of the middle class became important places of music making in
this period. Chamber works, music for a small group of musicians, are often
performed as entertainment in these places. The piano became the favorite
instrument for both professional and amateur musicians. Middle class families often
enrolled their children to private piano lessons. Hence, the wider public became
more exposed to music and began to acquire music literacy.
Here are some famous piano works of the period:
1. F. Chopin: Etude in E major op. 10 no. 3
https://www.youtube.com/watch?v=O79BXWrmH_k
2. F. Liszt: Liebestraum
https://www.youtube.com/watch?v=KpOtuoHL45Y
Are they familiar to you? Have you heard of this music over the radio, in movies or
the television? In the first minute of Chopin’s Etude no. 3, what feelings or emotions
does it express? How did Chopin’s music give you that feeling? briefly explain your
answer.
In comparison to Classical composers, Romantic composers to make music
that evoke emotional expression exposing their innermost thoughts in the belief that
14
music, particularly instrumental music, can convey ideas and feelings that cannot be
put into words. The Romantic music genre called tone poem or symphonic poem
best captured this idea. Tone poem or symphonic poem is a kind of program music
commonly written for orchestra which is inspired by ideas or scenes from stories,
poems and even sceneries. To convey these ideas, composers made use for a
much wider range of dynamics, varied articulation markings, and chromatic
harmonies. Moreover, the size of the orchestra became relatively bigger and
other instrument groups within the orchestra such as woodwinds and percussion
were given main parts of the piece. For the next succeeding years, composers
preferred to compose instrumental music over vocal music. Thus, the Romantic
period paved the way for the rise of prestige of instrumental music.
The Romantic era is also notable because of the rise of the virtuoso. The
concept of the virtuoso, one who is highly skilled in arts, was highlighted and
redefined during this period. The virtuoso became a title associated with a performer
having a highly technical and sophisticated skill in music so brilliant that he/she is
able to mesmerize the audience. Notable virtuosos of the period include violinist
Nicolo Paganini and pianist Franz Liszt.
Here is an example of a piece composed by Liszt, inspired by the virtuosic
violin playing of Paganini. It is considered to be one of the most difficult pieces
written for the piano
Lizst: Etude no. 3 from the 6 Grandes Etudes de Paganini
https://www.youtube.com/watch?v=WqrusoQ6xVM

What made Niccolo Paganini a virtuoso? Research about the life and works of
Niccolo Paganini and give 5 reasons why he was considered a virtuoso.
What are the other works of Franz Liszt? Give 3 piano works of F. Liszt.

15
Niccolo Paganini Franz Liszt Johannes Brahms
 A lot of program music was composed and became famous during that time.
Some of the notable ones were set to ballet like Peter Illych Tchaikovsky’s
“Nutcracker Suite” and Camille Saint-Saens’ “Carnival of Animals”.
Here is an example of a ballet performance of a movement from Saint-Saens
“Carnival of Animals”
1. C. Saint-Saens: The Swan from the Carnival of Animals Suite
https://www.youtube.com/watch?v=vNdsrHPCcCg
Does the sound music depict a swan? If yes, how? If no, which animal do you
think it depicts and why?
Romantic composers felt free to stretch and twist the Classical MusicalForms.
They were searching for a way to grow their identity through their songs, one that
was familiar to the audience.

What’s More

Self-expression is popular during the Romantic Period and often

came out as patriotic love for local traditions during a time of war.
Know the nationality of these Romantic composers:
1. Frederic Chopin-
2. Franz Lizst-
3. Johannes Brahms-
4. Peter Ilyich Tchaikovsky-
5. Hector Belioz-
6. Jean Sibelius-

Activity 1: Listen to Edvard Grieg’s Peer Gynt Suite no. 1 -1 (Morning Mood) and
answer the ff. questions.
https://www.youtube.com/watch?v=9QOAtV5cTl0
1. Is the music vocal or instrumental?
2. What kind of ensemble performed the piece?
3. Approximately how many players are there?
4. In the first few lines of the music which family of instruments is playing?
5. Is the melody easy to recognize? Can you hum it? (performance)
6. What do you think is the overall theme/story of the piece? (describe it
briefly in 2-3 sentences.)

16
Activity 2: Listen to Cecile Licad performing Frederic Chopin’s Etude op. 10 no.12
(0:00-2:30) and answer the ff. questions.
https://www.youtube.com/watch?v=N3UmBhXQLAo
1. What do you imagine upon listening to the music?
2. What instrument is used?
3. Does the music sound simple? or complex?
4. Were you amazed by how she performed the music?
5. Describe briefly the manner in which the pianist performed
(movements, appearance, gestures, etc.)
6. Would you consider her a virtuoso? why?

Activity 3: Describe in 2-3 sentences the painting below. What does the painting say
about the middle-class family during the Romantic period?

(James Gillray: Farmer Giles & His Wife Shewing off their Daughter Betty to their
Neighbors, on her Return from School)
Source: https://www.artic.edu/artworks/90015/farmer-giles-his-wife-shewing-off-their-daughter-betty-
to-their-neighbors-on-her-return-from-school

17
 What I Have Learned

Activity 3: My Composers Album

Make a photo album of different Romantic Period composers. You may write
captions and other important facts about the composer. Explore your artistic
imagination by making your album informative and colourful.

Activity 4:
Instructions: Divide the class into 5 Groups and read the scenario below:
Scenario: If you were asked by the President of the Philippines to organize an
orchestra base on how Romantic composers organize it, enumerate the instruments
that you will acquire and group them according to its section.
Instructions: Write a phrase or two to describe/define the following.
1. Orchestra:_____________________________________________________
2. Virtuoso:______________________________________________________
3. Piano:________________________________________________________
4. Program Music:_________________________________________________
5. Middle class:___________________________________________________

Instructions: Based on the information provided in the “what is it” section of the
module create a mind/concept map about the performance practice during the
Romantic period.

What I Can Do
Group the class into 5. As your background music, interpret and
dramatize any of Chopin compositions.

RUBRICS
Weak Moderately Average Moderately Strong
Criteria weak Strong
1 2 3 4 5
1.Creativity and
originality
2. Impact
3.Appropriateness
of movement
4.Over-all
Performance

Differentiated activity
18
Instructions: Listen to the first 2 minutes of Camile Saint-Saëns' Symphonic Poem
“Danse Macabre” and choose one activity which you feel best suits your talent and
skill. https://www.youtube.com/watch?v=67ru-LzP2jU
a. Draw/Paint what you imagine while listening to the music (visual)
b. Compose a short story or poem about the music (literary verbal)
c. Associate dance movements to the music (Kinesthetic)

RUBRICS
Weak Moderately Average Moderately Strong
Criteria weak Strong
1 2 3 4 5
1.Creativity and
originality
2. Impact
3.Appropriateness
of movement
4.Over-all
Performance

19
 Connection between Romantic
Music to Other Art Forms and
Its History within the Era

What I Need to Know

At the end of the lesson, I as a learner is expected to:

The learner relates Romantic music to other art forms and its history within the era.

What’s In

Based on your previous lesson, how will you distinguish the romantic music from
classical music. What are the differences between the two periods of music in terms of
its style of performance and characteristics? Write your answer in your activity notebook.

Classical Music Romantic Music

Who among the Classical period composers gave a tribute to a war hero
during his time in a form of a musical composition? Give the title of the composition.
The music of the Classical period, particularly in the works of Haydn, Mozart and the
young Beethoven can, like the paintings of the time, be seen as an exercise in
harmony, order, balance and structure.

20
 What’s New

When you hear Romantic romantic music what comes into to your mind? Which of the
following words can best describe a Romantic music? Choose and write your answer
in your activity notebook.

passionate art literature love song

Play Freedom of stressed

expression emotion Birthday son

Showing Emotional Imagination

feelings
nationalism expression

Nowadays, people listen to current and new musical genres such as pop rock, R&B,
and other 20th century music and are unaware of the music of the past. Let us listen to
some selected music of the Romantic Period.

What Is It

Music of the Romantic Period is described as a cultural movement that

stressed emotion, imagination, individualism, and freedom of expression. These
characteristics are evident in music, visual art, and literature of the era.

An important political movement during this period is nationalism which has

also influenced the arts. The visual arts of the Romantic Era reflected the tension and
nationalism, war and revolution that swept across Europe from the French revolution (1789)
through the mid-century revolutions. Examples of this include the sculpture “Departure of
the Volunteers” on the façade of Arc de Triomphe, Paris, France which alludes to soldiers
both of the French Revolution and the Napoleonic Wars, and Spanish painter Francisco

21
Goya’s painting depicting Spanish resistance to Napoleon. Nationalism in music was
expressed when composers included in their work their homeland’s folk songs, dances,
legends, and other materials depicting their national identity. An example of this is Frederic
Chopin’s “
At this core, the composers of the Romantic Era saw music as a means of
individual and emotional expression. Indeed, they considered music the art form most
capable of expressing the full range of human emotion. As a result, romantic composers
broadened the scope of emotional content. Music was expected to communicate to the
audience, often by using a narrative form that told distinct stories. Ludwig van Beethoven's
third symphony later named Heroic Symphony was an example of a composition based on
politics and contemporary events. Like Gericault’s “The Raft of the Medusa”, the music of
this symphony involves intense expressions of emotion, changing from lighthearted
cheerfulness to pained anguish in seconds. Other Romantic composers were inspired by
this musical style that they started to prioritize the emotional or narrative content of the
music above its form. This change in musical form also paved the way for expanding the
orchestra by adding large amount of percussion instruments, like the triangle, as well as the
tuba, concert harp, and celesta, a piano-like instrument that has a sound that is similar to a
music box. With this rich orchestral palate, composers were able to create intensely
emotional music. Some historians argue over the start and end dates of the Romantic
Period. Some date it as the 19th century while others place it in the late 18th century. This is
true for Romantic literature Works like William Blake’s Songs of Innocence (1789) and
Samuel Coleridge’s Kublai khan (1797) are considered examples of early Romantic poetry.
The Romantic Era hit its stride in the middle 1800s, encompassing all the arts and popular
though of the time various instrumentation.
The Romantic period emphasis on individual self-expression grew out of the
political ideas of individualism born during the Age of Enlightenment. However, the Romantic
rejected that age’s emphasis on logic and rationality. These ideas were as constraining as
the rules regarding Classical music forms.
Musical forms such as the opera, ballets, symphonic poem, and piano music are just among
works of arts that flourish during this time. The Romantic Period (1820-1900) in music
brought the musicians closer to discover their inner self that let then experienced a personal
form of arts. Romantic music were used in different art forms like Tchaikovsky’s ballets: Nutcracker,
Swan Lake and Sleeping Beauty and his 1812 Overture to commemorate the Battle of Barodino.

22
 What’s More
The following Art Form can be related to the Music of the Romantic period. Research
about the following art forms that has tied up with a famous work of a composer during the
Romantic period. Write your answers in your activity notebook.

Ballet: ballet became a marriage of dynamic technique and dramatic storytelling. This was
the birth of the story ballet.
The Romantic Era was a time of fantasy,supernaturalism and exoticism. The stories of the
time dealt with issues of good vs. evil, man vs. nature and society vs. the supernatural.
Women became the superstars of the ballet with the introduction of pointework, a style of
dancing on the tip of the toes which gave the illusion of floating.

WHAT ARE SOME FAMOUS BALLET WORKS DURING THE ROMANTIC ERA?
Swan Lake was Tchaikovsky’s first ballet score. Considering its success today, it's
hard to believe that it wasn’t an immediate hit – but the story of Odette, a princess turned
into a swan by an evil sorcerer's curse, was an initial box office failure.
Enumerate some Ballet music of P.I. Tchaikovsky

Another important composition by Tchaikovsky was the Overture 1812.

Composed to commemorate the Battle of Borodino, fought in September 1812
Tchaikovsky called his own work “very loud and noisy and completely without artistic
merit, obviously written without warmth or love”.

MUSIC AND LITERATURE

One of the ways Romantic composers did this was by writing pieces inspired by
literature. This method gave a composition with both a narrative and emotional
framework for the composer.
Example:
1. Mendelssohn's scherzo from A Midsummer Night's Dream
2. Dvorák's The Golden Spinning Wheel is a work based on a Czech poem that tells
the story of doomed love and murderous women.

23
 What I have Learned

Individual Activity: Listen and relate to the following art forms

Write your works in the activity notebook.

Swan Lake of Tchaikovsky to ballet performance of the piece

https://www.youtube.com/watch?v=9rJoB7y6Ncs

1. Describe how the ballerina dance with the music in Swan Lake

What have you observed to the ballet dancers accompanied by the music?

"The Erlking"- Franz Schubert

https://www.youtube.com/watch?v=x3IM4pU05_g

2. What are the emotions conveyed in "The Erlking" by Franz Schubert?

3. What piano composition of Frederic Chopin shows nationalism? Why do these
compositions regarded as nationalist music?
4. Who among the Filipino singers can be considered as Frederic Chopin in terms of
composing nationalistic songs

What I Can Do

DIFFERENTIATED ACTIVITY
Group the class into 3. Each group will be given a task to do listed below.
Group 1 Group 2 Group 3

Search on the internet a Recreate the animated

Perform a piano composition
by Frederic Chopin.
that shows nationalism.
poem entitlesd” Lines a Few
Miles above Tintern Abbey”
Reflect and emphasize on
how this poem relates to
music of the Romantic
period.
version of Schubert’s Erkling
by creating your modern
version of the story in a
Comic Strip/ Anime strip

0
Rubric

Criteria Total
(4 ) ( 3) (2) (1) (10)
Originality & Presentation Presentation Presentation Presentation is
Appearance shows shows some shows an a reduced
considerable originality and attempts at attempts at
originality inventiveness, originality and originality and
and Good use of inventiveness. inventiveness.re
inventiveness graphics and Fair use of duced use of
, and show background.. graphics and graphics and
alignment of background. background
tothe topic.
Content Information is Includes Includes Minimal Content
detailed,varie important some
d and interesting important and
extensive information. interesting
information.

Provides Provides Includes no Less effective to

Creativity/ relevant some examples of the viewer
Quality
examples/illu examples of action or
strations from action/dialogu dialogue from
the film to e from the film the film.
back-up the that supports
reviewer’s the opinion.
opinion about
the film’s
effectiveness.
Total

1
 Assessment: (Post-Test)
POST-TEST
Thumbs Up /Down ( / ). Analyze the following statements if it describes the
musical style and characteristics of the Romantic Period. On a separate sheet of paper
draw, if the statement describes the Romantic period, and if the statement does not.

_____1. Nationalism is evidently shown in some compositions.

_____2. Romantic music is monophonic, plain, and repetitive
_____3. A romantic piece has elaborate harmonic progressions.
_____4. The size of the orchestra has expanded to about 100 musicians to accommodate
the artistic requirement of the composition.
_____5. Melodies were written in one single line
_____6. There is fast changes in keys and modulations.
_____7. Melodies are highly ornamented and texture is primarily polyphonic.
_____8. Basso continuo is used in composing music.
_____9. Harpsichord is the most used instrument in instrumental music
_____10.Melodies are sung unaccompanied.

Directions: Read the questions carefully. Choose your answers from the box

Ludwig Van Beethoven Niccolo Paganini Romantic Period Nationalism

18-19th century song cycle symphonic poem Basso continuo

concert overture Polonaise Piano music Music

________ 1. He is a transitional composer between Classical to Romantic era

________ 2. It is described as a cultural movement that valued emotions over reason,

individualism and freedom of expression.

________ 3. This ideology is commonly reflected in music of the Romantic Era.

________ 4. . It is not a characteristic of the Romantic Period music.

_________5. It is the main genre of instrumental composition during the Romantic period.

_________6. Frederic Chopin’s composition that shows nationalism

_________7. A dance composition for piano and is famous in Poland

_________8.. It is in free form such as fantasy, rhapsody and nocturne.

2
III. Read the question carefully and choose the correct answer. Write your answer in
the activity notebook.
1. Frederic Chopin wrote most of his music for this instrument. What instrument is this?
A. Flute B. Orchestra C. Piano D. Violin

2. What does the term “Nationalism“ mean in relation to music during the Romantic
period/era?
A. being patriotic
B. having a strong feeling for one’s nation
C. pride in one’s own composition
D. using folk songs, dances, legends from the composer’s homeland to the
compositions
3. Name the composer who bridged the Classical period to the Romantic Period.
A. Bach B. Beethoven C. Berlioz D. Bruckner

4. Which of these is NOT a characteristic of the Romantic Period?

A. Composers had freedom in writing and designed an intensed personal expression
of self-emotion
B. Music is related to other art form especially literature
C. Forms are more expansive and is freely treated
D. None of the above
5. Which of the following is NOT a type of Program music?
A. Song cycle C. Concert overture
B. Symphonic poem D. Incidental music
5. It is an instrumental composition that conveys the images, or scenes,a story without text
or lyrics. What kind of Romantic music is this?
A. Violin and string Music C. Program Music
B. Piano Music D. Instrumental Music
6. Who among the following composers is regarded as the "Poet of the Piano"?
A. Peter Llyich Tchaikovsky C. Hector Berlioz
B. Frederic Chopin D. Robert Schumann
8.Which of the following is a characteristic of a romantic music?
A. It appreciates the artworks.
B. It develops the skill of the composers.
C. It enriches the knowledge of the musician.
D. It portrays literature, history, emotional, and nature
9. What period of music refers to the cultural movement that stressed emotion, imagination,
individualism, and freedom of expression?

0
 A. Music of Classical Period C. Music of Romantic Period
B. Music of Medieval Period D. Music of Baroque Period
10. What kind of music is Symphonie Fantastique?
A. Program music C. Piano Music
B. String Music D. Violin Music

1
 Key to Answers

I.
Nos. 1, 3, 4, & 6- THUMBS UP
Nos. 2, 5, 7-10- THUMBS DOWN

II.
1. Ludwig van Beethoven
2. Romantic period
3, Nationalism
4. Basso Continuo
5. Symphonic poem
6. Polonaise
7. Polonaise
8. Piano music

III.
1. C
2. D
3. B
4. D
5, D
6. C
7. B
8. D
9. C
10. A

2
REFERENCES:
References
● Learners material for Music and Arts 9
● https://www.connollymusic.com/stringovation/the-romantic-period-of-music
● https://www.classicfm.com/discover-music/periods-genres/romantic/
● https://www.rpfuller.com/gcse/music/romantic.html
● https://courses.lumenlearning.com/suny-musicapp-medieval-
modern/chapter/romantic-era-explored/
● http://www.kaublepianostudio.com/history/romantic.html
● http://cmed.faculty.ku.edu/private/romantic.html
 https://www.biography.com/musician/niccolo-paganini
 https://www.classicfm.com/composers/tchaikovsky/guides/tchaikovs
ky-facts/
 https://www.connollymusic.com/stringovation/the-romantic-period-of-
music

3
4