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Music 9 q1 Mod2 Musicofmedieval Renaissanceand Baroque Periods
Music 9 q1 Mod2 Musicofmedieval Renaissanceand Baroque Periods
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MAPEH (Music)
Quarter 1 Ð Module 2:
Music of Medieval,
Renaissance, and
Baroque Periods
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MAPEH (Music)
Quarter 1 Ð Module 2:
Music of Medieval, Renaissance,
and Baroque Periods
Introductory Message
For the facilitator:
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:
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.
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Welcome to the MAPEH (Music) Grade 9 Self-Learning Module (SLM) on Music of the
Medieval, Renaissance and Baroque Periods!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
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.
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This module was designed and written with you in mind. It is here to help you master
the Music of Medieval, Renaissance, and Baroque Periods!
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.
1. Relates Medieval, Renaissance and Baroque music to other art forms and its
history within the era; (MU9MRB-lc-f-3)
2. Improvises appropriate accompaniment to selected music from Medieval,
Renaissance and Baroque Period;(MU9MRB-lb-d-7)
What I Know
PRE-TEST
Directions: The items inside the box are the choices for the given questions.
Choose the correct answer and write it in the blank provided before the
number.
WhatÕs In
Directions: Read the statements carefully. Select the letter of the period that
corresponds to the statement. Write your answer in a separate sheet of
paper.
WhatÕs New
Activity 2: Below is the copy of the song entitled ÒMY HEART WILL GO ONÓ. Sing
the song/ or ask somebody to sing it for you, listen and answer the
following questions:
Processing Questions:
What is It
The rise of the famous composers featured their compositions on the different
events during the Medieval, Renaissance and Baroque periods. The Medieval
composers anchored their works on chants and influenced EuropeÕs Culture &
Political affairs due to the downfall of Roman Empire. Later, secular music was
embraced by the Catholic Traditions. The Renaissance Composers revived popular
as entertainment for amateur & educated. While the Baroque Composers created a
musical composition with arts highlighted grandiose & elaborate ornamentation,
change in the musical notation were developed.
1. Adam de la Halle
Adam de la Halle was also known as Adam le Bossu (Adam the Hunchback).
He was the son of a well Ð known citizen of Arras, Henri de la Halle. He received his
education at the Cistercian Abbey of Vaucelles, near Cambral. Adam was destined
for the church but he eventually married. His patrons were Robert II, Count of Artois,
and Charles of Anjou, brother of Louis IX. Adam was one of the oldest secular
composers whose literary and musical works include chansons and poetic debates.
He was a trouvŽre, poet and musician, whose literary
and musical works include chansons and jeuxpartis
(poetic debates) in the style of the trouveres, polyphonic
rondel and motets in the style of early liturgical
polyphony. His musical play, 5Jeu de Robin et MarionÁ
was considered the earliest surviving secular French
play with music.
example of the counter-reformation style. He received his early training and spent
majority of his career in various churches in Rome including PopeÕs Chapel. He was
an organist and choir master in Sistine Chapel, St. PeterÕs Basilica and St. Agapito
which may have influenced his distinctively pure and restrained style in musical
compositions. His first book, Masses became popular and was greatly appreciated by
Pope Julius lll.
Palestrina has two sons but both died during the plague
epidemic that struck Rome in 1570Õs. He planned to
become a priest but eventually, he married a wealthy
widow and helped him pursue a musical career
throughout his life.
His works include:
¥ Opening song Kyrie
(Excerpt from ÒPope MarcellusÓ Mass)
2. Thomas Morley
Morley was born in Norwich, East England, the son of a brewer. He was a singer in
the local cathedral from his boyhood, and he became master of choristers there in
1583.Thomas Morley was the most famous composer of secular music in his time.
He was a singer in the local cathedral during his childhood and was believed to have
studied music with William Byrd, an Elizabethan composer of sacred music. He
received his BachelorÕs degree in Oxford and became an organist at St. PaulÕs in
London. He tried imitating Byrd in his early works but veered towards composing
madrigals that show a variety of color, form and technique. Most of his madrigals are
light and easy to sing with some aspects of Italian style. His MusicaTransalpina, a
collection of Italian madrigals fitted with English text, was published in 1588 by
Nicholas Yonge. Shortly after, he began publishing his own collections of madrigals
and made significant contribution to the history of music.
Listen to the link that feature a madrigal composition ÒFire, , Fire My HeartÓ
¥ http://www.youtube.com/watch?v=61aEb5Qt6-U
¥ http://www.youtube.com/watch?v=mBWKp$-_w4E
George HŠndel was the second son from the second marriage of a pastor.
Despite his fatherÕs opposition, George secretly taught himself to play the
harpsichord. At age 7, he gained access to a church organ and started to play. A
Duke heard him play and insisted on giving him a formal
music education. Under Zachau, organist of Halle
cathedral, he studied counterpoint, canon and fugue.
HŠndel is remembered for his operas and oratorios.
Handel became EnglandÕs favorite composer. He had
given English audiences music that in variety and
interest rivalled anything they could remember. Handel
lost both of his eyesight in 1753. When he conducted his
oratorio, 5Samson,Ó a few in the audience were unaware
that he had lost his eyesight. The Messiah is H×ndelÕs
most famous creation and the very well known
5HallelujahÁ chorus is part of H×ndelÕs Messiah. The
Messiah was written in the space of twenty Ð four days in London but it was in Dublin
when The Messiah was first performed and became an instant success.
His works include:
¥ The Messiah ÒHallelujah ChorusÓ
Listens and watch the link that features the ÒHallelujahÓ chorus from HandelÕs
Messiah at http://www.youtube.com/watch?v=IUZetVbJT5c
J.S. Bach came from a family of musicians. He was taught to play violin by
his father who was then the town musician in Eisanach. He entered school at age 7
where he was taught religion and other subjects. He became orphaned at age ten.
His brother, a church organist provided for him. BachÕs beautiful soprano singing
voice helped him to be accepted at a school in Luåeberg. A few years later, his voice
changed and Bach focused his attention to playing the violin and harpsichord. Bach
was a religious man. His personal and deep faith is shown in his sacred music. He
was known for his compositions for organ, orchestra, and oratorio. His most
important and long Ð term position was as 5cantorÓ at St. Thomas Church.
3. Antonio Vivaldi
Antonio Lucio Vivaldi Antonio Lucio Vivaldi , nickn ilPrete Rosso ("The Red
Priest") because of his red hair, was an Italian Baroque composer, Catholic priest
and a virtuoso violinist. Recognized as one of the greatest Baroque composers, his
influence during his lifetime was widespread over Europe. Vivaldi is known mainly
for composing instrumental concertos, especially for the violin, as well as sacred
choral works and over forty operas. He entered the priesthood and was ordained in
1703. Vivaldi is well known for giving the strings a major role in his compositions.
His most famous piece is The Four Seasons. This composition is a series of four violin
concerti depicting each of the seasons, 5Spring,Á5Summer,Á5Autumn,Á and
5Winter.Á
¥ http://www.youtube.com/watch?v=aFHPRioZeXE
WhatÕs More
Activity 3:
1. Adam de la Halle
2. Giovanni Pierluigi
da Palestrina
3. Antonio Vivaldi
4. Johann Sebastian
Bach
5. Thomas Morley
You are already done learning the role and the compositions of the Composers
of Medieval, Renaissance and Baroque period. Now, fill in the blanks with the correct
answer to complete the paragraph.
I have learned that a symbol representing one to four notes used as notation
is during the (1)___________ Period. A well-tempered clavier is one of the well-known
keyboard improvisations of (2)___________. The (3)___________ is one of HandelÕs
most famous composition. Handel is remembered for his (4)_________and
(5)__________. Antonio Vivaldi is well-known for giving the (6)__________ a major role
in his composition. Tonality is a system where the musical piece is based on a
(7)____________. A music consisting of a single melodic line without chordal
accompaniment is (8)___________. Sacred music was specifically written for use in
(9)__________ services. The Neumes were written above the words to suggest
(10)__________ of the melody. Antonio VivaldiÕs most famous piece is (11)__________.
The Messiah is written in the space of (12)____________ in London. Baroque music
was highlighted grandiose (13)____________and (14)____________. (15)___________ is
collection of Italian madrigals fitted with an English text.(16)___________ is one of
the main sections of the mass written in a Greek text.
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What I Can Do
Rubric:
Criteria: 5 pts 4 pts 3 pts 2pts 1pt
Intensity Tone color
(loudness Instrumen
Originality Creativeness
& tation
softness)
Melodic/
A few Many Consistently
Rhythmic No mistakes Mostly wrong
mistakes mistakes wrong
Pattern
Fluctuates Fluctuates Not
Tempo Appropriate Mostly wrong
slightly Much appropriate
Played with Played Played Played with
Stage
excellent with good with less Cannot play
Presence
confidence confidence confidence confidence
Overall Pretty
Superior Very good Fair Poor
Performance good
Total
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Assessment
I. Multiple Choice: Read the statements carefully. Choose your answer from the
given choices. Write your answer in a separate sheet of paper.
______4. Baroque music is known for its grandiose and elaborate ornamentation.
Which of the following baroque music forms was developed through imitative
counterpoint.
a. Chorale b. Concerto Grosso
c. Fugue d. Mass
Column A Column B
_______1. Two or more Melodic lines a. Monophony
_______2. Christmas Oratorio b. Fugue
_______3. Developed thru imitative counterpoint c. Johann Sebastian Bach
_______4. Thomas Morley d. Antonio Vivaldi
_______5. Pope Marcellus Mass e. Fire fire my heart
_______6. MotetÕs & rondels f. Giovanni Pierluigi la Palestrina
_______7. Martin LutherÕs Protestant reformation g. Adam de la halle
_______8. Characteristic of mass h. Renaissance
_______9. Winter i. Polyphonic
_______10. Single melodic line j. Polyphony
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Additional Activities
B. Renaissance Period
o Compose a music that resembles the harmonize version of the
hymnal tunes of the protestants church or from among the hill songs
listed below.
1. Still
2. Above All
3. Through It All
http://www.youtube.com/watch?v=zHoebp8Vgxs
C. Baroque Period
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Rubric:
Criteria 5 4 3 2 1
STANDARD
Tone Tone was Tone was Tone was Tone Major
Quality very clear well- becoming reflects components
and highly developed well- some of tone quality
characteristi and developed. developmen needs to
c of the characteristic t but needs improve.
instrument. s of the careful
instrument. attention.
Rhythm Rhythm was Rhythm was Rhythm was Rhythm Rhythm was
performed performed performed was performed
with with near mostly performed inaccurately
precision. precision. accurately. inaccurately in many
in several places.
places.
Pitch All pitches Nearly all Most A A substantial
(Note were pitches were pitches were significant number of
accuracy) correct. correct. correct. number of incorrect
incorrect pitches
pitches detracted
detracted from the
from the performance.
performanc
e.
Tempo Tempo was Tempo was Tempo was Tempo was Tempo was
the proper very close to an too slow or too slow or
speed and the proper appropriate fast and/or fast and/or
the beat was speed and speed and the beat the beat was
absolutely the beat was the beat was very unsteady
steady. very steady. was mostly unsteady in in many
steady. several places.
places.
Articulatio Articulation Articulation Articulation Articulation Articulation
n was was clear and was mostly was was not
(attack + absolutely executed clear and somewhat communicate
release) clear and accurately accurate. unclear or d.
accurate. not evident
in several
places.
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References
Websites
¥ http//www.youtube.com/watch?v=zHoebp8Vgxs
¥ http://www.youtube.com/watch?v=itKeTpK83IY
¥ http://www.youtube.com/watch?v=NB-i_V9QPt8
¥ http://www.youtube.com/watch?v=61aEb5Qt6-U
¥ http://www.youtube.com/watch?v=mBWKp$-_w4E
¥ http://www.youtube.com/watch?v=IUZetVbJT5c
¥ http://www.youtube.com/watch?v=XKRj-T4l-e8
¥ http://www.youtube.com/watch?v=aFHPRioZeXE
¥ http://www.youtube.com/watch?v=zHoebp8Vgxs
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEdÕs Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
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