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    Music Analysis Guide: Pateros Catholic School

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    Ellyza Serrano
    The document provides an activity sheet for students to analyze and compare two musical pieces from different periods. Students are instructed to listen to a Renaissance piece by Palestrina and a Baroque piece by Handel. They are then asked a series of questions to analyze elements of the music like lyrics, rhythm, melody, timbre, dynamics, texture, harmony, and genre. Students are finally tasked with listing the similarities and differences between the two pieces in a table.

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    Music Analysis Guide: Pateros Catholic School

    Uploaded by

    Ellyza Serrano
    88 views4 pages
    The document provides an activity sheet for students to analyze and compare two musical pieces from different periods. Students are instructed to listen to a Renaissance piece by Palestrina and a Baroque piece by Handel. They are then asked a series of questions to analyze elements of the music like lyrics, rhythm, melody, timbre, dynamics, texture, harmony, and genre. Students are finally tasked with listing the similarities and differences between the two pieces in a table.

    Original Title

    MUSIC-9-ANALYSIS-PETA-1ST-QTR

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    The document provides an activity sheet for students to analyze and compare two musical pieces from different periods. Students are instructed to listen to a Renaissance piece by Palestrina and a Baroque piece by Handel. They are then asked a series of questions to analyze elements of the music like lyrics, rhythm, melody, timbre, dynamics, texture, harmony, and genre. Students are finally tasked with listing the similarities and differences between the two pieces in a table.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    88 views4 pages

    Music Analysis Guide: Pateros Catholic School

    Uploaded by

    Ellyza Serrano
    The document provides an activity sheet for students to analyze and compare two musical pieces from different periods. Students are instructed to listen to a Renaissance piece by Palestrina and a Baroque piece by Handel. They are then asked a series of questions to analyze elements of the music like lyrics, rhythm, melody, timbre, dynamics, texture, harmony, and genre. Students are finally tasked with listing the similarities and differences between the two pieces in a table.

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    © All Rights Reserved
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    Pateros Catholic School

    B. Morcilla St., Brgy Poblacion Pateros, Metro Manila


    JUNIOR HIGH SCHOOL DEPARTMENT
    PAASCU LEVEL II - K – 12 Compliant
    S.Y. 2020 – 2021
    MAPEH LEARNING AREA

    MUSIC EDUCATION 9
    ACTIVITY SHEET for PERFORMANCE TASK (Modular and Online)

    MUSIC ANALYSIS GUIDE


    Class Number: Date:
    Name: Activity Sheet number: Score:
    Grade and Section: Teacher: MR. ARTHUR F. TUPRIO

    I. TITLE:

    RENAISSANCE MUSIC VS. BAROQUE MUSIC


    II. OBJECTIVES:
    1. Demonstrates understanding on analyzing music sample through listening.
    2. Manifest Critical thinking in analyzing selected music.
    3. Appreciate the significance and importance of the application of Elements of Music in the
    Analysis Activity.

    III. INSTRUCTIONS
    1. Listen to the uploaded MUSIC sample in your GENYO account or copy and paste the
    following link in your respective web browser.

     GLORIA – Giovanni Pierluigi da Palestrina


     https://www.youtube.com/watch?v=BSo8rRn-vEA
     THE MESSIAH (Hallelujah Chorus) – George Frideric Handel
     https://www.youtube.com/watch?v=pRhjWdr-LAA

    2. While listening on the Music Videos, make sure that you are taking down all the necessary
    observations you have for answering the analysis.

    IV. THE ANALYSIS

    You will analyze and compare two songs from different periods, examining theme, style, and
    historical and technological context. Type in the box all your answers.

    THE LYRICS (Language)

    1. What did you like about the song's words? What were your favorite parts? Why? (Critical
    thinking)

    “PCSians: MEN and WOMEN of NOBLE CHARACTER”


    MAPEH – Art Education 7 Module First Quarter SY 2020 - 2021
    2. Are the song's words like the words to any other song that you know? How are they similar
    or different? (Connections)

    3. Is there anything in the song that reminds you of something in your own life?
    (Personalization)

    4. Do you find any of the words or sentences interesting? Confusing? Unusual? (Style)

    5. Did the songwriter include images that you find funny? Scary? Old-fashioned?
    Embarrassing? (Evaluation)

    6. What senses does the songwriter use in this song? Sight? Smell? Hearing? Taste? Touch?
    (Style)

    7. Why do you think the songwriter wrote this song? (Inference)

    8. What is this song about? (Theme)


    “PCSians: MEN and WOMEN of NOBLE CHARACTER”
    MAPEH – Art Education 7 Module First Quarter SY 2020 - 2021
    THE ELEMENTS OF MUSIC

    RHYTHM is the repeated movement of sounds through time. In songs, the words usually
    match the rhythm. Everything we sing or say has a rhythm. For example, try singing or saying
    a lullaby, nursery rhyme, skipping song or rap.

    Beat, accent and tempo are all part of rhythm.

     Beat is the regular pulse (the ticking of a clock, the sound of a car's windshield wipers).
     Accent is where the strongest emphasis is placed as in one, two, three, one, two, three.
     Tempo is the speed: how fast or slow the music is.

    1. Can you find the beat through clapping? Can you find the accent? What happens
    when you change the tempo?

    MELODY is the tune. The tune is made up of musical notes or pitches that make up a
    pattern. When you add words to a melody, it becomes a song. Notes can be high, low, or in-
    between. Their height is called the pitch.

    Pitch determines the height of a note in relation to the others around it, which may be higher
    or lower.

    2. What words would you use to describe the melody or tune of this music?

    TIMBRE is what makes one instrument or voice sound different from another.

    3. What instruments do you recognize in this music? Why do you think these
    instruments were selected?

    “PCSians: MEN and WOMEN of NOBLE CHARACTER”


    MAPEH – Art Education 7 Module First Quarter SY 2020 - 2021
    DYNAMICS refers to how loud or quiet the music is. It can help to tell you about the mood of
    the music. Words to describe dynamics are pianissimo (very quiet), piano (quiet), mezzo
    piano (medium quiet), mezzo forte (medium loud), forte (loud), fortissimo (very loud).
    4. Which of these words or dynamics markings would you assign to the song?

    TEXTURE is the layering of instruments and/or voices to create a light or fuller sound.
    Melodies, rhythms, and timbres can be combined to create different textures. Music made by
    an orchestra is an example of a full texture.

    5. What words come to mind regarding this song’s texture (how are melody,
    rhythm, timbre combined)?

    HARMONY is when you play two or more notes at the same time.

    6. Is harmony used in this music? Why do you think the composer chose to use
    harmony in this music?

    GENRE is the kind (or style) of music (jazz, rock, rap, classical, marches, lullabies, opera, pop,
    folk, etc.)
    7. How is each kind of music different? Can you give an example for each kind of
    music? What type does this music fit into?

    COMPARE AND CONTRAST the two given example songs (GLORIA AND THE
    MESSIAH). Type the similarities and differences of each in the table below

    Similarities Differences

    “PCSians: MEN and WOMEN of NOBLE CHARACTER”


    MAPEH – Art Education 7 Module First Quarter SY 2020 - 2021

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