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    MusicG9 Q1 MOD1

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    Arianne B. Cabañez
    This document provides an introductory message for both facilitators and learners on how to use a module on music. For facilitators, it outlines their responsibilities in orienting learners and tracking their progress. For learners, it provides reminders on carefully using the module, completing tasks, and seeking help from teachers as needed. The document also lists the development team who created the module.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    MusicG9 Q1 MOD1

    Uploaded by

    Arianne B. Cabañez
    92 views8 pages
    This document provides an introductory message for both facilitators and learners on how to use a module on music. For facilitators, it outlines their responsibilities in orienting learners and tracking their progress. For learners, it provides reminders on carefully using the module, completing tasks, and seeking help from teachers as needed. The document also lists the development team who created the module.

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    MusicG9-Q1-MOD1

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    This document provides an introductory message for both facilitators and learners on how to use a module on music. For facilitators, it outlines their responsibilities in orienting learners and tracking their progress. For learners, it provides reminders on carefully using the module, completing tasks, and seeking help from teachers as needed. The document also lists the development team who created the module.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    92 views8 pages

    MusicG9 Q1 MOD1

    Uploaded by

    Arianne B. Cabañez
    This document provides an introductory message for both facilitators and learners on how to use a module on music. For facilitators, it outlines their responsibilities in orienting learners and tracking their progress. For learners, it provides reminders on carefully using the module, completing tasks, and seeking help from teachers as needed. The document also lists the development team who created the module.

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    You are on page 1of 8

    9

    MUSIC
    Introductory Message
    For the facilitator:

    This module was collaboratively designed, developed and evaluated by the


    Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
    the learners meet the standards set by the K to 12 Curriculum while overcoming
    their personal, social, and economic constraints in schooling.

    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.

    For the learner:

    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.

    The following are some reminders in using this module:

    1. Use the module with care. Do not put unnecessary mark/s on any part of
    the module. Use a separate sheet of paper in answering the exercises.
    2. Don’t forget to answer What I Know before moving on to the other activities
    included in the module.
    3. Read the instruction carefully before doing each task.
    4. Observe honesty and integrity in doing the tasks and checking your
    answers.
    5. Finish the task at hand before proceeding to the next.
    6. Return this module to your teacher/facilitator once you are through with it.
    If you encounter any difficulty in answering the tasks in this module, do not
    hesitate to consult your teacher or facilitator. Always bear in mind that you are
    not alone.

    We hope that through this material, you will experience meaningful learning
    and gain deep understanding of the relevant competencies. You can do it!
    Classify the items in the box according to the historical period which they belong.
    Write your answer on the box provided.

    GREGORIAN CHANTS MASS


    FUGUE CONCERTO GROSSO
    TROUBADOUR MUSIC ORATORIO
    MADRIGAL CHORAL

    MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

    Music is timeless. Melodies from the past can still be heard today. Tunes maybe
    played differently in the techno-world, but one thing never change, “Music will always be
    part of man’s life”.

    1
    The Medieval period is also known as the Middle Ages or “Dark Ages” that started
    with fall of the Roman Empire. During this time, the Christian Church influenced Europe’s
    culture and political affairs. Monophonic plainchant was named after Pope Gregory I, who
    made this the the approved music of the Catholic Church .

    The term “Renaissance” comes from the word renaitre which means “rebirth”,
    “revival”, and “rediscovery”. The Renaissance period is a period of “looking back” to the
    Golden Age of Greece and Rome.

    The invention of printing in the 1400’s paved the way for a wide distribution of
    renaissance compositions. With the emergence of the bourgeois class, renaissance music
    became popular as entertainment and activity for amateurs and educated.

    The word “Baroque” is derived from the Portuguese word barroco which means
    “pearl of irregular shape.” During this time, the arts highlighted grandiose and elaborate
    ornamentation. These were clearly seen in the musical compositions created by Baroque
    composers.

    The following are the musical elements that you can use in analyzing the given
    music of Medieval, Renaissance, and Baroque Period.

    Pitch – register (high or low); Organization of pitches with a pattern of intervals between
    them creates scales; Words we might use to describe scales: major/minor, chromatic and
    pentatonic.

    Rhythm – the time element of music. A specific rhythm is a specific pattern in time; we
    usually hear these in relation to a steady pulse, and mentally organize this pulse
    or tempo into meter (sometimes called a "time signature"). Meter organizes beats into

    2
    groups, usually of two or three; beats can be divided into small units usually 2, 3 or 4
    subdivisions

    Melody, or musical line, is a combination of pitch and rhythm (some say


    "duration"). Sometimes a melody is considered to be the theme of a composition. We might
    characterize melody by its contour (rising or falling) and the size of the intervals in it. A
    melody that uses mostly small intervals (or scale steps) and is smooth is said to be a conjunct
    melody.

    Timbre – sound quality or tone color; timbre is the characteristic that allows us to distinguish
    between one instrument and another, and the difference between vowel sounds (for example,
    long "a" or "ee"). Terms we might use to describe timbre: bright, dark, brassy, reedy, harsh,
    noisy, thin, buzzy, pure, raspy, shrill, mellow, strained.

    Dynamics – loud or soft. A composition that has extremely soft passages as well as
    extremely loud passages is said to have a large or wide dynamic range. Dynamics can
    change suddenly or gradually (crescendo, getting louder, or decrescendo, getting softer.)

    Texture – monophonic (one voice or line), polyphonic (many voices, usually similar, as in
    Renaissance or Baroque counterpoint), homophonic (1. a melody with simple
    accompaniment; 2. chords moving in the same rhythm (homorhythmic)) heterophony –
    “mixed” or multiple similar versions of a melody performed simultaneously (rare in
    European music; possibly used in Ancient Greece) collage – juxtaposition & superimposition
    of extremely different textures or sounds

    1. Watch the video clip about the musical elements. https.www.slideshare.net>mobile


    Write your reactions regarding the elements of music in your notebook.

    2. Listen to the following songs:


    A. Canon Rock http://www.youtube.com/watch?v=jau8gMtapQo
    B. Canon in D by Pachelbel http://www.youtube.com/watch?v=H1kGJoGVpOs
    3
    3. Describe the difference of the two musical pieces according to their elements.

    Elements Canon Rock Canon in D by Pachelbel

    Meter/ Time signature

    Tempo/beats per minute


    ( slow, moderate, fast )

    Texture

    Timber

    4. Look for other songs which were originally composed during the Medieval, Renaissance,
    or periods that have been revived today. They may have been used as background music for
    commercial, movie, teleserye, and other media purposes. Give at least 5 songs.
    a.
    b.
    c.
    d.
    e.

    1. Are you aware of those music was composed centuries ago?


    2. How were they used as background music?
    3. Do you think they were used creatively? Was the music used appropriately?

    4
    Read the items very carefully. Choose the answer of the correct answer and write in your
    activity notebook.
    1. What is a 'homophonic' texture?
    A. A single and unaccompanied voice
    B. Multiple voices varying a main melody simultaneously
    C. The overlapping of several melodic voices in a piece
    D. Where one voice stands out on top of a backing harmony

    2. What is the purpose of dynamics in a piece of music?


    A. To express how loud or quiet the music should be played
    B. To illustrate a key signature
    C. To represent a change of speed
    D. To show a change of time signature

    3. Which element of music best describes how 'high' or 'low' notes sound?
    A. Pitch
    B. Rhythm
    C. Texture
    D. Timbre

    4. What does 'andante' mean?


    A. At a moderate/'walking' pace
    B. Gradually getting faster
    C. Very fast
    D. Very slow

    5. Binary form is made up of how many sections?


    A. One (A) - a single section often repeated
    B. Two (AB)
    C. Three (ABA)
    D. Five (ABACD)

    All your answers will be written in your activity notebook and send to: Option 1. Send to
    group chat Option 2. Send to teacher’s email. Or send them directly to the school in-charge
    for your grade level.

    5
    Development Team of the Module
    Writers: NIMFA S. CASTOR
    Editors:
    Content Evaluator: RYAN GLESERIO P. PALAMOS
    Language Evaluator: MARLIE B. MAXIMO
    Reviewers: JERICHO V. CASTRO

    Illustrator: NIMFA S. CASTOR


    Management Team: DR. MARGARITO B. MATERUM, SDS
    DR. GEORGE P. TIZON, SGOD Chief
    DR. ELLERY G. QUINTIA, CID Chief
    SHOJI G. GERONA, EPS - MAPEH
    DR DAISY L. MATAAC, EPS – LRMS/ALS

    For inquiries, please write or call:

    Schools Division of Taguig city and Pateros Upper BicutanTaguig City

    Telefax: 8384251

    Email Address: sdo.tapat@deped.gov.ph

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