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 !!!