HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY

Bachelor of Physical Education

WORK – 4A’s Lesson Plan

Name: Baylon, Lordgene Rey B.

Grade: 9 Subject: Music Section & Time: St. Albertos Magnu

2:30-3:30
Mode of Learning: Face to Face
Schedule: Monday
Demonstrates understanding of characteristic features of
CONTENT
STANDARD Classical period music

PERFORMANCE Sings and performs themes of symphonies and other

STANDARD
instrumental forms
MOST  Describes musical elements of given Classical Period pieces;
ESSENTIAL  Explains the performance practice (setting, composition, role
LEARNING of composers/performers, and audience) during Classical
COMPETENCY Period
 sings themes or melodic fragments of given Classical
period pieces.

The students will be able to.

 identify the musical elements of Classical Period by

OBJECTIVES watching a video presentation;
 determine the importance of the performance practice
by sharing one’s idea in class;
 perform themes or melodic fragments of given Classical
Period pieces.

TOPIC/SUBJECT
Music of the Classical Period
MATTER
Curriculum Guide pages: Page 77-78 of 94

Textbook page: Rex Bookstore MAPEH in Action 9

Webpage: EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE
SUBJECT. K to 12 Senior High School Core Curriculum – Physical
Education and Health May 2016.

ACTIVITY:
“Watch me”
 The teacher will show a short video clip and afterwards,
students will be asked to identify some of the musical
elements.
 They will be given 3 – 5 minutes to familiarize the elements.
 The teacher will select randomly from the group to perform
some melodic fragments of Classical Music pieces
LEARNING
ANALYSIS:

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DEVELOPMENT
After the activity, the teacher will ask the students following
questions.
1. What is Classical Music? Based on the video you
have watched?
2. How will you describe the performance practice of
the Classical Period?
3. What can you say while you are doing the melodic
fragments? Is it hard or not? Why?
4. Do you think the activity helps you to develop your skills in
creating your own song? In what manner?

After selecting random students to answer the question, the teacher

will ask a student to read and comprehend the text.

ABSTRACTION:

Music of the Classical Period (1750-1830)

Music 2 nd Quarter

Classicism
In the middle of the 18th century, Europe began to move toward a new style
in architecture, literature, and the arts, generally known as Classicism. This style
sought to emulate the ideals of Classical antiquity, especially those of Classical
Greece. Classical music used formality and emphasis on order and hierarchy, and a
"clearer", "cleaner" style that used clearer divisions between parts (notably a clear,
single melody accompanied by chords), brighter contrasts and "tone colors"
(achieved by the use of dynamic changes and modulations to more keys). In
contrast with the richly layered music of the Baroque era, Classical music moved
towards simplicity rather than complexity. In addition, the typical size of orchestras
began to increase,] giving orchestras a more powerful sound.

The Classical period falls between the Baroque and

the Romantic periods. Classical music has a lighter, clearer texture
than Baroque music, but a more sophisticated use of form. It is
mainly homophonic, using a clear melody line over a subordinate
chordal accompaniment,[] but counterpoint was by no means
forgotten, especially in liturgical vocal music and, later in the
period, secular instrumental music. It also makes use of style
galant which emphasized light elegance in place of the Baroque's
dignified seriousness and impressive grandeur. Variety and
contrast within a piece became more pronounced than before and
the orchestra increased in size, range, and power.
The harpsichord was replaced as the main keyboard instrument by the piano (or fortepiano).
Unlike the harpsichord, which plucks strings with quills, pianos strike the strings with
leather-covered hammers when the keys are pressed, which enables the performer to play
louder or softer (hence the original name "fortepiano," literally "loud soft") and play with
more expression; in contrast, the force with which a performer plays the harpsichord keys
does not change the sound. Instrumental music was considered important by Classical
period composers. The main kinds of instrumental music were the sonata, trio, string
quartet, quintet, symphony (performed by an orchestra) and the solo concerto, which
featured a virtuoso solo performer playing a solo work for violin, piano, flute, or another
instrument, accompanied by an orchestra. Vocal music, such as songs for a singer and
piano (notably the work of Schubert), choral works, and opera (a staged dramatic work for
singers and orchestra) were also important during this period.
The best-known composers from this period are 

 Joseph Haydn

 Wolfgang Amadeus Mozart

 Ludwig van Beethoven

 Franz Schubert;

other notable names include: 

 Carl Philipp Emanuel Bach

 Johann Christian Bach

 Luigi Boccherini

 Domenico Cimarosa

 Joseph Martin Kraus

 Muzio Clementi

 Christoph Willibald Gluck

 Carl Ditters von Dittersdorf

 André Grétry

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  Pierre-Alexandre Monsigny

 Leopold Mozart

 Michael Haydn

 Giovanni Paisiello

 Johann Baptist Wanhal

 François-André Danican Philidor

 Niccolò Piccinni 

 and the Chevalier de Saint-Georges. Beethoven is regarded either as a

Romantic composer or a Classical period composer who was part of the
transition to the Romantic era. Schubert is also a transitional figure, as were:

 Johann Nepomuk Hummel

 Luigi Cherubini

 Gaspare Spontini

 Gioachino Rossini

 Carl Maria von Weber

 Jan Ladislav Dussek

 Niccolò Paganini.

The period is sometimes referred to as the era of Viennese Classicism (German: Wiener

Klassik), since Gluck, Haydn, Salieri, Mozart, Beethoven, and Schubert all worked in Vienna.

Performance Practice of the Classical Period: 

Dynamics

In Classical Period music, dynamics were more frequently dictated than during the Baroque
period. Gradual crescendos and decrescendos gained greater popularity than the terraced
dynamics of the Baroque period.

Articulation

Slurs were in greater use during the Classical period to imitate the bel canto style of
singing. Bel canto is a term used in Italian opera that means “beautiful singing.” It is
characterized by smooth legato phrasing, agility through florid passages, and evenness of
tone. The singer would also include artistic ornaments to demonstrate the flexibility of his or
her voice and add expression to the music.

Rhythm and Texture

The Classical period saw a gradual move away from the use of notes inégales, a type of
rhythm also known as over-dotting. This rhythm was very typical of French dance music
during the Baroque. Also characteristic of the Classical period was a slowing of harmonic
rhythm, which is the rate at which chords change.

Musical texture was primarily homophonic, meaning that the melodic line was found in one
voice or part and has a subordinate accompaniment.

Ornamentation

Overall, there was less ornamentation in the Classical period than in the Baroque.
Ornamentations, including cadenzas, were not written out and often not marked at all. This
is in striking contrast to the Baroque period when there were many symbols used to indicate
different types of ornaments. One of the most commonly used ornaments in Classical period
music was the trill, particularly cadential trills, which immediately preceded a cadence. Trills
typically began on the upper note, thus creating greater harmonic suspension. It was
common practice to conclude cadence points with a turn. Appoggiaturas were another type
of ornament commonly used. An appoggiatura is written as a grace note before the principal
note, but actually would have received half the value of the principal note. It is approached
by a leap and resolved by a step, either ascending or descending.

The use of vibrato was also considered a type of embellishment added to the music.
Woodwinds used both breath and their fingers to create vibrato. During the Classical period,
woodwind instruments were made with tone holes carved out of the instrument, not keys
which are used today. This design made finger vibrato possible.

Tuning

Pitch during the Classical period was approximately A430 hertz. There were two primary
temperaments in use. The Vallotti temperament from Italy, also known as well
temperament, enjoyed widespread use.   This system was more closely approaching equal
temperament (equal spaces of 12 pitches in an octave). In the Vallotti tuning system, the
fifths F-Bb-Eb-G#-C#-F#-B are tuned pure and the rest are tempered. The Werckmeister
temperament was used in Germany. Andreas Werckmeister described four different tuning
systems, which used mostly perfect fifths but tempered specific fifths by various frequencies

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depending on whether one is playing chromatic or diatonic music.

Styles

 Within the Classical Period, there were three distinct musical styles:

Sturm und Drang, meaning storm and stress, was a movement in German literature that
began in the second half of the eighteenth century. Its goal was to illicit shock in the
powerful, and even violent, expression of emotion. It found its place in music primarily
during the 1770s in German opera and melodrama.

The galant style, in eighteenth century music, referred to homophonic style as opposed to

strict, learned or contrapuntal style. It is characterized by light texture, frequent cadences,
heavily ornamented melody and simple harmony. It is considered the characteristic style of
the early Classical period and can be found in music from all the major centers: Italy,
France, and Germany.

Empfindsamer Stil, a style associated with north Germany, could be considered a dialect of
the galant. While the goal of the empfindsamer style was to express emotion, it was done
so more naturally, sensitively, and subjectively than in Sturm und
Drang. Empfindsam means “sensitive” or “sentimental.” This style was also present during
the mid-eighteenth century and was characterized by simple homophonic texture, frequent
use of appoggiatura or sigh figures, and harmonic and melodic chromaticism. C.P.E.
Bach’s lieder and later keyboard pieces, particularly the fantasies and sonatas, are examples
of this style.

Jacy Burroughs is the Online Merchandiser for Sheet Music Plus. She has degrees in horn
performance from the University of the Pacific Conservatory of Music and the University of
North Carolina at Greensboro.  She is a freelance horn player in the Bay Area. 

After the discussion, the teacher will introduce the next activity which is
entitled
”Define me”
The students will be asked to answer the following question;

1. What is the importance of Classical Music?

2. What do you think are the purpose of the Performance Practice of

the music of Classical Period?

Clasical music inspires us ....Give your own idea about the question

as a Teacher

APPLICATION: TITLE ; IDENTIFY AND PERFORM

Instruction;
The teacher prepares a spinning wheel with the names of
the group leaders,( Leaders will serve as representative to their
group) . The leader will be asked to determine the term being
described and to be performed by the group members.
Ex Group 1
Abelian #1
Abanto#2
Alon#3
Busbos#4
Bansil#5
ASSIGNMENT:

Perform some melodic fragments of Classical Music pieces

Below is the rubric for rating.

Mastery- 40%

Accuracy- 30%

Overall Performance- 30%

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Total- 100%

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