MUSIC GRADE 9

OPENING PRAYER

Dear God,

I pray for Your strength today as I step into the world. Give me Your eyes,
so I can see all that is to see. Give me Your ears, so that I listen intently for
every morsel of instruction. Give me Your heart, so that I learn to be more
compassionate. Thank you for your grace and mercy which you hand out
freely every day. Lord wrap your loving arms around those who needed it
most today, and give them peace. In your name I pray, Amen.
Gentle reminders before we start:
1. Log in to your Schoology account 10 minutes before the time.
2. Wear your uniform during classes.
3. Always turn on your web cam and mute your mic unless told otherwise.
4. If you wish to answer, clarify something or ask any question, you may use the chat
box.
5. Do not type unnecessary topics not related to the lesson.
6. Be pro-active during the session.
7. Respect each other.
8. Reconnect immediately if you get disconnected.
9. Attendance will be checked.
 MUSIC OF THE MEDIEVAL,
RENAISSANCE AND BAROQUE
PERIOD
LIFE PERFORMANCE OUTCOME:

•LPO 1: I am a mindful, self-directed

learner and role model, consciously
expressing my Faith.
FOCUSED ESSENTIAL PERFORMANCE OUTCOME:

• EPO 7: Describe and explain the new

abilities they have developed as the result of
self-initiated learning experiences and
projects. (LPO1, PO1)
 INTENDED LEARNING OUTCOME

At the end of this lesson we will be able to:

• Describe and explain the musical elements of selected
vocal and instrumental music of Medieval, Renaissance
and Baroque music as the result of self-initiated learning
experiences and projects. (LPO1, EPO7)
PRE-ASSESSMENT ACTIVITY:

What’s the word?

WHAT’S THE WORD?

•DIMLED SEAG
WHAT’S THE WORD?

•MIDDLE AGES
WHAT’S THE WORD?

•EDMIVEAL
WHAT’S THE WORD?

•MEDIEVAL
WHAT’S THE WORD?

•CHOMPONION
WHAT’S THE WORD?

•HOMOPHONIC
WHAT’S THE WORD?

•GREGORIAN CHANT
WHAT’S THE WORD?

•REGARINGO THANC
WHAT’S THE WORD?

•SERINASANCE
WHAT’S THE WORD?

•RENAISSANCE
WHAT’S THE WORD?

•CHOPINPOLY
WHAT’S THE WORD?

•POLYPHONIC
WHAT’S THE WORD?

•ARBOQUE
WHAT’S THE WORD?

•BAROQUE
WHAT’S THE WORD?

•GUFUE
WHAT’S THE WORD?

•FUGUE
LET US REVIEW THE ELEMENTS OF MUSIC
LET US REVIEW THE ELEMENTS OF MUSIC

• Tone color is the quality of the sound of a human voice or a particular instrument,
particularly in comparison to other voices or instruments.
• Rhythm is the way that music is systematically divided into beats that repeat a specific
number of times within a bar at a collectively understood speed or tempo.
• Melody is a timely arranged linear sequence of pitched sounds that the listener perceives
as a single entity.
• Texture is how the melodic, rhythmic, and harmonic materials are combined in a
composition, thus determining the overall quality of the sound in a piece.
• Form refers to the structure of a musical composition or performance.
THAT TUNE SOUNDS FAMILIAR:
• You will listen, analyze and compare a modern song and
a Baroque period music guided by listening to the
melody, rhythm, and texture of the music.
PROCESSING QUESTIONS:

 How will you describe the melodies, rhythm, and texture of the of
the two music?
 Were you able to recognize by listening the similarities of the
melodies of the two songs?
• Memories by Maroon 5

• https://www.youtube.com/watch?v=SlPhMPnQ58k

• Canon in D (Pachelbel's Canon) - Cello & Piano 

• https://www.youtube.com/watch?v=Ptk_1Dc2iPY

• 14 Songs That 'Rip Off' Classical Music

• https://www.youtube.com/watch?v=yknBXOSlFQs&t=910s
MUSIC OF THE MEDIEVAL PERIOD (700 – 1400)

• The Medieval period is also known as the Middle Ages or ―Dark Ages
that started with the fall of the Roman Empire. During this time, the
Christian Church influenced Europe’s culture and political affairs.
• Monophonic plainchant was named after Pope Gregory I, who made
this the approved music of the Catholic Church. Pope Gregory’s action
mad monophonic plainchants popular. Although it was originally
transmitted orally scholars agreed to put it in notation to assist
dissemination of chants across Europe.
CHARACTERISTICS OF MEDIEVAL
MUSIC
Medieval instrumental music may be characterized by its thin
"texture" (relatively few instruments as opposed to the "thick texture" of
a full symphony orchestra); very rhythmic character; and repetitive
quality, as well as by the distinctive sound of instruments of that era.
Medieval music was both sacred and secular.
 LET’S WATCH AND LISTEN

• Medieval Music [Music History]

• https://www.youtube.com/watch?v=4keEyZ7LFq8
• What is Gregorian Chant?
• https://www.youtube.com/watch?v=Igoh5kEqj3Y
 GREGORIAN CHANT

The term Gregorian chant can be synonymously used with plainsong, plainchant
or cantus planus.
Characteristics of Gregorian Chant:
1. Monodic/monophonic
2. Modal (based on the eight church modes)
3. Unaccompanied
4. Nonmetric/free meter
5. Uses free prose rhythm, following that of the text.
6. Use of Neume notation
 GREGORIAN CHANT

6. Has limited range

7. Uses Latin text

Gregorian Chant - "Dies Irae"

https://www.youtube.com/watch?v=Dlr90NLDp-0
 GREGORIAN CHANT

Text style settings of plainsong:

1. Syllabic, where one note of the melody is set to one syllable of the
text; typical of hymns and tropes.
 GREGORIAN CHANT

2. Neumatic, a few notes to one syllable, the most common style.

 GREGORIAN CHANT

3. Psalmodic, numerous syllables to one note or pitch; used in psalms and

gospel readings.
 GREGORIAN CHANT

4. Melismatic, numerous notes to one syllable; used in setting of the

Alleluia.
• Syllabic vs melismatic
• https://www.youtube.com/watch?v=ruH0s6BMAGc
• Melismatic and Syllabic Singing
• https://www.youtube.com/watch?v=Ad90bz7anhM
SECULAR MONODY

Characteristics
1. It usually has metrical basis and is more strongly rhythmic than plainsong
2. It often has a wider range.
3. The phrases of secular melody are usually more regular.
4. Secular melody is not strictly modal.
5. It is usually nationalistic in character.
6. It is often harmonized and sung to accompaniment.
7. Secular text are usually written in the vernacular language.
THE MINSTRELS

• These are traveling musicians and singers common in the Medieval period,

who sang or recited lyric or heroic poetry to a musical accompaniment for the
nobility.
Jongleurs and Gaukler.
The Jongleurs in France and Gaukler in Germany were a class of minstrels who
were performers and entertainers rather than poets or composers. They were
musically important in that they kept alive a large body of secular melody.
THE MINSTRELS

Troubadours and Trouveres.

Unlike the jongleurs, these were persons of rank. The most famous trouvere is Adam de
la Halle.

Medieval Music - Court Minstrel

https://www.youtube.com/watch?v=rCYyx8b13cA
Adam de la Halle - Le jeu de Robin et Marion
https://www.youtube.com/watch?v=zNNm-wnfZ-U
LEARNING JOURNAL
To sum up the lesson for the day, the you will
accomplish and answer the question in the 5x5 Journal:
 What are the five most interesting ideas that I have
learned/discover during the lesson?  
 What are the new abilities that I have
learned from the lesson?
5x5 Journal
 What are the five most interesting ideas that I have
learned/discovered during the lesson?
________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
______
What are the new abilities that I have learned from
the lesson?
________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_____
 INTENDED LEARNING OUTCOME

At the end of this lesson we will be able to:

• Describe the musical elements of selected vocal and instrumental
music of Medieval, Renaissance and Baroque music and explain
the new abilities they have developed as the result of self-
initiated learning experiences and projects. (LPO1, EPO7)
FOCUSED ESSENTIAL PERFORMANCE OUTCOME:

•EPO 7: Describe and explain the

new abilities they have developed
as the result of self-initiated
learning experiences and projects.
(LPO1, PO1)
LIFE PERFORMANCE OUTCOME:

•LPO 1: I am a mindful, self-directed

learner and role model, consciously
expressing my Faith.
SELF-DIRECTED LEARNING

Music Exploration and Discovery.

1. You will make a music journal of all their favorite music/songs, radio programs, movies, and television programs that
you will see or hear
2. You will answer the following questions:
 What musical characteristic/s of the of Medieval period did you hear or see in your favorite music/songs, movie,
radio or television program?
 Is there any particular title of Medieval music that was used in the music/song, movie, and/or radio or television
program that you heard or watched?
 How will you describe the experience of hearing of Medieval music in your favorite music/song, movie, radio or
television program?
CLOSING PRAYER

Glory be to the Father,

To the Son and to the Holy Spirit,
As it was in the beginning is now and will be forever,
Amen.