MAPEH

9 Music
Quarter 1

LEARNER’S MATERIAL
 Republic Act 8293, section 176 states that: No copyright 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. Such agency
or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.

This module is a resource of information and guide in

understanding the Most Essential Learning Competencies (MELCs).
Understanding the target contents and skills can be further enriched
thru the K to 12 Learning Materials and other supplementary
materials such as worksheets/activity sheets provided by schools and/
or Schools Division Offices and thru other learning delivery modalities
including radio-based and TV-based instruction (RB/TVI).

CLMD CALABARZON

PIVOT 4A CALABARZON
 Music
Grade 9

Regional Office Management and Development Team: Job S. Zape, Jr.,

Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan, Ephraim L. Gibas

Schools Division Office Management Team: Laura Garcia, Ma. Criscel Negosa,
Chereyna R. Guantia, Celedonio B. Descallar, Emmylou Y. Ramos and Mylene T. Andra,
Rioliza E. Liwag, Michaela C. Mendoza, Leslie G. Cabrera, Allan Menedilla,
Benelyn Delos Reyes

Music Grade 9
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or
siblings of the learners, to understand how materials and activities
are used in the new normal. It is designed to provide the information,
activities, and new learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) for Music as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in
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.
You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using
the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at your
own pace outside the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on separate
sheets of paper and submit the outputs to your respective teachers
on the time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM
The teacher utilizes appropriate strategies in presenting
What I need
the MELC and desired learning outcomes for the day or
Introduction

to know
week, purpose of the lesson, core content and relevant
samples. This allows teachers to maximize learners
What is new awareness of their own knowledge as regards content and
skills required for the lesson

What I know The teacher presents activities, tasks , contents of value

and interest to the learners. This shall expose the learners
Development

on what he/she knew, what he /she does not know and

What is in what she/he wanted to know and learn. Most of the activi-
ties and tasks must simply and directly revolved
around the concepts to develop and master the skills or
What is it the MELC.

The teacher allows the learners to be engaged in various

What is more
tasks and opportunities in building their KSA’s to
Engagement

meaningfully connect their learnings after doing the tasks

What I can in the D. This part exposes the learner to real life situa-
do tions /tasks that shall ignite his/ her interests to meet
the expectation, make their performance satisfactory or
What else I produce a product or performance which lead him/ her
can do to understand fully the skills and concepts .

What I have The teacher brings the learners to a process where they
shall demonstrate ideas, interpretation , mindset or val-
Assimilation

learned
ues and create pieces of information that will form part
of their knowledge in reflecting, relating or using it effec-
What I can tively in any situation or context. This part encourages
achieve learners in creating conceptual structures giving them
the avenue to integrate new and old learnings.

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WEEK Musical Elements during the Medieval,
Renaissance, and Baroque Periods
1
Lesson
I
This lesson contains a series of learnings of Music from Medieval,
Renaissance, and Baroque Period for Grade 9 students. This set of instructional
materials is based on the philosophy, objectives, and list of learning
competencies of the K to 12 curricula by the Department of Education.
The first topic of Western classical music history as understood
traditionally begins with plainchant (also called "Gregorian" chant), the vocal
religious practice of the Roman Catholic Church from the Medieval Period.
The Renaissance's grandest, most highly valued works of vocal music were
polyphonic settings of the ‘Ordinary of the Mass’. The Ordinary Mass is
composed of five texts--Kyrie, Gloria, Credo, Sanctus, and Agnus Dei (the first
words of the texts) that were included in every Mass, not only in Masses that
celebrated special occasions.
The Baroque era of Western classical music is usually defined as the
period from 1600 to 1750. Two stylistic tendencies that partially define the
Baroque where there is an increased interest in the solo voice and a rise in the
status of instruments and instrumental music.

Learning Task 1: Classify the following pictures according Medieval, Renaissance

or Baroque as it belong. Write your answers in your notebook.

https://caslabs.case.edu/
http://www.luminarium.org/

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 D
Learning Task 2: There are 10 words present in the puzzle that are related to the
musical elements of selected vocal and instrumental music of the Medieval,
Renaissance and Baroque music. Encircle all the words related to these 3 eras
and write them down on the table of classification provided below the puzzle.

C O N C E R T O G R O S S O W X Y

S G H K L B N C V S M U Y T R A M
O W C H O R A L E H J L K M R B A
R C V B E N V E N S E E D W E F D
A E G R E G O R I A N C H A N T R
T Y Z A S S R M N V Y L O P A R I
O Q W D F H G S E D H I Y C I U G
R W R T P O A I Y R Z V I U T Y A
I Q T Y P R N X V B N M D S R P L
O F G H P O L Y P H O N Y Y E I D
P M A S S U Y F U G U E T S Q E W

MEDIEVAL RENAISSANCE BAROQUE

Music of Medieval Period

 Medieval music was both sacred and secular .
 Monody or Monophonic Music meaning one sound or single line melodies
 Plainsong or plainchant is a monophonic consisting of one or
unaccompanied single melody.
 Gregorian Chant— a monophonic or unison, liturgical music in Roman
Catholic Church.
 Lute—one of the early music
 Later Middle Ages it gradually yielded to polyphony

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Suggested Music: Listen to the link that features a Gregorian chant of the
Medi-eval Period. https://youtu.be/VqZ3kwdqtVY
Music of Renaissance Music
The three basic purpose of Renaissance Music
1. Worship in both Catholic and burgeoning Protestant Churches
2. Music for the entertainment and edification of the courts and courtly life.
3. Dance Music
Characteristics of Renaissance Music
1. The birth of polyphonic “Golden Age of Polyphony”, vocal polyphony
reaches a high degree of perfection with four or more voices of equal
importance.
2. Imitation among voices are common
3. Melodic lines move in a flowing manner
4. Express in moderate, balanced way, with no extreme contrast of dynamics,
tone color or rhythm
5. Bass register was used for the first time.
6. Rhythm is more gentle flow than a sharply defined beat
7. Clarity, balance, euphony within well-regulated limits prevails
8. Modality (the use of church mode) still prevails in both sacred and
secular.
Madrigal – a form of secular vocal polyphonic music composition which
originated from Italy. It was written and expressed in poetic text and sung during
courtly social gatherings. It is the most important secular form during the
Re-naissance period.

A. Characteristics of Madrigal
Polyphonic
Sung acapella
Through – composed
Number of voices varies from 2 to 8 and Frequently from 3 to 6
Suggested Music: Listen to April Is in My Mistress Face by Thomas Mor-
ley https://youtu.be/OiOWQzRHmbl
Guide Questions: Which music are you familiar with? Why?
Which songs can you relate to?
Sacred or secular music? Why?
Mass – is a form of sacred musical composition that sets texts of the
Eucharistic liturgy into music.
A. Characteristic of the Mass
1.Polyphonic
2. Maybe sung acapella or with orchestral accompaniment
3. Text may be syllabic (one note to each syllable), neumatic (few notes to
one syllable), or melismatic (many notes to one syllable).
Motet— is a polyphonic choral works in Latin text. It can be used in any
service of the churches and usually in acapella. Sound smoothing and imitative
in nature.

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Music of the Baroque Period
The word baroque can be traced from the ancient Portuguese noun barocco
– a pearl that is not round but of unpredictable and elaborate shape or pearl of
irregular shape .
Baroque became popular and successful because the Roman Catholic
Church encouraged its development. The Catholic Church decided at the time of
the council of Trent that the arts communicate religious themes through man s
direct and emotional involvement.
Characteristics Baroque Music
1. Melodies sound elaborate and ornamental
2. Primarily contrapuntal textures with some homophony
3. Dynamic contrast– alteration between loud and soft , also known as
Terrace Dynamics
4. Music genres—operas, oratorio, suites, tocatas, concerto grosso, fugue
a. Opera—a dramatic work or genre of classical time
b. Oratorio—a religious narrative large scale work for orchestra and
voices performed without costume, scenery or action.
c. Suite— a set of instrumental compositions for dance style.
d. Concerto Grosso—instrumental from for small group of soloist and full
orchestra
e. Fugue— contrapuntal composition in which a short melody is
introduced by one part and successively taken up by others and
developed by interweaving the part.
5. Harpsicord and organ are the keyboard instruments that are commonly
used.
6. Orchestra consists of strings and continuo

Learning Task 3: Compare the three (3) Eras according to their distinct
characteristics (Medieval, Renaissance, Baroque).

Category Medieval Renaissance Baroque

Vocal Music
Instrumental Music

Melody
Texture
Dynamics

Rhythm

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Learning Activity 4: Seek the assistance of your parents or any elders within
the family. List 3 songs that are commonly sung during religious event/church
service or worship. Sing one song from the list with your any members of the
family. Do it in your notebook
B. Answer the following analogy on a piece of paper. Find your answers on the
box below and write your answer on a piece of paper.
1. Baroque: barocco; Renaissance: __________
2. Liturgical music: ___________; Secular music: Nonreligious
3. Renaissance: Golden Age; Medieval: __________
4. Harpsicord: ____________; Lute: Renaissance
5. Motet: Medieval; _________: Renaissance
6. Imitation of Voices: __________; Dynamic Contrast: Baroque
7. ___________: Monophonic; Renaissance: Polyphonic
8. Mass: Eucharistic Liturgy; __________: Poetic text
9. Medieval: Churches; Renaissance: _________
10. __________: Group of Singers; Instrumental Music: Voice with Instrument
Accompaniment

BAROQUE COURTS RENAITRE

SACRED RENAISSANCE DARK AGES
MASS MEDIEVAL MADRIGAL
CHORAL MUSIC/CHANT

A
 The first three periods of Western Music History are classified as Medieval,
Renaissance, and Baroque. Each period has its distinctive characteristic,
istorical, and cultural backgrounds.
 A type of music from the Medieval Era is the Gregorian Chant, which was
mainly used in the early Christian Church.
 Music during the Renaissance Period became an important leisure
activity. Members of the upper-class were expected to have received musical
training. Imitative polyphony is the distinctive characteristic of Renaissance
Music.
 The Baroque Period is characterized by grand and elaborate
ornamentation of sculptures, theaters, arts, and music. The music genres
which flourished during the Baroque Period were the concerto, the fugue,
the oratorio, and the chorale
 Music evolved alongside man's constant quest for growth and development.

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Learning Task 5: Read and carefully analyze each statement. Choose the letter of
the best answer on a separate sheet of paper. (15 points)

1. The following are the characteristics of the Renaissance music except:

a.Mostly monophony
b.Imitation among voices is common
c.Use of word painting in texts and music
d.Melodic lines move in a flowing manner
2. It is known as non-religious music.
a. Concerto b. Sacred music c. Secular music
3. It is an alteration between loud and soft sounds
a. Dynamic contrast b. Melodic lines c. Primarily contrapuntal
4. Harpsichord and organ are the keyboard instruments that are commonly used
during this period.
a. Baroque Period b. Medieval period c. Renaissance Period
5. It was the most prominent instrument of the Renaissance Era.
a. Keyboard b. Harpsichord c. Lute

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WEEK Music of the Medieval, Renaissance, and
2 Baroque Periods
I Lesson

This lesson contains the second part of study of Music from the Medieval,
Renaissance, and Baroque Period for Grade 9 students. This set of instructional
materials is aligned on the philosophy, objectives, and list of learning
competencies of the K to 12 curriculum by the Department of Education.
 The lesson is focused on the performance practice of Music based on the
Medieval Period, the Renaissance period, and the Baroque Period.
 The concepts are presented through interactive approaches in music. In this
module, you will learn another important concept in the history of Western
Music. We will be discussing the performance practice (setting, composition,
role of composers, performers, and audience) of the Medieval, Renaissance,
and Baroque period, identifying known composers, and we will also know
about the role of music in people’s lives back then.

Music in the three different eras (Medieval, baroque and Renaissance)

were directly associated to the other forms of arts and history of the time,
proving more that musical styles are related to the historical background of
every period.
Learning Task 1: Name each composer from the Medieval, Renaissance and
Baroque Period, found on the next page. Identify from what period/era they
belong. Write your answers in your notebook.

 MEDIEVAL*

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 D
Learning Task 2 : Read and carefully analyze each statement. Choose the letter
of the best answer on a separate sheet of paper. (15 points)

1. It was during this period that secular music became popular.

A. Medieval period B. Renaissance Period C. Baroque Period
2. It is a piece for several voices set to a short poem, usually about love, and it is
used in its vernacular language.
A. Mass B. Madrigal C. Motet
3. It is considered as the golden age of a Capella music.
A. Medieval Period B. Renaissance Period C. Baroque Perio
4. He was a prolific composer who wrote the most famous oratorio, The Messiah.
A. Vivaldi B. J.S. Bach C. G. F. Handel
5. The monophonic melodies of its music, to which improvised accompaniment
may have been added were often lively.
A. Medieval Period B. Renaissance Period C. Baroque Period

Prominent Composers of the Eras

Adam de la Halle, was a French-born trouvère, musician, and poet.
He was also known as Adam le Bossu (Adam the Hunchback). He made
history in the world of music during the medieval Period. He is known for his
uniqueness and versatility.
He was a self-proclaimed genius, often describing himself as Maistre
(Master) because of his completion of some advanced studies. He also
explored and mastered the monophonic composition and its more complex
form-the motet. He died in Italy 1285.
Giovanni Pierluigi Da Palestrina an Italian Renaissance
composer of sacred music and the best known 16th– century representative of
the Roman School of musical composition. He composed more than 100 mass
settings and over 250 motets. Before he achieved his goals, he was an organist
and a choirmaster. He performed both at the Sistine and the St. Peter
Chapels.
THOMAS MORLEY is another famous composer of the Renaissance
Era. He was also an organist at St. Paul s Cathedral. Together with Robert
Johnson, they are the only composers who survived contemporary setting of
verse by Shakespeare.
The Baroque period was generally a time of newfound ideas. From
major innovations in science to vivid changes in geography, people were
exploring the world around them. The music of the Baroque Period was just
as extreme as the new changes. Many of the illustration s personalities from
the early part of the Baroque Period such as Antonio Vivaldi and Claudio
Monteverdi came from Italy. Later, composers from Germa-ny, like the
famous Bach and Handel, began to take center stage in Ba-roque music
composition.

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 The first great oratorios surfaced in the early 18th century. The works
were made public as concert presentations with solo performers, chorus, and
orchestra. George Friedrich Handel was the most prolific composer of this style
and wrote many works such as Israel in Egypt, Saul, Samson, and the most
famous among all - the Messiah Messiah, an English language oratorio. One of
the most well-known chorus in the Messiah is Hallelujah Chorus were the
audience is being stand up while it is being sung.
Performance Practices during Medieval, Renaissance and Baroque Period
Early Christian Chant—it consisted of psalm, hymn, and some sacred song that
were not part of the liturgy or formal church service. The chant could be
sung by a single chorus: antiphonally, by two alternating choirs or
responsorial, by a soloist alternating with a choir.
Gregorian Chant— an important part in consolidating the liturgy and music of the
Roman Chuch. It is usually implies a special branch of plainsong that
constitutes the greatest body of pure melody known to man.
Madrigal— The madrigal of Renaissance is a piece of vocal chamber music set
for four to six voices part of equal importance. The text usually deals with
sentimental or love interest. Madrigals were sung in all sorts of courtly
social gatherings.
Motet— a style of vocal composition that can be a secular works for solo and
instrumental accompaniment, with or without a choir.
Dramatic Music of Baroque Period
Oratorio—a religious narrative large scale work for orchestra and voices
performed without costume, scenery or action. Oratorio makes uses of a
narrator, vocal soloists, chorus and orchestra.
Cantata— similar to oratorio except that it is a short, lyrical form. It deals
varied subjects matter, either religious or secular. It is also written for a
small number of performer, often limited to soloist with few accompanying
instruments.
Suite— a set of instrumental compositions for dance style. Consist of a series of
dances derived from social or court dances of the time.
( Allemande, Courante, Sarabande, Gigue)

E
Learning Task 3: Fill in the table with Performance Practices of the Eras
according to the category. (Secular or Sacred).

Secular Music Sacred Music

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 Cantata Early Christian Chant Gregorian Chant
Madrigal Motet Oratorio Suite

Many music was not bound by Catholic traditions emerged and most of
the music were performed across Europe by groups of musician called
Troubadours.
Troubadour Music—usually monophonic
- Sometimes with improvised accompaniment
- Tells of chivalry and courtly love

A
The Music of the Medieval period, like any other kind of music, expressed
feelings that are difficult to put into words, and words that cannot remain silent.
One of the most famous trouveres is Adam dela Halle, who was the
composer of one of the oldest secular music theater pieces known in the West,
“Le Jeu de Robin et Marian”.
The Renaissance may be described as the age of human creativity- the time
where the brilliant and great artist and composers were born like Giovanni
Pierluigi da Palestrina.
Music is an essential part of civic, religious, and courtly life in this period.
It is also a form of prayer as the Mass served as one of the most important and
sacred form of music, while the text of many of these Madrigals however centered
on themes of spurned love, which are commonly sad but pleasing to the senses.
Learning Task 4 :Complete the concept map of performance settings below by
writing the things you learned about musicians/composers, setting, audience,
performers, and themes of Medieval, Renaissance and Baroque Period. Do this in
your notebook.

MEDIEVAL

PERFORMANCE SETTINGS

RENAISSANCE BAROQUE

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WEEK Relates Medieval, Renaissance, and Baroque
3 Music to Other Art Forms
Lesson
I
This lesson contains the study of Music from the Medieval,
Renaissance, and Baroque Period for Grade 9 students. This set of
instructional materials is aligned on the philosophy, objectives, and list of
learning competencies of the K to 12 curriculum by the Department of
Education.
This lesson is focused on the relationship of music based on the
Medieval Period, the Renaissance Period, and the Baroque
period to other art forms and its history within the era.
Learning Task 1: Use the table below to locate the following events
according to their period. Do this in your notebook.

Important events during the Medieval, Renaissance, and Baroque

period relates to other art forms and in history within the era.
Identify to which period the following historical events, or art form/s
being described below.

Monarchy Invention of the printing press

Invention of telescope Greek vases provide evidence in music

Invention of the compass Operas became evident during this period

Martin Luther s Protestant Reformation

architects built increasingly tall and imposing
cathedrals for worship
Geniuses offered unique perspectives through their
art
Poets and musicians were attached to the courts
Copernicus s discovery of the actual position of the
earth in the Solar system

D
Learning Task 2 : Read and understand each item carefully. Identify the
following historical ideas or art form if it is TRUE or FALSE. Write your
answers on a separate sheet of paper.
1. The Greek word musicka referred to music alone.
2. The single, most important achievement of Baroque music is the invention
of Cantata.
3. Images of people singing and playing instruments, such as those found on
Greek vases provide evidence that music was used.
4. The invention of the printing press during the Renaissance era allowed the
disbursement of knowledge in an unprecedented manner.

5. Cantata came from the Italian word cantare which means to sing .

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 Music of the Medieval, Renaissance, and Baroque periods has a
relation with other forms of art and in the history and li es of people in those
times.
What period ma be gleaned from the visuals below ? Identify if it is
Medieval, Renaissance, or Baroque Period. Write your answers on a separate
sheet.

1. Virtuvian Man

3. David

2. Chorale

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 4. School of Athens

https://mymodernmet.com/

5. Ecstacy of St. Theresa

6. Monalisa

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 7. Byzantine monumental

8. A performance of Lully's opera Armide in the

Salle du Palais-Royal in 1761

 Images of people singing and playing instruments, such as those found on the
Greek vases provides evidence that music was used for ancient theater, dance,
and worship.
 Pythagoras might be thought of as a father of the modern study of acoustics
due to his experimentation with bars of iron and strings of different lengths.

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 Renaissance Period

 Byzantine Monumental Church

mosaics are one of the greatest
achievements of medieval art. These
are from Monrelle in Sicily from the
late 12th century.

Medieval Stained Glass

 Chartres Cathedral -
Composed of 167 stained
glass windows built in
1190-1220 CE

 Literally meaning rebirth, as a revival of interest in ancient Greek and

Roman culture.
 This was the time when man discovered that the world is round.
 The invention of the printing press al-lowed the disbursement of this
knowledge in an unprecedented manner.
 The invention of the compass permitted the navigation of the world s oceans
and the subsequent discovery of lands far removed from the European
continent.
 Prominent personalities in science were Galileo and Copernicus, in arts, this
was the time of Michaelangelo, Leonardo da Vinci and Raphael.
 Copernicus discovery of the actual positions of the earth in the solar system.
 Martin Luther s Protestant Reformation, the Catholic Church lost its grip on
society and a humanist spirit was born
 This spirit manifested itself in the painting and sculpture of Michelangelo, the
plays of Shakespeare, and in both the sacred and the secular dance and vocal
music of the greatest composers of the era.

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The following are the examples of visual arts during the Renaissance
period.

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 Baroque Period

 Baroque art forms reflected with aspects of grandeur, expansiveness,

theatricality, ornamentation, and rhytmic vitality.
 Baroque is an era of absolute monarchy. The ruler of France was King
Louis XIV, Cromwell ruled England and Peter the Great governed Russia.
 The aristocracy has a different culture from the middle class.
 Opera was created as new form and performed for the public on a lavish scale
little known today.
 Great thinkers like Descartes, Hobbes, Spinoza, and Locke tackled the big
questions of existence. Geniuses like Rubens, Rembrandt, and Shakespeare
offered perspectives through their art.
 First half of 17th century was dominated in Germany by the religious,
political wars known as the “Thirty Years War.” (Protestant-Catholic).
 Advances in technology, such as the invention of the telescope, made what
was believed to be finite seem infinite.

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 Here is an example of Baroque art:

La lattaia (The Milkmaid) by Vermeer

Guide Question: Let s think and reflect by answering the following questions.

 What pieces of evidence showed that music was used during Medieval
times in many ways?
 Why was the Renaissance period called the period of discoveries and new
beginnings?

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 E
Learning Activity 3: Relate the different art forms from the picture to the music
of their eras according to elements and its function.

Medieval Period

Renaissance Period

https://www.tumbral.com/

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 Baroque Period

Learning Task 4: Fill in the table by writing the word on each column
corresponding to eras . Do this in your notebook.

History/ Music Arts Forms

Event
Function
Baroque

Renaissance

Medieval

exaggerated Gregorian Chant fugue Mona Lisa

Pythagoras rebirth stained glass

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 A
Learning Task 5 : List down your realization and personal perspectives
regarding the significant relationship of music of Medieval, Renaissance and
Baroque with their history and other form of arts. Translate your output to any
of the following:
a. 1-2 stanza poem
b. Simple jingle (adopt melody from any medieval, renaissance or
Baroque music)
c. Visual art using any medium
d. Instrumental playing interpretation of any adopted eras.

Output A or B may be written directly in your notebook, while if you

choose output C, you may use a short bond paper/ cardboard/ illustration
board.

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Improvisation of Appropriate Accompaniment to WEEKS
Selected Music from the Medieval, Renaissance, 4-5
and Baroque Period
I Lesson
This lesson gives an overview of the importance of improvisation of
music from the Medieval, Renaissance, and Baroque Period. These concepts and
lessons aligned with the K-12 Program of the Department of Education in Music.
This invites you to inter-act creatively with nature or with the things that
surround us. With all of these things, you can be able to create or either relate
with the music from the Western Classical Period. In this lesson you are expected
to improvise an appropriate accompaniment to selected music in Western Music.
Thus, deeper appreciation with Medieval, Renaissance, and Baroque music. You
are expected to give the meaning of musical improvisation and its importance,
identify some musical instruments used during Medieval, Renaissance, and
Baroque Periods, create musical accompaniment to selected music in Medieval,
Renaissance, and Baroque periods using improvise instruments.

Learning Task 1: Musical improvisation was visibly applied with the Western
Classical Music. Identify some of the important terminologies with the musical
improvisation described. Write your answers in a separate sheet of paper.

1. It is a creative invention, fusion, or advancement in music that plays an

important role during the Western Classical times.
2. It is a period wherein melodic improvisation was an important factor in
European music.
3. It is a tubular wind instrument in general or various specific wind
instruments.
4. It is a period wherein composers were more open to musical experimentation.
5. These are evergreen perennial flowering plants in the subfamily
Bambusoideae of the grass family Poaceae that can be used as a musical
instrument.
6. It is the smallest and highest-pitched of the string instrument family, it is also
an important instrument during the Renaissance period.
7. Musicians or minstrels who traveled used musical instruments as they
performed on street corners or courts. minstrels

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8. It is the period wherein more detailed documentation of improvisational
practice, is in the form of published instruction manuals.
9. It is a musical device created or adapted to make musical sounds. In
principle, any object that produces sound.
10. It is a keyboard instrument in which the strings are plucked, rather than hit
with a hammer.

D
Learning Task 2: Read and understand each item carefully. Then fill in the
missing word or phrase to make the idea complete. Choose your answer in the
box and write it on a separate sheet of paper.

1. Musical improvisation is the creative activity of immediate musical

composition, which combines performance with communication of
emotions and ___________.
2. Melodic improvisation was an important factor in _________music from the
earliest times.
3. The first detailed information on improvisation technique appears in
ninth-century treatises instructing singers on how to add another melody to
a pre-existent liturgical chant, in a style called _______________.
4. Following the invention of music printing, there is a more detailed
documentation of improvisational practice, in the form of
__________instruction manuals.
5. Improvised counterpoint over a cantus firmus constituted a part of every
musician's education, and is regarded as the most important kind ________.

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 One dominant feature of the Filipinos
is their love and ability to create
music of all types, and music
performances begin at home.

With these samples things around, try

to create your own music, and play
them with your favorite music.

Musical improvisation (also known as musical extemporization) is the

creative activity of immediate musical composition, which combines performance
with communication of emotions and instrumental technique as well as a
spontaneous response to other musicians. Sometimes, musical ideas in
improvisation are spontaneous but may be based on chord changes in classical
music and many other kinds of music. One definition is a "performance given
extempore without planning or preparation." Another definition is to "play or sing
(music) extemporaneously, by inventing variations on a melody or creating new
melodies, rhythms, and harmonies." Encyclopædia Britannica defines it as

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"the extemporaneous composition or free performance of a musical passage,
usually in a manner conforming to certain stylistic norms but unfettered by the
prescriptive features of a specific musical text. Improvisation is often done within
(or based on) a pre-existing harmonic framework or chord progression.
Improvisation is a major part of some types of 20th-century music, such as blues,
rock music, jazz, and jazz fusion, in which instrumental performers improvise

Medieval period

Although melodic improvisation was an important factor in European

music, from the earliest times, the first detailed information on improvisation
technique appears in ninth-century treatises instructing singers on how to add
another melody to a pre-existent liturgical chant, in a style called organum.
Throughout the Middle Ages and Renaissance, improvised counterpoint over a
cantus firmus (a practice found both in church music and in popular dance
music) constituted a part of every musician's education and is regarded as the
most important kind of unwritten music before the Baroque period.

Renaissance period

Following the invention of music printing at the beginning of the sixteenth

century, there is a more detailed documentation of improvisational practice, in
the form of published instruction manuals, mainly in Italy. In addition to
improvising counterpoint over a cantus firmus, singers and instrumentalists
improvised melodies over ostinato chord patterns made elaborate
embellishments of melodic lines and invented music extemporaneously without
any predetermined schemata. Keyboard players likewise performed extempore,
freely formed pieces.

Baroque period

The kinds of improvisation practiced during the Renaissance—principally

either the embellishing of an existing part or the creation of an entirely new part
or parts—continued into the early Baroque, though important modifications
were introduced. Ornamentation began to be brought more under the control of
composers, in some cases by writing out embellishments, and more broadly by
introducing symbols or abbreviations for certain ornamental patterns.

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 In the Baroque era, performers improvised ornaments, and basso
continuos keyboard players improvised chord voicings based on figured bass
notation. However, in the 20th and early 21st century, as "common practice"
Western art music performance became institutionalized in symphony orchestras,
opera houses and ballets, improvisation has played a smaller role. At the same
time, some contemporary composers from the 20th and 21st centuries have
increasingly included improvisation in their creative work.

Instruments Used in Medieval, Renaissance, and Baroque Music

In the Middle Ages, mostly the music was vocal and unaccompanied. The
church always wants to remain the music as pure and solemnly nor it was less
distracting. Later on, musical instruments were allowed in the church such as
bells and organs, fort it was mainly used only to observe important days in the
Liturgical times. Musicians or minstrels who traveled used musical instruments
as they performed on street corners or courts. These include fiddles, harps, and
lutes. The lute is a pear-shaped string instrument with a fretted fingerboard.

Examples of Instruments used in Medieval, Renaissance, and Baroque Music.

 Church Bell
 Lute
 Organ

During the Renaissance era, the musical activities shifted from the church
to the courts. Composers were more open to experimentation. Based on these,
more composers used musical instruments in their compositions. For
instruments that produced softer and less bright, sounds were preferred for
indoor events. While louder and more brilliant-sounding instruments were
preferred for outdoor events.

Musical instruments used during this period include the cornett,

harpsichord, and recorder. A musical instrument called shawm was used for
dance music and outdoor events. The shawm is the predecessor of the oboe.

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 String instruments such as the lute, violin, viola, cello, and double bass.
Brass instruments like the trumpet, horn, and sackbut were used. Popular wind
instruments included the recorder, flute, oboe, and bassoon. Baroque keyboard
music was often composed for the organ or harpsichord. Occasionally, baroque
composers utilized other unique and lesser-known instruments which have since
become obscure.

At present times, people were born with gifted with a strong sense of
musicality, individuals turn to music to express their emotions, Every song they
sing, every instrument they play, every musical piece they create is a reflection of
themselves, that is why people create neither nor improvise music which is
available in the surroundings.

Learning Task 3: Read and understand each item carefully. Identify the following
correct ideas with YES, then NO, if it is not. Write your answer on a separate
sheet of paper.
______1. Baroque instrumental music was often composed for the organ or
harpsichord.
______2. During the Renaissance era, the musical activities shifted from the
church to public places.
______3. Musicians or minstrels who traveled used musical instruments as they
performed on street corners or courts.
______4. The first detailed information on improvisation technique appears in
ninth century treatises instructing singers on how to add another
melody to a pre-existent liturgical chant, in a style called organum.
______5. In the Middle Ages, mostly the music was written and unaccompanied.

A
Learning Task 4: Take your time to think and reflect about the whole lesson and
answer this 3-2-1 statements.

3- Things you've learned.

________________________________________________________________________________
________________________________________________________________________________
2- Thing's you find interesting
________________________________________________________________________________
________________________________________________________________________________
1- question you still have
________________________________________________________________________________
________________________________________________________________________________

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 Performs Music of the Medieval, WEEKS
Renaissance, and Baroque Periods 6-8
Lesson
I
This lesson gives you an overview of performing music from the Medieval,
Renaissance, and Baroque Period. It helps the learners to study and create
performances of any Medieval, Renaissance, and Baroque music that they want
with their deeper appreciation, you are expected to perform Western Music. Thus,
rubrics are also presented as a basis for an evaluation of how one should be rated.
You are also expected to review concepts of Medieval, Renaissance, and Baroque
music.

Learning Task 1: Classify the following words or phrases to which period it

belongs; copy the table below on your answer sheet or on your activity notebook.

Imitation of pitch and or voices Liturgical music

Musical Genres Polyphonic music
Madrigal Performance of many instruments
Gregorian chant Opera
Mass Monophonic music
Choral Music Cantata

MEDIEVAL MUSIC RENAISSANCE MUSIC BAROQUE MUSIC

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 D
Learning Task 2: Read and understand the following statements. If the statement
is correct, write TRUE and FALSE if otherwise. Answer on a piece of paper or on
your activity notebook.
1. Western music started by the fall of the Roman Empire.
2. Monophony is a vocal music which has several melodies sung at the same
time.
3. Some musical terms developed during the baroque period was still used today.
4. A Capella music came from an Italian term which means "in the manner of the
chapel".
5. Instrumental music includes the use of instruments only.
6. During the 16th century, instrumental music flourished rapidly and several
techniques were made.
7. Liturgical music of the Medieval period is secular music.
8. At the beginning of the middle age of western music, there were so many
instruments.
9. Madrigal is the secular music of the Renaissance period.
10. Acapella uses human voices and also instruments.

The middle age of Western music developed in Europe as we know started

by the fall of the Roman empire. By this time, Christian Church
became a prominent influence on Europe's culture, politics, and also in
music with which give birth to many vocal and instrumental music. These
influence in music flourished not only during this time but still flourished by the
next era by adding and changing some practices and theories.
Furthermore, these musical practices and theories became the backbone of the
music that we have until this modern day.
The western vocal music that was developed in Europe was
Monophonic music and Polyphonic music. Monophonic music has a single line of
melody and on the other hand, Polyphonic music has several
melodies that are sung at the same time. Another term that we are most
familiar with was Acapella music, this is an Italian term which means "in the
manner of the chapel". This is the kind of music that uses human voices without
any accompaniment of musical instruments in the background.

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Acapella can be done with a single person or a group of people who
harmonize their voices. Vocal music for a group of people is also called
choral music, in this music, people are divided into different voice ranges, such as
bass, tenor, alto, and soprano.
At the beginning of the middle age of western music, there were only a few
instruments and their primary usage then was to double or to
substitute for voices in vocal polyphonic music or to provide music for dancing.
Then during the 16th century, instrumental music flourished
rapidly, and techniques were made like such as strongly accented
intervallic skips, wide ranges, long, sustained tones and phrases, and much
melodic ornamentation.
This era consists of liturgical music (sacred music) and secular music
(non-religious music). It includes vocal music, such as Gregorian Chant and
choral music, and instrumental music, which uses both instruments and voice.
Among the music during this era, Gregorian Chant became popular. As we
all know, this chant is monophonic vocal works and is historically performed
during various Roman Catholic c eremonies . The chant
performance ranges from a lone soloist to a large choir. In some cases, chant
performance may alternate between groups, or between a group and soloist.
The development of polyphonic music also started during this era but
mostly furnished during the Renaissance period.

Learning Task 3: Read carefully the following questions. Write your answers
in a separate sheet of paper.
1. After listening with the suggested music, were you able to identify Vocal from
Instrumental music? How?
___________________________________________________________________________
___________________________________________________________________________

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 2. What is the difference between instrumental and vocal music?
____________________________________________________________________________
____________________________________________________________________________
3. What are the different types of instrumental music presented?
_____________________________________________________________________________
___________________________________________________________________________

B. Listen to any popular Medieval, Renaissance, and Baroque music. Study and
perform it either in Acapella or with any accompaniment (can be improvised
or with musical instrument if you have). Let your family members watch and
grade your performance with the rubric below.

EXCELLENT AVERAGE FAIR POOR

CRITERIA
4 points 3 points 2 points 1 point

Intonation Sings the Sings in tune. Sings out of Sings the

whole song in tune most of song out of
tune. the time. tune.

Rhythmic Confidently Most of the Some basic Most

Accuracy performs all rhythms are rhythms are rhythms
rhythm cor- performed performed are per-
rectly correctly correctly formed in-
correctly
Musician- Performs the Most dynam- Some dynam- No Dynam-
ship piece with cor- ics and ics and ics and
rect dynamics phrasings phrasings phrasing
and phrasings. were per- were per- were per-
formed cor- formed. formed.
rectly.

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E
Learning Task 4: During the Renaissance times, one of the main purposes of
music was to accompany dancing. And by that, dancing was also an
important social activity of the nobility and the small but growing middle class.
Likewise, now, the music of the country dances of common folk was likely still
improvised by self-taught local musicians.

1. Choose one Renaissance or Baroque piece. Listen to it.

2. With a friend or family member, create simple steps (basic folk dancing) with
accompanying music from Renaissance or Baroque music.
3. Perform it with your peer, or family members. Let some members rate your
performance.

RUBRIC PERCENTAGE

Choreography 35%

Timing and Basic Rhythm 35%

Posture 15%

Mastery 15%

Total 100%

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 A

Learning Task 5: Listen to the different music performance of different

period Medieval, Renaissance, and Baroque) and answer the following questions:
1. What can you say about the performance?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________

2. Which performance suits your taste in music and why?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________

Learning Task 6: Watch from one of the instrumental/vocal music of

Medieval, Renaissance, and Baroque Period from the YouTube (ex. Concerto,
cantata, oratorio, etc.,)
Together with friends or family members, create a mini concert singing
and performing music, with or without (either improvised) musical
accompaniment.
Ask a friend or neighbor to rate your performance.

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 Reference

Photos:

https://en.wikipedia.org/wiki/Vitruvian_Man
http://www.luminarium.org/

https://caslabs.case.edu/

https://www.pinterest.com/pin/489414684475820770/
https://www.thinglink.com/scene/632656163636248576
https://en.wikipedia.org/wiki/George_Frideric_Handel
https://www.britannica.com/biography/Antonio-Vivaldi
https://www.classicsforkids.com/composers/composer_profile.php?id=4
https://en.wikipedia.org/wiki/Talk%3AThomas_Morley
https://www.cleanpng.com/

https://wikipedia.org/

https://www.theepochtimes.com/
https://www.mentalfloss.com/
https://www.thinglink.com/
https://www.artbible.info/

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For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph