9

Music
Quarter 1 – Module 2:
MUSIC OF THE MEDIEVAL,
RENAISSANCE AND BAROQUE
PERIODS
Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 2: Music of the Medieval, Renaissance and Baroque Periods

First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writers: Allan Comodas Campugan Jr.
Editors:
Reviewers: Rey Philip Nacario
Illustrator: Name
Layout Artist: AJ Ghail P. Sato
Management Team: Ronald G. Gutay, Allan B. Matin-aw, Mary Jane J. Powao
Aquilo A. Rentillosa, Cristina T. Remocaldo, Rey Philip Nacario
Ryan B. Redoblado

Printed in the Philippines by ________________________

Department of Education – Department of Education Region VII

Office Address: Department of Education- Carcar City Division (Learning Resources

Management Section_____________________________________
P. Nellas St., Poblacion III, Carcar City, Cebu__________________
Telefax: (032)4878495___________________________________________
E-mail Address: carcarcitydivision@yahoo.com______________________________
 9
Music
Quarter 1 – Module 2:
MUSIC OF THE MEDIEVAL,
RENAISSANCE AND BAROQUE
PERIODS
Introductory Message
For the facilitator:

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

Music of the Medieval, Renaissance and Baroque Periods

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

This contains helpful tips or strategies
that will help you in guiding the learners.

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.
For the learner:

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

the Medieval, Renaissance and Baroque Periods

The hand is one of the most symbolized part of the human body. It is often used
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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.

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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
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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
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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:

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developing this module.

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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.
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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

 Describes the musical elements of selected vocal and

instrumental music of Medieval, Renaissance, and Baroque
music
 Explain the performance practice (setting, composition, role
of composers/performers, and audience) during Medieval,
Renaissance, and Baroque periods.

What I Know

Classify the items in the box according to the historical period

to which they belong. Write the words in the column below.
Gregoriant Chant Mass Monophonic
Fugue Concerto Grosso Madrigal
Melodies are not easy to remember
Troubad our Music Oratorio Chorale

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

Lesson Music of the Medieval,

1 Renaissance and Baroque

Periods

What’s In

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‘.

 Can you name some music composed centuries ago?

 How was your reaction? How do you find them every time you hear
those songs?

What’s New

Let‘s listen to the selected music. Listen to the link below that features
one of the main sections of the mass.
1. http://www.youtube.com/watch?v=kK5AohCMX0U.

2. ―Gloria‖ by Joasquin de Prez

http://www.youtube.com/watch?v=XaiXCG0jHB8

3. http://www.youtube.com/watch?v=a32nicpS3rk
 What is It

Middle Ages (450-1450)

- was an era where the musical activity was dominated by the Roman
Catholic Church
- most music was vocal and performed a capella or without intrumental
accompaniment.
- the musical texture was monophonic, meaning it has a single melodic
line.
- Sacred vocal music, such as Gregorian chants (plainchant or
plainsong), was set to Latin text and sung unaccompanied. It was the
only type of music allowed in churches, so composers kept the melodies
pure and simple.
Characteristics of Gregorian Chant
1. Performed without instrumental accompaniment or a capella
2. Monophonic texture - has single melodic line
3. Limited Range
4. Sung in Latin
5. Written in Neumatic Notation (One syllable of the text is set to a few
notes of the chant melody)
6. Unmetered (doesn‘t have time signatures)
7. Modal (Based on church modes)
SECULAR MUSIC ALSO EXISTED particularly in France and Germany
usually performed by the minstrels.
- Medieval secular songs are written by troubadours
Troubadour Music:
• Usually monophonic
• Sometimes with improvised accompaniment
• Tells of chivalry and courtly love
• Originated in France
• Written in the French language

Renaissance (1450-1600)
During the Renaissance, the church had less power over musical activity.
Instead, the Kings, Princes and other prominent members of the courts
had more influence. The size of church choirs grew, and with it, more
voice parts were added — this created music that sounded richer and
fuller. Polyphony was widely used during this period, but soon, music
also became homophonic.
- Instrumental music is traditionally intended to accompany voices or
singing.
Renaissance Musical Instruments are classified into three: string, wind,
and keyboard.
- Composers were more open to experimentation. As a result, more
composers used musical instruments in their compositions.

Characteristics of Renaissance Music:

• Mostly polyphonic
• Imitation among the voices is common
• Use of word painting in texts and music
• Melodic lines move in a flowing manner
• Melodies are easier to perform because these move along a scale with a
few
large leaps
Vocal Music during this time
1. Mass – is a form of sacred musical composition that sets texts of the
Eucharistic liturgy into music. It has five sections:
 Kyrie ―Lord Have Mercy‖
 Gloria ―Glory to God in the Highest‖
 Credo ―Apostle‘s Creed‖ or ―Nicean Creed‖
 Sanctus and Benedictus ―Holy, holy,‖ and ―Blessed Is He‖
 Agnus Dei ―Lamb of God‖
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.

Baroque (1600-1750)
- is decorative because of the use of trills and other forms of musical
ornamentation. It is dramatic in its operas, oratorios, and cantatas. It is
flamboyant in its attention to the virtuosity of the soloist. It is emotional
in that the moods are musically expressed like sadness, for instance,
would have a slow moving and sleepy melody and happiness would be a
fast- moving melody, probably in a major key.
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 Peri
od wherein the music is between a small group of solo instruments called
concertino and the whole orchestra called tutti.
RHYTHM
- Repetition of the same rhythm is observed. Baroque music is metered
having regular groupings of strong and weak beats in every measure.
MELODY
- an opening melody could be repeated over and over again throughout
the whole piece in order to create a sense of coherence in the emotions
being portrayed.
DYNAMICS
- used terraced dynamics - loud and soft dynamic alternation.
TEXTURE
- polyphonic texture (two or more melodic lines heard at the same time)
 What’s More

CHECK FOR UNDERSTANDING

1. How does secular music of the Medieval Period differ from the
Gregorian chant?____________________

2. Renaissance instrumental music was less important that the vocal

music. How was the instrumental music used then?_________________

3. How were the elements of music used during the Baroque Period.
____________________

What I Have Learned

Complete the statements below.

Secular songs during Medieval period are performed by _______________.
Medieval secular songs are written by ___________ and trouveres in
France. ___________refers to the rebirth of learning and occurred from
1450 to 1600. ____________ style in music flourished from 1600 to 1750.

What I Can Do

Create an acrostic about Medieval, Renaissance, and Baroque using

its letters
M-_______________________________
E-_______________________________
D-_______________________________
I-________________________________
E-________________________________
V-________________________________
A-________________________________
L-________________________________
R-______________________________
E-______________________________
N-______________________________
A-______________________________
I-______________________________
S-______________________________
S-______________________________
A-______________________________
N-______________________________
C-______________________________
E-_______________________________

B-___________________________________
A-___________________________________
R- ___________________________________
O-___________________________________
Q-___________________________________
U-___________________________________
E-___________________________________

Assessment

A. Identify what is being asked.

____________1. is also known as the Middle Ages or Dark Ages that
started with the fall of the Roman Empire.
____________2. Kind of sacred vocal music during Medieval period and
was set to Latin text and sung unaccompanied.
____________3. Gregorian Chant used this type of notation.
____________4. Troubadour music used this type of musical texture
which has single melodic line.
____________5. Year that Medieval Music started and ended.
____________6. Comes from the word renaitre which means ―rebirth‖
‖revival‖ and ―rediscovery‖
____________7. The following are sections of Mass, which is not. (Kyrie,
Gloria, Credo, Agnus Dei, Madrigal)
____________8. A secular vocal polyphonic music composition which
originated from Italy.
____________9. A form of sacred musical composition that sets texts of
the Eucharistic Liturgy into music.
____________10. Year that Renaissance Music started and ended.
____________11. Is derived from the Portuguese word barroco which
means ―pearl of irregular shape‖.
____________12. Refers to loud and soft dynamic alternation.
____________13. Two or more melodic lines heard at the same time.
____________14. A form of orchestral music that employs a solo
instrument accompanied by an orchestra.
____________15. Year that Baroque Music started and ended.

Additional Activities

A. Classify the following characteristics of music if they belong to

MEDIEVAL, RENAISSANCE, OR BAROQUE MUSIC
1. Use of word painting in texts and music.
2. Usually monophonic
3. Use of Neume notation
4. Melodies sound elaborate and ornamental
5. Melodies are not easy to sing or remember
B. Encircle the letter of the correct answer.
1. The period when the Christian church highly influenced culture and
political affairs in Europe was the:
A. Medieval Period B. Renaissance Period
C. Baroque Period
2. A through–composed vocal music composition written and expressed
in a poetic text.
A. Troubadour Music B. Mass C. Madrigal
3. 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 B. Fugue C. Oratorio
4. Refers to the extended musical setting of sacred music.
A. Fugue B. Chorale C. Oratorio
5. The following are music genres of Baroque except.
A. Concerto B. Concerto Grosso C. Mass
 Answer Key

PRE-TEST
MEDIEVAL RENAISSANCE BAROQUE
GREGORIAN CHANT MASS FUGUE
TROUBADOUR MADRIGAL MELODIES ARE NOT
MUSIC EASY TO
MONOPHONIC REMEMBER
CONCERTO
GROSSO
ORATORIO
CHORALE

ASSESSMENT
1. MEDIEVAL
2. GREGORIAN CHANT
3. NEUME
4. MONOPHONIC
5. 700-1400
6. RENAISSANCE
7. MADRIGAL
8. MADRIGAL
9. MASS
10. 1400-1600
11. BAROQUE
12. TERRACED DYNAMICS
13. POLYPHONIC
14. CONCERTO
15. 1600-1750
References
DepEd Music Learner‘s Material
MAPEH book 9 K to 12 Curriculum Compliant Phoenix Publishing House,
Inc.

For inquiries or feedback, please write or call:

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