9

MUSIC
Quarter 1
Module 1: Music of the
Medieval, Renaissance
and Baroque Periods
MAPEH Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Music of the Medieval, Renaissance and Baroque
Periods
First Edition, 2020

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 9
MUSIC
Quarter 1
Module 1: Music of the
Medieval, Renaissance
and Baroque Periods
Introductory Message

For the facilitator:

Welcome to the MAPEH Music Grade 9 Alternative Delivery Mode (ADM) Module on
Music of the Medieval, Renaissance and Baroque Periods!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the MAPEH-Music 9 Alternative Delivery Mode (ADM) Module Music of
the Medieval, Renaissance and Baroque Periods!
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depict skill, action and purpose. Through our hands we may learn, create and
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This module was designed to provide you with fun and meaningful opportunities for
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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don‘t forget to answer What I Know before moving on to the other activities included in
the module.
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We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
 What I Need to Know

 Describes the musical elements of selected vocal and instrumental music

of Medieval, Renaissance, and Baroque music
 Explain the performance practice (setting, composition, role of
composers/performers, and audience) during Medieval, Renaissance, and
Baroque periods.

What I Know

Classify the items in the box according to the historical period to which they
belong. Write the words in the column below.
Gregoriant Chant Mass Monophonic
Fugue Concerto Grosso Madrigal
Melodies are not easy to remember
Troubadour Music Oratorio Chorale

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

What’s In

Music is timeless. Melodies from the past can still be heard today. Tunes may
be played differently in the techno-world, but one thing never changes, ‗Music
will always be part of man‘s everyday life‘.
 Can you name some music composed centuries ago?
 How was your reaction? How do you find them every time you hear those
songs?
 What’s New (Activity 1)

Let‘s listen to the selected music. Listen to the link below that features one of
the main sections of the mass.
1. http://www.youtube.com/watch?v=kK5AohCMX0U.
2. ―Gloria‖ by Joasquin de Prez
http://www.youtube.com/watch?v=XaiXCG0jHB8
3. http://www.youtube.com/watch?v=a32nicpS3rk

What is It

Middle Ages (450-1450)

- was an era where the musical activity was dominated by the Roman Catholic
Church
- most music was vocal and performed a capella or without intrumental
accompaniment.
- the musical texture was monophonic, meaning it has a single melodic line.
- Sacred vocal music, such as Gregorian chants (plainchant or plainsong),
was set to Latin text and sung unaccompanied. It was the only type of music
allowed in churches, so composers kept the melodies pure and simple.
Characteristics of Gregorian Chant
1. Performed without instrumental accompaniment or a capella
2. Monophonic texture - has single melodic line
3. Limited Range
4. Sung in Latin
5. Written in Neumatic Notation (One syllable of the text is set to a few notes of
the chant melody)
6. Unmetered (doesn‘t have time signatures)
7. Modal (Based on church modes)
SECULAR MUSIC ALSO EXISTED particularly in France and Germany
usually performed by the minstrels.
- Medieval secular songs are written by troubadours
Troubadour Music:
• Usually monophonic
• Sometimes with improvised accompaniment
• Tells of chivalry and courtly love
• Originated in France
• Written in the French language

Renaissance (1450-1600)
During the Renaissance, the church had less power over musical activity.
Instead, the Kings, Princes and other prominent members of the courts had
more influence. The size of church choirs grew, and with it, more voice parts
were added — this created music that sounded richer and fuller. Polyphony
was widely used during this period, but soon, music also became homophonic.
- Instrumental music is traditionally intended to accompany voices or singing.
Renaissance Musical Instruments are classified into three: string, wind, and
keyboard.
- Composers were more open to experimentation. As a result, more
composers used musical instruments in their compositions.

Characteristics of Renaissance Music:

• Mostly polyphonic
• Imitation among the voices is common
• Use of word painting in texts and music
• Melodic lines move in a flowing manner
• Melodies are easier to perform because these move along a scale with a few
large leaps
Vocal Music during this time
1. Mass – is a form of sacred musical composition that sets texts of the
Eucharistic liturgy into music. It has five sections:
 Kyrie ―Lord Have Mercy‖
 Gloria ―Glory to God in the Highest‖
 Credo ―Apostle‘s Creed‖ or ―Nicean Creed‖
 Sanctus and Benedictus ―Holy, holy,‖ and ―Blessed Is He‖
 Agnus Dei ―Lamb of God‖

2. Madrigal – A secular vocal polyphonic music composition which

originated from Italy. It was written and expressed in a poetic text and sung
during courtly social gatherings.
Baroque (1600-1750)
- is decorative because of the use of trills and other forms of musical
ornamentation. It is dramatic in its operas, oratorios, and cantatas. It is
flamboyant in its attention to the virtuosity of the soloist. It is emotional in that
the moods are musically expressed like sadness, for instance, would have a
slow moving and sleepy melody and happiness would be a fast- moving
melody, probably in a major key.
Music Genres of Baroque Music
1. Concerto - A form of orchestral music that employs a solo instrument ac
companied by an orchestra.
2. Concerto Grosso - A form of orchestral music during the Baroque Peri
od wherein the music is between a small group of solo instruments called
concertino and the whole orchestra called tutti.
RHYTHM
- Repetition of the same rhythm is observed. Baroque music is metered having
regular groupings of strong and weak beats in every measure.
MELODY
- an opening melody could be repeated over and over again throughout the
whole piece in order to create a sense of coherence in the emotions being
portrayed.
DYNAMICS
- used terraced dynamics - loud and soft dynamic alternation.
TEXTURE
- polyphonic texture (two or more melodic lines heard at the same time)
 What’s More

CHECK FOR UNDERSTANDING

1. How does secular music of the Medieval Period differ from the Gregorian
chant?
______________________________________________________________
______________________________________________________________

2. Renaissance instrumental music was less important that the vocal music.
How was the instrumental music used then?
______________________________________________________________
______________________________________________________________

3. How were the elements of music used during the Baroque Period?
______________________________________________________________
______________________________________________________________

What I Have Learned

Complete the statements below:

Secular songs during Medieval period are performed by _______________.

Medieval secular songs are written by ___________ and trouveres in France.
___________refers to the rebirth of learning and occurred from 1450 to 1600.
____________ style in music flourished from 1600 to 1750.
 What I Can Do

Create an acrostic about Medieval, Renaissance, and Baroque using its

letters

M - _______________________________________________
E - _______________________________________________
D - _______________________________________________
I - _______________________________________________
E - _______________________________________________
V - _______________________________________________
A - _______________________________________________
L - _______________________________________________

R - _______________________________________________
E - _______________________________________________
N - _______________________________________________
A - _______________________________________________
I - _______________________________________________
S - _______________________________________________
S - _______________________________________________
A - _______________________________________________
N - _______________________________________________
C - _______________________________________________
E - _______________________________________________

B - _______________________________________________
A - _______________________________________________
R - _______________________________________________
O - _______________________________________________
Q - _______________________________________________
U - _______________________________________________
E - _______________________________________________
 Assessment

A. Identify what is being asked.

1. It is also known as the Middle Ages or Dark Ages that started with the fall of the Roman
Empire. ____________________
2. Kind of sacred vocal music during Medieval period and was set to Latin text and sung
unaccompanied. ____________________
3. Gregorian Chant used this type of notation. ____________________
4. Troubadour music used this type of musical texture which has single melodic line.
____________________
5. Year that Medieval Music started and ended. ____________________
6. Comes from the word renaitre which means ―rebirth‖ ‖revival‖ and ―rediscovery‖
____________________
7. The following are sections of Mass, which is not. (Kyrie, Gloria, Credo, Agnus Dei,
Madrigal) ____________________
8. A secular vocal polyphonic music composition which originated from Italy.
____________________
9. A form of sacred musical composition that sets texts of the Eucharistic Liturgy into music.
____________________
10. Year that Renaissance Music started and ended. ____________________
11. Is derived from the Portuguese word barroco which means ―pearl of irregular shape‖.
____________________
12. Refers to loud and soft dynamic alternation. ____________________
13. Two or more melodic lines heard at the same time. ____________________
14. A form of orchestral music that employs a solo instrument accompanied by an orchestra.
____________________
15. Year that Baroque Music started and ended. ____________________
 Additional Activities

A. Classify the following characteristics of music if they belong to MEDIEVAL,

RENAISSANCE, OR BAROQUE MUSIC
1. Use of word painting in texts and music.
2. Usually monophonic
3. Use of Neume notation
4. Melodies sound elaborate and ornamental
5. Melodies are not easy to sing or remember

B. Encircle the letter of the correct answer.

1. The period when the Christian church highly influenced culture and political
affairs in Europe was the:
A. Medieval Period
B. Renaissance Period
C. Baroque Period

2. A through–composed vocal music composition written and expressed in a

poetic text.
A. Troubadour Music
B. Mass
C. Madrigal

3. Baroque music is known for its grandiose and elaborate ornamentation.

Which of the following Baroque Music forms was developed through imitative
counterpoin?
A. Concerto Grosso
B. Fugue
C. Oratorio

4. Refers to the extended musical setting of sacred music.

A. Fugue
B. Chorale
C. Oratorio

5. The following are music genres of Baroque except.

A. Concerto
B. Concerto Grosso
C. Mass
 Answer Key

PRE-TEST
MEDIEVAL RENAISSANCE BAROQUE
GREGORIAN CHANT MASS FUGUE
TROUBADOUR MUSIC MADRIGAL MELODIES ARE NOT
MONOPHONIC EASY TO REMEMBER
CONCERTO GROSSO
ORATORIO
CHORALE

ASSESSMENT
1. MEDIEVAL
2. GREGORIAN CHANT
3. NEUME
4. MONOPHONIC
5. 700-1400
6. RENAISSANCE
7. MADRIGAL
8. MADRIGAL
9. MASS
10. 1400-1600
11. BAROQUE
12. TERRACED DYNAMICS
13. POLYPHONIC
14. CONCERTO
15. 1600-1750
References

DepEd Music Learner‘s Material

MAPEH Book 9 K to 12 Curriculum Compliant Phoenix Publishing House, Inc.

For inquiries or feedback, please write or call:

Department of Education – Carcar City Division (Learning Resources

Management Section)

P. Nellas St., Poblacion III, Carcar City , Cebu, Philippines 6019

Tel. No. 4878495

Email Address : carcarcitydivision@yahoo.com