Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

MUSIC
Quarter 1 – Module 4:
Music of Medieval, Renaissance
and Baroque Periods

MELC: Improvises appropriate accompaniment to

selected music from Medieval, Renaissance and Baroque
period
(MU9MRB -Ib-d-7)

Prepared by:

ALEMART A. MARTIN
Teacher I
Piddig National High School
Music - Grade 9
Alternative Delivery Mode
Quarter 1, Wk.4 - Module 4: Other Art Forms of Medieval, Renaissance and
Baroque Music
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
exploration of such work for profit. Such agency 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 book are owned by their respective
copyright holders. Every effort has been exerted to locale 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 –Schools Division of Ilocos Norte

Schools Division Superintendent: Joann A. Corpuz

Assistant Schools Division Superintendent: Joye D. Madalipay

Development Team of the Module

Writers: Name Alemart A. Martin
Editors/Reviewers: Arturo A. Cristobal
Illustrator: Name
Layout Artist: Name
Management Team: Joann A. Corpuz
Joye D. Madalipay
Arnel S. Bandiola
Jenetrix T. Tumaneng

Printed in the Philippines by______________________________________

Department of Education- Schools Division of Ilocos Norte

Office Address:
Telefax:
E-mail Address
 9

MUSIC
Quarter 1 – Module 4:
Music of Medieval, Renaissance
and Baroque Periods
Introductory Message
For the facilitator:

This module is about “Other Art Forms Related to Medieval, Renaissance

and Baroque Music and History”, an online and offline module in Music and Arts
for Grade 9 learners of the Department of Education. This module aims to be as
inclusive as possible during this trying times of the Covid19 pandemic, with series
of activities that would cater the needs of learners who have internet access and
smartphones and those who are unable to have access and aid of technology.

This module was collaboratively designed, developed, and reviewed by educators

from both public and private institutions to assist you, the teacher or facilitator, in
helping the learners to 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.

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.

Note to the Teacher

Before you provide this module to the learner on his/her parent,
you must be familiar with its contents. After having acquired the
necessary information contained in this module, you are now
ready to orient the learner together with his/her parent on the
steps they need to follow. In the process however, you need to
monitor the activities done by the learner including the result of
the assessment. It is hoped that through this module, you will be
able to bridge the gap between what is lacking and sufficient in
terms of knowledge and skills acquisition. Thus, promoting
inclusiveness and equality among learners.

For the
learner:

ii
 This module is about “Other Art Forms Related to Medieval, Renaissance
and Baroque Music and History”, an online and offline module in Music and Arts
for Grade 9 learners of the Department of Education. This module aims to be as
inclusive as possible during this trying times of the Covid19 pandemic, with series
of activities that would cater the needs of learners who have internet access and
smartphones and those who are unable to have access and aid of technology.

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 The activity in this part is designed to check

what you already know about the lesson. If
you get all the answers correct, 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 section, 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 Is More This comprises activities for independent

practice to solidify your understanding of
the topic. You may check the answers to the
exercises using the Answer Key found at the
end of the module.

What I Have Learned This part may require you to answer

questions or complete statements to help
you see a summary of what you have
learned from the previous sections of this
module.

What I can Do This section provides an activity which will

help you apply your new knowledge or skill

iii
 What I Need to Know

into real-life situations.

Assessment This section tests your level of mastery in

realizing the objectives of the lesson which
are based on the learning competency.

Additional Activities In this section, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module, you will also find the References which contains
the list of all sources cited or used as a guide in developing the material.

To get the most out of this module, you should take note of the following
reminders:

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 each task 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 they are
there to help you.

We hope that through this material, you will enjoy a meaningful learning
experience and gain a deeper understanding of the relevant competencies and
skills. You can do it!

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

iv
 What I Know

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.

With the help of this module, you will learn to:

 Relate Medieval, Renaissance and Baroque music to other art forms

and its history within the era.

Most Essential Learning Competency (MELC)

 Improvises appropriate accompaniment to selected music from Medieval,

Renaissance and Baroque period (MU9MRB -Ib-d-7)

PRE-TEST

Before you start studying this module, take this simple test first. This part
includes an activity that aims to check what you already know about the lesson to
take. If you get all the answers correctly, you may decide to skip this module.

PART I. MATCHING TYPE. Match Column A with Column B. Write the letter of
your choice on the space provided before the number.

COLUMN A COLUMN B

1. PAINTING A. An art and science of designing buildings and other

physical structures.

2. SCULPTURE B. An art form created by the movement of the human

body performed on a stage to an audience

v
utilizing costumes, scenic design and
lighting.

3. ARCHITECTURE C. Application of pigments to a support surface that

establishes an image, design or decoration.

4. THEATRE D. A branch of the visual arts that operates in three

dimensions through carving and modelling, in
stone, metal, ceramics, wood and other materials.

5. BALLET E. Collaborative form of performing art that uses live

performers to present the experience of a real or
imagined event in a live audience in a specific
place or stage.

PART II. MULTIPLE CHOICE. Encircle the letter of your choice.

1. Art was purposely made to glorify the Christian Religion and to express its
mystery.

A. Romanesque Art B. Byzantine Art C. Gothic Art

2. It reinforces symbolic meanings and its underlying philosophy is to create

building of height and light.

A. Romanesque Art B. Byzantine Art C. Gothic Art

3. It is characterized by its vigorous style in painting and sculpture, lavishly

decorated manuscripts and retained many basic features of Roman Architectural
Styles.

A. Romanesque Art B. Byzantine Art C. Gothic Art

4. It pertains to arts particularly in Italy such as sculptures, painting, music,

architecture and literature. The most common subject of this period is Human
Philosophy.

A. Medieval Period B. Renaissance Period C. Baroque Period

5. The arts of this period are more elaborate and full of emotion.

A. Medieval Period B. Renaissance Period C. Baroque Period

vi
 What’s In

Other Art Forms of

Medieval, Renaissance and
Lesson Baroque Music
1
In the previous module, you have learned the musical elements of given
Medieval, Renaissance and Baroque music and was able to identify and describe
them. In this module, you will learn and identify some of the Art Forms that are
related to Medieval, Renaissance and Baroque Music and its History.

vii
 What’s New

ACTIVITY 1. “JUMBLED BEE”

Instructions: There are seven (7) Elements of Arts and Design. Unscramble the
letters to form the element using the clues below:

NUMBER: JUMBLED CLUES OR DEFINITION:

LETTERS:
A mark made by a pointed tool such
1. E N L I as a brush, pen or stick to create a
moving point.
A flat, enclosed are that has two
2. A S E H P dimensions, length and width in
many types and sizes.

3. O L C R O Can be bright, dull, dark or light.

Degrees of lightness and darkness
4. U E L V A or contrast.
Objects that are three-dimensional
5. O M F R having length, width and height that
can be viewed from many sides.

6. X T E U R T E Describes the feel of an actual

surface.
Is used to create the illusion of
7. C E P A S depth and can be 2D, 3D, negative
and/or positive.

What Is It
There are other art forms that would relate to Medieval, Renaissance and
Baroque Music and its History. When you think about the arts, we can directly say
or incorporate them with painting, sculpture, architecture, dance and literature to
name a few.

Medieval Arts were represented by the Byzantine, Romanesque and Gothic

Era. Byzantine art made to glorify the Christian Religion and to express its
mystery. It was filled with spiritual symbolism and illustrated a love of splendour. It
was a combination of Eastern (decorative art forms) and Classical Western Art
(naturalistic art). Romanesque art was characterized by its very vigorous style in
painting and sculpture, lavishly decorated manuscripts and retained many basic
features of Roman Architectural styles. It was greatly influenced by Byzantine Art

8
with a highly innovative and coherent style. Gothic Art reinforced symbolic
meaning.

Renaissance Arts covered artworks produced during the 14 th, 15th and 16th
centuries in Europe. It pertains to arts, particularly in Italy, such as sculptures,
paintings, music, architecture and literature. The common subject of this period is
human philosophy. Renaissance art was characterized by accurate anatomy,
scientific perspective and deeper landscape.

Baroque was a period of artistic styles in exaggerated motion, drama,

tension and grandeur. Paintings illustrated key elements of Catholic dogma, either
directly in Biblical works or indirectly in imaginary or symbolic work. Sculptures
were typically larger than life size and was marked by a similar sense of dynamic
movement along with an active use of space. Architecture was designed to create
spectacle and illusion, thus, the straight lines of the Renaissance were replaced
with flowing curves. Dance Suite, a collection of dance music, was introduced and
made popular in this period such as Minuet, Polonaise, Overture, Bourree, Gavotte.
Gigue, Reigaudon and many others.

What’s More

ACTIVITY 2. Let’s SOLVE The Mystery Instructions: Study and analyze the
photos in the diagram below. These photos represent other Art Forms in Medieval,
Renaissance and Baroque Period

9
PROCESS QUESTIONS:

1. Given the sample collage, can you identify the different Art Forms of Medieval,
Renaissance and Baroque Periods?

2. Which of those photos were you familiar with and how will you relate those
artworks with the history of Medieval, Renaissance and Baroque Music?

3. Which characteristics in Medieval, Renaissance and Baroque music do you find

similar with the other art forms? What are those and which photos does it
resemble?

What I Have Learned

ACTIVITY 3. “4 PICS 1 WORD”

Instructions: Give sample photos that represents Medieval, Renaissance and

Baroque periods

10
REFLECTION:

1. How were you able to identify the periods where the photos represented? Which
characteristics do you think were evident in the sample artworks?

2. How will you compare the paintings, sculptures and architectures of each
period?

3. Which of the three periods do you like most? Does the sample photos reflect or
relate to the characteristics of Medieval, Renaissance and Baroque music? How and
why?

What I Can Do

ACTIVITY 4. DORA, THE EXPLORER!

This activity aims to discover other art forms that would relate to Medieval,
Renaissance and Baroque music. Explore these forms by doing an intensive
research on the internet. Gather at least 3 forms from each period, copy the link
and provide photos on your researched facts and ideas.

Summary
This module aims to develop the critical thinking skills and research abilities of the
learners through various activities which aid in achieving the competency of the
week which is to relate Medieval, Renaissance and Baroque music to other art
forms and its history within the era.

Medieval art covers a vast scope of time and place over 1000 years of art in Europe,
and at times in the Middle East and North Africa. It includes major art movements
and periods, national and regional art, genres, revivals, the artists’ crafts and the
artists themselves. Art historians classified medieval art through phases of Early
Christian art, Migration Period art, Byzantine art, Insular art, Pre-Romanesque,
Romanesque art and Gothic art. It showcased many media and works such as
sculpture, illuminated manuscripts, stained glass, metalwork and mosaics.

11
Renaissance art is the painting, sculpture and decorative arts of the period of
European history, emerged as a distinct style in Italy in about 1400 with
developments in philosophy, literature, music, science and technology.
Renaissance humanist philosophy affected both artists and their patrons with the
development of new techniques and new artistic sensibilities.

Baroque is a style of architecture, music, dance, painting, sculpture and other arts
that flourished in Europe from the early 17th century until the 1740s. The Baroque
style used contrast, movement, exuberant detail, deep colour, grandeur and
surprise to achieve a sense of awe. It evolved into an even more flamboyant style
called the Rocaille or Rococo, which appeared in France and Central Europe until
the mid to late 18th century.

Assessment: (Post-Test)

PART I. MATCHING TYPE. Match Column A with Column B. Write the letter of
your choice on the space provided before the number.

COLUMN A COLUMN B

1. PAINTING A. An art and science of designing buildings and other

physical structures.

2. SCULPTURE B. An art form created by the movement of the human

body performed on a stage to an audience
utilizing costumes, scenic design and
lighting.

3. ARCHITECTURE C. Application of pigments to a support surface that

establishes an image, design or decoration.

4. THEATRE D. A branch of the visual arts that operates in three

dimensions through carving and modelling, in
stone, metal, ceramics, wood and other materials.

5. BALLET E. Collaborative form of performing art that uses live

performers to present the experience of a real or
imagined event in a live audience in a specific
place or stage.

PART II. MULTIPLE CHOICE. Encircle the letter of your choice.

1. Art was purposely made to glorify the Christian Religion and to express its
mystery.

A. Romanesque Art B. Byzantine Art C. Gothic Art

12
2. It reinforces symbolic meanings and its underlying philosophy is to create
building of height and light.

A. Romanesque Art B. Byzantine Art C. Gothic Art

3. It is characterized by its vigorous style in painting and sculpture, lavishly

decorated manuscripts and retained many basic features of Roman Architectural
Styles.

A. Romanesque Art B. Byzantine Art C. Gothic Art

4. It pertains to arts particularly in Italy such as sculptures, painting, music,

architecture and literature. The most common subject of this period is Human
Philosophy.

A. Medieval Period B. Renaissance Period C. Baroque Period

5. The arts of this period are more elaborate and full of emotion.

A. Medieval Period B. Renaissance Period C. Baroque Period

13
 Key to Answers

PRE-TEST / POST TEST

PART I. “MATCHING TYPE” PART II. “MULTIPLE CHOICE”

1. C 1. B

2. D 2. C

3. A 3. A

4. E 4. B

5. B 5. C

ACTIVITY 1. “JUMBLED BEE”

1. LINE

2. SHAPE

3. COLOR

4. VALUE

5. FORM

6. TEXTURE

7. SPACE

ACTIVITY 3. “4 PICS 1 WORD”

1. BAROQUE
2. MEDIEVAL
3. RENAISSANCE
References

Department of Education, Republic of the Philippines (ADM)

Published by the Department of Education – Division of Iligan City
https://owl.purdue.edu/owl/research_and_citation/
chicago_manual_17th_edition/cmos_formatting_and_style_guide/
chicago_manual_of_style_17th_edition.html
you can also use citation machine generators: citethisforme.com and citefast.com
Included all third party materials or sources in developing the material
Follows the Chicago Manual of Style 17th edition

For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocosnorte@deped.gov.ph