UNPACKED CURRICULUM MAP

UNIT WRITER: Michael D. Demata SUBJECT: MUSIC 9

COURSE DESCRIPTION:

As an integral part of any culture, it serves different purposes and function hence the purpose of this area is to let the students to master the basics of daily activities
and further exposed the learners to real-life situations and apply values on what they learned in the course.

It has been designed to develop the basic knowledge of students as they delve in various cultural traditions in future and sports. It also aims to provide maximum
practice of all the acquired skills. It is in this regard that the students are trained to learn contents, met the standard competencies, and accomplished performance
tasks to optimize abilities so they can manage to achieve the 21st Century Skills.
This course has a duration of four [4] quarters.

First Quarter is designed for a Grade 9 student to develop the skills and knowledge about the history of western music.
It covers the topic: Medieval, Renaissance, Baroque Periods

Second Quarter is designed for a Grade 9 student to develop the skills and knowledge about the history of western music.
It covers the topic: Classical Period

Third Quarter is designed for a Grade 9 student to develop the skills and knowledge about the history of western music.
It covers the topic: Instrumental Music of the Romantic Period

Fourth Quarter is designed for a Grade 9 student to develop the skills and knowledge about the history of western music.
It covers the topic: Vocal Music of the Romantic Period
PHILOSOPHY:

The Holy Redeemer School of Cabuyao believes that students learn best when they are actively involved in their education, when they become
responsible for their growth as students, and when their learning is based on life experiences. The school is geared towards creating in the students the intellect
to work at the highest level of which they are capable, as the students journey satisfactorily to complete each developmental stage.

The educational philosophy of Holy Redeemer School of Cabuyao emphasizes three ideals that we seek to develop in each student:

● Christian Character Development

Conforming to its vision of unfolding student's personality to grow in Christ and spread His words, the school aims the students to seek God in all things
surpassing every trial with a heart of courage believing in the power of His greatness.
● Accountability through Community Involvement
Looking for practical ways in achieving a learning environment with the community as a partner, the school encourages the students to practice the
function of a reliable school that renders service in the community as one of its stakeholders.
● Commitment on Excellence
Directed in producing globally competitive graduates, the school targets to build upon each student a character of persistence and determination of which is
capable of executing his knowledge, skills and capabilities that are needed in creating professionals.
VISION:
Our vision is to bring up our pupils in an atmosphere of self-respect, discipline, reliance and to unfold the totality of human person in them, to grow in
Christ, spread his words through love and good works towards others thus our ultimate goal is to make Christ as his King and savior and to seek the
kingdom of His Father.
MISSION:
To provide every child the best quality of education by developing his physical, moral and social values as an individual through formal training, we are
committed to equip every child with the essential knowledge, facts and skills which are relevant in assuring his future priorities.
CORE VALUES:

Faith

HRS is committed to continue its desire calling to educate the children whom God has entrusted to their care with the strong faith and belief that their
graduates will serve as instruments for the advancement of knowledge which will be beneficial for human growth and social development.

Service

HRS is committed to fulfill its task as a messenger of truth where service is required. It aims to develop students whose main purpose in life is to render the best
service for mankind setting aside his/her personal priorities in life.

Competence

HRS is committed in propagating a community of competent and empowered students, leaders and scholars to live a life of simplicity patronizing the
Philippine products and supporting the ideals of the Catholic faith and values. They are anchored to embrace responsibility as a core duty towards
becoming upright citizens of the world.
 UNIT STANDARDS AND COMPETENCIES DIAGRAM
UNIT TOPIC: Music of the Medieval, Renaissance
and Baroque Era

se
 INSTITUTION
QUARTER/ UNIT TOPIC: CONTENT PERFORMANCE LEARNING RESOURC VALUES
ASSESSMENT ACTIVITIES AL CORE
MONTH CONTENT STANDARDS STANDARDS COMPETENCIES ES FORMATION
VALUES

ACQUISITION

Quarter 1 1. MUSIC OF The student must A.1 MU9MRB A.1 A.1 Achieve The students A.1 Justice
The learner
THE be able to -Ib-f-5 Matching Word Splash Creative must be able to
MEDIEVAL demonstrat
es perform songs describes musical Type Experience illustrate music
PERIOD
(700-1400) understand from the elements of and skills of the Medieval,
a) Historical Medieval, given Medieval, in MAPEH Renaissance and
ing of
and Renaissance and Renaissance Teacher Baroque period.
characterist
cultural Baroque Era with and Baroque Wraparou
background; ic features appropriate music nd Edition
b) Gregorian of the pitch, rhythm, (Page 3 -
chants; Medieval, expression and B.1 B.1 B.1 35) B.1
c) Troubadour Renaissanc style. MU9MRB-Ia-h-1 Matching Video Analysis Accountab
music; e and listens Type ility
d) Composer -
Baroque perceptively to
Adam
de la Halle. period selected vocal and
music. instrumental
2. music of
RENAISSANCE Medieval,
PERIOD Renaissance and
(1400-1600) Baroque music
a) Historical
and
cultural
background;
b) Mass;
c) Madrigal;
d) Composers -
Giovanni da
Palestrina and
Thomas Morley.
3. MUSIC OF
THE BAROQUE
PERIOD
(1685-1750)
a) Historical
and cultural
background;
b) Concerto
Grosso,
Fugue
c) Oratorio and
chorale
d) Composers:
Johann
Sebastian Bach
and
George
Friedrich
Hande

MAKE MEANING

C.1 MU9MRB C.1 C.1 C.1

-Ia-h-2 Short Writing Generalizations The students Benevolenc
explains the Paragraph must be able to e
performance explain the
practice difference of the
(setting, Medieval,
composition, Renaissance and
role of Baroque period.
composers/p
erformers,
and audience)
during
Medieval,
Renaissance
and
Baroque
periods D.1 D.1 D.1
 Essay Writing Conclusion Sustainabili
D.1 MU9MRB ty
-Ic-f-3
Relates
Medieval,
Renaissance
and Baroque
music to its
historical and
cultural
background
through
dramatization

TRANSFER
E.1 MU9MRB E.1 E.1 E.1
-Ib-d-7 Demonstrati Perform the improvising The students Sustainabili
Improvises on accompaniment were able to ty
appropriate perform music
accompanime of the Medieval,
nt to given Renaissance and
Medieval and Baroque period.
Renaissance
Songs
F.1 F.1 F.1
F.1 MU9MRB Performanc Perform simple melodies of a Sustainabili
-Ib-h-4 e Task sample music from three ty
Performs periods.
music from
Medieval
Renaissance
and Baroque
period.
Submitted by:Michael D. Demata Checked by: Marietta P. Sampang, LPT
MAPEH 10, Teachers Principal