TEACHING MUSIC IN THE

ELEMENTARY GRADES
Packet 1
 
  

Prepared by:
Odessa L. Urgel
Instructor
 Course Module in TMUSICEG (Teaching Music in Elementary Grade)
(Packet 1)
OVERVIEW OF THE MODULE
PURPOSE OF THE MODULE
 Music provides a unique opportunity for literacy preparation. Whether the children are
singing, playing, or listening, teachers direct them to listen and hear in new ways which
exercises their aural discrimination. Playing instruments and adding movement to the lessons
teaches children about sequential learning which is essential in reading comprehension. Thus,
the ability to appreciate music seems to be part of the fiber of what it means to be human.
Biologically speaking, music is a non-negotiable part of the human experience. Studies
bear out that listening to and practicing music strengthens the human mind. Children exposed to
music education perform better on reading tests than peers who didn’t enjoy the benefits of
music education. Children who appreciate and practice music also experience accelerated
synaptic development. This is significant because brain development operates on a “use-it-or-
lose-it” economy, which scientists call “pruning.” Music generously engages multiple areas of
the brain, including the sensory system, cognitive system, planning system (which includes fine
and gross motor skills), and the hedonic/motivational system (the brain’s pleasure center).
(www.masters-education.com)
Thus, by pursuing a career as an elementary education music teacher, you not only
have the opportunity to enrich children’s lives but contribute to their cognitive development.
When a child is introduced to good music, we give them more to be human with and help them
succeed in life.
This module is intended and prepared for the course TMUSICEG (Teaching Music in
Elementary Grade) which is mandatory to the students taking up Bachelor of Elementary
Education. This module will serve as your reference material in order to help you understand
concepts, elements, and principle of music, employ varied strategies in teaching music, and
designing assessment tools in assessing music in the elementary level. With the help of all
supplemented lessons with various activities and assessment stipulated in this module. It is
expected that you will be able to demonstrate an understanding concepts and processes in
music through appreciation, analysis and performance for self-development, and expansion of
your world vision.
 
MODULE TITLE AND DESCRIPTION

This course module for TMUSICEG (Teaching Music in the Elementary Grades) deals
with the educational foundations of Music as it applies to teaching and learning in the
elementary grades. Various teaching strategies and assessment appropriate for each area shall
be given emphases in the course.
 
Source:
https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.,-74-s.-2017.pdf
 
MODULE GUIDE
The course module has two topics to be taken up namely: Concept of Music and Music
Notation. Each topic is developed with the following phases:
1. Your Introduction– provides an overview of what you should learn and understand in the
lesson. This includes clear directions and purpose of the lesson.
2. Your Objectives– refers to the expectations in line with what you should know, understand,
and be able to do, produce, or perform to show there is transfer of learning.
3.Your Initial Task- activates your prior knowledge and prepares you for higher level tasks.
4. Your Text- presents the main reading or literary text and the activities/ tasks that lead you to
acquire knowledge, make sense of, and construct meaning out of the information and
experiences contained therein.
 
 Course Module in TMUSICEG (Teaching Music in Elementary Grade)
(Packet 1)
5. Your Discovery Tasks – includes activities that will expand, enrich, enhance, and broaden
your understanding of the target concepts and skills.
6. Your Final Task– presents the real-life based product or performance task as a final output for
the lesson that serves as evidence of understanding of the target concepts and skills. This is an
enabling task for the main real-life based product or performance task covering the entire
module.
7. My Reflection – enables you to express your insights, learning, and realization on the
lesson. This part contains prompts and other organizers that will help you sum up and
synthesize what you have learned. This learner’s material includes formal pre and post
assessments in both written response and multiple-choice formats. We hope that through this
material, you will be able to meaningfully learn, understand, and experience and relevant
competencies necessary for you to successfully meet the demands of the 21st century.
 
I. Activity – This will bring understanding to what the learners already know and clarity to
what learners should learn further. At this early stage, the student should already have a
retrospect of what they will be learning through the activity that will be presented.
II. Analysis – A more in-depth understanding of the lesson, it is another phase where the
students will process and classify what is valid and not. The teacher on this part will ask further
questions and will also lead as a facilitator rather than mere lecturing and sharing facts and
ideas. The students know gains a wider view of the lesson but at the same time draws closer to
the main topic.
III. Abstraction – The teacher on this part will now focus entirely on the lesson being
presented and ask more lead questions to lead the students in reinforcing what they know and
should know more. The student here starts to feel more the importance of the lesson to her and
see the necessity of it to his/her life.
IV. Application – The word itself describes the stage as bringing the student to a more
practical way of using HOW are they going to use what they have learned and thinking of new
ways on how it can be improve further.
MODULE OUTCOMES
This prepared course module will enable you to demonstrate in-depth understanding of
the concept, elements and principles of music in the elementary grades, employ varied teaching
strategies in teaching music in the elementary level, and design assessment tools in assessing
music in the elementary level.
MODULE REQUIREMENTS
The following requirements are set in this course module:
 Course Pre-test

 Activities stimulated in each lesson

 Quizzes

 Course Post-test

 Term Exams

 Projects/Performance

 
 
 
PRE-TEST
Course Module in MMUSIC 11(Teaching Music in the Elementary Grades)

General Directions: This is a test of your prior knowledge on the course. You are expected to
accomplish this pre-test as honestly as possible.
Packet 1
Multiple Choice. Encircle the correct letter of your answer.
1. A word derive from the Greek word ‘mousike”, which means art of the muses?
a. lyric b. song c. music d. composition
2. The medium of music is?
A. hymn b. sound c. voice d. instrument
3. The following are the objectives of teaching music in the elementary grades EXCEPT:
A. develop a sound body, normal mental attitudes and emotional reactions
B. habits of critical and constructive thinking
C. appreciate and wish to participate in worthwhile activities
D. an expression of emotions through harmonic frequencies
4. A musical period which is derived from the Portuguese word “barroco”?
A. Renaissance b. Baroque c. Medieval d. Romantic
5. The period where the cultural life was dominated y the aristocrats, as patrons of musician and
artists who generally influence the arts?
A. Classical b. Romantic c. Medieval d. Baroque
6. These are symbols used to make a written record of musical sounds?
A. musical symbols b. musical notation c. composition d. musical sounds
7–10. Name the following musical symbols of each number.
 
7. a. treble clef b. f clef c. c-clef d. none of the above
 
 
8. a. treble clef b. f clef c. c clef d. none of the above
 
9. a. double bar line b. ledger line c. bar line d. brace
 
10. a. double bar line b. ledger line c. bar line d. brace

11-15. Identify the number of beats of the following notes of each number.
11. Whole note= _________?
A. 2 beats b. 1/2 beat c. 4 beats d. 1 beat
12. Quarter note= ________?
A. 2 beats b. 1/2 beat c. 4 beats d. 1 beat
13. Half note= ________?
A. 2 beats b. 1/2 beat c. 4 beats d. 1 beat
14. Eight note= ________?
A. 2 beats b. 1/2 beat c. 4 beats d. 1 beat
15. Sixteenth note= _______?
A. 2 beats b. 1/6 beat c. 1/4 beat d. 1/2 beat
Packet 2
1. Which element of music contains beat and no beat?
A. melody b. rhythm c. harmony d. form
2. In which element of music do pitches go up, down, or stay at the same?
A. style b. rhythm c. melody d. texture
3. Which element talks about same, different, and how they are organized?
A. form b. texture c. harmony d. melody
4. Which form talks about two or more notes sounding at the same time?
A. melody b. rhythm c. texture d. harmony
5. Which element describes the layers of music we hear?
A. tone color b. texture c. expression d. harmony
6. A music texture with two or more independent melodies sounding at the same time?
A. monophonic b. homophonic c. polyphonic d. imitative
7. Which element talks about the way something sounds or the timbre of the voice or
instrument?
A. harmony b. melody c. tone color d. expression
8. Musical terms are written in what language?
A. German b. Chinese c. French d. Italian
9. Which meter has two or four beats to the measure?
A. triple meter b. compound meter c. duple meter d. none of the above
10. What beats are accented in triple meter?
A. beat 1 b. beat 2 c. beat 3 d. all three beats
11. Which words for tempo mean fast and very fast?
A. largo & adagio b. allegro & presto c. andante & moderato d. adagio &
presto
12. Which words for tempo mean slow and very slow?
A. largo & moderato b. andante & presto c. largo & adagio d. largo & allegro
 13. Which dynamic marking means medium-soft?
A. mezzo piano b. piano c. mezzo forte d. forte
14. Which dynamic marking means very loud?
A. p b. Pp c. Mf d. Ff
15. What is shown by the symbol pp in music?
A. very loud b. soft c. moderately soft d. very soft
 
 
Packet 3
 
1. What should teachers keep in mind when deciding how to teach elements of music to
students?
A. Whether students will like the type of music being taught.
B. How adding elements of music into the learning environment will benefit students.
C. If the classroom is equipped with audio equipment.
D. How many musicians are in the classes.
2. Which of the following is NOT a tip for teaching music?
A. Decide on which elements of music you want to teach.
B. Take advantage of what your students already know.
C. Only teach music created prior to 1900.
D. Use cultural diversity to your advantage.
3. If a student musician is wary of playing his or her musical instrument in class, which of the
following is a good alternative?
A. Ask the student to form a band so he or she can play with others.
B. Pressure the student to play in front of the class until he or she complies.
C. Inform the student that his or her grades will be lowered if the student doesn't play.
D. Have the student describe the different parts of the instrument.
4. What method describes lessons are presented with an element of play helping the children to
learn at their own level of understanding while emphasizing arts integrations with stories, poetry,
movement, and drama?
A. Orff method b. Kodaly method c. Suzuki method d. Dalcroze method
5. An approach to music education that was introduced in Japan and later reached the United
States during the 1960s.
A. Orff method b. Kodaly method c. Suzuki method d. Dalcroze method
6. This method, parental involvement is helpful to a child's success through motivation,
encouragement, and support.
A. Orff method b. Kodaly method c. Suzuki method d. Dalcroze method
7. A Swiss educator who developed the method to teach rhythm?
A. Shinichi Suzuki b. Emile Jaques-Dalcroze c. Zoltan Kodaly d. Orff
Schulwerk
8. His method follows a sequence with each lesson building on the last. 
A. Shinichi Suzuki b. Emile Jaques-Dalcroze c. Zoltan Kodaly d. Orff
Schulwerk
9. Teacher Jimenez breaks down her lengthy task into short activities each lasting 5 to 10
minutes for her students. Which of the following tips for teaching music describes Teacher
Jimenez?
A. keep boredom at bay by using a variety of task
B. be aware of your students’ differing skill levels
C. teach music your students like and can relate to
D. perform to an online audience
10. “Teachers who had a plan, not just for their classrooms but for their personal life and
profession, often had greater success with their students”.
A. incorporate practical engagement
B. creativity is a powerful teaching tool
C. let your positive attitude shine through
D. teaching music through games is more fun
 
Packet 4
Write your own 5 innovative teaching strategies in teaching music for today’s diverse
classroom. Then, give a short definition each.
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 KEY TERMS
Avant-Garde music– style was associated with electronic music and dealt with parameters or
dimensions of sound in space.
Expressionism– a sub genre of Classical music. It revealed the composer’s mind, instead of
presenting an impression of the environment. It use atonality of 12-tone scale, lacking stable
and conventional harmonies.
Impressionism– musicians and artists were drawn to conveying moods with their music,
instead of distinct melody lines.
Modern Nationalism– is a looser form of 20th century music development focused on
nationalist composer and musical innovators who sought to combine modern techniques with
folk materials
Monophony– music consisting of a single melodic line without chordal accompaniment; it is the
oldest type of music
Music- derives from Greek word (mousike), which means “(art)” of the Muses. Music is a form
of art; an expression of emotions through harmonic frequencies.
Neo-classicism– or new classical music, is a music style of music that drew its inspiration from
the traditional elements of classical music, including emotional restraint, balance, order, and
clarity.
Polyphony – music consisting of several (two or more) melodic lines, each having individual
significance and independence
Sacred music – music that was specifically written for use in religious services
Secular music – music that was composed for purposes other than religious
Concerto - a major instrumental work for solo instrument with orchestral accompaniment
Crescendo - gradually becoming louder
Diminuendo - gradually becoming softer
Homophonic - a melody accompanied by chords
Opera - a drama set to music
Opera buffa - opera in Italy that is full of fun and frivolity
Opera Seria - an opera based on a serious plot that usually revolves around mythological
beings such as gods and goddesses
Polonaise- A stately, march like Polish dance, or music for piano primarily a promenade by
couples.
Program music - Musical compositions intended to depict or suggest nonmusical
incidents, ideas, or images.
Rondo - a musical form that alternates the main theme and its contrasting themes
usually found in the final movement of a sonata or concerto
 Sonata - any instrumental composition that has several movements with variation in
key, mood, or tempo
Symphony - a musical composition for the whole orchestra generally in four
movements; also a sonata for orchestra.
 

 
 
 LEARNING PLAN
ACTIVATING STUDENTS’ SCHEMATA
Have you always loved music? Whether you are interested in learning about its history,
theory, listening to it, or performing it, becoming an elementary school music teacher is an
exciting decision. Teaching music to elementary levels can not only be exciting but also filled
with challenges. In teaching music you will help your pupils learn to appreciate, or admire, and
understand how music works. You will also help them find themselves as emerging musicians,
and teach them to critique and love music from a variety of cultures and historical periods.
Teaching music in elementary school isn’t always easy. In fact, it has been a challenge
for a teacher to teach music in elementary level. Mostly, teachers are afraid and find difficulty in
teaching music due to lack of musical experiences, low of priority given to music in schools, lack
of resources, time to teach music, adequate preparation time, and subject knowledge.
In this lesson, we will have an overview about how and when the music has started. In
connection, we will identify the objectives why teach music in the elementary levels at the same
time develop understanding how important music in our daily lives.

LEARNING OBJECTIVES

At the end of this module you will be able to:

 
 Define Music
 Identify the Objectives of Teaching Music
   Describe and discuss the history of music
 Develop understanding on the importance of teaching music

 
Topic 1: Concept of Music
 
(Definition and Objectives)
 

“Sometimes music is the only medicine the heart and soul need”- Unknown
 

I. Activity 1
Name: ________________________________Date Submitted: _____________
Program/Yr./Section.: _______________________
 
Using this graphic organizer, listen the music of Queen’s Bohemian Rhapsody, describe
the music and identify the concept of music. After organizing your thoughts, write description
each of the concept of music with 3-5 sentences. If needed, listen to the music more than once
to be able to identify the different parts of the song.
 
 
 
 

Concept of Music

II. Analysis
 
After listening the song, as a listener, how does the music make you feel?
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What kind of impact does music really make on you and on society?
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III. Abstraction

The first thing that the students should learn in order for him to appreciate and have an
interest in music is to know and understand the concept. Music is considered as an art. To be
educated is to become knowledgeable about its history, musical style, and objectives in
teaching music. As the Greek philosopher Plato once said “music prepares the young for virtue
by familiarizing them with well-ordered emotion”.
 
What is Music?
Music the word derives from Greek word (mousike), which means “art” of the Muses.
Music is a form of art; an expression of emotions through harmonic frequencies.
Most music includes people singing with their voices or playing musical instruments, such as the
piano, guitar, drums or violin.

Also, music is an art form in which the medium is sound. Common elements of music
are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo,
meter, and articulation), dynamics, and the sonic qualities of texture and timbre.
 
An often cited definition of music, coined by Edgar Varese, is that it is “organized sound”.
(Goldman 1961, 133)
 
Describes that “while there are no sounds that can be described as inherently
unmusical, musicians in each culture have tended to restrict the range of sounds they will
admit”.
 
Objectives of Teaching Music
The aims of teaching music in the elementary grades are:
1. promote enjoyment in music
2. Develop a love and appreciation of music
3. Develop a sound body, normal mental attitudes and emotional reactions
4.Understand social relationships and participate in them in sound ways conducive to the
progress of society
5. Develop in the learner, his potentialities to the optimum.
6. habits of critical and constructive thinking.
7. Appreciate and wish to participate in worthwhile activities.
8. Acquire command of the common knowledge and fundamental skills essential to effective and
useful living.
 
 I. Activity 2
Name: ________________________________Date Submitted: _____________
Program/Yr./Section.: _______________________
Look for other songs which were originally composed during the medieval, renaissance
or baroque periods that have been revived today. They may have been used as background
music for commercial, movie, “teleserye”, and other media purposes. Write it in a sheet of
paper.
Example, Canon Rock, Canon in D by Pachelbel

II. Analysis
After listening the music, how was it used as background music?
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Do you think they were used creatively? Was the music used appropriately? If yes,
Why?
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  If you were one of the original composers, would you allow your compositions to be used
as they are used today? Why or Why not?
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History of Music
There are six periods of music. Thus, each period has a particular style of music that
greatly contributed to what music is today.
1. Medieval, Middle Ages or “Dark Ages” (500-1400 A.D.)
 Consists of songs, instrumental pieces, and liturgical music
from 500 to 1400 A.D. Medieval music was an era of Western music,
including liturgical music (known as sacred) used for the church, and
secular music, non-religious music. Medieval music includes solely vocal
music, such as Gregorian Chant and choral music (music for a group of
singers), solely instrumental music, and music that uses both voices and
instruments.
 Gregorian Chant was sung slowly and without rhythm or harmony by monks during Catholic
Mass. The tunes are also called Gregorian Chant, which were named after Pope Gregory I.
Gregorian Chant was written in Neumes.
 Mass is a reenactment of Christ’s Last Supper, intended to provide spiritual connection
between man and God. Part of this connection was established through music.
 Troubadours traveled in the country, singing their love songs (non-religious music). They
used drums, bagpipes, harps, and recorders.
 Monophonic (means single melodic line) and polyphonic styles (two or more melodic line at
the same time)
 Ballads were sung outside churches and told stories. Topic included love, war and heroes.

 Famous composer during this period was Adam de la Halle (also know as Adam le Bossu
(Adam the Hunchback)). His works were Le Jeu de Robinet de Marion and La Chanson du
roi de Sicile.
 Listen to the link that features a Gregorian Chant of the Medieval period.
http://www.youtube.com/watch?v=kK5AohCMX0U

2. Renaissance (1400-1600 A.D.)

 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. A period of significant changes in history, including
music. In this case, it was a rebirth of Greek and Roman culture.
 The people of upper and middle classes hired people to
educate their children.
 The printing press was invented and popularized the music of great composers

 A new philosophy called “humanism” developed in Italy. It emphasized that life should be
viewed as preparation for death.
 Most Renaissance music is polyphonic– two or more voices being heard with different
rhythms.
 Near the of the Renaissance, chordal music appeared. The voices moved together in chords.

 Melodic lines move in a flowing manner. Melodies are easier to perform because these move
along a scale with a few large leaps.
 There was a growth in instrumental music, especially the lute and keyboard. The most
popular instrument was the lute. And most instrumental music was written for singing and
dancing.
 

 
Vocal A Capella Music
1. Mass– is a form of sacred musical composition that sets texts of the Eucharistic liturgy into
music. It is sung in a very specific order: Kyrie(Lord Have Mercy), Gloria(Glory to God in the
Highest), Credo(I Believe in God), Sanctus and Benedictus(Holy, holy and blessed Is He),
and Agnus Dei(Lamb of God). It is performed in Latin.
2. Motets– a polyphonic work with four or five voice parts singing one religious Latin text.
3. Madrigals– a secular vocal polyphonic music composition which originated from Italy. It is
written and expressed in a poetic text and sung during courtly social gatherings, usually love
songs. It is the most important secular form during the Renaissance period. These song
forms where performed in groups of four, five, or six singers.
(Listen to “April Is In My Mistress’ Face” by Thomas Morley)
Famous Composers
1. Giovanni Pierluigi da Palestrina Rome, 1525 - February 2, 1594
 He was an Italian and wrote mostly religious works.

 he is considered one of the greatest master of Roman Catholic

Church music
 He wrote motets, madrigals, and masses.

 He’s music shows pitch and rhythm

 Listen to Kyrie (excerpt from Pope Marcellus Mass)

 
 2. Thomas Morley ( 1557-1602)
 English composer best known for his madrigals

 Most of his madrigals are light and easy to sing with some aspects
of Italian style.
 He tried imitating Byrd in his early works but veered towards
composing madrigals that show a variety of color, form and
technique.
 His works include Fire,fire My Heart, Sing and Chant It, Fantasie,
April Is In My Mistress’ Face, and It Was a Lover and His Lass.
3. Baroque Music Period (1600-1750 A.D.)
 Baroque is derived from the Portuguese word ―barroco” which
means ―pearl of irregular shape (misshapen pearl).
 Refers to highly decorated music and art

 A time when composers experimented with form, styles and

instruments
 Unity– repeating rhythms and melodic patterns. A sudden
dynamic and tempo changes.
 Music was ornamented and improvised.

 The development of opera and orchestras.

 Was written for and heard by Kings, nobility, and Church.

 Venice, Italy was the center of Baroque music

 Harpsichord was more popular than the piano.

 Violin was also considered an important musical instrument

 Major and minor tonality was created

 Music genres– operas, oratorios, suites, tocatas, concerto grosso, and fugue.

 A lot of the musical terms and concepts that evolved in this era are still used today.

 Famous composers are Johann Sebastian Bach, Antonio Vivaldi, and George Friedrich
Handel.
Music Genres
1. Concerto– a form of orchestral music that employs a solo instrument accompanied by an
orchestra.
 
 
 
 
 
 
 2. Concerto Grosso- A form of orchestral music during the Baroque Period wherein the music
is between a small group of solo instruments called concertino and the whole orchestra called
tutti.
 

3. Fugue– the subject is stated by the first voice. The other voices
then enter imitating the same subject, one at a time. The voices
alternate subject and answer.

 Access this link through the internet and listen to: Bach’s Toccata
and Fugue in G minor (http://www.youtube.com/watch?
v=ho9rZjlsyYY)
 

4. Oratorio- a large scale musical composition for orchestra and voices that incorporates
narratives on religious themes. Unlike usual theatrical works, this is usually performed without
the use of costumes, scenery, or action. It is usually written in the native language for the
intended audience.
Examples: a. Handel's “Messiah”, “Samson”, “Israel”, and “Egypt”
 b. Bach’s “Christmas Oratorio”
c. Haydn’s “The Creation”
 Listen to the link below that features Oratorio vs. Opera

(http://www.youtube.com/watch?v=NYVGtAJ7ujA)
 

5. Chorale- musical compositions that resemble a harmonized

version of hymnal tunes of the Protestant Church during the
Baroque era.
 Listen to the links below that features:

 Baroque Chorale
http://www.youtube.com/watch?v=ZeBakTvwEes
 Chorale trio
http://www.youtube.com/watch?v=SYFPLVrCWDk
 

Activity 3
Name: _______________________________ Date Submitted: _____________
Program/Yr./Section.: _______________________
Pick two music periods that you have read so far. Compare and contrast them. Make
sure that you have at least 2 ways they are similar and 2 ways that they are different. Use the
graphic organizer below to guide you. Write your answer in a piece of paper.
 

II. Analysis
Listen to the songs of the following. Use the chart below to guide you in analyzing the
songs. Write your answer on the blank sheet provided.
Title: ____________________________ Composer:
___________________
Era: _____________________
Ex:
Description
 
Elements
Medieval Renaissance Baroque

Language Latin Greek English

Form Vocal Instrumental

Text-Setting Syllabic Neumatic Melismatic

Texture Monophonic Homophonic Polyphonic

Song #1
 

Song #2
 
Song #3
 
 4. Classical Period (1750-1820 A.D.)
 The classical era, also called “Age of Reason”. The cultural
life was dominated by the aristocrats, as patrons of
musicians and artists who generally influenced the arts.
 Classicism was developed, a new style in architecture,
literature and arts.
 Instrumental music was patronize primarily by the nobility.
 Music is characterized simpler melodies such as sonatas
than Baroque. A simple yet more direct style of music.
 Harmony and texture is homophonic in general. The
dynamics of loud and soft were clearly shown through the
extensive use of crescendo and diminuendo. Also, a style
of broken chord accompaniment called, Alberti Bass was
practiced.
 Reflected feelings and situations experienced in daily life. Additionally, emotions were
controlled in the music.
 Piano is the primary instrument of this period
 The great composers were: Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig
Van Beethoven.
 Sonata, Concerto, and Symphony are the instrumental forms while Opera Seria and Opera
Buffa are the vocal forms developed. Opera is a drama set to music where singers and
musicians perform in a theatrical setting.
 Listen to “Rondo alla turka” by Wolfgang Amadeus Mozart, L.V. Beethoven Piano Sonata no.
14 in C sharp minor (Moonlight)
 

5. Romantic Period ((1800-1910 A.D. )

 is a stylistic movement in Western classical music
associated with the period of the nineteenth century. It is
closely related to the broader concept of Romanticism—
the intellectual, artistic and literary movement that became
prominent in Europe.
 Romantic composers sought to create music that was
individualistic, emotional, dramatic and often
programmatic; reflecting broader trends within the
movements of Romantic literature, poetry, art and
philosophy.
 Is characterized by using music to tell a story or express an
idea.
 The use of various instruments including wind instruments
 The orchestra is arranged and was led by a conductor with a baton
 Famous composers are Franz Liszt, Frederic Chopin, Camille Saint-Saens, Robert
 Schumann, and Peter Ilyich Tchaikowsky.
 Nationalism is reflected in most of the music of Romantic era. In the previous historical
periods, composers borrowed musical styles in Germany, Italy, and France. However,
composers of the Romantic period began incorporating their country’s native folk songs and
musical styles into their compositions. An example of a composition of nationalism is the
Polonaise of Frederic Chopin.
 Ludwig Van Beethoven bridged the music from Classical to Romantic era by expressing his
passion and emotions through his music.
 Piano music is in free from such as fantasy, rhapsody, ballade, and nocturne. Program music
was expressed in tone poems such as Symphony Fantastique.
 Listen a romantic music “Finale, Swan Lake by Tchaikowsky (http:/www.youtube.com/watch?
v=SXJawzOLS3k)
 Activity 4
Name: ________________________________ Date Submitted:
_____________
Program/Yr./Section.: _______________________
Listening Activity:
Write down the words to describe the atmosphere and emotions of SWAN LAKE-
FINALE
 
 

SWAN LAKE-FINALE ATMOSPHERE AND EMOTIONS

 

INTRODUCTION  

(00:00-00:0:36)

 
BEGINNINGZ
(00:37-1:51)

MIDDLE)  

(1:52-4:03)

END  

(4:04-5:17)

MOOD/ATMOSPHERE
 

SCARY SHOCKING EXPLOSIVE

MYSTERY JOY CHEERFUL

WARM INVITING FRIENDLY

NOBLE SERIOUS DARK

ADVENTURE CALM/PEACEFUL EXCITEMENT

ANALYSIS
1. What can you say about the flow of the music? Why?

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2. What happen to the movement of the tempo?

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3. What instrument/s used to play the music? Which instrument/s usually played the melody?
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 6. 20th Century (1900-present)
 The rise of distinct music style that reflected a move away
from the conventions of earlier classical music. These new
styles are: impressionism, expressionism, neo-classicism,
avant-garde music, and modern nationalism
 Claude Debussy, Maurice Ravel, Arnold Schoenberg, Bela
Bartok, Igor Stravinsky, Sergei Prokofieff, and George
Garshwin are the famous developers and composers
 Is defined by the sudden emergence of advanced
technology
 Brought about many innovations on how music was performed and appreciated

 Used technology to enhance compositions

  No longer limited to concerts, opera-houses, clubs, and domestic music-making

 Rock ‘n’ roll was written. Evolved in the United States during the late 1940s and early 1950s.

 Combination of African American Blues, country, jazz, and gospel music.

 Piano or saxophone was often the lead instrument. Generally, replaced by guitar in the
middle to late 1950s. Now more commonly called simply “rock music” or “rock”.
 Hip hop music also called rap music emerged. Consisting of a stylized rhythmic music.
Commonly accompanies, rapping, a rhythmic and rhyming speech that is chanted. Rapping,
scratching, breaking, and graffiti writing are the four key stylistic elements of hip hop.
 Electronic music becomes a main focus

Impressionism– musicians and artists were drawn to conveying moods with their music,
instead of distinct melody lines. They wanted their pieces to evoke a feeling, oftentimes the
music just opposite, vague, and blurred but still incredibly impactful. Claude Debussy and
Maurice Ravel were the main men of impressionist music.
Expressionism– a subgenre of Classical music. It revealed the composer’s mind, instead of
presenting an impression of the environment. It uses atonality of 12-tone scale, lacking stable
and conventional harmonies. It served as a medium for expressing strong emotions such as
anxiety, rage, and alienation. Famous composers are Arnold Schoenberg, Anton Webern, and
Alan Berg.
Avant-Garde music– style was associated with electronic music and dealt with parameters or
dimensions of sound in space. It made use of variations of self-contained note groups to change
musical continuity, and improvisation, with an absence of traditional rules on harmony, melody,
and rhythm.

Neo-classicism– or new classical music, is a music style of music that drew its inspiration from
the traditional elements of classical music, including emotional restraint, balance, order, and
clarity. Popular between World War I and World War II, the music was a rebuttal to the much
less formal and more emotional music of the Romantic Period. Neoclassical music written by
composers in the first half of the 20th century aimed to restore the link to musical tradition
following a wave of musical experimentation at the beginning of the 20th century. The
composers did not want to ignore developments in music after the Classical Period but wanted
to reintroduce a clear form, a tonal center and a melodic element. They added to the classical
structure more modern chromatic elements, use of dissonance and varied rhythm that had been
developed since the Classical Period. Famous composers are Sergei Prokofieff and Igor
Stravinsky.

Modern Nationalism– is a looser form of 20th century music development focused on

nationalist composer and musical innovators who sought to combine modern techniques with
folk materials. A number of outstanding composers of the 20th century each made their own
distinctive mark on the contemporary classical music styles that developed. Claude Debussy
and Maurice Ravel were the primary exponents of impressionism, while Arnold Schoenberg was
the primary exponent of expressionism, Bela Bartok was a neo-classical, modern nationalist,
and a primitivist composer who adopted Hungarian folk themes to introduce rhythms with
changing maters and heavy syncopation. Igor Stravinsky was also an expressionist and a neo-
classical composer. He incorporated nationalistic elements in his music, known for his skillful
handling of materials and his rhythmic inventiveness.
 

ASSESSMENT

Name: _________________________ Date Submitted: _____________

Program/Yr./Section.: _______________________
Direction: Read the questions carefully. Write your answers on the space provided.
1. Choose among six periods in history of music then elaborate how they contributed in
music?
A.

B.
C.

2. Among six periods, what is the most notable period in history of music? Explain
comprehensively.
 
 

 
 
 

 
 

PERFORMANCE
As a final task for this lesson, form your own group comprising 5-10 members (either
family or neighbors). Create a singing mashup/a cappella medley by combining the musical
styles of the six (6) musical periods with a time duration of 5-6 minutes. Finally, present your
group singing performance thru virtual classroom or thru email.
Criteria for Judging:
Number of Songs…………….15 points
Vocal/Beat Matching………...15 points
Pronunciation ………………...15 points
Creativity……………………….15 points
Facial Expression……………..15 points
Rhythm…………………………15 points
Teamwork ……………………..10 points
Total……………………………100 points
 
Feedback (My Reflection)
In a 1 whole sheet of yellow pad paper/short bond paper, write your
insights/reflections using the following guide questions.
 What is the relevance of music to your life? To Society? To Culture?

 What piece of music you like the most? What did you feel? Why?

 
Summary
Music is a continuous and unbroken record of human effort to extend and enhance the
possibilities of effects of sound upon human sensibilities, as representing in a formal or a direct
manner the expression of man’s inner being. People use music to express their feelings, ideas,
and thoughts in their own different ways which makes music as part of our life. Thus, without
music everything would be meaningless. People love music because of that we could be able
teach and explain to young ones the importance and the impact of music has given to a
person's life, to the society, and to the world.
Moreover, in teaching music it is important to know the origin and the evolvement of
music from the past until today according to its characteristics so that it could be easily
understand and appreciated as well.
Medieval period is far greater than that in any other period. Beginning Renaissance, and
continuing today, the Middle Ages has been perceived as a period of stagnation. In fact it was a
period of great change. We begin the study of European music with the Medieval era because
we can trace a period of unbroken activity and development, beginning with the development of
chant. Gregorian Chant (sacred music) is a type of music from this era developed, which was
mainly used in the early Christian Church. Moreover, although sacred music was preeminent,
secular song music traditions did emerge. Instrumental music played as a secondary role as
accompaniment to song or dance. Monophonic song was used during this time and a music
notation called Neumes, a modern four-line and five-line staff developed in response to the
evolution of musical styles. (www.home.olemiss.edu)
 

Suggested Readings
Gregorian Chant of the Medieval period http://www.youtube.com/watch?v=kK5AohCMX0U
Bach’s Toccata and Fugue in G minor (http://www.youtube.com/watch?v=ho9rZjlsyYY)
Baroque Chorale http://www.youtube.com/watch?v=ZeBakTvwEes
Chorale trio http://www.youtube.com/watch?v=SYFPLVrCWDk
Finale, Swan Lake by Tchaikowsky (http:/www.youtube.com/watch?v=SXJawzOLS3k)
 
References/Resources
MAPEH Grade 9 Learner’s Material
MAPEH Grade 10 learner’s Material
Music History
https://www.slideshare.net/TheinHtikeAung/music-history-14110181
Overview of Music History
https://www.slideshare.net/JulieStephens/music-history-overview-41575101?qid=5ac39212-
010f-4076-b773-19cd3b64510b&v=&b=&from_search=2