MAPEH 9

MUSIC • ARTS • PHYSICAL EDUCATION • HEALTH

MUSIC EDUCATION – Grade 9
SELF LEARNING MODULE
Quarter 4 – Module 2: Famous Opera Compoers
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: Rev. Fr. Mervyn A Marcelino, OMJF
Editors:
Reviewer: Carmelina V. Callangan
Illustrator: Rev. Fr. Mervyn A Marcelino, OMJF
Layout Artist: Rev. Fr. Mervyn A Marcelino, OMJF
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Bernard R. Balitao, Araling Panlipunan
Joselito E. Calios, English
Norlyn D. Conde, Ed. D., MAPEH
Wilma Q. Del Rosario, LRMS
Ma. Teresita E. Herrera,Ed. D., Filipino
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Dulce O. Santos, Ed.D., Kinder/MTB
Teresita P. Tagulao, Ed. D., Mathematics

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 MAPEH
MUSIC • ARTS • PHYSICAL EDUCATION • HEALTH
9
Quarter 4
Module 2
Famous Opera Composers
Introductory Message
For the facilitator:

Welcome to the MUSIC EDUCATION GRADE 9 Self Learning Module on Famous

Opera Composers of the Romantic Period

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 MAPEH 9 Self Learning Module on Famous Opera Composers of

the Romantic Period

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:

Expectation - These are what you will be able to know after completing the
lessons in the module

Pretest - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

Recap - This section will measure what learnings and skills that you
understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and applications of the
lessons.

Valuing-this part will check the integration of values in the learning

competency.

Posttest - This will measure how much you have learned from the entire
module. Ito po ang parts ng module
 EXPECTATION

 recognize the different styles and elements portrayed by different

opera composers of the Romantic Period;
 explains the plot, musical and theatrical elements of an opera after
watching video samples; and

 listen perceptively to selected art songs and excerpts of opera.

PRE–TEST

Matching Type
Directions: Complete Column A by choosing the famous works of the
Romantic Opera Composers in column B. Write your answers on
the space provided below each composer.

(NOTE: You may write your answer in your activity notebook and make sure to take a picture
using your smartphone and send it to your teacher through Facebook messenger).

Composers Opera
GIUSEPPE VERDI
TURANTO
1. LA TRAVIATA
2. LA BOHEME
3. MADAME BUTTERFLY
RIGOLETTO
 GUIOCAMO PUCCINI AIDA
LES MISERABLES
1.
2.
3.

RECAP

MULTIPLE CHOICE

Directions: From the options below, choose the best answer that
corresponds to the questions. Write the letter of your answer on
the space provided before each number.
(NOTE: You may write your answer in your activity notebook and make sure to take a picture
using your smartphone and send it to your teacher though Facebook messenger).

__________1. What declamatory singing used in the prose parts and dialogue
of opera?
a. Aria b. Baritone c. Recitative d. Vibrato
__________2. What pitch variation that is rapidly repeated slight during a
sustained note, to give a richer & more varied sound?
a. Aria b. Baritone c. Recitative d. Vibrato
___________3. Which of the following is classified as the text of an opera?
a. Aria b. Bass c. Libretto d. Vivace
__________4. Which of the following male voice that lies between Bass and
Tenor voices?
a. Alto b. Baritone c. Recitative d. soprano
__________5. What component of an opera that the composer and librettist
put together all the musical notes, words and ideas to help the
performers to tell the story?
a. Aria b. Libretto c. Recitative d. Score

L E S S ON
The parallelisms of music and literature were clearly evident in almost all
forms of vocal music during the Romantic period. Composers interpret
poems, mood, atmosphere and imagery into music. Musical compositions
such as the art song was written for 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 and concluded with a piano
postlude.
Romantic artists found inspiration in landscapes. Their subjects were
traditional myths, legends and folklore usually dealing with the
supernatural, grotesque, and less ordinary.
Vocal music in this period require singers to perform a greater range of tone
color, dynamics and pitch. Because of this, Opera became an important
source of musical expressions. The birth of the opera houses came. It was
the place where all the arts converged: not only music, but poetry, painting,
architecture and the dance as well.

OPERA COMPOSERS OF THE ROMANTIC PERIOD

GIUSEPPE VERDI
A name associated with Romantic opera is that of Verdi.
His characters are ordinary people and not those of the
royal family like those found in German operas. He insisted
on a good libretto and wrote operas with political overtones
and for middle-class audience.
Verdi was born in Parma, Italy on October 9, 1813. He
studied in Busseto and later went to Milan where his first
opera “Oberto” was performed in La Scala, the most
important opera house at the time. Almost all of his works
are serious love story with unhappy ending. Expressive
vocal melody is the soul of a Verdi opera.
He completed 25 operas throughout his career. His final opera ends with “All
the world‟s a joke.”Some of his famous operas are still being produced and
performed worldwide. His much acclaimed works are; La Traviata, Rigoletto,
Falstaff, Otello and Aida were he wrote for the opening of the Suez Canal. He
died in Milan, Italy on January 27,1901.
( Note: listen to the given links below.)
Giuseppe Verdi - Aida - Triumphal March - The MET 15.12.2012
https://www.youtube.com/watch?v=HqNa9Cpa3L8

Opera: Nabucco/Verdi- Va, pensiero- Riccardo Muti/Bis- Roma 2011

(It/En/Fr Lyrics)
https://www.youtube.com/watch?v=tPANwyaSlX4

His Opera…
LA TRAVIATA
 Music by Giuseppe Verdi (1813-1901)
 Libretto in Italian by Francesco Maria
Piave, based on “La Dame aux
Camélias,” play by Alexandre Dumas
after his novel by the same name. The
play is known in English as “Camille.”
Premiere: Venice, March 6, 1853.
 Categorized as a Romantic tragedy.
 Set in Paris, France during 1850.
 Originally in three acts, but present-
day productions are usually in four
acts dividing the original Act II
 ACT I: Violetta‟s Paris salon,
luxuriously furnished
 ACT II: A villa near Paris
 ACT III: Ballroom in Flora‟s mansion
 ACT IV: Violetta‟s bedroom

La Traviata: “Libiamo, ne’ lieti calici”

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

Synopsis
At one of her brilliant supper parties, the beautiful but frail demimondaine
(a woman supported by a wealthy lover –Merriam Webster Dictionary),
Violetta Valéry, meets the well-born Alfredo Germont. They immediately fall
in love and she decides to abandon her life of pleasure.
Alfredo‟s father did not approve of their lifestyle in the country and
demands that Violetta renounce Alfredo. Violetta determined to make the
sacrifice, then departs and leaves only a note for Alfredo.
She appears at a ball in Flora‟s house on the arm of an old admirer, Baron
Douphol which makes Alfredo angry. Alfredo challenges the Baron to play
cards where Alfredo wins consistently. Unable to persuade Violetta to go
with him,
 Alfredo insults her. Violetta becomes ill, and all her friends desert her,
leaving her virtually penniless. Alfredo returns to Violetta. His father told
him of the real story behind Violetta‟s departure from their country house,
and urged him to seek her forgiveness. Overjoyed at the sight of him,
Violetta attempts to rise but falls into Alfredo‟s arms. Germont and the doctor
enter as Violetta dies.

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”.
The best Nessun dorma - Luciano Pavarotti - Turandot - Puccini
https://www.youtube.com/watch?v=Q_hLh4qCqpg

MADAME BUTTERFLY
 Music by Giacomo Puccini (1858-1924)
 Libretto in Italian by Giuseppe Giacosa and Luigi Ilica.From the short
story by John Luther Lung, derived from Pierre Loti‟s tale Madame
Chrysantheme.
 Romantic tragedy. Set numbers; recitative. Setting: Nagasaki, Japan,
at the beginning of the 20th century. Two acts; Act 2 with two parts

Synopsis

When American naval vessels frequented Japanese seaports, American

Lieutenant Benjamin Franklin Pinkerton met Cio-Cio-San (“Butterfly”) and
was captivated by her beauty. Pinkerton rented a Japanese house and part
of his rental package is his “betrothal” to Cio-Cio-San.
Treating the marriage merely as a casual affair,
Pinkerton returns to America after the wedding
leaving Cio-Cio-San loyally waiting for his
return. He marries an American woman named
Kate. When he returns to Japan three years
later with his American wife, he learns that he
bore a son with Cio-Cio-San. Upon learning
that Pinkerton had married another woman,
CioCio-San kills herself to make sure that Pinkerton takes their son with
him.

ACTIVITIES

Activity No. 1
LISTENING ACTIVITY
Directions: 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 VERDI if not write X.

Title: Un bel di vedremo - Puccini's Madame Butterfly

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

(NOTE: You may write your answer in your activity notebook and make sure to take a picture
using your smartphone and send it to your teacher through Facebook messenger).

_____1.The opening of the aria has a dreamlike quality.

_____2.The piece is accompanied by solo violin.
_____3.The aria was sang by a baritone.
_____4.The text is written in Japanese.
_____5.The final climactic moment ends with a very soft crescendo.
Activity No. 2
Opera Analysis: what can I say?
Directions: Tell something about the given links below. You may refer to the
definition of words below as your guide to your answer.
Visual Aspects - costumes, lighting, and some form of scenic background
Verbal aspects -which includes focus, purpose, point of view, dramatic
structure, and dramatic characters

Musical Substance- As in a play, an opera is divided into one or more acts

and various scenes that contain a mixture of arias (one
singer), duets (two singers), ensembles (more than two
 singers, such as trios, quartets, etc.), scenes with a
chorus, and sung dialogue called recitative.

(NOTE: You may write your answer in your activity notebook and make sure to take a picture
using your smartphone and send it to your teacher through Facebook messenger).

Title of the AIDA: Triumphal March La Bohème: “Quando m’en vo’"

Opera https://www.youtube.com/watch? https://www.youtube.com/watch?
v=HqNa9Cpa3L8 v=2ouWV7aQTGM
Visual

Verbal

Musical
Substance

WRAP–UP

A Short Writing Activity

Directions: From the Opera that you have watched, write a short synopsis
___________of each story.

Synopsis - a brief summary or general survey of something.

- an outline of the plot of a book, play, movie, or episode of a ___
television show.

(NOTE: You may write your answer in your activity notebook and make sure to take a
picture using your smartphone and send it to your teacher through Facebook messenger).

OPERAS

Title: Madame Butterfly

Composer: Giacomo Puccini

Synopsis:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
 __________________________________

Title: La Traviata
Composer: Giuseppe Verdi

Synopsis:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
__________________________________

VALUING

The parallelisms of music and literature were clearly evident in most forms of vocal music
during the Romantic period. Composers interpret poems, mood, atmosphere and imagery into
music.

Use your current situation today to construct a poem that may reflect your
emotions or even struggles. You may use the guide topics given below.
Guide topics:
 Pandemic-related mental health risks of children and adolescents;
 Challenges within the families;
 Community-related risks for mental health
You may use the following format ( in free verse ):
a. four lines
b. two stanzas
c. title

(NOTE: You may write your answer in your activity notebook and make sure to take a picture
using your smartphone and send it to your teacher through Facebook messenger).

______________________ ___________________

______________________ ___________________

______________________ ___________________

______________________ ___________________
 POST TEST

Multiple Choice

Directions: Answer the following statement below. Write your answer before
each number.
(NOTE: You may write your answer in your activity notebook and make sure to take a picture
using your smartphone and send it to your teacher through Facebook messenger).

__________1. He belonged to a group of composers who stressed realism and

rejected heroic themes from mythology and history.
a. Bizet c. Schubert
b. Puccini d. Wagner

__________2. What Romantic opera that came from the short story of John
Luther Lung?
a. La Traviata c. Nessum Dorma
b. Madam Butterfly d. Tusca

__________3. Who performed his first opera “Oberto “in La Scala, the most
important opera house at the time?
a. Bizet c. Verdi
b. Puccini d. Wagner

__________4. He insisted on a good libretto and wrote operas with political

overtones and for middle class audience.
a. Bizet c. Verdi
b. Puccini d. Wagner

__________5. What Opera which came from libretto in Italian by Francesco

Maria Piave , based on “la Dame Aux Camelias. “ ?
a. La Traviata c. Nessum Dorma
b. Madam Butterfly d. Tusca
 KEY TO CORRECTION

Pre-test Recap Post test Activity 1

GIUSEPPE VERDI
1. Turanto 1. B 6. Verdi
2. La Bohem 1. A 2. B 7. X
3. Madame Butterfly 2. D 3. C 8. X
3. C 4. C 9. X
GUIOCAMO PUCCINI 4. B 5. A 10.Verdi
1. La Triviata 5. B
2. Aida 6. B
3. Rigoletto

Madame Butterfly La Traviata

When American naval vessels frequented
Japanese seaports, American Lieutenant
Benjamin Franklin Pinkerton met Cio-Cio-San
(“Butterfly”) and was captivated by her beauty.
Pinkerton rented a Japanese house and part of
his rental package is his “betrothal” to Cio-Cio-
San.
Treating the marriage merely as a casual affair,
Pinkerton returns to America after the wedding
leaving Cio-Cio-San loyally waiting for his
return. He marries an American woman named
Kate. When he returns to Japan three years
later with his American wife, he learns that he
bore a son with Cio-Cio-San. Upon learning
that Pinkerton had married another woman,
CioCio-San kills herself to make sure that
Pinkerton takes their son with him
At one of her brilliant supper parties, the
beautiful but frail demimondaine (a woman
supported by a wealthy lover –Merriam
Webster Dictionary), Violetta Valéry, meets
the well-born Alfredo Germont. They
immediately fall in love and she decides to
abandon her life of pleasure.
Alfredo‟s father did not approve of their
lifestyle in the country and demands that
Violetta renounce Alfredo. Violetta
determined to make the sacrifice, then
departs and leaves only a note for Alfredo.
She appears at a ball in Flora‟s house on
the arm of an old admirer, Baron Douphol
which makes Alfredo angry. Alfredo
challenges the Baron to play cards where
Alfredo wins consistently. Unable to
persuade Violetta to go with him,
Alfredo insults her. Violetta becomes ill,
and all her friends desert her, leaving her
virtually penniless. Alfredo returns to
Violetta. His father told him of the real
story behind Violetta‟s departure from
their country house, and urged him to seek
her forgiveness. Overjoyed at the sight of
him, Violetta attempts to rise but falls into
Alfredo‟s arms. Germont and the doctor enter
as Violetta dies.
 R E F E R E N CE S

https://en.wikipedia.org/wiki/Messa_(Puccini)#/media/File:GiacomoPuccini.jpg

https://www.pinterest.ph/pin/180214422567394579/

http://totallyhistory.com/wp-content/uploads/2013/07/Guiseppe-Verdi.jpg

 Books

Burkholder, J. Peter, et.al. (1980).Norton Anthology of Western Music. Vol.1: Ancient to

Baroque 5th Edition 2014. New York City, United States of America. Norton
W.W.& Company Inc.
Kamien, Roger (1976).Music Appreciation.9th Edition July 24, 2018. The Hebrew
University of Jerusalem, Israel. McGraw-Hill Education
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale University.

 Textbook
Government of the Philippines, Department of Education
Music and Arts – History of Western Classical Music- Grade 9
Learner’s Material for Music and Arts
First Edition, 2013
ISBN: 987-971-9990-76-5