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Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 2

SUBJECT
MAPEH-
& GRADE QUARTER 3 WEEK 1 DAY ___________________________________
MUSIC 9 dd/mm/yyyy
LEVEL
TOPIC MUSIC OF THE ROMANTIC PERIOD
LEARNING
COMPETEN-
Describes musical elements of given Romantic period pieces;
CIES ( MU9RO-IIIa-2)
IMPORTANT: Do not write anything on this material. Write your answers on the
Learner’s Activity and Assessment Sheets provided separately.

UNDERSTAND
MUSIC OF THE ROMANTIC PERIOD

Romantic music refers to Western music composed in the late 18th century to
the 19th century. Composers and artists believed in letting their imagination and
passion be seen through their works. It is closely related to the broader concept
of Romanticism—the intellectual, artistic and literary movement that became prominent
in Europe from approximately 1820 until 1900.

Romantic composers sought to create music that was individualistic,

emotional, dramatic and often programmatic; reflecting broader trends within the
movements of Romantic literature, poetry, art, and philosophy. Romantic music was
often ostensibly inspired by non-musical stimuli, such as nature, literature, poetry, or
the fine arts.

The music of the Romantic period mostly contained warm, personal melodies;
expressive indications, implied interpretive freedom and harmonic colour. Colour was
intensified by improvements in instruments, particularly the piano. Performers carried
the new music to great heights with the new improved versions of their instruments.
During this period exaggerated emotional response was displayed.

Program music became the main form of instrumental compositions which is

evident in concert overtures, Program symphonies, symphonic poems and incidental
music. Program music is a form that portrays an idea or relays a story to the audience.
An example of this musical form may be seen in Hector Berlioz’s “Symphonie
Fantastique.” Some of the other famous composers of the period are Niccolo Paganini,
Frederic Chopin, Franz Liszt, Robert Schumann, Peter Ilyich Tchaikovsky, and Camille
Saint-Saëns.

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 3

Famous
Composers of
the Period
Frederic Chopin Franz Liszt Robert Schumann

Niccolo Paganini Hector Berlioz Peter Ilyich Camille Saint-Saens

Tchaikovsky

Short piano pieces in ternary (ABA) form that shows emotion were developed
during this period. As the century progressed, music became increasingly available and
popular among the middle class.

Concert halls provided venues for musical performances, and instrumental

music was available to a wide audience.

Nationalism is reflected in most of the music of the Romantic era. In the

previous historical periods, composers borrowed musical styles from Germany, Italy,
and France. However, composers of the Romantic period began incorporating their
country’s native folk songs and musical styles into their compositions.

Some general characteristics of Romantic Music are:

FORM: The musical design or shape of a movement or complete work such as the
binary (AB), ternary (ABA), and rondo (ABACA).
MELODY: Long, lyrical melodies with irregular phrases; Wide, somewhat angular
skips; extensive use of chromaticism; vivid contrasts; a variety of melodic
ideas within one movement.
RHYTHM: Frequent changes in both tempo and time signatures.
TEXTURE: Almost entirely homophonic.
TIMBRE: A great variety of tone colour; woodwind and brass sections of the orchestra
increased; many special orchestral effects introduced; rich and colourful
orchestration.

Self-Assessment Question 1:
What is the Romantic period music?

Self-Assessment Question 2:
What makes the Romantic period unique?

Self-Assessment Question 3:
What was music like in the Romantic period?

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 4

Let’s Practice!

“Musical ELEMENTS analysis”

Directions: Listen carefully to the selected recordings of Romantic music.

Title of the recordings and URL are provided for you to browse online
or you may ask your respective subject teachers for the copy of the
musical recordings. Analyze the music according to its elements and
write your answer in the given chart below. Follow the sample activity for
musical elements analysis.

Sample musical elements analysis:

Title of Instruments Texture Form Tempo
Music Used
Liebestraum - Piano  Monophony -Binary (AB) - Fast
by: Liszt - Orchestral  Homophony - Ternary - Slow
instruments  polyphony (ABA) - Moderate
- Rondo
(ABACA)

Activity Proper:
Title of Instruments Texture Form Tempo
Music Used
1. Liebestraum -
Love Dream

https://www.youtube.com/w
atch?v=KpOtuoHL45Y

2. Revolutionary etude
https://www.youtube.com/w
atch?v=ZpuROwy_8mg

3. Waltz of the flowers

from the “Nutcracker
Suite”
https://www.youtube.com/w
atch?v=1aR92yQUS7s

4. The swan from

“carnival of the
animals”
https://www.youtube.com/w
atch?v=b44-5M4e9nI

5. Nocturne op. 9 no. 1

in bb minor
https://www.youtube.com/w
atch?v=t-JD2bnNQvY

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 5

REMEMBER
Key Point

KEY FEATURES OF THE ROMANTIC PERIOD

 Emotional expression – this became more important than formal structural
considerations as composers rebelled against the formal restraint of the
classical period.
 Big expansion in size of orchestra and in types of instrument.
 New structures/forms – rhapsody, nocturne, song cycle
 Increasingly elaborate harmonic progressions
 Longer melodies than classical period
 Bigger range of dynamics
 Larger range in pitch (could be very easily expressed on the piano).
 Nationalism in music – some composers sought to use their compositions to
celebrate their countries

LET’S TRY
Let’s see how much have you learned.

Activity #1: MULTIPLE CHOICE

Directions: Read and understand each statement below. Write the letter that
corresponds to your answer on the space provided.

_____1. During what period did Romantic style flourish in music?

A) 1600-1750 B) 1750-1820 C) 1820-1900 D) 1900-1950
_____2. Which of the following statements is not true of the Romantic era?
A) The emphasis in music was on color.
B) Harmonies are fuller and often more dissonant.
C) Melodies were shorter and less dramatic and emotional.
D) Romantics where drawn to ''the exception of the rule."
_____3. Romantic composers drew their inspiration from all the following except…
A) Drama B) Church C) Nature D) Literature
_____4. Composers expressed musical nationalism in their music by all of the
following except…
A) using their national legends as subject matter
B) drawing creative inspiration from cultures of other lands
C) using the rhythms of the dances of their homelands
D) basing their music on the folk songs of their country
_____5. The orchestra in the Romantic period
A) was larger and more varied in tone color than the classical orchestra
B) had a limited dynamic range due to the primitive nature of the brass
instruments
C) ranged from twenty to sixty players
D) was basically the same as in the classical period

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 6

Activity #2: IDENTIFICATION

Directions: Identify the composers of the Romantic period from each column by
encircling the name of the composer.
Hector Ludwig van Franz Liszt Richard Arnold
Berlioz Beethoven Wagner Schoenberg

Franz Robert Igor Camille Claude

Schubert Schumann Stravinsky SaintSaëns Debussy

Peter Ilych Ryan Niccolo Edward Frederic

Tchaikovsky Cayabyab Paganini Grieg Chopin

REFERENCES
BOOKS:
Mary Grace J. Badiola, Mary Ann C. Vecino, Danilo S. Duyan, Althea Mae B.
Bongcawil, Jenny C. Mendoza, Gail Josephine P. Bustillo, Ace Sauden B. Pambuan
and Lourdes R. Siobal . A Journey Through Western Music and Arts: Music and Arts
Learner’s Material. Philippines: Department of Education. 2014. 64-97

WEBSITES:
“Romantic Music.” 2021. Wikipedia. Wikimedia Foundation. January 14, 2021.
https://en.wikipedia.org/wiki/Romantic_music.

Accessed January 28, 2021. https://www.google.com/search?q=romantic period music

composers&source=lnms&tbm=isch&sa=X&ved=2ahUKEwipzvOZ8b3uAhWPyYsBH
dIsBBgQ_AUoAXoECBgQAw&biw=1821&bih=876.

Romantic Music (1850-1900). Accessed January 28, 2021.

https://www.rpfuller.com/gcse/music/romantic.html.

“Romantic Period Music.” Music Theory Academy. January 24, 2019.

https://www.musictheoryacademy.com/periods-of-music/romantic-period-music/.

“All about Romantic Music and Its Features”. Accessed January 29, 2021.
http://www.mostlywind.co.uk/romantic.html.

“Romantic Era Practice Test - Unatego.” n.d. Accessed January 29, 2021.
https://www.unatego.org/Downloads/Unit 7 Romantic Era Practice Test (MA).pdf.

DISCLAIMER
This learning resource contains copyrighted materials. The use of which has not
been specifically authorized by the copyright owner. We are making this learning
resource in our efforts to provide printed and e-copy learning resources available for

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 7

the learners in reference to the learning continuity plan of this division in this time of
pandemic.

This LR is produced and distributed locally without profit and will be used for
educational purposes only. No malicious infringement is intended by the writer. Credits
and respect to the original creator/owner of the materials found in this learning
resource.

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 8

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 9

NAME: ____________________________________________ SECTION: _____________

SUBJECT
MAPEH-
& GRADE QUARTER 3 WEEK 1 DAY _______________________________
MUSIC 9 dd/mm/yyyy
LEVEL
TOPIC MUSIC OF THE ROMANTIC PERIOD
LEARNING
Describes musical elements of given Romantic period pieces;
COMPETEN-
CIES ( MU9RO-IIIa-2)

UNDERSTAND
Self-Assessment Question 1: What is the Romantic period music?

_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Self-Assessment Question 2: What makes the Romantic period unique?

_______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Self-Assessment Question 3: What was music like in the Romantic period?

________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 10

Let’s Practice!

“Musical ELEMENTS analysis”

Directions: Listen carefully to the selected recordings of Romantic music.
Title of the recordings and URL are provided for you to browse online
or you may ask your respective subject teachers for the copy of the
musical recordings. Analyze the music according to its elements and
write your answer in the given chart below. Follow the sample activity for
musical elements analysis.
Sample musical elements analysis:
Title of Instruments Texture Form Tempo
Music Used
Liebestraum - Piano -Monophony -Binary - Fast
by: Liszt - Orchestral -Homophony (AB) - Slow
instruments -Polyphony - Ternary - Moderate
(ABA)
- Rondo
(ABACA)
Activity Proper:
Title of Instruments Texture Form Tempo
Music Used
1. Liebestraum -
Love Dream
https://www.youtube.com
/watch?v=KpOtuoHL45Y
2. Revolutionary etude
https://www.youtube.com
/watch?v=ZpuROwy_8m
g
3. Waltz of the flowers
from the “Nutcracker
Suite”
https://www.youtube.com
/watch?v=1aR92yQUS7s
4. The swan from
“carnival of the
animals”
https://www.youtube.com
/watch?v=b44-5M4e9nI
5. Nocturne op. 9 no. 1
in bb minor
https://www.youtube.com
/watch?v=t-JD2bnNQvY

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 11

LET’S TRY
Let’s see how much have you learned.

Activity #1: MULTIPLE CHOICE

Directions: Read and understand each statement below. Write the letter that
corresponds to your answer on the space provided.
_____1. During what period did Romantic style flourish in music?
A) 1600-1750 B) 1750-1820 C) 1820-1900 D) 1900-1950
_____2. Which of the following statements is not true of the Romantic era?
A) The emphasis in music was on color.
B) Harmonies are fuller and often more dissonant.
C) Melodies were shorter and less dramatic and emotional.
D) Romantics where drawn to ''the exception of the rule."
_____3. Romantic composers drew their inspiration from all the following except…
A) Drama B) Church C) Nature D) Literature
_____4. Composers expressed musical nationalism in their music by all of the
following except…
A) using their national legends as subject matter
B) drawing creative inspiration from cultures of other lands
C) using the rhythms of the dances of their homelands
D) basing their music on the folk songs of their country
_____5. The orchestra in the Romantic period
A) was larger and more varied in tone color than the classical orchestra
B) had a limited dynamic range due to the primitive nature of the brass
instruments
C) ranged from twenty to sixty players
D) was basically the same as in the classical period

Activity #2: IDENTIFICATION

Directions: Identify the composers of the Romantic period from each column by
encircling the name of the composer.

Hector Ludwig van Franz Liszt Richard Arnold

Berlioz Beethoven Wagner Schoenberg
Franz Robert Igor Camille Claude
Schubert Schumann Stravinsky SaintSaëns Debussy
Peter Ilych Ryan Niccolo Edward Frederic
Tchaikovsky Cayabyab Paganini Grieg Chopin

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School
 12

MAPEH – MUSIC 9
CapSLET QUARTER 3, WEEK 1

ANSWER KEY
PARTS/TOPICS ANSWERS

Self-Assessment Question 1 Opinionated Answers

Self-Assessment Question 2 Opinionated Answers

Self-Assessment Question 3 Opinionated Answers

Let’s Practice:
Title of Instruments Texture Form Tempo
Music Used
1. Liebestraum - Piano Homophony ABA Slow
Love Dream

2. Revolutionary etude Piano Homophony ABA Slow

3. Waltz of the flowers Orchestral Homophony ABACA Moderate

from the “Nutcracker instruments
Suite”

4. The swan from Orchestral Homophony ABA Slow

“carnival of the instruments
animals”

5. Nocturne op. 9 no. 1 Piano Homophony ABA Slow

in bb minor

Let’s Try:
Activity 1: Activity 2:
1. C 1. Hector Berlioz
2. C 2. Franz Liszt
3. B 3. Robert Schumann
4. B 4. Camille Saint-Saens
5. A 5. Peter Ilych Tchaikovsky
6.Niccolo Paganini
7.Frederic Chopin

“Unido, Junto Avanza con el EduKalidad. Cree, Junto-Junto Puede!”

Developed by:

AYLENE-ANN N. FERNANDO
T-III
Zamboanga City High School