DIVISION OF NAVOTAS CITY

9
MAPEH
(Music)
Quarter 1

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
MAPEH (Music) – Grade 9
Alternative Delivery Mode
Quarter 2
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: Amie Rose S. Geraldizo, Susan C. Matay-on
Editors: Susan C. Matay-on
Reviewers: Rafael A. Felices
Illustrator: Susan C. Matay-on
Layout Artist: Susan C. Matay-on
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Ernifer O. Cosmiano, EPS in MAPEH
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Printed in the Philippines by ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address:____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents
What I Know ................................................................................1

Module 1......................................................................................4

Module 2......................................................................................21

Assessment ..................................................................................41

Answer Key ..................................................................................44

References ...................................................................................45
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. A musical work with different movements for an instrumental soloist and
orchestra:
A. SYMPHONY
B. SONATA
C. CONCERTO
D. RONDO

2. A section of the sonata allegro form where the themes are introduced:
A. EXPOSITION
B. DEVELOPMENT
C. RECAPITULATION
D. THEME AND VARIATION

3. The general texture of Classical music:

A. MONOPHONIC
B. HOMOPHONIC
C. HETEROPHONIC
D. POLYPHONIC

4. The term for serious opera

A. OPERA
B. COMIC OPERA
C. OPERA BUFFA
D. OPERA SERIA

5. The most important form that was developed during the classical era and
usually the form of the first movement of a sonata or symphony:
A. MINUET
B. SONATA ALLEGRO
C. RONDO
D. SYMPHONY

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6. It repeats the themes as they first emerged in the opening exposition:
A. EXPOSITION
B. DEVELOPMENT
C. RECAPITULATION
D. SONATA

7. A musical composition designed to be played by the full orchestra:

A. SYMPHONY
B. SONATA
C. CONCERTO
D. CANTATA

8. The term for Italian opera:

A. OPERA
B. COMIC OPERA
C. OPERA BUFFA
D. OPERA SERIA

9. It is a multi-movement work for solo instrument:

A. SYMPHONY
B. SONATA
C. CONCERTO
D. CANTATA

10. It is called “The Age of Reason”:

A. MEDIEVAL
B. RENAISSANCE
C. BAROQUE
D. CLASSICAL

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REFLECTION:
1. List down all the musical terms you are familiar with.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What do you know about Classical era?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Write down what you want to know at the end of this module:
✓ I would like to know about ________________
✓ I would like to understand ________________
✓ I would like to perform ___________________

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 MODULE 1

This unit you will learn the historical and cultural background of the classical
era. In the history of Western music, the term Classical refers to the period from
1750-1820. During this time, there were significant changes in musical forms and
style distinguishing the music from those of the previous era.

In this module, you will also learn the life and music of Franz Josef Haydn, Wolfgang
Amadeus Mozart and Ludwig Van Beethoven, the three greatest and most famous
composers of the Classical era.

The module is divided into three parts, namely:

A. Music of the Classical Period

• The musical elements of given classical period pieces.

• The performance practice (setting, composition, role of

composers/performers, and audience) during classical
period.

• Relating classical music to other art forms and its history

within the era.

After going through this module, you are expected to:

1. Describe musical elements of given Classical period pieces; (MU9CL-

IIa-f)

2. Explain theperformance practice (setting, composition, role of

composers/performers, and audience) during Classical Period
(MU9CL-IIa-f-3)

3. Relate Classical music to other art forms and its history within the
era;(MU9CL-IIa-f-2)

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 Lesson The Musical Elements of
1 Classical Period

In this lesson, you will listen sensibly to chosen music from the Classical era from
1730 to 1820 in this module. As most prominent composers like Beethoven and
Haydn both worked in Vienna, this time is referred to as the Viennese Classic or
Classicism. In this period, music relative to Baroque music is lighter and smoother
in texture. With a well-defined distinction between tonic and dominant, it has a
simple musical shape. The predominant form of instrument was Sonata, Trio, String
Quartet, Symphony and Concerto.

In this module, you will also learn the musical style and how the dynamics are used
to highlight the structural characteristics of their musical compositions.

The time from 1750-1820 is often considered the "Age of Reason" of the Classical era.
As patrons of musicians and artists traditionally influenced the arts, public life was
dominated by the aristocracy. Significant improvements have been introduced in
musical genres and styles.

Classical music is less structured and has a smoother, simpler texture than Baroque
music. It is mostly homophonic, using a straight melody line over a subordinate
chordal accompaniment, but the counterpoint was not forgotten at all, especially
later on in p Sonata, concerto and symphony are the instrumental forms developed
during this era while the Opera Seria and Opera Buffa are the two vocal forms.

To serve the church and to glorify God, much of the early music was made. Music
was developed to express the philosophical values of the “Age of Enlightenment” after
1700 and was used to express revolutionary political and cultural feelings in the 19th
century. In advertisements, animations, public life and popular culture, classical
music infuses our everyday lives to empower, set moods, and inspire other musical
expressions, and the whole genre is now only downloaded. Classical music is
preferable to modern music in at least one respect. In classical music, the greater
capacity for expressiveness is attributed, in large part, to higher harmonic capital. In

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classical music, harmonies are more likely to be practical, more motion is used to
the opposite, and modulation is more common

The following are the specific characteristics of the Classical music:

ELEMENT OF
CHARACTERISTIC OF CLASSICAL MUSIC
MUSIC

TEXTURE Homophonic: there is one melodic line with a nonmelodic or less

melodic accompaniment, thus creating a simple texture as
opposed to the massive sound of Baroque music

MELODY There is a strong focus on the rhythm in classical music Classical

songs are normally short, lyrical and quick to sing. Melodic lines
are more DIATONIC than Baroque lines. There are also elements
of folk music which can be found in the themes of increasingly
complex classical compositions.

HARMONY Classical harmony is much simpler than that of the Baroque. It is

strongly toned because key signatures have been firmly formed
during this time. It uses more of the PRIMARY TRIAD- tonic (I),
subdominant (IV) and dominant chords (V).

DYNAMICS and Dynamic markings are commonly used to express various

INSTRUMEN- thoughts, moods and emotions, such as forte (loud) and piano
TATION (soft). Dynamic levels cannot be shown by playing a harpsichord.
This led to the substitution of the harpsichord by the PIANO,
perfected by Bartolomeo Cristofori from Florence, Italy.

FORM The musical styles were well established in the Classical era.
Music has been organized into accurate, well-balanced and
consistent pieces. ABA Music Structure was widely used, and has
two simple melodies—Melody A and Melody B. However the
musical structure is called Ternary.

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IMPROVISATION The importance of Basso Continuo was diminished. That's why
improvisation has become less and less relevant. In relation to
Baroque music, Classical music, with its unique harmony,
ornamentation, rhythms and words, was specifically indicated in
the musical score. Alberti Bass, a split chord figure named after
Domenico Alberti, used instead of Basso Continuo.

Activity 1: Musical Elements

Direction:

Listen to the music of W.A Mozart’s Piano Sonata no.11 in A Major K331 (3rd
Movement) and highlight the corresponding column where the elements of music is
being described.

LINK: Watch and analyze the music. Encircle the appropriate description for each
element below.
https://www.youtube.com/playlist?list=PLbm62N5CbzlH3zzeaSm7ls7NsQN_H2l1b

MELODY TEMPO

SIMPLE COMPLEX SLOW MODERATE FAST

DYNAMICS TEXTURE

SOFT LOUD MONOPHONIC HOMOPHONIC POLYPHONIC

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 Life and Work of Classical Composers:
Franz Joseph Haydn (1732-1809)
Franz Joseph Haydn is known as the "Father of Symphony." He was born in the
small village of Rohrau, Austria on March 31,
1732. He is the second child of 12. He came from
a poor family so when an opportunity of becoming
a choirboy in Viennese Cathedral came at age
eight, he grabbed it. At age 17, he gave lessons in
music and played in serenades to earn money.
Because of such exposure, an Italian composer,
Niccolo Porpora, discovered his talent in music
and hired him to be his accompanist. His status
was like that of a servant, but he was well fed by
Niccolo Porpora, something he never experienced
in the school or in church where he worked in the
past. Porpora even taught him how to speak
Italian, how to sing, and how to compose.

Because of his perseverance, consistent practice, and performance, his musical

talent developed even more. He accepted the offer of Prince Paul Anton Esterhazy,
the richest and most powerful of the Hungarian noble families, to become a Vice
Kapellmeister and later, a Kapellmeister. He had very intense responsibilities like
monitoring the needs of all musicians under him and composing for orchestral,
operatic, and chamber performances in the court. He was able to compose 11 operas,
60 symphonies, five masses, 30 sonatas, one concerto, and hundreds of shorter
pieces while working with the Esterhazy family. Haydn's very positive attitude and
sense of humor made him the favorite among musicians. Mozart, who was one of

Haydn's music students, looked up to him as his mentor and the master of music.
One of the funny stories of Haydn as a man of humor was when he composed a
symphony for Prince Paul Anton Esterhazy, who after thirty years of Haydn in the
court, became very familiar with his symphonies and fell asleep during performances.
The symphony started with a slow, soothing movement that made the prince fall
asleep, then, in the middle of the piece, a loud chord shattered the soft and slow
movement, thus waking up the prince who almost fell off his chair. This symphony
is entitled "Surprise Symphony." It is one of the famous works of Haydn that reflects
his humor and surprises the audience or listeners. By 1780, Haydn's music has been
published all over Europe. He was invited to many cities because he became well
known. He was commissioned to write musical pieces for those cities. The six
symphonies he wrote for the Concerts Spirituels in Paris (nos. 82-87) are the most
notable ones. These symphonies are called his "Paris" symphonies. He also wrote 12
symphonies (nos. 93-104) for the concert in London, which are called the "London"
symphonies. His final works, mostly sacred music for his patron, were culminated in
two large oratorios-The Creation (1798) and The Seasons (1801).

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Haydn's additional works are:
• Symphony No. 92 in G major "Oxford"

• String quartet in D minor, Op. 76, No.2 "Quintet"

• Sacred vocal music, including 14 masses (Mass in Time of War, 1796, Lord
Nelsen Mass 1798)

• Orchestral music including over 100 symphonies.

• Concerts for violin, cello, harpsichord and trumpet

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 • Dramatic music, including 40 sonatas; songs including folk song arrange
ments; secular choral music

Wolfgang Amadeus Mozart (1756-1791)

Wolfgang Amadeus Mozart, a "child wonder," was
born on January 27, 1756 in Salzburg, Austria.
His father, Leopold Mozart, was a leading music
teacher and composer at that time. But when he
saw that his son had a great talent in music at age
three, he resigned and focused on teaching him
how to play the piano and violin. He realized that
he can earn money by showcasing the talent of his
son. Mozart started to play at age six before the
Empress and composed at an early age. By age 12,
he had written operas, sonatas, concertos,
symphonies, and religious works. In Mozart's
hands, the classical concerto was raised to its
highest level. There was an occasion when Mozart
got sick and his father was more concerned over the lost money than the well-being
of his son.

His life remains a complicated puzzle. As a child, he seemed to be gifted beyond all
measure. His talents seemed to know no bounds. From this beginning, one would
have predicted a future filled with prestigious royal appointments. But he was never
contented and he always wanted to look for a job not for financial security but for
fame. He earned a lot, but because he was living beyond his means, saving enough
money became impossible. He married Constanze Weber and had two children. When
Mozart was still earning big, he and his wife moved to a luxurious apartment, bought
expensive goods, and sent his children to a prestigious boarding school. Mozart's
short period of financial success was not enough to stop the economic difficulty his
family experienced later on.

He was a brilliant composer and performer constantly sought out by emperors and
kings, but his career tragically ended with his death at age 35 on December 5, 1791.
Before he died, his mind was preoccupied with the writing of his Requiem.
Unfortunately, he did not finish it. Nobody knows the exact reason of his death. Some
said it was influenza; some said mercury poisoning, but the most accepted version
was rheumatic fever. Many knew that he had several attacks when he was a child
and might have recurred later on with serious effects on the heart valves. Mozart died
poor like a pauper. He was buried in a common grave outside the city of Vienna and
only a few people attended his funeral.

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 (Excerpt from Magical Flute, Act 2)

The following are some of Mozart's compositions:

• Operas including Idomeneo (1781), The Abduction from the Seraglio (1782),
The Marriage of Figaro (1786), Don Giovanni (1787), Women are Like That
(1790) and The Magic Flute (1791)

• Concertos including 27 for piano, five for violin, concertos for clarinet, oboe,
French horn, bassoon, flute, and harp

• Choral music including 18 masses, the Requiem K.626 incomplete (1791) and
other liturgical music

• Chamber music, including 23 string quartets, string quintets, clarinet quintet,

oboe quarter, te quartet, piano trios and quartets, sonatas for violin and piano,
and divertimentos and serenades Symphonies like Symphony No. 40 in G
Minor, G Minor Symphony, the No. 39 in E flat and No. 41 in C

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Ludwig Van Beethoven (1770-1827)
Ludwig Van Beethoven, a symphonic German
composer, was said to be born on December 16,
1770 although there is no documented evidence
that he was born on that day. (During that era,
children were usually baptized a day after birth,
and it was seen in his baptismal record that he
was baptized on December 17, 1770). He is the
second son of a court musician and a tenor
singer, Johann Van Beethoven. His father trained
him to play the piano day and night with the
dream and ambition of making him a child
prodigy like Wolfgang Amadeus Mozart. His
father believed that he was really gifted in music.

Beethoven had his first piano performance in public when he was eight years old. At
12, his first piano composition, "9 Variations in C minor," was published. Because of
his father's limited teaching talents, Beethoven continued to learn music (specifically
organ) and composition under Gottlob Neefe who recognized Beethoven's
extraordinary talent in music. At the age of 14, Beethoven was appointed as the court
organist of Maximilian, Franz Elector of Cologne. He was able to meet different people
and some of them became his very close friends. Little by little, Beethoven became
the bread winner of the family because of his father's alcoholism.
Beethoven noticed that he was starting to experience hearing disorder in the year
1798. This made him feel depressed. He secluded and withdrew himself from the
public and few friends. By 1820, he became completely deaf. But with his friends'
encouragement, Beethoven's spirit was raised and inspired by his trusted and
faithful friends who consistently visited him during his trying moments. This inspired
him to perform and compose again.

"Pathetique," his piano sonata in C minor, shows the tragically passionate character
of his famous piano sonata. This piece is characterized with intense contrast of
dynamics, crashing chords, and explosive accents. At the age of 28, Beethoven had
already created his original and powerful piano style that foreshadowed the era of
Romanticism. Recognized as the "composer of the millennium," Beethoven represents
the highest level of a musical genius.

His works include the following:

• "Symphony No. 3 Eroica"

• "Symphony No. 5 in C minor, Op. 67"

• "Symphony No. 9 in D minor" known as "Choral Symphony"

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• "Piano Sonata No. 14 in C-sharp minor" Op. 27, No. 2 popularly known as
"Moonlight"

• Concertos including 5 for piano, 1 for violin and 1 triple concerto (piano, violin,
and cello)

• "Fourth Piano Concerto"

• 32 piano sonatas, including Op. 13 "Pathetique,"Op. 27, No. 2 "Moonlight,"

Op. 53 "Waldstein," and Op. 57 "Appassionata"

• 1 Opera Fidelio (1805)

• Choral music, including "Missa Solemnis

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14
Activity 2: Listening Activity

Direction: Scan the QR Code to watch/listen to the music. Listen to the following
Classical Music. Explain its musical element that appeals to you the most.

1. Symphony No.40 in G Minor, K.550” by Wolfgang

Amadeus Mozart
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Symphony No. 94 in G Major (Surprise Symphony) by

Franz Joseph Haydn
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Symphony No. 94 in G Major (Surprise Symphony) by

Franz Joseph Haydn
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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Activity 3: Classical Composer

Direction: Compare the life of classical composers by completing the information

needed below:

FRANZ JOSEPH WOLFGANG LUDWIG VAN

Composer AMADEUS
HAYDN MOZART BEETHOVEN

Compositions

Family
Background

Training and
Exposure to
Music

Accomplishments
and Failures as
musician

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Directions:
1. Let the student select one of the classical music pieces from the classical
music mentioned above (see what is it: Life and Works of Classical
Composers).

2. The student can demonstrate their talent to display emotions/actions by

performing classical music in a form of dance or a drama. Limit the
presentation time to just 3 minutes.

3. Create your own plan for doing the activity by accomplishing the table below
as your guide in doing the performance.

4. Record your performance using your cellphone and submit it to your subject
teacher.

5. Refer to the rubrics below for the criteria for grading your performance.

Parts Performance Task

SETTING

COMPOSITION
(music to be used)

ROLE OF COMPOSER/
PERFORMER

AUDIENCE

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Rubrics for Musicianship.

CATEGORY 3 4 5

Elements of Student can explain a The student The student can

Music few of the musical expressessome explain musical
elements/styles used musical elements/styles
in a given song or elements/styles and used in a given song
music and unable to supports his/her and supports an
support it with valid opinions opinion about music
criteria choices

Purpose of The student is unable Student can identify Student can identify
Music to define the purpose several purposes of all purposes of
of music related to music related to music to
culture/history culture/history culture/history

SCORE:

Elements of Music: _________

Purpose of Music: __________
Total Score: __________

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Activity 1: Commercial Break

The following activities will give you a chance to show and enhance your talents
through composition and performance.

Procedure:
1. Choose one product that you want to advertise.

2. Think of a classical music that will suit your product commercial and use it
to your entire production. (the more the better)

3. Have it record using your cellphone and submit it to your teacher.

Criteria for Grading:

1. Choice of music (must be a classical period piece and appropriate

for the product) 30%
2. Originality (use of own concept). 40%
3. Creativity (use of props, costumes). 30%
Total 100%

Process Question:

1. How do you find the activity?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

2. Is the activity helpful in understanding more about the lesson? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________

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Activity 2: Express your Thoughts

Direction: Express your thoughts, ideas and knowledge taken from our lessons by
writing an essay.

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 MODULE 2

This module was designed and written with in mind. It is here to help you discover,
learn, appreciate, and perform the Music of the Classical Period (Vocal and
Instrumental Music). The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into five parts, namely:

• Lesson 2 – Vocal and Instrumental Music

o Sonata
o Sonata Allegro Form
o Concerto
o Symphony
o Classical Opera

After going through this module, you are expected to:

1. improvise appropriate accompaniment to selected music from Classical

Period (MU9CL-IIe-9)
2. perform selected music from the Classical period (MU9CL-IIb-h-7)
3. evaluate music and music performances using guided rubrics (MU9CL-IIb-h-
7)

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 Lesson Vocal and Instrumental Music of
2 the Classical Period

The Classical period falls between the Baroque and the Romantic periods. Classical
music contains a lighter, clearer texture than Baroque music and is less complex. It
is primarily homophonic, employing a clear song line over subordinate chordal
accompaniment, but counterpoint was by no implies overlooked, particularly od
afterward within the period It also makes utilizes of style Gallant which emphasized
the light elegance input of the Baroque’s honorable reality and amazing glory.
Assortment and differentiation inside a musical piece got to be more articulated than
some time recently and the orchestra expanded in size, range, and power.

Sonata, concerto and symphony are the instrumental forms developed during this
era while the Opera Seria and Opera Buffa are the two vocal forms.

The music of the Classical period is known for its homophonic texture and melodies
that have tunes that can be easily sung and remembered. Its rhythm is flexible,
changing within a movement which is a big contrast to the continuous, driving
rhythms of the Baroque period. The mood in Classical music may change gradually
or suddenly, expressing conflicting surges of excitement and depression at the same
time. Elements of drama and surprise were also introduced via dynamic changes.
Composers in this era did not restrict themselves to the use of terraced dynamics. It
is because of this desire for dynamic change that the harpsichord is replaced by the
piano. Harmonic tension and thematic contrast within a movement also became
evident in this period. The Classical period is also called "The Golden Age of Music"
because forms like the sonata, symphony, and concerto became fully developed
during this era.

Vocal Forms.
Opera is an art form generally referred to as a stage presentation that combines
music, costume, and scenery to relay a story. Music plays a dominant role in the
opera. It is a union of music, drama, and spectacle. The two kinds of opera in the
Classical period are:

1. Opera seria - It is a serious opera inspired and adapted from the Baroque
period. In an opera seria, the story often revolves around heroes,
myths, and Greek gods and goddesses. This kind of opera gives

22
 emphasis to the solo voice and the bel canto (beautiful singing)
style. An example of this opera is Idomeneo by Mozart.

2. Opera buffa - It is also referred to as comic opera created and composed to

depict common people with common problems or concerns. It is
light and amusing in nature. The Marriage of Figaro by Mozart
is considered as an example of an opera buffa.

Instrumental Forms
The Classical music has been known for its growth of extremely complicated forms
of instrumental music. Below are the instrumental forms of the Classical music.

SONATA
The term sonata was derived from the Latin word "sonare" which means an extended
instrumental work for a solo instrument with piano accompaniment usually written
in three to four movements. Each movement differ in tempo, melody, and theme but
are held together by a unity of subject and style

Sonata form (also sonata-allegro form or first movement form) is a musical

structure consisting of three main sections: an exposition, a development, and a
recapitulation. It has been used widely since the middle of the 18th century (the
early Classical period).

The three movements of sonata are:

1. Allegro – fast movement

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 2. Adagio – slow movement

3. Rondo – the main theme which is heard several times between other themes

Sonata Allegro Form The most important form that developed during the classical
era consists of 3 distinct sections: Exposition, Development, and Recapitulation.
Examples: "Eine Kleine Nachtmusik"- by W.A. Mozart

1. Exposition - the first part of a composition in sonata form that introduces the
theme

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 2. Development - is the middle part of the sonata-allegro form wherein themes
are being developed

3. Recapitulation - repeats the theme as they first emerge in the opening

exposition

CONCERTO
Concerto is a multi-movement work designed for an instrumental soloist and
orchestra. It is a classical form of music intended primarily to emphasize the
individuality of the solo instrument and to exhibit the virtuosity and interpretative
abilities of the performer. The solo instruments in classical concertos include violin,
cello, clarinet, bassoon, trumpet, horn, and piano. A concerto has three movements:
fast, slow, and fast

3 movements:

• 1st Movement: Fast: Sonata-allegro form with expositions of the orchestra and
then by the soloist

• 2nd Movement: Slow: Has more ornamentation than the First movement 3rd
Movement: Fast:

• Finale: Usually in a form of rondo, resembling the last movement of the

symphony and usually a short cadenza is used

SYMPHONY
A multi-movement work for orchestra, the symphony is derived from the word
sinfonia which literally means “a harmonious sounding together.” It is a classical
music for the whole orchestra, generally in four movements.

4 movements of the symphony:

• 1st Movement: Fast: Sonata-allegro form

• 2nd Movement: Slow: Gentle, lyrical – typical ABA form or theme and variation

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 • 3rd Movement: Medium/Fast: Uses a dance form (Minuet or scherzo)

• 4th Movement: Fast: Typically Rondo or Sonata form

Activity1: Let Me Remember

Direction: Enumerate and define the following questions.

I. What are the 2 kinds of Classical Opera?

1. _____________________________________________________________________________
_______________________________________________________________________________
2. _____________________________________________________________________________
_______________________________________________________________________________

II. What are the 3 movements of Sonata?

1. _____________________________________________________________________________
_______________________________________________________________________________
2. _____________________________________________________________________________
_______________________________________________________________________________
3. _____________________________________________________________________________
_______________________________________________________________________________

III. What are the 3 distinct sections of Sonata Allegro form?

1. _____________________________________________________________________________
_______________________________________________________________________________
2. _____________________________________________________________________________
_______________________________________________________________________________
3. _____________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

IV. What are the 3 movements of Concerto?

1. _____________________________________________________________________________
_______________________________________________________________________________
2. _____________________________________________________________________________
_______________________________________________________________________________
3. _____________________________________________________________________________
_______________________________________________________________________________

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V. What are the 4 movements of Symphony?
1. _____________________________________________________________________________
_______________________________________________________________________________
2. _____________________________________________________________________________
_______________________________________________________________________________
3. _____________________________________________________________________________
_______________________________________________________________________________
4. _____________________________________________________________________________
_______________________________________________________________________________

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Activity 2: Word Maze
Direction: Pick the words from the maze that relate to the classical period. Write
your answer on the blank

Answer:
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________

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6. _____________________________________________________
7. _____________________________________________________
8. _____________________________________________________
9. _____________________________________________________
10. _____________________________________________________

Activity 3: Musical Analysis

Directions. Listen to “Eine Kleine Natchmusik” by W.A. Mozart, then follow the
musical score on the next page by tapping the beat counting to 4 for each measure.
Each measure has a number on top of the staff. Encircle the measure where the
exposition, development, and recapitulation start and end. Write the number of
measures on the blanks.

Source:
https://drive.google.com/drive/u/1/folders/0B8DPX5vC83isUWZXaEJiUzBqT2s

Exposition __________________

Development __________________

Recapitulation __________________

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30
31
32
33
Process Question:

1. How do you find the activity?

______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________

2. Is the activity helpful in understanding more about the lesson? Why?

______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________

Activity 1: “My Classical Music Story”

Direction: In this activity, you will create an original story and use any classical
music as your background music. You can improvise an instrument or rhythmic
accompaniment for your classical music story. Use any devices to record your
performance and submit it to your teachers.

Rubrics for this Activity

Criteria 5 4 3 2 1

1. All
instructions Most of the Some of the
At all times Hardly Never
were time time
followed
Singing Cannot
2. Singing Singing Hard time
voice sing but Cannot sing
(voice voice in following
sometimes can hum a at all
quality) tune the tune
in tune few line
3. Needs
Very Good Good Satisfactory Fair
Originality improvement

Total points

34
Activity 2: Sing it to the Classics

Direction:

1. Create a short poem with the theme on the classical opera or any theme of
your choice.
2. Recite or rap the poem and use music of the Classical Period as the
accompaniment

Rubric:

Criteria 5 4 3 2 1

1. All
instructions At all Most of Some of the
Hardly Never
times the time time
were followed

Good Good
Can sing
singing singing Cannot
but has a
2. Singing voice voice but sing but Cannot sing
(Voice quality) hard time
and sometimes can hum a at all
following
singing out of few lines
the tune
in tune tune

3. Originality of Needs
Excellent Good Satisfactory Fair
composition Improvement

4. Over all Needs

Excellent Good Satisfactory Fair
Performance Improvement

5. All
instructions At all Most of Some of the
Hardly Never
were followed times the time time

35
Activity 3: Paint my Musical Emotion

Direction:

1 Listen to the Music of the 3 greatest classical composers: Haydn, Mozart and
Beethoven.

2. On the box below / bond paper using different line, shape and colors express
what you feel while listening to the music.

3. Give a brief description of your painting.

1st Painting by Haydn:

Watch the video on Youtube by typing the link:
https://www.youtube.com/watch?v=EmZF3kBZQ6E or by
scanning the QR Code of this video by using your
cellphone’s camera code scanner.

36
2nd Painting by Mozart:
Watch the video on Youtube by typing the link:
https://www.youtube.com/watch?v=Rb0UmrCXxVA or by
scanning the QR Code of this video by using your cellphone’s
camera code scanner.

37
3rd Painting by Beethoven:
Watch the video on Youtube by typing the link:
https://www.youtube.com/watch?v=W-fFHeTX70Q or by
scanning the QR Code of this video by using your cellphone’s
camera code scanner.

38
Activity 5: Film Viewing

Choose one from the following films below:

- Amadeus
- Beethoven
- Immortal Beloved
- Beethoven Lives Upstairs

After watching your chosen film answer the following questions:

1. What is the movie all about?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Who are the main characters?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. When and where the story set?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. Who is your favorite character in the movie? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. What part of the film did you like best? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

39
6. Analyze the use of music in the film. Did it enhance the filmmaker’s story?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

7. What did you learn from the story?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

8. What are the great qualities/traits of the composer that inspire you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

40
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. The period which also known as “The Age of Reason”.

A. Baroque
B. Classical
C. Medieval
D. Renaissance

2. What do you call a musical work with different movements for an

instrumental soloist and orchestra?

A. Concerto
B. Rondo
C. Sonata
D. Symphony

3. It is a section of the sonata allegro form where the themes are

introduced.

A. Development
B. Exposition
C. Recapitulation
D. Theme and variation

4. Which statement is TRUE about the Classical Music?

A. The dynamics of loud and soft was clearly shown through the
extensive use of crescendo and diminuendo.
B. Harmony and texture is monophonic in general.
C. Melodies sound elaborate and ornamental.
D. Imitation among the voices is common.

41
5. What is the term for a special type of broken chord accompaniment
where the chord is played in this order: LOWER NOTE, HIGHEST NOTE,
MIDDLE NOTE then repeats the pattern to create a smooth, sustained,
flowing sound?

A. Allberti Bass
B. Allegro
C. Andante
D. Cadenza

6. What is the most important form that developed during the Classical
Era?

A. Minuet
B. Rondo
C. Sonata allegro
D. Symphony

7. Who is the composer of “The Marriage of Figaro”?

A. Vivaldi
B. Haydn
C. Beethoven
D. Mozart

8. Composer during the classical period known for his music that reflects
his character and personality.

A. Vivaldi
B. Haydn
C. Beethoven
D. Mozart

9. This is a musical composition designed to be played by the full

orchestra.

A. Cantata
B. Concerto
C. Sonata
D. Symphony

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10.Which of the following is NOT a work of Beethoven?

A. Choral Symphony
B. Eroica Symphony
C. Jupiter Symphony
D. Pastoral Symphony

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44
Assessment
1. B
2. A
3. B
4. A
5. A
6. C
7. D
8. B
9. D
10.B
Activity 2: Word
Maze (in any order)
1. Mozart
2. Beethoven
3. Haydn
4. Sonata
5. Concerto
6. Symphony
7. Opera Seria
8. Opera Buffa
9. Alberti Bass
10.Homophonic
Module 2
What I Know
1. C
2. B
3. A
4. C
5. C
6. A
7. B
8. A
9. B
10.C
References
Print Materials

• Morales, et.al. (2015). Active MAPEH Activity-Based and Integrative Worktext

in Music, Arts, Physical Education and Health. Magallanes Publishing House.

• Lugue, et.al. Our World of MAPEH 9. Vibal Group Inc.

• Miranda, Quennie S. et al. (2016) MAPEH ICT Enhanced for Grade 7.
• K to 12 Learner’s Material, Music and Arts Grade 9. (2017)

Online Resources

• A Journey to through Western Music and Arts – Grade 9, Music and

Arts – Learner’s Material First Edition, 2014. Retrieved from
https://drive.google.com/drive/u/1/folders/0B8DPX5vC83isUWZXaEJiUzB
qT2s

• How to Listen to Classical Music: The Concerto. Retrieved from

https://www.youtube.com/watch?v=0Juq2xF32lo

• Music Appreciation – The Classical Symphony. Retrieved from

https://www.youtube.com/watch?v=4sGuBRrSi2A

• What is Sonata Form? Learn the structure of sonata form music theory
video. Retrieved from https://www.youtube.com/watch?v=2G6xMcUUbEA

Images Resources
• Bulletin Board by Pinterest. Retrieved from
https://www.pinterest.ph/pin/230598443400180811/
• Franz Joseph Haydn by Wikipedia. Retrieved from
https://en.wikipedia.org/wiki/Joseph_Haydn
• Ludwig Van Beethoven by Wikipedia. Retrieved from
https://en.wikipedia.org/wiki/Ludwig_van_Beethoven
• Wolfgang Amadeus Mozart by Britannica. Retrieved from
https://www.britannica.com/biography/Wolfgang-Amadeus-
Mozart

45
Video Resources

• Surprise symphony. Retrieved from

https://www.youtube.com/watch?v=tF5kr251BRs
• String quartet. Retrieved from
https://www.youtube.com/watch?v=XQ-oZvbdwxA
• Symphony no.40 in G Minor. Retrieved from
https://www.youtube.com/watch?v=JTc1mDieQI8
• Franz Joseph Haydn’s Compositions. Retrieved from
https://www.youtube.com/watch?v=2xoCG5-4_Rk (Bird Box - movie)
https://www.youtube.com/watch?v=SZDyuP99_kk
https://www.youtube.com/watch?v=7tHc9xWhFH4
https://www.youtube.com/watch?v=5tAvhIyw-BY

• Wolfgang Amadeus Mozart’s Compositions. Retrieved from

https://www.youtube.com/watch?v=8OZCyp-LcGw
https://www.youtube.com/watch?v=CVKpvD3X6EM
https://www.youtube.com/watch?v=64BTLJs_iIs
https://www.youtube.com/watch?v=Hzs16SwVRhw (The Greatest
Showman movie)

• Ludwig Van Beethoven’s Compositions. Retrieved from

https://www.youtube.com/watch?v=-v8SQRIKntE
https://www.youtube.com/watch?v=evr7pgSsVoo
• (Tom & Jerry show) https://www.youtube.com/watch?v=nT7_IZPHHb0
https://www.youtube.com/watch?v=k_UOuSklNL4

• A Journey to through Western Music and Arts – Grade 9, Music and Arts –
Learner’s Material First Edition, 2014. Retrieved from
https://drive.google.com/drive/u/1/folders/0B8DPX5vC83isUWZXaEJiUzB
qT2s

• How to Listen to Classical Music: The Concerto. Retrieved from

https://www.youtube.com/watch?v=0Juq2xF32lo

• Music Appreciation – The Classical Symphony. Retrieved from

https://www.youtube.com/watch?v=4sGuBRrSi2A

• What is Sonata Form? Learn the structure of sonata form music theory video.
Retrieved from https://www.youtube.com/watch?v=2G6xMcUUbEA

46
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph