E.

RODRIGUEZ JR HIGH SCHOOL

Mayon Ave.,Brgy. N.S. Amoranto, Q.C.

LEARNING ACTIVITY SHEET NO.1 IN MUSIC EDUCATION 9, QUARTER IV

I.BACKGROUND INFORMATION FOR THE LEARNERS

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’s Period basic quality is
emotional subjectivity. Composers explore feelings of grandiosity, intimacy, unpredictability, sadness,
rapture, and longing.

II. LEARNING COMPETENCY WITH CODE:

1.Discuss the historical background and elements of the Vocal Music of the Romantic Period
(MU90P-iva-g-1)
2.Recognize the Life’s and works of the famous composers of the Vocal Music of the Romantic Period
(MU9OP-iva-g-2)

III. DIRECTIONS/INSTRUCTIONS:

Read the Vocal Music of the Romantic Period on pages 105-110 of the Learning Material for Music and
Arts 9. Answer the following activities given below in a whole sheet of pad paper (answers only)

IV. TASKS/ACTIVITIES

ACTIVITY 1: FILL IN THE BLANKS

Supply the missing word(s) in the following statements:

The subjects of the Romantic artists were (1) _____________(2) _____________(3) ____________
(4) ___________. Vocal music in this period require singers to perform a greater range of (5) _________
(6) _____________(7) ______________ and (8) ___________. Because of this, (9)___________ became
an important source of (10) _____________.

ACTIVITY 2: IDENTIFICATION
Identify what is being describe by the following statements. Choose your answer on the given choices
below:
___________ 11. His most famous opera is “Carmen”.
___________ 12. He was an advocate of a new form of opera which he called “music drama”.
___________ 13. His famous opera were “La Boheme”, “ Tosca”, Madame Butterfly, and “ Turandot”
___________14. The most important opera house in Milan, Italy.
___________15. German word for songs
___________16. He completed 25 operas throughout his career. His final opera ends with “All the
world’s a joke”.
___________ 17. Viennese composer who wrote over 600 art songs and the “ Unfinished Symphony”
___________ 18. He introduced new ideas in harmony and in form including extremes of chromaticism.
___________ 19. Musical sequences standing for a particular character/ plot element.
___________ 20. His works would later influence modern film scores, including those of “Harry Potter”
and “Lord of the Rings”

Wagner Puccini Verdi Bizet

Schubert Leitmotifs Lieder La Scala
ACTIVITY 3: LISTENING EXERCISE

Listen attentively to the Aria, “Un bel di”, from “ Madame Butterfly”, Act II by Giacomo Puccini and
analyze which of the following statements are true about the aria. If the statement is true write
If not, write X .

________ 21. The opening of the aria has a dream like quality.

________ 22. The piece is accompanied by solo violin

________ 23. The aria was sang by a baritone

________ 24. The text is written in Japanese.

________ 25. The final climatic moment ends with a very soft crescendo.

Prepared by:

MR. JONATHAN C. VINLUAN

TIII- MAPEH DEPARTMENT