SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 3rd QUARTER/MUSIC 1 ___

Date: February 13, 2023

I. OBJECTIVES

The learner demonstrates understanding of the characteristic features of the

A. Content Standards
music of the Romantic period.

The learner sings and performs theme of selected instrumental pieces of the
B. Performance Standards
Romantic Period.

C. Learning Competencies/ Describes musical elements of given Romantic period pieces. (MU9RO-IIIa-2)
Objectives 1. Identify the musical elements in the Romantic period pieces.
(Write the LC code) 2. Describe the common style compositions in the Romantic period pieces.

II. CONTENT MUSICAL ELEMENTS OF GIVEN ROMANTIC PERIOD PIECES

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Learning Activity Sheets in Music 9, Bluetooth speaker.
portal
B. Other Learning
Resources
IV. PROCEDURES

1. Prayer
 The teacher will ask for a volunteer to lead the prayer.
2. Checking of Attendance.
 To monitor the students, the teacher will check the attendance
through their permanent seating arrangement.
3. Establishing house rules and norms.
 In order to have a conducive and harmonious teaching and learning
process, the teacher and the learners will establish or set their agreed
1. PRIMING ACTIVITIES
classroom rules and norms.

MOTIVATION:

The teacher will ask the following questions:

1. What is music?
2. What do you think is the purpose of music?
3. Name your favorite artist/singer and his/her famous song.
  The class will be divided into 5 groups.
 The teacher will play a selected music from the classical and romantic period to
compare. The learners will describe the elements of music present in the
compositions and distinguish the difference between a Classical composition and
a Romantic composition.
 Each group will choose a representative to present their answers.

Group Activity Classical VS. Romantic

In this activity, we will try to distinguish the difference between a Classical
composition and a Romantic composition. After listening to the music played by the
teacher, answer the questions related to the different elements of music - melody,
tempo, dynamics, and instrumentation. The first question on melody is done for you
as your guide. You may use the words provided in the box below but you are not
limited to these words. You may use other words which you think will best describe
the music you heard.

2. ACTIVITY

Process questions:
1. What do you think was the music played all about?
3. ANALYSIS 2. What did you feel while listening to the music?
3. How can you describe the musical elements of the given romantic period
piece?

4. ABSTRACTION Now that we have compared music from the Classical and the Romantic eras, you
might notice that music in the Romantic changes widely in tempo and dynamics with
more instrumentation. This is one way of how Romantic composers showed
passionate emotional expression which is a distinct quality of romantic compositions.
Here are the common qualities of music elements in the Romantic Era:

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

exploited tone color of new instruments such as the piccolo and contrabassoon to add
more tone color. On the other hand, some composers utilized the power of a single
instrument more by creating beautiful compositions which interplay with the
different musical elements as well. One example of this is how Frederic Chopin utilized
the tone color of the piano in most of his compositions earning him the title “Poet of
the Piano”.
 Melody: Longer and more elaborate melodies were explored to create more
 expression. It also had expanded range from low sounds to very high melodies.
 Tempo and Dynamics: The tempo and dynamics were expanded to allow composers
to showcase more emotions. In tempo, rubato is used in order to give more
emotional expression. Rubato is the sudden holding back or pressing forward from it’s
original tempo.
 Form – new music forms were also created in the Romantic era such as Rhapsodies,
Nocturnes, and Lieder, all of which were created to allow composes to be more
expressive.
GROUP ACTIVITY

Listen and Describe Further

Listen again carefully to the following selected Romantic compositions. Listen again to
a specific excerpt of the song and then describe the elements of melody, tempo,
dynamics and instrumentation/timbre.

5. APPLICATION

6. EVALUATION Thumbs Up /Down

Analyze the following statements if it describes the musical style and characteristics of
the Romantic Period. On a separate sheet of paper draw a thumbs up, if the
statement describes the Romantic period, and thumbs down if the statement does
not.
_____1. Nationalism is evidently shown in some compositions.
_____2. Romantic music is monophonic, plain, and repetitive
_____3. A romantic piece has elaborate harmonic progressions.
_____4. The size of the orchestra has expanded to about 100 musicians to
 accommodate the artistic requirement of the composition.
_____5. Melodies were written in one single line
_____6. There is fast changes in keys and modulations.
_____7. Melodies are highly ornamented and texture is primarily polyphonic.
_____8. Basso continuo is used in composing music.
_____9. Harpsichord is the most used instrument in instrumental music
_____10. Melodies are sung unaccompanied.

7. ASSIGNMENT Have an advance reading about the performance practice (setting and composition,
role of the composers/performers, and audience) during the Romantic period.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

PREPARED BY: CHECKED BY:

HAZEL R. SAMSON CYNTHIA S. SACNANAS

TEACHER I MAKABAYAN, COP HEAD

NOTED BY:

FELGRACE P. MALIG-ON
MASTER TEACHER I