Download - Music g9 q1
QUARTER IMedieval period
Renaissance Perio
d
Baroque Period
The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music
CONTENT STANDARDS:
performs selected songs from Medieval, renaissance and baroque periods
a) Chants; b) Madrigals; c) excerpts from oratorio;
d) chorales; e) troubadour
PERFORMACE STANDARDS:
LEARNING COMPETENCIES
2. explains the performance practice (setting, composition, role of composers/performers, and audience) during Medieval, Renaissance and Baroque periods;
1. listens perceptively to selected vocal and instrumental music of Medieval, Renaissance and Baroque music;
3. relates Medieval, Renaissance and Baroque music to its historical and cultural background through dramatization;
4. sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression and style; 5. describes musical elements of given Medieval, Renaissance and Baroque music;
6. explores other arts and media that portray Medieval, Renaissance and Baroque elements;
6. explores other arts and media that portray Medieval, Renaissance and Baroque elements;
7. improvises appropriate accompaniment to given Medieval and Renaissance songs;
8. create and or perform songs in Gregorian and troubadour styles
9. play simple melodies of a chorale and provide accompaniment.
OBJECTIVES:
Understand the framework of the Grade 9 MUSIC (Unit 1) by learning the competencies.
Engage in activities that will be taught to the Grade 9 students through active participation.
Analyze the difficult learning competencies by creating a chart.
Activity 1
Guess Who?
WOLFGANG AMADEUS MOZART
GIOVANNI PIERLUIGI DA PALESTRINA
PETER LLYCH TCHAIKOVSKY
FREDERIC CHOPIN
ANTONIO VIVALDI
CAMILLE SAINT - SAENS
HECTOR BERLOIZ FRANZ LISZT GIACOMO PUCCINI
FRANZ SCHUBERT ROBERT SCHUMAN
Activity 21. Music A
2. Music B
3. MUSIC C
4. MUSIC D
5. MUSIC E
6. MUSIC F
ANALYSIS:1.How did you find the activity?2.Were you aware that those music were
composed centuries ago?3. How was it used as background music?4. Do you think they were used creatively?5. Was the music used appropriately?6. 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?
MEDIEVAL PERIOD
RENAISSANCE PERIOD
BAROQUE PERIOD
Cultural Background/Characteristi
cs
• Gregorian Chant
• Secular Music
• Troubadour Music
Christian Church
Vocal music are• Mass• Madrigal
• Elaborate & ornamental
• Melodies not easy to sing
• Harpsichord & organ common instruments
Famous Composers Adam de Halle
• Giovanni Pierluigi da Palestrina
• Thomas Morley
Johann S. BachAntonio VivaldiGeorge Friedrich Handel
CompositionsLe Jeu de Robin et de Marion
Kyrie “Pope marcellus Mass– Palestrina
Concerto GrossoFour SeasonsHallelujah
Compositions
Fire,Fire My Heart by Thoma Morley
CONTENT CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
FIRST QUARTER
1. MUSIC OF THE MEDIEVAL PERIOD (700-1400)
a) Historical and cultural background; b) Gregorian chants; c) Troubadour music; d) Composer - Adam de la Halle.
The Learner… demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music
The Learner... performs selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour.
1. listens perceptively to selected vocal and instrumental music of Medieval, Renaissance and Baroque music; 2. explains the performance practice (setting, composition, role of composers/performers, and audience) during Medieval, Renaissance and Baroque periods;
GRADE 9 HISTORY OF WESTERN MUSIC
CONTENT CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
FIRST QUARTER
2. RENAISSANCE PERIOD (1400-1600) a) Historical and cultural background; b) Mass; c) Madrigal; d) Composers - Giovanni da Palestrina and Thomas Morley.
3. relates Medieval, Renaissance and Baroque music to its historical and cultural background through dramatization;
4. sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression and style;
CONTENTCONTENT STANDAR
DS
PERFORMANCE STANDARDS LEARNING COMPETENCY
FIRST QUARTER
3. MUSIC OF THE BAROQUE PERIOD (1685-1750)
a) Historical and cultural background; b) Concerto Grosso, Fugue c) Oratorio and chorale d) Composers: Johann Sebastian Bach and George Friedrich Handel
5. describes musical elements of given Medieval, Renaissance and Baroque music;
6. explores other arts and media that portray Medieval, Renaissance and Baroque elements;
7. improvises appropriate accompaniment to given Medieval and Renaissance songs;
8. create and or perform songs in Gregorian and troubadour styles
9. play simple melodies of a chorale and provide accompaniment.
CONTENT/TOPIC/
COMPETENCIES
PROCESS
STRATEGY/
ACTIVITY
ASSESSMENT
FORMAT OTHERS
WALKING THROUGH THE TEACHING GUIDE
ABSTRACTION:
When I walkthrough the Quarter 1I learned that ________________________________________________________________. I felt ______________ because___________________________________________________.
I discovered _______________________
I realized _______________________________.
APPLICATION:
1. Your group must come up with movements to interpret the assigned musical selection.
a. Concerto Grosso by Handel – Group Ib. Toccata and Fugue by Johann S. Bach – Group IIc. Hallelujah by George F. Handel - Group IIId. Le Jeu de Robin et de Marion by Halle - Group IVe. Kyrie by Giovanni Palestrina - Group Vf. Fire, Fire, Fire My Heart by T.Morley - Group VI
Move to the Music
APPLICATION:
CRITERIAChoreography 5 points
Coordination of Movements
5 points
Timing 5 points
Expression & Execution of Movements
5 points
Interpretation of Music
5 points
TOTAL 25 POINTS
Move to the Music !!!
THANK YOU !!!