9

MUSIC
First Quarter
Module 4: Music of the
Medieval, Renaissance and
Baroque Period
MUSIC – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 4: Music of Medieval, Renaissance and Baroque Periods
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

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: MARY ANN B. AMPER
Editors:
Reviewers: LEIZL C. SANCHEZ
Illustrator:
Layout Artist: RENANTE R. LAGUDA
Subject Area Supervisor: PHILIP A. NACARIO
Management Team: RONALD G. GUTAY
ALLAN B. MATIN-AW
MARY JANE J. POWAO
AQUILO A. RENTILLOSA,
CRISTINA T. REMOCALDO
ADM Coordinator: RYAN B. REDOBLADO

Printed in the Philippines by ________________________

Department of Education – Region VII Central Visayas

Office Address: Department of Education – Carcar City Division
(Learning Resources Management Section)
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487-8495
E-mail Address: carcarcitydivision@yahoo.com
For the learner:

Welcome to the MUSIC 9 Alternative Delivery Mode (ADM) Module 4: Music of Medieval,
Renaissance and Baroque Periods.

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 in to 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.

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!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the nature
of Medieval, Renaissance and Baroque musical compositions. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the textbook
you are now using.

The module is divided into three lessons, namely:

 Lesson 1 – Music of the Medieval Period (700-1400)
 Lesson 2 – Music of the Renaissance Period (400-1600)
 Lesson 3 – Music of the Baroque Period (1685-1750)
After going through this module, you are expected to:
1. Evaluates music and music performances using guided rubrics.
(codes on MELC, not stated)

What I Know

Identify the following composers. Write the name of the composer that corresponds to the
picture below, on your answer sheet. Choose your answer from the box.

Adam de la Halle Thomas Morley George Handel

Antonio Vivaldi Giovanni Palestrina
Johann Bach

1. 2. 3.

4. 5. .
 Music of the Medieval,
LESSON: Renaissance and
Baroque Periods

What’s In

The first three periods of Western Music History are classified as Medieval,
Renaissance and Baroque. Each period has its distinctive characteristics, historical and
cultural background.

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.

Members of the upper class were expected to have received musical training. Imitative
polyphony is the distinctive characteristic of Renaissance music.

The Baroque Period is characterized by grand and elaborate ornamentation of

sculptures, theaters, arts and music. The music genres which flourished during the
Baroque Period were the Concerto, the Fugue, the Oratorio and the Chorale.

Music evolved alongside with man’s constant quest for growth and development.

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.”

What’s New

Activity 1.1: LISTEN TO MY HEART!

Search from the internet and listen to Thomas Morley’s works. You may use the following links
that features a madrigal composition “Fire, Fire, My Heart”.
Write your answer on your answer sheet.
http://www.youtube.com/watch?v=61aEb5Qt6-U
http://www.youtube.com/watch?v=mBWKp4-_w4E
Reflection:
1. Which madrigal did you enjoy more? Why? (5 points)

What is It

READINGS: HISTORICAL BACKGROUND

Medieval, Renaissance and Baroque music have distinctive characteristics.

In the beginning, chants were taught orally. However, as the number of chants increased,
singers needed help in remembering the outlines of the melodies. Later, the chants were notated
in the manuscript as a single melodic line without accompaniment. Neumes were written above
the words to suggest the contour of the melody.

Lesson 1 - Music of the Medieval Period (700-1400)

The Medieval period is also known as the Middle Ages or “Dark Ages’ that started with the fall
of the Roman Empire. During this time, The Christian Church influenced Europe’s culture and
political affairs.

Monophonic plainchant was named after Pope Gregory I, who made this the approved music of
the Catholic Church. Pope Gregory’s action made monophonic plainchants popular. Although it
was originally transmitted orally, scholars agreed to put it in notation to assist dissemination of
chants across Europe.

During the latter part of the Medieval Period, secular music which was not bound by Catholic
traditions emerged. Most of these songs were performed across Europe by groups of musicians
called Troubadours.

Characteristics of:
Gregorian Chants: Troubadours Music:

- Monophonic - Usually monophonic

- Free meter - Sometimes with improvised
- Modal accompaniment’
- Usually based on Latin liturgy - Tells of chivalry and courtly love
- Use of Neume Notation - Originated in France
- Written in the French Language
Lesson 2 - Music of the Renaissance Period (1400-1600)

The term Renaissance comes from the word renaitre which means “rebirth,” “revival” and
“rediscovery”. The Renaissance Period is a period of “looking back” to the Golden Age of Greece
and Rome.
The invention of printing in the 1400s paved the way for a wide distribution of Renaissance
compositions. With the emergence of the bourgeois class, Renaissance music became popular
as entertainment and activity for amateurs and the educated. Lute was the prominent instrument
of the Renaissance era. 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 more prominent in the renaissance period. This era was also known as the “golden
age” of a capella choral music.

Vocal Music of the Renaissance Period

1. Mass – is a form of sacred musical composition that sets texts of the Eucharistic liturgy into
music.

2. Madrigal – a secular vocal polyphonic music composition which originated from Italy. It was
written and expressed in a poetic text and sung during courtly social gatherings. It is the most
important secular form during the Renaissance period.

Characteristics of:
Mass: Madrigal:
- Polyphonic - Polyphonic
- May be sung a Capella or with orchestral - Sung a Capella
accompaniment - Through-composed
- Text may be: - Frequently in 3 to 6 voices
syllabic (one note set to each syllable),
neumatic (a few notes set to one syllable) or
melismatic (many notes to one syllable)

Lesson 3 - Music of the Baroque Period (1685-1750)

The word Baroque is derived from the Portuguese word barocco which means “pearl of irregular
shape”. Some of the great composers of this time were George Friedrich Handel, Johann
Sebastian Bach, Claudio Monteverdi and Antonio Vivaldi.
During this time, the arts highlighted grandiose and elaborate ornamentation. These were
clearly seen in the musical compositions created by Baroque composers.
New instrumental techniques and changes in musical notation were developed. Major and minor
tonality was also created in this period. A lot of the musical terms and concepts that evolved in
this era are still used today.

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.

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

– It is usually written in 3 or 4 parts, with a main theme called “subject”
– The entire piece grows mainly from a single brief tune of strong musical
character.
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.

5. Chorale – musical compositions that resemble a harmonized version of hymnal tunes of the
Protestant Church during the Baroque era.

Famous Composers:

A. Medieval Period:

Adam de la Halle, France, 1237 – 1288

He was also known as Adam le Bossu (Adam the
Hunchback). He was the son of a well-known citizen of
Arras, Henri de la Halle. He received his education at the
Cistercian Abbey of Vaucelles, near Cambral. Adam was
destined for the church but he eventually married. His
patrons were Robert II, Count of Artois and Charles of
Anjou, brother of Louis IX.

Adam was one of the oldest secular composers. He was a trouvere, poet and musician, whose
literary and musical works include chansons and jeux-partis (poetic debates) in the style of the
trouveres, polyphonic rondel and motets in the style of early liturgical polyphony. His musical
play, Jeu de Robin et de Marion was considered the earliest surviving secular French play with
music.

His works include:

1. Le Jeu de Robin et de Marion
2. La Chanson du roi de Sicile

B. Renaissance Period:

1. Giovanni Pierluigi da Palestrina, Rome, 1525 –

February 2, 1594
He was said to be the greatest master of Roman Catholic
Church music during the Renaissance period. Majority of
his compositions are sacred music. He was committed to
sacred music and has keen interest in satisfying the
desires of church leaders in the sixteenth century.
Palestrina’s Pope Marcellus Mass is held up as the perfect example of counter-reformation
style. Kyrie is part of the first two sections of the Pope Marcellus Mass.
His career reflects his commitment to the music of the church. He received his early training
and spent the majority of his career in various churches in Rome, including the Pope’s chapel.
He was an organist and choir master at both the Sistine Chapel and at St. Peter’s Basilica which
may have influenced his distinctively pure and restrained style in musical compositions.
Palestrina also served as an organist in St. Agapito. His first book, Masses became popular and
was greatly appreciated by Pope Julius III.
Palestrina has two sons but lost them both during the plague epidemic that struck Rome in
1570s. He had planned to become a priest but eventually changed his mind and married a
wealthy widow. This improved his wealth and enabled him to pursue a musical career for the
rest of his life.

2. Thomas Morley, 1557 - 1602

Morley, the son of a brewer, was born in Norwich, East

England. He was a singer in the local cathedral from his
boyhood, and he became master of choristers there in 1583.
Thomas Morley was the most famous composer of secular
music in his time. He was a singer in the local cathedral
during his childhood and was believed to have studied music
with William Byrd, an Elizabethan composer of sacred music.
He received his Bachelor’s degree in Oxford and became an
organist at St. Paul’s Cathedral in London. He tried imitating Byrd in his early works but
veered towards composing madrigals that show a variety of color, form and technique. Most of
his madrigals are light and easy to sing with some aspects of Italian style.

His Musica Transalpina, a collection of Italian madrigals fitted with English text, was published
in 1588 by Nicholas Yonge. Shortly after, he began publishing his own collections of madrigals
and made significant contribution to the history of music.

His works include:

1. “Fire, Fire, My Heart”
2. “Sing and Chant It”
3. “Fantasie”
4. “April is in My Mistress’ Face”
5. “It Was a Lover and His Lass”

C. Baroque Period:

1. Johann Sebastian Bach

Born: Germany, March 21, 1685
Died: July 28, 1750
He came from a family of musicians. He was taught to play
violin by his father who was then the town musician in
Eisanach. He entered school at age 7 where he was taught
Religion and other subjects. He became orphaned at age 10.
His brother, a church organist, provided for him. Bach’s
beautiful soprano singing voice changed and focused his
attention to playing the violin and harpsichord.

Bach was a religious man. His personal and deep faith is shown in his sacred music. He was
known for his compositions for organ, orchestra and oratorio. His most important and ling-term
position was as cantor at St. Thomas Church.

His works include:

1. Concerto Grosso e.g. Brandenburg Concertos (concerto grosso)
2. Masses e.g. Mass in B minor
3. Cantatas e. g. Cantata 208 and 211
4. Fugues e.g. Fugue in G minor
5. Works for Clavichord and Harpsichord

2. Antonio Vivaldi
Born: Venice, March 4, 1678
Died: Vienna, July 28, 1741

Antonio Lucio Vivaldi, nicknamed il Prete Rosso (The Red

Priest) because of his red hair, was an Italian Baroque
composer, Catholic priest and a virtuoso violinist.
Recognized as one of the greatest Baroque composers, his
influence during his lifetime was widespread over Europe.
Vivaldi is known mainly for composing instrumental concertos, especially for the violin as well
as sacred choral works and over forty operas. He entered the priesthood and was ordained in
1703. Vivaldi is well known for giving the strings a major role in his compositions.
His most famous piece is The Four Seasons. This composition is a series of four violin concerti
depicting each of the seasons, “Spring”, “Summer”, “Autumn” and “Winter”

3. George Friedrich Handel

Born: Germany, February 23, 1685
Died: London, April 14, 1759

He was the second son from the second marriage of a pastor.

Despite his father’s opposition, George secretly taught himself
to play the harpsichord. At age 7, he gained access to a church
organ and started to play. A Duke heard him play and insisted
on giving him a formal music education. Under Zachau,
organist of Halle Cathedral, he studied counterpoint, canon
and fugue.
Handel is remembered in his operas and oratorios. Handel became England’s favorite
composer. He had given English audiences music that in variety and interest rivalled anything
they could remember. Handel lost both of his eyesight in 1753. When he conducted his oratorio,
“Samson”, a few in the audience were unaware that he had lost his eyesight. The Messiah is
Handel’s most famous creation and the very well known “Hallelujah” chorus is part of Handel’s
“Messiah”.
The Messiah was written in the space of twenty-four days in London but it was in Dublin when
The Messiah was performed and became an instant success.
 What’s More

Activity 1.2: SIMPLE RECALL:

Tell what is referred to in the statements below. Write your responses on your answer sheet.
1. A music genre which is a form of orchestral music that employs a solo
instrument accompanied by an orchestra.

2. A Baroque genre where musical compositions resemble a harmonized version of

hymnal tunes of the Protestant Church during the era.

3. It is a form of sacred musical composition that sets texts of the Eucharistic

liturgy into music.

4. The period that is also known as the Middle Ages or “Dark Ages’.

5. This composition is a series of four violin concerti depicting each of the seasons,
“Spring”, “Summer”, “Autumn” and “Winter”.
(5 points)

What I Have Learned

Activity 1.3: TELL ME!

Copy the template on your answer sheet and supply a phrase or a statement that
characterizes or describes the following musical period.

MUSICAL PERIOD CHARACTERISTIC/DESCRIPTION

MEDIEVAL (3 points)

RENAISSANCE (3 points)

BAROQUE (3 points)
Total Score + 1point bonus = 10 points

What I Can Do

Activity 1.4: I CAN DO IT!

 Listen and watch the link that features the “Hallelujah” chorus from Handel’s “Messiah”.
 http://www.youtube.com/watch?v=IUZEtVbJT5c
 Create a 1 minute movements or steps using the above-mentioned music. Do not forget
to apply projection as you do your movements or interpretation.
 Take a video of your performance using any available camcorder or cellular phone
camera and send it to your teacher through social media of your preference.

Rubric for Scoring:

nterpretation/Concept – 20
Creativity of Movement – 15
Expression – 15
Total ---- 50

Assessment

Activity 1.5 MULTIPLE CHOICE:

Choose the letter which has the correct answer and write it on your answer sheet.

1. There are five main sections of the Mass. Which of the following is the only section
of Mass with Greek text.
A. Kyrie B. Gloria C. Agnus Dei
2. Baroque music is known for its grandiose and elaborate ornamentation. This
statement is ____
A. True B. False C. Maybe
3. He was known as ‘Adam the Hunchback’.
A. Thomas Morley
B. Adam de la Halle
C. Johann Sebastian Bach
4. The following are the meanings of the word ‘renaitre’ EXCEPT:
A. rediscovery C. revival
B. rebirth D. recall
5. Whom of the following is the composer of the song ‘Messiah’?
A. T. Morley C. J. S. Bach
B. A. Vivaldi D. G. F. Handel
(5 points)
 Additional Activities

Activity 1.6 LISTEN TO ME! (from the Medieval period)

Follow the link below and search from the internet.

The listening activity will help and guide you to experience the beautiful musical compositions
and presentations composed during the Medieval Period.
http://www.youtube.com/watch?v=kK5AohCMXoU

Reflection:

1. What song is featured in this link? (2 points)

2. After listening to the selection, give 3 characteristics of Gregorian Chants.
(3 points)
(Total Score: 5 points)
Additional Activites: Assessment: What I Can Do:
Activity 1.6 Listen To Me! Activity 1.5 Multiple Activity 1.4 I Can Do IT!
Choice
#1 – Gregorian Chant Rubric for Scoring:
answer is for 2 1.C
points Interpretation/Concept
#2 – 3 characteristics = 3 2. A – 20
points 3. B Creativity of Movement
Total score – 5 points – 15
4. D Expression - 15
5. D
Total ----- 50 points
What I Have Learned: What’s New: What I Know
1. George Handel
Activity 1.1 Listen To My
Activity 1.3 Tell Me: 2. Antonio Vivaldi
Heart:
 3 points will be 3. Giovanni Palestrina
 5 points is given to
given to correct 4. Thomas Morley
learner’s
description/ 5. Johann Bach
explanation on the
characteristic in
question
every musical
period
 Total score + 1
What’s More:
point bonus = 10
Activity 1.2 Simple
points
Recall:
1.Concerto
2. Chorale
3. Mass
4. Medieval
5. The Four Seasons
Answer Key
References
A. 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.
 Music and Arts Learner’s Material for Grade 9 First Edition 2014

B. Websites

http://www.youtube.com/watch?v=61aEb5Qt6-U
http://www.youtube.com/watch?v=mBWKp4-_w4E

http://www.youtube.com/watch?v=IUZEtVbJT5c
http://www.youtube.com/watch?v=kK5AohCMXoU

For inquiries and feedback, please write or call:

Department of Education – Carcar City Division (Learning Resources

Management Section)

P. Nellas St., Poblacion III, Carcar City, Cebu, Philippines 6019

Telephone No.: (032) 487 – 8495

Email Address: carcarcitydivision@yahoo.com