SELF- LEARNING MODULE

GRADE 9
QUARTER 4
WEEK 1
MUSIC
A. Explains the plot, musical and theatrical elements of an opera after
watching video samples;
B. Explains the plot, musical and theatrical elements of an opera after
MOST ESSENTIAL watching video samples;
LEARNING C. Performs themes or melodic fragments of given selected
songs; Composers: Franz Schubert, Guiseppe Verdi,
COMPETENCIES D. Performs themes or melodic fragments of given selected
songs; Composers: Giacomo Puccini, and Richard Wagner

A. Musical characteristics of an art song

B. Musical characteristics of an opera
TOPICS C. Romantic song composers presentation
(performance practice)

EXPECTATION
At the end of this module, you are expected to:

a. Explain the plot, musical and theatrical elements of an Art Song after watching
video samples;
b. Explain how an idea or theme is communicated in a selected performance
through the integration of musical sounds, songs, dialogue, and dance;
c. Analyze the musical structure of the vocal music forms of Romantic
period music;
d. Listen perceptively to selected art songs and excerpts of opera and classify the
different vocal ranges and voice types of opera;
e. listen perceptively to the excerpts from the different arias; and
f. perform themes or melodic fragments of given selected songs.

BRIEF
INTRODUCTION
MUSICAL CHARACTERISTICS OF AN ART SONG

An art song is a vocal music composition, usually written for one voice with piano as
background sound. It is usually played in the classical tradition. By extension, the term
“art song” is used to refer to the genre of such songs. Like all program music, art song has
its inspiration from poetry in this period. An art song is most often a musical setting of
an

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independent poem or text, “intended for the concert repertory” “as part of a recital or
other relatively formal social occasion.” The mood is often set at the beginning with a
piano introduction and concluded with a piano postlude.

CHARACTERISTICS OF AN ART SONG (By Lumen Learning)

1. Songs that are part of staged work (such as an opera or a musical) are not
usually considered art songs,” recital performance” is now included in the art
song repertoire.
2. Songs with instruments besides piano and/or other singers are referred to as
“vocal chamber music” and are usually not considered art songs.
3. Songs originally written for voice and orchestra are called “orchestral songs” and
are not usually considered art songs unless their original version was for solo
voice and piano.

4. Folksongs are generally not considered art songs unless they are concert
arrangements with piano accompaniment.
5. There is no agreement regarding sacred songs. Many song settings of biblical or
sacred texts were composed for the concert stage and not for religious services;
these are widely known as art songs (for example, the Vier ernste Gesänge
by Johannes Brahms). Other sacred songs may or may not be considered art
songs.

6. Art songs have been composed in many languages and are known by several
names.

7. The composer’s musical language and interpretation of the text often dictate the
formal design of an art song. If all the poem’s verses are sung to the same
music, the song is strophic.

8. Performance of art songs in recital requires some special skills for both the
singer and pianist.

Vocal Music of the Romantic Period

The Romantic Period of music which started from 1890-1910, emphasizes the
emotions, imagination, and expression of the composers on their compositions. The music
during this period reflects the history, literature as well as emotions and passions of the
composer. The usual inspiration of the composers during this musical period are the myths,
legends, and the different sceneries.
The Vocal Music of the Romantic became a great source and influence of Opera
performances. The birth of Opera performances paved the way to a much wider and
more free musical expression. Romantic Period’s vocal music requires a wide range of voices,
pitch, rhythm, and dynamics. Because of the rise of Vocal music, opera houses were built. It
became a place where music, arts, literature, and even history unite.
Opera is a staged drama set to music in its entirety, made up of vocal pieces with
instrumental accompaniment and usually with orchestral overtures and interludes (Weinstock,
n.d). The figure below presents the Components of the Opera.
Vocal music is one of the best tools for expressing ones feeling. This form of expression
became more evident during the Romantic period. Romanticism coincided with the Industrial
Revolution in Western Europe that brought about the rise of socialism and capitalism.

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The

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Composers explore feelings of grandiosity, intimacy, unpredictability, sadness, rapture, and
longing.

Romantic Song Composers’ Presentation (Performance Task)

GIACOMO PUCCINI

Giacomo Puccini was born in a poor family on December 22, 1858 in

Lucca, Italy. He studied at the Milan Conservatory. He belonged to a
group of composers who stressed realism, therefore, he drew
material from everyday life, rejecting heroic themes from mythology
and history.

Puccini’s famous operas were: “La Boheme,” “Tosca,” “Madame

Butterfly,” and “Turandot.”

Suggested links for listening:

“La Boheme” - https://www.youtube.com/watch?v=m0nSKRbQ2_g
“Tosca” - https://www.youtube.com/watch?v=yGE4MBYSB9U
“Madame Butterfly” - https://www.youtube.com/watch?v=J2CcHuN3SV0
“Turandot” - https://www.youtube.com/watch?v=suj-2sbSFKs

RICHARD WAGNER
Wilhelm Richard Wagner was born in Leipzig, Germany on May 22, 1813.
He attended Leipzig University. He was very much inspired by Ludwig
van Beethoven. Wagner introduced new ideas in harmony and in form,
including extremes of chromaticism. He also explored the limits of the
traditional tonal system that gave keys and chords their own identities
which paved the way for the rise of atonality in the 20th century.
Wagner exerted a strong influence on the operatic medium. He was
an advocate of a new form opera which he called “music drama” where musical and
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dramatic

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elements were fused together. He developed a compositional style in which the orchestra has
of equal importance in dramatic roles as the singers themselves. The expressiveness is aided
by the use of leitmotifs or musical sequences standing for a particular character/plot element.
His famous works are, “Tristan and Isolde”, “Die Walkyrie,” “Die Meistersinger,”
“Tanhauser,” and “Parsifal.” His work would later influence modern film scores, including
those of “Harry Potter” and “Lord of the Rings” film series. Wagner died of heart attack on
February 13, 1883 at age of 69.

Suggested links for listening:

“Tristan and Isolde” - https://www.youtube.com/watch?v=5NvUyCdKAxM
“Die Walkyrie” - https://www.youtube.com/watch?v=7AlEvy0fJto
“Die Meistersinger” - https://www.youtube.com/watch?v=6bHy4J50izw
“Tanhauser” - https://www.youtube.com/watch?v=AFwlhBAoZz4
“Parsifal” - https://www.youtube.com/watch?v=5TZEwG9F2dc

ACTIVITY
DISCOVER ME (PRE – ASSESSMENT)
Find and encircle the word/words related to vocal music of the Romantic period inside
the box. The word/s may be arranged horizontally, vertically, diagonally/inverted. Match the
words found to the questions given below.

P U C C I N I D A P
O I R E D E I L J H
P D A R N A R A E P
E R H F I M L D T H
R E S C H U B E R T
A V E N G E R S 0 N

1. Romantic Opera composer who wrote his final opera that ends with “All the
world’s a joke.”
2. Italian late-Romantic composer who composed the score for La Boheme.
3. A German term for composition for solo voice and piano.
4. Story set into music with several acts, finales, and postludes.
5. A Viennese composer who wrote over 600 art songs and the Unfinished Symphony.

LISTENING EXERCISE
Listen to the music of Franz Schubert: Erlkönig (Earl – King) and answer the
following guide questions.
1. What have you observed in the tempo of the composition?

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 2. In which of the compositions is the melody easy to recognize? Intro, Verses, or
Chorus? Why?
3. What are the unique characteristics of Art Song which are present in the
composition?
HERE IS THE LINK: https://www.youtube.com/watch?v=N6L3SAy3o_k

ACTIVITY: LET’S ANALYZE

Direction: Click the link and listen carefully to Franz Peter Schubert's Erlkönig and
Giacomo Puccini’s Quando men vo (an excerpt from La Boheme. Compare the elements
of the two compositions through the table given below.

Composition Texture Rhythm Dynamic Melody

s
Franz Peter Schubert’s Erlkönig
https://www.youtube.com/watch?v=XoBo8dlPcQo
Franz Schubert - Erlkönig (Sheet music and lyrics)

Giacomo Puccini Quando me n vo (an excerpt

from La Bohome
https://www.youtube.com/watch?v=GPVZZPQAJp
o
Patricia JANEČKOVÁ: "Quando me´n vo´" (Giacomo
Puccini - La bohème)

Guide Questions:
1.What do you think is the story behind each composition?
g. Franz Peter Schubert’s Erlkönig

h. Giacomo Puccini Quando me n vo (an excerpt from La Bohome)

2.What instruments are used in each composition?

a. Franz Peter Schubert’s Erlkönig

b. Giacomo Puccini Quando me n vo (an excerpt from La Bohome)

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 ACTIVITY
WHICH IS WHICH?

Compare two vocal works by listening to these songs entitled “Gretchen am Spinnrade”
https://www.youtube.com/watch?v=MY0eeotSDi8&t=0s by F. Schubert, and “Mutya ng
Pasig” click the video of Nicanor Abelardo write their characteristics
Title Melody Rhythm Tone Quality Texture
“Gretchen am
Spinnrade” by
F. Schubert
lied Art Song

“Mutya ng
Pasig” by
Nicanor
Abelardo
Kundiman

Conclusion:
1. What did you feel? What emotions were evoked/expressed in the music?
2. Which style do you prefer? Why?
3. What are the similarities/ differences?

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 ACTIVITY
“POST-LISTENING”

Direction: Listen to an aria, “Un bel di,” from “Madame Butterfly,” Act II, and the solo song “I’d
Give My Life For You” from “Miss Saigon.”

1. Write a short review or reflection on the songs/plays you have heard.

A. “Un bel di,” from “Madame Butterfly,” Act II

https://www.youtube.com/watch?v=cXfGPOHgImk

B. “I’d Give My Life For You” from “Miss Saigon”

https://www.youtube.com/watch?v=cwB3Zxh2gSE

ACTIVITY
“ROMANTIKTOK CHALLENGE”
Direction:
 Select a musical piece from Giacomo Puccini or Richard Wagner compositions and
interpret it through dancing.
 Record your video presentation and submit to your teacher.

Rubric for Interpretative Dance

Characterization
Choreography and Execution and
and Behavior During
Artistic Presentation Mastery of
Performance
(20 pts.) Steps (15 pts.)
(15 pts.)

REMEMBE
MUSIC OF THE ROMANTIC PERIOD
Romantic Music reflects classical music and its nature but a reaction to the
scientific ideas happens at that time. It focuses on the story and the feeling of the target
audience. Art song is one composition in this era which is for single performer only and
piano as the only
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 accompaniment.

VOCAL MUSIC OF ROMANTIC PERIOD

The Romantic Period of music which started from 1890-1910, gives emphasis to
the emotions, imagination, and expression. This period of music paved way for Opera
performances. An opera is a story which is set to music.
Vocal music is one of the best tools for expressing one’s feelings. This form of
expression became more evident during the Romantic period. Romanticism coincided with the
industrial revolution in Western Europe that brought about the rise of socialism and
capitalism. The Romantic period’s basic quality is emotional subjectivity. Composers
explore feelings of grandiosity, intimacy, unpredictability, sadness, rapture, and longing.
Romantic vocal forms like art songs and operas were about fantasy, supernatural,
romance, and nature as a mirror of the human heart. Virtuoso performers are not only
instrumentalists but also singers. One singer sometimes sounds like several characters by use of
different vocal registers.
The Romantic period composers interpret poems, mood, atmosphere, and imagery into
music. Musical compositions such as the art song was written solo voice and piano. Like
all program music, art song has its inspiration from poetry in this period. Mood is often set at
the beginning with piano introduction or prelude and conducted with a piano postlude.

CHECK YOUR
UNDERSTANDING
Before I move on to the next module, I will assure you that…

I understand…

I will apply for the lesson in…

I will practice…

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