QUARTER I

CONTENT STANDARDS:

The learner demonstrates understanding of

characteristic features of the Medieval,
Renaissance and Baroque period music
PERFORMACE STANDARDS:
performs selected songs from Medieval, renaissance and
baroque periods
a) Chants;
b) Madrigals;
c) excerpts from oratorio;
d) chorales;
e) troubadour
 LEARNING COMPETENCIES

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;
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.
 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
Activity 1

Guess Who?
WOLFGANG AMADEUS GIOVANNI PIERLUIGI PETER LLYCH
MOZART DA PALESTRINA TCHAIKOVSKY

FREDERIC CHOPIN CAMILLE

SAINT - SAENS
ANTONIO VIVALDI
HECTOR BERLOIZ FRANZ LISZT GIACOMO PUCCINI

FRANZ SCHUBERT ROBERT SCHUMAN

Activity 2
1. 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 RENAISSANCE BAROQUE
PERIOD PERIOD PERIOD

• Gregorian Vocal music are • Elaborate &

Chant • Mass ornamental
Cultural • Secular Music • Madrigal • Melodies not
Background/ • Troubadour easy to sing
Characteristics • Harpsichord &
Music organ common
Christian Church instruments
• Giovanni Johann S. Bach
Famous
Pierluigi da Antonio Vivaldi
Composers Adam de Halle
Palestrina George Friedrich
• Thomas Morley Handel
Le Jeu de Kyrie “Pope Concerto Grosso
marcellus Mass– Four Seasons
Compositions Robin et de Palestrina Hallelujah
Marion
Fire,Fire My Heart
Compositions by Thoma Morley
 GRADE 9
HISTORY OF WESTERN MUSIC

CONTENT PERFORMANCE LEARNING

CONTENT
STANDARDS STANDARDS COMPETENCY
FIRST QUARTER
1. MUSIC OF THE
MEDIEVAL PERIOD
The Learner… The Learner... 1. listens
(700-1400) demonstrates performs selected perceptively to
understanding of songs from selected vocal and
a) Historical and characteristic Medieval, instrumental music
cultural background; renaissance and of Medieval,
features of the
b) Gregorian baroque periods Renaissance and
Medieval,
chants; Baroque music;
Renaissance and a) Chants;
c) Troubadour
Baroque period b) Madrigals;
music; 2. explains the
music
d) Composer - Adam c) excerpts from performance
de la Halle. oratorio; practice (setting,
d) chorales; composition, role of
e) troubadour. composers/performe
rs, and audience)
during Medieval,
Renaissance and
Baroque periods;
 CONTENT PERFORMANCE LEARNING
CONTENT
STANDARDS STANDARDS COMPETENCY

FIRST QUARTER
3. relates Medieval,
2. RENAISSANCE Renaissance and
PERIOD (1400- Baroque music to its
1600) historical and
a) Historical and cultural background
cultural through
background; dramatization;
b) Mass;
c) Madrigal;
d) Composers - 4. sings Medieval
Giovanni da
Palestrina and
chant, troubadour
Thomas Morley. song, madrigal,
chorale and
selections from
oratorio with correct
pitch, rhythm,
expression and style;
 CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY

FIRST QUARTER
3. MUSIC OF THE 5. describes musical elements of
BAROQUE given Medieval, Renaissance and
PERIOD (1685- Baroque music;
1750)
6. explores other arts and media
a) Historical and that portray Medieval, Renaissance
cultural and Baroque elements;
background;
b) Concerto 7. improvises appropriate
accompaniment to given Medieval
Grosso, Fugue
and Renaissance songs;
c) Oratorio and
chorale 8. create and or perform songs in
d) Composers: Gregorian and troubadour styles
Johann Sebastian
Bach and 9. play simple melodies of a
George Friedrich chorale and provide
Handel accompaniment.
WALKING THROUGH THE TEACHING GUIDE

CONTENT/TOPI PROCES ASSESSMEN FORMAT OTHERS

C/COMPETENC S T
IES STRATEG
Y/
ACTIVITY
ABSTRACTION:

When I walkthrough the Quarter 1

I learned that _________________________
_______________________________________.
I felt ______________ because____________
_______________________________________.

I discovered _______________________

I realized _______________________________.
APPLICATION:

Move to the Music

1. Your group must come up with movements
to interpret the assigned musical selection.

a. Concerto Grosso by Handel – Group I

b. Toccata and Fugue by Johann S. Bach – Group II
c. Hallelujah by George F. Handel - Group III
d. Le Jeu de Robin et de Marion by Halle - Group IV
e. Kyrie by Giovanni Palestrina - Group V
f. Fire, Fire, Fire My Heart by T.Morley - Group VI
APPLICATION:
Move to the Music !!!
CRITERIA
Choreography 5 points

Coordination of 5 points
Movements
Timing 5 points

Expression & Execution 5 points

of
Movements
Interpretation of Music 5 points

TOTAL 25 POINTS
THANK YOU !!!