Learning Area Grade Level

W4
MUSIC 9
Quarter 4th Date
I. LESSON TITLE VOCAL MUSIC OF THE ROMANTIC PERIOD
II. MOST ESSENTIAL LEARNING ⚫ Improvises appropriate sounds, music, gestures, movements, and costumes
COMPETENCIES (MELCs) for a chosen opera. (MU9OPIVb-h-5)
⚫ Evaluates music, performances using guided rubrics.
III. CONTENT/CORE CONTENT Romantic Opera
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: DAY 1)

ROMANTIC OPERA
Opera became increasingly popular during the romantic period. It is a musical composition having all or most of its set to
music with arias, recitative, chorus, duets, trios etc. sung to orchestral accompaniment. The opera is usually characterized by
elaborate costumes, scenery, and choreography.
COMPONENTS of an OPERA
LIBRETTO-the text of an opera. Librettist and the composers work closely together to tell the story.
SCORE-the book that the librettist put together. The score has all the musicals notes, words, and ideas to help the performers
tell the story. Often, there are operas with overtures, preludes, prologues several acts, finales, and postludes.
RECITATIVE- Declamatory singing, used in the prose parts and dialogue of opera. Different roles in operas are created taking
into different types of voices. Each role requires a different type of singer, not only able to sing a given vocal range but also
with certain voice characteristics, color, and power.
ARIA- an air or solo singing part sung by a principal character. This song is what the public will remember best when leaving
the opera house. Properly and well sung, a beautiful aria can bring an audience to its feet and decide the fate of an entire
opera.
FOR MALE VOICE
TENOR-highest male voice
BARITONE-middle male voice lies between Bass and Tenor voices. It is the common male voices.
BASS-lowest male voice.
FOR FEMALE VOICE
SOPRANO-highest female voice
COLORATURA-highest female voice
LYRIC-bright and full sound
DRAMATIC-dramatic full sound
MEZZO SOPRANO-most common female voice; strong middle voice, tone is darker or deeper than the soprano.
CONTRALTO-lowest female voice and most unique among females.
DUET, TRIO AND SMALL ENSEMBLE
CHORUS-a part of song repeated every so often.
ORCHESTRA-main floor or theater
ACTS-main division of an opera
SCENE-setting or place
MUSICAL TERMS USED in the OPERA
A CAPELLA-one or more singers performing singers without instrumental accompaniment.
CANTABILE-in a singing style
CAPO-head, the beginning
DOLCE-sweetly
FALSETTO-a weaker or more airy voices usually in the higher pitch ranges
GLISSANDO- sliding quickly between 2 notes.
PASSAGIO- parts of singing voice where register transition occurs.
RUBATO-slight speeding up or slowly down of the tempo of a piece at discretion of the soloist
TESSITURA-the most comfortable singing range of a singer
VIBRATO-rapidly repeated slight pitch variation during a sustained note to give a richer and more varied sound.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
FUNDAMENTAL OF SINGING
BREATHING inhaling and exhaling both play an important role of singing breathing is natural biological function in order to
develop best singing voice to control your exhalation and releasing air without breathing voice.
CONTROLLING TONE QUALITY-timbre of voice describes its tone quality some singers refer to head and chest voice.
POSTURE-proper posture promotes efficient breathing which essential to projection, tone quality, and the slowly expanding
the range.
VOCAL RANGE-goal of singer is to have a well -developed and impressive singing.
ENDURANCE-singers practice long hours to give a good and memorable performance.

Chest Voice
This part of our voice is the most easily developed and recognized because it is used in everyday speech. It is termed chest
voice because of the sound resonating and vibrating in the chest cavity. Take a moment to put your hand
on your chest and speak as if you are in a conversation. Being the most natural and common register there is a tendency for
novice singers to take their chest voice too high. This will result in a yelling sound and will cause vocal fatigue. A “changing of
gears” is required to allow the voice to freely ascend into higher singing.

Head Voice
In order for the voice ascend into higher singing a “gear change” needs to occur. Your chest voice will eventually change as
you take the chest voice up. There will be a point where you cannot sing any higher. This point is where you need to switch to
your “head voice”. It is termed head voice because the vibrating sensation moves from your chest cavity to the cavities in
the face and nose. It is a much thinner sound and feels lighter.
D. Development (Time Frame: DAY 2)

Activity 1: FIND ME
Directions: Identify the correct components of the opera based on its description. Choose the answer from the box below.
ARIA RECITATIVE LIBRETTO LIBRETTIST SCORE
___________1. A solo singing part sung by the principal character.
___________2. Declamatory singing used prose arts and voices in the delivery of dialogue.
___________3. The book that the composer and librettist put together.
___________4. The person who writes the text of an opera or other long vocal works.
___________5. The text of an opera.

Activity 2. MUSICAL TERM

Directions: Match the term in column A with its definition in column B. Write the letter of your choice on the space provided.
A B

__1. Dolce A. one or more singer

__2. Vibrato performing without
__3. Falsetto instrument.
__4. Tessitura B. repeated slight pitch
__5. A Capella vibration.
C. most comfortable singing
range
D. weaker or airier voice
E. sweet voice
IV. LEARNING PHASES AND LEARNING ACTIVITIES
E. Engagement (Time Frame: DAY 3)
Activity 3: I’M A DESIGNER
Directions: Watch the opera “Carmen” (https://www.youtube.com/watch?v=u_VkfIthWHo). Choose a scene from the opera
and make your own version of it. Provide your own music, gestures, movements, and costumes. Take a video of yourself while
doing the activity and send it to your teacher via available medium. Your output will be graded base in the rubric given.

CRITERIA Score

Acting (characterization, movement) 40

Creativity and style (costume, music) 30

Over-all Presentation 30

Total 100

A. Assimilation (Time Frame: DAY 4)

Activity 4: WHO’S THAT VOICE?
Directions: Listen to the following Arias and identify the dominating vocal range by shading the circle.

ARIA MALE FEMALE

1.La Donna e mobile o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=4iUwkJuRdiY) o Baritone o Mezzo-soprano
o Bass o Contralto
2.Nessum Dorma o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=cWc7vYjgnTs) o Baritone o Mezzo-soprano
o Bass o Contralto
3.Libiamo o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=afhAqMeeQJk) o Baritone o Mezzo-soprano
o Bass o Contralto
4.Un bel di redremo o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=c-r2vu4t9-g) o Baritone o Mezzo-soprano
o Bass o Contralto
5.Vissi d’arte o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=gnqa94oeGfw) o Baritone o Mezzo-soprano
o Bass o Contralto
V. ASSESSMENT (Time Frame: DAY 4)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Directions: Write the missing words in every statement.
1. SOPRANO is the highest _______ voice.
2. ______ is an air or solo singing part sung by a principal character.
3. TESSITURA is the most __________ singing range of a singer.
4. Opera became increasingly popular during the ______ period.
5. The _______ has all the musicals notes, words, and ideas to help the performers tell the story
IV. LEARNING PHASES AND LEARNING ACTIVITIES
VI. REFLECTION (Time Frame: DAY 4)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it
in the column for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/
lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Youtube.com

Learners Material Music and Arts 9

NIMFA P. MANALO
APRILITO C. DE GUZMAN
Prepared by: MARIA ELENA O. DE ROXAS Checked by: JIMMY J. MORILLO
MARK ANTHONY M. HUELGAS
ANSELMA M. EBERO