MAPEH

MUSIC . ARTS . PHYSICAL EDUCATION . HEALTH

MUSIC – Grade 9
Music 9
Quarter 1 – Module 6: Famous Composers of the Baroque Period
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

W riter: Melque L. Molines
Editor: Melanie G. Logdat
Reviewers: Alma D. Coronado
Illustrator: Edison P. Clet
Layout Artist: Elinette B. Dela Cruz
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
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OIC-Chief, Curriculum Implementation Division

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Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
W ilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

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 MUSIC
MUSIC . ARTS . PHYSICAL EDUCATION . HEALTH

Quarter 1
Module6
Famous Composers the
Baroque Period
Introductory Message

For the Facilitator:

Welcome to the Music 9 Self-Learning Module on Famous Composers of the

Baroque Period.

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Music 9 Self-Learning Module on Famous Composers of the

Baroque Period.

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

W rap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

At the end of this module, students are expected to:

• discuss the life of the Baroque Composers;
• recognize their famous works and their contribution to music; and
• listen perceptively to selected vocal and instrumental music of Baroque Period.

PRETEST

I- Directions: Identify the following pictures below use the jumbled letters as a
clue. Write your answers on the space provided.

1. ANNHJO TSEASNBIA HABC 2. OINTONA DILVAVI 3. EGROEG HCIRDEIRF LEDNAH

__________________ _________________ __________________

II- Directions: Identify the composer of each musical work. Write your answers on
the space provided.
4. Messiah- __________________________
5. Four Seasons- __________________________
6. Fugue in G minor- __________________________
 RECAP

Directions: Write the letter of the correct answer on the space provided.
_________1 It is a Portuguese word “barroco” which means ______.
A. pearl of irregular shape C. pearl of no regular shape
B. pearl of rectangular shape D. pearl of regular shape

__________2 It is a contrapuntal piece, developed mainly by imitative counterpoint. It is

usually written in 3 or 4 parts, with a main theme called subject.
A. chorale C. fugue
B. concerto D. oratorio
__________3 It is a form of orchestral music that employs a solo instrument accompanied
by an orchestra.
A. chorale C. fugue
B. concerto D. oratorio
__________4 It is 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.
A. concerto C. fugue
B. concerto grosso D. concerto
__________5 It is a large scale musical composition for orchestra and voices that
incorporates narratives on religious themes.
A. chorale C. fugue
B. concerto D. oratori

LESSON

1. Johann Sebastian Bach

Born: Germany March 21, 1685
Died: July 28, 1750
J.S.Bach came from a family of musicians. He was taught to play
violin by his father who was then the town musician in Eisanach.
He entered school at age 7 where he was taught religion and
other subjects. He became orphaned at age ten. His brother, a
church organist provided for him. Bach’s beautiful soprano
Ima ge were ta ken from K-12 singing voice helped him to be accepted at a school in Luӥeberg.
Mus i c a nd Arts Learner’s
A few years later, his voice changed and Bach focused his
Ma teri al. Us ed under fa ir
dea ling provision. attention to playing the violin and harpsichord.
Bach was a religious man. His personal and deep faith is shown
in his sacred music. He was known for his compositions for organ, orchestra, and oratorio. His
most important and long term position was as cantor” at St. Thomas Church.

His works include:

Concerto Grosso
 e.g. Brandenburg Concertos (concerto grosso)
http://www.youtube.com/watch?v=uw2dlZ8V4-0
Masses
 Mass in B minor
Cantatas
 Cantata 208 and 211
Fugues
 Fugue in G minor http://www.youtube.com/watch?v=p1XD1MSES_8
 Toccata and Fugue in D minor
o Works for clavichord and harpsichord
 Well-Tempered Clavier (one of his more well- known keyboard improvisations)

2. Antonio Vivaldi
Born: Venice, March 4, 1678 to
Died: Vienna, July 28, 1741
Antonio Lucio Vivaldi Antonio Lucio Vivaldi, nicknamed il
Prete Rosso ("The Red Priest") because of his red hair, was an
Italian Baroque composer, Catholic priest and a virtuoso
violinist. Recognized as one of the greatest Baroque composers,
his influence during his lifetime was widespread over Europe.
Vivaldi is known mainly for composing instrume nta l
concertos, especially for the violin, as well as sacred choral
Ima ge were ta ken from K-12 works and over forty operas. He entered the priesthood and was
Mus i c a nd Arts Learner’s ordained in 1703. Vivaldi is well known for giving the strings a
Ma teri al. Us ed under fa ir major role in his compositions.
dea ling provision.
His most famous piece is The Four Seasons. This
composition is a series of four violin concerti depicting
each of the seasons, Spring, Summer, Autumn, and Winter.

Listen to the link below that features “Spring” (one of the four parts of The Four
Seasons)
http://www.youtube.com/watch?v=aFHPRi0ZeXE

3. George Friedrich Handel

Germany, February 23, 1685 to
London, April 14, 1759

George Handel was the second son from the second marriage of
a pastor. Despite his father’s opposition, George secretly taught
himself to play the harpsichord. At age 7, he gained access to a
Ima ge were ta ken from K-12 church organ and started to play. A Duke heard him play and
Mus i c a nd Arts Learner’s insisted on giving him a formal music education. Under Zachau,
Ma teri al. Us ed under fa ir organist of Halle cathedral, he studied counterpoint, canon and
dea ling provision.
fugue.
Handel is remembered for his operas and oratorios. Handel became England’s favorite
composer. He had given English audiences music that in variety and interest rivalled anything
they could remember. Handel lost both of his eyesight in 1753. When he conducted his oratorio,
―Samson,” a few in the audience were unaware that he had lost his eyesight. The Messiah is
Handel’s most famous creation and the very well known ―Hallelujah‖ chorus is part of
Handel’s Messiah.The Messiah was written in the space of twenty – four days in London but
it was in Dublin when The Messiah was first performed and became an instant success.

Listen and watch the following link that features the “Hallelujah” chorus from
Handel’s Messiah
http://www.youtube.com/watch?v=IUZEtVbJT5c

ACTIVITIES
ACTIVITY 1
Performance Task 1: Piano Solo- White Tiles 4
Directions:
1. For this performance task make sure to download on your play store or app store the
Piano Solo- White tiles 4. It is for free and you can also use this app without
requiring the internet connection or data. The picture below shows the icon of the
application.

2. Following the table below. You are going to play every level to unlock the music
composition JS Bach, Antonio Vivaldi and Johann Pachelbel.

JS Bach Antonio Vivaldi J. Pachelbel

6. Minuet in G 1. Four Seasons Spring 2. Canon in D
8. Prelude no. 1 in C
23. Invention 13 (bwv
784)
31. WTC No.3
36. Minuet no.3

3. Make sure to screen shot your game results and compile it for the computation of your
scores. It should have your name, year and section, and the time you took the game.

4. The compilation of your game results is also graded and it is an important proof that
you really took the performance task.

5. The teacher will use the score system below in grading your performance task.
Note: This scoring system will be used on each songs in Piano solo- white – tiles 4. To get
the final score simply add the scores on each assigned game then get the average.
score equivalent score equivalent
0-50 75 701-900 88
51-100 77 901-1000 90
101-300 80 1001-1200 92
301-500 83 1201-1300 94
501-700 86 1301 - above 96
Reflection: Complete the statement below:
I enjoy/ did not enjoy the piano solo-white tiles 4 because
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
ACTIVITY 2:
Performance Task 2: Move to the music
Directions:
1. For this performance task make sure to download on your play store or app store the Tiktok
application. Just in case you don’t have internet connection to download the app you can just
record the video on your smart phones and send it to Facebook messenger.

2. You will be given selections of music from Medieval period, Renaissance period and
Baroque period. Just choose one music on any of the three periods. You can use any of the
following music:
 Gregorian chant of Medieval Period
 Fire Fire my Heart by Thomas Morley
 Tocatta and Fugue in d minor by JS Bach
 Concerto Grosso for Two violins, Cello, Strings, and Basso Continuo by Handel
 Pope Marcellus Mass by Palestrina
 Hallelujah chorus by Handel
 Four Seasons Spring by Antonio Vivaldi

3. Create your own interpretation of your chosen music in the form of dance. You can also ask
your family members to join you on the video. The more the merrier.
4. You may choose the theme of your music interpretation on the list below:
 Advocacy / hygienic practice for fighting against Covid-19 pandemic
 Thank you dance for our frontliners
 Love for country
 Love for God
5. In uploading the video use the #medievalmusic, #renaissancemusic, #baroquemus ic
depending on the period of the music that you’ve chosen.
6. You will be graded using the criteria below.
CRITERIA
Choreography 5 points
Coordination of Movements 5 points
Relevance to the theme 5 points
Expression and Execution 5 points
Interpretation of music 5 points
TOTAL 25 points

Suggested activities:
Just in case you don’t have an internet access at home you can tune in to 98.7 DZFE- The
Master’s Touch. It can also be heard on Cignal TV channel 314
ACTIVITY 3: Contour …Factor!
Directions:
1. Listen to the Four Seasons Spring of Antonio Vivaldi by clicking this link http://
www.youtu.be/GRxofEmo3HA. In case of lack of internet connection you can listen to
the music free on your piano tiles 2 application no. 46.
2. Following this example below, create your own graphic representation of Four
Seasons Spring by following the rhythm of the music as you listen to it. You may use
art materials on this activity.
3. Do your work on the space provided.

Answer this checklist once you’ve finished the task.

My Checklist Guide Evident Not Evident
1. Did I draw my lines to move along with the
contour of the melody?
 2. Did I create variations on the lines used?
3. Are my lines creatively drawn along with
other lines?

WRAP–UP
The famous composers of the Baroque period are
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________

VALUING

Did you know that…?

The Baroque Period is characterized by grand and elaborate

ornamentation of sculptures, theaters, arts and music.

Music evolved alongside with man’s constant quest for

growth and development. Describe the process. How these
developments help composers nowadays to create their own
composition?

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________
Why was this development so important?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________
 POSTTEST

Directions: Identify what is being mentioned the following statement of the Baroque Period.
You may find your answers on the crossword puzzle below. Write your answer before the
number.

Baroque Music in Letters

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

________________1. It is Handel’s most famous creation.

________________2. It is the most famous piece of Vivaldi.
________________3. His personal and deep faith is shown in his sacred music.
________________4. He is known as “The Red Priest”.
________________5. He was the second son from the second marriage of a pastor.
 KEY TO CORRECTION

Handel 5. 6. Bach
Vivaldi 4. 5. Vivaldi
5. D 4. Handel
Bach 3.
4. F Handel
Four Season 2.
3. B 3. George Friedrich
Messiah 1.
2. A 2. Antonio Vivaldi
POSTTEST 1. E 1. Johann Sebastian Bach
RECAP PRETEST

REFERENCES
 Books

Burkholder, J. Peter, et.al. (1980).Norton Anthology of Western Music. Vol.1: Ancient to

Baroque 5th Edition 2014. New York City, United States of America. Norton
W.W.& Company Inc.
Kamien, Roger (1976).Music Appreciation.9th Edition July 24, 2018. The Hebrew
University of Jerusalem, Israel. McGraw-Hill Education
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale University.

 Textbook

Government of the Philippines, Department of Education

Music and Arts – History of Western Classical Music- Grade 9
Learner’s Material for Music and Arts
First Edition, 2013
ISBN: 987-971-9990-76-5
 ACKNOWLEDGEMENT
_____________________________________________
EDISON P. CLET
Illustration

ELINETTE B. DELA CRUZ

Project Development Officer II (LRMS)
Lay-out Artist

MELQUE L. MOLINES
Video/ PowerPoint Presenter

MELANIE G. LOGDAT
Video/ PowerPoint Presenter

ALMA D. CORONADO/DEMOSTHENES B. SORIANO

Validator

MARIVIC D. LISING
MAPEH Department Head

GILBERT O. INOCENCIO
Rizal High School
School Head

NORLYN D. CONDE
MAPEH Education Program Supervisor

RODOLFO B. MANUEL
Public Schools District Supervisor