9

Music
Quarter 3 – Module 2
Improvising Appropriate
Accompaniment and Perform
Selected Music in Romantic Period

1
Music- Grade 9
Alternative Delivery Mode
Quarter 3 – Module 2: Improvising Appropriate Accompaniment and Perform
Selected Music in Romantic Period
First Edition, 2020

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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: Chuchie F. Mondejar, Candice Ilano-Pestolante,
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
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 9
Music
Quarter 3 – Module 2
Improvising Appropriate
Accompaniment and Perform
Selected Music in Romantic Period

2
 Table of Contents

Lesson 1:
Improvising Appropriate Accompaniment ................................................
What I Need to Know .................................................................................
What’s In ......................................................................................................
What’s New.................................................................................... .
What Is It........................................................................................
What’s More ............................................................................................. .
What I Have Learned ……………………………………………………
What I Can Do .......................................................................................... .

Lesson 2:
Basic Concepts and Processes in Music
What I Need to Know ....................................................................................
What’s New .......................................................................................................
What Is It ...............................................................................................................
What’s More ........................................................................................................
What I Have Learned ..........................................................................................
What I Can Do ......................................................................................................

Assessment: (Post-Test) .................................................................................................

Key to Answers .................................................................................................................................
References ...........................................................................................................................................

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What This Module is About

This module will talk about the different background and aspects of music during the
olden times that differs from that of the classical period. For those who cannot access to the
internet, your teacher will provide you an audio-video of the Romantic music in CDs or USB
so that you can still enjoy the music of the romantic period even without internet connectivity.
You are then encouraged to listen to it keenly.

The word Romanticism was first used to describe new ideas in painting and literature
in the course of the cease of the 18th century. This phrase was as quickly as later taken up
by musicians to describe the adjustments in musical style, which took neighborhood hastily
after the flip of the century. Unlike Classical composers, Romantic composers aimed for a
fantastic expression of emotion, often revealing their innermost ideas and feelings.The
romantic song is no longer without a doubt about the emotion of love; it can also be about hate
or loss of existence (positive or negative feelings). Many Romantic composers took an interest
in paintings and literature far off lands from the following inspirations; the identical distance
away past dreams, night and moonlight, rivers, lakes and forests, nature and the seasons, the
pleasure and anguish of love, and fairy tales.

What I Need to Know

LEARNING AREA STANDARD

The learner demonstrates as understanding of basic concepts and processes

in Music and the Arts through appreciation, analysis and performance for his/her -
development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.

KEY- STAGE STANDARD

The learner demonstrates an understanding of salient features of music and art

of the Romantic period.

GRADE LEVEL STANDARD

The learner demonstrates appreciation, analysis and performance for self-

development, the celebration of cultural identity, diversity and expansion of the world’s
vision.

CONTENT STANDARD

The learner demonstrates understanding of characteristic features of

instrumental Romantic music.

PERFORMANCE STANDARD

2
 The learner sings and performs themes of selected instrumental pieces.

OBJECTIVES:

 improvises appropriate accompaniment to selected music from Romantic

Period
 Perform selected music from the Romantic Period

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 What I Know

PRE-ASSESSMENT

DIRECTIONS: Match the question from COLUMN A with the answer from COLUMN B.
Write your answers on the space before each number

A B

1. What is the Greek term for

a. German Lied
color?
b. Chroma
c. Suites
2. Songs commenced to
d. The symphonic poem
enhance in the Romantic
e. Concert overture
length for solo voice and
f. Romantic music
piano
g. Piano
h. Beethoven
3. It is a one motion
i. Schubert
application piece for
j. Thematic transformation
orchestra, meant for
k. Liszt
performance at a concert.
l. Cadenza
4. These are several parts of
incidental tune gathered
together
5. It is a one motion program
piece for orchestra
6. It is a confederate to the
voice.
7. Possibly the biggest
composer of German Lied
8. A fundamental theme that
is continually being
changed in mood and
character
9. The thematic piece
“HAMLET” was written
by________
10. Written out by means of
the usage of the utilization
of ability of the composer

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 Improvising Appropriate
Accompaniment to Selected Music in
Romantic Period

What’s In

Before we proceed to the main lesson, let us review the different types
of musical instruments played by the orchestra. These instruments are grouped into
four according to the materials they are made of and on how to play them.
The table below will show you different types of musical instruments.
PERCUSSION WOODWIND BRASS STRINGED
INSTRUMENTS INSTRUMENTS INSTRUMENTS INSTRUMENTS
are played
played by Played by
TYPES OF using a bow,
striking using a blowing are played by
MUSICAL and can be
mallet or hand, through a blowing
INSTRUMENTS strummed or
shaking, mouthpiece through a
plucked by
rubbing, and with reeds mouth piece
hand and
scraping inserted
fingers
Piano Flute Trumpet Violin
Xylophones Clarinet Trombone Double Bass
Marimba Bassoon French Horn Cello
Names of Bass drums Piccolo Tuba Viola
Instruments Timpani Oboe Euphonium Harp
Triangle Saxophone
Cymbals
Snare drum

These types of instruments are played by the orchestra during musical

concerts, operas, and theater performances of the most well-known composers.
The instruments commonly used to play the melody during this era are the piano and
the violin. Frederic Chopin and Franz Liszt specifically preferred piano on most of their
pieces. While Camille Saint-Saën and Piotr Ilyich Tchaikovsky used violin and cello as
featured in their compositions.
The musicians mentioned above had composed their pieces during
the Romantic period, which is described by musicians, composers, and researchers
around the world being a cultural movement that stressed emotion, imagination,
individualism, and freedom of expression.

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 What’s New

Activity 1. Name That Instrument: Listen to the following musical pieces composed
during the Romantic Period. Write on the blank column provided below the
instruments you have heard playing. Music links are provided below.

YEAR of MUSICAL
COMPOSER COMPOSITION MUSICAL PIECE & LINK INSTRUMENTS
USED

"Military"
1838 Polonaise in A Major: No. 1
https://www.youtube.com/watch?v=PC9-35ZPKn8

Frédéric Chopin

“Sleeping Beauty”
1891 Garland waltz, opera #66
https://www.youtube.com/watch?v=erp8TxP51TQ

Peter Ilyich
Tchaikovsky

Hamlet
1858
https://www.youtube.com/watch?v=MywDbD5nETk

Franz Liszt

The Swan
1859
https://www.youtube.com/watch?v=dkRB_2Q9gwU

Camille Saint-Saën

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 What Is It

The musical pieces composed by the well-known composers during the

Romantic period were played by the instruments, such as the piano and the
violin. Those interested people can easily learn the instruments but very expensive to
buy. However, this cannot hinder you because this module will help you
to improvise an instrument that can play excerpts from the Romantic period music.
We may find any combinations of the following instruments in our home, such
as plastic or bamboo recorder, leaf flute, guitar, ukulele, electronic keyboard, comb
harmonica, and any possible homemade drums that can be used as the improvised
instruments.
One of the most common and practical musical instruments that can easily
be found at home are bottles or drinking glasses and water to make an improvised
xylophone.
Now, you are task to improvise your own musical instrument. If you have an
access to an internet, you can choose among the suggested improvised instrument
with an easy guide found among these video links below.
a. Homemade xylophone -
https://makingmusicfun.net/htm/f_mmf_music_library/build-your-own-orff-
xylophone-step-by-step-woodworking-plans.php
b. Homemade drums - https://www.youtube.com/watch?v=Bm7TZMTo4kc
c. Homemade reed straw flute - https://www.youtube.com/watch?v=Bka3QGufW2Y
d. Leaf flute - https://www.youtube.com/watch?v=f34Jb2eCwXM
e. Straw trombone - https://www.youtube.com/watch?v=8zrsx8V8XwQ
f. Comb harmonica - https://www.youtube.com/watch?v=CkGwVO6KuMI
g. Popsicle stick harmonica - https://www.youtube.com/watch?v=_jF-4QRoQ7U

Now that you have seen the different improvised instruments from the given site,
maybe now you have an idea on what instrument to improvise. But for those who
cannot access to an internet, you can follow this sample of improvising a water-bottle
xylophone.

7
Directions on improvising a water-bottle xylophone:
1. Gather an empty flat bottle available nearby.
2. Clean them thoroughly.
3. Fill them with water. You can add a drop of liquid food color if you like.
4. Fill the first bottle with water approximately 200ml.
5. The amount of water must be carefully lessened as you add more bottles. The lesser
the water is, the higher the tone.
6. After filling in water to each bottle, arrange them. Strike the bottle using a stick made
of metal or xylophone mallet (lyre mallet) and listen carefully to each sound. The
tune can be very obvious if you know exactly the “DO-RE-MI” tune.
7. The tuning of each bottle is always trial and error. Less or add the water little by little
until you can play the tune of “DO-RE-MI-FA-SO-LA-TI-DO”.
Note: The amount of water depends on what kind and type of bottles you are using
that is why there are no standard measurement of water that you must fill on each
bottle.
8. Use a black marker to mark the bottle caps with “DO-RE-MI-FA-SO-LA-TI-DO”.

You may use other marking option as long as you can see easily the “notes” as you
play. These marks will be your guide on playing simple pieces of music.

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 What’s More

Activity 2. Creating my Own Instrument

Directions: Choose one instrument to improvise. Whether you follow with the link given
on the previous pages or make your own bottle-water xylophone. Take
pictures of yourself while doing it and a pose holding your newly made
improvised musical instrument. Then send your pictures to your teacher.
The following rubric will be used in rating your output.

5 Points 4 Points 3 Points 2 Points

CATEGORY Above Meets Approaches Below
Standard Standard Standard Standard
Appropriate Appropriate Some All materials
materials were materials were materials are are not
Materials Used
selected and selected not appropriate for
for
creatively but not appropriate the purpose
Construction
improvised creatively and not made
improvised creatively
Improvised Improvised Improvised Improvised
instrument is instrument is instrument is instrument is
Quality of useful, rigid or useful, firm but useful but not useful and
Construction firm and can can be disposable it is also
be used destroyed disposable
permanently easily
Have taken Have taken few Have taken Have not taken
evident evident pictures one evident pictures of
pictures of of himself doing picture of himself doing
Demonstration himself doing his improvised himself doing his improvised
his improvised instrument his instrument
instrument improvised
instrument
The learner The learner The learner The learner
had submitted had submitted had had submitted
Timeliness before 1 day after submitted 2-3 4 days to 1
deadline deadline days after week after
deadline deadline

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 What I Have Learned

Activity 3. My Reflection
Directions: Answer the following guide questions to make a reflective essay.
1. Which of the activities I like the most and why?
______________________________________________________________
______________________________________________________________
2. What values are developed in me in doing the above activities?
_______________________________________________________________
_______________________________________________________________
3. What went well and what went wrong in doing the above activities?
_______________________________________________________________
_______________________________________________________________

RUBRICS for the Reflection

Above Expectations Meets Expectations Below Expectations
CATEGORY
10 points 5 points 0 points
The learner explains The learner explains a bit The learner did not
Reflective
well about what he has about what he has explain about what he
Thinking
learned learned has learned
The learner writes how The learner attempts to The reflection does not
he appreciate his write an appreciation of show appreciation and
learning about the topic his learning and not value of his learning
and value this clearly showing how he experience
Analysis
experience and shows value this experience
appreciation of the
importance of learning
this module in real-life
The learner writes The learner attempts to The learner did not
clearly his connections write some of his write about his
between this learning connections between this connections to other
Making experience and content learning experience and learning experiences
Connections from other topic, past content from other topic,
learning, life past learning, life
experiences and/or experiences and/or future
future goals. goals.

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 What I Can Do

Here is an excerpt composed by the famous Russian composer Peter Ilyich

Tchaikovsky during Romantic Period. This song has been played on the famous
cartoon movie “Sleeping Beauty”. Its lyrics were written by Jack Lawrence and Sammy
Fain adapting the Garland waltz, opera #66 composition of Tchaikovsky.
The tune and the lyrics of “ Once Upon A Dream” in Walt Disney’s “Sleeping
Beauty” is on this link, https://www.youtube.com/watch?v=LCCxnuLlS18 and listen the
whole composition of the Garland waltz, opera #66 of Tchaikovsky on this link,
https://www.youtube.com/watch?v=erp8TxP51TQ.
The demo video of playing the water-bottle xylophone solo can be watched on
this link; https://www.youtube.com/watch?v=9fvuO7yXjvA. It is featuring the song
“Once Upon A Dream”.
Here is a provided simple guide of playing this on a piano (single finger) or with
your home-made improvised instrument.
Familiarize the tune of the song before you practice this piece. The original tune
is in the key of F Major. (Note: add two bottles for Fa sharp and Ti flat for this piece,
amount of water may vary based on its pitches.)

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Activity 4. Play Some Tunes
Take a short video of yourself while playing with the tune of sleeping beauty
composed by Peter Ilyich Tchaikovsky with your chosen improvised musical
instrument for at least 1 minute and send it to the messenger of your music teacher.
Rubric
Above
Meets Expectations Below Expectations
CATEGORY Expectations
15 points 10 points
20 points
Student is completely Student seems pretty The student is somewhat
prepared and has prepared but might have prepared, but it is clear
Preparedness
obviously rehearsed. needed a couple more that rehearsal was
rehearsals. lacking.
The newly made The newly made The newly made
Quality of sounds
improvised instrument improvised instrument improvised instrument
of the Musical can produce quality can produce sounds but cannot produce sounds
Instrument sounds not as well as it could. at all.
Student plays simple Student plays simple Student cannot play the
song with the newly song with the newly newly improvised
improvised instrument. improvised instrument. instrument with a simple
Demonstration Voice is good and But his voice is not so song.
coordinated with the good and coordinated
instrument. with the instrument.
Video moves smoothly Video moves somewhat Video moves choppy
from shot to shot. smoothly from shot to from shot to shot. There
Video & Audio
Shots and scenes flow shot. Audio is clear but are many unnatural
Quality seamlessly. The audio there are a few unnatural breaks and/or early cuts.
is clear enough. breaks. Audio is unclear.

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 Performs Selected Music from the
Romantic Period

What I Need to Know

Listening and singing Romantic music is very satisfying and interesting, because it is
best known for its freedom of structure, design, increased personal, and emotional in
approach. Nowadays, young minds show more likeness to the modern rendition and usage of
these kinds of music. Little do they know that most of the music used in the movies is originally
from the olden times.

This module will introduce you to sing or perform a chosen instrumental music from
the romantic period and mix it with a touch of the modern music.

Moreover, you will then enjoy, and demonstrate understanding of the characteristic
features of instrumental romantic music as well as vocal romantic music.

What’s New

ACTIVITY 1. TELL ME WHO?

Directions: Who is the composer of the following musical piece? Choose from the list
of composers written in the 2nd column. Write your answer in the box.

MUSIC COMPOSER ANSWER

THE CARNIVAL OF Peter Ilyich Tchaikovsky

VENICE
NOCTURNE E FLAT
MAJOR OP.9 NO.2
HUNGARIAN RHAPSODY
No. 6
Franz Schubert
Niccolo Paganini
Frederic Chopin
Franz Liszt
Peter Ilyich Tchaikovsky
Franz Schubert
Niccolo Paganini
Frederic Chopin
Franz Liszt
Peter Ilyich Tchaikovsky
Franz Schubert
Niccolo Paganini
Frederic Chopin
Franz Liszt

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 THE ERLKING Peter Ilyich Tchaikovsky
Franz Schubert
Niccolo Paganini
Frederic Chopin
Franz Liszt
SLEEPING BEAUTY Peter Ilyich Tchaikovsky
Franz Schubert
Niccolo Paganini
Frederic Chopin
Franz Liszt

What Is It

At its core, composers of the Romantic Era (1820-1910) found music as a

means of individual and emotional expression. Indeed, they saw music as the art form
most capable of expressing the full range of human emotion. As a result, Romantic
composers widened the scope of emotional content. Music was expected to
communicate to the audience, often by using a narrative form that told distinct stories.
The Orchestra
As Romantic composers widened the fluctuate of their musical material, we hit
upon richer harmonies, more passionate melodies, and improved use of chromaticism
(Chroma is Greek for color). There was once an enormous increase in the
measurement of the orchestra. The tuba was added to the brass section, valves have
been invented, and giving the brass expanded flexibility. Composers wrote for
woodwind units in threes or even fours. The piccolo, cor Anglia, bass clarinet, and
double bassoon was added. A large string region used to be once formed, to
accommodate the elevated sound. More assorted percussion (e.g. bongos) were
added. A large varies of pitch and volume was now possible. New mixtures of
contraptions were brought about. A prosperous variety of compositions resulted,
ranging from piano portions and songs to large spectacular works, (The majority of
giant works were by: Wagner, Berlioz, Mahler and Richard Strauss).

https://commons.wikimedia.org/wiki/File:1839_Liszt_a_Vigadoban.jpg

The German Lied

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The plural is lieder. Songs commenced to enhance in the Romantic length for solo
voice and piano. There were two types:

1. Strophic equal tune for each and every verse

2. Through-composed -different tune for each verse.
The voice and phrases in structure very intently jointly

The piano is extended than surely an accompaniment in these compositions; it is a

confederate to the voice. Schubert is possibly the biggest composer of German Lied,
he wrote over 600 (including: The Erlking, The Trout, To Sylvia).

Other composers of this fashion were Schumann, Brahms, Wolf and Richard Strauss.
Sometimes a composer may also additionally set a complete crew of poems linked to
the equal idea, per hazard even sketching a story, for example, Schubert's Winter
Journey.

Music for Piano

Several enhancements had been made to the piano in the 19th Century. e.g.
accelerated notes, steel physique as opposed to wood. The piano obtained a richer
sound, and gradually, a wider fluctuates of notes. The sustaining pedal began to be
used to a wider extent. The most famous piano composers of the time were: Schubert,
Mendelssohn, Chopin, Schumann, Liszt, and Brahms. They wrote sonatas (for one
instrument, or a soloist.

Listen to this Piano Music and observe how modern composer uses its song-like melodies to
become a new song:
Chopin Nocturne E Flat Major Op.9 No.2 – Original
https://www.youtube.com/watch?v=tV5U8kVYS88

To Love Again, music of Chopin’s Nocturne in E Flat Major Opus 9, No. 2 – Modern
https://www.youtube.com/watch?v=JmD1dg2bjsI

Program Music
As links have been formed between music, painting and literature, composers
started out to compose program music, - track that tells a story. (The contrary is
absolute tune — music besides a story.) There are three predominant sorts of Program
music for orchestra:
1. The Program symphony- e.g. Beethoven’s Pastoral Symphony, The Symphonic
Fantastic (About a younger man who is in love. He dreams about her, and she will turn
out to be a melody in his mind.
This melody is an 'idée fixe, it keeps coming round again, a routine theme.
2. The Concert Overture- It is a one motion application piece for orchestra, meant for
performance at a concert. e.g. Final's, Cave by Mendelssohn, Tchaikovsky's 1812
Overture and Romeo and Juliet.
3. The Symphonic Poem (The Tune Poem) — It was invented by Liszt. It is a one
motion program piece for orchestra. Liszt used gadget called thematic transformation
(a fundamental theme that is continually being changed in mood and character, like
the idée fixe). Liszt wrote a thematic piece called Hamlet. Other examples are: Dance
Macabre (by Saint-Saëns), Vita (by Smetana), A Night on the Bare Mountain (by

15
Mussorgsky), The Sorcerer's Apprentice (by Lukas), and Till Eulenspiegel (by Richard
Strauss).

Listen to this Program Music and observed how modern composers set it to become
a disco music:
1812 Overture, excerpt - Original
https://www.youtube.com/watch?v=7RN6g5reFmg

Remix of 1812 overture - modern

https://www.youtube.com/watch?v=n5tHh5asQo0

Incidental Music
It is tracked in precise composed to be heard at certain points all via the everyday
general overall performance of a play. (To set the mood, to cowl the environment
modified or as background music

Listen to this Incidental Music and observe how the modern world uses it in an event:
Mendelssohn: A Midsummer Night's Dream, Incidental Music, Op.61, MWV M 13 -
No.9 Wedding March
https://www.youtube.com/watch?v=CaWV63yjZMI

Suites
These are several parts of incidental tune gathered together, supposed for a play, e.g.
Swan Lake, Sleeping Beauty, The Nutcracker (All three with the beneficial resource of
Tchaikovsky), A Midsummer Night’s Dream (by Mendelssohn), and Peer Gynt (by
Grieg)

Listen to this Suite Music and observe how its excerpt was used in an animated
television series:
Edvard Grieg Peer Gynt Suites No. 1 y 2
https://www.youtube.com/watch?v=3sF_mQLXs_s

“Morning Mood” excerpt of Peer Gynt from Little Einstein

https://www.youtube.com/watch?v=02xepEQdIWc
https://www.youtube.com/watch?v=uquqOTNAUjU&t=335s – start at 25:30

The Concerto
Changes have been made to the form of the Concerto during the Romantic period.
Instead of a double-exposition, there used to be once as quickly as shortly as
apprehend a single exposition, often with the soloist coming into immediately, sharing
the subjects with the orchestra. The cadenza was as soon as once now written out by
means of the usage of the utilization of ability of the composer. Other adjustments
included:

Different numbers of movements have been used by different composers

(Mendelssohn wrote pieces with three movements, Liszt did parts with one
movement). It has larger orchestra and the coming out of virtuoso players. More

16
excitement, drama, and competition of orchestra and soloist happened during this
period.

Listen to this Concerto music and observe how a musician shows virtuosity:
Paganini “La Campanella”
https://www.youtube.com/watch?v=230RgLax-_o

On a modern note these musical pieces were not only alive then, because,
Romantic period music was also used in films such as:

Title of Movie Title of Musical Composition

1. Fantasia The Nutcracker

2. The RING Moonlight Sonata (Sonata no. 14)
3. Ace Ventura-Pet detective Eine Kleine Nachtmusik
4. Pretty Woman La Traviata
5. Carmen Get it Bizet (Carmen Excerpt)
6 V for Vendetta 1812 Overture
You can also watch this video on this link

V for Vendetta 1812 Overture opening and ending scene

https://www.youtube.com/watch?v=D9gYhnUKehU

What’s More

Activity 2: Listen and Perform

Note: For those learners who cannot access to the internet will be given a copy of an
audio-video example recorded in CD, USB, or learner’s mobile phone by their
MAPEH teacher so that they can still do this activity.

1. Listen to the following excerpts.

2. Imitate the melody by humming or playing an instrument.
3. Sing the modern version in a Capella or with accompaniment.
4. Record your performance using your mobile phone or any medium.

Piano Music:
Chopin Nocturne E Flat Major Op.9 No.2
https://www.youtube.com/watch?v=tV5U8kVYS88

To Love Again, music of Chopin’s Nocturne in E Flat Major Opus 9, No. 2

https://www.youtube.com/watch?v=JmD1dg2bjsI

17
Program Music:
Tchaikovsky’s Sleeping Beauty, an excerpt, Once Upon A Dream
https://www.youtube.com/watch?v=HizXA1fwVZE&list=TLPQMTMwODIwMjBi29vjbh
Q7LQ&index

Once Upon A Dream – Sleeping Beauty Cartoon

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

Once Upon A Dream – Maleficent

https://www.youtube.com/watch?v=kjkc7A5XoWk

Once Upon A Dream - Emily Osment (FULL MUSIC VIDEO)

https://www.youtube.com/watch?v=gEfBtPODoc4

RUBRICS

EXEMPLARY ACCOMPLISHED DEVELOPING BEGINNING

100 points 90 points 80 points 70 points
Singing is Audio could be Audio could Audio is of
clear, music is better quality. be better poor quality..
at appropriate Music and quality.
level. Not too singing a little out Singing could
loud or soft of balance. be articulated
better.
Voice quality
and music
does not bend
properly
making it hard
to understand.

18
 What I Have Learned

Activity 3: Enhancement Activity for Understanding

Complete the following unfinished sentences:

1. My understanding of the Romantic Period is that

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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

3. I love listening to Romantic music composition because

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

RUBRICS
EXEMPLARY ACCOMPLISHED DEVELOPING BEGINNING
100 points 90 points 80 points 70 points
The answers The answers The answers The answers
were exact, were somewhat were very were
clear, easy to creative, clear, basic and incomplete
read and and legible. Most somewhat and very
included all of the data were legible to read. difficult to
the data included but not At least half of read. Under
required. all. the required half of the
data were data were “
included. included.

19
 What I Can Do

Activity 4: Poem and Music

Directions: Make a short poem and sing it to the tune of your favorite instrumental
Romantic period. Choose from any excerpt of Piano Music, Program Music,
Incidental Music, and Suites.

You may choose from these following video links:

Chopin Nocturne E Flat Major Op.9 No.2

https://www.youtube.com/watch?v=tV5U8kVYS88

Tchaikovsky’s Sleeping Beauty, an excerpt, Once Upon A Dream

https://www.youtube.com/watch?v=HizXA1fwVZE&list=TLPQMTMwODIwMjBi29vjbh
Q7LQ&index

Paganini “La Campanella”

https://www.youtube.com/watch?v=230RgLax-_o

Paganini, “Carnival of Venice”

https://www.youtube.com/watch?v=n-ykqFce8Ds

Edvard Grieg Peer Gynt Suites No. 1 y 2

https://www.youtube.com/watch?v=3sF_mQLXs_s

“Morning Mood” excerpt of Peer Gynt from Little Einstein

https://www.youtube.com/watch?v=02xepEQdIWc

Mendelssohn: A Midsummer Night's Dream, Incidental Music, Op.61, MWV M 13 -

No.9 Wedding March
https://www.youtube.com/watch?v=CaWV63yjZMI

NOTE: In case of the absence of an internet connection, the teacher may provide a
file to the learner via FLASH DISK or FILE SHARING THRU the LEARNERS’
CELLPHONE.
RUBRICS

Exemplary Accomplished Developing Beginning

Singing is clear, Audio could be Audio could be Audio is of poor
music is at better quality. better quality. quality.
appropriate level. Music and singing Singing could be
Not too loud or a little out of articulated better.
soft. balance. Voice quality and
music does not
bend properly
making it hard to
understand.

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 Assessment:

I. Read the questions carefully and encircle the answer of your choice.

1. A period described by musicians, composers, and researchers around the world as

a cultural movement that stressed emotion, imagination, individualism, and freedom
of expression.
a. Medieval Period b. Classical Period
c. Renaissance Period d. Romantic Period
2. Romantic period music uses different types of instruments. Most of these
instruments are the strings play in an orchestra. What is an example of a stringed
instrument?
a. Drum b. Piano c. Violin d. Cymbals
3. Who composed the Garland waltz, opera #66 which tune has been adapted for the
sleeping beauty theme song?
a. Franz Liszt b. Camille Saint-Saën
c. Frédéric Chopin d. Peter Ilyich Tchaikovsky
4. The most common musical instruments used during Romantic period are piano
and ________.
a. Stringed instruments b. Brass instruments
c. Electric musical instruments d. Woodwind
5. The Romantic era composers like Frederic Chopin is composing primarily for a
specific instrument. What is the name of this instrument?
a. Guitar b. Piano c. Violin d. Viola

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II. DIRECTIONS: Match the question from COLUMN A with the answer from COLUMN B.
Write your answers on the space before each number

A B

1. What is the Greek term for

color?
a. German Lied
b. Chroma
2. Songs commenced to
c. Suites
enhance in the Romantic
d. The Symphonic Poem
length for solo voice and
e. Concert Overture
piano
f. Romantic Music
g. Piano
3. It is a one motion
h. Beethoven
application piece for
i. Schubert
orchestra, meant for
j. Thematic Transformation
performance at a concert.
k. Liszt
4. These are several parts of l. Cadenza
incidental tune gathered
together

5. It is a one motion program

piece for orchestra

6. It is a confederate to the
voice.

7. Possibly the biggest

composer of German Lied

8. A fundamental theme that

is continually being
changed in mood and
character

9. The thematic piece

“HAMLET” was written
by________

10. Written out by means of

the usage of the utilization
of ability of the composer

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 Key to Answers

Lesson 1

Activity 1.
1. Piano (Percussion)
2. Piano (Percussion)
3. Violin (stringed instrument)
4. Solo Cello (stringed instrument)

Assessment

1. D 2. C 3. D 4.A 5.B

Lesson 2

WHAT I KNOW/ POST TEST

1. B
2. A
3. E
4. C
5. D
6. G
7. I
8. J
9. K
10. L

WHAT’S NEW

1. NICCOLO PAGANINI
2. FREDERIC CHOPIN
3. FRANZ LISZT
4. FRANZ SCHUBERT
5. PETER ILYICH TCHAIKOVSKY

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References

Online videos:

Classical Kids, “Pyotr Ilyich Tchaikovsky - The Sleeping Beauty: The Garland Waltz HD”, Sleeping
Beauty, Op. 66: No 7, Act 1 - Violente * Variation V. [Merlin] IDLA Distribution (on behalf of
The Children's Group); AdShare (Publishing), and 1 Music Rights Societies.
JohnnyTheBoy011. Feb. 6, 2011. YouTube Video, 4:42.
https://www.youtube.com/watch?v=erp8TxP51TQ

Disney, “Sleeping Beauty | Once Upon A Dream | Lyric Video | Disney Sing Along”. September 26,
2014. YouTube Video, 2:37. https://www.youtube.com/watch?v=LCCxnuLlS18

Go Track. “How to make flute in coconut leaves”. Go Track. July 23, 2018. YouTube Video, 4:41.
https://www.youtube.com/watch?v=f34Jb2eCwXM

Halasz, Michael. “Franz Liszt - Hamlet, symphonic poem No. 10”. AdShare MG for a Third Party (on
behalf of Naxos_thenax); AdShare (Publishing). LISZT: Symphonic Poems, Vol. 2. YouTube
Video, 13:54. https://www.youtube.com/watch?v=MywDbD5nETk

Howcast. “How to Make a Harmonica | Science Project”. Howcast Media, Inc. May 29, 2013.
YouTube Video, 3:50. https://www.youtube.com/watch?v=_jF-4QRoQ7U

Maletsky, Sophie. “How to Make a Tin Can Drum | Sophie's World”. SophiesWorldVideo. January
24, 2011. YouTube Video, 3:03. https://www.youtube.com/watch?v=Bm7TZMTo4kc

Mondejar, Chuchie. “Water bottle xylophone solo featuring Sleeping Beauty_ I know you”. Chuchie
Mondejar. August 7, 2020. YouTube video, 0:43. https://www.youtube.com/watch?v=9fvuO7yXjvA

RimstarOrg. “How to Make Music Instruments with Straws – Trombone”. RimstarOrg. March 28,
2014. YouTube video, 4:22. https://www.youtube.com/watch?v=8zrsx8V8XwQ

Rubinstein, Arthur. “Polonaises, Op. 40: No. 1 in A Major “Military”.” SME (on behalf of RCA Red
Seal); LatinAuthor, Public Domain Compositions, and 1 Music Rights Societies. July 12, 2009.
YouTube Video, 4:10. https://www.youtube.com/watch?v=PC9-35ZPKn8.

Singgeek, Ronja Petersen. “How to Make a Comb Instrument”. Singgeek. June 28, 2016.YouTube
Video, 2:31. https://www.youtube.com/watch?v=CkGwVO6KuMI

Slater Harrison. “Make a Reed Instrument from a Drinking Straw”. ScienceToyMaker. June 5, 2015.
YouTube Video, 11:52. https://www.youtube.com/watch?v=Bka3QGufW2Y

South German Philharmonic Orchestra, Hanspeter Gmur. “Camille Saint-Saëns - The Swan”. The
Orchard Music, Exploration Group LLC_Sound Recordings (on behalf of Point Classics);
Public Domain Compositions, LatinAutor, and 3 Music Rights Societies. YouTube Video,
2:42. https://www.youtube.com/watch?v=dkRB_2Q9gwU

Online Multimedia:

Homeschool Teachers Resource Index, MMF Music Library,

https://makingmusicfun.net/htm/f_mmf_music_library/build-your-own-orff-xylophone-step-by-
step-woodworking-plans.php

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