Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
I. OBJECTIVES
At the end of the lesson, the students are expected to:
a) demonstrate understanding of characteristic features of instrumental Romantic music
b) describe musical elements of given Romantic period pieces;
c) explore other arts and media that portray Romantic period elements
d) sing themes or melodic fragments of given Romantic period pieces;
e) improvise appropriate accompaniment to given simple Romantic period pieces.
II. SUBJECT MATTER
TOPIC: Music of Mindanao
SUBTOPIC: Islamic Music, Instrumental Ensemble, Non-Islamic
MATERIALS: Visual Aids, Printed Assessment Materials, MP3s and Speaker
REFERENCE: Department of Education (2016). K to 12 Curriculum Guide: MUSIC (Grade 1 to
Grade 10). Retrieved August 15, 2022,
https://classroom.google.com/u/0/c/NTM4MDIzODQ3ODY1/m/NTM4NTcxODA0NDg3/details
III. PRODECURE
A. ROUTINARY ACTIVITIES
a) Prayer
b) Greeting the class
c) Classroom management
d) Checking of attendance
e) Checking and passing of the assignments
B. REVIEW
The teacher will facilitate a review recalling the previous topics to ensure if the lessons were
not only understood but retained as well. Music of the Classical Period was the last lesson’s
topic which covers the following areas: Historical and cultural background; Sonata, sonata
allegro form, concerto, symphony; and the Composers: Franz Josef Haydn, Wolfgang Amadeus
Mozart, and Ludwig van Beethoven.
C. MOTIVATION
The following pictures will be presented to the students and they will be asked to identify each
and connect the words that they identified and will be expected to figure out that when
connected, it means Romantic Period.
(Rome - Ant – Thick - Period)
D. LESSON PROPER
Romantic music is a Western Classical music stylistic movement associated with the nineteenth-
century period known as the Romantic era (or Romantic period). It is closely related to the
broader concept of Romanticism, which was a major intellectual, artistic, and literary
movement in Western culture from approximately 1798 to 1837.
Individualistic, emotional, dramatic, and frequently programmatic music was the goal of
Romantic composers, reflecting broader trends in Romantic literature, poetry, art, and
philosophy movements. In Romantic music, nature, literature, poetry, super-natural elements,
or the fine arts were frequently ostensibly inspired by (or sought to evoke) non-musical stimuli.
It had more chromaticism and deviated from traditional forms.
“Keep excellence burning.”
Contact No. (044) 463-0226
Transforming Communities through Science and Technology Email:
[email protected] [email protected] Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
The Romantic movement was a European artistic, literary, and intellectual movement that
arose in the second half of the 18th century in response to the Industrial Revolution. It was
both a reaction to scientific rationalization of nature and a rebellion against Enlightenment
social and political norms (Casey 2008). It was most strongly represented in the visual arts,
music, literature, and education, and it was influenced by developments in natural history.
The term was first used in music in 1789 in the Mémoires of the Frenchman André Grétry, but it
was E. T. A. Hoffmann established the principles of musical romanticism in a lengthy review of
Ludwig van Beethoven's Fifth Symphony published in 1810, followed by an article on
Beethoven's instrumental music published in 1813. In the first of these essays, Hoffmann traced
the origins of musical Romanticism back to Haydn and Mozart's later works. In contrast to the
restraint and formality of Classical models, Hoffmann's fusion of ideas already associated with
the term "Romantic" elevated music, particularly instrumental music, to a position of
preeminence in Romanticism as the art best suited to emotional expression. Through the
writings of Hoffmann and other German authors, German music was also thrust to the
forefront of musical Romanticism.
There are two types of music classification that emerged during this period and those are
program music and piano music. Instrumental music with an extra-musical meaning, such as a
literary idea, legend, scenic description, or personal drama, is referred to as program music. It
differs from so-called absolute, or abstract, music, in which artistic interest is said to be limited
to abstract sound constructions. And piano music on the other hand is basically printed music
sheets intended to be played on the piano.
Now, let us get to know more the different composers of this time starting with Frederic Chopin
was dubbed the "Poet of the Piano." He was born in Zelazowa, Poland on March 1, 1810.
Frederic Chopin began playing the piano at the age of four. At the age of seven, he composed
polonaise. He studied piano at the Warsaw Conservatory with Wilhelm Würfel, and his music
was heavily influenced by folk music. In 1829, he completed his formal education at the higher
school and soon traveled to Europe, performing in cities such as Vienna, Munich, Paris, and
London. He almost entirely composed for the piano. In most of his compositions, he made
extensive use of the piano pedal. Some of his music is distinguished by its lovely tone, rhythmic
flexibility, grace, and elegance. His love for Poland is expressed in some of his compositions,
such as mazurkas and polonaise. Chopin is best known for the following works: POLONAISE - a
slow Polish dance in triple time that consists of a march or procession, NOCTURNE - an
instrumental composition for the piano in a pensive, dreamy mood, WALTZ - a German dance in
triple meter, IMPROMPTU - a short free-form musical composition usually for a solo
instrument, like the piano, SONATA - composition for one or more solo instruments
Next is Peter Ilyich Tchaikovsky, who was born on May 7, 1840 in Votkinsk, Russia, and is best
known for his ballet music, comes next. In his twenties, he studied law and worked as a law
clerk in St. Petersburg. He rebelled and enrolled in the St. Petersburg Conservatory of Music.
Tchaikovsky, a big Mozart fan, studied composition with Anton Rubinstein and moved to
Moscow to teach at the new conservatory. Despite marital problems, he continued his music
career in New York and rose to fame after writing the musical poems "Fatum" and "Romeo and
Juliet. He composed haunting melodies and used a lot of folk music in his symphonic works.
Unfortunately, only a small number of Tchaikovsky's manuscripts have survived. His celebrity
peaked in the ten years before his death from cholera. Tchaikovsky's most famous works
include Swan Lake, The Nutcracker, 1812 Overture, Sleeping Beauty, Symphony No. 6
"Pathetique", Romeo & Juliet, Symphony No. 2, and Piano Concerto No. 1.
The best word to describe Franz Liszt's works is "virtuosity." He was known as the virtuoso pianist,
composer, and busiest musician during the romantic era. He studied and performed in Vienna, Paris,
and other cities throughout Europe. In the Hungarian village of Doborjan, Liszt was born. He displayed
exceptional talent at a young age and was skilled at sight reading. When he was six years old, his father
was his first teacher. When Liszt was in his early twenties and saw the virtuoso violinist Niccolo Paganini
“Keep excellence burning.”
Contact No. (044) 463-0226
Transforming Communities through Science and Technology Email:
[email protected] [email protected] Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
perform, he decided to devote himself to becoming a virtuoso pianist. He was best known for his
symphonic poems, in which he transformed classic literary works into musical compositions. He also
transcribed famous symphonies and operas for piano. Many of his piano compositions are difficult to
play. He was also known for his generosity in donating time and money to orphans, disaster victims, and
the many students to whom he taught free music. Some of Liszt's piano works were written for solo
piano, such as La Campanella, Liebestraume No. 3, and Liszt's "Hungarian Rhapsodies," but many were
arranged for orchestra or other instrument combinations. The most popular is the Hungarian Rhapsody
No.2, which inspired the Tom and Jerry cartoon Cat Concerto, Un Sospiro, Sonata in B Minor,
Arrangements of Beethoven's 9 Symphonies, and Transcriptions of Schubert's Lieder.
Camille Saint-Saens was a natural musician from an early age. He was born on October 9, 1835, in Paris,
and began his musical career with the assistance of his aunt, who taught him piano lessons when he was
only two years old, and he began composing piano pieces when he was three. He was known for writing
elegant music that was neat, clean, polished, and never overpowering. One such example is "The Swan."
He sat motionless at the piano, playing gracefully and coolly as an organist and one of the best pianists
of his generation. Many beautiful buildings, churches, and instruments were built in France during the
height of his career as a musician and composer, including the famous Eiffel Tower. Among Camille
Saint-Saens' most well-known works are:
• Carnival of the Animals • 3 concertos for violin and orchestra
• Danse Macabre and his Symphony No. 3 • 5 concertos for piano and orchestra
• The Swan • 2 concertos for cello and orchestra
• Over 300 works, unusually in all genres, • organ music
including • numerous pieces for the piano
• 3 operas (Samson and Delilah the only one • approximately 100 songs
remembered) • chamber music
• 5 Symphonies (best known No3 the Organ • sacred music including a Requiem
Symphony)
E. ENRICHMENT
Choose 10 words or phrases that can describe the music of the Romantic Period. Write your
answers on a separate sheet of paper.
- expressing imaginations -focused on virtuoso
-a period of change -art song
-balance and restraint -use of consonance
-artistic freedom -changes in vocal music
-musical experimentation -sharp contrasts in dynamics
-focused on national identity -good tonal relationships
F. GENERALIZATION
Romantic music is a Western Classical music stylistic movement associated with the nineteenth-
century period known as the Romantic era (or Romantic period). It is closely related to the
broader concept of Romanticism, which was a major intellectual, artistic, and literary
movement in Western culture from approximately 1798 to 1837. The Romantic movement was
a European artistic, literary, and intellectual movement that arose in the second half of the 18th
century in response to the Industrial Revolution. It was both a reaction to scientific
rationalization of nature and a rebellion against Enlightenment social and political norms (Casey
2008). It was most strongly represented in the visual arts, music, literature, and education, and
it was influenced by developments in natural history. The two types of music that emerged in
this era are piano and program music in which piano music are printed pieces that are meant to
be played in piano while program music s instrumental music with an extra-musical meaning,
such as a literary idea, legend, scenic description, or personal drama. And we must not forget
“Keep excellence burning.”
Contact No. (044) 463-0226
Transforming Communities through Science and Technology Email:
[email protected] [email protected] Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
COLLEGE OF EDUCATION
the four famous composers of this time are the following: Frederic Chopin, Peter Illych
Tchaikovsky, Franz Liszt, and Camille Saint-Saens.
IV. EVALUATION
Listen to one of the composers’ recording and answer the following guide questions.
V. ASSIGNMENT
Paint to Music
Listen to the recording of Frederic Chopin’s Fantasie Impromptu Op. 66 and draw your own
interpretation on a piece of oslo paper. Write a short description of your drawing at the back of
the paper.
PREPARED BY:
Duena, Marvin R. Mamuntos, Marjorie R. Montefalco, Fealyn S.
Nitura, Eduardo Jr. L. Nieves, Princess Leira M. Padilla, Cristabel A.
Pineda, Ricky Boy D. Rabosa, Abegail DC. Sabas, JC L.
“Keep excellence burning.”
Contact No. (044) 463-0226
Transforming Communities through Science and Technology Email:
[email protected] [email protected]
