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Music 9 Module 1
Music 9 Module 1
Music 9 Module 1
Quarter 1 – Module 1
Music of Medieval, Renaissance and
Baroque Periods
MAPEH– Grade 9
Alternative Delivery Mode: Self- Learning Module (SLM)
Quarter 1 – Module 1: Music of Medieval, Renaissance and Baroque Periods
First Edition, 2020
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Music
Quarter 1 – Module 1
Music of Medieval, Renaissance and
Baroque Periods
Introductory Message
For the facilitator:
Welcome to Music–Grade 9 Alternative Delivery Mode (ADM): Self–Learning Module
(SLM) on Music of Medieval, Renaissance and Baroque Periods.
This module was collaboratively designed, developed and reviewedby eductors both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards st 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 acqure the needed 21st century skills while takinhito 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 learner’s 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.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learner’s 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.
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For the learner:
Welcome to Music–Grade 9 Alternative Delivery Mode (ADM): Self–Learning Module
(SLM) on Music of Medieval, Renaissance and Baroque Periods.
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as learner is
capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and indpendent 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:
What I Need To Know This will give an idea of the skills or competencies
you are expected to learn in the module.
What I Know This part includes an activity that aims to check
what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.
What’s In This is brief drill or review to help you link the
current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to
you in various ways such as story, a song, a
poem, a problem opener, an activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent practice
to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process what
you learned from the lesson.
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Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
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What I Need to Know
This module was designed and written for your benefit and convenience. It is
here to help you to be more familiar and could be proficient in Music.
The scope of this module covers many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
following the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
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 unique characteristic of Renaissance music. The Baroque Period is characterized by
grand and elaborate ornamentation of sculptures, theatres, 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.
3. relate Medieval, Renaissance and Baroque music to other art forms and its history
within the era; (MU9MRB -Ic-f-3)
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What I Know
Directions: Choose the letter of the best answer. Write your answer on a separate sheet of
paper.
1. In what period refers between the fall of Roman Empire and the age of
reawakening and discovery?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period
2. What era known as “looking back” to the Golden Age of Greece and Rome?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period
7. Baroque music is known for its grandiose and elaborate ornamentation. Which
of the following Baroque music forms was developed through imitative
counterpoint?
A. Fugue B. Oratorio C. Concerto D. Concerto Grosso
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8. It was originally a chant passed along by oral tradition but later on, they were
notated. What vocal music it is?
A. Concerto C. Gregorian Chant
13. The following are the characteristics of Renaissance Music except one:
A. Mostly polyphonic
B. Imitation among the voices is common
C. Use of word painting in texts and music
D. Church music spread and taught to succeeding generations.
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Lesson Music of the Medieval Period
1 (700 – 1400)
In this module, you will learn the first part of the history of Western music. We
will be discussing the characteristic features of each period, instrumental music,
composers, historical and cultural backgrounds.
What’s In
In your Grade 8 music lesson, you have learned about the music of Southeast
Asia. You have understood the basic concepts and principles. You have also
discovered how people from the Southeast Asian countries expressed their feelings
towards each other, towards the environment and their history and beliefs through
vocal or instrumental music. In this lesson, the same concepts and characteristics
will be discussed including the composers but in different periods and countries.
Directions: Classify the items in the box according to the place where it
belonged with. Copy the table and do this in a sheet of paper.
What’s New?
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Johann Gutenberg Printing Press Martin Luther’s Protestant reformation
https://sierrahtrevon.weebly.com/printing-press.html https://stefawnawelch.wordpress.com/2017/02/
12/northern-renaissance-martin-luther/
https://www.classicfm.com/music-news/pictures/more- https://courses.lumenlearning.com/boundless-arthistory/chapter/the-baroque-
pictures/musics-greatest-inventions/ period/
Reflection:
1. From your answers, are the pictures and the periods related? Why?
2. How do these artifacts, inventions, reformations give impact into their
respective era?
Rubric for Reflection
Features 4 Very Good 3 Good 2 Fair 1 Beginner
Quality of Writing written in an written in a Writing had slight Writing had
astonishing style remarkable style style no style
Cleanliness and Very informative, Somewhat Gives some new Gives no new
most clean work informative, clean information but information
Organized
and well-organized work and poorly organized, and very
organized fairly clean work poorly
organized
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What is It
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Continuation of Gregorian Chant
It is monophonic
It does not have harmony nor counterpoint.
It was sung without accompaniment
Male voices sung in unison
Originally it was a chant passed along by
oral tradition but later on, they were
notated.
Neume notation was used.
Neume is the basic element of Western
and Eastern systems of musical
notation prior to the invention of five-
line staff notation.
The Gregorian neume is written on a four-
https://en.wikipedia.org/wiki/File:Graduale_Aboense_2.jp line staff
g
Music sheet notated as Gregorian
Chant written in Neumes.
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They were kwon as composer-performers.
Trouveres Their counterparts in Germany were called
minnesingers.
Their songs were about love, crusades,
dance songs, spinning songs.
The notation of their songs does not show
rhythm.
There were also minstrels and jongleurs who
were acrobat performers and considered the
https://www.google.com/search?q=troubadors&tbm=isch&ved=2ahUKEwi3m4X_ourqAhVMBaYKHaFd
lowest social level.
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ggAEAoQGDIGCAAQChAYMgYIABAKEBgyBggAEAoQGDIGCAAQChAYMgYIABAKEBg6BQgAELEDOggIABCx
AxCDAToECCMQJzoECAAQQzoHCAAQsQMQQzoECAAQHjoGCAAQBRAeUPS5QliW0kJg5fhCaABwAHgAg
AGIAYgBzgiSAQMzLjeYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=aiAdX7e-
H8yKmAWhu72oCg&bih=627&biw=1326#imgrc=x6nroi8qD_gN2M
Adam de la Halle was also known as Adam le Bossu (Adam the Hunchback). He
was the son of a well – known citizen of Arras, Henri de la Halle. He received his
education at the Cistercian Abbey of Vaucelles, near Cambral. Adam was destined
for the church but he eventually married. His patrons were Robert II, Count of Artois,
and Charles of Anjou, brother of Louis IX.
Adam was one of the oldest secular
composers whose literary and musical works
include chansons and poetic debates. He was
a trouvére, poet and musician, whose literary
and musical works include chansons and jeux-
partis (poetic debates) in the style of the
trouveres, polyphonic rondel and motets in the
style of early liturgical polyphony. His musical
play, ―Jeu de Robin et Marion‖ was
considered the earliest surviving secular
French play with music.
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The invention of printing in the 1400s 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.
Martin Luther
Copernican heliocentrism Compass first used by Zheng He
https://www.google.com/search?q=copernicus+actual+earth+formation&tbm=isch&v
https://stefawnawelch.wordpress.co
ed=2ahUKEwiGvqL7xOrqAhXpIaYKHXkkDqYQ2-
cCegQIABAA&oq=copernicus+actual+earth+formation&gs_lcp=CgNpbWcQAzoFCA
https://www.timetoast.com/timelines/ m/2017/02/12/northern-renaissance-
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AAQCBAeUKfhHFi4wB1grcQdaAFwAHgAgAGcAYgB-
gc6-renaissance-inventions martin-luther/
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aVGenDmAX5yLiwCg&bih=627&biw=1311&hl=en#imgrc=VEG4y496zPyuDM
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Characteristics of Renaissance Music
1. Mostly polyphonic;
2. Imitation among the voices was common;
3. The use of word painting in texts and music
4. Melodic lines moved in a flowing manner;
5. Melodies were easier to perform because these moved along a scale with a
few large leaps
1. Mass – is a form of sacred musical composition that sets texts of the Eucharistic
liturgy into music.
Characteristics of the Mass
1. Polyphonic;
2. May be sung a cappella or with orchestral accompaniment ; and
3. 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:
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Famous Composers of the Renaissance Period
His career reflects his commitment to the music of the church. He received his early
training and spent the majority of his career in various churches in Rome, including the
pope’s chapel.
He was as an organist and choir master at both the Sistine Chapel and at St. Peter's
which may have influenced his distinctively pure and restrained style in musical
compositions.
Palestrina also served as an organist in St. Agapito. His first book Masses became
popular and was greatly appreciated by Pope Julius III.
Palestrina has two sons but lost them both during the plague epidemic that struck Rome
in 1570’s. He had planned to become a priest but eventually changed his mind and
married a wealthy widow. This improved his wealth and enabled him to pursue a musical
career for the rest of his life.
https://www.choralpractice.com/?prod
uct=thomas-morley
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He was believed to have studied music with William Byrd, an Elizabethan composer of
sacred music. He received his Bachelor’s degree in Oxford and became an organist at
St. Paul’s in London.
He tried imitating Byrd in his early works but turned towards composing madrigals that
show a variety of color, form and technique. Most of his madrigals were light and easy to
sing with some aspects of Italian style.
His Musica Transalpina, a collection of Italian madrigals fitted with English text, was
published in 1588 by Nicholas Yonge. Shortly after, he began publishing his own
collections of madrigals and made significant contribution to the history of music.
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Melodies
New forms: sound
1. Binary – AB elaborate and
Music genres— ornamental
2. Ternary – ABC operas, oratorios, Melodies are
3. Ground bass suites, tocatas, not easy to
4. Fugue concertó grosso,
fugue sing or
remember
Characteristics of
Orchestra Baroque Music Primarily
consists of contrapuntal
strings and textures with some
continuo homophony
Harpsichord and
Dynamic contrast
organ are the
– alternation
keyboard instruments
between loud and
that are commonly
soft
used
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5. Chorale – musical compositions that
resemble a harmonized version of hymnal tunes
of the Protestant Church during the Baroque
era.
https://calvin.edu/publication/spark/2019/12/01/100-
years-of-handels-messiah
https://www.sfcv.org/reviews/philharmonia-baroque-orchestra-
chorale/philharmonia-baroques-saul-is-profoundly-moving
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His works include:
Concerto Grosso e.g. Brandenburg Concertos (concerto grosso)
http://www.youtube.com/watch?v=uw2dlZ8V4-0 (Last viewed November 7, 2013)
Masses e.g. Mass in B minor
Cantatas e.g. Cantata 208 and 211
Fugues e.g. Fugue in G minor
http://www.youtube.com/watch?v=p1XD1MSES_8 Toccata and Fugue in D minor
Works for clavichord and harpsichord e.g. Well-Tempered Clavier (one of his
more well- known keyboard improvisations) This link is another version of Bach’s
Toccata and Fugue in D minor played on glass harp (musical glass)
http://www.youtube.com/watch?v=XKRj-T4l-e8 Last viewed November 7, 2013
2. Antonio Vivaldi
Venice, March 4, 1678 to
Vienna, July 28, 1741
Antonio Lucio Vivaldi Antonio Lucio Vivaldi , nicknamed
il Prete Rosso ("The Red Priest") because of his red hair,
was an Italian Baroque composer, Catholic priest and a
virtuoso violinist.
Antonio Lucio Vivaldi
https://cdn.britannica.com/30/154530-050-
3B360465/Antonio-Vivaldi-violin.jpg
Recognized as one of the greatest Baroque composers, his influence during his
lifetime was widespread over Europe.
Vivaldi was known mainly for composing instrumental concertos, especially for the
violin, as well as sacred choral works and over forty operas.
He entered the priesthood and was ordained in 1703. Vivaldi was well known for
giving the strings a major role in his compositions.
His most famous piece is The Four Seasons. This composition was a series of four
violin concerti depicting each of the seasons,
Spring, Summer, Autumn, and Winter.
Listen to the link below that features “Spring” (one of the parts of The Four Seasons)
http://www.youtube.com/watch?v=aFHPRi0ZeXE
https://en.wikipedia.org/wiki/List_of_co
Under Zachau, organist of Halle cathedral, he studied
mpositions_by_George_Frideric_Hand counterpoint, canon and fugue.
el#/media/File:Georg_Friedrich_Händ
el.jpg
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Händel was known for his operas and oratorios.
Handel became England’s favorite composer.
He had given English audiences music that in variety and interest equaled anything they
could remember.
Handel lost both of his eyesight in 1753. When he conducted his oratorio, ―Samson,”
a few in the audience were unaware that he had lost his eyesight.
The Messiah is Hӓndel’s most famous creation and the very well known ―Hallelujah
chorus is part of Hӓndel’s Messiah.
The Messiah was written in the space of twenty – four days in London but it was in
Dublin when The Messiah was first performed and became an instant success.
What’s More
Instrumental Music
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What I Have Learned
Directions: Complete each sentence by filling in the blank with the appropriate
terms. Do this in a sheet of paper.
1. Gregorian Chant was the official music of the Roman Catholic Church named after
What I Can Do
Medieval, Renaissance and Baroque music have distinctive characteristics. The
following activities will develop your musical skills as you incorporate the different musical
concepts that you have learned in the first part of this module.
In the beginning, chants were taught orally. However, as the number of chants
increased, singers needed help in remembering the outlines of the melodies. Later, the
chants were notated in the manuscript as a single melodic line without accompaniment.
Neumes were written above the words to suggest the contour of the melody. Eventually,
musical notation of the period was written as square notes on a four–line staff
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Activity 1: Listening Sessions
Directions:
1. 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.
2. You will be provided links from each of the selected period. If you do not have any
internet access, the teacher will provide a CD or flashdrive containing the
downloaded music.
3. After listening to the (3) musical compositions during the Medieval, Renaissance
and Baroque periods, choose one piece that you like most.
4. You will sing a particular song or play instrument from your chosen period (any
song) using improvised musical accompaniment that you can find in your house
(e.g. bottles with water, milk can, sticks etc.)
5. Record your performance using your cellphone and send it to your teacher.
6. If you do not have a mobile phone, you can request your teacher to visit you
in your house for your performance considering the health protocols.
7. Rubrics are provided.
Link:
https://www.youtube.com/watch?v=jjny
eZLNb3E
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Rubric for Listening Sessions
Assessment
Directions: Choose the letter of the best answer. Write your answer on a separate sheet of
paper.
1. In what period refers between the fall of Roman Empire and the age of
reawakening and discovery?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period
2. What era known as “looking back” to the Golden Age of Greece and Rome?
A. Renaissance Period C. Medieval Period
B. Classical Period D. Baroque Period
3. In what period does the arts highlighted grandiose and elaborate
ornamentation?
C. Renaissance Period C. Medieval Period
D. Classical Period D. Baroque Period
4. In what category falls the following: binary – AB, ternary – ABC , ground bass ,
fugue?
A. New tone C. New form
B. Dynamics D. Composition
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5. In what category falls the following: Concerto, Concerto Grosso, Fugue,
Oratorio?
A. Music Genres of Baroque Music
B. Music Genres of Medieval Music
C. Music Genres of Classical Music
D. Music Genres of Renaissance Music
6. It is a through–composed vocal music composition written and is expressed in a
poetic text.
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14. Who composed the following: Le Jeu de Robin et de Marion, La Chanson du
roi de Sicile?
A. Antonio Vivaldi C. George Friedrich Händel
B. Adam de la Halle D. Giovanni Pierluigi da Palestrina
15. Which of the following is the correct sequence of Five Main Sections of Mass?
A. Credo ,Kyrie, Gloria, Sanctus and Benedictus , Agnus Dei
B. Agnus Dei, Kyrie, Gloria, Credo, Sanctus and Benedictus
C. Kyrie, Gloria, Credo, Sanctus and Benedictus , Agnus Dei
D. Sanctus and Benedictus ,Kyrie, Gloria, Credo, Agnus Dei
Additional Activities
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Additional Activities
Answers may vary
Assessment
What I Can Do
1. C
Answers may vary 2. A
3. D
What’s More 4. C
5. A
Medieval Renaissance Baroque 6. C
Vocal Gregorian Mass Oratorio 7. A
Chant 8. C
Madrigal Chorale 9. A
Fugue 10. C
Instrumental Troubadors Concerto 11. A
Trouveres Concerto Grosso 12. A
13. D
What I Have Learned 14. B
15. C
1. Pope Gregory I
2. Adam De la Halle
3. mass
4. Giovanni Pierluigi da Palestrina What I Know
5. Barroco
6. 13th Century 1. C
7. Copernicus 2. A
8. Instrumental 3. D
9. Unison 4. C
10. choristers 5. A
6. C
7. A
What’s New 8. C
Medieval Renaissance Baroque
9. A
10. C
Johann Match Harpsichord 11. A
Guternberg 12. A
Printing Press 13. D
Martin Luther’s Leonardo da Queluz National 14. B
Protestant Vinci’ Designs Palace 15. C
Reformation
ANSWER KEY
References
Learner’s Material
Music and Arts of Medieval, Renaissance and Baroque Period Learner’s Material
Website
https://www.slideshare.net/ssuser982c6b/music-9-lesson-1-music-of-the-medieval-
period-130347349
Images
https://rb.gy/3ugrqm
https://rb.gy/amordn
https://rb.gy/k6foip
https://rb.gy/2jfcoo
https://rb.gy/r2o7ou
https://rb.gy/dg3dfn
https://rb.gy/ored15
https://rb.gy/c34tpz
https://rb.gy/ngxtfm
https://rb.gy/fnkx97
https://rb.gy/kzalai
https://rb.gy/rj7hbl
https://rb.gy/nqh8p8
https://rb.gy/vm6mmt
https://rb.gy/uygv6s
https://rb.gy/sh6yjl
https://www.choralpractice.com/?product=thomas-morley
http://www.milesfish.com/lecture-6-baroque-music.html
https://en.wikipedia.org/wiki/Counterpoint#/media/File:BachFugueBar.png
https://calvin.edu/publication/spark/2019/12/01/100-years-of-handels-messiah
Videos
https://www.youtube.com/watch?v=kK5AohCMX0U
https://www.youtube.com/watch?v=o2nr401xYTM
https://www.youtube.com/watch?v=jjnyeZLNb3E
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