Grade9 Music Q2

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
City of Tagbilaran
MAPEH PROTOTYPE LESSON PLAN

(MUSIC)
GRADE: 9 QUARTER: 2ND WEEK: 1 DAY: 1

COMPETENCY : Describes musical elements of given Classical period pieces (MU9CL-IIa-f-1) 1.
& OBJECTIVES Identify the distinguishing characteristics of the Classical period.
2. Describe the musical elements of given Classical pieces.
3. Relate the important events that happened during the Classical period.
CONTENT : Musical Elements of the Classical period
LEARNING : Music and Arts 9 book pp. 36,

RESOURCES (Forney 2011)Forney, Kristine et.al. 2011. The Enjoyment of Music. W.W. Norton & Company.
(Youtube n.d.)n.d. Youtube. Accessed August 27, 2020.
https://www.youtube.com/watch?v=oy2zDJPIgwc.
(Youtube n.d.)n.d. Youtube. Accessed August 27, 2020.
https://www.youtube.com/watch?v=DAyUzxDB9eE.
(Youtube n.d.)n.d. Youtube. Accessed August 27, 2020. https://tinyurl.com/yxexo6qa.
PROCEDURE : A.Paghahanda: (Preparation)
⮚ Prayers
⮚ Checking of Attendance
⮚ Classroom. Management
⮚ Reminders: The teacher may give reminders like wearing a mask, social distancing and what
to do and not do during class, and others.
⮚ Stating the objectives of the lesson.
B. Pagganyak: (Motivation)
KNOW ME!
Directions: Read and observe the musical elements present or observed in the musical piece.
Name and draw the symbol elements of music that you recognize in with the given piece. (NOTE:
Teacher can choose a familiar song in their own choice.)
TWINKLE, TWINKLE
(Key of C)
NAM
E SYMBOL
Based on the musical piece, what do you think is the feeling and the tempo of
the composition?
C. Paglalahad: (Presentation)
CLASSIFY ME
Directions: Classify the following latest songs given below according to its genre or type of music.
Matud Nila Bed of Roses Mapa Heartbreak Anniversary Di Na Muli Ugoy ng Duyan At
My Worst Mood Californication Mutya sa Pasig It’s My Life Nobela
ACOUSTIC POP ROCK CLASSIC
Process questions:
1. Which type of music relaxed your mind?
2. Which type of music energized your body?
D.Pagtatalakay: (Discussion/Abstraction/ Lesson Proper)

MUSICAL ELEMENTS OF THE CLASSICAL STYLE
ELEMENTS DESCRIPTIONS
MELODY Lyrical melody; symmetrical melody in balance phrases and cadences; tuneful;
diatonic, with narrow leaps
RHYTHM Clear rhythmically, with regularly recurring accents; dance rhythms favored
HARMONY Diatonic harmony; tonic-dominant relationship expanded, became basis for large-
scale forms
TEXTURE Homophonic textures; chordal-vertical perspective
INSTRUMENTAL
Symphony, solo concerto, solo sonata, string quartet, other chamber
GENRES
music genres (ensemble music for 2 to about 10 performers, with 1
player per part)
VOCAL GENRES Opera Seria (serious opera) and Buffa (Comedic Opera), Mass, oratorio
FORMS Ternary form predominant; sonata-allegro form
DYNAMICS Continuously changing dynamics through crescendo and decrescendo TIMBRE
Changing tone colors between sections of works
The multimovement cycle of the Classical masters, as found in their symphonies, sonatas,
quartets, concertos, and other types of chamber music, became the vehicle for their most
important instrumental music.
MULTI-MOVEMENT CYCLE: GENERAL SCHEME

MOVEMENT TEMPO FORM/KEY PLAYLIST FIRST long, dramatic,
Sonata-allegro
Mozart (Eine Kleine
allegro
Tonic key
Nachtmusik, I)
SECOND Slow, lyrical,
Theme and variation (A
Haydn (Symphony
andante, adagio
B-A) or modified
No.11, “Military”,II)
sonata-allegro; Related
key
THIRD (optional) Dance like,
Minuet & trio
Beethoven
allegro,
Tonic key
(Symphony No. 5,III)
allegretto
FOURTH (last) Lively, spirited
Rondo (or sonata-rondo,
Beethoven
allegro,
sonata-allegro
(Symphony No. 5,
IV)
IMPORTANT EVENTS OF THE CLASSICAL PERIOD
• Classical Period is called the “Age of Reason”
• Cultural life was dominated by the aristocracy, during that time most of the members of the
nobility would financially support the musicians.
• Classical concepts include restraint, clarity, objectivity, balance, and conformity which
resulted in an impersonal and relatively unemotional style.
E. Paghahasa (Exercises/ Problem Solving)
Direction: Complete the table below by describing the musical elements through listening the
classical music. (The teacher will provide the music.)
COMPOSITION Tempo Texture Forms

Mozart (Eine Kleine Nachtmusik, I)
Allegro/Fast Homophonic
https://www.youtube.com/watch?v=oy2zDJPIgwc Sonata
Allegro
Beethoven (Symphony No. 5, IV)
https://www.youtube.com/watch?v=DAyUzxDB9eE
Haydn (Symphony No.11, “Military”,II)
https://tinyurl.com/yxexo6qa
F. Paglalahat: (Generalization)
How would you explain the cultural life of the period?

What is the significant characteristic of the classical period that is observed at present time?
G.Paglalapat (Application)
Direction: Write a short reflection based on your personal experiences (at least 2-3 sentences each)
of the Classical Opera or any classical music of your choice.
“Queen of the Night” (an Aria from “The Magic Flute”)
(http://www.youtube.com/watch?v=YuBeBjqKSGQ
H. Pagtataya: (Evaluation)
I. Multiple Choice
Direction: Choose letter of the correct answer.
1. Continuously changing dynamics through crescendo and decrescendo.
a. Dynamics b. Timbre c. Form d. Harmony 2. The multimovement cycle of the Classical masters,
as found in the following, except one; a. Symphonies b. Madrigal c. sonatas d. concertos 3. Refers
to the changing tone colors between sections of works
a. Texture b. Harmony c. Form d. Timbre 4. It refers to the changing tone colors
between sections of works.
a. melody b. timbre c. texture d. forms 5.Where is Classical Music usually
played/perform?
a. Party b. park c. church d. stadium 6. Describe the texture of classical music.
a. Homophonic b. Polyphonic c. Homophonic d. none of these 7. _______ is another term for
serious opera.
a. Comedy b. Buffa c. action d. Seria 8. Period that consider as Age of Reason.
a. Renaissance b. Baroque c. Classical d. Romantic
I. Kasunduan/Takdang Aralin (Agreement/Assignment/ Closing
1.Let the students write in 2-3 sentences your understanding about the quote.
“Music is said to be the rejoicing of the heart; music comforteth the mind and feareth the
enemy.”
- JOHN FLORIO –

Division of Bohol
City of Tagbilaran

(MUSIC)

COMPETEN : Explains the performance practice (setting, composition, role of composers/performers, and
CY &
audience) during Classical Period (MU9CL-IIa-f-3)
1. Identify the similarities of their composition
OBJECTIVES 2. Describe the performance practice during the Classical period
3. Show appreciation to the given Classical music
CONTENT : Performance practices of the Classical Period
LEARNING : (Badiola 2014)

Badiola, Mary Grace J., et.al. 2014. A Journey through Western Music and Arts 9. DepEd. (Forney
RESOURCES 2011)Forney, Kristine et.al. 2011. The Enjoyment of Music. W.W. Norton & Company. (Wikipedia n.d.)n.d.
Wikipedia. Accessed August 25, 2020. https://tinyurl.com/y26kfh3h . (Biography n.d.)n.d. Biography.
Accessed August 25, 2020. https://tinyurl.com/y46ohjse. (Wikipedia n.d.)n.d. Wikipedia. Accessed August 25,
2020. https://tinyurl.com/y5e6an4z.
PROCEDURE A. Paghahanda: (Preparation)

:
⮚ Prayers
⮚ Reminders: The teacher may give reminders like wearing a mask, social distancing
and what to do and not do during class, and others.
Let the students write a short reflection on the music of Haydn’s Symphony No. 100 in G major
“Military”
(Listening activity on Symphony No. 100 in G major of F. j. Haydn)
GUESS WHO?
Directions: Identify the composers. Choose your answer from the choices given below the
pictures. Write only the letter of your answers.
1. __________________
2. ________________ 3. _________________
A. FRANZ JOSEPH HAYDN
B. JOHANN SEBASTIAN BACH
C. LUDWIG VAN BEETHOVEN
D. WOLFGANG AMADEUS MOZART
COMPOSERS OF THE CLASSICAL PERIOD
COMPOSERS
Photo credit: Photo cre

Wikipedia Biograph
NAMES / Franz Joseph Wo

Haydn Amade
KNOWN AS (Father of
Symphony (Grea
Orchestra) Musica
of All T
DESCRIPTION/ ROLE OF THE

• One of the • child p
COMPOSERS
prominent
composers • the mo
amazi
• His music genius
reflects his music
character and history
personality:
• exper
mainly calm,
balanced, all k
serious but m
with touches • had w
of humor
sonata
conce
symph
religio
and ope
operetta
age of 1
COMPOSITION Composed over Compos

100 symphonies 700 wo
and developed Sonata
into long forms A Majo
for a large 3rd mov.
orchestra like Kleine
“Surprise Natchm
Symphony”, Marriag
“The Clock”, Figaro”
“The Giovann
Military” Magic F
AUDIENCE
• Secular and religious music
• aristocratic audience
PERFORMING FORCE
• String orchestra with woodwinds and some brass
• 30 – 40-member orchestra; the rise of piano prominence
Music & Match

Direction: Listen to each recording from YouTube then match the title of the cartoon show/movie in
column B to the title of music in column A and write the name of the composer of the music in
column C. Write your answer on the blank before the number.
A B COMPOSER/S
__B__ 1. Piano Sonata no.11 in A major a. Mr. Mozart

(Rondo) 3rd mov. Bean
https://www.youtube.com/watch?v=5UvGf13H6wQ
__D__ 2. Piano Sonata no. 14 in C#m b. Tom & Haydn

(Moonlight) 1st mov. Jerry
https://www.youtube.com/watch?v=_NPj7M
FE5k&t=65s
__A__ 3. Symphony No. 5, Op. 67, Cm c. Popeye Beethoven

https://www.youtube.com/watch?v=evr7pgSsVoo&t=18s
d. The
Ring
1. Do the three composers have similarities in their compositions? In what

way? 2. Do you agree that classical music in this era was used in the church?
Why?
Group Activity: VOICE

Directions: Divide the class into 4 groups.REGISTER
Let the students
choose among their groupmates to sing a piece of classical
music or let them listen to a recorded song of Philippines
classical music (example: Matud Nila in case no one will sing).
Listen and identify the dominating vocal range by filling in the
table with the needed information. NAME OF THE SIGNATURE
CLASSMATES
1.
2.
3.
Matching Type
Direction: Match column A with column B that best describes the correct answer.
A. B. __ 1. Secular and religious music predominant a. Performing force __ 2.
His music reflects his character and personality b. Mozart __ 3. Greatest Musical
Genius of All Time c. Audience __ 4. 30 – 40-member orchestra d. Haydn __ 5.
A composer who bridges the late Classical to Romantic e. Beethoven
Do you like listening to the Classical music? Why or why not?

Division of Bohol
City of Tagbilaran

COMPETEN : Relates Classical music to other art forms and its history within the era (MU9CL-IIa-
CY & f-2) 1. Identify the art forms within the Classical period.
2. Compare the characteristics of Classical music to other art forms within the
OBJECTIVE era 3. Display appreciation in music and other art forms
S
CONTENT : Relation of Classical music to other Art Forms

RESOURCES Badiola, Mary Grace J., et.al. 2014. A Journey through Western Music and Arts 9.
DepEd. (Interlude n.d.)n.d. Interlude. Accessed August 27, 2020.
https://interlude.hk/the-classical age-in-music-and-the-arts/.
PROCEDURE : A. Paghahanda: (Preparation)
⮚ Prayers
⮚ Reminders: The teacher may give reminders like wearing a mask, social
distancing and what to do and not do during class, and others.
Painting to Music
Listen to an example of ( https://www.youtube.com/watch?v=cD0ox4-WKHA ) W.A.
Mozart music “Serenade in G major”. With the use of coloring materials, paint your
emotions while listening to the music.
SCRAMBLED LETTERS
Direction: Arranged the scrambled letters based on its definition. Write the answer on
the space provided.
1. T I G A P I N N = __________ = the expression of ideas and emotions, with creation
of certain aesthetic in two-dimensional visual language. 2. A R E O P =
_____________ = a dramatic work in one or two acts, set to music for Singers and
instrumentalists
In the middle of the 18 th century, Europe began to move toward a new style in architecture,
literature, and the arts known as Classicism. In Western history, people have looked back to
Ancient Greek and Roman civilizations to inspire the art of their own time. One of those
times was music's Classical Period, a part of music history that lasted from the mid-18th
century to the early 19th century. Music wasn't the only art form to find inspiration in
Ancient Greece and Rome. In an artistic movement called neoclassicism (that means 'new
classicism'), painters, sculptors, and architects were also finding inspiration in the forms
and subjects of Greco-Roman culture.
In the early 18th century, a style called rococo was popular, first in France, and then
throughout Europe. Rococo style was all about soft, pastel colors, curving shapes, and
subjects
that were entertaining and sensual rather than serious. In the mid-18th century, French
artists were getting tired of rococo, which they considered frivolous.
DIFFERENT ART FORM IN CLASSICAL ERA
PAINTING OPERA SCULPTURE ARCHITECTURE
photo credit: Interlude, 2011 Photo credit:

Theaterdesk,2018 photo credit: Interlude, 2011 photo credit: Interlude, 2011
In Mozart’s opera “The Abduction from the Seraglio”, the action starts in the evening with
the abduction and ends 24 hours later with the celebration banquet. In sculpture, for
example, figures would again imitate their Roman and Greek models – here Thorvaldson’s
Three Graces shows the figures enclosed in the ‘Classical triangle’ – a measured space that
totally contains them.
Architectural thinking became the greatest concern of these composers. Whereas contrast is
the essence of Classical music – a contrast of dynamics, music shifting back and forth from
forte to piano– the contrast of register with wide-ranging melodies and wide spaces between
base and soprano – the contrast of mood, even within one movement of a work, the Classical
style of music is always conceived as an architectural entity. The order, balance, structure,
and harmony reflected in these buildings’ architecture became themes broadly used in all
artistic expressions. Classical structures deliberately reintroduced the classical proportions
of the Greek orders, the Doric, Ionic, and Corinthian, but, in contrast to the Baroque, used
them for architectural strength rather than ornamentation. The order, balance, structure, and
harmony reflected in these buildings’ architecture became themes broadly used within all
artistic expressions.
Opera is a musical-dramatic work in which actors sing some or all their parts; a union of
music, drama, and spectacle, with music, normally playing a dominant role. Two kinds of
Opera:
1. Opera Seria- a serious opera like the opera inherited from the Baroque period whose
themes are Greek heroes, God, and goddesses.
Opera Buffa – a comic opera, full of fun, silly, and not serious.
Other opera forms are opera comique (France), ballad opera (18th-century English comic
opera), singspiel (Germany).
This opera makes use of spoken dialogue, and the music is less profound.
Activity 3: Name the following Art forms in the classical era. (Music, Dance,
Sculpture, Painting, Theater, Architecture)
1. 3.
2. 4.
How does Classical music relate to any art form like (painting, or sculpture) in this period?
GROUP ACTIVITY:
Instructions:
1. Divide the class into four groups.
2. Each group will choose an art form (painting, sculpture, and opera) to create based on
the characteristics of the classical music played. For example, sculpture (they will just do
“Paint me a picture” to represent sculpture).
Criteria for Grading: 1. Relevance to the music - 40% 2. Originality (use

of own concept) - 30%
3. Creativity (use of props, costumes) - 30%
= 100%
CONNECTION DOTS
Directions: Determine the characteristics of other art forms, such as classical painting,
architectural design, and sculpture that may have the same characteristics as classical music
by connecting the dots. An example is given.
CHARACTERISTICS OF
CHARACTERISTICS
CLASSICAL MUSIC
OF
CLASSICAL PAINTING
AND
ARCHITECTURAL
DESIGNS
Expressive •
Elegant •
Aristocratic •
Harmony • •
•
Restrained
Simple •
Follow-up question:
Can you say that there is a relation between classical music to other art forms? Why?
Let the students listen to Mozart, Haydn, or Beethoven’s composition, which music is
familiar to you? Where did you hear it?

Division of Bohol
City of Tagbilaran

(MUSIC)

COMPETEN : Improvises appropriate accompaniment to selected music from Classical Period
CY & (MU9CL IIe-9)
1. Classify the common instruments used in the Classical period.
OBJECTIVES 2. Produce an improvised accompaniment inspired by the Classical Period. 3.
Value the importance and usefulness of the improvised musical instrument
created
CONTENT : Musical Improvisation of the Classical Period
LEARNING : (123RF n.d.)

n.d. 123RF. Accessed August 27, 2020. https://tinyurl.com/y5kpef5s.
RESOURCES
(Pinterest n.d.)n.d. Pinterest. Accessed August 27, 2020. https://tinyurl.com/y2yub8q2.
⮚ Prayers
Review of the previous lesson about the different art forms of the classical period
through picture analysis or a game. (The teacher may follow or use his/her own
strategies in reviewing the lesson)
Listen to selected music from Beethoven. Identify the instrument used.

Beethoven’s 5th Symphony (https://www.youtube.com/watch?
v=_4IRMYuE1hI&t=106s)
Photo Credit:123RF
MUSICAL INSTRUMENTS
STRINGS
Violin -Double Basses -Violas - Cellos
WOODWINDS -Flute - Clarinets -Oboes - Bassoons -Piccolo -

Contrabassoon
BRASS
-French horns -Trumpets -Trombones PERCUSSION
Timpani
Most Popular Instruments in Classical Music
1. The Strings
The string family’s most common instruments include the violin, the viola, the cello,
and the double bass. Playing string instruments is done by plucking, striking, and
drawing a bow made of wood and horsehair across them
2. The Woodwinds
Instruments in this family in order of descending general tone include the flute,
piccolo, oboe, clarinet, bassoon, and finally the saxophone.
3. The Percussion Family
Instruments in this category produce sound in three ways; hitting, shaking, or scraping.
Instruments in the percussion family include the castanets, rattles, maracas, gong,
chimes, marimba, timpani, xylophone, bass drum, cymbals, and snare drum 4. The
Brass
The instruments in this family comprise long tubes which widen towards the end to
form a bell-like shape. To change the tune, the instrument player changes his lip’s
opening and stiffness, on the mouthpiece to produce a variation in pitch. The trumpet,
trombone, bass trombone, French horn, and tuba are the instruments in the brass family.
Draw a musical instrument used in classical music.

STRING WIND PERCUSSION
Which song is more pleasant to hear, a song with accompaniment or a song

without accompaniment? Why?
“Make Me an Instrument” (Localization)

Direction:
• Using any indigenous, recyclable materials
or any available resources around you. (ex.
Bamboo, plastic bottle) create a musical
instrument (classical inspired).
• Output will be graded based on the
following
criteria:
Creativity - 10 Resourcefulness - 10
Quality of sound produced- 10
TOTAL - 30
Photo credit: Pinterest
Note:
• Rate your improvised instrument. Write your rating below.
• Take a picture holding you’re improvised instrument then send your picture to
your MUSIC teacher through FB, messenger, or any social media platform •
Keep your improvised instrument to be used next week
TRUE OR FALSE. Write T if the statement is true and F if the statement is false on the
blank before each number.
__ 1. Classical music has a less complicated texture than Baroque music.
___2. Classical music is homophonic while Baroque Is polyphonic in

texture. ___3. The orchestra decreases its size and range.
___4. Sonata, Concerto, and Symphony are the instrumental forms developed during this
period.
___5. Harpsichord was replaced by the piano as the main keyboard instrument during this
period.
Continue working on your improvised musical instrument at home to be used on Monday.

Division of Bohol
City of Tagbilaran

(MUSIC)
GRADE: 9 QUARTER: 2ND WEEK: 2 DAY: 1-2

COMPETEN : Performs selected music from the Classical period (MU9CL-IIb-h-7)
CY & 1. Create a lyrical composition
2. Perform classical-inspired music of one’s lyrical composition
OBJECTIVES
3. Display appreciation while performing a song
LEARNING : (123RF n.d.)

n.d. 123RF. Accessed August 27, 2020. https://tinyurl.com/y5kpef5s.
RESOURCES
(Pinterest n.d.)n.d. Pinterest. Accessed August 27, 2020. https://tinyurl.com/y2yub8q2.
⮚ Prayers
Group Activity: Song Relay
1. Let the students group into 5.
2. The teacher will provide a word and select one group randomly to start the
round. 3. The chosen group will sing a song that starts with the given word.
4. After the 1st group sang, they will choose another group to sing another song that
will start with their last word.
5. Each group is given 5 seconds to start singing. If a group cannot sing after 5
counts, they will be eliminated.
6. The cycle continues until only 1 group will remain, and this group will be declared
as a winner.
1. How did you find the activity?

2. Do you love and enjoy singing?
3. How about writing a song, is there anyone who has a talent or skill in writing lyrics
of a song?
4. What do you think are the tips for writing a song?
Here are five tips for writing song lyrics:

1. Start with what you want to say.
The first tip when learning how to write lyrics for a song is get familiar with
journaling and using your senses. Taste, touch, sight, sound, smell, and movement
are descriptors that help bring your listener into an experience of a small moment.
2. Read lyrics from other artists (don’t listen to the songs!).
Notice how much repetition, simple language, and how clean and clear is the main
message in the chorus. What message do you want your listener to walk away from
the song knowing? This is your chorus. What small moment shows a great example
of that main message? This is your first verse.
3. Notice the conversational quality.
Write as you speak. We tell stories from our lives and have meaningful conversations
with friends. But for some reason as soon as we start lyric writing, we believe those
skills are not enough. We get obscenely abstract and poetic; we contort the language to
get our rhymes to fall at the ends of the lines even when the content no longer makes
sense. But keep in mind that the most important quality of a great lyric is authenticity.
4. Lengthy lyrics compound problems.
Try writing a simple verse (such as four or six lines) moving into a chorus with lots of
repetition. Or try starting a song with the chorus. Simplicity is hard to master but worth
pursuing. The longer a lyric becomes, the greater the potential for confusion.
5. Collaborate with family members or any person within your reach. Present
your work to others, for improvement of your composition. They might also have
good ideas without totally changing your own work.
STEPS FOR ADDING MELODY TO YOUR LYRICS
1. Read your lyrics aloud several times. Try saying them at different tempos. Find and
enjoy the basic rhythm of your words.
2. For every line of lyric, write a number from 1 to 10 that corresponds to the emotional
value of the line. For example, if the line is a simple descriptive line, such as, “I felt
the sun shining down on me”, you might assign it a value of 1 or 2. A line like,
“You gave me comfort as you held my hand…” might get a value of 5 or 6. A line
like, “The fire in my heart burns only for you” might get an 8 or 9.
3. For every verse or section of lyrics, write the 2 or 3 words that hold the most
emotional value. These should be the words that seem to jump out as being the
kind that would get an audience’s attention.
4. For every verse or section of lyric, find the one word that seems to serve as a
climactic point: a word for which you might say, “That’s what this verse really is
all about”. Circle that word.
5. Give a tune by singing your lyrics.
6. Start reciting your poem to that tune and think about the inherent rhythm of your
words. For accented syllables, you may want to hold those words longer. Make
sure that the natural pulse of your words comes through. You’re not really creating
a melody here yet; you’re just transitioning your brain from thinking of your words
as poetry to thinking of them as lyrics.
7. Start singing your lyric again, this time changing the starting note of each line by
considering the emotional value you assigned to each line of text. If you give your
line a value of 1-3, start on a low tonic. If you gave it a 4-6, start on the 3rd above
it. If you gave the line a 7-8, start on a dominant note. And if your line is very
emotional (9 or 10), start singing on the upper tonic note. As before, move your
note up or down to make it fit as you play through your progression.
8. Create melodic leaps by considering the emotional words you listed in Step 3. When
you sing those words, allow your voice to leap upward.
9. Create a climactic high point by considering the emotional word you listed in Step 4.
The focal point of your lyric might work well by allowing it to be one of the highest
notes in your song.
“Play with My Instrument”

Below are the music videos for you to choose and use in your performance. (You
may browse it if you have internet connectivity or ask your teacher for the
recording of the piece)
• W.A. Mozart music “Serenade in G major” (https://www.youtube.com/watch?v=cD0ox4-WKHA).
• Mozart Symphony no.40 in G minor, 1st mov (Molto Allegro) (http://www.youtube.com/watch?

v=- hJf4ZffkoI)
FOLLOW-UP QUESTION:
1. How did you feel while performing the activity?
2. From 1-5, how will you rate your performance?
How do you find the steps in writing and adding melody to a certain song? Why do
we need to follow some tips in writing lyrics and adding melody to a song?
Direction:
Create an original story or poem related to our experiences during the
pandemic. You may use any language according to your preference (English, Filipino,
Visayan). Follow the tips mentioned above in making your own composition. Write
your poem/story in the space provided below.
__________________________________________
TITLE
Create a classical-inspired music of one’s lyrical composition. Used your improvised

instrument for the accompaniment of your song. Follow the steps mentioned above in
creating the melody of your composition.
Master your composition for your final performance.

Division of Bohol
City of Tagbilaran

(MUSIC)
GRADE: 9 QUARTER: 2ND WEEK: 2 DAY: 3-4
COMPETEN : Evaluates music and music performance using guided rubrics (MU9CL-IIb-
CY & h-8) 1. Apply the characteristics of classical music to one’s performance
2. Assess one’s performance of a classically inspired composition
OBJECTIVES 3. Shows appreciation of the music of the Classical period

RESOURCES Badiola, Mary Grace J., et.al. 2014. A Journey through Western Music and Arts 9.
DepEd. ADM Quarter 2 week 8 in Music 9
Proper costumes, improvised instruments, microphones
PROCEDURE : A.Paghahanda: (Preparation)
⮚ Prayers
Are you ready for your final performance? Let us see how ready you are! Just relax and
enjoy this activity.
Guidelines for the Final Performances

a. Must wear proper/appropriate attire/costume.
b. Use of recorded music or live instrumentals are allowed.
c. The minimum time for the song is two (2) minutes while the maximum time is four
(4) minutes.
d. Rating of performance is based on the given rubrics.
(Note: Please discuss the review of the lesson as quick as possible)

SUMMARY OF THE LESSON
In the previous lesson, you were able to learn the elements of music which are the a.
melody (pitch variation) which may be simple, tuneful, or complex, b. tempo (speed),
either fast or slow, c. texture (thickness of sound) which has 3 types; monophonic-one
melody, homophonic-one melody plus one supporting sound, and polyphonic with 2 or
more melodies, and 4. dynamics (loudness of sound).
You also encountered names of famous composers of this period. They are: 1. Franz
Joseph Haydn- is one of the most well-known composers of the Classical period. He
was called the” Father of Symphony” because he was able to compose about 100
symphonies. Most of his symphonies are the “Surprise Symphony”, “The Clock”, and
“The Military”.
2. Wolfgang Amadeus Mozart- The most astounding genius in musical history and he
composed over 700 musical works. He also composed concertos, symphonies, and
operas
such as “The Marriage of Figaro”, “Don Giovanni”, and “The Magic Flute”. His other
known works: Eine Kleine Nachtmusik, Symphony No.40 in G major, and Sonata
No.11 in A major K 311.
3. Ludwig Van Beethoven- is a gifted pianist and composer. His known symphonies
are Symphony No.3 (Eroica), No.5, No.6 (Pastoral), No.9 (choral) which add voices to
the orchestra.
Classical music is still played until this time. It is used by many to calm down and
meditate. It is even played to relax a patient’s mind. That is the benefit that music can
give people. But music has different characteristics in its tempo, rhythm, texture,
melody, dynamics, and the like making it unique from the other. Just listen to the music
that suits you and pleasing to your ears.
Listening to classical music might not be your choice because most of you would rather
sing songs or listen to music on your kind of interest which for you would give
enjoyment and would make you feel good but unknowingly listening and viewing
videos to Classical Instrumental Music you will be amazed how it’s done. I am sure
you will learn to love Classical Music.
Performance proper
Direction: At this time, you will showcase your creativity and talents through
performance. Follow the guidelines mentioned above in performing.
How do you feel after performing your own composition? Why?
1. Performance will be graded based on the given rubrics.

Rubrics:
CRITERIA 5 4 3 2 1 TOTAL POINTS:
1.All
instructions
At all
Most of
Some of
the time Hardly Never
were
times
the time
followed
2. Singing
Cannot
(Voice
Good
Good
Can sing
sing
singing
singing
but has a
but
Quality)
Cannot sing
voice
voice but
hard time
can
at all
and sing
sometimes
following
hum a
few
in tune
not in tune
the tune
lines
3.
Originality
Excellent Good Satisfactory Fair Needs
of
improvement
Composition
4. Overall
Performance Excellent Good Satisfactory Fair Needs
improvement
After listening to your performances, let us evaluate it using this rubric to check if
you have performed using the characteristics of classical music.
Let us use this rubric. Put a check mark inside the box of your answer.
Simple
Tuneful
Melody
Complex
Slow
Moderate
Tempo
Fast
Monophonic
Texture
Homophonic
Polyphonic
Mostly soft
Mostly loud
Dynamics
Moderate
No instrument
Instruments
1 instrument
used
2 or more instruments
Processing Questions:
1. Are you satisfied with the result?

Advance reading about characteristics of Renaissance and Baroque arts.
Guide question:
1. Differentiate the characteristics of Renaissance from Baroque art?

Grade9 Music Q2

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Republic of the Philippines

MAPEH PROTOTYPE LESSON PLAN

GRADE: 9 QUARTER: 2ND WEEK: 1 DAY: 1

CONTENT : Musical Elements of the Classical period

LEARNING : Music and Arts 9 book pp. 36,

PROCEDURE : A.Paghahanda: (Preparation)

ACOUSTIC POP ROCK CLASSIC

D.Pagtatalakay: (Discussion/Abstraction/ Lesson Proper)

MULTI-MOVEMENT CYCLE: GENERAL SCHEME

COMPOSITION Tempo Texture Forms

How would you explain the cultural life of the period?

I. Kasunduan/Takdang Aralin (Agreement/Assignment/ Closing

Republic of the Philippines

MAPEH PROTOTYPE LESSON PLAN

GRADE: 9 QUARTER: 2ND WEEK: 1 DAY: 2

CONTENT : Performance practices of the Classical Period

LEARNING : (Badiola 2014)

PROCEDURE A. Paghahanda: (Preparation)

Photo credit: Photo cre

NAMES / Franz Joseph Wo

DESCRIPTION/ ROLE OF THE

COMPOSITION Composed over Compos

• 30 – 40-member orchestra; the rise of piano prominence

E. Paghahasa (Exercises/ Problem Solving)

Music & Match

__B__ 1. Piano Sonata no.11 in A major a. Mr. Mozart

__D__ 2. Piano Sonata no. 14 in C#m b. Tom & Haydn

__A__ 3. Symphony No. 5, Op. 67, Cm c. Popeye Beethoven

1. Do the three composers have similarities in their compositions? In what

Group Activity: VOICE

I. Kasunduan/Takdang Aralin (Agreement/Assignment/ Closing

Do you like listening to the Classical music? Why or why not?

Republic of the Philippines

MAPEH PROTOTYPE LESSON PLAN

GRADE: 9 QUARTER: 2ND WEEK: 1 DAY: 3

CONTENT : Relation of Classical music to other Art Forms

LEARNING : (Badiola 2014)

PROCEDURE : A. Paghahanda: (Preparation)

D.Pagtatalakay: (Discussion/Abstraction/ Lesson Proper)

DIFFERENT ART FORM IN CLASSICAL ERA

PAINTING OPERA SCULPTURE ARCHITECTURE

photo credit: Interlude, 2011 Photo credit:

E. Paghahasa (Exercises/ Problem Solving)

Criteria for Grading: 1. Relevance to the music - 40% 2. Originality (use

I. Kasunduan/Takdang Aralin (Agreement/Assignment/ Closing

Republic of the Philippines

MAPEH PROTOTYPE LESSON PLAN

GRADE: 9 QUARTER: 2ND WEEK: 1 DAY: 4

CONTENT : Musical Improvisation of the Classical Period

LEARNING : (123RF n.d.)

PROCEDURE : A. Paghahanda: (Preparation)

Listen to selected music from Beethoven. Identify the instrument used.

D.Pagtatalakay: (Discussion/Abstraction/ Lesson Proper)

WOODWINDS -Flute - Clarinets -Oboes - Bassoons -Piccolo -

E. Paghahasa (Exercises/ Problem Solving)

Draw a musical instrument used in classical music.

Which song is more pleasant to hear, a song with accompaniment or a song

“Make Me an Instrument” (Localization)

__ 1. Classical music has a less complicated texture than Baroque music.

___2. Classical music is homophonic while Baroque Is polyphonic in

I. Kasunduan/Takdang Aralin (Agreement/Assignment/ Closing

Continue working on your improvised musical instrument at home to be used on Monday.

Republic of the Philippines

B 1. Piano Sonata no.11 in A major a. Mr. Mozart

D 2. Piano Sonata no. 14 in C#m b. Tom & Haydn

A 3. Symphony No. 5, Op. 67, Cm c. Popeye Beethoven