9 







Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 4: Improvises Appropriate Accompaniment and Performs
Selected Music from Medieval, Renaissance and Baroque Period
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education –

Division of Palawan
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents
Loida Palay-Adornado, Ph.D
Felix M. Famaran

Writers: Aldin C. Panrague,

Rey Fernand B. Cabailo,
Katherine Anne C. Badilla
Editor: Jason Filipinas
Reviewer:
Illustrators: Sunshine C. Palay
Layout Artists:
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Felipe L. Argueza Jr.
Zorraida C. Andao, Ph.D.

Inilimbag sa Pilipinas ng ________________________

Department of Education – Schools Division of Palawan

Office Address: Gov. Salvador P. Socrates Govt.Center PEO Road,
Barangay Bancao-Bancao, PPC
Telephone Number: (048) 433-6492
E-mail address: palawan@deped.gov.ph
Website: wwwdepedpalawan,com

ii
 9








iii
Introductory Message
For the facilitator:

Welcome to the Music 9- Self Learning Module on Improving

Appropriate Accompaniment to Selecteed Music from Medieval,
Renaissance and Baroque 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- Self Learning Module on Improving

Appropriate Accompaniment to Selecteed Music from Medieval,
Renaissance and Baroque 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:

iv
 Icons Parts Description
What I Need to a short introduction of the module,
Know enumerating the objectives to be attained after
completing the module
a Pre-Test consisting set of questions
What I Know that will check your prior knowledge on the
lesson to be taken
What’s In a quick review on the previous lesson

What’s New a quick introduction to the new lesson

by answering activity or doing a performance
task
What is It questions that will help you discover
and understand the concept

What’s More a set of activities that will enrich your

understanding of the concept

What I have a question or completion type of

Learned sentence/paragraph to process what you have
learned from the lesson
What I Can Do an activity that shall transfer the
skills/knowledge gained or learned into your
real-life concerns/situations
Assessment an evaluation of your level of mastery in
achieving objectives

Additional an activity in any form that can increase

activities your response and induce repetitions of
actions/learning

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.

v
 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!

What I Need to Know

This module was designed and written for you. It helps you navigate
your skills in creating and performing selected music of medieval, renaissance
and baroque periods. The scope of this module could 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.
The module is about:
Lesson 1: Music forms of the Medieval, Renaissance and Baroque
period

After going through this module, you are expected to:

• Compare and Contrast the musical forms of Medieval, Renaissance

and Baroque Period.

• Improvise accompaniments on a variety of sound resources at home

to selected given songs.

vi
 • Appreciate Music of Medieval, Renaissance and Baroque Period
through singing prefer song by applying its distinct musical styles and
form.

What I Know

To assess what you know about the music of the Medieval, Renaissance and
Baroque Periods, answer the following activities.

Pre-Assessment:

Activity 1. Guess When

Directions: Categorize each word according to the historical period which
they belong. Put your answer inside the diagram below.

Gregorian Chant Troubadour

Chorale Anthem Aria
Concerto Grosso Oratorio Hymn
Motet Fugue Concerto
Madrigal Canon Tocatta
Anthem

MUSIC OF
MEDIEVAL PERIOD

MUSIC OF
RENAISSANCE
PERIOD

MUSIC OF
BAROQUE PERIOD

1
 What’s In

In this activity, you will have a quick review on your previous lesson about
Music of Asia.

Activity 2. Match me!

Directions: Match the following music form in column A to its country of origin
in column B. Write your answer on the space provided before the number.

Column A Column B

___ 1. Pinpeat a. Thailand

___ 2. Gamelan b. Korean
___ 3. Dikir Barat c. Japan
___ 4. Piphat d. Indonesia
___ 5. Samagana e. Israel
___ 6. Qawwali f. Pakistan
___ 7. Hazan g. India
___ 8. Xiaodiao h. Cambodia
___ 9. Chong-ak i. Malaysia
___ 10. Yo-sen j. China

2
 Lesson
Music of the Medieval
1 Renaissance and Baroque
Period

What’s New

In this activity, you will undergo quick assessment in order for you to
determine your knowledge about music of Medieval, Renaissance and
Baroque Period.

Activity 3. Guess What!

Look at the pictures. What comes to your mind whenever you see these?
What do you think historical period of Western music they belong to, is it from
Medieval, Renaissance or Baroque Period? Write you answer on the provided
line below the pictures.

1. __________________ 2. __________________ 3. __________________

3
 What is it

Music of the Medieval Period (700 – 1400)

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.

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.

Music Forms of Medieval Period

Gregorian Chant Characteristics

Sacred Music- • Monophonic - Consisting of a
(Religious Music) single note sounding at a time,
(having no harmony and
A type of religious music accompaniment
that is sung without • Free meter - a musical
instrument, monophonic or composition that has no
unison nature. It is discernible beat.
considered as liturgical • Modal (Modes) - a type of
music of the Roman musical scale coupled with a set
Catholic, used to of characteristic melodic
accompany the text of the behaviors.
mass during Middle Ages. • Usually based on Latin liturgy
• Use of Neume notation -
Gregorian Chant is named notation a note or group of
after St. Gregory I, during notes to be sung to a single
whose papacy (590-604) it syllable.
was collected and codified.
Characteristics
• Usually monophonic
Troubadours
• It might be sung in acapella or
Secular Music (Non-
play using string instrument
religious Music)
• Originated in France and Italy
Defined as a writer of poetry • Written in the French language
or performer of songs and
ballads. They are poet-
musicians that were often of

4
knightly class. They are
defined as singers of
folksongs

These musicians sang

songs about chivalry and
courtly love. They visited
houses and castle of royalty
to entertained kings, as well
as lords and nobles.

Music of the Renaissance Period (1400 – 1600)

The term ―Renaissance‖ comes from the word ―renaitre‖ which means
“rebirth‖, ―revival‖, and ―rediscovery‖. The Renaissance Period is a period of
of ―looking back‖ to the Golden Age of Greece and Rome. The invention of
printing in the 1400’s paved the way for a wide distribution of renaissance
compositions. With the emergence of the bourgeois class, renaissance music
became popular as entertainment and activity for amateurs and the educated.
Lute was the prominent instrument of the renaissance era. The influence of
the Roman Catholic Church started to decline as the new music genre arose.
Though sacred music was still of great importance, secular music became
more prominent in the renaissance period. This era was also known as the
―golden age‖ of a capella choral music. Other historical facts during this era
is the discovery of the actual position of earth in the solar system by
Copernicus, the invention of compass creating a wider navigation not only of
the lands but also of the oceans, and Martin Luther’s Protestant reformation.

Characteristics of Renaissance Music:

• Vocal Music was more important than Instrumental Music
• Mostly polyphonic (producing many sounds simultaneously; many-
voiced).
• Imitation among the voices is common
• Use of word painting in texts and music
• Melodic lines move in a flowing manner
• Melodies are easier to perform because these move along a scale with
a few large leaps
• Known as the “Golden Age of Acapella Chorale Music”

5
 Music Forms of the Renaissance Period

Mass Characteristics of the Mass:

Sacred Music
It is sacred musical
composition that sets texts of
the Eucharistic liturgy into
music
The commemoration of the
sacrifice of Christ on the
cross; consist of some text to
be sung and others to be
recited. The name Mass is
derived from the last item of
the ordinary called “ Ite
missa et”
• Polyphonic
• May be sung a cappella or
with orchestral
accompaniment
• Text may be syllabic (one note
set to each syllable), neumatic
(a few notes set to one
syllable), or melismatic (many
notes to one syllable)

Five Main Sections of Mass:

1. Kyrie (Lord Have Mercy)

2. Gloria (Glory to God in the
Highest)
3. Credo (I Believe in One
God)
4. Sanctus and Benedictus
(Holy, holy and Blessed Is He)
5. Agnus Dei (Lamb of God)

Motet Characteristics
Sacred Music • Simple and singable melodies
• Smooth and uses imitative
It can be defined as an polyphony, with successive
unaccompanied choral voice parts that echo each
composition based on a other.
sacred Latin text. There have
been some exceptions, such
as motets with secular text or
the occasional instrumental
accompaniment
In general, motets used
religious texts not used in the
mass, since by this time, the
mass already had
standardized music. Motets

6
were often polyphonic,
meaning there were various
vocal parts sung at the same
time.

Anthem
Sacred Music

Choral composition with

English word, used in
Anglican and other English-
speaking church services. It
developed in the mid-16th
century in the Anglican
church as a musical form
analogous to the Roman
Catholic Motet with sacred
Latin text.

Madrigal Characteristics
Secular Music • Polyphonic - Music with two
or more independent melodies
A secular vocal polyphonic sounding at the same time
music composition which • Sung a cappella
• Through–composed
originated from Italy. It is • Frequently in 3 to 6 voices
written and expressed in a
poetic text and sung during
courtly social gatherings. It is
the most important secular
form during the Renaissance
period.

Music of the Baroque Period (1685 – 1750)

The word Baroque is derived from the Portuguese word ―barroco” which
means ―pearl of irregular shape‖. Some of the great composers of this time
were George Friedrich Handel, Johann Sebastian Bach, Claudio Monteverdi,
and Antonio Vivaldi.

During this time, the arts highlighted grandiose and elaborate ornamentation.
These were clearly seen in the musical compositions created by Baroque
composers.

7
 New instrumental techniques and changes in musical notation were
developed. Major and minor tonality was also created in this period. A lot of
the musical terms and concepts that evolved in this era are still used today.

Characteristics of Baroque Music:

• Melodies sound elaborate and ornamental
• Melodies are not easy to sing or remember
• Primarily contrapuntal (counterpoint) textures with some homophony
• Dynamic contrast – alternation between loud and soft
• Music genres (style) —operas, oratorios, suites, tocatas, concertó
grosso, fugue
• Orchestra consists of strings and continuo (an accompanying part that
includes a bassline and harmonies)
• Harpsichord and organ are the keyboard instruments that are
commonly used
• New forms:
➢ binary – (AB) two-part form in which both main sections are
repeated as indicated in the diagram by "repeat marks.
➢ ternary – (ABC) three-part form featuring a return of the initial
music after a contrasting section.

Music Forms of Baroque Period

Single Movement Vocal Forms Multi-Movement Vocal Form

Chorale Opera
musical compositions that A drama song with
resemble a harmonized instrumental
version of hymnal tunes of accompaniment and
the Protestant Church presented with appropriate
during the Baroque era. scenery, costumes and
staging.

Aria Oratorio
A song for solo voice and a large scale musical
accompaniment in which the composition for orchestra
vocal part is written in a and voices that incorporates
fairly complex style. narratives on religious
themes. Unlike usual
theatrical works, this is
usually performed without
the use of costumes,
scenery, or action. It is
usually written in the native
language for the intended
audience.

8
 Single Movement Instrumental Multi-Movement Instrumental
Forms Form

Fugue Concerto Grosso

Contrapuntal piece, A form of orchestral music
developed mainly by during the Baroque Period
imitative counterpoint. wherein the music is between
It is usually written in 3 or 4 a small group of solo
parts, with a main theme instruments called
called ―subject concertino and the whole
The entire piece grows orchestra called tutti.
mainly from a single brief
tune of strong musical
character

Toccata Concerto
A virtuoso piece of music A form of orchestral music
typically for a keyboard or that employs a solo
plucked string instrument instrument accompanied by
featuring fast-moving, lightly an orchestra.
fingered or otherwise
virtuosic passages or
sections, with or without
imitative or fugal interludes,
generally emphasizing the
dexterity of the performer's
fingers.

Canon
musical form and
compositional technique,
based on the principle of
strict imitation, in which an
initial melody is imitated at a
specified time interval by one
or more parts, either at the
unison (i.e., the same pitch)
or at some other pitch.
Example: Round Song

9
 What’s More

Activity 4: Compare and Contrast.

Direction: Using the Venn Diagram, list down the similarities and differences
in Musical forms of Medieval, Renaissance and Baroque Period.

Different Different Different

Similar Similar

MEDIEVAL RENAISSANCE BAROQUE

What I Have Learned

Activity 5. Ticket out the Door!

After reading thoroughly the information about the music during the
Medieval, Renaissance and Baroque period;

List 2 things that you have learned about each music;

Medieval Period
• _____________________________________________________________________
• _____________________________________________________________________

10
Why was it so interesting?

___________________________________________________________________________

Renaissance Period
• _____________________________________________________________________

• _____________________________________________________________________

Why was it so interesting?

___________________________________________________________________________

Baroque Period
• _____________________________________________________________________

• _____________________________________________________________________

Why was it so interesting?

_______________________________________________________________________

What I Can do

In this activity, you will showcase your skills and talent in

creating/performing selected contextualize music of Medieval, Renaissance
and Baroque Period.

Activity 6. My Musical Performance

6.A (Contextualize Baroque Music- Canon Form)

Row Row Your Boat

Song by: Countdown
Kids

Row, row, row your

boat
Gently down the
Streams
Merrily, merrily,
merrily, merrily
Life is but a dream..

11
 Are you Sleeping
Nursey Rhyme

Are you sleeping

Are you sleeping
Brother john
Brother john
Morning bells are ringing
Morning bells are ringing\
Ding ding dong. Ding ding dong

Mechanics;
1. Form a group of three. Select one to any of the two given nursery rhyme
and sing it in a round song style. To perform this activity, you may invite
your siblings or neighbor.
2. Create a melodic accompaniment of your chosen song using any available
instrument at home. (Guitar, ukulele, piano, xylophone, recorder and etc.
2. For those who don’t have materials mentioned above, you may use bottle
or glass to produce alternative instrument (Bottle piano). See the
illustration.

12
 Arrange the bottles from left to right. Fill with varying levels of water to
produce different sound/pitches. Add labels on the bottles to easily identify
the variation of pitches.
3. Additional accompaniment may be used for texture enhancement
purposes. Have fun!

6.A (Contextualize Renaissance/Medieval Music- Chorale/ Troubadour

style)

Mechanics;
1. Form a group of singers.
2. Select prefer song that have you know and sung it in chorale/troubadour
styles. It can be pop, worship/liturgy and folksongs.
3. It may be sung in acapella or with instrument. Make sure that the idea of
singing is based on the style of music mention above.

ASSESSMENT OF PERFORMANCE TASK

Note: To assess your creativity and skills towards the activities stated on your
module, provided below the guided rubrics to be filled by you parent/s. They
may also write their observations/inputs regarding your performance on the
comment/ feedback section.

RUBRICS
Dimension of Performance Percentag Weight
e
Musicality
Intonation, diction and voice formation 10
Ensemble Contribution 5
The learner’s ability to work with others.
Style of Singing 10
Round song/ Chorale/ Troubadour
Accompaniment 10
Use available and improvise materials that
supports melody or main theme of the piece.
Total
Score

13
Comments/Feedback:
_____________________________________________________
_________________________________________________________________________
____
_________________________________________________________________________
____

__________________________________________
Signature of Parent/s

Activity 7. My Musical Memories

1. What have you observed while performing the task?

_______________________________________________________________________
_______________________________________________________________________
______

2. What some difficulties/ challenges you have encountered upon the

preparation of the performance?
_______________________________________________________________________
_______________________________________________________________________
______

3. How will you apply the learnings you have gained in this activity? Cite
examples.
_______________________________________________________________________
_______________________________________________________________________
______

14
 Assessment

Let’s find out what you have learned in this lesson by completing the
crossword puzzle as your final assessment.

Activity 7. Crossword Puzzle

Identify the different musical forms of Medieval, Renaissance and Baroque
Period.

15
 16
Activity – 1
Music of Medieval Period
Gregorian Chant
Troubadour
Music of Renaissance Period
Motet
Madrigal
Mass
Anthem
Hymn
Music of Baroque Period
Canon
Chorale
Concerto Grosso
Aria
Oratorio
Fugue
Tocatta
Concerto
Activity – 2
1. H
2. D
3. I
4. A
5. G
6. F
7. E
8. J
9. B
10. C
Activity – 7
1. Concerto Grosso 6. Gregorian 11. Troubadour
2. Aria 7. Canon 12. Oratorio
3. Mass 8. Motet 13. Anthem
4. Tocatta 9. Fugue 14. Madrigal
5. Concerto 10. Opera 15. Chorale
Answer Key
 Rereferences

Internet Sources;
https://www.americamagazine.org/arts-culture/2018/03/07/brief-history-
gregorian-chant
https://www.medievalchronicles.com/medieval-music/medieval-
musicians/troubadours-
medieval-musicians/
https://www.britannica.com/art/canon-music

https://www.pinterest.ph/honjopup/madrigal-singersdinners/
http://www.openculture.com/2018/01/a-youtube-channel-completely-devoted-
to-medieval-
sacred-music-hear-gregorian-chant-byzantine-chant-more.html
https://sites.google.com/site/baroquemusicpbl/characteristics-of-baroque-
music

Books;
G.Lacia, L.Callo, R.Solis, M.Fabilla, A.Limos, A.Dela Cruz.The 21st century
MAPEH in Action/RexPublishingInc. pp 4-12.
DepedMusicandArts Book

17
18