9

MUSIC
Quarter 1, Wk.1 - Module 1:
Performance Practices of
Medieval, Renaissance and
Baroque Periods
Music - Grade 9
Alternative Delivery Mode
Quarter 1, Wk.2 - Module 2: Performance Practices of Medieval, Renaissance
and Baroque Periods
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V

Development Team of the Module

Author/s: Neal Alvin R. Dumaguing
Evaluators/Editors: Althea Mae B. Bongcawil, Delia V. Sebumpan
Illustrator and Layout Artist: Neal Alvin R. Dumaguing
Management Team
Chairperson: Roy Angelo E. Gazo, PhD., CESO V
Schools Division Superintendent

Co-Chairpersons: Nimfa R. Lago, PhD., CESE

Assistant Schools Division Superintendent

Members Henry B. Abueva OIC-CID Chief

Nanette Kay D. Mercado, PhD., EPS-MAPEH
Sherlita L. Daguisonan, PhD., EPS-LRMS
Meriam S. Otarra, PDO II

Printed in the Philippines by

Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: [email protected]
 9
Music
Quarter 1- Module 1
Performance Practices of Medieval,
Renaissance and Baroque Periods

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Education Program Supervisor in Filipino of
the Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
[email protected] or Telefax: (063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

 Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. ii
How to Learn from this Module .............................................................................................................. .iii
Icons of this Module ................................................................................................................................... .iii

What I Know ..................................................................................................................................................iv

Lesson 1:
Performance Practices of Medieval, Renaissance and Baroque Period
What I Need to Know..................................................................................................... 1
What’s New ................................................................................................................... 1
What Is It ........................................................................................................................... 1
What’s More .................................................................................................................... 2
What I Have Learned..................................................................................................... 3
What I Can Do ................................................................................................................. 3

Summary ………………………………………………………………………………………..4
Assessment: (Post-Test) …………………………………………………………………….4
Key to Answers ...................................................................................................................................... 5
References ............................................................................................................................................... 6
What This Module is About
Welcome to “Performance Practice during Medieval, Renaissance and Baroque
Periods”, an online and offline module in Music and Arts for Grade 9 learners of the
Department of Education. This module aims to be as inclusive as possible during this trying
times of the Covid19 pandemic, with series of activities that would cater the needs of
learners who have internet access and smartphones and those who are unable to have
access and aid of technology.
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 called Gregorian Chant, which was mainly
used and the only approved music in the early Christian church. Secular music was not
recognized but people travel across Europe to perform music for living.
Music during the Renaissance Period became an important part of performance and
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 included the Concerto, the Fugue, the Oratorio and the Chorale.
Music evolved alongside with man’s constant quest for growth and development.

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 What I Need to Know

LEARNING AREA STANDARD

The learner demonstrates an understanding of basic concepts and processes in
music and art through appreciation, analysis and performance for his/her self-
development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.

KEY - STAGE STANDARD

The learner demonstrates understanding of salient features of music and art of the
Philippines and the world, through appreciation, analysis, and performance, for self-
development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.

GRADE LEVEL STANDARD

The learner demonstrates understanding of salient features of Western music and
the arts from different historical periods, through appreciation, analysis, and
performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.

CONTENT STANDARD
The learner demonstrates understanding of the characteristic features of the music
of the medieval, the renaissance and the baroque periods.

PERFORMANCE STANDARD
The learner performs selected songs from the Medieval, Renaissance and Baroque
periods.
• Chants
• Madrigals
• Excerpts from Oratorio
• Chorales
• Troubadour

OBJECTIVES:

At the end of this module, the learners are expected to:

➢ Explain the performance practice (setting, composition, role of

composers/performers and audience) during the Medieval, Renaissance and
Baroque Periods.

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How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

PRE-TEST
“A, E, I, O, or YOU?”
Instructions:
Supply the missing vowels to create the words that would best describe the
performance setting of the Medieval, Renaissance and Baroque Periods. Write the letter on
the space provided.

1. M __ N N __ S __ N G __ R S

2. S __ C __ L ___ R M __ S __ C

3. T R __ __ B __ D __ __ R S

4. S __ C R __ D M __ S __ C

5. __ N S T R __ M __ N T __ L

6. D __ N C __ S __ __ T __

7. C H __ __ R

8. __ R C H __ S T R __

9. H __ R P S __ C H __ R D

10. T __ N __ L __ T __

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 Performance Practices of
Medieval, Renaissance and
Lesson Baroque Periods
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What’s In

PROCESS QUESTIONS:

1. Were you familiar with the words in the PRE-ASSESSMENT? Do you know the meaning
of Sacred and Secular Music?
2. Based on the series of activities on our previous module, what were your ideas about the
performance practice of Medieval, Renaissance and Baroque periods
3. In connection to the previous activity, what is the relevance of the word
INSTRUMENTAL? How? And why?

What’s New

ACTIVITY 1. “STOP, LOOK AND LISTEN!” – VIDEO PRESENTATION

https://www.youtube.com/watch?v=_4k8d-Jp3tw

List down all the things you observe in each period (Medieval, Renaissance and Baroque)

What Is It

MEDIEVAL PERIOD
SACRED MUSIC
• Often accompanied by instruments and its rhythmic character was marked but the sung
prayers were often unaccompanied.
• Exclusion of women, elevation of unison singing and exclusion of instruments served to
establish a clear differentiation between the musical performance on the synagogue and
that of the street.
• Choir – group of singers, composed solely of men and boys who assumed the musical
role of answering and contrasting the solo singing of the pries

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 SECULAR MUSIC

• Several groups of Medieval performers developed literary and musical genres based on
vernacular texts (Jongleurs)
• Travelling performers in Western Europe sang, did tricks and danced to earn their living
• Troubadours in the south of France, Trouvere in the North and Minnesingers (a class of
Artist-Knights) sang love songs with religious fervour.

RENAISSANCE PERIOD

• Invention of Music Printing helped in the concept improvisation within the

performance practice
• Printed descriptions of instruments and their discussions of tuning and technique
supplied the needs of professional and non-professional musicians
• Instrumental, vocal and combined performance both on Sacred and Secular Music
• Dissemination of Chansons, Motets and Masses of polyphonic practice into the fluid
style
• Churches and aristocratic courts hired musicians as composers, performers and
teachers
• Composers found ways to make vocal music more expressive of the texts they were
setting
• Secular music absorbed techniques from Sacred music and vice versa

BAROQUE PERIOD
• Common-practice tonality (Harmony, Rhythm and Duration)
• Composers experimented with finding a fuller sound for each instrumental part
(Orchestra)
• Orchestra consists of Strings, Woodwinds, Brass, Keyboards and Percussions
(Harpsichord, Organ, Recorder, Cello, Cornett, Timpani, Tambourine, etc

What’s More

ACTIVITY 2 “BACK AT ONE” – VIDEO PRESENTATION

Watch the video from ACTIVITY 1 and answer the process questions below.

PROCESS QUESTIONS:
1. Explain briefly the performance practice of the Medieval, Renaissance and Baroque
Periods? What did you observe in the video in terms of setting? Composition? Role of
composers or performers?

2. What was the difference between Sacred and Secular Music during the Medieval period?
3. What was the role of the composers during the Baroque period? Are you familiar with the
instruments used in the sample music of the Baroque period? Explain briefly.
4. Which of the three periods did you enjoy and want to explore more? Why?

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 What I Have Learned

What I Can Do

GROUP ACTIVITY. “PERIOD MO, I-PATROL MO!!”

Instructions: The class will be grouped into 3 and will create a 2-3 Minute NEWS
REPORT about Medieval, Renaissance and Baroque Periods through a video
presentation. The report should indicate and explain the performance practice during
the period. The group shall use the representative compositions of the period as their
background music. Group 1 will be assigned with Medieval Period, Group 2 will
report on Renaissance Period while Group 3 will do the Baroque Period. The group
assignment shall be done by drawing of lots. The performance output will be graded
according to the criteria below.

EVALUATION RUBRICS (NEWS REPORT - VIDEO PRESENTATION)

FAIR / BELOW VERY GOOD / EXCELLENT /
CRITERIA AVAERAGE GOOD / AVERAGE ABOVE AVERAGE OUTSTANDING
(2 POINTS) (3 POINTS) (4 POINTS) (5 POINTS)
Content and Accuracy
of Facts
(Ability to incorporate Facts were slightly not Facts were reported Facts were reported Facts were excellently and
facts or content and reported accurately and accurately but purpose accurately and the accurately reported and
purpose of the newscast purpose was a bit difficult was a bit difficult to purpose was good the purpose was superb
and how they were to figure out in the figure out in the enough and easy to and easy to figure out in
projected in the video newscast. newscast. figure out in the the newscast.
presentation) newscast.

Creativity and Style

The group attempted to The group attempted to The group attempted to The group excellently
(Ability to incorporate incorporate creativity incorporate creativity incorporate creativity incorporated creativity
creativity and style with and style but it was and style but somehow and style and sustained and style and sustained
the assigned period seen slightly off with the did not sustain the theme the theme of the the theme of the assigned
in the video presentation) assigned period in their of the assigned period assigned period period throughout their
newscast. throughout their throughout their newscast.
newscast. newscast.
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
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 with the presentation with the presentation and
rehearsed and the ability cinematography and the cinematography and the cinematography the cinematography gave
to incorporate other art somehow did not give gave a good visual gave a great visual an excellent visual impact
forms and dynamics in visual impact to the impact to the music video impact to the music video to the music video
music and video editing) music 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 and showed focused and showed well
(The overall level of perform. Movements and preparedness to perform preparedness to perform preparedness to perform
performance from the timing was somehow not but the movements and and timing was somehow and timing was
group projected in the sustained throughout the timing was somehow not sustained throughout the excellently sustained
video presentation) performance. sustained throughout the performance. throughout the
performance. performance.

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Summary
This module aims to develop the listening abilities and critical thinking skills of
the learners through various activities which aid in achieving the competency of the
week which is to explain the performance practice (setting, composition, role of
composers/performers and audience) during the Medieval, Renaissance and
Baroque periods.
Medieval period emphasized on Church or Sacred music where the priest and
the congregation were only allowed to sing during masses. Sung prayers were often
unaccompanied and women were not allowed to perform in the church. This period
elevated unison singing but later emerged a group of singers called the Choir,
composed solely of men and boys who assumed the musical role of answering and
contrasting the solo singing of the priest.
Although sacred music was still relevant during the Renaissance period,
secular music was more prominent during the period. Printed descriptions of
instrument and their discussions on tuning and technique supplied the needs of both
professional and non-professional musicians. Secular music absorbed techniques
from sacred music and vice versa, while instrumental, vocal and combined
performance both on Sacred and Secular music.
Baroque period let the composers experiment with finding a fuller sound with
the composition of Orchestra and common tonality (Harmony, Rhythm, Duration,
etc.)

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 Assessment: (Post-Test)

PART I. “A, E, I, O, or YOU?”

Instructions:
Supply the missing vowels to create the words that would best describe the
performance setting of the Medieval, Renaissance and Baroque Periods. Write the letter on
the space provided.

1. M __ N N __ S __ N G __ R S

2. S __ C __ L ___ R M __ S __ C

3. T R __ __ B __ D __ __ R S

4. S __ C R __ D M __ S __ C

5. __ N S T R __ M __ N T __ L

6. D __ N C __ S __ __ T __

7. C H __ __ R

8. __ R C H __ S T R __

9. H __ R P S __ C H __ R D

10. T __ N __ L __ T __

Key to Answers

PRE-TEST / POST TEST

PART I. “A, E, I, O or YOU”

1. MINNESINGERS 6. DANCE SUITE

2. SECULAR MUSIC 7. CHOIR
3. TROUBADOURS 8. ORCHESTRA
4. SACRED MUSIC 9. HARPSICHORD
5. INSTRUMENTAL 10. TONALITY

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References

A. BOOKS

MUSIC & ARTS Learner’s Material for Music and Arts (Grade 9) First Edition
2014 – Department of Education, Philippines

B. WEBSITE
https://www.britannica.com/art/musical-performance

C. SUGGESTED LISTENING RESOURCES

https://www.youtube.com/watch?v=_4k8d-Jp3tw

D. CLIP ARTS AND IMAGES

https://www.thinglink.com/scene/703974778779729922

https://aethelmearcgazette.files.wordpress.com/2016/02/gitarrenbrevier_de_.jpg

https://artscimedia.case.edu/wp-content/uploads/sites/146/2015/04/14215059/harp.jpg

http://www.diabolus.co.uk/kits/kits.htm

https://en.wikipedia.org/wiki/Bagpipes

https://commons.wikimedia.org/wiki/File:Andrea_Solario_-_The_Lute_Player_-_WGA21604.jpg

https://www.pinterest.ph/loganjoconnell/dulcian/

https://commons.wikimedia.org/wiki/File:The_Concert_A22894.jpg

https://www.msmnyc.edu/performances/harpsichord-class-recital-2/

https://commons.wikimedia.org/wiki/File:St.JosephParishChurch,LasPiñasjf0201_12.JPG

https://clipartstation.com/perahu-clipart-9/
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 For inquiries and feedback, please write or call:

DepEd Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: [email protected]