School of Mount St. Mary, Inc.

Guillerma Village, Sta Rita, San Miguel, Bulacan 3011

JUNIOR HIGH SCHOOL DEPARTMENT
S.Y. 2020-2021
FIRST SEMESTER

LEARNING MODULE IN
MUSIC 8
WEEK 1

I. INTRODUCTION:

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 Gregorian chant,
which was mainly used in the early Christian church.
Music during the Renaissance Period became an important
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 were the Concerto, the Fugue, the Oratorio and the Chorale. Music evolved
alongside with man’s constant quest for growth and development.

II.LEARNING OBJECTIVE:

 Describes the musical elements of selected vocal and instrumental music of Medieval,
Renaissance and Baroque music;
 Explains the performance practice (setting, composition, role of composers/performers,
and audience) during Medieval, Renaissance and Baroque periods; and
 Relates Medieval, Renaissance and Baroque music to other art forms and its history
within the era

III. LECTURE NOTE:

Periods of Music Medieval Renaissance Baroque

(700-1750) (700-1400) (1400-1600) (1600-1750)

 Music of the Medieval Period

See PDF pages 11-12 of the Learner’s Module in Music 9.
 Music of the Renaissance Period
See PDF pages 13-15 of the Learner’s Module in Music 9.
DAY 1
SELF-DIRECTED LEARNING

IV. MODULE CONTENT

Musical Learning Check

ACTIVITY 1: Guess WHO?

Direction: Write the name of each composer below the picture.

1. ___________________ 2. ____________________

3. ____________________ 4. ___________________

Activity 2: Guess When?

Direction: Classify the items in the box according to the historical period to which it belongs.
Write the words in the column below.

Gregorian Chants Mass

Fugue Concerto Grosso
Troubadour Music Oratorio
Madrigal Chorale
 DAY 2
ONLINE LEARNING

Topic: MUSIC OF THE MEDIEVAL PERIOD (700-1400)

Historical and cultural background

A. EXPLORE
Activity 1: Watching Time!
Direction: Watch the video and answer the question below.

https://www.youtube.co m/watch?v=6EAMqKUimr 8&t=155s

Process Question:

1. What have you noticed from the video clip?

2. What is your favorite genre of music?
 Activity 2: Pictures Naming
Direction: Name the following pictures.

1. ______________________ 2. _______________________

3. _______________________ 4. _________________________

Process Questions:
1. Do you think the 4 pictures are related to the lesson?
2. Based on the pictures, can you give idea how the pictures are related to each other
and to the lesson.

B. FIRM-UP

Activity 3: Watch and Learn

Please watch the video clip below and answer the process questions.

https://www.youtube.com/watch?v=4keEyZ7LFq8

Process Question:
1. What can you observed in the video clip?
2. What is medieval period?
3. What historical events and culture that medieval period has?
4. What is Gregorian chant?
C. DEEPEN

Activity 3: Musical Thinking

Encircle the correct words of what is being describe in the sentence.
Dark Ages or Black Ages 1. Another name for the Middle Ages.

Organun or Gregorian Chant 2. Plainchant or plainsong consisting of a single

melodic line.

Pope Gregorio or Pope George 3. The Gregorian chant was named after him.

Notes or Neumes 4. The earliest roots of modern musical notation.

Minstrels or Minnesingers 5. Lowly musicians who wandered among the

courts and towns.

Jongleurs/Jongleuresses 6. Versatile entertainers, who played musical

or Minstrels instruments, sang and danced, jungled and
showed tricks, with animal acts.

Minnesingers or Minstrels 7. Singers of courtly love

Troubadours/Trouveres 8. They either sang their music and poetry

or Jongleurs/Jongleuresses themselves or entrusted it performance to other
musicians.

Adam Hale or Adam de la Halle 9. The last of the Trouveres.

Regin Caeli or Alleluia 10. Example of a Gregorian chant.

D. TRANSFER

Direction: Write a reflection on the things you learned in this lesson and their relevance
to you. Tell how can you apply what you learned in your daily life and cite specific
instances in which you feel these learning will come handy.

MUSICAL NOTES
 DAY 3
SELF-DIRECTED LEARNING
Direction: Listen to the following music and answer the questions.

1.
https://www.youtube.com/watch?v=_uj8h4SCsnE

a. After listening to the selection, were you able to identify the characteristics of
Gregorian Chants? ______________________________________________
______________________________________________________________
______________________________________________________________

2.
https://www.youtube.com/watch?v=JKHzCE6MDro

a. Which music are you familiar with? Why? _________________________

___________________________________________________
___________________________________________________

b. Which songs can you relate with? Sacred or secular music? Why?
___________________________________________________________
___________________________________________________
___________________________________________________
 DAY 4
ONLINE LEARNING

B. EXPLORE
Activity 1: Arrange the Jumbled Letters
Re-arrange the letters to get the correct words.
1. SMAS - ___________________________
2. LADRMAGI - ___________________________
3. ENASSIACREN - ___________________________
4. HMASOT LERYOM - ___________________________
5. IANINOGV TELSARINAP - ___________________________

MUSICALYZING TIME! (Musical + Analyzing through pictures)

Observe and analyze the two pictures below.

Process Questions:
1. What can you say about the pictures?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Are historical and cultural back ground of medieval and renaissance period still the
same?
__________________________________________________________________
__________________________________________________________________
B. FIRM-UP

Activity 2: Watch and Learn

Watch the video clip below.

https://www.youtube.com/watch?v=Dm7DTTAMERU

Process Questions:

1. What can you observed in the video clip?

2. What is renaissance period?
3. What historical events and culture that renaissance period has?
4. Give an important event in this period and explain how it will be used in the modern
world music.
C. DEEPEN

Activity 3: Musical Thinking

Direction: Re-arrange the letters to get the right of what is being described in the sentence.
1. Type of church mode used in both secular and sacred music.
L I T Y M O D A

2. Plain song with two or more additional parts, each with different words in Latin and in
French.
T E T O M

3. Joyful hymn of praise omitted during Advent and Lent.

R G O L A I

4. “Father of the English madrigal”

L E Y O R M O A S M T H

5. Form of vocal chamber music based on a relative constant poetic form of two or three
stanzas of three lines each, with 7 or 11 syllables per line.
A A I M D R G L

6. Prayer for mercy

Y K I E R

7. Secular melodic line that runs through a Gregorian chant using in long notes by the tenor
. U T S N A C S U I F R M
 8. Courtly love verses of the French Renaissance poets written for three or four voices.
H C N S N S A O

9. Composer who got his name from his place in Rome.

A N I R T S E L A P

10. Nickname of Palestina

L I O N I T E S N E R P

D. TRANSFER

Direction: Write a reflection on the things you learned in this lesson and their relevance
to you. Tell how can you apply what you learned in your daily life and cite specific
instances in which you feel these learning will come handy.

MUSICAL NOTES

DAY 5
SELF-DIRECTED LEARNING
Researching….
Research about the two Famous Composers of the Renaissance Period and answer the
following questions.
1. Which of the two pictures is Giovanni Pierluigi da Palestrina? Is Thomas Morley?

________________________________ ________________________________
 2. Who is Giovanni Pierluigi da Palestrina and Thomas Morley?
3. Give at least 3 popular works composed by each composers.
4. Based on your research, how the two composers differ to each other?

V. SUMMARY

VI. EVALUATION

VII. ASSIGNMENT

VIII. REFERENCE
 School of Mount St. Mary, Inc.
Guillerma Village, Sta Rita, San Miguel, Bulacan 3011
JUNIOR HIGH SCHOOL DEPARTMENT
S.Y. 2020-2021
FIRST SEMESTER

LEARNING MODULE IN
MUSIC 8
WEEK 2

I. INTRODUCTION:

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 Gregorian chant,
which was mainly used in the early Christian church.
Music during the Renaissance Period became an important
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 were the Concerto, the Fugue, the Oratorio and the Chorale. Music evolved
alongside with man’s constant quest for growth and development.

II.LEARNING OBJECTIVE:

 Describes the musical elements of selected vocal and instrumental music Renaissance
Baroque music;
 Explains the performance practice (setting, composition, role of composers/performers,
and audience) during Baroque periods
 Relates Baroque music to other art forms and its history within the era
 Improvises appropriate accompaniment to selected music from Medieval, Renaissance
and Baroque Period
 Performs music from Medieval, Renaissance and Baroque Period
 Evaluates music and music performances using guided rubrics

III. LECTURE NOTE:

Periods of Music Medieval Renaissance Baroque

(700-1750) (700-1400) (1400-1600) (1600-1750)

.
 Music of the Baroque Period
See PDF pages 13-15 of the Learner’s Module in Music 9.
 Day 6
SELF-DIRECTED LEARNING
Activity: Watch and Learn
Direction: Watch the two video clip that support to the activity before you complete the
table below. Please choose the answers in the first column.
1. Example of sacred music

https://www.youtube.com/watch?v=XaiXCG0jHB8

2. Example of secular music

https://www.youtube.com/watch?v=0qvpCQlpUPc

After watching video clip, complete the table below.

Vocal Music of the Renaissance Period
Choices Mass Madrigal
 form of secular vocal
polyphonic music
composition
 form of sacred musical
composition
 polyphonic
 mostly polyphonic
 sung a cappella w/
orchestral
accompaniment
 sung a cappella w/out
orchestral
 accompaniment
 through–composed
 text may be syllabic

1. Do you agree that the compositions of the composers reflect their personalities? Why
or Why not? __________________________________________________________
____________________________________________________________________
____________________________________________________________________

Preparation Time
Performance Task: Move to the Music!!!
1. Individual task.
2. Your teacher will assign a segment of the following compositions:
 Gregorian Chant in Medieval Period
 Fire, Fire, Fire My Heart by Thomas Morley
 Toccata and Fugue in D minor by Johann S. Bach
 Concerto Grosso for two violins, cello, strings and basso continuo by Handel
Pope Marcellus Mass by Giovanni Pierluigi da Palestrina
 Hallelujah by George F. Handel
 Four Seasons by Antonio Vivaldi
3. Your task is come up with movements to interpret the assigned musical selection.
4. Given the criteria below.
5. You will record your performance and sent it at google classroom.

Criteria
Choreography 5 points
Coordination of Movements 5 points
Timing 5 points
Expression and Execution of Movements 5 points
Interpretation of Music 5 points
TOTAL 25 points
 DAY 7
Online Learning
A. EXPLORE

Musicalyze…
Activity 1.1: Watch and Learn

Listen to Antonio Vivaldi’s The Four Seasons.

https://www.youtube.com/watch?v=e3nSvIiBNFo
Process Questions:
1. What particular instrument did you hear the music?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Describe the movement of the melody. Did it match the season? Explain.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

B. FIRM-UP

Activity 1.2: Fact or Bluff

Based on the video clip in activity 1.1, which is FACT and which is BLUFF about the
characteristics of baroque music.

_____1. Melodies sound elaborate and ornamental

_____2. Melodies are not easy to sing or remember

_____3. Primarily contrapuntal textures with some homophony

_____4. Dynamic contrast is alternation between loud and soft

_____5. Music genres are operas, oratorios, suites, tocatas, concertó grosso, fugue

_____6. Orchestra consists of strings and continuo

 _____7. Harpsichord and organ are the keyboard instruments that are commonly
used

Activity 2: List Down

List the following titles under their respective composers. Write it on the space provided.

Bradenburg Concertos Well-tempered Clavier

Almira Toccata and Fugue in D minor
Agrippina Rodrigo
Rinaldo

Essential Question:
What are the significant characteristics of Baroque music?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

C. DEEPEN
Activity 3: Composers Believing that…
Direction: Choose one from the given quotation of the composers in the Baroque period
that you like most and draw an example that clearly illustrate its message. Explain your
choice.

“I worked hard. Anyone who works hard as I did can achieve the same
results.”
-Johann Sebastian Bach

“There are no works, it’s only music there.”

-Antonio Vivaldi

“Whether I was in my body or out of my body I know not. God knows it!
-George Frideric Handel
D. TRANSFER

Direction: Write a reflection on the things you learned in this lesson and their relevance
to you. Tell how can you apply what you learned in your daily life and cite specific
instances in which you feel these learning will come handy.

MUSICAL NOTES

DAY 8
PRACTICE DAY

Preparation Time
Performance Task: Move to the Music!!!
1. Individual task.
2. Your teacher will assign a segment of the following compositions:
 Gregorian Chant in Medieval Period
 Fire, Fire, Fire My Heart by Thomas Morley
 Toccata and Fugue in D minor by Johann S. Bach
 Concerto Grosso for two violins, cello, strings and basso continuo by Handel
Pope Marcellus Mass by Giovanni Pierluigi da Palestrina
 Hallelujah by George F. Handel
 Four Seasons by Antonio Vivaldi
6. Your task is come up with movements to interpret the assigned musical selection.
7. Given the criteria below.
8. You will record your performance and sent it at google classroom.

Criteria
Choreography 5 points
Coordination of Movements 5 points
Timing 5 points
Expression and Execution of Movements 5 points
Interpretation of Music 5 points
TOTAL 25 points
 DAY 9
Online Learning
Listening Activities

The following listening activities will help and guide you to experience the beautiful musical
compositions and presentations composed during the Medieval, Renaissance and Baroque
Periods. Be guided by the musical sheets and music selections for each listening activity.

EXPLORE

Activity 1
Direction: Watch the video and analyze the notes music below.

https://www.youtube.com/watch?v=O5GtmcHZLHw

The first part of ―”Kyrie Eleison”, written in neumes, was taken from Liturgical Music
Series Part I of highstreethymns.com.

A. Write the letter of your answer based on the music selection that you have heard.
1. Which text – setting style was used?
a. Syllabic b. Neumatic c. Melismatic
2. What is the texture?
A. Monophonic B. Homophonic C. Polyphonic
 3. In what language was the selection written?
A. Greek B. Latin C. Spanish
B. Answer each question and explain why.
1. Is the music sacred vocal form?
_________________________________________________________________
2. Was it sung a cappella or with accompaniment?
_________________________________________________________________

A. FIRM-UP

Activity.
I. Listen to the following songs in the following pages. Use the chart below to guide
you in analyzing the songs.

Title: _______________________________________
Composer: __________________________________
Era: _____________________

II. Encircle your answer in the chart below.

Elements Description

Language Latin Greek English

Form Vocal Instrumental
Text-Setting Syllabic Neumatic Melismatic
Texture Monophonic Homophonic Polyphonic

Song # 1 - http://www.youtube.com/watch?v=pAdcE4OlBHc
Song # 2 - http://www.youtube.com/watch?v=IUZEtVbJT5c
Song # 3 - http://www.youtube.com/watch?v=aFHPRi0ZeXE
 Song # 1 - http://www.youtube.com/watch?v=pAdcE4OlBHc

Title: _______________________________________
Composer: __________________________________
Era: _____________________

Elements Description

Language Latin Greek English

Form Vocal Instrumental
Text-Setting Syllabic Neumatic Melismatic
Texture Monophonic Homophonic Polyphonic
 Song # 2 - http://www.youtube.com/watch?v=IUZEtVbJT5c

Title: _______________________________________
Composer: __________________________________
Era: _____________________

Elements Description

Language Latin Greek English

Form Vocal Instrumental
Text-Setting Syllabic Neumatic Melismatic
Texture Monophonic Homophonic Polyphonic
 Song # 3 - http://www.youtube.com/watch?v=aFHPRi0ZeXE

Title: _______________________________________
Composer: __________________________________
Era: _____________________

Elements Description

Language Latin Greek English

Form Vocal Instrumental
Text-Setting Syllabic Neumatic Melismatic
Texture Monophonic Homophonic Polyphonic
C. DEEPEN

Read the statements below carefully and write the letter of your choice on the space provided.
Use CAPITAL LETTER.
1. The period when the Christian Church highly influenced culture and political affairs in
Europe was the:
A. Medieval Period B. Renaissance Period C. Baroque Period

2. A through–composed vocal music composition written and expressed in a poetic text.

A. Troubadour Music B. Mass C. Madrigal

3. There are five main sections of the Mass. Which of the following is the only section of
Mass with Greek text.
A. Kyrie B. Gloria C. Agnus Dei

4. Baroque music is known for its grandiose and elaborate ornamentation. Which of the
following Baroque Music forms was developed through imitative counterpoint.
A. Concerto Grosso B. Fugue C. Oratorio

5. Refers to the extended musical setting of sacred music.

A. Fugue B. Chorale C. Oratorio

D. TRANSFER

Direction: Write a reflection on the things you learned in this lesson and their relevance
to you. Tell how can you apply what you learned in your daily life and cite specific
instances in which you feel these learning will come handy.

MUSICAL NOTES
 DAY 10
Self-Directed Learning

IX. SUMMARY

X. EVALUATION
I. Read the statements below carefully and write the letter of your choice on the space
provided. Use CAPITAL LETTER.

1. The period is also known as the Middle Ages.

a. Medieval period c. Baroque period
b. Renaissance period d. Pre-historic period
2. The following statements characterize a Gregorian chant, except:
a. polyphonic c. solo music
b. free meter d. a cappella music
3. A music which is not bound by catholic traditions. It is also known as Troubadour
Music.
a. Sacred music c. Solo music
b. Secular music d. A cappella music
4. The period also known as the Golden Age of A cappella Music.
a. Medieval period c. Baroque period
b. Renaissance period d. Pre-historic period
5. The event that paved way for the wide distribution of Renaissance period’s
composition.
a. Martin Luther’s Protestant Reformation
b. invention of compass
c. invention of printing press
d. discovery of earth’s actual position
6. It refers to the primary form of sacred vocal polyphony.
a. Motet c. Troubadour
b. Madrigal d. Mass
7. Mass music texts were set as syllabic, neumatic, or melismatic. Syllabic means:
a. one note of music per syllable c. few neumes per syllable
b. one neume per text syllable d. several neumes per text syllable
8. Mass music texts were set as syllabic, neumatic, or melismatic. Melismatic means:
a. one note of music per syllable c. few neumes per syllable
b. one neume per text syllable d. several neumes per text syllable
9. Mass music texts were set as syllabic, neumatic, or melismatic. Neumatic means:
a. one note of music per syllable c. few neumes per syllable
b. one neume per text syllable d. several neumes per text syllable
10. Which statement is true about Baroque music?
a. Known for the simplicity of musicians
b. Music compositions are accessible
c. Melodies sound elaborate and ornamental
 d. Melodies are easy to remember

II. Identify the composer of each selection. (5 pts)

11. Messiah - _______________________________

12. Four Seasons- _______________________________

13. Pope - _______________________________

14. Fire, Fire, My Heart - _______________________________

15. Fugue in G minor- _______________________________

XI. ASSIGNMENT
1. What remarkable developments in music happened during Classical period?
2. Who are the composers during Classical period? Give a short each information.

XII. REFERENCE
http://www.youtube.com/watch?v=1IdleRSML-o Ranad (Traditional Thai Music Instruments)
http://www.youtube.com/watch?NR=1&v=S4rUVL81bZI&feature=endscreen
http://www.youtube.com/watch?v=iGhcbyhBxXo http://www.youtube.com/watch?
v=13CPOuYEOK4 http://www.youtube.com/watch?v=I4cVualDqgE
http://www.youtube.com/watch?v=lvLt7UaZYZ8 http://www.youtube.com/watch?v=IqDWbNS74Ac
http://en.wikipedia.org/wiki/Music_of_Thailand http://en.wikipedia.org/wiki/Music_of_Cambodia
http://en.wikipedia.org/wiki/Music_of_Myanmar http://en.wikipedia.org/wiki/Music_of_Laos
Our Word of MAPEH 8
MAPEH on the GO8
LM in MUSIC8 PDF