BUNAWAN NATIONAL HIGH SCHOOL

LEARNING ACTIVITY SHEET

MAPEH 9 (MUSIC AND ARTS)
First Quarter: Week 2

Name: __________________________________ Grade and Section: ___________________

Teacher: JEMALYN H. LASACA Cellphone Number: 09476136811

I.TITLE: VOCAL MUSIC OF MEDIEVAL, RENAISSANCE AND BAROQUE PERIOD

II. LEARNING COMPETENCY:

a. Improvise appropriate accompaniment to selected music from Medieval, Renaissance and Baroque
Period; MU9MRB -Ib-d-7
b. Perform music from Medieval, Renaissance and Baroque Period; MU9MRB -Ib-h-4
c. Evaluate music and music performances using guided rubrics

III. INTRODUCTION/INFORMATION FOR THE LEARNERS:

Improvisation of appropriate accompaniment in music is the act of creating and playing new music
without preparing it in advance. It involves creatively using the available resources at hand, such as musical
instruments and your listening skills to compose music spontaneously.
There are number of ways people approach improvising music. However, the most important thing to
know is that improvisation is not a magic gift and it is not necessarily an advance musical skill. Did you know
that in some music schools, young children are taught to improvise as soon as they start learning music.

IV. ACTIVITIES:

ACTIVITY 1: JUMBLED WORDS

Directions: Unscramble the words below, you may refer to the pictures presented.

1. DRORAPHICSH =
2. MDRU =
3. ITAUGR =
4. PHRA =
5. MRAICOHAN =
6. RMAAASC =
7. LNVOII =
8. ENOMBRTO =
9. EPNXOOYL =
10. UNMPTER =
11. MTIUONEABR =
12. IAPON =

ACTIVITY 2: ARE YOU AWARE OF THINGS?

Directions: Study the picture below. Identify how the following recycled or improvised musical instruments
can produce sound. Write your answer on the space provided.
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 RECYCLED/IMPROVISED HOW IT PRODUCE RECYCLED/IMPROVISED HOW IT PRODUCE
MUSICAL INSTRUMENTS SOUND MUSICAL INSTRUMENTS SOUND

ACTIVITY 3: STUDYANTENG TALENTADO!

Differentiated instruction: Based on your modular preference (electronic or printed), choose only one
activity for you to answer
1. Sing one of your favorite sacred songs, Christian or Hill songs and accompany the song by playing
your creative improvised musical accompaniment.
OPTION 1: For students who chose printed mode/cannot connect to the internet
2.Take a picture of your recyclable/improvised instrument and write your chosen composition
including the composer and what period it was composed/played.
OPTION 2: For students who chose electronic mode/can connect to the internet
2. Record a video of your presentation and send it to your teacher through messenger.
Samples:

3. You will be guided with the following rubrics

RUBRIC FOR RECYCLED/IMPROVISED MUSICAL INSTRUMENT:

Exceeds Standard Meets Standard Approaches Standard Below Standard
5 pts 4 pts 2 pts 1 pts
The instrument
The instrument reflects
The instrument reflects reflects an existing
The instrument is well- some alteration to an
some effort on form with little or no
constructed and nicely existing form to "make" the
construction and alteration. Pieces may
QUALITY OF decorated. It is sturdy, instrument, may be fragile,
decoration. It is reasonably be missing or falling
CONSTRUCTION neat, and will stand up and may not stand up to
sturdy and neat and will off. Seems "slapped
to repeated playing being played more than
stand up to being played together" in a hurry.
over a period of time. once. There may be an
more than once. There may be a total
absence of decoration.
lack of decoration.
Student can produce
Student is able to produce
good-quality sounds Student is able to produce Student is unable to
QUALITY OF a good-quality sound on
on the instrument and a basic sound on the produce a sound on
SOUND the instrument with no
explain how the sound instrument. No explanation the instrument.
explanation given.
is produced. given.
Student presented Student presented Student refused to
Student presented
PRESENTATION/ instrument and played instrument and played with present instrument
instrument and played with
DEMONTSRATION song without help some help from the and/or play for the
little help from the teacher.
from the teacher. teacher. teacher.
Instrument is
Instrument is Instrument is constructed Instrument is constructed of
RECYCLABLE constructed of no
constructed of all mostly of recyclable very little recyclable
MATERIALS recyclable materials.
recyclable materials. materials. materials.

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RUBRIC FOR PERFORMANCE:
RHYTHMIC ACCURACY
PITCH ACCURACY
STYLE/INTERPRETATION
MUSICIANSHIP
Exceeds Approaches
Standard Meets Standard Standard Below Standard
5 pts 4 pts 2 pts 1 pts
Some basic rhythms
are performed Most of the rhythms
Most of the rhythms in
correctly; however, are performed Confidently performs
musical score are
has challenges with correctly, with few all rhythms correctly.
performed incorrectly.
some rhythms in errors.
specific measures.
Many of the pitches Sings most of the
Most pitches are sung
are sung incorrectly, pitches correctly
incorrectly and student Confidently sings all
is not able to track
but student tracks with few errors and
pitches correctly.
well in musical tracks well in
within musical score.
score. musical score.
The performance of
The style and Some parts of the Most of the piece is
the piece is beautifully
interpretation of the piece are performed performed using
piece is not executed using both style and correct style and
executed with both
appropriate style and
during performance. interpretation. interpretation.
interpretation.
Some dynamics are Most of the
observed. Some dynamics are
No dynamics. No use Student performs the
articulation is followed, and most
of articulation. Most piece with appropriate
phrases are performed
performed. Some of the articulation
dynamics, phrasings,
phrases are signs are observed.
incorrectly. and articulation.
complete and Most phrases are
musically accurate. performed correctly.

ACTIVITY 4: LISTEN AND DESCRIBE! (ICT)

Direction: Using the link provided below, listen to excerpt of the following Medieval, Renaissance and
Baroque music from YouTube then, describe it in 2-3 sentences.
1. https://www.youtube.com/watch?v=_4k8d-Jp3tw
2. https://www.youtube.com/watch?v=VIREFHUQrkk

V. REFLECTION: (HOTS)

1. How do Medieval Renaissance and Baroque periods differ from each other?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What is the difference between medieval and baroque music?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

VI. REFERENCES:
Learner’s Material for Music and Arts 9

I. TITLE: WESTERN AND CLASSICAL ART PERIOD

II. LEARNING COMPETENCY:

a. Analyze art elements and principles in the production of work following the style of a western and
classical art Period; A9EL-Ib1
b. Identifies distinct characteristics of arts during the different art periods; A9EL-Ia2
c. Identify representative artists from various art periods A9EL-Ia3

III. INTRODUCTION/INFORMATION FOR THE LEARNERS:

PREHISTORIC ERA
Pre-historic includes all human existence before the emergence of writing. Their art is of interest not
only to the art historians but also to archeologist and anthropologist, for whom the art is only one clue- along
with fossils, pollens and other finds to an understanding of early human life and culture.
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 Paintings from the Pre-historic Era
Their paintings were found inside the caves which may have been their way of communicating with
each other. It may also be for religious or ceremonial purposes. These paintings may be more an artifact of
the archeological evidence than a true picture of humans’ first created art. Prehistoric drawings of animals
were usually correct in proportion
The dominant features in the painting were large animals native in the region. It was discovered on
12 September 1940 and given statutory historic monument protection. The painting has nearly 2,000 figures
composed mainly of animals, human figures and abstract design. Some sections have been identified inside
the cave such as: The Great Hall of the Bulls, The Lateral Passage, The Shaft of the Dead man, The Chamber
of Engravings, The Painted Gallery, and the Chamber of Felines
Paintings from Ancient Egypt
The purpose of Egyptian paintings is to make the deceased afterlife place pleasant. With this in mind,
themes include journey to the underworld introducing the deceased to the gods of the underworld by their
protective deities. It emphasizes the importance of life after death and the preservation of the knowledge of
the past. Most paintings were highly stylized, symbolic, and shows profile view of an animal or a person. The
main colors used were red, black, blue, gold and green taken derived from mineral pigments that can
withstand strong sunlight without fading.
The paintings of the walls on the tomb shows events of the life of the king while he was still on earth
and the scenes he expects to encounter in the underworld after his death.

PAINTINGS FROM CLASSICAL GREEK ERA

Paintings during the classical era were most commonly found in vases, panels and tomb. It depicts
natural figures with dynamic compositions.
Most of the subjects were battle scenes, mythological figures, and everyday
scenes It reveals a grasp of linear perspective and naturalist representation.
The paintings of the walls on the tomb shows events of the life of the king while he was still on earth
and the scenes he expects to encounter in the underworld after his death.
Most common methods of Greek painting:
1. Fresco- method of painting water-based pigments on a freshly applied plaster usually on a wall
surface. Colors are made with grind powder pigments in pure water, dry and set with a plaster to become a
permanent part of the wall. Ideal for murals, durable and has a matte style.
2. Encaustic – developed to use by Greek ship builders, who used the hot wax to fill the cracks of
the ship. Soon pigments (colors) was added and used to paint a wax hull.
VASE PAINTING
Kerch Style also referred to as Kerch Vases are red-figured pottery named after the place where it
was found. Shapes commonly found are: 1. pelike (wine container) 2. lekanis (a low bowl with two horizontal
handles and a low broad foot) 3. lebes gamikos (with high handles and lid use to carry bridal bath) 4. krater
(bowl use for mixing wine and water)
Panel Painting There are paintings on flat panels of wood. It can be either a small, single piece or
several panels joined together. Most of the panel paintings no longer exist because of its organic composition.
The earliest known panel painting is the:
Tomb / Wall Painting Tomb or wall painting was very popular during the classical period. It uses the
method frescos either tempera (water-base) or encaustic (wax). It has a sharp, flatly outlined style of painting
and because it uses water-based materials, very few samples survived.
The image was painted using a true fresco technique with a limestone mortar. It depicts a symposium
scene on the wall. In tomb paintings, artists rely on the shade and hues of paint to create depth and life-like
feeling.
Paintings from the Roman Era
Most of the paintings in this era were copied or imitated from Hellenic Greek paintings. Fresco
technique was used in brightly colored backgrounds; division of the wall into a multiple rectangular area (tic-
tac-toe design); multipoint perspective; and a tropme-l’-oeil effect. Roman paintings have a wide variety of

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subjects, animals, everyday life, still life, mythological subjects, portraits and landscapes. The development
of landscape painting is the main innovation of Roman painting from Greek painting.
Mosaic It is an art process where an image is created using an assemblage of small pieces of colored
glass, stones, or other materials. This technique is used for decorative art or interior decorations

PAINTINGS FROM THE MEDIEVAL ERA

Byzantine Painting The lively styles of paintings which had been invented in Greek and Rome lived
on in Byzantium but this time for Christian subjects. By the 11th century, the Greek and Oriental styles seem
to blend together in magnificent, imposing images, which adorned the churches in large and small forms.
Romanesque Painting
These are largely placed mosaics on the walls of the churches that follows a strict frontal pose. It has
a remarkable variety of artistic traditions such as modeling and treatment of faces and draperies that follow
Byzantine convention while the refreshingly decorative feeling comes from southern French styles. It also
shows traces of Mozarabic influence (Arabize influence) through elongated oval faces, large staring eyes and
long noses, figures against flat colored bands and heavy outlining.
Christ wears a greyish, white robe with a blue mantle. Underneath the Mandora (Italian word for
Almond, in painting, it is used to described an enclosure surrounding holy figures) is a black band with white
writing. Each side of the center window are three arches resting on columns of capitals in green, red and
black in between of figures of Virgin Mary and five saints are columns with wavy line patterns going vertically.
This mural painting has been moved to Barcelona and replaced by a replica
Paintings from the Gothic Era
Paintings have been confined in the illumination of manuscript pages and the painting of frescoes on
the walls of churches in cosmopolitan style, elegant, mannered and sophisticated.
Subjects usually depicts popular legends and love stories, patterns like “mille fleur” or thousand
flowers show influence which may have been due to the Crusades.
Stained glass windows were created to transform the vast stone interiors with warm and glowing color
and at the same time to instruct Christians in their faith

ELEMENTS OF ART:
The visual components of color, form, line, shape, space, texture, and value. Line. An element of art
defined by a point moving in space.
Line may be two-or three-dimensional, descriptive, implied, or abstract.
Shape. An element of art that is two-dimensional, flat, or limited to height and width.
Form. An element of art that is three-dimensional and encloses volume; includes height, width and depth (as
in a cube, a sphere, a pyramid, or a cylinder). Form may also be free flowing.
Value. The lightness or darkness of tones or colors. White is the lightest value; black is the darkest. The
value halfway between these extremes is called middle gray.
Space. An element of art by which positive and negative areas are defined or a sense of depth achieved in
a work of art.
Color. An element of art made up of three properties: hue, value, and intensity.
• Hue: name of color
• Value: hue’s lightness and darkness (a color’s value changes when white or black is added)
• Intensity: quality of brightness and purity (high intensity= color is strong and bright; low intensity=
color is faint and dull)
Texture. An element of art that refers to the way things feel, or look as if they might feel if touched.

PRINCIPLES OF ART: Balance, emphasis, movement, proportion, rhythm, unity, and variety; the means an
artist uses to organize elements within a work of art.
Rhythm. A principle of design that indicates movement, created by the careful placement of repeated
elements in a work of art to cause a visual tempo or beat.
Balance. A way of combining elements to add a feeling of equilibrium or stability to a work of art. Major types
are symmetrical and asymmetrical.
Emphasis (contrast). A way of combining elements to stress the differences between those elements.
Proportion. A principle of design that refers to the relationship of certain elements to the whole and to each
other.

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Gradation. A way of combining elements by using a series of gradual changes in those elements. (large
shapes to small shapes, dark hue to light hue, etc
Harmony. A way of combining similar elements in an artwork to accent their similarities (achieved through
use of repetitions and subtle gradual changes)
Variety. A principle of design concerned with diversity or contrast. Variety is achieved by using different
shapes, sizes, and/or colors in a work of art.
Movement. A principle of design used to create the look and feeling of action and to guide the viewer’s eye
throughout.

IV. ACTIVITIES:

ACTIVITY 1: Matching Type.

Match column A with column B. Write the letter and word/s of your choice on a 1/8 crosswise sheet of paper.

Column A Column B
___1. Cave of Lascaux a. Roman Era
___2. Paintings on flat panels of wood b. Hot Wax
___3. Bowl use for mixing wine and water c. Ancient Egypt
___4. Encaustic painting d. Gothic Era
___5. Stylized, symbolic & shows human/animal profile e. Polycromy
___6. Painting technique that uses a combination f. Krater
of different colors g. Pre-historic Era
___7. Paintings imitated from Hellenic Greek Paintings h. Panel Painting
___8. Painting subjects usually depict popular legends i. Mosaic
___9. This technique is used for decorative art or j. Stained Glass
interior decorations.
___10. This painting was at the same time use to instruct
Christians of their belief

ACTIVITY 2: FILL IN THE BOXES

Directions: To know how much you have learned from the discussion about the paintings of the Western
and Classical art, fill in the box with the characteristics and functions that would best describe the paintings
in every era/period. Write your answer on whole size of paper following the template below.

Period/Era Characteristics Function

Ancient paintings
1. Pre-historic
2. Egyptian
Classical paintings
1. Greek
2. Roman
Medieval paintings
1. Byzantine
2. Romanesque
3. Gothic

V. REFLECTION:
Directions: Write your thoughts and fill in the blanks about your learning. Use 1/2 crosswise sheet of paper.

I have learned that paintings of these periods…

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__________________________________________________________________________________
__________________________________________________________________________________

VI. REFERENCES:
Learner’s Material for Music and Arts 9

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 FIRST QUARTER
2nd Summative Test in Music 9

Directions: Identify what is being described in the following statements. Write your answers in a separate
sheet of paper.
1. Monody or Monophonic Music means ______________.
a. Consisting of one or unaccompanied single melody.
b. Liturgical music in Roman Catholic Church.
c. One sound or single line melodies
d. Sacred and secular
2. It is considered as one of the early music.
a. Gregorian Chant b. Monody
b. Lute d. Plainsong
3. Plainsong or plainchant is a monophonic consist of _______________.
a. Consisting of one or unaccompanied single melody.
b. Liturgical music in Roman Catholic Church
c. One sound or single line melodies
d. Sacred and secular
4. There are three basic purpose of Renaissance Music, which does not belong?
a. Dance music
b. Imitation among voices are common
c. Music for the entertainment and edification of the courts and courtly life.
d. Worship in both Catholic and burgeoning Protestant Churches
5. It is more gentle flow than a sharply defined beat.
a. Base b. Clarity c. Modality d. Rhythm
6. It was written and expressed in poetic text and sung during courtly social gatherings.
a. Madrigal b. Mass c. Modality d. Rhythm
7. The period that is referred to a pearl that is not round but unpredictable and elaborate shape or pearl
or irregular shape.
a. Baroque Period c. Renaissance Period
b. Medieval Period d. Roman Period
8. What genre that has a dramatic work or genre of classical time?
a. Concerto Grosso b. Fugue c. Opera d. Oratorio
9. An alteration between loud and soft, also known as Terrace Dynamics.
a. Dynamic contrast b. Melodies c. Music genres d. Orchestra
10. Who was the composer that composed more than 100 mass settings and over 250 motets?
a. Adam de la Halle c. Glovanni Pierluigi Da Palestrina
b. George Friedrich Handel d. Thomas Morley
11. Who is the prominent composer known as Adam le Bossu (Adam the Hunchback)?
a. Adam de la Halle c. Glovanni Pierluigi Da Palestrina
b. George Friedrich Handel d. Thomas Morley
12. What chant that consist psalm, hymm, and some sacred song that were not part of the liturgy or formal
church service?
a. Early Christian Chant b. Gregorian Chant c. Madrigal d. Motet
13. It is a piece of vocal chamber music set for four to six voices part of equal importance.
a. Early Christian Chant b. Gregorian Chant c. Madrigal d. Motet
14. Cantata is similar to __________, except that it is a short, lyrical form.
a. Concerto b. Orotorio c. Secular Music d. Suite
15. It usually implies a special branch of plainsong that constitutes the greatest body of pure melody
known to man.
a. Early Christian Chant b. Gregorian Chant c. Madrigal d. Motet

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 FIRST QUARTER
1st Summative Test in Arts 9

Directions: Identify what is being described in the following statements. Write your answers in a separate
sheet of paper.
1. Most sculptures in this period are made of monumental terra-cotta with continuous narrative reliefs
around.
a. Egyptian b. Greek c. Pre-historic d. Roman
2. Dominant themes of their sculptures were religious, everyday life scenes and motifs from nature.
a. Byzantine b. Egyptian c. Gothic d. Romanesque
3. Early sculptures were tensed and stiff, their bodies were hidden within enfolding robes but
eventually evolved and showed all points of human anatomy and proportion.
a. Egyptian b. Gothic c. Greek d. Romanesque
4. Sculptures have a greater freedom of style and subjects begun to project outward giving a more
lively and realistic effects.
a. Byzantine b. Gothic c. Pre-historic d. Romanesque
5. Common materials used in their sculptures were wood, ivory and stones and showed symbolic
elements such as forms, hieroglyphics, color, actions and gestures.
a. Byzantine b. Egyptian c. Greek d. Pre-historic
6. What ___________ is believed to be a product of result of natural erosion and not of human artistry
according to archaeologists?
a. Architecture b. Drawing c. Painting d. Sculpture
7. When was the architecture of Ancient Egypt developed?
a. 3000 BC b. 4000 BC c. 5000 BC d. 6000 BC
8. Arts is derived from the Latin word ARS. The term ARS means _________________.
a. Active b. Creative c. Imagine d. Skill
9. Arts is also known as the totality of human activities. The following are importance of arts to
humans, EXCEPT;
a. Encourage budding sportsmen c. Develop character, proper attitudes and values
b. Express feelings of love d. Give satisfaction to talented people
10. Cave paintings encompass any parietal art which involves the application of color pigments on the
walls. In what era when these types of arts dominated as the people’s means of communication?
a. Ancient Egypt c. Pre-historic Era
b. Classical Greek Era d. Romanesque Era
11. Your group was tasked to do mural painting in your school using the colors made with grind powder
pigments in pure water to make the painting become an integral part of the wall.
a. Acrylic b. Chiaroscuro c. Encaustic d. Fresco
12. You were asked by your art teacher to paint using melted beeswax and mineral pigment to varnish
your work of art. What medium of painting are you going to apply?
a. Acrylic b. Chiaroscuro c. Encaustic d. Fresco
13. To reach a peak of artistic excellence, Greece sculptures were particularly concerned with the
following, EXCLUDING;
a. Arrangement of figures and groups c. It is extremely primitive and mysterious
b. Dramatic representation of movements d. Perfection of human body
14. Which of the following is NOT a relevant nature of Pre-Historic sculpture?
a. Symbolic elements were widely used.
b. Carvings may have mythological or religious significance.
c. Sculpture is a result of natural erosion and not a human artistry.
d. Materials used in sculpture vary according to region and locality.
15. What are the dominant themes of Byzantine sculptures?
a. Heroes, humor, landscape.
b. Human nature, symbols, war.
c. Religious, everyday life, nature.
d. Human form, everyday life, still life.

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