MAPEH 9 (Music Q1)

GCCNHS MAPEH Department Quarter 1 Learning Activity Sheets

INTRODUCTORY MESSAGE

This Learning Activity Sheet (LAS) is carefully crafted so that you, our dear learners, can continue your academic achievement in this new educational scheme. This will serve as a supplementary material to fill in the gaps of teaching and learning.

Each LAS is composed of four (4) parts which will guide you as you discover and understand the lesson prepared for you. Part II Activity is divided into four (4) sub-parts namely; simple recall, understanding, analyzing and creating. These parts will measure your prior knowledge, the learnings that you will acquire through analyzing the activities presented and creating tasks and outputs base on the given activity.

Every student is encouraged to use this module with care and to read the instructions carefully before performing each task. Don’t hesitate to consult and ask questions to your parents or to our teachers/facilitators if you have difficulty in answering the tasks in this Learning Activity Sheet.

GCCNHS MAPEH DEPARTMENT LAS DEVELOPMENT TEAM

Grade 9 Music - Mary Lailane C. Pelenio Arts – Marichu A. Torres Physical Education – Diana Jane T. Gultiano Health – Irene F. Tabunan

Editor – Mary Lailane C. Pelenio Evaluator – Lady Ann S.Sabit MAPEH Department Head – Jenny R. Navarro JHS - Assisting Principal – Riza R. Estrera, PhD School Principal – Idjya D. Yder, PhD

GCCNHS MAPEH Department Quarter 1 Learning Activity Sheets

NAME:

GRADE & SECTION:

PARENT’S/GUARDIAN’S NAME & SIGNATURE

DATE:

LEARNING COMPETENCY At the end of the lesson, the learner’s should be able to: a. describes the musical elements of selected vocal and instrumental music of Medieval, Renaissance and Baroque music; (MU9MRB-Ib-f-5)

I- KEY CONCEPT/BACKGROUND INFORMATION

Music Elements during the Medieval, Renaissance, and Baroque Periods Music of Medieval Period: The first topic of Western classical music history as understood traditionally begins with plainchant (also called “Gregorian” chant), the vocal religious practice of the Roman Catholic Church from the Medieval Period.  Medieval music was both sacred and secular.  Monophonic Music meaning one sound or single line melodies.  Plainsong or plainchant is a monophonic consisting of one or unaccompanied single melody.  Gregorian Chant – a monophonic or unison, liturgical music in Roman Catholic Church.  Lute – one of the early musical instruments.  Later Middle Ages – it gradually yielded to polyphony.

Music of Renaissance Period: The Renaissance is a period in European history marking the transition from the Middle ages to Modernity covering the 15th and 16th centuries. Renaissance derived from the Italian word renaitre- which means re-birth or “to be born again”.

The Renaissance’s grandest, most highly valued works of vocal music were polyphonic setting of the “ordinary of the mass”. The Ordinary Mass is composed of five texts; Kyrie, Gloria, Credo, Sanctus and Agnus Dei (the first word of the texts) that were included in every Mass, not only in Masses that celebrated occasions.

The three basic purpose of Renaissance Music 1. Worship in both Catholic and burgeoning Protestant Churches 2. Music for the entertainment and edification of the courts and courtly life 3. Dance music Characteristics of Renaissance Music 1. The birth of polyphonic “Golden Age of Polyphony”, vocal polyphony reaches a high degree of perfection with four or more voices of equal importance.

2. Imitation among voices is common.

3. Melodic lines move in a flowing manner 4. Express in moderate, balanced way, with no extreme contrast of dynamics, tone color or rhythm.

5. Bass register was used for the first time.

GCCNHS MAPEH Department Quarter 1 Learning Activity Sheets

6. Rhythm is more gentle flow than a sharply defined beat.

7. Clarity, balance, euphony within well-regulated limits prevails.

8. Modality (the use of church mode) still prevails in both sacred and secular.

Madrigal – a form of secular vocal polyphonic music composition which originated from Italy. It was written and expressed in poetic text and sung during courtly social gatherings. It is the most important secular form during the Renaissance Period.

Characteristic of Madrigal  Polyphonic  Sung acapella  Through-composed  Number of voices varies from 2 to 8 and frequently from 3 to 6 Mass – is a form of sacred musical composition that sets texts of the Eucharistic liturgy into music.

Characteristics of the Mass  Polyphonic  Maybe sung acapella or with orchestral accompaniment  Text may be syllabic (one note to each syllable), Neumatic (few notes to one syllable), or Melismatic (many notes to one syllable) Motet – is a polyphonic choral works in Latin text. It can be used in any service of the churches and usually in acapella.

Sound smoothing and imitative in nature.

Music of the Baroque Period: Baroque era/period of Western classical music is usually defined as the period from 1600 to 1750. The two stylistic tendencies that partially define the Baroque where there is an increased interest in the solo voice and a rise in the status of instruments and instrumental music.

The word Baroque can be traced from the ancient Portuguese noun Barocco - a pearl that is not round but of unpredictable and elaborate shape or pearl of irregular shape. Baroque became popular and successful because the Roman Catholic Church encouraged its development. The Catholic Church decided at the time of the council of Trent that the arts communicate religious themes through man’s direct and emotional involvement.

Characteristic of Baroque Music 1. Melodies sound elaborate and ornamental; 2. Primarily contrapuntal textures with some homophony; 3. Dynamic contrast – alteration between loud and soft, also known as Terrace Dynamics; 4. Music genres – a. Opera – a dramatic work or genre of classical time b. Oratorio – a religious narrative large scale work for orchestra and voices performed without costume, scenery or action. c. Suite – a set of instrumental compositions for dance style. d. Concerto Grosso – instrumental form for small group of soloist and full orchestra. e. Fugue – contrapuntal composition in which a short melody is introduced by one part and successively taken up by others and developed by interweaving the part.

5. Harpsicord and organ are the keyboard instruments that are commonly used.

6. Orchestra consists of strings and continuo.

GCCNHS MAPEH Department Quarter 1 Learning Activity Sheets

II- ACTIVITY

A. SIMPLE RECALL

Activity 1: Crossword Puzzle Direction: There are 10 words present in the puzzle that are related to the musical elements of selected vocal and instrumental music of the Medieval, Renaissance and Baroque Period. Encircle all the words related to these 3 eras/period and write them down on the table of classification provided below the puzzle.

C S O R A T O R I O P

O G W C E Y Q W Q F M

N H C V G Z W R T G A

C K H B R A D T Y H S

E L O E E S F P P P S

MEDIEVAL PERIOD

R B R N G S H O R O U

T N A V O R G A N L Y

O C L E R M S I X Y F

G V E N I N E Y V P U

R S H S A V D R B H G

O M J E N Y H Z N O U

RENAISSANCE PERIOD

S U L E C L I V M N E

S Y K D H O Y I D Y T

O T M W A P C U S Y S

W R R E N A I T R E Q

X A B F T R U Y P I E

Y M A D R I G A L D W

BAROQUE PERIOD

B. UNDERSTANDING Activity 2: Analogy Direction: Answer the following analogy. Find your answer on the box below.

1. Baroque: Barocco; Renaissance: _______________ 2. Liturgical music: ______________; Secular music: Non-religious 3. Renaissance: Golden Age; Medieval: ______________ 4. Harpsicord: ____________ ; Lute: Renaissance 5. Motet: Medieval; _____________: Renaissance 6. Imitation of Voice: _____________ ; Dynamic Contrast: Baroque 7. _____________: Monophonic; Renaissance: Polyphonic 8. Mass: Eucharistic Liturgy; ____________: Poetic text 9. Medieval: Churches; Renaissance: _____________ 10. ____________:Group of Singers; Instrumental Music: Voice with Instrument

GCCNHS MAPEH Department Quarter 1 Learning Activity Sheets

Baroque Sacred Mass Choral Music/Chant

Courts Renaissance Medieval

Renaitre Dark Ages Madrigal

C. ANALYZING Activity 3: Compare Me Direction: Compare the three eras according to their distinct characteristics (Medieval, Renaissance, Baroque) Suggested Music: Medieval Period: https://youtu.be/VqZ3kwdqtVY Renaissance Period: https://youtu.be/OiOWQzRHmbl Baroque Period: https://www.youtube.com/watch?v=YChYuqESFak&ab_channel=JustinLee

Category Vocal Music Instrumental Music Melody Texture Dynamics Rhythm

Medieval

Renaissance

Baroque

Process Questions: 1. Which music are you familiar with? Why did you familiar with that song?

2. Which songs you can relate to? Why? 3. If given a chance to perform any of the music from the different era, which music will it be and why?

D. CREATING Activity 4: Sing Along Direction: Seek the assistance of your parents or any elders within the family. List down five songs that are commonly sung during religious events/church service or worship. Sing one song with any member of the family.

Capture in a video and send it via fb messenger.

III - REFLECTION Take your time to think and reflect about the whole lesson and answer these 3-2-1 statements.

3 Things you’ve learned.

2 Question you want to ask.

1 Essential understanding you can relate

GCCNHS MAPEH Department Quarter 1 Learning Activity Sheets

IV - REFERENCES

Music 9. PivotIV-A Learner’s Material, Quarter I. First Edition, 2020 https://en.wikipedia.org/wiki/Renaissance https://youtu.be/VqZ3kwdqtVY https://youtu.be/OiOWQzRHmbl https://www.youtube.com/watch?v=YChYuqESFak&ab_channel=JustinLee

Prepared by: MARY LAILANE C. PELENIO MAPEH Teacher II

Reviewed by: LADY ANN S. SABIT MAPEH Master Teacher I

Noted: JENNY R. NAVARRO HT-III MAPEH Department Head

Verified: RIZA R. ESTRERA, Ph.D. Assisting Principal (JHS)

GCCNHS MAPEH Department Quarter 1 Learning Activity Sheets