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    This lesson plan summarizes a music class that will teach students about the Medieval, Renaissance, and Baroque periods of music history. Students will learn about the historical and cultural backgrounds of each period, as well as famous composers and music forms like chants, madrigals, and chorales. A group activity called "Name That Song" will have students listen to musical selections and try to identify the title and composer. At the end of the lesson, students will take a long quiz to evaluate their understanding of the three periods of early Western music.

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    Lesson Plan

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    VergzMonch Espiel
    468 views3 pages
    This lesson plan summarizes a music class that will teach students about the Medieval, Renaissance, and Baroque periods of music history. Students will learn about the historical and cultural backgrounds of each period, as well as famous composers and music forms like chants, madrigals, and chorales. A group activity called "Name That Song" will have students listen to musical selections and try to identify the title and composer. At the end of the lesson, students will take a long quiz to evaluate their understanding of the three periods of early Western music.

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    This lesson plan summarizes a music class that will teach students about the Medieval, Renaissance, and Baroque periods of music history. Students will learn about the historical and cultural backgrounds of each period, as well as famous composers and music forms like chants, madrigals, and chorales. A group activity called "Name That Song" will have students listen to musical selections and try to identify the title and composer. At the end of the lesson, students will take a long quiz to evaluate their understanding of the three periods of early Western music.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    468 views3 pages

    Lesson Plan

    Uploaded by

    VergzMonch Espiel
    This lesson plan summarizes a music class that will teach students about the Medieval, Renaissance, and Baroque periods of music history. Students will learn about the historical and cultural backgrounds of each period, as well as famous composers and music forms like chants, madrigals, and chorales. A group activity called "Name That Song" will have students listen to musical selections and try to identify the title and composer. At the end of the lesson, students will take a long quiz to evaluate their understanding of the three periods of early Western music.

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    You are on page 1of 3

    School General Luna National High School

    Teacher Crisna D. Dingding


    Teaching Dates
    June 4 - 8, 2019
    SEMI-DETAILED and Time
    LESSON PLAN Grade and G9 Rutherford (7:30 – 8:20)
    Section G9 Mendeleev (11:05 – 11:55)
    Learning Area MAPEH 9 (MUSIC)
    Quarter 1
    I. OBJECTIVES At the end of the lesson, the learners will be able to:
    a. classify the Six Elements of Music
    b. describe the characteristics and functions of every elements of music.
    c. identify the songs and music
    d. analyze musical elements of given Music of Medieval, Renaissance and
    Baroque Periods.

    A. Content The Learners…


    Standard demonstrates understanding of characteristic features of the Medieval,
    Renaissance and Baroque period music.

    B. Performance The Learners...


    Standard performs selected songs from Medieval, renaissance and baroque
    periods
    a) Chants;
    b) Madrigals;
    c) excerpts from oratorio;
    d) chorales;
    e) troubadour.

    C. Learning The Learner...


    Competencies  listens perceptively to selected vocal and instrumental music of
    Medieval, Renaissance and Baroque music;
     explores other arts and media that portray Medieval, Renaissance
    and Baroque elements;
     improvises appropriate accompaniment to given Medieval and
    Renaissance songs;
     play simple melodies of a chorale and provide accompaniment.

    II. CONTENT MUSIC OF THE MEDIEVAL PERIOD (700-1400)


    a) Historical and cultural background;
    b) Gregorian chants;
    c) Troubadour music;
    d) Composer - Adam de la Halle.

    RENAISSANCE PERIOD (1400-1600)


    a) Historical and cultural background;
    b) Mass;
    c) Madrigal;
    d) Composers - Giovanni da Palestrina and Thomas Morley.

    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 Handel
    III. LEARNING
    RESOURCES
    A. References

    1. Teacher’s Teacher’s Guide for Music and Arts 9


    Guide
    2. Learner’s
    Materials
    3. Textbook
    Pages
    4. Additional Laptop, Speaker, Visual Aids.
    Materials
    from LRMDS
    B. Other Learning www.youtube.com
    Resources www.google.com

    IV. PROCEDURES/ KEY POINTS


    METHODOLOGY
    A. Introduction  Prayer
     Checking of Attendance
     Review

    B. Activity

    C. Analysis Questions:
    Were you aware that those periods on first row were first three period
    of Western Music?
    Do you know that every period of the western music have each own
    characteristics of music?
    Do you know that every period of the western music have famous
    composers?

    D. Abstraction The teacher will give the learners a hand-outs and the learners will have a
    photocopy in it. After that the teacher will discuss the following:

    MUSIC OF THE MEDIEVAL PERIOD (700-1400)


    a) Historical and cultural background;
    b) Gregorian chants;
    c) Troubadour music;
    d) Composer - Adam de la Halle.

    RENAISSANCE PERIOD (1400-1600)


    a) Historical and cultural background;
    b) Mass;
    c) Madrigal;
    d) Composers - Giovanni da Palestrina and Thomas Morley.

    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 Handel

    E. Application Group Activity: Name that Song!

    Procedure:
    1. Divide the class into three.
    (Note: The number of group depends on the number of students in the
    class)
    2. A recorded selection will be played.
    3. First group to buzz in will have the chance to name the title and the
    composer of the song heard.
    4. The following points will be awarded for each correct answer.
    Title of the Song / Selection = 2 points
    Composer = 1 point
    5. In case of a wrong answer, the group will be deducted 2 points.
    6. Procedure will continue until all prepared songs have been played.
    7. The group with the highest point wins the game.

    V. EVALUATION LONG QUIZ

    VI. CLOSURE Music is timeless. Melodies from the past can still be heard today. Tunes may
    be played differently in the techno – world, but one thing never changes,
    “Music will always be part of man‟s everyday life”.
    VII. AGREEMENT Search about the COMPOSERS and VOCAL and INSTRUMENTAL MUSIC of
    the Classical Period.

    Prepared by: Checked by:

    CRISNA D. DINGDING VIRGINCHITA


    A. GORGONIO

    Teacher I PRINCIPAL IV

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