I.

-OBJECTIVES
At the end of the lesson, the students should be able to:
a. determine the different characteristics of the music of Romantic period;
b. appreciate the music development made during the Romantic period;
c. create a Venn diagram that will show the difference between Classical and
Romantic period.

II. SUBJECT MATTER

A. Topic: Characteristics of the Music of the Romantic Period
Great Romantic Period Composers (Violin, String and Piano Music)
B. References: MAPEH-9 by: Mary Grace J. Badolia, Mary Ann C. Vecino, et.al., pages
69-75
www.youtube.com
www.google.com
C. Materials: Power Point Presentation, sample music, laptop, LED TV, chalks,
blackboard
D. Value Statement: Music relieves stress and helps rebirth oneself.
Music touches the innermost souls and cells of an intelligent listener.
III. PROCEDURE

A. Motivation: “Iti-twit ko yan!”

1. The teacher will present different words related to Romantic period.
 Imagination
 Freedom of expression
 Nationalism
 Emotion
2. The teacher will let the students pick a word and try to define and relate the
chosen word to music.
3. Students should add the hashtag #Iti-twit ko yan at the end of their statement.

B. Presentation of the Lesson

1. The teacher will process the answers of the students.
2. The teacher will present the topic.

C. Lesson Proper
1. The teacher will discuss the characteristics of the music of Romantic period
and Composer of violin and string music.
Strategy: “Dora the Explorer”
Recitation Scheme: Bank of the Philippine Island (BPI)
2. The teacher will explain the mechanics.

1st meeting:
Characteristics of Romantic Period (1820-1910)
  Refers to Western music composed in the late 18th century to 19th century.
 Composers and artists believed in letting their imagination, freedom of
expression, and passion be seen through their works.
 Program music- became the main form of instrumental compositions.
- portrays an idea or relays a story to the audience.
 Short piano pieces in ABA form that shows emotions were developed.
 Music became available and popular among the middle class.
 Nationalism is reflected in most of the music of Romantic Era.
 Beethoven bridged the music from Classical to Romantic Era by Expressing his
passion and emotions through his music.
 Most of the musical composition of the era portray literature, history, emotions,
and nature.
Violin and String Music (Niccolo Paganini)

 He was born in October 27, 1782 in Genoa, Italy.

 Started with playing mandolin at the age of five and transferred his training to
violin at the age of seven.
 His violin teachers could not keep up with the progress of his violin skills that he
kept on transferring from one violin teacher to another.
 He adopt all his teachers influences in playing the violin.
 “most famous violin virtuoso in the world”
 Some Works of Niccolo Paganini:
- “La Campanella”
- 24 Caprices for Solo Violin, Op.1
- Concerto no. 1 in Eb , Op. 6
- 15 Quartets for Guitar and Strings Trio
- “The Carnival of Venice”
2nd meeting:
Great Romantic Composers
Piano Music
1. Frederic Chopin (March 1, 1810- October 17, 1849, Zelazowa, Poland)
 “Poet of the Piano”
 Began to play piano at the age of four.
 Composed Polonaise at the age seven.
 Studied piano at Warsw Conservatory under Wilhelm Wurfel.
 His music was influenced by folk music.
 Wrote almost exclusively for piano (entensive use of piano pedal).
 Fantasie in F minor, Op. 49, Revolutionary Etude, Prelude, Op.28
 Some of his music is characterized by its beautiful tone, rhythmic flexibility,
grace and elegance.
 Chopin is famous for the following:
- Ballade- a verse form or narrative that is set to music.
- Etude- a piece composed for the development of the specific technique.
- Mazurka- a Polish dance in triple time signature.
- Nocturne- an instrumental composition of a pensive, dreamy mood, for the
piano.
 - Polonaise- a short piece of music that can be used as a preface, and
introduction to another work or may stand on its own.
- Waltz- a German dance in triple meter.
- Impromptu- a short free-form musical composition usually for a solo
instrument, like the piano.
- Scherzo- a musical movement of playful character, typically I ABA form
- Sonata- composition for one or more solo instruments usually consisting
of three or four independent movements varying in key, mood, and tempo.
2. Franz Liszt (Hungary)
 “virtuosity”
 Virtuoso pianist, a composer and the busiest musician during the Romantic
Era.
 His father was his first teacher at the 6.
 At early twenties, he heard the virtuoso violinist Paganini perform and
decided himself I becoming a virtuoso pianist.
 Known for his symphonic poems, where he translated great literary works into
musical compositions.
 Most of his compositions are technically challenging pieces.
 Some of Liszt’s Piano works:
- “La Campanella”
- “Liebestraume no. 3
- Hungarian Rhapsodies- originally written for solo piano, but many
were arranged for orchestra or other combinations of instruments. The
Hungarian Rhapsody no. 2 is the most popular and was the basis for
the “ Tom and Jarry” cartoon called the “Cat Concerto”
- Un Sospiro
- Orchestral composition- Symphonic Poems (Hamlet and Les Preludes
3. Robert Schumann (1810, Zwickau)
 One of the famous Romantic composers that beautifully combined music and
words.
 Composer and music critic.
 Spent most of his time with musical and literary circles through the effort of
Friedrich Wieck who took some time to teach Schumann how to play the piano.
 In 1830 he developed a problem with his hands, effectively ending his dreams as
a pianist.
 In 1834 he founded the music journal, “Jornal Neue Zeitschrift fur Musik,”
wherein he edited and wrote music criticism for his publication.
 Piano Works:
- “ Abegg Variations, “ Opus 1 (1830)
- “Davidsbundlertanze” (Dances of the Band of david)
- Carnaval, Opus 9 (1835)- a portrait of masked ball attended by his allies
and his beloved Clara
- Phantasiestucke, Opus 12- a series of mood pieces
 Art Songs:
- A Woman’s Love and Life
- A Poet’s Love
 D. Generalization
1. The teacher will ask the students to create a Venn diagram that would show
the difference between Music of the Classical and Romantic Period.
2. The teacher will show a short video presenting the life and works of the
tackled composers.

IV. EVALUATION
1. To test the understanding of the students regarding the topic, the teacher will give
a 15 item quiz on the Characteristics of the music of the Romantic period and
another 15 item quiz on the composers of violin, string, and Piano music.

V. AGREEMENT
1. The teacher will divide the class into four groups.
2. Students will pick one composer per group.
3. Students will be asked to narrate the life and works of the chosen composer
through a Spoken Work Poetry.
4. Students’ works shall be written in a long bond paper.

CRITERIA (Spoken Work Poetry)

Content- 10 points
Organization of thoughts- 8 points
Creativity- 7 points
Neatness- 5 points
TOTAL= 35 points
 SEMI DETAILED LESSON PLAN
in
Music
(Grade-9)

(Characteristics of the Music of the Romantic Period)

(Great Romantic Composers- Violin, String, and
Piano Music)

Submitted by:
Ms. Marjorie G. Andaya