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Self-Learning Kit
Music
Quarter 3 - Week 1
Music – Grade 9
Self-Learning Kit
Quarter 3 – Week 1
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Self-Learning Kit

Writer: Rose Claudine Torrefiel- Oliverio

Reviewer: Valentin L. Jacobe
Illustrator: John Orven V. Saldaña
Layout Artist: Joel R. Capuyan
Management Team: Leah P. Noveras, Ed.D., CESO VI
Bernadette A. Susvilla, Ed.D., CESO VI
Lilia R. Ybañez
Valentin L. Jacobe
Reynilda G. Ramoneda
Raymond L. Ceniza
Joel R. Capuyan

Printed in the Philippines by ________________________

Department of Education – Region VII Schools Division of Danao City

Office Address: Sitio Upland, National Road, Danao City, Cebu

Telephone No. (032) 262-6211
Telefax: danao.city@deped.gov.ph
E-mail Address: depeddanaocity.com

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Note to the Learner

This Self-Learning Kit is prepared for you to learn the specified competencies based on the
Most Essential Learning Competencies (MELC) for Music 9, Quarter 3, Week 1. It is designed in a
simplified structure to help you easily understand the lesson for the week. It contains the following
parts:

I Have Includes an activity that aims to check what you already know
Known about this lesson

I Can Consists of activities that will help you view the previous
Connect lesson and prepare you to the new one

Details the presentation and discussion of the concepts that

I Can Learn
you need to learn in this new lesson

Comprises of activities for independent practice to check

I Can Try
understanding of the new concepts learned

Contains exercises to validate your knowledge and

I Can Assess
understanding of the concepts learned

I Can Do Covers activities and exercises that you can do further to

More enrich your learning

Answer Key Contains the key to correction of all the exercises

Indicates the sources in the development of this Self- Learning

References
Kit (SLK)

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 Lesson Title Music of The Romantic Period
Learning Describes musical elements of given Romantic Period pieces.
Competency
MELC Code MU9RO-IIIa-2

I Have Known

Directions: Read the question carefully then choose the letter of the correct answer below. Write the letter of
the correct answer on a separate sheet.

1. What is the time signature of Mazurka, one of the compositions of Chopin?

A. Duple time signature C. Quadruple time signature
B. Triple time signature D. Cut Off time signature
2. What is the tempo of the first movement of Symphonie Fantastic composed by Berlioz?
A. Adagios B. Allegro C. Largo D. B & C
3. What is the Key signature of Chopin’s etude op.10 no.3? Note: It has 3 flats.
A. Key of A B. Key of F# C. Key of E flat D. Key of E
4. What is the musical form of the second movement pf Symphonie Fantastic by Berlioz?
A. AB B. ABA C. ABC D. Strophic
5. What form was developed during the Romantic period pieces?
A. AB B. ABA C. ABC D. Strophic
6. What is the texture of the musical compositions of Romantic period?
A. Heterophonic B. Homophonic C. Monophonic D. Polyphonic
7. What is the popular music embellishment use during the romantic period?
A. Cantabile B. Dulce C. Passaggio D. Vibrato
8. What musical form is being described when the composition has different music in every verse?
A. Poetic C. Strophic
B. Through- Composed D. None in the Choices
9. What musical form is being described when the composition has only one music in every verse?
A. Poetic C. Strophic
B. Through- Composed D. None in the Choices
10. Why does dynamic in music during this period was being increased in range?
A. to highlight the dramatic character of the style.
B. to show strong emotions.
C. to make it laudable.
D. All of the choices.

I Can Connect

In the previous quarter, we tackled the different compositions of the different composers and
we have learned that most of the compositions during the classical period were famous because they
were being adopted by nursery rhymes and music for some famous movies. In this lesson we will also

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be exploring other compositions which later will know that they were also used in famous movies of
the modern generations, especially in animated cartoon movies.
Romantic music used forms borrowed from classical music and made them bigger: longer
songs and more instruments. In this lesson we will be able to describe the musical elements of sample
pieces of romantic music.

I Can Learn

Characteristics that made up the Romantic music:

 Moody, Personal, and Emotional
 Nationalistic- music was inspired by folk tunes and nature
 Stressed emotion
 Imagination
 Individualism
 And freedom of expression.
- Musical Pieces did not showcase the happiness of life only.
- Romantic works incorporate Literature and the visual arts.
- Musical life expanded during this period due to the rise of the middle class, publishing of
music, and invention of sound recording.
Romantic period music elements:
1. Rhythm- use of speed fluctuations and cross rhythm tend to weaken the bar line, resulting in a
“softer” pulse.
2. Tonality- The major and minor key system continues, with increased use of modulation to distant
keys, and enharmonic relations.
3. Melody- melodies are often longer and less symmetrical, although the four- bar, song like melody
continues in slow movements of instrumental works and vocal works.
4. Texture- thicker and more complex structures are heard within the homophonic framework, with
more orchestral doubling, and thicker piano writing.
5. Harmony- while still homophonic, and based on triads, Romantic composers add notes to the triad
for a richer harmonic style and make increasing use of chromatic chords.
6. Dynamics- an increase range of dynamics (ppp-fff) to highlight the dramatic character of the style.
7. Timbre - increased number of players
- added larger and smaller sizes of previous instruments, such as piccolo, co
anglaise, bass clarinet and contra-bassoon.
- Harp, saxophone, trombone, tuba, and more percussion.
- Unusual instrumental soloists (viola, double bass, timpani) in orchestra.
- To match the larger orchestral sound, voices were trained to produce a
bigger sound with greater projection. Vibrato became popular.
8. Structure - movements are often longer.
- Music in several movements unified by the same theme.
- Movements may be linked so that the piece runs continuously.
- In opera and symphonic works, the idea of linking sections together to create flow to
music and action is developed.
Structure and Forms in the Romantic Period:
Vocal Genres
Schubert and the Art song (Lieder)

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  The plural is lieder, its singular form is lied. Songs began to develop in the Romantic period for
solo voice and piano. There were 2 types:
 Strophic- same music for every verse
 Through- composed- different music for each verse. The voice and words fit
very closely together (reflect each other).
 The piano is more than just an accompaniment in these compositions, it is a partner to the
voice. Schubert is perhaps the greatest composer of German Lieds, he wrote over 600
(including: The Earl King, The Trout, To Sylvia). Other composers of this style were
Schumann, Brahms, Wolf, and Richard Strauss. Sometimes a composer might set a whole
group of poems linked to the same idea, perhaps even sketching a story, for example,
Schubert’s Winter Journey.
Song Cycle
 Group of songs linked by a common theme or within a text written by the same author.
 Tends to be lieder and therefore in German text.
 Tends to be accompanied by piano but can sometimes be accompanied by ensembles or an
orchestra.
Romantic Choral Music- Requiem & Oratorio
 Requiem- Mass for the dead, it uses minor scale.
 Started with Mozart’s requiem, and composers during the Romantic period wrote Requiems to be
performed in concert halls.
 Berlioz, Brahms, Verdi and Faure
Piano Genres
 The most famous piano composers of the time were Schubert, Mendelssohn, Chopin, Schumann,
Liszt, & Brahms. They wrote sonatas, and short pieces such as the:
 Waltz
 Mazurka
 Polonaise
 Mood and character pieces:
 Impromptu
 Romance
 Prelude- the songs without words
 Nocturne
 Ballade
 Intermezzo
 Rhapsody
 Many pieces shared contrasting moods and were in Ternary form. Another piece of the time
was the etude (study). It was meant to improve the playing technique of the player. This period
saw the rise of the virtuoso, a person with extraordinary musical skill, such as Paganini
(violinist, people thought he sold his soul to the devil, because he was so good), and Liszt
(pianist, he was very concerned with showmanship.)
Orchestral Genres
As links were formed between music, painting and literature, composers started to compose programme
music- music that tells a story.
Musical devices used to express the story or inspiration include:

 Musical motifs (motives)- short melodic or rhythmic ideas used to represent characters or
images.
 Transformation of themes where a basic theme undergoes changes to mirror a situation.
 Orchestral colour- use of instruments to represent characters or images.
 Direct imitation of sounds eg. Bird song or thunder.
 Harmony, dynamics, tempo, and key.

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There are three main types of programme music for orchestra:
1. The programme symphony- e.g. Beethoven’s Pastoral Symphony, the Symphonic Fantastique (about a
young man who is in love. He dreams about her, and she becomes a melody in his mind. This melody is an idee
fixe, it keeps coming round again, a recurring theme. It is by Berlioz).
2. The Concert Overture- it is a one movement programme piece for orchestra, intended for performance
at a concert. e.g. Fingal’s Cave by Mendelssohn, Tchaikovsky’s 1812 Overture, Romeo and Juliet.
3. The symphonic poem (The tune poem)- it was invented by Liszt. It is one movement programme piece
for orchestra. Liszt used a device called thematic transformation (a basic theme that is continually being
changed in mood and character, like idee fixe). Liszt wrote a thematic piece called Hamlet. Other examples
are: Danse Macabre (by Saint- Saens), Fltava (by Smetana), A night on the Bare Mountain (by Mussorgsky),
The Sorcerer’s Apprentice (by Dukas), and Till Eulenspiegel (by Richard Strauss).

Incidental Music- it is a music specially composed to be heard at certain points during the performance of a
play. (To set the mood, to cover the scenery changed or as background music).

Suites- These several pieces of incidental music were gathered, intended for a play or dance. E.g. Swan Lake,
Sleeping Beauty, The Nutcracker (All three by Tchaikovsky), A Midsummer Night Dream (by Mendelssohn),
Peer Gynt (by Grieg).

The Concerto- changes were made to the form of the concerto during the Romantic period. Instead of a
double- exposition, there was a single exposition, usually with the soloist entering immediately, sharing the
themes with the orchestra. The Cadenza was now written out by the composer. Other changes included:

 Different numbers of movements were used by different composers (Mendelssohn wrote pieces with 3
movements, Liszt did pieces with 1 movement.)
 Larger orchestra
 Growth of the virtuoso
 More excitement and drama. More competition between the orchestra and the soloist.
 Piano and violin became the main concerto instruments.
Opera
Wagner wrote many operas, especially German operas. People said Wagner was the most powerful force since
Beethoven. His operas are called music dramas. Some examples of his works are: Rhinegold, The Master
Singers and the Valkyrie. Wagner was a master of orchestration. He had a huge orchestra. The operas were
on large scale, and sometimes took 4 or 5 hours to perform. Woven into the texture are many short
themes called Leitmotiv. Each one represents a character, emotion object or place.
- Opera was musically and commercially flourished.

Leitmotiv/Leitmotif
 A theme occurring through the work which represents a person, event, or idea.
 Linked to the story with a person, object or idea.
 Leitmotiv is still used frequently today in TV programmes, film music, video games, music and
advertising.
 For example: Jaws Theme, Star Wars Imperial March

Summary and other Terms to study

 New Structures of Music:

 Symphony and Opera- both extended to new, epic lengths.
 Programme music
 Piano Concerto
 Prelude 4
 Pieces express a WIDE RANGE of FEELINGS and EMOTIONS
 MELODIES become LONGER, less structured and more developed.
 MODULATIONS become more frequent and to more UNUSUAL KEYS.
 I Can Try

Direction: Multiple Choice. Read the questions carefully then choose the letter of the correct
answer. Write your answer on a separate sheet.

1. What tonal feature is typical of the Romantic era?

A. Atonal Harmony C. Diatonic Harmony
B. Chromatic Harmony D. Major and minor keys were invented.
2. Which of the following statements is TRUE of music in the Romantic era?
A. Composers only stuck to a small range of notes.
B. Piano music was simple and easy to play.
C. The music was very rigid and structured.
D. The music was expressive and dramatic.
3. What is the term for a musical phrase played smoothly?
A. Adagio B. Legato C. Rubato D. Staccato
4. What is the correct term for music that was composed in the Romantic period to tell a story
or paint a picture or image?
A. Prelude C. Sonata
B. Programme Music D. Symphony
5. In the Romantic period, composer who wrote music that was technically extremely
demanding to perform is called?
A. Difficult B. Valiant C. Virtuosic D. Expressivissimo
6. The following expressive features below were common in the piano music of this era
EXCEPT ONE.
A. Dynamic Contrast C. Chromaticism
B. Alberti Bass D. Rubato
7. What is name given to the German songs set to music that Schumann and Schubert became well-
known for?
A. Aria B. Lieder C. Polonaise D. Waltz

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 8. What musical element which is being described to be used in extremes and often with sudden
changes?
A. Dynamics B. Tempo C. Rhythm D. Timbre
9. ___________ becomes significantly bigger and more powerful during the Romantic Period?
A. Band B. Chamber C. Orchestra D. String Quartets
10. ________________ become more frequent and to more UNUSUAL KEYS.
A. Harmony C. Pitch
B. Modulation D. Timbre

I Can Assess

Directions: True or False. Write T if the statement is Correct, and F if the statement is wrong. Write
your answer on your answer sheet.
1. Moody, Personal, and emotional are the 3 characteristics which make up the Romantic music.
2. Invention of the piano is the reason why musical life expanded during the Romantic era.
3. Opera during the Romantic era was musically and commercially flourished.
4. Music was inspired by Folk tunes and nature.
5. Musical pieces showcased the happiness of life.
6. Romantic works incorporated with literature and the visual arts.
7. The lied is a German word meaning song. It is specifically composed for Voice and piano?
8. The goal of the art song was to set poetry with music of lesser quality.
9. A requiem is a mass offered to honor the dead.
10. Tempo was use of speed fluctuations and cross rhythm tend to weaken the bar line, resulting in a
“softer” pulse.

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 I Can Do More

Direction: Identify the musical elements being asked below. Use the musical score as your guide.
You can review your lesson about musical scaling and notation on your previous module which
is in Module 4 and 5 Music second quarter.

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1. What is the time signature of the song?
2. What is the melodic scale of the song? Is it a Minor or a Major scale?
3. What is the key signature of the song?
4. What is the tempo of the song? (Slow, Moderately Slow, Fast)

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 Answer Key

I Have Known
I Can Connect
Assess
1. B
1. B
2. D
2. D
3. C
3. B
4. C
4. B
5. B
5. C
6. B
6. B
7. D
7. B
8. B
8. B
9. C
9. C
10.A
10. A

I CAN DO MORE

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 References

 LEARNER’S MATERIAL FOR MUSIC AND ARTS 9

 QUIZIZZ LIBRARY
 SLIDESHARE/ROMANTIC MUSIC

For inquiries or feedback, please write or call:

DepEd – Danao City Division –Curriculum Implementation Division
Sitio Upland, National Road, Poblacion, Danao City, Cebu
Email Address: danao.city@deped.gov.ph
Website: depeddanaocity.com
Telephone No.: (032) 262-6211

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 Republic of the Philippines
Department of Education
REGION VII
SCHOOLS DIVISION OFFICE OF DANAO CITY

WEEKLY LEARNING PLAN IN MUSIC GRADE 9

QUARTER 3-WEEK 1

Learning Competency/ies Describes the musical elements of given Romantic period pieces.

Learning Tasks/Learning
Resources
A. Teacher’s Tasks:
1. Perform daily Routine:
 Prayer
 Greetings
 Attendance Check
2. Administer Pre-test:
 Let the learners answer “I Have Known”, (SLK pp.1)
3. Conduct review
 Read “I Can Connect”, (SLK p.2)
4. Deliver the new lesson:
 Discuss the new lesson by studying “I Can Learn”, (SLK pp. 2-5)
5. Check learner’s understanding
 Let the learners do activities in “I Can Try”, (SLK pp.6)
6. Validate learning:
 Let the learners answer “I Can Assess”, (SLK pp.7)
7. Provide enrichment activity:
 Let the learners Do “I Can Do More”, (SLK p.8)

B. Learner’s Tasks:
1. Answer “I Have Known”, (SLK pp. 1) and check your answer. Refer to Answer Key p.9
2. Read and review concepts in “I Can Connect”, (SLK p. 2)
3. Read and understand the new lesson presented in “I Can Learn”, (SLK pp. 2-5)
4. Do activities in “I Can Try”, (SLK pp.6). Check your work by referring to the answer key
found in p. 9
5. Answer “I Can Assess”, (SLK p.7) and submit your answer sheet.
6. Do activities in “I Can Do More”, (SLK p.8). and Submit your answers sheet.

Prepared by:
ROSE CLAUDINE T. OLIVERIO
Writer
Contact No: 0942 4966108
Email Account: rose.oliverio@deped.gov.ph
FB Account: Claudia Rose Oliverio

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