MUSIC 9

Module 1

Week 1 to 7
FIRST QUARTER
 Week 1
Music of the Medieval Period
KNOWLEDGE CHECK
Directions: Fill in the blanks: Choose your answers from the words provided in the
box. (2pts each)

Dark Ages Neumatic Gregorian

Le Jeu de Robin et de Marion Pope Gregory I
Troubadors

1. Medieval period is also known as the Middle Ages or “ ”.

2. chant was named after Pope Gregory I, who made this the
approved music of the Catholic Church.

3. The text setting of Gregorian chant is .

4. is one of the famous composers of the Medieval period.

5. are group of musicians who perform some secular music across Europe.

Medieval Music (700-1400)

 It is also known as the “Middle Ages” or “Dark Ages” that started with
the fall of the Roman Empire
 It is the time when the Christian Church influenced Europe’s culture
and political affairs.
 Monophonic plainchant or Gregorian chant was named after Pope
Gregory I, who made this the approved music of the Catholic Church.
 Monophonic plainchants became popular

Characteristics of Gregorian Chants:

- Monophonic
- Free meter
- Modal
- Usually based on Latin liturgy
- Use of Neume notation
 During the latter part of the Medieval period, secular music which was not bound by
the Catholic traditions emerged. Most of these songs were performed across
Europe by groups of musicians called Troubadours.

Characteristic of Troubadour Music:

- Usually monophonic
- Sometimes with improvised accompaniment
- Tells of Chivalry and courtly love
- Originated in France
- Written in the French Language
 Adam de la Halle, France 1237 – 1288. Also known as Adam le Bossu (Adam the
Hunchback). He was the son of well-known citizen of Arras, Henri de la Halle.
- Adam was one of the oldest secular composers whose literary and musical
works include chansons and poetic debates. He was a trouvère, poet, and
musician.
 - His musical play, Le Jeu de Robin et de Marion was considered as the
earliest surviving secular French play with music.
- His works include: Le Jeu de Robin et de Marion and La Chanson du roi de Secile
POST -TEST

Directions: Choose the letter of the correct answer. Write your answers on the space
provided.

1. The common texture of Medieval music is .

a. monophonic c. heterophonic

b. homophonic d. polyphonic

2. It is called the “Dark Ages.”

a. medieval c. baroque

b. renaissance d. classical

3. Which of the following is NOT true about Gregorian chant?

a. Free meter c. usually based on Latin liturgy

b. Written in Neumes d. multimodal

4. Which Troubadours qualification shows an attitude of honor, generosity,

and courtesy?

a. crusade c. feudalism

b. indenture d. chivalry

5. Gregorian chant was most often sung in .

a. monophonic texture c. Renaissance period

b. diatonic triads d. Arabic language

 Week 2
Music of the Renaissance Period

KNOWLEDGE CHECK
Directions: Identify the following compositions from the Renaissance Music. On the
space provided, write SACRED if it is Religious and SECULAR for Non-Religious.

1. Kyrie
2. Fire, Fire, My Heart
3. Glory to God in The Highest
4. Gloria
5. It was a Lover and His Lass
6. Fantasie
7. Sanctus Benedictus
8. Sing We and Chant It
9. Agnus Dei
10. Apostle’s Creed

Music of The Renaissance Period (1400-1600)

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.

Renaissance music became popular as entertainment and activity for

amateurs and the educated. Lute was the prominent instrument of the Renaissance Era.
The influence of the Roman Catholic Church started to decline as the new music genre
arose. Though sacred music was still of great importance, secular music became more
prominent in the Renaissance period. This era was also known as “golden age” of a
cappella choral music.

Characteristics of Renaissance Music:

 Mostly polyphonic
 Imitation among the voices is common
 Melodic lines move in flowing manner
 Melodies are easier to perform because these move along a scale with a few
large leaps.

Vocal Music of the Renaissance

1. Mass – is a form of sacred musical composition that sets texts of the Eucharistic
Liturgy into music.
Characteristics of the Mass:
 Polyphonic
 May be sung a cappella or with orchestral accompaniment
 Text may be syllabic (one note set to each syllable), neumatic (a few
notes set to one syllable), or melismatic (many notes to one syllable)

Five main Sections of Mass:

1.1 Kyrie “Lord Have Mercy”

1.2 Gloria “Glory to God in the Highest”
1.3 Credo “Apostle’s Creed”
1.4 Sanctus and Benedictus “Holy, holy,” and “Blessed is He”
1.5 Agnus Dei “Lamb of God”
 2. Madrigal – A secular vocal polyphonic music composition which originated from
Italy. It was written and expressed in a poetic text and sung during courtly social
gatherings. It is the most important secular form during the Renaissance period.

Characteristics of the Madrigal:

 Polyphonic

 Sung a cappella

 Through-composed

 Frequently in 3-6 voices

Famous Composers of the Renaissance Period

1. Giovanni Pierluigi da Palestrina, Rome, 1525 – February 2, 1594.

The greatest master of Roman Catholic Church music during the renaissance period. Majority of
his compositions are sacred music. He was committed to sacred music and has keen interest in
satisfying the desires of church leaders in the sixteenth century. Palestrina’s Pope Marcellus Mass is
held up as the perfect counter-reformation style. Kyrie is part of the first two sections of the Pope
Marcellus Mass.

2. Thomas Morley, 1557-160

Morley was born in Norwich, East England. He was a singer in the local cathedral from his
boyhood and he became a Master of Choristers there in 1583. Thomas Morley was the famous
composer of secular music in his time.
His works Include:
a. Fire, Fire, My Heart
b. Sing and Chant It
c. Fantasie
d. April is My Mistress’ Face
e. It Was a Lover and His Lass
f.
POST -TEST
Directions: Choose the letter of the correct answer. Write your answers on the space provided.
1. Who is the “greatest Master of the Roman Catholic Church music?”
a. Adam de la Halle c. Giovanni Pierluigi da Palestrina
b. Thomas Morley d. Nicholas Younge
2. He is the most famous composer of secular music in his time.
a. Adam de la Halle c. Ludwig Van Beethoven
b. Thomas Morley d. Nicholas Younge
3. It is a form of sacred musical composition that sets texts of the Eucharistic
liturgy into music.
a. Madrigal c. Masses
b. Mass d. Musica Transalpina
4. It is a secular vocal polyphonic music composition that was written and

expressed in a poetic text. This is sung during courtly social gatherings.

a. Madrigal c. Masses
b. Mass d. Musica Transalpina
5. What is the common texture of the Renaissance music?
a. monophonic c. polyphonic
b. homophonic d. heterophonic
 Week 3-5
PRE-TEST
LET’S DO THE TWIST. Beside each picture are jumbled letters, you will arrange them to
form a name of instrument, write your answer on the first line. Then, on the second line write
the classification of instruments whether it is AEROPHONE, CHORDOPHONE,
MEMBRANOPHONE and IDIOPHONE.

AGBIPEP= ,

ORCHDISPRAH= ,

RPHA= ,

EULT= ,

OSOBANS= ,

VOCAL AND INSTRUMENTAL MUSIC OF

MEDIEVAL, RENAISSANCE AND BAROQUE
PERIODS

Music of the Medieval Period (700 - 1400)

- is also known as the Middle Ages or “Dark Ages” or ''park Ages’ ‘that started with
the fall of roman empire.
- During this time, the Christian church influenced Europe’s culture and political
affairs.
Monophonic plainchant was named after Pope Gregory I, who made this
approved music of Catholic Church.

Music of Renaissance Period

- comes from word "renaitre" which means "rebirth", "revival", and "rediscovery".
- It is a period of looking back to the Golden Age of Greece and Rome.
-Lute was the prominent instrument of the Renaissance era.
- Though sacred music was still of great importance, secular music became more prominent.
- Other historical facts during this era is the discovery at the actual position of earth in the
solar system by Cupernicus.

Music of the Baroque Period (1685 - 1750)

The word Baroque - derived from the Portuguese word "barroco" which means "pearl of
irregular shapes". New instrumental techniques and charges in musical notation were develop
Major and Minor tonality was also created in this period.

Characteristics of Baroque Music

- Melodies sound elaborate and ornamental
- Melodies are not easy to sing or remember.
- Primarily contrapuntal textures with some homophony
- Dyna mic contrast - alternation between loud and soft
- Music genres - operas, oratorios, suites, toccatas, concerto grosso, fugue
- Orchestra consists of strings and continuo
- Harpischord and organ are the keyboard instruments that are commonly used

Music Genres of Baroque

1. Concerto - a form of orchestral music that emloys a solo instrument accompanied by an
orchestra.
2. Concerto Grosso - form of orchestral music during the Baroque Period where in the music
is between a small group of solo instruments called concerto and the whole orchestral called
tutti.
3. Fugue - a contrapuntal piece, developed mainly by imitative counterpoint.
- usually written in 3 or 4 parts, with main theme called "subject".
- The entire piece, grows mainly from a single brief tune of strong musical
character.
4. Oratorio - a large scale musical composition for orchestra and voices that incorporates
narratives religions themes. This is usually performed without the use of costumes.
Examples:
a. Handel's - "Messiah", "Samson", "Israel", and "Egypt"
b. Bach's - "Christmas Oratorio"
c. Haydn's - "The Creation"
5. Chorale - musical compositions that was resembles a harmonized version of hymnal tunes
of the Protestan during the Baroque Era.

DIRECTIONS: Classify the words in the box according to the historical period to which it
belongs. Write the words in the column below.
 MEDIEVAL PERIOD RENAISSANCE BAROQUE PERIOD
PERIOD

III. ASSESSMENT CARD

IDENTIFICATION: Identify the following terms. Choose your answer below.

MADRIGAL GREGORIAN CHANT TROUBADOURS

MASS CONCERTO CONCERTO GROSSO
____________1. A form of orchestral music during the Baroque Period where in the
music is between a small group of solo instruments and the whole orchestral.
2. Orchestra music that employs solo instrument accompanied by an
orchestra.
3. A musical composition written and expressed in poetic text and
sung during courtly social gatherings.
4. An acapella style of singing in monophonic plainchants form.
5. A sacred musical composition that set texts Eucharist liturgy into
music.
 Week 6-7
PRE-TEST
To assess what you know about the music features of the Medieval, Renaissance and Baroque
Periods.
A. IDENTIFICATION. Choose your answer from the box and write it on the space
provided before the number.

_________ 1. Large scale musical composition for orchestra and voices that incorporates
Narratives on religious themes
_________ 2. Through-composed and frequently in 3 to 6 voices
_________ 3. Concertino and Tutti
_________ 4. Have five main sections and text is either Syllabic, Neumatic or Melismatic
_________ 5. Based on Latin Liturgy and uses Neume Notation

MUSICAL PERFORMANCE OF MEDIEVAL, RENAISSANCE

AND BAROQUE PERIODS
During the Medieval period the plainchant, plainsong, or Gregorian chant liturgical singing is
monophonic, or unison, liturgical music of the Roman Catholic Church, used to accompany
the text of the mass and the canonical hours, or divine office.

During the Middle Ages, most of the music was vocal and unaccompanied. The oldest
Medieval musical instrument was the human voice that is why Gregorian Chant is used
during this era. The spread of Christianity in the Dark Ages and the early Medieval period led
to the popularity of hymns and secular songs.
In the Renaissance, music was an important part of the civic, religious and courtly life. The
most important music which was used by the church which is polyphonic by nature are the
masses and motets.
During the Renaissance period, most of the musical activity shifted from the church to the
courts. Art music in the Renaissance served three basic purposes: (1) worship in both the
Catholic and burgeoning Protestant Churches, (2) music for the entertainment and
edification of the courts and courtly life, and (3) dance music.
The Baroque period on the other hand, is the creation of tonality where composers and
performers used more elaborate musical ornamentation, made changes in musical notation
and developed new playing techniques of instruments. It is the period where the opera,
cantata, oratorio, concerto, and sonata musical genres were established. Modern music
owes a lot to the Baroque period for tonality and harmony was formalized. There was a great
development in musical styles as well.
An important type of instrumental music in the Baroque era was the concerto. Opera
encouraged composers to devise ways of illustrating moods in their music; affecting the
listener's emotions became a major objective in composition during this period.

II. ASSESSMENT CARD

A. SCRABLED LETTERS. Arrange the letters below and form a word.

1. ICNMNOOPHO=_________________ 4. GEUUF=_________________
2. RALECUS=_____________________ 5. CNORCETO=_____________
3. DACSRE=______________________
B.Identify the following instruments below. Write the period on the first line whether it is
Medieval, Renaissance and Baroque. On the second line write its classification whether it is
aerophone, idiophone, chordophone or membranophone.

1. Psaltery= _______________________________, __________________________

2. Flute= _______________________________,___________________________

3. Harpsichord= _____________________________, _________________________

4. Timpani= ________________________________, _________________________

5. Lute= ___________________________________, _________________________

III. “ Lets Do The TIKTOK Dance” (Group Activity)

Instruction: The activity will be done by three groups or individually. They will make a dance
production (Ballet, Rigaudon, etc.) using a sample music of the Baroque Period for 1 minute.
The group will choose between Bach’s “Brandenburg Concerto”, Vivaldi’s “Spring” or
Handel’s “Concerto Grosso Op. 6, No. 1 in G Major”. The group will record themselves
separately for Social Distancing and edit it to create a whole new video as a group. The
music video should only be two to three minutes. They may use any video-editing apps
online and will just send their Music Video via Facebook or Instagram. They will be given
one week to brainstorm, plan and create their Music Video.

IV. Performance Task:

ACTIVITY 1. “YOU BE THE JUDGE, YOUR HONOR”
(*INTENDED for LEARNERS who have internet access and smartphones)

Instructions: This activity aims to evaluate music and music performances using the music video
they created during the previous activity “Dance Like Nobody’s Watching”. The members of the
Group 1 will be tasked to evaluate the performance output of Group 2, Group 2 on Group 3 and
Group 3 on Group 1. They will then answer the process questions on a separate sheet of paper.
NOTES: The learners without internet access and smartphones will do this EVALUATION Activity but
the teacher needs to do it in a classroom setting with Social Distancing. The teacher will have a film
showing of the outputs in the classroom and the learners will evaluate them using the same process.

EVALUATION RUBRICS (MUSIC VIDEO PRESENTATION)

FAIR / BELOW VERY GOOD / EXCELLENT /
CRITERIA AVAERAGE GOOD / AVERAGE ABOVE AVERAGE OUTSTANDING
(2 POINTS) (3 POINTS) (4 POINTS) (5 POINTS)
Creativity, Musicality
and Style
The music and style was The music and style was The music and style was The music and style was
(Ability to incorporate somehow not accurately good enough to excellent but somehow outstanding and
music that goes in express the theme accurately express the did not accurately express accurately expressed the
accordance with the presented in terms of theme presented in terms the theme presented in theme presented in terms
theme selection and how creativity. of creativity. terms of creativity. of creativity.
it was projected in the
music video)
Performance and
Interpretation The group attempted to The group showed a good The group showed a great The group showed an
keep a rhythm but often understanding of tempo understanding of tempo excellent understanding
(Ability to incorporate got off beat or behind the and beat but periodically and beat but rarely got of tempo and beat and
Rhythm, Tempo, music and did not set the got off beat and was off beat and was great in was excellent in setting
Enthusiasm and right personality, emotion good in setting the right setting the right the right personality,
Personality, Emotion or or mood of the music personality, emotion or personality, emotion or emotion or mood of the
Mood to the music video video. mood of the music video. mood of the music video. music video.
presentation)
Member Participation
Few members were only Few members were only All members were All members were
(The members of the participating in the participating in the participating in the participating in the
group participate in the presentation and presentation and showed presentation and showed presentation and showed
music video presentation) somehow did not show good camaraderie in the a great camaraderie in an excellent camaraderie
camaraderie in the production. the production. in the production.
production.
Choreography and
Cinematography The choreography was The choreography was The choreography was The choreography was
not that appropriate with good and appropriate great and appropriate excellent and appropriate
(the output is well the presentation and the with the presentation and with the presentation and with the presentation and
rehearsed and the ability cinematography the cinematography gave the cinematography gave the cinematography gave
to incorporate other art somehow did not give a good visual impact to a great visual impact to an excellent visual impact
forms and dynamics in visual impact to the music the music video the music video to the music video
music and video editing) video presentation. presentation. presentation. presentation.
Overall Group
Performance The group was not that The group was focused The group was focused The group was entirely
focused or ready to and showed preparedness and showed preparedness focused and showed well
(The overall level of perform. Movements and to perform but the to perform and timing preparedness to perform
performance from the timing was somehow not movements and timing was somehow sustained and timing was
group projected in the sustained throughout the was somehow not throughout the excellently sustained
music video) performance. sustained throughout the performance. throughout the
performance. performance.
ACTIVITY 2. “SING A LA GREGORIAN” (Group Activity – Boys/Girls)
Instruction: The activity will be done by groups (3) or individually. The learners will perform any Pop Song of today
but in a Gregorian Chant manner. The challenge is to sing it a la Gregorian, inspired by the music of the medieval
period. The group will record themselves separately for social distancing and edit it to create a whole new video
as a group. The music video should only be two to three minutes. They may use any video-editing apps online
and will just send their Music Video via Facebook or Instagram. They will be given one week to brainstorm, plan
and create their Music Video. The group’s output will be judged on the following criteria below:

CRITERIA for JUDGING:

1. VOCAL PRODUCTION (50%)
Vocal Technique – Tone Quality, Breath Support, Intonation, Diction and Articulation
Rhythm and Tempo – Voice in relation to the music
Timing – Coordination of the singers’ vocal performance
2. EXPRESSION (30%)
Performance – How well the performers were able to express the intention of the song
Chemistry – How well the voices and personalities sounded together on stage
3. SHOWMANSHIP (20%)
Show Design – Music Selection, Performance and Costume
Entertainment Value – Overall performance of the group
Cinematography – Quality of the video and creativity
TOTAL: 100%