Learning Plan in Music June 1-4, 29

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QUARTER I
MUSIC OF THE 20TH CENTURY
IMPRESIONISM TO MODERN NATIONALISM

I. OBJECTIVES
At the end of the learning plan the learners must have:
a. described distinctively musical elements of given pieces in 20th century styles;
b. explained the performance practice (setting, composition, role of
composers/performers, and audience) of 20th century music;
c. related the 20th century music to its historical and cultural background; and
d. sung melodic fragments of given Impressionism period pieces.

II. SUBJECT MATTER

A. Topic: 20th Century Musical Styles: Impressionism to Modern Nationalism

Sub-topics: Impressionism
Expressionism
Neo-Classicism
Avant-Garde
Modern Nationalism

Composers (Debussy, Ravel, Schoenberg, Bartok, Stravinsky,

Prokofieff, Poulenc, Stockhausen, Glass, Cage, Bernstein, Varese, and
Gershwin)

B. Materials: DVD/CD recordings, video clips, or recordings from YouTube/internet

of Impressionistic, Expressionistic, Neo-Classicist, Avant Garde, and
Modern Nationalistic Music
CD/VCD/DVD/Karaoke players, computers, laptops, netbooks, tablets,
ipads, mobile phones, MP3/MP4 players
Visual arts pictures of Impressionistic, Expressionistic, and Modern
Nationalistic paintings Charts of music scores

C. Reference: Music Grade 10 LM - Pages 3-24

III. LESON PROPER

A. PRELIMINARY ACTIVITY
1. Review: Concepts on previous lessons on Romantic Music.
2. Motivation

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a. Display pictures or posters of the paintings of impressionist painter Claude

Monet, expressionist Jose Joya, and post-impressionist Van Gogh on the wall
or board of the classroom. Let the students go around to view the pictures.
b. Display and discus pictures on action painting by Jackson Pollock.
c. On a piece of pad paper, have the students describe each of the pictures in
their own words (5 minutes). Collect their works.
d. Call some volunteer students to read their descriptions or observations.
Connect these to the new lesson.
B. DEVELOPMENTAL ACTIVITY
1. Have the students listen to CD recordings or watch video clips from YouTube on
Impressionist, Expressionist, Neo-Classicist, Avant-Garde, and Modern Nationalist
music, while looking at the pictures of the paintings.
2. Ask them to analyze the characteristics and styles of each through discussion and
sharing of insights.
3. Let them compare the paintings with their counterpart in music, in terms of the
elements and characteristics of each.
4. Ask them to share their impressions, experiences, thoughts, and feelings after
listening to the music and discussing all these.

C. INTEGRATION
1. Integration of Music with Arts, Literature, and History through the use of
paintings and music recordings.
2. Role playing -Call on volunteer students to depict the socio-historical context of
one of the musical movements studied, Modern Nationalism, which incorporated
folk songs and indigenous music.
Infusion of values: Belief in the power of the mind and its ability to achieve
one’s goals and control situations.

D. GENERALIZATION
The 20th century styles of impressionism and expressionism provided composers
with the opportunity to express their thoughts based on outside impressions as well as
ideas and expressions based on their inner convictions.
Other forms that emanated included neo-classicism, which is a return to the
classical form and structure using modern harmonies and techniques of composition;
avant garde, which deals with the parameters of sound in space; and Modern
Nationalism, which is a combination of nationalist thematic materials with the modern
techniques of composition.

IV. WHAT TO KNOW

Let the students answer the following:
1. What group of people inspired many of Bartok’s compositions?

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2. Which Russian composer created the music for the ballet The Firebird?
3. Who is considered the foremost impressionist?
4. What kind of musical style is attributed to Schoenberg and Stravinsky?
5. Who was the target audience of Prokofieff’s Peter and the Wolf?
6. Give an example of a musical work of each of the composers below.

Write the title in the blanks.

Composer Musical Work
Debussy ___________________
Ravel ___________________
Schoenberg ___________________
Stravinsky ___________________
Bartok ___________________
Prokofieff ___________________
Poulenc ___________________
Gershwin ___________________
Glass ___________________
Bernstein ___________________

V. WHAT TO PROCESS
Listening Activity: Works of 20th Century Composers
1. You will play excerpts of any (one) of the following musical examples:
Debussy – Claire de Lune, La Mer, Children’s Corner Suite
Ravel – Miroirs, Sonatine, Daphnis et Chloe, Jeux d’Eau, Bolero
Schoenberg – Verklarte Nacht, Violin Concerto, Piano Concerto, Gurelieder
Bartok – String Quartet no. 4, Alegro, Mikrokosmos, Barbaro, Music for Strings
Stravinsky – The Rite of Spring, Petrouchka, The Firebird Suite
Prokofief – Romeo and Juliet (ballet), Piano Sonatas
Gershwin – An American in Paris, Porgy and Bes, Rhapsody in Blue, Someone to
Watch Over Me
Bernstein – Tonight from West Side Story, Clarinet Sonata
Glass – Einstein on the Beach, Satyagraha, Akhnaten
Poulenc – Concerto for Two Pianos, Dialogues des Carmelites
2. Let he students listen carefully to each excerpt and be able to recognize the distinct
musical style of each composer.
3. Let them chose a composition that they like. Let them write a short reaction paper
on it.
4. Based on this activity, let he students write a brief profile of the composer of the
pieces played in a bond paper to be submitted the following meeting.

VI. WHAT TO UNDERSTAND

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A. Name the Composer, Title of the Music, Musical Style, and Description
1. After the Listening Activity, you will prepare selected excerpts of compositions by
Debussy, Ravel, Schoenberg, Bartok, Stravinsky, Prokofieff, Poulenc, Glass,
Bernstein, and Gershwin.
2. Divided into four teams, with each team forming a line.
3. As you play a few measures of the first excerpt, let the first student in each line
goes to the board and writes the name of the composer. The second student will
write the title of the music. The third student will write the musical style. Then,
the fourth student will write a description of the music in one phrase.
4. The team that writes the correct answers first, scores four (4) points.
5. The same procedure goes on until all the students in the line have had their turn.
6. Assign one student to tally the scores and announce the winners. The team with
the highest score is the winner. In case of a tie, the first team to finish is the
winner
7. After proclaiming the winners, the scorer will ask this question: What was the
most significant thing that you have learned from this activity?

VI. WHAT TO PERFORM

A. Performance Activity 1:
Video Clips /Watching Live /TV Performances
Video Clips
1. Divide the class into four groups by having them count of from 1 to 4.
2. Have the students create and explore other arts (multi-media) that portray
20th century musical styles (impressionism, expressionism, jazz, avant garde)
through a 10-minute video clip or MTV using their digital cameras or mobile
phones.
3. Let them show and discus their video works in class.

Watching Live /TV Performances

1. Divide the class into groups. Assign groups who will re-enact what they
watched. Assign other groups to do the video recording.
2. Have the students watch live performances of musical concerts, if available in
their area, or let them watch live concerts recorded on TV or the internet
(YouTube).
3. Let them re-enact in class what they have watched.
4. Let the groups assign members to make a 10-minute audio video
presentation, while the other members re-enact what they have sent on live
concerts and on TV and internet.
5. Have the groups show and discus their video works in class.
B. Performance Activity 2:
Singing or Humming Musical Fragments

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1. Play several musical excerpts of selected 20th century composers. And briefly
discus the title, composer, and musical style of each.
2. Let the class listen carefully to each excerpt and be able to recognize the
distinct musical style of each composer.
3. Have the students sing or hum some melodic fragments (portion only) of any
of the following excerpts of 20th century music, together with the recordings:
a. Claude Debussy’s Claire de Lune
b. Leonard Bernstein’s West Side Story
c. George Gershwin’s Rhapsody in Blue
d. Ravel’s Bolero
e. Any work of minimalist composers, Philip Glass or Meredith Monk
f. Any work of nationalist composers, Erik Satie or Bela Bartok.
4. Based on the melodic fragments of the excerpts that they sang or hummed,
they should be able to aurally identify the different selected works of the
composers of the 20th century by naming the title and composer in a random
short quiz (5 points).
5. Have the students chose a composition that they like. Ask them to write a
brief profile about the composer, and to also give their personal reactions
about the music on a one whole sheet of bond paper.
6. Let them submit it in class the next meeting.

Evaluation Activity: “Drawing Lots”

a. After the above singing or humming activity, prepare a box containing
slips of paper with the names of Debussy, Ravel, Gershwin, Bernstein,
Glass, Monk, Satie, and Bartok written on them.
b. Divide the class into four groups. Each group will chose four
representatives who will be assigned as contestants.
c. Each contestant will draw a composer’s name from the box and must say
three sentences about his compositional technique or musical style, his
major contribution to modern music, and one work that shows his
compositional style.
d. The rest of the groups will evaluate each contestant’s answer by flashing
a card or paper marked “CORRECT” or “WRONG.” Each correct answer
earns a point.
e. The group with the highest number of points wins the contest.

C. Performance Activity 3:
Film Showing or Video Watching
1. Have the students research on the 20th century musical play West Side
Story written by Leonard Bernstein.

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2. Instruct them to watch any video clip of West Side Story on the internet
or YouTube.
3. Let them write a reaction paper explaining the following elements of the
performance:
a. Setting
b. Musical compositions
c. Role of composer and lyricist
d. Role of performers (actors, actresses)
e. Role of the audience (students)
f. Sound and musical direction
g. Script /screenplay
h. Props, costumes, lighting
4. Divide the class into groups. Ask them these questions: Did you like what
you watched? Why or why not?
5. Have them explain their answers on a one whole sheet of bond paper.
6. Let each group report their answers in class.

D. Performance Activity 4:
Singing Songs from West Side Story
1. The students may opt o do this as an individual or group activity. Groups
will be divided into four.
2. Let the students listen to the songs Tonight, Maria, Somewhere, and
America from video or recordings of West Side Story. Ask them to draw
lots for the song to sing.
3. Have them sing and perform their song in class, with or without
accompaniment. They may also sing with the recordings.
4. Let those students who are not performing act as judges for the
performance evaluation.
5. Judges will have five placards, score cards, or paper sheets marked:
BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.
6. Judges will display a score card after evaluating the performance.
7. One student may be assigned to tabulate the scores after the
performance.
8. Select and announce the “Best Performance” award.

E. Performance Activity 5:
Live Concert or Recording or Music Video
Let the students chose the activity that they are interested in.
1. Class Concert – Live Performance
a. Group the students into four. The first two groups will do the class
concert.

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b. Have the group leader assign each member to do any of the

following: singing, dancing, choreography, musical directing, playing
an instrument (either as accompaniment o the song or dance, or a
solo performance or as a band). They may use props and costumes,
if needed.
c. Let he groups perform in class their own original interpretation of
the songs from West Side Story.

2. Recording or Music Video: Individual or Group Activity

a. Have the remaining two groups chose their members.
b. Let them record the performance of their classmates using a
cassette recorder, or make a music video using a cellular phone,
digital camera, or video camera.
c. Have them play the recorded performance or show the music video
to their classmates. The groups in the video or recording will chose
the “Best Performers.”
d. You will also rate the students’ performance based on the criteria
below.
e. Chose the “Best Video Presentation” based on creativity (50%) and
presentation (50%).

Evaluation of Performing Activities

Let the students answer the following:
Rating scale: 5 = Very Good 2 = Poor
4 = Good 1 = Needs Follow-up
3 = Fair

Rate scores are based on your performance quality.

1. How well did I perform the songs from West Side Story? ______
2. How well can I identify the different musical genres based on
instrumentation, text, and purpose? ______
3. How well can I describe the characteristics of each through listening to
their melody, harmony, rhythm, text, and mass appeal? ______
4. How well did I participate in the performance of the different
activities?______

Teacher’s Rating of the Students’ Performance

1. Musicianship (60%)
a. compositional concepts presented ______
b. musical elements ______

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c. technique ______
2. Ensemble coordination (20%) ______
3. Ensemble organization (20%) ______

VII. EVALUATION
Let the students answer the following:
1. What are the styles of 20th century classical music studied in this lesson?
2. Explain briefly how these styles have counterparts in the visual arts, particularly in
painting.

VIII. ENRICHMENT ACTIVITIES /ASIGNMENT

A. Let the students answer the following:
1. Which of the styles that you studied do you like best?
2. Explain your answer in essay form.
B. Encourage the students to search for the following video on YouTube and to view it
for additional insights on 20th century music:

Young People’s Concert: What is Impressionism

by Leonard Bernstein

They may also search for Bernstein’s other video lectures on music.

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