9

First Quarter – Module I:

Music of Medieval, Renaissance and
Baroque Period
Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Music of Medieval, Renaissance and Baroque Period
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region III

SDO - Science City of Muñoz
Dante G. Parungao, CESO VI
Zurex T. Bacay, PhD

Development Team of the Module

Writer: Jayamae P. Soriano, Teacher I
Content Editor/s: Nelween M. Gan, Education Program Supervisor I
Jeffrey E. Banawe, Teacher III
Cristina J. Valentina, Teacher I
Language Reviewer/s: Roxanne F. Bolneo

Management Team
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
Nelween M. Gan
Elenita R. Romagosa, PhD
Evangeline Agustin

Printed in the Philippines by:

Department of Education – Region III

SDO – Science City of Muñoz
Curriculum Implementation Division-
Learning Resource Management Section (CID-LRMS)
Office Address : Bgy. Rizal, Science City of Munoz, 3119
E-mail Address : munozscience.city@deped.gov.ph
 9

Music
Quarter 1 – Module 1:
Music of Medieval, Renaissance
and Baroque Period
Introductory Message
For the facilitator:

Welcome to the Music 9 Alternative Delivery Mode (ADM) Module on Music of

Medieval, Renaissance and Baroque Period!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set 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 acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

The activities in this module are arranged from simple to
complex in order to help you gradually master the desired
learning competency. Your support and guidance are
needed so that they will be able to describe the musical
elements of given Medieval, Renaissance, and Baroque
periods;

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' 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.

2
For the learner:

Welcome to the Music 9 Alternative Delivery Mode (ADM) Module on the Music
of Medieval, Renaissance and Baroque Period!

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 a
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 independent 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 you 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 a 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 a
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 into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

3
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can do
it!

4
 What I Need to Know

This module provides you with activities that will help you learn about
the music of the three periods Medieval, Renaissance and Baroque. Activities
in this module will also teach you how to identify the characteristic features,
musical elements of each period.
At the end of this module, you are expected to:

1. describes the musical elements of given Medieval, Renaissance, and

Baroque periods;
2. listen perceptively to selected vocal and instrumental music of
Medieval, Renaissance and Baroque Periods;

5
 What I Know

Guess Who?
I. Identify the name of each composer. Write your answer in your notebook.

Antonio Vivaldi Johann Sebastian Bach

Giovanni Pierluigi da Palestrina George Fredrich Handel

Guess When?
II. Classify the items in the box according to the historical period to which they
belong. Write the words in your notebook.

Gregorian Chants Mass Fugue

Concerto Grosso Troubadour Music

Oratorio Madrigal Chorale

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

6
 Lesson Music of Medieval,

1 Renaissance and Baroque

Periods

What’s In

In all probability, music has played an important role in the lifecycle of

humans perhaps even before we could speak. Significant evidence has been
discovered that very early man developed primitive flutes from animal bones and
used stones and wood as percussion. Voice would have been the first and most
natural means of expression in our distant ancestors, used to bond socially or
comfort a sleepless child. It is from these humble beginnings that the music we enjoy
today evolved.

Go to this link below and watch the video clip. Then, answer the guide questions
below. Write your answer in your notebook.

https://m.youtube.com/watch?v=lExW80sXsHs
last viewed July 7, 2020

Guide Questions:
• What have you noticed from the video clip?
____________________________________________________________________
____________________________________________________________________
• Are you familiar with that music in the video?
____________________________________________________________________
____________________________________________________________________

Notes to the Teacher

The activities in this module are arranged from simple to complex
in order to help the learners gradually master the desired
learning competency. Your support and guidance are needed so
that they will be able to describe the musical elements of given
Medieval, Renaissance, and Baroque periods;

7
 What’s New

Listening Activity
Directions: Go to the link provided below and listen to each music. Reflect on
questions provided and write it in your notebook.

1. Canon Rock
http://www.youtube.com/watch?v=jau8gMtapQo
last viewed July 7, 2020

2. Canon in D by Pachelbel
http://www.youtube.com/watch?v=H1kGJoGVpOs
last viewed July 7, 2020

REFLECTION:

1. Were you aware that some of that music were composed centuries ago?
________________________________________________________________________
________________________________________________________________________
2. How was it used as background music?
________________________________________________________________________
________________________________________________________________________
3. Do you think they were used creatively? Was the music used
appropriately?
________________________________________________________________________
________________________________________________________________________
4. If you were one of the original composers, would you allow your
compositions to be used as they are used today? Why or Why not?
________________________________________________________________________
________________________________________________________________________

Music is timeless. Melodies from the past can still be heard today.
Tunes may be played differently in the techno-world, but one thing
never changes, “Music will always be part of man’s everyday life”.

8
 What is It

Each period has its distinctive characteristics and style in music. Let’s identify
the different characteristics of each period!

Music of the Medieval Period (700- 1400)

During this time, the Christian church influenced Europe’s culture and
political affairs. One church servant, Pope Gregory I who made this approved music
of the Catholic Church as the monophonic plainchant. It was named after him and
called “Gregorian Chant.

Let’s listen to the link that features the Gregorian Chant of the Medieval Period.
http://www.youtube.com/watch?v=kK5AohCMX0U.
last viewed November 7, 2013

Music of the Renaissance Period (1400-1600)

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 prominent in the renaissance period. This era was also known as the “golden
age” of a capella choral music. One of the characteristics of Renaissance Music is
mostly polyphonic. There are two vocal music during this period.

1. Mass – is a form of sacred musical composition that sets texts of the

Eucharistic liturgy into music. This may be sung a capella or with orchestral
accompaniment

Five Main Sections of Mass:

1. Kyrie (Lord Have Mercy)
2. Gloria (Glory to God in the Highest)
3. Credo ( I Believe in One God)
4. Sanctus and Benedictus (Holy, Holy and Blessed Is He)
5. Agnus Dei (Lamb of God)

Go to the link and listen to the music that features one of the main sections of the
mass.
Gloria- by Joasquin de Prez
http://www.youtube.com/watch?v=XaiXCG0jHB8
Last viewed November 7, 2013

2. Madrigal- a secular vocal polyphonic music composition which originated from Italy.
It is written and expressed in a poetic text and sung during courtly social gatherings .
Let’s listen to “April Is In My Mistress’ Face” by Thomas Morley

9
Music of the Baroque Period (1685-1750)

During this time, the arts highlighted grandiose and elaborate ornamentation.
New instrumental techniques and changes in musical notation were developed. A lot
of the musical terms and concepts that evolved in this era are still used today. There
are 5 Music Genres of Baroque Music:
1. Concerto- a form of orchestral music that employs a solo instrument
accompanied by an orchestra.

2. Concerto Grosso - a form of orchestral music during the Baroque

Period wherein the music is between a small group of solo instruments
called concertino and the whole orchestra called tutti.

Let’s watch these two videos:

Handel’s Concerto Grosso for two violins, cello, strings and basso continuo
http://www.youtube.com/watch?v=a32nicpS3rk
Last viewed November 7, 2013

Vivaldi’s Winter
http://www.youtube.com/watch?v=YKfuhLCVldg
Last viewed November 7, 2013

3. Fugue- A contrapuntal piece, developed mainly by imitative counterpoint. The

entire piece grows mainly from a single brief tune of strong musical character.

Let’s click this link and listen to:

Bach’s Toccata and Fugue in D minor

http://www.youtube.com/watch?v=ho9rZjlsyYY
Last viewed November 7, 2013
4. Oratorio- a large scale musical composition for orchestra and voices that
incorporates narratives on religious themes. Unlike usual theatrical works,
this is usually performed without the use of costumes, scenery, or action. It
is usually written in the native language for the intended audience.

Let’s listen to the link below that features Oratorio vs. Opera
http://www.youtube.com/watch?v=NYVGtAJ7ujA
Last viewed November 7, 2013
5. Chorale – musical compositions that resemble a harmonized version of
hymnal tunes of the Protestant Church during the Baroque era.

Go and listen to the links below that features:

Baroque Chorale http://www.youtube.com/watch?v=ZeBakTvwEes

Last viewed November 7, 2013

10
 What’s More

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. Be guided by the musical sheets and music
selections for each listening activity.

Listening Activity
http://www.youtube.com/watch?v=O5GtmcHZLHw
last viewed July 7, 2020

A. Based on the musical selection, answer the following questions. Write your
answer in your notebook.
____________1. Which text-setting style was used?

a. Syllabic b. Nuematic c. Melismatic

___________2. What is the texture?

a. Monophonic b. Homophonic c. Polyphonic

___________3. In what language was the selection written?

a. Greek b. Latin c. Spanish

B. Answer each question and explain why.

1. Is the music sacred vocal form?
2. Was it sung a capella or with accompaniment

11
Guided Assessment

Direction: Identify what is being described in each item by choosing from the word
pool below. Write your answers in your notebook.

Madrigal Kyrie Medieval Period Baroque Period

Fugue Oratorio Concerto Concerto Grosso

__________1. It is part of the five main sections of the Mass and it is the only section
of mass that has a Greek text.

__________2. It is a Baroque Music forms that was developed through imitative

counterpoint.

__________3. It is the period when the Christian Church highly influence culture and
political affairs in Europe.

__________4. It is a through-composed vocal music composition written and

expressed in poetic text.

__________5. It is a form of orchestral music that employs a solo instrument

accompanied by an orchestra.

__________6. It refers to the extended musical setting of sacred music.

__________7. It is a form of orchestral music wherein the music is between a small

group of solo instruments and the whole orchestra.

Independent Practice
Direction: Write T if the sentence is true, and F if it is false. Write your answer in
your notebook.

__________1. Madrigal is a music that was specifically written for use in religious
services.
__________2. Sacred music is a music that was composed for purposes other than
religious.
__________3. The music that became prominent in the Renaissance Period Secular
music.
__________4. Christian Church became the most influential during the time of
Medieval Period.
__________5. Concerto Grosso is a form of orchestral music wherein the music is
between a small group of solo instruments and the whole orchestra.
__________6. A contrapuntal piece, developed mainly by imitative counterpoint is
called Oratorio.
__________7. The musical compositions that resemble in chorale came from a version
of hymnal tunes of the Protestant church.

12
Independent Assessment

In your own words, write the differences between the two Periods/Era. Write
your answer on your notebook.

Period/Era Characteristics Genres/Vocal Music

RENAISSANCE

BAROQUE

What I Have Learned

•Medieval, Renaissance and Baroque music have distinctive characteristics,

historical and cultural background.
• Music evolved alongside with man’s constant quest for growth and
development.
•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.
Imitative polyphony is the distinctive 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.

13
 What I Can Do

Write a two-paragraph diary entry about what you have learned in our lesson and
how are you going to apply them in your daily life. (Why is music important to you?)

Assessment

Multiple Choice

Direction: Choose the letter of the correct answer. Write your answer in your
notebook.

1. The period when the Christian church highly influenced culture and political
affairs in Europe was the ________.
a. Medieval Period c. Baroque Period
b. Renaissance Period
2. It is through-composed vocal music composition written and expressed
in a poetic text.
a. Troubadour Music c. Madrigal
b. Mass
3. There are five main sections of the Mass. Which of the following is the only
section of Mass with Greek text?
a. Kyrie c. Agnus Dei
b. Gloria
4. Baroque music is known for its grandiose and elaborate ornamentation.
Which of the following Baroque Music forms was developed through imitative
counterpoint.
a. Concerto Grosso c. Oratorio
b. Fugue
5. It refers to the extended musical setting of sacred music.
a. Fugue c. Oratorio
b. Chorale

14
 6. Refers to the primary form of Sacred vocal polyphony.
a. Motet c. Madrigal
b. Mass
7. The following statements are characteristics of a Gregorian Chant, EXCEPT;
a. Plainsong c. Polyphonic Texture
b. Free Tempo
8. A concerto referring to a presentation with full orchestra and a soloist.
a. Concerto Grosso c. Tutti
b. Solo Concerto
9. Popular music during the latter part of Medieval Period which is not bound by
Catholic traditions.
a. Sacred Music c. Instrumental Music
b. Secular Music
10. What statement is true about the Baroque Period?
a. Known for the simplicity of the musicians
b. Music compositions are accessible
c. Early composers favoured homophonic texture

II. Identification
Direction: Write the Music Era being described in each sentence. Write
your answer on your notebook.

________________1. Melodies are elaborate and ornamental.

________________2. Imitative polyphony is distinctive in their compositions.
________________3. Texts were dictated by Latin Liturgy
________________4. Lute was the prominent instrument during the era.
________________5. Melodies are not easy to sing or remember.

Additional Activities

Write a short paragraph on how are you going to use music to inspire other people
especially in this time of pandemic. Write your answer on your notebook.

15
 16
What I Know
Guess Who?
Assessment
Johann George Giovanni Antonio
Part I.
Sebastian Friedich Pierluigi Vivaldi
1. a Bach Handel da
Palestrina
2. c
Guess When
3. a
4. b Medieval Renaissance Baroque
5. c Period Period Period
6. b Gregorian Mass Concerto
Chants Grosso
7. c Troubadour Madrigal Fugue
8. b Music
9. b Oratorio
10.c Chorale
Part II.
1. Baroque
Music
What’s More
2. Renaissance
Music Guided
3. Medieval Practice Independent Practice
Music Listening 1. F
4. Renaissance Activity
2. F
Music
A. 3. T
5. Baroque
4. T
Music 1. C 5. T
2. C 6. F
Additional Activity 3. a 7. T
B.
1. Yes
2. Yes Independent Assessment
Guided
Answers may vary
Assessment
1. Kyrie
2. Fugue What I Can Do
3. Medieva
l
4. Madriga
l
5. Concert Answer Key
References
Books
Burkholder,Peter, et.al. Norton Anthology of Western Music. Vol.1: Ancient to
Baroque 5th Edition.
Kamien, Roger. Music Appreciation.9th Edition. The Hebrew University of
Jerusalem
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale University.

Electronic sources
http://www.anthonyjosephlanman.com/?p=580&cpage=1#comment-18642

https://www.cmuse.org/history-of-music/

www.onlinesheetmusic.com

17
For inquiries or feedback, please write or call:

Department of Education – Region III

SDO – Science City of Muñoz
Curriculum Implementation Division-
Learning Resource Management Section (CID-LRMS)
Bgy. Rizal, Science City of Munoz, 3119
Telephone No.: (044) 806 - 2192
E-mail Address: munozscience.city@deped.gov.ph