Lesson Plan (First Quarter)

Prepared by: Nikko Paolo G. Rodriguez

Subject Level: Music 10

Title: Understanding the Music of the 20th Century
No. of Meetings: 10
Topics: Medieval Music: Music of the 20th Century, Impressionism, Expressionism, Electronic Music and Chance Music

Established Goal(s) Understanding

At the end of the term, the students will be able to: Essential Understandings Transfer

G1
 Relate the 20th century music to its historical and
cultural background
G2
 Evaluate music and music performances using
knowledge of musical elements and style.
Students will be able to:
 Demonstrate understanding of 20th
century music styles and characteristic
features.
The student, in the long term and on his/her own
will be able to…
 Appreciate the different characteristics of
the different musical styles and genres of
the 20th century
 listen perceptively to selected 20th century
music
 sings melodic fragments of given
Impressionism period pieces

Essential Questions
 How does knowing the origin of music promote understanding of the culture and the way of the
life in the past?
 If you are going to compose a song, what kind of music genre would you consider using?

Knowledge and Skills

Students will know how to: Students will be skilled at:

 Explain the performance practice (setting, composition, role of  Creating musical pieces using particular style/s of the 20th Century.
composers/performers, and audience) of 20th century music;  Identifying what kind of music genre is playing (eg. on the radio, or
TV).
Day 1: Music of the 20th century
 Relate 20th century music to its historical and cultural background.
 Introduction/Preparatory Activities
 Using the Frayer Model let your students fill in all of their known information with regard to what is needed and asked in the model itself. They
may write as many information as they can.
 Using acquired information on the initial activity, do the following for enhancement of learning in the 20 th century music.
 A brief discussion on the history and background of the impressionism will help the students understand the development of music in impressionism and
their characteristics. Include the well-known composers of the period and their famous compositions.
 Let the students listen to the music as provided in the book for enrichment activity.
 In the reference book of your students, a composition of Claude Debussy, “Prelude to the Afternoon of Faun” is one of the major composition that needs to
be interpreted in an impressionistic way. Let them answer the following questions:
 How do you find the flow of the music?
 Does it follow the regular pattern of beats like 1234,1234,1234, or 123,123,123 or is the pattern not present at all?
 How will you describe impressionism based on what you have heard?
 If you are going to compose a song, would you consider adapting this genre of music?
 Once they have a clear view of the music and it’s composer’s music comparison and the use of whole tone scales, you may proceed to the next step of
improving the knowledge and the skills in music of impressionism

Day 2 and 3:
 To gauge if the transfer of learning is observable, let the students pause and think and let them answer this honestly.
 If the transfer of learning is observable, instruct the students to do the Activity 1: Musical and Art interpretation through the use of instruments and
painting and singing in interpretation.
 Let the students do the final activity for the topic which is Activity 2: completion of concept map.

Day 4: Expressionism
 In this part of the lesson, you need to have a brief discussion about the history and the background of the impressionist music.
 List down some of the known artists and composers during this period of arts and music.
 Let the students cite one best example of a composer and let them tell something about him/her.

Day 5:
 Using the book, instruct the students to do activity 3: Listening and composing. Let your students choose the activity they want to do either by painting or
composing using a familiar poem and the use of 12 semitones like in “Peirrot Lunaire”.

Day 6:
 This lesson will widen the students’ knowledge about music. Thus, it is good to know the history and the changes of music from baroque to expressionism
up to the present era of music. In this lesson, you will let your students know how music changes from an era to another until the present period. Include in
your lecture how you play the music before, from transistor radio, to cassette recorder, going to component and other small players like Walkman, to CD
player, going to flash drive storage player.
 Ask the students if they have noticed the changes they have as the years goes by and if they have observed the fast phase of it.
  Once you capture the interest of the students by giving those transition, discuss the following:
 Electronic music
 Father of electronic music
 The use of synthesizers
 The birth of canon and response to electronic music
 The chance music and how to create it

Day 7 and 8:
 To determine the level of understanding and learning of the students after presenting the lesson, ask the students to signal their hands about the depth of
their understanding. They will do “thumbs up” if they have good understanding of the lesson, “thumb to the side” if they still have questions and “thumb
down” if they don’t get the lesson. Based on the student’s response, the teacher may re-adjust on the lesson. To make the students accountable to their
truthfulness, call someone who has responded “thumb up” to explain the main concept to the class and pair the students who responded “thumb to the
side” and “thumb down” to the one who responded “thumb up” and let them do peer teaching.

I still have some

I have a good understanding questions I don't get it
Topics (Thumbs Up) (Thumbs to the side) (Thumbs Down)
Electronic Music and Chance music      
Synthesizer sound Production      
Composition by chance      
Canon and it's beginning      
       

 Have the students do Activity 4: Music and Mixers and select which activity your students wish to perform or create as a form of differentiation.

Day 9 and 10:

 For the general activities, have the students do the differentiated activities which is activity number six and let them follow the instruction.

Option 1: You are a composer Option 2: You are a Painter

You are going to create a composition using poems as your lyrics You are going to create a painting describing the difference
in an expressionist form of music like the Pierrot Lunaire. between impressionism and expressionism.

Option 3: You are a Professional Writer Option 4: You are Professional Stage Performers
You are going to write a section in a magazine about the 20 th You are going to do a play describing the 20th century culture,
century music. tradition, and lifestyle. This is a group performance.

Conclusion/Evaluation
 Have the students do the self-assessment at the end of this lesson to know how they do with the quarter’s lesson.