9

Music
Quarter 1 – Module 1:
Music of Medieval, Renaissance,
and Baroque Periods

1
Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Music of Medieval, Renaissance, and Baroque Periods
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Zet A. Luceňo
Editors: Mary Grace P. Soledad and Karen G. Segayo
Reviewer: Emilia M. Baydal
Illustrator: Leo Bill Y. Paglinawan
Layout Artist: Zet A. Luceňo
Management Team: Arden D. Monisit
Nonale Q. Resoor
Susan T. Balbuena
Romel Victor A. Villahermosa

Department of Education Region VII – Division of Guihulngan City

Office Address: Osmeña Avenue, Poblacion, Guihulngan City, Negros Oriental
Telefax: (035) 410-4069 | (035) 410-4066
E-mail Address: [email protected]

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 9

Music
Quarter 1 – Module 1:
Music of Medieval, Renaissance,
and Baroque Periods

3
Introductory Message

This Module is designed to meet the needs of Grade 9 learners in describing musical
elements, explain the performance practice (setting, composition, the role of composers
/performers, and audience),and relates Medieval, Renaissance, and Baroque music to other
art forms and its history within the era ,even without the supervision of the teacher. The
leaner must be able to finish all the tasks incorporated in this module at home with his own
eagerness and ability to learn.

The module also contains various activities which are appealing to the learner. It is
also designed to be enjoyed by the learner.

For the facilitator:

Good day, dear parents, guardians, or elder siblings! My heart is delighted for
you to have shown your willingness to embrace the new normal by letting your child
continue his or her education despite the threat of the COVID-19 pandemic. And
now, I would like to welcome you to this Alternative Delivery Mode (ADM), which is
believed to be the best option for learning in this current situation. Also, I would like
to inform you that anyone of you can help us bring about the delivery of this learning
material to your child. So, at this point, before you facilitate let me ask you with a
grateful heart to perform the following tasks before you let your son or daughter,
niece or nephew, or foster child to start working on this learning material. These are
as follows;

ii
a. Please orient the learner and support the parents, elder siblings, etc. on how to
use the module.

b. Remind the learner to use activity notebook or separate sheets of paper in

answering the pre-test, self-check exercises, and post-test.

With your 100% participation and assistance, together we will realize the goals and
objectives of this modality.

For the learner:

Hi there my dear 9th grader! Welcome to Grade 9. To ensure the correct

usage of this module, I have here some reminders for you to read and understand.

a. Please do not write anything on this module.

b. Use your notebook in answering the pre-test, self-check exercises, and post-test.

c. Read and understand the directions before performing the activities.

d. Answer all the questions with the observance of HONESTY. e. “I am yours but do
not own me.” Have fun reading and answering and return this module after
performing all the activities.

This module has parts and icons that you need to know.

What I need to Know In this part, you will be able to know the
things that you will learn in this module.

What I Know This is a test given to you to check how

far you know about the lesson to take. If
you get 100% skip the module; if 50%-
99% proceed with module.

This connects the current lesson with the

What’s In previously learned lesson through review
test or exercises.

What’s New This introduces the new lesson through a

story, a poem, song, situation or an
activity.

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What is It Discussion of the activity that will help
you discover and understand the concept
that lead to formative assessment.

What’s More Guided and independent activities that

will enforce the lesson learned will be
presented in this part.

What I have Learned It contains questions or fill in the blanks

sentence/paragraph to process what you
have learned from the lesson.

What I can Do An activity will be given that shall transfer

your skills, knowledge gained or learned
into real-life situations.

Assessment This evaluates the level of mastery in

achieving the learning objectives.

Additional activities In this part, you will be given an activity

to reinforce learning.

Answer Key It contains all the correct answers in the

activities of this module.

iv
 What I Need to Know
As you begin this journey
kindly focus first on our
objectives

Learning Competency:

• Describe the musical elements and characteristics of selected vocal and

instrumental music of Medieval, Renaissance and Baroque music. MU9MRB-lb-
f-5
• Explain the performance practice (setting, composition, the role of composers
/performers, and audience)MU9MRB-la-h-2
• Relates Medieval, Renaissance, and Baroque music to other art forms and its
history within the era. MU9MRB-lc-f-3

OBJECTIVES

At the end of the lesson, you will be able to:

a. Recall the basic elements of music;

b. Identify the musical elements of Medieval, Renaissance, and Baroque music:
and
c. Appreciate the music of these three periods of western music history.
d. Identify the different composers of each period and enumerate their
compositions.

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 What I Know

Hello you are about to start your journey in upholding the

wonderful world of music. But before we formally start our
lesson, try to answer first the questions below. In your
notebook. Write the letter of the correct answer. Are you
familiar with the pictures below? Write the name of each
composer.

George Friedich Handel

Antonio Vivaldi

Johann Sebastian Bach

Giovanni Pierluigi Palestrina

Guess Who?

a. b.

c. d.

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Guess When?

Directions: Classify the items in the box according to the historical period to which it
belongs. Write the words in the column below. Copy and answer in your notebook.

Gregorian Chants Mass

Fugue Concerto Grosso

Troubadour Music Oratorio

Madrigal Chorale

MEDIEVAL PERIOD RENAISSANCE BAROQUE PERIOD

PERIOD

Music of Medieval,
Lesson
Renaissance, and Baroque
Periods
1
What’s In

Music is timeless. Melodies from the past

can still be heard today. Tunes may be played
differently in the techno – world, but one thing never
changes, “Music will always be part of man’s
everyday life”.

Let us check if you can remember the Basic

Elements of music you have learned in your Grader
7.
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Basic Elements of Music

• Melody – combination of a particular rhythm with a series of pitches.

• Rhythm – regular or irregular
• Harmony – major or minor
• Timbre – instrumental, vocal, or instrumental and vocal
• Form – binary , tertiary, rondo, strophic
• Dynamics – softness, and loudness of sounds
• Texture – monophonic, homophonic or polyphonic

What’s New
In this module, you will learn the first part of the history of Western music. We will
be discussing the characteristic features of each period, composers, historical and
cultural backgrounds.

The first three periods of Western Music History are classified as Medieval,
Renaissance, and Baroque. Each period has its distinctive characteristics, historical and
cultural background. A type of music from the Medieval Era is Gregorian Chant, which
was mainly used in the early Christian church. Music during the Renaissance Period
became an important leisure activity. Members of the upper class were expected to
have received musical training. Imitative polyphony is the distinctive characteristic of
Renaissance music. The Baroque Period is characterized by grand and elaborate
ornamentation of sculptures, theaters, arts and music. The music genres which
flourished during the Baroque Period were the Concerto, the Fugue, the Oratorio and
the Chorale. Music evolved alongside with man’s constant quest for growth and
development.

What is It

Music of the Medieval Period (700 – 1400)

It is also known as the Middle ages or “Dark Ages” that started with the fall of
Roman Empire. During this time, the Christian Church influenced Europe’s culture and
political affairs.
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 Monophonic plainchant was named after Pope Gregory I, who made this the
approved music of the Catholic Church. Pope Gregory’s action made monophonic
plainchants popular. Although it was originally transmitted orally, scholars agreed to put
it in notation to assist dissemination of chants across Europe.

Characteristics of the Gregorian Chants:

•monophonic

• Free meter

• Modal

• Usually based on Latin liturgy

• Use of Neume notation

The music sheet on the next

page is a notated Gregorian chant
written in Neumes – any of the
various symbols use in notation of
regorian chant.

During the latter part of the Medieval Period, secular music which was not bound by
Catholic traditions emerged. Most of these songs were performed across Europe by
groups of musicians called Troubadours.

Troubadour Music:

• Usually monophonic

• Sometimes with improvised accompaniment

• Tells of chivalry and courtly love

• Originated in France

• Written in the French language

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 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. The invention of printing in the 1400’s paved the
way for a wide distribution of renaissance compositions. With the emergence of the
bourgeois class, 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 the “golden age” of a
capella choral music. Other historical facts during this era is the discovery of the actual
position of earth in the solar system by Copernicus, the invention of compass creating a
wider navigation not only of the lands but also of the oceans, and Martin Luther’s
Protestant reformation.

Characteristics of Renaissance Music:

➢ Mostly polyphonic
➢ Imitation among the voices is common
➢ Use of word painting in texts and music
➢ Melodic lines move in a flowing manner
➢ Melodies are easier to perform because these move along a scale with a few large
leaps

Vocal Music of the Renaissance Period

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. Kyrie (Lord Have Mercy)

2. Gloria (Glory to God in the Highest)
3. Credo (I Believe in One God)
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4. Sanctus and Benedictus (Holy, holy and Blessed Is He)
5. Agnus Dei (Lamb of God)

Listen to the link below that features one of the main sections of the mass. ―Gloria‖
by Joasquin de Prez http://www.youtube.com/watch?v=XaiXCG0jHB8
Last viewed November 7, 2013
2. Madrigal

- 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. It is the
most important secular form during the Renaissance period.

Characteristics of the Madrigal:

➢ Polyphonic
➢ Sung a cappella
➢ Through–composed
➢ Frequently in 3 to 6 voices

Music of the Baroque Period (1685 – 1750)

The word Baroque is derived from the Portuguese word “barroco” which means
“pearl of irregular shape”. 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 ornamentation.
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

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➢ Harpsichord and organ are the keyboard instruments that are commonly used New
forms:

1. binary – AB
2. ternary – ABC
3. ground bass
4. 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.

Handel’s Concerto Grosso for two violins, cello, strings and basso continuo

http://www.youtube.com/watch?v=a32nicpS3rk
Last viewed November 7, 2013

Vivaldi’s Winter
http://www.youtube.com/watch?v=YKfuhLCVldg
Last viewed November 7, 2013

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”
❖ 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 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”

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 Famous Composer of the Medieval Period:

Adam de la Halle France, 1237 - 1288

Adam De La Halle, Miniature in musical codex s. XIII Source:

http//picsdigger.com/image/cfd4783 Artist: Unknown

Adam de la Halle was also known as Adam le Bossu (Adam the Hunchback).
He was the son of a well – known citizen of Arras, Henri de la Halle. He received his
education at the Cistercian Abbey of Vaucelles, near Cambral. Adam was destined for
the church but he eventually married. His patrons were Robert II, Count of Artois, and
Charles of Anjou, brother of Louis IX.

Adam was one of the oldest secular composers whose literary and musical works
include chansons and poetic debates. He was a trouvére, poet and musician, whose
literary and musical works include chansons and jeuxpartis (poetic debates) in the style
of the trouveres, polyphonic rondel and motets in the style of early liturgical polyphony.
His musical play, ―Jeu de Robin et Marion‖ was considered the earliest surviving
secular French play with music.

His works include:

1. Le Jeu de Robin et de Marion
2. La Chanson du roi de Sicile

Famous Composers of the Renaissance Period

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

Giovanni Pierluigi da Palestrina is said to be 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
a keen interest in satisfying the desires of church leaders
in the sixteenth century. Palestrina’s Pope Marcellus Mass
is held up as the perfect example of counter - reformation
style. Kyrie is part of the first two sections of the Pope
Marcellus Mass.

His career reflects his commitment to the music of the

church. He received his early training and spent the majority of his career in various
churches in Rome, including the pope’s chapel.
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 He was as an organist and choir master at both the Sistine Chapel and at St. Peter's
which may have influenced his distinctively pure and restrained style in musical
compositions. Palestrina also served as an organist in St. Agapito. His first book
Masses became popular and was greatly appreciated by Pope Julius III.

2. Thomas Morley 1557 – 1602

Morley was born in Norwich, East England,

the son of a brewer. He was a singer in the local
cathedral from his boyhood, and he became
master of choristers there in 1583.Thomas Morley
was the most famous composer of secular music
in his time. He was a singer in the local cathedral
during his childhood and was believed to have
studied music with William Byrd, an Elizabethan
composer of sacred music. He received his
Bachelor’s degree in Oxford and became an
organist at St. Paul’s in London. He tried
imitating Byrd in his early works but veered toward
composing madrigals that show a variety of color, form and technique. Most of his
madrigals are light and easy to sing with some aspects of Italian style. His Musica
Transalpina, a collection of Italian madrigals fitted with English text, was published in
1588 by Nicholas Yonge. Shortly after, he began publishing his own collections of
madrigals and made significant contribution to the history of music.

His works include:

• Fire, Fire, My Heart

• Sing and Chant It
• Fantasie
• April Is In My Mistress‟ Face
• It Was A Lover and His Lass

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 Famous Composers of the Baroque Period

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 singing voice helped him to
be accepted at a school in Luӥeberg. A few years later, his voice changed and Bach
focused his 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

2. Antonio Vivaldi Venice, March 4, 1678 to 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 instrumental concertos, especially
for the violin, as well as sacred choral works and
over forty operas. He entered the priesthood and
was ordained in 1703. Vivaldi is well known for
giving the strings a major role in his
compositions.

11
 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.

3. George Friedrich Händel Germany, February 23, 1685 London, April 14, 1759

George Händel 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
church organ and started to play.
A Duke heard him play and insisted on
giving him a formal music education. Under
Zachau, organist of Halle cathedral, he studied counterpoint, canon and fugue.
Händel 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 Hӓndel’s most famous creation and the very well known
“Hallelujah” chorus is part of Hӓndel’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.

What’s More
Independent Activity 1: WHERE DO I BELONG?

Directions: Classify the items in the box according to the historical period which it
belongs. Copy the table below and write your answers in your notebook.

Gregorian Chants Barroco Monophonic Texture

Dark Ages Secular music

George Friedrich Handel Renaitre Pearl of irregular shape

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 MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

Independent Assessment 1:

I’M AFFECTED BY YOU

Directions: Listen to Canon in D by Pachelbel (to be played on the radio station or if

you can access online this is the link https://youtu.be/Ptk_1Dc2iPY). Copy the graphic in
your notebook, then using the graphic organizer below, write down how it makes you
feel, what it makes you think and what you like/dislike about music.

While listening to this music,

I…..

FEEL THINK LIKE/DISLIKE

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 What I have Learned

ACTIVITY 2: THE COMPOSERS

Directions: Unscramble each set of letters to correctly spell out the name of composers
coming from different historical periods. Then indicate in what specific period they came
from. Write your answers in your notebook.

O i N O A T N D i l i v v a

Answer:____________________ Period:_____________________

O N H J N A A S b t e I s n A a c b H

Answer:____________________ Period:_____________________

D a A m E D A l A l h L E

Answer:____________________ Period:_____________________

I v G N I O A N L S P R t N A i a e

Answer:____________________ Period:_____________________

M a S h T O Y L E M O R

Answer:____________________ Period:_____________________

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 What I can Do
ACTIVITY 3: LISTEN TO ME

Directions: Listen to a sample of Gregorian Chant of the Medieval entitled “Salve

Regina” (to be played on the radio station or if you have access online this is the link
https://youtu.be/d5p_U8JOiRQ). Copy the graphic in your notebook and then using the
given graphic organizer, identify the different components of music.

Tempo

Dynamics Instruments

Title and
Composers

Genre Form

Rhythm

Assessment
We are about to end. So,
let us check what you’ve
learned . I hope you could
answer all of these
questions correctly.

Directions: (Copy the question in your notebook) Read each question carefully. Choose
the letter of the correct answer.

1. What is the period when the Christian church highly influenced culture and
political affairs in the Europe?
a. Medieval Period
b. Renaissance Period

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 c. Baroque Period
d. Classical Period

2. During this period, the musical texture only has single melodic line. Sacred vocal
music such as Gregorian chants were also set to Latin text and sung
unaccompanied.
a. Medieval Period
b. Renaissance Period
c. Baroque Period
d. Classical Period

3. The following facts talk about Renaissance Period, except.

a. It came from the word renaitre.
b. It is the period of looking back to the Golden Age of Greece and Rome.
c. It is known as the golden age of acapella choral music.
d. Antonio Vivalde is one of the famous composer of this period

4. Baroque music is characterized with _________EXCEPT:

a. Melodies sound elaborated and ornamental.
b. Melodies are not easy to sing or remember.
c. Primarily contrapuntal textures with some homophony
d. None of the above

5. It is during this period when Pope Gregory I made monophonic plainchants

popular.
a. Medieval Period
b. Renaissance Period
c. Baroque Period
d. Classical Period

6. Which of these is NOT a texture of music?

a. Homophonic
b. Monophonic
c. Tetraphonic
d. Polyphonic

7. Which of the following music elements pertains to the loudness and softness of
sound?
a. Melody
b. Pitch

16
 c. Dynamics
d. Meter

8. Who is the composer of Hallelujah Messiah?

a. Bach
b. Paganini
c. Handel
d. Morley

9. What period is characterized with monophonic musical texture?

a. Baroque Period
b. Renaissance Period
c. Medieval Period
d. Classical Period

10. Which period is known as the “Middle Ages” or the “Dark Ages”?
a. Baroque Period
b. Renaissance Period
c. Medieval Period
d. Classical Period

11. Which statement is true about the Baroque Period?

a. Known for the simplicity of the musicians
b. Music compositions are accessible
c. Early composers favored homophonic texture
d. Melodies are less dynamic

12. What is the most important secular vocal polyphonic music and expressed in a
poetic text?
a. Troubadour music
b. Mass
c. Madrigal
d. Fugue

13. What form of orchestral music during the Baroque Period was developed
through imitative counterpoint?
a. Concerto grosso
b. Oratorio
c. Fugue
d. Chorale

17
 14. Which composer(s) is not from the Baroque Period?
a. Bach
b. Palestrina
c. Handel
d. Vivalde

15. What era of music did Johann Sebastian live and compose music in?
a. Romantic Period
b. Medieval Period
c. Baroque Period
d. Renaissance Period

Additional Activities

The following additional activity.

➢ Listen and discuss their work informally, just to get a feel of connection from the
past to the present.

1. Canon Rock http://www.youtube.com/watch?v=jau8gMtapQo

Last viewed November 7, 2013

2.Canon in D by Pachelbel http://www.youtube.com/watch?v=H1kGJoGVpOs

Last viewed November 7, 2013

➢ 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.

REFLECTION: (answer in your notebook)

1. Were you aware that some of those music were composed centuries ago?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

18
2. How was it used as background music?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. Do you think they were used creatively? Was the music used appropriately?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4. 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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

19
 20
What I have Learned What I know
The Composers Guess Who?
Antonio Vivaldi- Baroque Period
Johann Sebastian Bach – Baroque Period
Adam de la Halle – Medieval Period
Giovanni Palestrina- Renaissance Period Guess When?
Thomas Morley-Renaissance Period
What I can Do
Answers may vary
Assessment What’s More
1. a Independent Activity 1
2. a Where Do I Belong
3. d
4. d
5. a
6. c
7. c
8. c
9. c
10. c
11. d
12. c
13. c
14. b
15. c
Independent Assessment 1
Answers may vary
Additional Activities
Answers may vary
Answer Key
References

BOOK

Authors: Mary Grace J. Badiola, Mary Ann C. Vecino, Danilo S. Duyan, Althea Mae B.
Bongcawil, Jenny C. Mendoza, Gail Josephine P. Bustillo, Ace Sauden B. Pambuan
and Lourdes R. Siobal
A Journey through Western Music and Arts – Grade 9
Music and Arts – Learner’s Materials
First Edition 2014
Reprint 2016, 2017
ISBN: 978-971-9601-73-9

ELECTRONIC RESOURCES
______________________________________________________________________

http://www.youtube.com/watch?v=XaiXCG0jHB8

Last viewed November 7, 2013

http://www.youtube.com/watch?v=YKfuhLCVldg

Last viewed November 7, 2013

https://youtu.be/Ptk_1Dc2iPY

https://youtu.be/d5p_U8JOiRQ

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Last viewed November 7, 2013

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Department of Education Region VII – Division of Guihulngan City

Office Address: Osmeña Avenue, Poblacion, Guihulngan City, Negros Oriental
Telefax: (035) 410-4069 | (035) 410-4066
E-mail Address: [email protected]