UNIT STANDARDS AND COMPETENCIES DIAGRAM

S.Y. 2024-2025

SUBJECT: Music GRADE LEVEL: Grade

9
UNIT TOPIC: History of Western Music QUARTER: 1

TRANSFER GOAL PERFORMANCE TASK

The learners will develop
their TRANSFER To learners perform selected
learning and understanding songs from Medieval,
of Renaissance and Baroque
periods.
the different music in
Medieval,
Renaissance and Baroque
periods
through listening and

PERFORMANCE STANDARD

The learner performs selected songs from Medieval, Renaissance and Baroque
periods.

ACQUISITION MAKE MEANING

Learning Competencies: Essential Question (EQ):
 Listens perceptively to selected  How can the learners
vocal and instrumental music of understand and differentiate
Medieval, Renaissance and Baroque the music of Medieval,
music. Renaissance and Baroque
 Explains the performance practice music.
(setting, composition, role of
composers/performers, and Enduring Understanding (EU):
audience) during Medieval,  Learners will understand and
Renaissance and Baroque periods. differentiate the music
 Relates Medieval, Renaissance and
through listening and
Baroque music to its historical and
cultural background through performing it.
dramatization.
 Describes musical elements of given
Medieval, Renaissance and
Baroque music.

CONTENT STANDARD

The learner demonstrates understanding of characteristic features of the Medieval,

Renaissance and Baroque period music.
 LEARNING PLAN

LEARNING EXPLORE
COMPETENCY:
Activity 1: Read me!
 Listens perceptively to  This chapter presents a wide range of historical
selected Western century development of Western Music. The historical and
music. cultural background of each period will be discussed
 Describes musical aside from the significant development in music.
elements of given  Divide the class into 3 groups and assign the Medieval,
Medieval, Renaissance Renaissance and Baroque period music.
and Baroque music.  Instruct them to read the article in their MAPEH book,
and answer the following questions using a Manila
paper.
 Give them 15 minutes and allow them to listen to any
example of Western music assigned to their group.
 Let the students present their output in front of the
class.

Process questions:
1. What is Medieval, Renaissance and Baroque music?
2. When did these historical periods of music begin?
3. What are the key words in each period would you
like to share based in the article?
4. How would you describe the musical elements of
the given Medieval, Renaissance and Baroque
music?
LEARNING FIRM-UP
COMPETENCY:
Activity 2: Read me!
 Explains the performance
practice (setting,
composition, role of
composers/performers,
and audience) during
Medieval, Renaissance
and Baroque periods.
 Relates Medieval,
Renaissance and
Baroque music to its
historical and cultural
background through
dramatization.

 Listens perceptively to selected vocal and

instrumental music of Medieval, Renaissance and Baroque
music.
 Explains the performance practice (setting,
composition, role of composers/performers, and audience)
during Medieval, Renaissance and Baroque periods.
 Relates Medieval, Renaissance and Baroque music
to its historical and cultural background through
dramatization.
 Sings medieval chant, troubadour song, madrigal,
chorale and selections from oratorio with correct pitch,
rhythm, expression and style.
 Describes musical elements of given 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.
  Create and or perform songs in Gregorian and
troubadour styles.
 Play simple melodies of a chorale and provide
accompaniment.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY: Music Festival
 Describes distinctive Directions: Complete and answer the diagram
musical elements of below. Avoid erasures.
given pieces in Western
century styles. Western DEFINITIO DISTINCT
Music N CHARACTERISTIC
Music of
the Ancient
Greece
Gregorian
Chant
Secular
Music
Renaissanc
e Music
LEARNING TRANSFER (TRANSFER)
COMPETENCY: Directions: Do the following using a creative illustration.
a. Explain the performance practice (setting,
 Explains the composition, role of composers/performers, and
performance practice audience) of the Western Music.
(setting, composition, b. Explain the importance of the following, and
role of how they are used in during in time:
composers/performers,
and audience) of 1. Secular Music
Western century music. 2. Chants
3. Music of Ancient Greece
4. Renaissance Music

Value Integration: APPRECITION AND UNDERSTANDING

UNIT STANDARDS AND COMPETENCIES DIAGRAM

SUBJECT: MUSIC GRADE LEVEL: GRADE 9

UNIT TOPIC: MUSIC OF QUARTER: 2
RENAISSANCE AND BAROQUE MUSIC

TRANSFER GOAL PERFORM

The learners will be able to TRANSFER To learners mus

perform music from about the musical
Renaissance and Baroque and Ba
century.

PERFORMANCE STANDARD
Foreign music has a big influence to our Philippine music which is already part of our
everyday life. As a way of expressing our gratitude to foreign music and as students of an
international school, you are task to perform music from the Renaissance and Baroque
century to showcase to the Filipino audience the beauty of their music. This way, Filipinos
can also appreciate this kind of music. The event will be attended by various students,
faculty and other members of the organization. It will be assessed using the rubrics.

ACQUISITION
MAKE ME
Learning Competencies:
 Listens perceptively to selected Renaissance and Essential Questi
Baroque century music.
 Describes distinctive musical elements of given pieces in
determines the underst
Renaissance and Baroque century styles. and Baroque century
 Relates Renaissance and Baroque century music to its
historical and cultural background. characteristic features?
 Explains the performance practice (setting, composition,
role of composers/performers, and audience) of
Renaissance and Baroque century music.
Enduring Under
 Explores other arts and media that portray Renaissance Creating musical pieces
 CONTENT STANDARD

 The learner demonstrates understanding of Renaissance and Baroque

century music styles and characteristic features.

LEARNING PLAN

LEARNING EXPLORE
COMPETENC Baroque Vocal Music
Y: Direction: Answer the following questions.
 Listens 1. What were the vocal music developed during the Baroque
perceptivel Period?
y to 2. Describe what is Opera.
selected 3. What is Oratorio?
Renaissanc 4. Define Sacred Cantata.
e and 5. What does Chorale means?
Baroque
century
music.

LEARNING FIRM-UP (ACQUISITION)

COMPETENC My Own Instrument
Y: Create your own musical instrument and explain the qualities of
 Describes your instrument that is very prominent.
distinctive Process Questions:
musical 1. What were the instrumental forms from the Baroque period?
elements of 2. What were the most prominent musical instruments during
given the Baroque Period?
pieces in
Renaissanc
e and
Baroque
century
styles.

LEARNING DEEPEN (MAKE MEANING)

COMPETENC Composition/Opera to its Composer
Y: Direction : Write the title of the composition/opera to its
 Relates corresponding composer.
Renaissanc
COMPOSITIONS OR OPERAS
e and
Baroque Canon in D Orfeo
century Dido and Aenas Israel in Egypt
music to its The Well Tempered Clavier A Musical Offering
historical
Agrippina The Four Seasons
and cultural
background Messiah The Art of Fugue
. Maccabaeus Galatera and Almira
 COMPOSERS COMPOSITIONS OR OPERAS
Johann Sebastian Bach
George Frederic Handel
Claudio Monteverdi
Henry Purcell

LEARNING TRANSFER (TRANSFER)

COMPETENC Let’s get Creative
Y: Direction: Choose one musical setting of your choice (Medieval
 Explains the Musical Setting, Renaissance Musical Setting or Baroque Musical
performanc Setting) and draw it in a long or short bond paper, be creative.
e practice
(setting,
composition
, role of
composers/
performers,
and
audience)
of
Renaissanc
e and
Baroque
century
music.

Value Integration: APPRECIATION AND UNDERSTANDING

UNIT STANDARDS AND COMPETENCIES DIAGRAM

SUBJECT: MUSIC GRADE LEVEL: GRADE 9
UNIT TOPIC: MUSIC OF CLASSICAL QUARTER: 3
PERIOD

TRANSFER GOAL PERFORMANCE TASK

The learners will be able TRANSFER To learners must create an

to perform music from illustration about the
Classical century. musical setting of Classical
Music.

PERFORMANCE STANDARD
Foreign music has a big influence to our Philippine
music which is already part of our everyday life. As a
way of expressing our gratitude to foreign music and as
students of an international school, you are task to
perform music from the Classical century to showcase
to the Filipino audience the beauty of their music. This
way, Filipinos can also appreciate this kind of music.
The event will be attended by various students, faculty
and other members of the organization. It will be
assessed using the rubrics.

ACQUISITION
Learning Competencies: MAKE MEANING
 Listens perceptively to selected
Classical century music.
 Describes distinctive musical
Essential Question (EQ):
elements of given pieces in What determines the understanding
Classical century styles.
 Relates Classical century music to of Classical century music styles and
its historical and cultural characteristic features?
background.
 Explains the performance practice Enduring Understanding
(setting, composition, role of
composers/performers, and (EU): Creating musical pieces
audience) of Classical century
music.
using particular style determines
 Explores other arts and media that understanding of Classical music
portray Classical century elements
through video films or live styles and characteristic features.
performances.

CONTENT STANDARD

 The learner demonstrates understanding of

Classical century music styles and characteristic
LEARNING PLAN
features.
LEARNING EXPLORE
COMPETENCY: The Classical Style
 Listens perceptively to Direction: Test your knowledge by answering the following questions
selected Classical below.
century music. Questions:
1. What are the characteristics of music of the Classical Period?
 2. What were the developments during this Period?
3. What is the importance of understanding the Musical
characteristics of the Classical Period?

LEARNING FIRM-UP (ACQUISITION)

COMPETENCY: Mozart and his Music
 Describes distinctive Mozart is considered as one of the most renowned and most
musical elements of successful musicians of the classical period. List three of Mozart’s
given pieces in greatest compositions and write a brief interpretation of these
Classical century musical pieces.
styles. Mozart’s Musical Pieces Interpretation
1.
2.
3.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY: Beethoven and his Music
 Relates Classical Fill in the table below.
century music to its COMPOSERS MUSICAL DISTINCT
historical and cultural COMPOSITIONS CHARACTERISTICS
background. 1. Joseph Haydn
2. Wolfgang
Amadeus
Mozart
3. Ludwig van
Beethoven
Questions:
1. Who were the composers who made a lasting influence in
Beethoven’s works?
2. Who were the two patrons of Beethoven?
3. How many symphonies did Beethoven compose throughout his
life?
LEARNING TRANSFER (TRANSFER)
COMPETENCY: Let’s get Creative
 Explains the Direction: Choose one musical composer and chose one of their
performance practice musical composition then evaluate the characteristics of the chosen
(setting, composition, musical piece.
role of
composers/performers
, and audience) of
Classical century
music.

Value Integration: APPRECIATION AND UNDERSTANDING

 UNIT STANDARDS AND COMPETENCIES DIAGRAM

SUBJECT: MUSIC GRADE LEVEL: GRADE 9

UNIT TOPIC: MUSIC OF ROMANTIC QUARTER: 4
PERIOD

TRANSFER GOALPERFORMANCE TASK

The learners will To

belearners must create an
able to perform musicillustration about theTRANSFER
from Romantic
musical setting of Romantic
century. Music.

PERFORMANCE STANDARD
Foreign music has a big influence to our Philippine music which is already
part of our everyday life. As a way of expressing our gratitude to foreign
music and as students of an international school, you are task to perform
music from the Romantic century to showcase to the Filipino audience the
beauty of their music. This way, Filipinos can also appreciate this kind of
music. The event will be attended by various students, faculty and other
members of the organization. It will be assessed using the rubrics.

ACQUISITION
MAKE MEANING
Learning
Competencies: Essential Question
 Listens perceptively to (EQ): What determines the
selected Romantic century
music. understanding of Romantic
 Describes distinctive
musical elements of given
century music styles and
pieces in Romantic century characteristic features?
styles.
 Relates Romantic century Enduring
music to its historical and
cultural background. Understanding (EU):
 Explains the performance Creating musical pieces using
practice (setting,
composition, role of particular style determines
composers/performers, and
audience) of Romantic
understanding of Romantic
century music. music styles and characteristic
 Explores other arts and
 CONTENT STANDARD

 The learner demonstrates understanding of

Romantic century music styles and
LEARNING
characteristic PLAN
features.
LEARNING EXPLORE
COMPETENCY: Romantic Composers
 Describes distinctive
musical elements of Test your knowledge by answering the activity below.
given pieces in List three well-well-known musicians from the Romantic
Romantic century Period and write their masterpieces and its distinct
styles.
characteristics in the space provided below.
COMPOSERS MUSICAL DISTINCT
COMPOSITIONS CHARACTERISTICS

LEARNING FIRM-UP (ACQUISITION)

COMPETENCY:
 Relates Romantic The Romantic Style
century music to its Listen to Frederic Chopin’s Prelude on A Major, Op. 27,
historical and cultural
no.7, an example of a miniature work, then write your
background.
impression in the space provided below.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY: The Romantic Style
 Explains the Direction: Test your knowledge by answering the activity
performance practice below.
(setting, composition,
role of Describe the differences between the music of the
composers/performer classical and romantic periods. Write your answers in the
s, and audience) of space provided below.
Romantic century
music. Classical Romantic
MELODY
RHYTHM
FORM
HARMONY

LEARNING TRANSFER (TRANSFER)

COMPETENCY: Audio Recording
 Explores other arts Direction: Listen to some of the musical compositions
and media that during the Romantic Period, then choose one modern song
portray Romantic
century elements
that you think has similar characteristics of the
through video films compositions during the Romantic period.
or live performances. Perform the song you have chosen in class and explain
the comparison about it,

Value Integration:
APPRECIATION AND UNDERSTANDING