9

MUSIC
Quarter 3 – Module 3b:
Music of the Romantic Period

NegOr_Q3_MAPEH9_Module3b_v2
 MAPEH – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 3b: Music of the Romantic Period
Second Edition, 2021

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

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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

Writer: Mergielyn A. Olana
Editors: Mayflor Olarte-Abuso, Mary Rose G. Acupanda
Reviewers: Gerry E. Rio, Abner D. Cabanting, Bethel- Anne S. Parco,
Yassef Ann S. Tuayon
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Joelyza M. Arcilla, EdD Rosela R. Abiera
Marcelo K. Palispis, EdD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Dan P. Alar, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

NegOr_Q3_MAPEH9_Module3b_v2
 Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,

can continue your studies and learn while at home. Activities, questions, directions,

exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-

step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you need

to ask your facilitator or your teacher’s assistance for better understanding of the

lesson. At the end of each module, you need to answer the post-test to self-check your

learning. Answer keys are provided for each activity and test. We trust that you will be

honest in using these.

In addition to the material in the main text, Notes to the Teacher are also

provided to our facilitators and parents for strategies and reminders on how they can

best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part

of this SLM. Use a separate sheet of paper in answering the exercises and tests. And

read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the

tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

NegOr_Q3_MAPEH9_Module3b_v2
 What I Need to Know

Piano continued to be the most important musical instrument during

the Romantic Era whereas the Program music has a great demand in most
of instrumental composition which includes the concert overture, the
Program symphony, symphonic poem and incidental music. Hector Berlioz
made a new dimension of creating imaginative music called “Symphonie
Fantastique”.
Symphonies are still present and the composers create a variety of
sound which is more appealing to the audience one of which is the
composition of Hector Berlioz, Franz Liszt and other composer of the
Romantic period.
As the century progressed, music became increasingly available and
popular among the middle class. Concert halls provided venues for musical
performances, and instrumental music was available to a wide audience.
Romantic era produced great composers who innovate variety of sounds in
piano music, orchestral music and vocal music as well. FREDRIC CHOPIN,
FRANZ LISZT, CAMILLE SAINT-SAENS, PETER ILYICH TCHAIKOVSKY
and HECTOR BERLIOZ are among the composers who contribute to the
history of music. Nationalism is reflected most in the instrumental music of
the Romantic Era.

What I Know

PRE ASSESSMENT
What are the common themes of the music of the Romantic period? Write
your answers in your notebook.

1
NegOr_Q3_MAPEH9_Module3b_v2
 What’s In

DIRECTION: Write the name of each composer during the Romantic period
and their musical compositions. Do this in your notebook

Name of the composer:

▪

Musical works:

▪
▪
1. (Badiola, et,Al., 2014)

Name of the composer:

▪

Musical works:

▪
▪
2. (Badiola, et.Al., 2014)

Name of the composer:

▪

Musical works:

▪
▪
3. (Badiola, et, Al., 2014)

What’s New

Ask most people what they consider a romantic song, and you'll get answers
like John Legend's "All of Me" or most anything from Marvin Gaye. But as you know,
the capital "R" in Romantic music refers to works composed in Romantic style, which
arose during the Romantic Period.

NegOr_Q3_MAPEH9_Module3b_v2
 But what characterizes Romantic Period music? How did it evolve? These are
some of the questions we will answer here.

Romantic music developed directly from the classical period. There is no clear
date as to when classical ended and romantic began but the period was approximately
from 1780 to 1910.

Short description of what Romantic Era music is at its core, 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.

Romantic music focuses on provoking emotion and passion. Music was used
to evoke stories, places, or events.

Nature was a particularly popular subject. For example, Mendelssohn's

"Hebrides Overture" was inspired by the composer's trip to the island of Staffa.

Romantic music can be recognized for:

◼ larger orchestras
◼ use of rubato - slight speeding up and slowing down of the music
◼ adventurous harmonies and modulations

All of these features create interest and variety for the listener.

Romantic composers prioritized the emotional or narrative content of the music

above its form, which is why they broke so many of the classical composers' rules.
Romantic composers didn't reject or break with the musical language developed
during the Classical Period. They used its forms as a foundation for their work but felt
unconstrained by them.

Beethoven is the originator of this approach. He lived and worked during the
transition from the Classical to the Romantic Period, and was an inspiration to the
Romantic composers who came after him. Beethoven's symphonies "shift[ed]
the terrain" for what a symphony could be. He also demonstrated coming Romantic
Era characteristics, such as composing auto-biographical works and naming
movements, such as the third movement of his String Quartet No. 15 in A minor, Op.
132 (Song of Thanksgiving to the Deity from a convalescent in the Lydian mode).
Ultimately, Romantic composers would evolve and expand the formalist
Classical structure into a more complex, rich musical language.

NegOr_Q3_MAPEH9_Module3b_v2
 The Romantic emphasis on individual self-expression grew out of the political
ideas of individualism born during the Age of Enlightenment. However, the Romantics
rejected that age's emphasis on logic and rationality. These ideas were as constraining
as the rules regarding Classical music forms. They also rebelled against the hallmarks
of the Industrial Revolution, such as mechanization, mass production, and
urbanization, which were seen as contrary to their vision of an idealized, natural state
of being.

Much of Romantic Era art, including music, also reflected the tension and
nationalism of war and revolution that swept across Europe from the French
Revolution (1789) through the mid-century revolutions and on to the national
unification in the 1870s. These events, ideas, and atmosphere directly contributed to
the four primary artistic trends seen in Romantic compositions.

What is It

Four primary artistic inspirations of Romantic Era music

Now that you understand the context in which Romantic music developed, it will
be easy to understand why these are the artistic themes (defined more broadly than
the strict musical sense of "theme") that continually appear in works throughout the
period.
◼ Conveying extreme emotional states, whether auto-biographical, taken
from a literary character or situation, or just a representation of being
human.
◼ Exploring nature, particularly its wilder aspects, such as using musical
techniques to imitate the sounds of storms or evoke the atmosphere of a
dense, mysterious forest.
◼ Fascination with the supernatural as a reaction to scientific advances, that
both demystified old beliefs and created uncertainty about where science
might take humanity.
◼ Incorporating folk music or stories as a means to proclaim or reclaim
national pride.

These four themes aren't delineated, as you can find many or all of them incorporated
into a single work. 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.

Suggested music piece for listening:

Mendelssohn's scherzo from A Midsummer Night's Dream
https://youtu.be/hHTV3GFyHfM

NegOr_Q3_MAPEH9_Module3b_v2
Instruments

During the romantic period, the orchestra had become a great force due to its
increasing size including the following:
strings - larger string section
woodwind - flutes and piccolo, oboes and clarinets, bassoon and
double bassoons
brass - trumpets, trombones, and French horns (tuba added later in the
period)
percussion - full percussion section
key - piano

Types of Romantic Music

The symphony for orchestra, a large piece of work with four movements, was
louder and longer. The improvement in instrumental build, along with the increased
number of players, ensured that a romantic orchestra could have lots of dynamic
contrast - including exaggerated crescendo, diminuendo, and sforzando - and lots
of timbral colors.

Instrumental music continued to develop and virtuoso compositions were

created, demanding a high degree of skill in technical playing.

What’s More
Make an improvised instrument that resemble the Romantic music instrument
using indigenous or recycled materials.
Criteria for Rating
Originality and durability 20 %
Creativity 20 %
Quality of sound being produced 40 %
Workmanship 20 %
Total 100

What I Have Learned

DIRECTION: Encourage at least two other members of the family to perform an
Original Pilipino Music OPM that depicts or represents the
music of the romantic period. Use the improvised music instrument you made and the
template below to document your performance.

NegOr_Q3_MAPEH9_Module3b_v2
PERFORMERS OPM TITLE REASON DESCRIPTION SIGNATURE
FOR OF THE OF
CHOOSING IMPROVISED AUDIENCE
THE SONG MUSICAL
INSTRUMENT
USED

What I Can Do
Rate it!
DIRECTION: Copy the template and let your parents rate your performance in
WHAT I HAVE LEARNED based on the scale given below.
PERFORMERS EXCEEDS MEETS FAILS TO MEET
ACCEPTABLE ACCEPTABLE ACCEPTABLE
LEVEL OF LEVEL OF LEVEL OF
PERFORMANCE PERFORMANCE PERFORMANCE
15 10 5

________________________________________
SIGNATURE OVER PRINTED NAME OF PARENT /
JUDGE

6
NegOr_Q3_MAPEH9_Module3b_v2
 Assessment

DIRECTION: Supply the missing word to complete the statement relevant to

Romantic period music. Make use of the pool of words given below.
Write your answers in your notebook.

nature passion emotional expression 1780 1870 stories

Beethoven Age of Enlightenment literature orchestra symphony

1. Romantic began but the period was approximately from _____ to 1910.
2. Romantic Era saw music as a means of individual and ___________.
3. Music was expected to communicate to the audience, often by using a
narrative form that told distinct _______.
4. Romantic music focuses on provoking emotion and _______. Music was
used to evoke stories, places, or events.
5. ______ was a particularly popular subject.
6. ________ is the originator of this approach. He lived and worked during the
transition from the Classical to the Romantic Period, and was an inspiration
to the Romantic composers who came after him.
7. The Romantic emphasis on individual self-expression grew out of the
political ideas of individualism born during the _________________.
8. One of the ways Romantic composers did this was by writing pieces
inspired by ____________.
9. During the romantic period, the _________ had become a great force due to
its increasing size.
10. The _________for orchestra, a large piece of work with four movements,
was louder and longer.

Additional Activities

Romantic Music Playlist!

In your notebook list ten (10) OPM (Original Pilipino Music) titles that depict
Romantic period music theme.

7
NegOr_Q3_MAPEH9_Module3b_v2
 Answer Key

10. Symphony
9. Orchestra
8. Literature
7. Age of Enlightenment
6. Beethoven
5. Nature
4. Passion
3. Stories
2. Emotional expression
1. 1780

Posttest
Assessment

What I can Do: Answers may vary

What I have Learned: Answers may vary
What’s More: Answers may vary
What’ New Answers may vary

3.) Robert Schumann

2.) Frederic Chopin
1.) Niccolo Paganini

What’s In

4. incorporation of folk music and stories

3. supernatural
2. Nature
1. extreme emotional expression

Pre-Assessment

What I Know

References
Badiola, et al. “A Journey Through Western Music and Arts” Grade 9 Learner’s Material.
First Edition, 2014, Department of Education

Internet Sources
Musical U Team., 2021, “An Introduction to the Classical Era”, https://www.musical-
u.com/learn/classical-music/, retrieved December 15, 2021.

StringOvation Team. Mar 20, 2019. Retrieved: December 15, 2021

https://www.connollymusic.com/stringovation/theromantic-period-of-music.
BBC.,2022, “Musical Periods and Styles”,
https://www.bbc.co.uk/bitesize/guides/zw3nrwx/revision/4, retrieved December 15, 2021.

NegOr_Q3_MAPEH9_Module3b_v2
 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net