9

Music
Quarter 1 - Module l
Music of the Medieval Period
Music - Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Music of the Medieval Period
First Edition, 2020

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Published by the Department of Education, Schools Division of Antique

Development Team of the Module

Writer: Flora Mae Altobar-Juada
Content Editor: Marilyn B. Herida
Language Editor: Sarah Michelle C. Nietes, Francisco E. Misajon Jr.
Illustration: Conrad Ladislee B. Tua III
Layout Artist: Jessa B. Quemado
Management Team: Felisa B. Beriong, CESO VI
Corazon C. Tingson
Gaudencio C. Riego, PhD
Schubert Anthony C. Sialongo
Rodrigo Sarapanan Jr.
Phoenix Allanah Zandria Q. Salcedo-Tordesillas
Marian Rose B. Sarmiento

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Department of Education – Region VI - Schools Division of Antique

Office Address: Binirayan, San Jose de Buenavista, Antique
Telefax: (036) 540-9837
E-mail Address: [email protected]
 9

MUSIC
Quarter 1 – Module 1
Music of the Medieval Period
Introductory Message
For the facilitator:

Welcome to the Music 9 Alternative Delivery Mode (ADM) Module on

Music on the Medieval Period!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Music 9 Alternative Delivery Mode (ADM) Module on Music of the
Medieval Period!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

Aiming at the Target
competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
Trying the Challenge
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
Connecting to the the current lesson with the previous one.
Past

In this portion, the new lesson will be

Gearing Up to Start introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
 This section provides a brief discussion of
Hitting the Target
the lesson. This aims to help you discover
and understand new concepts and skills.
Strengthening the This comprises activities for independent
Grasp practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
Wrapping Up to Go sentence/paragraph to be filled in to
process what you learned from the lesson.

This section provides an activity which will

Relating to Real Life
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Checking the Target
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Enriching the Skill
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
Finding the Score
module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
 If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

This module was designed and written with you in mind. It is here to help
you master the music of the Medieval Period. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
 Aiming at the Target
Content Standards
The Learner demonstrates understanding of characteristic features of the
music of the Medieval Period.

Performance Standards
The Learner performs selected songs from the Medieval Period:
1. Gregorian Chants and
2. Troubadour

Most Essential Learning Competencies (MELC)

At the end of this module you are expected to:
1. Describe the musical elements of selected vocal and instrumental music of
Medieval music;
2. Explain the performance practice (setting, composition, role of composers/
performers, and audience) during the Medieval Period;
3. Relate Medieval music to other art forms and its history within the era;
4. Improvise appropriate accompaniment to selected music from Medieval
Periods;
5. Perform music from Medieval Period; and
6. Evaluate music and music performances using guided rubrics

Trying the Challenge

To assess what you know about the music of the Medieval Period, answer
the following activities.

PART I. GUESS WHO

Using your common knowledge, write the name of the composer below.

Choices:
Antonio Vivaldi
Adam de la Halle
Thomas Morley

1.
PART II. GUESS WHAT
A. Classify the items according to sacred (religious) or secular (non-religious)
music. Check the corresponding column for each item. Write your answers on
your answer sheet.
Forms of Music Sacred Music Secular Music
2. Gregorian Chant
3. Troubadour Music

B. Write the letter of the correct answer.

______4. It is the period when the Christian Church highly influenced culture and
political affairs in Europe.
a. Medieval b. Renaissance c. Baroque

______5. The Gregorian chant was named after him.

a. Adam De la Halle b. Pope Gregory I c. Thomas Morley

______6. He was one of the oldest secular music composers of the period.
a. Adam De la Halle b. Pope Gregory I c. Thomas Morley

______7. The Gregorian chant was originally transmitted through___________.

a. Notation b. Oral c. Neumes

______8. A musical form that was not bound by Catholic traditions is called______.
a. Chants b. Troubadour Music c. Gregorian

______9. It means single tune or single melody.

a. Monophonic b. Homophonic c. Polyphonic

______10. The notation used during the period is__________.

a. Oral tradition b. Musical sheets c. Neumes

______11. Troubadour music is usually written in .

a. Latin b. French c. German

______12. It means no time signature or free flowing.

a. Modal b. Free meter c. Rhythm

______13. It is a group of musicians who performed across Europe during the

period.
a. Choir group b. Troubadours c. Minstrel

______14. It is the earliest surviving secular French play with the music of Adam De
La Halle.
a. Jeu de Robin et Marion
b. La Chanson du roi de Sicile
c. Le Jeu de Robin et de Marion

______15. Which of the following is a characteristic of a Gregorian Chant?

a. Originated in France
b. Tells of chivalry and courtly love
c. Usually based on Latin liturgy
 Lesson Music of the Medieval Period
1 (700–1400)

Connecting to the Past

In the past year, you learned that
music in Southeast Asia is a tradition
taught to each succeeding generation
without a written notation. You also
learned that it is frequently related to
ceremonies connected with religion, the
state, community festivals, and family
affairs.

Now, we travel to the West,

especially the Europeans, and study
their music in different periods:

Gearing Up to Start

Do you attend the Mass or any church service? During the mass, do you
listen to the choir or do you sing along? We will know the origin of church singing
in this lesson.

Do you have a favorite band that goes on concert tours? Do you know that
this kind of secular singing emerged in Europe centuries ago?
 Hitting the Target

The Medieval Period is also known as the Middle Ages or Dark Ages that
started with the fall of the Roman Empire. During this time, the Christian Church
influenced Europe’s culture and political affairs, including its music.

A. Musical Forms
1. Gregorian Chants. The Sacred Music.
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
a. monophonic (one melodic line)
b. free meter (free flowing rhythm, no
time signature or no precise rhythm)
c. modal (set in one of the church
Example of Gregorian Chant with
modes or scales) neumenotation
d. usually based on Latin liturgy “The Introit Gaudeamus Omnes”
scripted in square notation 14th century-
e. use of neume notation 15th century (wikipedia.org)

2. Troubadour Music. The Secular Music. This emerged in the latter part of the
Medieval Period which was not bound by Catholic traditions. Most of these
songs were performed across Europe by groups of musicians called
Troubadours.

Characteristics:
a. usually monophonic
b. sometimes with improvised accompaniment
c. tells of chivalry and courtly love
d. originated in France
e. written in the French language
B. Famous Composer of the Period
ADAM DE LA HALLE
France, 1237-1288
He was 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.

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

Adam De La Halle
Miniature in Musical Codexs. XIII
http//picsdigger.com/image/cfd4783

Strengthening the Grasp

ACTIVITY 1
Fill in the blanks.
1. is the other name of the Medieval Period.
2. The musical forms present during the Medieval Period were
and .
3. The Gregorian Chant was named after .
4. Those who sang secular music were called the .
5. was the famous composer of this period.

ACTIVITY 2
List down at least five (5) titles of songs you know which you could relate to the
forms of music during the Medieval Period.
1.
2.
3.
4.
5.
ACTIVITY 3
a. Compose a short song whose lyrics would summarize your
understanding of the music of the Medieval Period. Write the lyrics of
your song on your answer sheet.

Wrapping Up to Go
Some scholars perceive Europe as having been plunged into darkness when
the Roman Empire fell in around 500 AD. The Middle Ages are often said to
be dark because of a supposed lack of scientific and cultural advancement. During
this time, feudalism was the dominant political system.

Medieval music was both sacred and secular. During the

earlier Medieval Period, the liturgical genre, predominantly Gregorian chant, was
monophonic. Polyphonic genres began to develop during the high medieval era,
becoming prevalent by the later thirteenth and early fourteenth century.

The Church was very much a part of the Medieval life. The church held
worship services and took care of the sick, poor, elderly, and orphans.

1. What do you think is the center of life during the Medieval Period? Why?

2. What kind of music prevailed during the period?

 Relating to Real Life
A. Ponder on this.

1. Of what use is sacred music (church songs) to your daily life, especially to your
studies?

2. What does secular music (popular songs) contribute to your well-being as a

student?

B. Connect to the Arts

Visit two (2) churches or any building, physically if possible, or virtually (thru
internet surfing) and identify Medieval art elements that are present: sculpture,
illuminated manuscripts, stained glass, mosaics, fresco wall-paintings, work in
precious metals or textiles, including tapestry.

1. Church/ Building Name:

Address:
Art Elements:

2. Church/ Building Name:

Address:
Art Elements:

Checking the Target

Write the letter of the correct answer. Write your answers on your answer sheet.

___1. This is a monophonic plain chant that is originally transmitted orally.

a. Secular Music b. Gregorian Chant c. Troubadour Music

___2. It is a characteristic of a Gregorian chant and the troubadour music

consisting of a single musical line or tune without accompaniment.
a. Monophonic b. Free Meter c. Modal

___3. What kind of notation was used to notate Gregorian chant?

a. Number System b. Sheet Music c. Neumes
___4. This is the music performed or composed for religious use or through
religious influence.
a. Sacred music b. Secular Music c. Popular Music

___5. Which is considered secular music?

a. Mass b. Gregorian Chant c. Troubadour Music

___6. The following are characteristics of a troubadour music EXCEPT_____.

a. Monophonic
b. Based on Latin Liturgy
c. Written in French language

___7. This is a group of musicians who traveled and performed across Europe?
a. Choir b. Minstrel c. Troubadours

___8. Why is the Medieval Period called “dark ages”?

a. The Roman Empire started to fall.
b. The Church influenced Europe’s cultures and political affairs.
c. There was lack of scientific and technological advancement.

___9. Which is NOT TRUE about Adam De La Halle?

a. He received his education at Harvard University.
b. He was the son of a well-known citizen of Arras, Henri de la Halle.
c. He was one of the oldest secular composers whose literary and musical
works includes chansons and poetic debates.

___10. Which of the following is considered as the earliest surviving secular French
play with music of Adam De la Halle?
a. Jeu de Robin et Marion
b. La Chanson du roi de Sicile
c. Le Jeu de Robin et de Marion

Enriching the Skill

♪ Listen and observe:
 LeJeu de Robin et Marion: http://www.youtube.com/watch?v=zHoebp8Vgxs

♪ Evaluate the following by using the criteria:

 Gregorian Chant: http://www.youtube.com/watch?v=kK5AohCMX0U
 CRITERIA: 5 3 1 SCORE
Monophonic
texture is heard,
Is the entire song melody is sung
Monophonic
using Monophonic without an
texture is Texture is not
texture? accompaniment
heard without monophonic.
(Single line or melody) and in a
harmony.
responsorial
manner (soloist
and chorus)

It has no There is no
Is the rhythm free in Some parts
precise rhythm evidence of a
meter or free flowing? are free
and is free free flowing
flowing.
flowing rhythm.
Is it based on Latin Some parts It does not
It uses Latin
liturgy? are in Latin use the Latin
language
language. language

♫ Learn more…
Modal Music uses diatonic scales that are not necessarily major or minor
and does not use functional harmony as we understand it within tonality. The term
modal is most often associated with the eight church modes. A Gregorian
mode (or church mode) is one of the eight systems of pitch organization used
in Gregorian chant.

A Diatonic Scale is a heptatonic scale that includes five whole steps (whole
tones) and two half steps (semitones) in each octave, in which the two half steps are
separated from each other by either two or three whole steps, depending on their
position in the scale.
 https://en.wikipedia.org/wiki
https://music.stackexchange.com/
https://slideplayer.com/slide/4455346/
Encyclopedia Britannica
Wikipedia
Grade 9 Learning Music Module
References
Checking the Target Strengthening Trying the Challenge
the Grasp
1. B Part 1:
2. A Activity 1: 1. Adam De la Halle
3. C 1. Middle Age/ Dark Age Part 2:
4. A 2. Gregorian Chants, 2. Gregorian Chant – Sacred
5. C Troubadour Music Music
6. B 3. Pope Gregory I 3. Troubadour Music –
7. C 4. Troubadours Secular Music
8. A 5. Adam de la Halle 4. A
9. A 5. B
10. A Activity 2: 5 songs 6. A
7. B
Activity 3: Song 8. B
9. A
10. C
11. B
12. B
13. B
14. A
15. C
Finding the Score
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Antique

San Jose de Buenavista, Antique

Telefax: (036) 540-9837

Email Address: [email protected]