Baroque

Objective: The students will be able to explain the performance of a
musical piece in English.
Subject: Music (MU9MRB-Ia-h-2)
Grade Level: Grade 9
Learning across curriculum:
1. Science - The physics of sound and how it relates to music
2. History - The historical context of the musical piece being studied
3. English - Writing a critical analysis of the musical performance
Review Motivation:
1. Show a video of a captivating musical performance and ask the students to share
their initial thoughts and feelings about it.
2. Play a short excerpt from a well-known musical piece and ask the students to
identify the emotions conveyed by the music.
3. Discuss the importance of understanding the performance of a musical piece and

how it enhances the overall experience.
Activity 1: Analyzing the Musical Performance
Materials: Audio or video recordings of various musical performances, writing

materials
Instructions:
1. Divide the students into small groups.
2. Provide each group with a different musical performance to analyze.
3. In their groups, the students should listen to/watch the performance carefully and
take notes on the following aspects:
a. Technical execution (intonation, rhythm, dynamics, etc.)
b. Emotional expression
c. Interpretation of the musical piece
4. After analyzing the performance, each group will present their findings to the
class.
5. Use the following rubric for grading:
a. Criteria: Technical execution, emotional expression, interpretation
b. Points: 10 points per criterion (total of 30 points)
Assessment questions:
1. How did the technical execution of the performance contribute to its overall
quality?
2. How did the performers express emotions through their interpretation of the
musical piece?
Activity 2: Comparing Musical Performances
Materials: Audio or video recordings of different interpretations of the same

musical piece, writing materials
Instructions:
1. Provide each student with a different interpretation of the same musical piece.
2. Individually, the students should listen to/watch their assigned interpretation and
take notes on the following aspects:
a. Differences in technical execution
b. Differences in emotional expression
c. Differences in interpretation
3. In pairs, the students should compare their findings and discuss the impact of
these differences on the overall performance.
4. Each pair will present their comparison to the class.

a. Criteria: Identification of differences, analysis of impact
1. How did the differences in technical execution affect the overall interpretation of
the musical piece?
2. How did the differences in emotional expression contribute to the uniqueness of

each interpretation?
Activity 3: Writing a Critical Analysis
Materials: Writing materials
Instructions:
1. Individually, the students will choose a musical performance they have watched or
listened to recently.
2. They will write a critical analysis of the performance, focusing on the technical
execution, emotional expression, and interpretation.
3. The students should provide specific examples and explanations to support their
analysis.
a. Criteria: Organization, analysis, supporting examples
1. How did the student's analysis reflect their understanding of the performance's
technical execution?
2. How effectively did the student support their analysis with specific examples?
Analysis:
The analysis of each activity will allow the students to deepen their understanding of
the different aspects of a musical performance, such as technical execution,
emotional expression, and interpretation. Through group discussions and
presentations, they will learn to articulate their observations and opinions more
effectively.
Abstraction:
The students will abstract the key elements of a successful musical performance,
including technical proficiency, emotional communication, and interpretative choices.
Application:
The students will apply their understanding of musical performance by solving a real-
life problem. For example, they could be asked to analyze a live concert they
attended and provide feedback to the performers or suggest improvements for future
performances.
Assessment:
Teachers can assess the students' learning based on the learning objectives
by:
1. Evaluating the quality of their analysis and presentations.
2. Observing their participation in group discussions and class presentations.
3. Reviewing their written critical analysis for clarity, coherence, and supporting
examples.
Assignment:
As an assignment, the students can be tasked with attending a local musical

performance and writing a reflection on their experience. They should focus on the
technical execution, emotional expression, and interpretation, relating their
observations to the concepts discussed in class.

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Objective: The students will be able to explain the performance of a

musical piece in English.

Subject: Music (MU9MRB-Ia-h-2)

Grade Level: Grade 9

Learning across curriculum:

1. Science - The physics of sound and how it relates to music

2. History - The historical context of the musical piece being studied

3. English - Writing a critical analysis of the musical performance

3. Discuss the importance of understanding the performance of a musical piece and

Activity 1: Analyzing the Musical Performance

Materials: Audio or video recordings of various musical performances, writing

1. Divide the students into small groups.

2. Provide each group with a different musical performance to analyze.

c. Interpretation of the musical piece

5. Use the following rubric for grading:

a. Criteria: Technical execution, emotional expression, interpretation

b. Points: 10 points per criterion (total of 30 points)

Activity 2: Comparing Musical Performances

Materials: Audio or video recordings of different interpretations of the same

a. Differences in technical execution

b. Differences in emotional expression

4. Each pair will present their comparison to the class.

a. Criteria: Identification of differences, analysis of impact

b. Points: 10 points per criterion (total of 20 points)

2. How did the differences in emotional expression contribute to the uniqueness of

Activity 3: Writing a Critical Analysis

Materials: Writing materials

4. Use the following rubric for grading:

a. Criteria: Organization, analysis, supporting examples

b. Points: 10 points per criterion (total of 30 points)

1. Evaluating the quality of their analysis and presentations.

2. Observing their participation in group discussions and class presentations.

As an assignment, the students can be tasked with attending a local musical

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