Music 9 Las q4 Achieve Your Goals

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Music 9 LAS Q4 - Achieve your goals
Corporate law (Carigara National High School)
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9
MUSIC
Fourth Quarter
LEARNING ACTIVITY SHEETS

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Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
MUSIC
Learning Activity Sheets
(Grade 9)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
<No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit.=
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement of supplementary work are permitted provided all original works are acknowledged and
the copyright is attributed. No work may be derived from this material for commercial purposes and
profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS PhD, CESOV, DepEd R02
Assistant Regional Director : JESSIE L. AMIN EdD, CESO V, DepEd R02
Schools Division Superintendent : FLORDELIZA C. GECOBE PhD, CESO V, SDO Quirino
Asst. Schools Division Superintendent : CHERYL R. RAMIRO PhD, SDO Quirino
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
Chief Education Supervisor, CID : JORGE G. SADDUL, SR.
Development Team
Writer: JHONY E. DADERO, Teacher II, Diffun National High School
GLADYS B. GALVAN, Teacher III, Bannawag Integrated School
Content Editor: DAISY M. DORAL, Master Teacher II, Aglipay West Central School
JOHN MARK P. MANGANTULAO, Teacher III, Maddela Comprehensive HS
MA VICTORIA F. QUIAMBAO, PII, STA ANA FISHERY NHS, SDO CAGAYAN
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Illustrators: SHERWIN B. SALAS, Teacher III, TIC San Martin Inegrated School
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Layout Artists: JOHN MARK P. MANGANTULAO, Teacher III, Maddela Comprehensive HS
Focal Persons: DENIS M. AGBAYANI, Education Program Supervisor–MAPEH, CLMD, DepEd R02
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Table of Contents
Page
Compentency
Number
Explains the plot, musical and theatrical
elements of an opera after watching video
samples. ..................... 1
Performs themes or melodic fragments of

given selected songs. ..................... 8
Improvises appropriate sounds, music,

gestures, movements, and costumes for a
chosen opera. ..................... 15
Evaluates music and music performances

using guide rubrics. ..................... 19
1
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MUSIC 9
Quarter 4 – MELC 1
Explains the plot, musical and theatrical elements of an opera after watching video
samples
2
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MUSIC 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________
LEARNING ACTIVITY SHEET

THE PLOT, MUSICAL AND THEATRICAL
ELEMENTS OF AN OPERA
Background Information for Learners

Vocal(voice) is one of the best tools of expressing one’s emotions and feelings. During
the Romantic Period, there are many mediums of how one can express emotions like painting,
dancing, singing, and acting. It is also this time that Industrial Revolution in the Western
Europe that brought about by the rise of socialism and capitalism. The Romantic period music
basic quality is emotional subjectivity. It is this time that composers explore the different
feelings like grandiosity, intimacy, unpredictability, sadness, rapture, and longing.
There are vocal forms like the art song and the opera.
Opera became popular during the Romantic Period. It is a musical composition having
all or most of its text set to music with arias, recitative, choruses, duets, trios, etc. sung to
orchestral accompaniment. The opera is usually characterized by elaborate costumes, scenery,
and choreography. In the opera virtuoso performers are not only instrumentalist but also
singers. Singers are very important in the opera because they sometimes sound like several
characters using different (one performer) vocal registry.
The components of opera are libretto or the text of an opera. This is a composition
which the librettist and composer work closely together to tell the story and the copy of this
composition is called the score. The score has all the musical notes, words and ideas to help
the performers tell the story often through the forms of music like opera with the following
musical parts like the overtures, preludes, prologues, several acts, finales and postludes.
Recitative or declamatory singing is used in prose parts of the dialogue in an opera. And the
most remembered component of an opera is the Aria- air or solo singing part sung by the main
or principal character which bring the audience to remember after the performance. The plot
(plan or main story in a movie or literary work) is another important element of an opera. It is
important to know the types of voice of the singers because this will serve as guide for singers
and performers on their choice of songs and vocal quality of an opera characters.
Dynamics and vocal embellishments were used to further affect the way singers sing. Some
musical terms are used like:
● Acapella- a melody sung without instrumental accompaniment.

● Cantabile- a singing style
● Capo- head, the beginning
● Coda- closing section appended to a movement or song
● Dolce- sweetly and lively manner of singing
● Falsetto- a weaker and more airy voice usually in the higher pitch ranges
● Vibrato- rapidly repeated slight pitch variation during a sustained note, to give a richer
and more varied sound.
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Learning Competency with code

Explains the plot, musical and theatrical elements of an opera after watching video
samples. (MU9OP-IVa-g-1/Q4)
ACTIVITY 1A: GUESS WHAT?

Directions: Decode the numbers below to unlock the musical and theatrical elements of an
opera. Use the alphabet in decoding the numbers. Write your answer on the space provided.
Example:
15 16 5 18 1
O P E R A
6 1 12 19 5 20 20 15
1. _____________________________
18 5 3 9 20 1 2 9 22 5
0
2._____________________________
12 9 2 5 18 18 1 20 15
3. _____________________________
1 3 1 16 5 12 12 1
4._____________________________
3 1 14 20 1 2 9 12 5
4. ___________________________
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ACTIVITY 1B: MATCH ME!

Directions: Match the elements in Column A with the description in Column B. Write the
correct answer on the space provided.
Column A Column B
______1. Capo A. musical notes, words, and ideas
______2. Dolce B. scenery, costume, lighting, and sound
______3. Theatrical Elements C. closing section appended to a

movement or song
______4. Plot D. singing style
______5. Recitative E. head, the beginning
______6. Coda F. Performer, Audience, Director,

Scenery Aspects
______7. Aria G. order or arrangements of play/opera
______8. Score H. Sweetly
______9. Cantabile I. declamatory singing
______10. Design Aspects J. public will remember best.
ACTIVITY 1C: FIND ME! Identify what is asked. Choose the correct answer on the box
below and write your answer on the space provided.
Liberrato Aria Acapella Coda
Plot Dynamics Falsetto
Opera Vibrato Recitative Score
________________1. One or more singers performing without instrumental accompaniment.
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________________2. A weaker and more airy voice usually in the higher pitch ranges
________________3. The text of an opera. Librettist and the composer work closely together
to tell the story.
________________4. It has musical notes, words, and ideas to help the performers tell the
story.
________________5. This song is what the public will remember best when leaving the
opera house.
________________6. It is a musical composition having all or most of its text set to music
with arias, recitative, choruses, duets, triots etc. sung to orchestral
accompaniment
________________7. Declamatory singing, used in the prose parts and dialogue of opera.
________________8. Rapidly repeated slight pitch variation during a sustained note, to give
a richer and more varied sound.
________________9. The order or arrangements of events, selection or scenes in play
________________10. Closing section appended to a movement or song.
ACTIVITY 2: LET’S WATCH A MOVIE! You are going to watch a modern version of an
opera. Watch for the different components of the <Phantom of the Opera)
https://www.youtube.com/watch?v=EGb4hj-EXt0
https://www.youtube.com/watch?v=kZpvaRWak64
Take note of the important details about the plot, the characters, musical, and theatrical
elements present in the film.
Guide Questions:
1. Describe the role of the characters in this opera?

2. Give the different kinds of voices.
3. Mention one kind voice and describe it.
4. Give the plot of the story in order.
5. Describe the general performance from the audience, place of performance and
performers (singer and conductor and players or players of the instruments)
6
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REFLECTION:
I learn that
___________________________________________________________________________
___________________________________________________________________________
I want to learn more on

___________________________________________________________________________
___________________________________________________________________________
REFERENCES:
Learner’s Material for Music & Arts pp. 113-114
https://youtu.be/Q1-Of_Zg_ZY
ANSWER KEY
Activity 1A Activity 2
1. Falsetto Answers may vary
2. Recitative
3. Libretto
4. Acapella
5. Cantabile
Activity 1B
1. E 6. C
2. H 7. J
3. F 8. A
4. G 9. D
5. I 10. B
Activity 1C
1. Acapella 6. Opera
2. Falsetto 7. Recitative
3. Libretto 8. Vibrato
4. Score 9. Pilot
5. Aria 10. Coda
Prepared by:
GLADYS B. GALVAN
JHONY E. DADERO
Writers
7
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MUSIC 9
Performs themes or melodic fragments of given selected songs
8
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MUSIC 9
Section: _________________________________________ Date: ____________

MELODIC FRAGMENT OF THE ROMANTIC MUSIC

In music composition, fragmentation is the use of fragments or the <division of a musical idea
into segments=. It is used in tonal and atonal music and is a common method of localize
development and closure.
A motive (sometimes referred to in the French: motif) is a melodic fragment that is repeated
or varied to form a full melody, theme, or phrase. Motives are established by continued use; a
group of notes that is not repeated is not a motive.
While the motive is usually defined as the smallest identifiable melodic idea in a
composition, <compound= motives can be broken into fragments (sometimes called
<germs=).
In J.S. Bach’s Invention 1 in C Major I, the opening 7-note compound motive can be divided
into two overlapping four-note fragments that can each be developed independently.

Performs themes or melodic fragments of given selected songs. (MU9OP-IVb-h-3/
Q4)
ACTIVITY 1: SING ME!
Directions:
1.Listen to this music through this link(https://www.youtube.com/watch?v=UZvgmpiQCcI).
2. Describe the part that you observe the melodic fragments of music or where you observe
repetitions. Write in your answer in your paper to be pass to your teacher.
3. For your performance you can compose your own melodic fragments then sing and record
or you can get some parts of the music from the link (question no.1) sing and record to be
pass to your teacher.
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Rubric for Singing Performance
10 8 7 5
CRITERIA ADVANCED PROFICIENT BASIC MINIMAL
Standing/sitting Standing/sitting Standing but Will not follow

straight. Feet flat on straight. Feet flat either directions for
Posture the floor. Head up on the floor. slouching/leaning standing or
and never needs to Head up and . Standing but sitting properly.
be reminded about must be without both feet
posture. reminded about on the floor.
posture.
Singing at Singing with Singing without Will not sing.
appropriate volume appropriate confidence. Poor
Projection (audible, not volume yet not breath support.
shouted) shouted with
independently prompting from
teacher.
Tone Singing with Singing through Mumbling, Will not sing
Quality appropriate fullness with poor breath speaking,
of tone. support. shouting
Student clearly Student Student is No clue as to
articulates the articulates the sometimes what the student
words words somewhat articulating the is singing.
Diction clearly and the words, but the text
text can be is often not
understood most discernible.
of the time.
Total Points: ________
ACTIVITY 2: <LA DONNA E MOBILE=
Directions:
1. Listen to the excerpt of <La Donna e mobile= using the link.
https://www.youtube.com/watch?v=xCFEk6Y8TmM
2. After listening, identify the male and female voices by encircling the correct answer
on the table below.
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<La Donna e mobile=

MALE FEMALE
● Tenor ● Soprano
● Baritone ● Mezzo-soprano
● Bass ● Contralto
Directions:
1. Listen to the excerpt of <Libiano= using the link (https://youtu.be/afhAqMeeQJk).
2. After listening, identify the male and female voices by encircling the correct answer on the
table below.
3. Sing and record your performance in your own version.
4. Apply the fundamentals of singing in your performance.
<Libiano=
MALE FEMALE

Directions:
1. Listen to the excerpt of <Ave Maria= using the link https://youtu.be/2H5rusicEnc .
2. After listening, identify the male and female voices by encircling the correct answer on the
table below.
3. Sing and record your performance in your own version.
4. Apply the fundamentals of singing in your performance.
<Ave Maria=
MALE FEMALE
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10 8 7 5

posture.
Singing at Singing with Singing without Will not sing.
teacher.
Student articulates Student Student is No clue as to
clearly and the text articulates the sometimes what the student
of the music is words somewhat articulating the is singing.
Diction under stable. clearly and the words, but the text
of the time.
REFLECTION:
I’ve learned that
___________________________________________________________________________
___________________________________________________________________________
I want to express my feeling through

___________________________________________________________________________
___________________________________________________________________________
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REFERENCES:
http://musictheory.pugetsound.edu/mt21c/FragmentSection.html
https://en.wikipedia.org/wiki/Fragmentation_(music)
Learner’s Material for Music & Arts pp. 115, 118
La Traviata- https://youtu.be/afhAqMeeQJk
La Donna e mobile- https://youtu.be/xPOWF_Ts7rg
ANSWER KEY
Activity 1
-Singing Performance
Prepared by:
GLADYS B. GALVAN
JHONY E. DADERO
Writer
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MUSIC 9
Improvises appropriate sounds, music, gestures, movements, and costumes for a chosen
opera.
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MUSIC 9
Section: _________________________________________ Date: ____________

MUSIC AND THEATRICAL ELEMENTS OF OPERA
Playing instruments is one of best source of fun, relaxation, and way of expressing one
emotion. Remember that Romantic music has its basic quality that is subjectivity. Expressing
own personal feeling and emotions is the main theme of the vocal music.
Every individual possesses personal interest in everything like gardening, cooking playing
sports and others. Another is interest that can develop one mentally, emotionally, and
esthetically is composing and improvising since this new age or generation bring out so many
skills and talents.
Today, music has brought so many skills and talents of the young artist through
improvisation.
Musical improvisation (also known as musical extemporization) is the creative activity of

immediate ("in the moment") musical composition, which combines performance with
communication of emotions and instrumental technique as well as spontaneous response to
other musicians.[1] Sometimes musical ideas in improvisation are spontaneous, but may be
based on chord changes in classical music[1] and many other kinds of music.

Improvises appropriate sounds, music, gestures, movements, and costumes for a chosen
opera. (MU9OP-IVb-h-5/Q4)
ACTIVITY 1: MY PICTORIALS!
Directions:
1. From the act of <La Traviata= (https://youtu.be/afhAqMeeQJk), <Madame Butterfly=
(https://youtu.be/watch?v=mPUSqOeApVe), or any other musical piece from the Romantic
Opera, replicate the different movements or gestures of the characters.
2. Have a pictorial and print them to have a picture collage.
Note: If you do not have printer, you send your pictures/output to the messenger or email
account of your teacher.
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<My Picture Collage=
RUBRICS FOR THE COLLAGE MAKING
ACTIVITY 2: MY OWN VERSION OF SOUNDS AND MUSIC
Directions:
1. Listen to the act of <La Traviata= (https://youtu.be/afhAqMeeQJk), <Madame Butterfly=

(https://youtu.be/watch?v=mPUSqOeApVe) or any other musical piece from the Romantic
Opera.
2. Create your own melody base on the musical piece you have chosen.
3. You may use musical instruments as your accompaniment.
4. Record your performance.
Note: Pass/Send your output to the messenger or email account of your teacher.
16
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10 8 7 5

posture.
Singing at Singing with Singing without Will not sing
teacher.
Student articulates Student Student is No clue as to
clearly and the text articulates the sometimes what the student
of the music is words somewhat articulating the is singing.
Diction under stable. clearly and the words, but the text
of the time.
ACTIVITY 3: MY OWN DESIGN!
Directions:
1. From the act of <La Traviata= (https://youtu.be/afhAqMeeQJk), <Madame Butterfly=
(https://youtu.be/watch?v=mPUSqOeApVe) or any other musical piece from the Romantic
Opera, select one of the costumes you desire to wear.
2. From the costume you selected, wear any available clothes like the costume you desired.
3. Ramp or model your costume through photo-shoot.
17
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REFLECTION:
I learn that
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
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REFERENCES:
1. https://en.wikipedia.org/wiki/Musical_improvisation
2. Learner’s Material for Music & Arts pp. 104-134
3. https://www.pinterest.ph/pin/401172279316397894/
ANSWER KEY
Activity 1
Answer may vary
Activity 2
Answer may vary
Activity 3
Answer may vary
Activity 4
Answer may vary
Prepared by:
GLADYS B. GALVAN
JHONY E. DADERO
Writer
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MUSIC 9
Evaluates music performances using guided rubrics.
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MUSIC 9
Section: _________________________________________ Date: ____________

EVALUATING MUSICAL PERFORMANCES

Vocal music in the romantic Period requires singers to perform with the great
challenge to execute music with greater range of tone, color, dynamics and pitch. Recalling
our past lesson in music, let identify the different of music. Dynamics refers to the softness
and loudness of sound a singer can produced. Sometimes this expresses the feeling of the
music. In music, the range, or chromatic range, of a musical instrument is the distance from
the lowest to the highest pitch it can play. For a singing voice, the equivalent is vocal range.
The range of a musical part is the distance between its lowest and highest note. Tone color,
also known as timbre, is the quality of a sound that is not characterized as frequency (pitch),
duration (rhythm), or amplitude (volume). Tone color is what allows a listener to identify a
sound as being produced by a specific instrument and to differentiate between instruments of
the same type. For instance, a trumpet sounds quite different from a violin, even if they play a
tone at the same frequency, amplitude, and for the same duration. However, one violin may
also sound audibly different from another violin. And the Pitch, in music, position of a
single sound in the complete range of sound. Sounds are higher or lower in pitch according to
the frequency of vibration of the sound waves producing them.
During this time, Opera became a very important source of musical expressions. This is also
the birth of the opera houses or a place where audience can come to see and watch the
performances live. Opera house was the place where all the arts converged not only music but
poetry, painting, architecture, and dance as well.
In singing the following are very important to remember and exercise for better and excellent
performance in singing.
Fundamentals of singing
● Breathing - there are two kinds of breathing: inhaling and exhaling. It is a biological
function, but you can control how you breathe to develop your best singing voice. Learn
how to expand your lung capacity, control your exhalation, and release air without
making breath noises.
● Timbre - the timbre of the voice describes the tone quality. Some singers refer to <head=
and <chest= voice. Generally, the lower the pitch, the lower it resonates.
● Posture - Proper posture promotes efficient breathing which is essential to projection,
tone quality and vocal range. The ideal posture for singing is erect yet relaxed.
● Vocal Range - One major goal of every singer is to have a well-developed and
impressive singing range. To achieve this, a singer should establish good vocal habits
in the most comfortable placement of the voice and then slowly expanding the range.
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● Endurance - Singers are expected to perform well even it take an hour or more to
perform. Endurance is expected from singers who also practice long hours to give a
good and memorable performance.

Evaluates music performances using guided rubrics.
ACTIVITY 1: Listening to Ms. Saigon
https://www.youtube.com/watch?v=VjfmP7h3gBw
Directions: Listen to the music in the link given. Answer the following questions.
1. Who performed in the music? Who is she in the music Philippine music industry
and in the whole world?
2. Describe the way she sings in the following elements:
a. Range of voice
b. Dynamics
c. Timbe
3. Describe the general performance from the audience, place of performance and
performers (singer and conductor and players or players of the instruments)
Activity 2:
Procedure for the final output:
1. Listen to the following vocal performances. Links are below and titles are provided on
the chart.
2. Describe the characteristics of the music by completing the chart below.
3. Evaluate the performances using the rubrics provided for performance.
1. https://youtu.be/watch?v=mPUSqOeApVe
2. https://www.youtube.com/watch?v=tmAgPdGXPuw
3. https://www.youtube.com/watch?v=XpYGgtrMTYs
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TYPES OF FORMS
TITLE MELODY RHYTHM VOICE OVERALL
SCORE FOR
THE
PERFORMC
E
Performances
1. Mutya
ng Pasig
2. On My
Own
3. Ave
Maria
Rubrics for Vocal Performance
Proficient: Virtually no errors. Pitch is very accurate. Tone is consistently focused,

10 clear and pleasing all throughout. Shows excellent voice quality, expressive and with
rhythmic accuracy.
Approaching Proficiency: Occasional errors but most of the time pitch is accurate and
9
secure. Tone is focused, clear and pleasing through the normal singing range.
Developing: Some accurate pitches, but there are frequent and/or replaced errors. Tone
8
is often focused and clear but sometimes the tone is uncontrollable.
Basic: Very few accurate or secure pitches. The tone is often not focused, clear, or
7
pleasant regardless of the range. Sometimes mumbles, shouts, and sing inappropriately.
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REFLECTION:
I have learned that
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
REFERENCES:
Learner’s Material for Music & Arts pp. 130-131

https://en.wikipedia.org/wiki/Range_(music
https://www.britannica.com/art/pitch-music
https://study.com/academy/lesson/tone-color-in-music-definition-lesson-quiz.html
http://musictheory.pugetsound.edu/mt21c/FragmentSection.html
ANSWER KEY
Activity 1 Activity 2
Answers may vary Answer may vary
Prepared by:
GLADYS B. GALVAN
JHONY E. DADERO
Writers
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Music 9 Las q4 Achieve Your Goals

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Music 9 LAS Q4 - Achieve your goals

Corporate law (Carigara National High School)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

LEARNING ACTIVITY SHEETS

Downloaded by Jahazelle Seulgi (itsmehazel1791@gmail.com)

Republic of the Philippines

Printed by: Curriculum and Learning Management Division

Note: Practice Personal hygiene protocols at all times.

Performs themes or melodic fragments of

Improvises appropriate sounds, music,

Evaluates music and music performances

LEARNING ACTIVITY SHEET

Background Information for Learners

● Acapella- a melody sung without instrumental accompaniment.

Learning Competency with code

ACTIVITY 1A: GUESS WHAT?

ACTIVITY 1B: MATCH ME!

______1. Capo A. musical notes, words, and ideas

______2. Dolce B. scenery, costume, lighting, and sound

______3. Theatrical Elements C. closing section appended to a

______5. Recitative E. head, the beginning

______6. Coda F. Performer, Audience, Director,

______7. Aria G. order or arrangements of play/opera

______8. Score H. Sweetly

______9. Cantabile I. declamatory singing

______10. Design Aspects J. public will remember best.

Liberrato Aria Acapella Coda

Plot Dynamics Falsetto

Opera Vibrato Recitative Score

________________1. One or more singers performing without instrumental accompaniment.

________________9. The order or arrangements of events, selection or scenes in play

________________10. Closing section appended to a movement or song.

1. Describe the role of the characters in this opera?

I want to learn more on

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with code

ACTIVITY 1: SING ME!

Rubric for Singing Performance

Standing/sitting Standing/sitting Standing but Will not follow

Total Points: ________

ACTIVITY 2: <LA DONNA E MOBILE=

<La Donna e mobile=

ACTIVITY 3: <LA DONNA E MOBILE=

ACTIVITY 4: <LA DONNA E MOBILE=

Rubric for Singing Performance

Standing/sitting Standing/sitting Standing but Will not follow

Total Points: ________

I want to express my feeling through

LEARNING ACTIVITY SHEET

Musical improvisation (also known as musical extemporization) is the creative activity of

Learning Competency with code

<My Picture Collage=

RUBRICS FOR THE COLLAGE MAKING

ACTIVITY 2: MY OWN VERSION OF SOUNDS AND MUSIC

1. Listen to the act of <La Traviata= (https://youtu.be/afhAqMeeQJk), <Madame Butterfly=

Rubric for Singing Performance

Standing/sitting Standing/sitting Standing but Will not follow

Total Points: ________

ACTIVITY 3: MY OWN DESIGN!

I want to learn more on