MAPEH

MUSIC . ARTS . PHYSICAL EDUCATION. HEALTH

MUSIC – Grade 9
Music 9
Quarter 1 – Module 5: Music 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)

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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)
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 MUSIC
MUSIC . ARTS . PHYSICAL EDUCATION . HEALTH

Quarter 1
Module 5
Music of the Baroque Period
Introductory Message

For the Facilitator:

Welcome to the Music 9 Self-Learning Module on Music 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 Music 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:

 enumerate the important events during the Baroque period;

 identify the characteristics of Baroque music; and
 show appreciation in the importance of the development of music genres during
the Baroque period.

PRETEST

I-Directions: Identify the following pictures below. Write your answers on the space
provided.

1. _______________ 4.___________________

2. ______________ 3. _______________ 5. _______________

II-Directions: Identify what is being mentioned on each item below. Write your answer on
the space provided before the number.
_________ _1.The word Baroque came from the Portuguese word barroco which means.
__________ 2. A form of orchestral music that employs a solo instrument accompanied by an orchestra.
__________ 3. A musical compositions that resemble a harmonized version of hymnal tunes of the
Protestant Church during the Baroque era.
__________ 4. It is a large scale musical composition for orchestra and voices that incorporates
narratives on religious themes.
__________ 5. 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.

RECAP
Directions: Classify the items in the box according to the historical period to which it belongs.
Write the words in the column below.

Thomas Morley Gregorian Chants Troubadour Music

Adam de la Halle Giovanni Pierluigi da Palestrina

MEDIEVAL PERIOD RENAISSANCE PERIOD

 LESSON

WHAT DO YOU MEAN BY

BAROQUE?
BAROQUE - is derived from the Portuguese
word barroco” m s
f .

Baroque - The term baroque is used to describe a particular musical style of architecture
popular between 1600- 1750. Some of the great composers of this time were George Friedrich Handel,
Johann Sebastian Bach, Claudio Monteverdi, and Antonio Vivaldi.
During this time, the arts highlighted grandiose and elaborate music ornamentatio ns.
These were clearly seen in the musical compositions created by Baroque composers.
New instrumental techniques and changes in musical notation were developed. Major
and minor tonality was also created in this period. A lot of the musical terms and concepts that
evolved in this era are still used today.

Characteristics of Baroque Music:

 Melodies sound elaborate
and ornamental
 Melodies are not easy to
sing or remember
 Primarily contrapuntal
textures with some
homophony
 Dynamic contrast –
alternation between loud
and soft
 Music genres—operas,
oratorios, suites, tocatas,
concertó grosso, fugue
 Orchestra consists of
strings and continuo
 New forms: binary – AB, ternary – ABC
 ground bass
 fugue

Music Genres of Baroque Music

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- A contrapuntal piece, developed mainly by imitative counterpoint. It is
usually written in 3 or 4 parts, with a main theme called subject.

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:
 Handel's ―Messiah,‖ ―Samson,‖ ―Israel,‖ and ―Egypt‖
 Bach’s ―Christmas Oratorio‖
 Haydn’s ―The Creation‖

5. Chorale – musical compositions that resemble a harmonized version of hymnal

tunes of the Protestant Church during the Baroque era.

Example of Group:

Concerto Grosso Chorale Oratorio

 ACTIVITIES
ACTIVITY 1.

Directions: Matching Type. Match column A with the correct answer on column B, write only
the letter of answer on the blank at the right side.

Column A Column B

1. A large scale musica l A. Chorale 1.________

composition for orchestra
and voices that incorporates
narratives on religio us
themes.

2. Musical compositions that B. Concerto 2.________

resemble a harmonized
version of hymnal tunes of
the Protestant Church during
the Baroque era.

3. A form of orchestral music C. Concerto Grosso 3.________

that employs a solo
instrument accompanied by
an orchestra.

4. The word Baroque came D. Fugue 4.________

from the Portuguese word
barroco which means
______.

5. A contrapuntal piece, E. Oratorio 5.________

developed mainly by
imitative counterpoint. It is
usually written in 3 or 4
parts, with a main theme
called subject.

F. Pearl of irregular
shape
ACTIVITY 2: True or False
Directions: Write True if the statement is correct and False if the statement is wrong.
______1.Oratorio is a form of orchestral music that employs a solo instrument accompanied
by an orchestra.
_______2.Concerto Grosso 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.
_______3.Fugue is a contrapuntal piece, developed mainly by imitative counterpoint. It is
usually written in 3 or 4 parts, with a main theme called subject.

_______4.Concerto is 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.

_______5.During Baroque Period, the arts highlighted grandiose and elaborate music
ornamentations.

WRAP–UP
I have learned that Baroque period is
______________________________________________________________
______________________________________________________________
______________________________________________________________

VALUING

Did you know that…?

New instrumental techniques and changes in musical notation

were developed. Major and minor tonality was also created in
this period. A lot of the musical terms and concepts that
evolved in this era are still used today.
 Based on the music genres discussed, how the
performers, setting and the composition developed?
Describe the process. How this new instrume ntal
techniques and changes in musical notation are
affecting from how we compose and sing today?

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

Why was this development so important?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________

POSTTEST

MULTIPLE CHOICE
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
PRETEST RECAP POSTTEST
1. Chorale (in any order) 1. A
2. Pearl of irregular 2. C
Medieval
shape 3. B
3. Concerto Grosso  Gregorian 4. B
4. Fugue Chants 5. D
5. George Frideric  Troubadour
Handel Music
 Adam de la
1. Pearl of irregular Halle
shape Renaissance
2. Concerto  Thomas Morley
3. Chorale  Giovanni
4. Oratorio Pierluigi da
5. Fugue Palestrina
ACTIVITY NO.1 ACTIVITY NO.2
1. E 1. FALSE
2. A 2. TRUE
3. B 3. TRUE
4. F 4. FALSE
5. D 5. TRUE
KEY TO CORRECTION
D. oratorio B. concerto
C. fugue A. chorale
incorporates narratives on religious themes.
__________5 It is a large scale musical composition for orchestra and voices that
D. oratorio B. concerto grosso
C. fugue A. concerto
orchestra called tutti.
 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

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/ROLANDO C. JULIAN

Public Schools District Supervisor