Grade

10 LLORENTE NATIONAL HIGH SCHOOL

Llorente, Eastern Samar
Learning Activity Sheet

MUSIC
Quarter 3 – Module 1
CONTEMPORARY PHILIPPINE
MUSIC

Name:
LRN:
Grade & Section:
Parent’s Signature:

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Grade

10 LLORENTE NATIONAL HIGH SCHOOL

Llorente, Eastern Samar
Learning Activity Sheet
Introductory Message
This Learning Activity Sheet (LAS) 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 LAS is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

“EXPLORE” are provided to measure your prior knowledge on lessons in

each LAS. 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
“ASSESSMENT” to self-check your learning.

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. And read the instructions carefully before
performing each task.

If you have any questions in using this LAS or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

MAPEH DEPARTMENT LAS DEVELOPMENT TEAM

Grade 7 Sheryl G. Borja
Arlyn V. Alota
Grade 8 Danica Joy D. Baquilod
Sheryl Contado
Grade 9 Eugenio C. Dialino Jr.
Grade 10 Donalyn A. Gillo
Rosario B. Kitane
Mary Anthonette Y. Borja
School Principal Sixto D. Balita

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Grade

10
EXPLORE:
LLORENTE NATIONAL HIGH SCHOOL
Llorente, Eastern Samar
Learning Activity Sheet

The module is divided into three lessons, namely:

 Lesson 1 – 20TH Century Traditional Music
 Lesson 2 – New Music Composers
 Lesson 3 – Song Composers

After going through this module, you are expected to:

1. Narrates the life of selected contemporary Filipino composer/s;

2. Analyzes the musical characteristics of traditional and contemporary
Philippine music; and
3. Improvises simple vocal/instrumental accompaniments to selected
contemporary Philippine music.

Activity 1: Modified True or False

November 5,1838 Mike Velarde Nicanor Abelardo

Hinunangan, Southern Leyte Levi Celerio

Direction: Write True if the statement is correct, and write the correct answer if the
underlined word is not correct.
________1. Francisco Beltran Buencamino Sr. was born on November 5, 1883 in
Bulacan.

________2. A contemporary composer who composes the award-winning “Kay

Ganda ng Ating Musika is no other than Ryan Cayabyab.

________3. The Tanghalang Nicanor Abelardo (Main Theater) of the Cultural Center
of the Philippines and the Abelardo Hall of UP College of Music was named after
Antonio Molina.

________4. Jerry A. Dadap was born on November 5, 1935 in Ormoc City.

________5. Restituto A. Umali was known for creating music with a mouth-blown
leaf.

Activity 2: Guess Who!

Direction: Guess who…is the composer of each music composition given below.

Nicanor Antonio J. Levi Celerio Francisco Francisco

Abelardo Molina Santiago Buencamino

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Grade

10 1. Larawan
LLORENTE NATIONAL HIGH SCHOOL
Llorente, Eastern Samar
Learning Activity Sheet
2. Pilipinas Kong Mahal
3. Mutya ng Pasig
4. Sa Ugoy ng Duyan
5. Pandanggo sa Ilaw

LEARN

Lesson
20th Century Traditional
1 Composers
Photo Grabbed: https://cdn.britannica.co 1
According to National Artist Ramon Santos,
PhD, “contemporary music in the
Philippines refers to compositions that have
adopted ideas and elements from 20th
century art music in the West, as well as the
latest trends and musical styles in the
entertainment industry.”

With Spain and then America having

colonized the Philippines from the early
1500s to the late 1800s, it was unavoidable
that Western compositional techniques
found their way into the works of Filipino
composers. Yet, even 20th century Filipino
composers have managed to retain some
traditional elements in their assimilation of
Western techniques. In fact, they have
become the strongest foundations of what we now know as Philippine music.
Among the major Philippine contemporary composers who used traditional styles
are Francisco Buencamino Sr., Francisco Santiago, Nicanor Abelardo, Antonio
Molina, Hilarion Rubio, Col. Antonino Buenaventura, Rodolfo Cornejo, Lucio San
Pedro, Rosendo Santos Jr., Alfredo Buenaventura, and Ryan Cayabyab.

 Francisco B. Buencamino Sr.(1883-1952)- was born on November 5, 1883

in Bulacan. His father was Fortunato Buencamino, a church organist and a
head master. His mother was Luisa Beltran, a noted singer. He studied
music composition and harmony at Liceo de Manila. Unfortunately, he was
not able to finish his studies. Many of his piano works have become a staple
part of the Philippine repertoire of today’s young students, specially Mayon,
Larawan, and Maligayang Bati. He also wrote several zarzuelas and
kundimans. He passed away on October 16, 1952 after which a posthumous
award honored him with the title “Outstanding Composer.”

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Grade

10 LLORENTE NATIONAL HIGH SCHOOL

Llorente, Eastern Samar
Learning Activity Sheet
 Francisco Santiago, PhD (1889-1947)- was born on January 29, 1889 in
Santa Maria, Bulacan to musically inclined parents Felipe Santiago and
Maria Santiago. He is known as the “Father of the Kundiman” and belongs
to the “Triumvirate Filipino Composers.” He finished his music specialization
at the American Conservatory of Music in Chicago, where he obtained his
Doctorate Degree in 1924. He is Romantic in style, incorporating Western
forms and techniques with folk materials. He composed several works such
as kundiman, symphonies, piano concerti and other music pieces for piano,
violin, and voice. He became the first Filipino Director of the University of the
Philippines’(UP)Conservatory of Music. He died on September 28, 1947.
 Nicanor S. Abelardo(1893-1934) – Nicanor Santa Ana Abelardo was born in
San Miguel de Mayumo, Bulacan on February 7, 1893. He is one of the
“Triumvirate of Filipino Composers’ which includes Antonio Molina and
Francisco Santiago. He studied at the Chicago Music College and was
influenced, and unusualby the musical styles of Shoenberg, Hindemith, and
Stravinsky. Abelardo developed a style that combined European romanticism
with chromaticism. His composition contains hazy tones, dissonance and
unusual chordal combinations. Abelardo is also considered a composer in
Romantic style. His best-known compositions include Mutya ng Pasig,
Nassan Ka Irog, Cavatina for Vioncello, and Magbalik Ka Hirang. The main
theater of the Cultural Center of the Philippines(Tanghalang Nicanor
Abelardo) and the building housing the College of Music in UP Diliman(N.
Abelardo Hall) are named in his honor. He died on March 21, 1934.
 Levi Celerio(1910-2002)- Prolific lyricist and composer Levi Celerio was
named National Artist for Music and Literature in 1997. Also a violinist, he
had written the lyrics for over 4,000 songs in his lifetime, including many
films. A great number of kundiman and Filipino love songs have lyrics
written by him, most notable of which are Dahil sa Iyo, Buhat, and Ang
Pasko ay Sumapit. Celerio was born in Tondo, Manila on April 30, 1910. He
studied at the Academy of Music in Manila under a scholarship, and later
went on to join the Manila Symphony Orchestra. Celerio’s achievements
include a citation in the Guinnes Book of World Records for being the only
person to make music with a mouth-blown leaf. He will be forever be
remembered through his lyrics for songs such as Ang Pipit, Bagong
Pagsilang, Sa Ugoy ng Duyan, Misa de Gallo, Itik-itik, Tinikling, Alembong,
Saan Ka Man Naroroon, at iba pa. He passed away on April 2, 2002.

Lesson New Music Composers

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Grade

10 LLORENTE NATIONAL HIGH SCHOOL

Llorente, Eastern Samar
Learning Activity Sheet

2
Composers of experimental New Music in the Philippines include Jose Maceda,

Lucrecia Kasilag, Ramon Santos, Manuel Maramba, Jerry Dadap, Francisco

Feliciano, Josefino “Chino” Toledo, and Jonas Baes. These composers retained the
Filipino spirit by incorporating traditional music forms as well as indigenous
rhythms and instruments in their compositions.

The following are the musical elements found in the Rondeau represented by
the staff above.

Rhythm 2 time signature

4
Tempo Allegro or fast and quickly
Dynamics p (piano) or soft to mf(mezzo forte) or
moderately loud
Art Song – a composition for solo voice and piano that gives premium on
symbolic meaning attached on the lyric

- The German word for an art song is lied (plural-lieder) which is commonly
used for German text.
- Two of the leading art songs and Romantic composers are Franz Schubert
and Johannes Brahms.

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Grade

10-
LLORENTE NATIONAL HIGH SCHOOL
Llorente, Eastern Samar
Learning Activity Sheet
This era also focused on the virtuoso and the popularization of gifted
performers who can sing or play instruments such as the piano and the
violin.
Listen to sample Art Song by searching the links below:

 The Miller and the Brook by Franz Schubert https://www.youtube.com/watch?

v=dgkDhlhwrME
 Erlkonig by Franz Schubert https://www.youtube.com/watch?v=JS91p-vmSf0

Lesson Musical Elements of the

3 Romantic Period
(1820-1910)
 Romantic music resulted to changes
in vocal music.
 The art song became lyrical and
composers gave efforts to associate the
music text to its musical counterpart.
 The melody tones became more lyrical
compared to the dramatic tones of the
opera.

Poetry was converted into a form that
may be emotionalized through music.
Photo Grabbed: https://sheetmusicplus.fi 1  The use of the piano as
accompaniment resulted to the adding of emotion, mood, and meaning to
the melody through the use of harmonic, rhythmic, and melodic material
independent of the voice.

 The Romantic era composers expressed various music themes by varying

lengths of composition, ways to harmonize, and tonal relationships.
 They used sharp contrasts in musical dynamics to project expressiveness in
music compositions.
 This may be found in the use of dynamics as composers sought to include
expressiveness in their composition through the use of abrupt changes in
the volume of musical compositions.
 Aside from that, they were also found in the use of range of pitch, as
compositions contained extreme use of high or low sounds, timbre, and
texture.
 Composers explored the expression of feelings like flamboyance and
intimacy, unpredictability, longing and rapture.

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Grade

10
ENGAGE
LLORENTE NATIONAL HIGH SCHOOL
Llorente, Eastern Samar
Learning Activity Sheet

Activity 4: Paint the Music

Listen to the recording of Frederic Chopin’s Fantasie Impromptu Op. 66 and draw
your own interpretation on a piece of oslo paper. Write a short description of your
drawing at the back of the paper. You will be graded based on the criteria below.

Criteria:
Content - 5
Creativity - 5
Message - 5
15 points

Activity 5: Complete Me!

Directions: Complete the essay by writing down the correct answers. Write the
answers on your activity notebook.
The Romantic Movement was an intellectual, artistic and _________1________
movement that started in the second half of the 18th century. People at that time
were rabbling against social and _________2________ standards of the Classical era.
Romantic era moved away from the standards of _________3________ and restraint
prominent during the Classical era. Musicians at this time started new ways for
expressing music like lengths of composition and _________4________ relationships.
As a result, new forms of music proliferated like the symphonic poem and arts
song. _________5________ is an orchestral piece that articulated a story. The sample
given by this is the musical piece that is entitled by Rondeau that has rhythm of
_________6________ time signature. Next is the art song, a composition for solo

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Grade

10 LLORENTE NATIONAL HIGH SCHOOL

Llorente, Eastern Samar
Learning Activity Sheet
_________7________ and piano that gives premium on symbolic meaning attached on
the lyric. The German word for an art song is lied which is commonly used for
German _________8________. The use of the piano as accompaniment resulted to the
adding of emotion, mood, and meaning to the _________9________ through the use
of harmonic, rhythmic, and melodic material independent of the voice. Aside from
that, they were also found in the use of range of pitch, as compositions contained
extreme use of high or low _________10________, timbre, and texture. Composers
explored the expression of feelings like flamboyance and intimacy, unpredictability,
longing and rapture.

Activity 6: Spoken Poetry

Instructions:
1. Compose a 3-stanza poem using the concept of musical elements of Romantic
instrumental music.
2. Have your title upon writing your poem which may be written in Filipino or
English.
3. Write it on a one whole sheet of paper.
4. Perform your work on a spoken poetry manner.
5. Record yourself while you’re performing the poem.
6. Send the video format on the agreed platform. (MAPEH-9 OFFICIAL FB GROUP)
7. You will be graded based on the following criteria: Delivery (30%)
Enthusiasm/Creativity (40%, Theme (30%)

APPLY/ASSESSMENT
Multiple Choice. Choose the letter of the correct answer and encircle the letter of
the correct answer.
1. It was an intellectual, artistic freedom and literary movement during the second
half of the 18th century.
a. Classical b. Medieval c. Renaissance d. Romantic
2. The following wars happened during this period except:
a. Crimerean b. Civil c. Franco-Prussian d. Pacific
3. The following are the characteristics of themes during Romantic period except:
a. focused on one theme c. mystic and supernatural
b. longing for the infinite d. national identity

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Grade

10 LLORENTE NATIONAL HIGH SCHOOL

Llorente, Eastern Samar
Learning Activity Sheet
4. Musician at that time started new ways in expressing music. The following are
correct except:
a. harmony c. lengths of composition
b. one mood d. tonal relationship
5. What form of music is an orchestral piece which articulated a story?
a. Art Song b. Polonaise c. Symphonic Poem d. Symphony
6. Which of the following is NOT true in the musical piece Rondeau?
a. 2/4 time signature c. mostly in soft or moderately loud
b. fast and quickly d. used in festivities such as hunting
7. It is a composition for solo voice and piano accompaniment.
a. Art Song b. Polonaise c. Symphonic Poem d. Symphony
8. What kind of word is lied that is usually used in German text?
a. German b. Italian c. Polynesian d. Ukranian
9. Who among the following are the leading composers of art songs?
a. Brahms & Schubert c. Paganini & Berlioz
b. Liszt & Schoenberg d. Saint-Saens & Tchaikovsky
10. Romantic music resulted to change in _____________ music.
a. instrumental b. performance c. theoretical d. vocal

KEY TO CORRECTIONS:

Activity 1-2 Activity 3 Activity 5

1. True *expressing imaginations 1. literary
2. False *a period of change 2. political
3. True *artistic freedom 3. balanced
4. False *musical experimentation 4. tonal
5. True *focused on national 5. symphonic poem
6. c identity 6. 2/4
7. b *focused on virtuoso 7. voice
8. a *art song 8. text
9. c *changes in vocal music 9. melody
10.d 10.sounds
*sharp contrasts in dynamics
*good tonal relationships

Apply/Assessment
1. d
P a g e | 10 MAPEH Department PROJECT P.A.R.A.Y.A.W
2. d
3. a