Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

MUSIC
Quarter 1 – Module 5:
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.5 - Module 5: Vocal and Instrumental Music of Medieval,
Renaissance and Baroque Periods
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 5:
Music of Medieval, Renaissance
and Baroque Periods
Introductory Message
For the facilitator:

Welcome to “Vocal and Instrumental Music of Medieval, Renaissance and Baroque

Periods”, 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.

ii
For the learner:

Welcome to “Vocal and Instrumental Music of Medieval, Renaissance and Baroque

Periods”, 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

iii
 What I Need to Know

module.

What I can Do This section provides an activity which will

help you apply your new knowledge or skill
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!

iv
 What I Know

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

 Improvise appropriate accompaniment to selected music from Medieval,

Renaissance and Baroque Period.

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.

Instructions:
Beside each pictures are jumbled letters, you will arrange them to form a
name of instrument used during the Medieval, Renaissance and Baroque Period.
Write your answer on the first line. Then, on the second line write the classification

v
of instruments whether it is aerophone, chordophone, membranophone and
idiophone.

AGBIPEP= ________________, _______________

ORCHDISPRAH= _______________, _________________

RPHA= ________________, ________________

EULT= ________________, ________________

OSOBANS= ________________, ________________

What’s In

Lesson
Vocal and Instrumental Music of
Medieval, Renaissance and

vi
 Baroque Periods

1
Music during Medieval period consists mainly of songs and instrumental
pieces that is based on sacred text and settings though secular music was slowly
evolving about 500 A.D. to 1400. Music that uses monophonic plainchant is called
Gregorian chant.

In the Renaissance Period, music became a vehicle for personal expression.

Composers found ways to make vocal music more expressive of the texts they were
setting. Secular music absorbed techniques from sacred music, and vice versa.
Popular secular forms such as the chanson and madrigal spread throughout
Europe. Courts employed virtuoso performers, both singers and instrumentalists.
Music also became more self-sufficient with its availability in printed form.
Instruments during this period were acquired from the previous era but with
improvements and innovation, only to be recreated in order to perform music of the
period on authentic instruments.

Musical instruments used in Baroque music were partly used already

before, partly are still in use today, but with no technology. The important
instruments that were developed during this period were harpsichord and organ.

What’s New

ACTIVITY 2. ““ I Can See Clearly Now” 😊

Instructions: Below are videos of the common musical instruments used during
the Medieval, Renaissance and Baroque period. Observe carefully the instruments
in the different period and answer the questions that follows.

https://www.youtube.com/watch?v=-Ns14mCcFig
https://www.youtube.com/watch?v=Jibux9rsXHw
https://www.youtube.com/watch?
v=j3YdRHocF4w&list=PLJmgcc5y_b4rX4CnHkKqhcznsHJwaA6Iw

Reflection:

vii
 1. What are the instruments during the Medieval period?
2. How important are those instruments during that period?
3. Which instrument is commonly used in the Renaissance period?
4. What are the differences between the instruments during Renaissance from
the Baroque period?

What Is It

During the Middle Ages, most of the music was vocal and unaccompanied.
The church wanted to keep music pure and solemn because it was less distracting.
The oldest Medieval musical instrument was the human voice. The spread of
Christianity in the Dark Ages and the early Medieval period led to the popularity of
hymns and secular songs.

During the Renaissance period, most of the musical activity shifted from
the church to the courts. Musical instruments used during this period include the
cornett, harpsichord, and recorder. A musical instrument called shawm was used
for dance music and outdoor events.

String instruments such as the lute, violin, viola, cello and double bass
were used during the Baroque period. Brass instruments like the trumpet, horn
and sackbut were used. Popular wind instruments included the recorder, flute,
oboe and bassoon. Baroque keyboard music was often composed for the organ or
harpsichord.

viii
 What’s More

Activity 1. “ Lets Explore for More” 😊

Instruction: Open the links listed below. You will see how simple musical
instruments are made. You can search and explore other DIY videos on other
instruments of your choice.

https://www.youtube.com/watch?v=6tmMsWh85IA
https://www.youtube.com/watch?v=AGhA4-Q4VqI
https://www.youtube.com/watch?v=11rpsQmKZLo
https://www.youtube.com/watch?v=schyIw-tbxo
https://www.youtube.com/watch?v=aJhqUngM5FM
https://www.youtube.com/watch?v=Tf8QZ1SICKE

Reflection:
1. Which among the instruments do you like the most? Why?
2. What materials are used in making the instruments? Group them according
to their classification.
3. What materials can you use in creating your instrument of choice?

ACTIVITY 1. “I Can Do It” (Localization)

This activity aims to let the learners express and challenge their creative minds by
inventing a musical instrument that will be used as an accompaniment of music
through improvisation. You will be rated based on the Rubrics scoring guide below.

Instruction: Research on some of the musical instruments prominent in the

Medieval, Renaissance and Baroque periods. What’s your favorite instrument?
Choose one and re-create them by using available resources around you. The goal
here is to IMPROVISE. Be creative and create your own musical instrument
appropriate for your chosen period. You will be given one week to improvise and
your masterpiece will be collected next week. Have fun!! 

ix
 5- Excellent 4- Very Good 3- Good 2- Satisfactory

What Is It
Gregorian Chant- is a style of church music with a single line in free
rhythm
and restricted scale developed in Latin liturgy.
Madrigal- a popular secular vocal genre of music where the lyrics
are based on poetry usually performed acapella and in
polyphonic texture.
Concerto- one solo instrument is accompanied by an orchestra in a
musical work.

10
 What’s More
Activity 1: “ I Can Play It” 😊

Instruction: Below are the music videos for you to choose and use in your
performance. Choose a song and with the use of your instrument be able to
accompany music of Medieval, Renaissance and Baroque period. You will be rated
based on rubric scoring guide

https://www.youtube.com/watch?v=UCIx07t14jw

https://www.youtube.com/watch?v=ciIvhB-zTfc

https://www.youtube.com/watch?v=tQ3XbrnLRM0

https://www.youtube.com/watch?v=PhRa3REdozw

RUBRIC FOR PLAYING INSTRUMENT PERFORMANCE

2- Beginning 3- Needs 4- Proficient 5- Exemplary

Developing
Instrument  Technique  Demonstrate  Demonstrat  Demonstrat
Technique is improper s proper es proper es proper
 Technique techniques technique technique
interferes some of the most of the all of the
with time time time
technical  Technique  Technique
aspect of interferes does not
performanc with interfere
e technical with
aspect of technical
performance aspect of
performanc
e
Technical  Rhythm is  Rhythm is  Rhythm is  Rhythm is
Aspect incorrect inconsistent correct consistently
 The pattern  At times most of the correct
is pattern is time
unrecogniza unrecogniza  Though
ble ble mistakes
occur they
are
infrequent
and do not
hinder
overall
performanc
e

11
Consistency  Does not  Demonstrate  Demonstrat  Demonstrat
and Mastery show s es es
consistency consistency consistency consistency
and and mastery and and
mastery in some of the mastery mastery of
performanc time most of the the time
e time

What I Have Learned

Activity 1. “My Wonderful Journey”

Instruction: Create a instructional video on how to create your own instruments.

You can enumerate the materials you used and the cost, Ask your friend to do an
advertisement slogan. You will be rated based on the Rubrics below.

Criteria 5 4 3 2
Visuals- images were images were images were images were
images were super clear somewhat just clear and not clear and
simple and simple clear and simple simple
simple
Appearance- Presenter is Presenter is Presenter is a
presentable very mostly bit Not at all
presentable presentable presentable
Delivery- Presenter Presenter Presenter
presenter spoke very spoke spoke a little Not at all
spoke clearly clearly and at somewhat bit clear and
and at a very clearly and at at a bit
comfortable comfortable comfortable comfortable
pace pace pace pace
Stories- the the the the the
presentation presentation presentation presentation presentation
was well was well was somewhat was organized was not
organized organized organized enough organized
Total

12
 What I Can Do

Activity 1. “My Video Performance”

Instruction:

At home using your improvised instrument video yourself while singing or playing
music as a singer of madrigal during the Renaissance period. Then, have it posted
in Facebook or you tube channel. Read the comments, monitor the number of
reactions and send report to the teacher.

Summary
In all of these early cultures the social functions of music were essentially
the same, since their climate, geographic location, cultural pace, and mutual
influences produced many more social similarities than differences. The primary
function of music was apparently religious, ranging from heightening the effect of
“magic” to ennobling liturgies and in most cases, enlivening backgrounds to social
gatherings that involved either singing or dancing or both.

Transformation in music from the Medieval, Renaissance and Baroque is

very evident as years goes by. It has been developed from its composition, musical
instruments and even the performance. It is a very important part of the society
and even became a means of living, a form of entertainment as well as an
expression of moods and feelings of the composers. Music is indeed the language of
our soul.

13
 Assessment: (Post-Test)

Matching Type

Instruction: Identify the following instruments below. Match Column A to B. Write

the letter of your answer on the space provided before the number.

A B

_____1. A. Lute

____2. B. Harp

____3. C. Theorbo

____4. D. Recorder

____5. E. Harpsichord

II. Identification. Identify the following terms below. Choose your answer below and
write your answer before the number.

MADRIGAL GREGORIAN CHANT TROUBADOURS

MASS CONCERTO CONCERTO GROSSO

_____________1. Group of singers during the Medieval period

_____________2. Orchestra music that employs solo instrument accompanied by an

orchestra.

_____________3. A musical composition written and expressed in poetic text and

sung during courtly social gatherings.

_____________4. An acapella style of singing in monophonic plainchants form.

_____________5. A sacred musical composition that set texts Eucharist liturgy into

Music.
1
 Key to Answers

PRE-ASSESSMENT

1. BAGPIPE, AEROPHONE
2. HARPSICHORD, CHORDOPHONE
3. HARP, CHORDOPHONE
4. LUTE, CHORDOPHONE
5. BASSOON, AEROPHONE

Post Test
I. Matching Type II. Identification

1. B 1. Troubadours
2. D 2. Concerto
3. A 3. Madrigal
4. E 4. Gregorian Chant
5. C 5. Mass

References

Department of Education, Republic of the Philippines (ADM)

Published by the Department of Education – Division of Iligan City
MUSIC & ARTS Learner’s Material for Music and Arts (Grade 9) First Edition 2014
– Department of Education, Philippines
http://www.lordsandladies.org/musical-instruments-middle-ages.htm
https://www.liveabout.com/the-medieval-and-renaissance-periods-2456620
http://www.baroque-music.com/
https://www.britannica.com/art/musical-performance/The-Middle-Ages
https://courses.lumenlearning.com/musicappreciation_with_theory/chapter/
instruments-used-in-renaissance-music/
http://www.baroque-music.com/
https://www.lexico.com/definition/gregorian_chant
https://study.com/academy/lesson/madrigal-definition-history-quiz.html
https://courses.lumenlearning.com/musicappreciation_with_theory/chapter/
concerto/
https://www.youtube.com/watch?v=UCIx07t14jw
https://www.youtube.com/watch?v=UCIx07t14jw
https://www.youtube.com/watch?v=ciIvhB-zTfc
https://www.youtube.com/watch?v=tQ3XbrnLRM0
2
https://www.youtube.com/watch?v=PhRa3REdozw
https://www.youtube.com/watch?v=g1hEszuZ4lo
https://www.youtube.com/watch?v=ahRSJVXFOaw
https://www.britannica.com/art/Western-music
https://www.britannica.com/art/musical-performance/The-Middle-Ages
https://www.britannica.com/art/wind-instrument/The-Renaissance
https://en.wikipedia.org/wiki/Renaissance_music
https://courses.lumenlearning.com/musicappreciation_with_theory/chapter/
instruments-used-in-renaissance-music/
https://www.youtube.com/watch?v=-Ns14mCcFig
https://www.youtube.com/watch?v=Jibux9rsXHw
https://www.youtube.com/watch?
v=j3YdRHocF4w&list=PLJmgcc5y_b4rX4CnHkKqhcznsHJwaA6Iw
https://commons.wikimedia.org/wiki/File:Sch%C3%A4ferpfeife_in_G-G.jpg
https://en.wikipedia.org/wiki/Bagpipes
http://www.diabolus.org/workshop/psaltery-cantigas/psaltery-cantigas.php
https://en.wikipedia.org/wiki/Psaltery
https://commons.wikimedia.org/wiki/File:StGermainAuxerrois1.jpg
https://www.bytheswordinc.com/p-4923-medieval-tabor-drum-14-inch-with-
sticks.aspx
https://earlymusicshop.com/products/cip-soprano-cornamuse
https://commons.wikimedia.org/wiki/File:Theorbo-ref-white.jpg
http://gwhsfilmproduction.weebly.com/rubrics.html
https://www.youtube.com/watch?v=6tmMsWh85IA
https://www.youtube.com/watch?v=AGhA4-Q4Vq
https://www.youtube.com/watch?v=11rpsQmKZLo
https://www.youtube.com/watch?v=schyIw-tbxo
https://www.youtube.com/watch?v=aJhqUngM5FM
https://www.youtube.com/watch?v=Tf8QZ1SICKE
https://www.needpix.com/photo/download/96516/journal-book-diary-log-
marker-spiral-student-ring-binder-loose-leaf

3
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