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

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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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: Mergielyn A. Olana Dominique A. Palumar

Meah R. Tepacia Gerry E. Rio
Editors: Gerry E. Rio, Jumar S. Quibot Mary Rose G. Acupanda
Reviewer: Mayflor Olarte - Abuso
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay, Ed. D. Elmar L. Cabrera
Jenith C. Cabajon

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 What I Need to Know

The music of Medieval, Renaissance and Baroque Periods is both beautiful

and intriguing, expanding our horizons as it nourishes our souls. Western Music has
developed in so many different ways over the centuries from instrumentation, style,
venue, and even meaning. Putting all of these features together in a timeline is a
great way to see how Western Music has developed. These developments will not
come into reality without the hard work given by some notable individuals in history.

This module aims to showcase your talents and skills in singing and
performing. The following activities will help you understand how to express
Medieval, Renaissance and Baroque music in a different way.

LEARNING COMPETENCY:

 Improvises appropriate accompaniment to a selected music from Medieval,

Renaissance, and Baroque Period.
MU9MRB -Ib-d-7
 Sings Medieval chant, troubadour song, madrigal, chorale, and selections from
oratorio with correct pitch, rhythm, expression, and style.
MU9MRB -Ib-h4
 Create and or perform songs in Gregorian and troubadour styles.
MU9MRB-Ib-h8

At the end of the module, you should be able to:

 Identify the musical elements and characteristics of Medieval, Renaissance, and
Baroque music;
 Write lyrics of songs related to Medieval, Renaissance, and Baroque Period; and
 Make and or perform songs in Gregorian chants or troubadour style.

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 What I Know

Guess the Word

Below are the different characteristic features of the music of Medieval,

Renaissance, and Baroque Periods. Arrange the scrambled letters to form the word.
Write your answers in your music activity notebook.

1. NOOPMYNHO
2. EMUEN
3. PHOLYPONY
4. CREDSA SIMUC
5. CUSELAR CISUM

What’s In

The first three periods of Western Music History are classified as Medieval,
Renaissance, and Baroque. Each period has it's distinctive characteristic, historical,and
cultural backgrounds.

A type of music from Medieval Era is Gregorian Chant, which has mainly used in
the early christian
church. Music during Renaissance period because an important liesure activity. Membe
rs of the upperclass were expected to have received musical
training. Imitative polyphony is the distinctive characteristic of Renaissance Music. Baro
que 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 along side with man's constant quest or
growth and development.

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 What’s New

The Middle Ages

The tradition of sung prayers and psalms extends into the shadows of early
civilization. Such sacred singing was often accompanied by instruments, and its
rhythmic character was marked. In the synagogue, however, the sung prayers were
often unaccompanied. Ritual dance was excluded from the synagogue as the rhythmic
character of sacred music surrendered its more sensual aspects. Even in the prayers
themselves, rhythmic verse gave way to prose. The exclusion of women, the elevation
of unison singing, and the exclusion of instruments served to establish a clear
differentiation between musical performance in the synagogue and that of the street.

What is It

Music of the Medieval Period (700 – 1400)

A type of music from the Medieval Era is Gregorian Chant, which has mainly
used in the early Christian Church. This Era is also known as the Middle Ages or “Dark
Ages” that started with the fall of the Roman Empire. Monophonic plainchant was
named after Pope Gregory I.
Characteristics of the Gregorian Chants:

 monophonic
 Free meter
 Modal
 Usually based on Latin liturgy
 Use of Neume notation
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.
Troubadour Music:

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  Usually monophonic
 Sometimes with improvised accompaniment
 Tells of chivalry and courtly love
 Originated in France
 Written in the French language

Music of the Renaissance Period (1400 – 1600)

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. Lute was the
prominent instrument of the era. 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.

Characteristics of the Mass:

 Polyphonic
 May be sung a cappella or with orchestral accompaniment
 Text may be syllabic (one note set to each syllable), neumatic (a few notes set to
one syllable), or melismatic (many notes to one syllable)
Five Main Sections of Mass:
1. Kyrie (Lord Have Mercy)
2. Gloria (Glory to God in the Highest)

“Gloria” by Josquin de Prez http://www.youtube.com/watch?v=XaiXCG0jHB8 Last

viewed November 7, 2013

3. Credo (I Believe in One God)

4. Sanctus and Benedictus (Holy, holy and Blessed Is He)
5. Agnus Dei (Lamb of God)

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

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Characteristics of the Madrigal:

 Polyphonic
 Sung a cappella
 Through–composed
 Frequently in 3 to 6 voices
Listen to ― “April Is In My Mistress’ Face” by Thomas Morley

Music of the Baroque Period (1685 – 1750)

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 man’s constant quest for growth and development.

Music Genres of Baroque Music

1. Concerto – A form of orchestral music that employs a solo instrument accompanied

by an orchestra.
J.S. Bach: The Violin Concertos
https://www.youtube.com/watch?v=_ioc6sdgugo

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.
http://www.youtube.com/watch?v=a32nicpS3rk
Last viewed November 7, 2013
3. Fugue- A contrapuntal piece, developed mainly by imitative counterpoint usually
written in 3 or 4 parts, with the main theme called “subject”.
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.
Oratorio vs. Opera
http://www.youtube.com/watch?v=NYVGtAJ7ujA
Last viewed November 7, 2013

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

What’s More

…The concept of “keys” did not exist in the 15th century as we think of them today.
Music was based on a system of “modes”, and mode was determined by the range
and melodic activity of the “tenor”– which was considered to be the most important
voice in the choral texture. It’s strange to us, because this voice was in the middle of
the texture. Our ears are always focused on the highest voice as being the most
important – this comes from our perception of music being separated into a vocal
and accompaniment – a concept that also didn’t exist during Palestrina’s time. It’s
hard for us, living in 2009, to relate to this way of thinking, or even to understand it.
Our society is surrounded by popular music – it’s our vernacular music, and it’s how
we think musically. People often ask the question, ―What’s the biggest fundamental
difference between pop music and classical music? My simple answer: pop music
comes from a harmonic tradition, and classical music from a melodic tradition. So,
what does that mean? When we write music, we think vertically (like a stack of notes
– a chord) – we chunk, chunk, chunk out chords – we think in chordal relationships –
this chord goes to that chord, etc. – or I to V to I – whatever terminology you want to
use. In classical music – especially music written before 1600 – music was thought
of as separate, independent lines that could work together to create a tapestry of
polyphonic sound – like threads woven together. The concept of “chord” didn’t exist
chords as we think of them were merely points of rest where the separate lines
would converge after a moment of tension and activity. This is the way composers
thought from Palestrina to Bach to Mozart to Beethoven – this is the fundamental
basis of classical music, and the biggest difference from our modern pop music.

Baroque Chorale
http://www.youtube.com/watch?v=ZeBakTvwEes
Last viewed November 7, 2013

Chorale trio http://www.youtube.com/watch?v=SYFPLVrCWDk

Last viewed November 7, 2013

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 What I Have Learned
DIRECTION: Create and or perform a song inspired by Gregorian chant or Troubadour
style. Write the lyrics of your composition in your notebook. Using your cell
phone, take a video while performing and send it to the class GC or as per
instruction by your teacher. Song compositions will be assessed using the
rubrics given below.

Gregorian Chant/ Troubadour Music

5 points 4 points 3 points 2 points
Poetry Content The student The student The student The student
has chosen has chosen a only chose two only chose one
more than minimum of lines of poetry. line of poetry.
three lines of three lines of
poetry. poetry.
Syllables and The student The student The student The student
Words stresses all of stresses most stresses some stresses none
the correct of the correct of the correct of the correct
syllables and syllables and syllables and syllables and
words. words. words. words.
Creativity The student's The student's The student's The student's
poster poster mostly poster poster does
completely accentuates somewhat not accentuate
accentuates the poetry and accentuates the poetry and
the poetry and is well thought the poetry and is not well
is well thought out. is mostly well thought out.
out. thought out.

What I Can Do

Answer the following questions below. Write your answers in your music activity
notebook.
1. Based on your composition, what particular theme did you choose and why?
2. Write at least three to five sentences about your performance to evaluate
yourself.
3. During your performance, what motivates you to come up with a good
presentation of your composition? Explain.
4. Did you perform with confidence and mastery? Yes/No? Why?
5. Who inspired you to write a song?

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 6. Is it secular or sacred music?

Assessment

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

1. Popular music during the latter part of Medieval Period which is not bound by
Catholic traditions.
A. Instrumental Music C. Secular Music
B. Sacred Music D. Solo Music
2. Refers to the primary form of sacred vocal polyphony.
A. Mass C. Motet
B. Madrigal D. Troubadour
3. A Baroque music style developed mainly by imitative counterpoint.
A. Chorale C. Oratorio
B. Fugue D. Toccata
4. The following statements are characteristics of Gregorian Chant,
EXCEPT___;
A. Free in Tempo C. Plainsong
B. Polyphonic Texture D. Used Neumes
5. Refers to the musical compositions that resemble a harmonized version of
hymnal tunes of the Protestant Church during the Baroque era.
A. Chorale C. Modal
B. Credo D. Oratorio
6. A through–composed vocal music composition written and expressed in a
poetic text.
A. Concerto C. Mass
B. Madrigal D. Troubadour Music
7. A concerto referring to a presentation with a full orchestra and a soloist.
A. Basso Continuo C. Solo Concerto
B. Concerto Grosso D. Tutti
8. The following are the music genres that flourished during Baroque Period,
EXCEPT____;
A. Concerto C. Fugue
B. Chorale D. Mass

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 9. A period of Western Music history that is characterized by grand and
elaborate ornamentation of sculptures, theaters, arts and music.
A. Baroque Period C. Medieval Period
B. Classical Period D. Renaissance Period
10. Most of mass music’s text were set to melismatic. Melismatic means…
A. Few notes set to one syllable C. One note to many syllable

Additional Activities

Guess When?
Classify each item in the box according to the historical period to which it belongs. Write
your answers in your music activity notebook.

 Gregorian Chants  Chorale

 Mass  Troubadour Music
 Fugue  Oratorio
 Concerto Grosso  Madrigal

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

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ASSESMENT
1. C. Secular Music 6. B. Madrigal
2. A. Mass 7. C. Solo Concerto
3. B. Fugue 8. D. Mass
4. B. Polyphonic Texture 9. A. Baroque Period
5. A. Chorale 10. B. Many notes to one syllable
WHAT I KNOW ADDITIONAL ACTIVITIES
Guess the Word Guess when?
1. MONOPHONY MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD
2. NEUME Gregorian Chants Mass Concerto Grosso
3. POLYPHONY Troubadour Music Madrigal Fugue
4. SACRED MUSIC Oratorio
5. SECULAR MUSIC Chorale
Answer Key
References
Learner’s material in Music 9 pages 2-32

Burkholder, Peter, et.al. Norton Anthology of Western Music. Vol.1: Ancient to Baroque
5th Edition.

Kamien, Roger (2008). Music Appreciation.9th Edition. The Hebrew University of

Jerusalem
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale University.

Listening Resources:

http://www.youtube.com/watch?v=XaiXCG0jHB8
https://www.youtube.com/watch?v=_ioc6sdgugo
http://www.youtube.com/watch?v=a32nicpS3rk
http://www.youtube.com/watch?v=ho9rZjlsyYY
http://www.youtube.com/watch?v=NYVGtAJ7ujA
http://www.youtube.com/watch?v=ZeBakTvwEes
http://www.youtube.com/watch?v=SYFPLV
https://bit.ly/2TUb5rS

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net