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Music

Subject/
Title:

Baroque, Renaissance,
Classical, Romantic 20th21st Century Music

Grade/
Level:

Fourth
Year

No. of
Meetings:

12 days

STAGE 1: DESIRED RESULTS


ESTABLISHED GOALS
The learner demonstrates
understanding of salient
features of contemporary
music and the arts, through
appreciation, analysis, and
performance, for selfdevelopment, the celebration
of Filipino cultural identity
and diversity, and the
expansion of ones world
vision.

TRANSFER
Creates musical pieces using particular style/s of the periods of music.

MEANING
UNDERSTANDINGS

ESSENTIAL QUESTIONS

Music is a universal language and Music expresses human


experiences and values.

In what ways have people used music to express their values and
describe their experiences?

At the end of the unit, the students will understand


that

At the end of the unit, the students will have explored the answers
to the following questions:

ACQUISITION OF KNOWLEDGE & SKILLS


At the end of the unit, the student will know

1. Music of Renaissance and Baroque Period


2. Music of the Classical Period

At the end of the unit, the students shall be able to/ shall be skilled at:

Baroque and the Renaissance period


1. identify the distinguishing characteristics of music of the
Baroque and the Renaissance period
2. recognize the different musical forms in this period

3. Romantic Period Music


4. 20th 21st Century Music

3. differentiate Cantata from Oratorio


4. recognize familiar compositions of great composers of this period
5. Relate a short biography of composers during the period
Classical period
1. identify the distinguishing characteristics of music of the
Classical period
2. recognize the different musical forms in this period
3. sing short simple songs from classical operas
4. recognize famous composers of this period and their
compositions
Romantic period
1. identify the important events that happened during the
Romantic period
2. become familiar with the characteristics and style of music of the
Romantic period
3. show appreciation of Romantic music through listening.
4. discuss how nationalism flourished during Romantic period in
Europe as well as in the Philippines
5. become familiar with the short biography of well-known
composers and their compositions during Romantic period
20th to 21st century music
1. listens perceptively to selected 20th to 21st century music;
2. describes distinctive musical elements of given pieces in 20th to
21st century styles;
3. relates 20th to 21st century music to its historical and cultural
background;
4. explains the performance practice (setting, composition, role of
composers/performers, and audience) of 20th to 21st century
music;

5. sings melodic fragments of given Impressionism period pieces


6. create short electronic and chance music pieces using
knowledge of 20th to 21st century styles.

STAGE 2: ASSESSMENT EVIDENCE


EVALUATIVE CRITERIA
CATEGORY

4321Above Standard Meets Standard Approaching Standard Below Standard

Identifies
music as
being
associated
with a time or
culture

After instruction,
student can identify
the time/culture
associated with 5 or
more pieces of music
without assistance.

After instruction,
student can identify
the time/culture
associated with 3-4
pieces of music with
little or no
assistance.

After instruction, student can


identify the time/culture
associated with 1-2 pieces of
music with little or no
assistance.

Cannot identify music


by time/culture
without significant
assistance.

Listens to
different types
of music
respectfully

Student always
listens attentively and
respectfully to music
from another time or
culture.

Student usually
listens attentively
and respectfuly to
music from another
time or culture.
Never distracts
others from listening.

Student usually listens


Student does not
respectfuly to music from
listen respectfully.
another time or culture, but
movements or talking distracts
others.

ASSESSMENT EVIDENCE
TRANSFER TASK (S)
PERFORMANCE TASK
Goal

Your goal is to create an audio visual presentation.


Role

Actors and Actresses


Audience

HTA Community
Situation

The students challenge to create a story using audio visual


presentation and relates to style/s of the periods of music.
Product
Audio Visual Presentation
Standards

A scoring rubrics for musical performance will be utilized for


this activity

Recognizes
different
musical styles

Analyzes how
music fits
time/culture

When asked for an


example of a piece in
the style of a time or
culture, the student
chooses accurately
on at least 4 of 5
attempts.

When asked for an


example of a piece
in the style of a time
or culture, the
student chooses
accurately on 3 of 5
attempts.

When asked for an example


of a piece in the style of a time
or culture, the student
chooses accurately on 2 of 5
attempts.

The student chooses


accurately 1 time or
less out of 5
attempts.

Accurately describes
several dominant
elements of music
associated with a
particular time period
or culture and can
relate them to other
elements in that time
or culture..

Accurately describes
a couple of dominant
elements of music
associated with a
particular time period
or culture and can
relate them to other
elements in that time
or culture.

Accurately describes 1-2


dominant elements of music
associated with a particular
time period or culture.

Has difficulty
describing any
dominant elements of
music associated
with a particular time
period or culture.

When asked to speak or write Student cannot talk


Facts - Time When asked to speak When asked to
or
write
about
the
speak
or
write
about
about the time period or
or write accurately
Period/Culture
time period or culture,
the student presents
several accurate
facts, with no
inaccurate or
questionable facts.

the time period or


culture, the student
presents 1-2
accurate facts, with
no inaccurate or
questionable facts.

culture, the student presents about the time period


1-2 accurate facts, but also
or culture.
includes 1 or more inaccurate
or questionable fact.

Facts Instruments

When asked to speak


or write about
musical instruments
or styles associated
with a particular time
period or culture, the
student presents
several accurate
facts, with no
inaccurate or
questionable facts.

When asked to
speak or write
aboutmusical
instruments or styles
associated with a
particular time period
or culture, the
student presents 1-2
accurate facts, with
no inaccurate or
questionable facts.

When asked to speak or write


aboutmusical instruments or
styles associated with a
particular time period or
culture, but also includes 1 or
more inaccurate or
questionable fact.

Student cannot talk


or write accurately
about the
instruments or styles
associated with a
particular time period
or culture.

Facts Composers

When asked to name


famous composers
associated with a
particular time, the
student can name 2
composers and at
least 1 work by each.

When asked to
name famous
composers
associated with a
particular time, the
student can name 2
composers.

When asked to name famous


composers associated with a
particular time, the student
can name 1 composer.

The student is unable


to name composers
associated with a
particular time
period.

OTHER EVIDENCES
Assignment
Quiz
Group Activity
Practical Test
Discussion
Group Activity
Practical Test
Jigsaw
KWLS
Venn Diagram
Think-Pair-Share

Applies
different
musical styles

When asked to play a


song in the style of a
time or culture, the
student\\\'s
performance and
explanation shows a
clear understanding
of that style.

When asked to play


a song in the style of
a time or culture, the
student\\\'s
performance and
explanation shows
understanding of
several elements of
that style.

When asked to play a song in


the style of a time or culture,
the student\\\'s performance
and explanation shows
understanding of at least one
element of that style.

The student
performance and
explanation shows
no understanding of
the style.

STAGE 3: LEARNING ACTIVITITES


SUMMARY OF KEY LEARNING EVENTS AND INSTRUCTION
Day 1
Topic: Introduction

Topaz, Ruby, Emerald, Zara

A. Introduction
Review: 3-2-1
3 Recalls List three things you recall from last quarter topics
2 Insights that transpired last quarter
1 Write one question that I want to clarify last quarter
B. Integration:
Presentation of the unit
Presentation of EQ and EU
Presentation of the Transfers Task and Standards
C. Closure:
Valuing: Holy Trinity Academy Values Grid
Guide question: Is it important not to stop learning new things? Why?
Behavioral Indicators: Seeks to gain and generate new knowledge.
Scripture Passage: Colossian 4:5-6
Assignment:
1. Research about the characteristics of the Baroque period and its music.
2. Who is Johan Sebastian Bach and George Frideric Handel?
3. Visit on this site http://musichistorylessons.weebly.com/baroque.html.
4. Click baroque era notes to download and print the file.

Date: Nov. 4, 2014

Day 2
Topic: Monodic and Baroque Vocal Styles / Handel and the Musical Forms of Baroque Period
Date: Nov. 5, 2014 Topaz, Ruby, Emerald, G.Zara
Objectives: identify the distinguishing characteristics of music of the Baroque
recognize the different musical forms in this period
differentiate Cantata from Oratorio
A. Introduction
Motivation: Show pictures of paintings, sculptures, politics and architecture Baroque period. Let the students analyze each
work.
B. Integration:
Play Bachs Fugue in G minor and Brandenburg Concerto. And ask the students to describe Bachs music.
Discuss the Style of Baroque music.
Define basso continuo.
Let students enumerate vocal styles and discuss each.
Discuss the life and works of Johann Sebastian Bach and his works
Ask the students about the relationship of basso continuo with monadic style during Baroque period. RUBY
Play Handels Hallelujah Chorus. Let the students identify the characteristics of the music heard.
Ask them what is about. Tell the students that it is an oratorio composed by Handel and define oratorio.
Let the students enumerate other musical forms like concerto grosso and suite and be able to describe each.
Ask them about other composers during the Baroque period.
C. Closure:

Valuing: Holy Trinity Academy Values Grid


Guide question: Why should we respect music if we dont like the way it sounds?
Behavioral Indicators: Seeks to gain and generate new knowledge.
Scripture Passage: Colossian 4:5-6

Assignment

1. Research about the characteristics of the Renaissance period and its music.

2.
3.
4.
5.

Who is William Byrd? And Orlando Gibbons?


What is Madrigal?
Visit on this site/link http://musichistorylessons.weebly.com/renaissance.html.
Click Renaissance era notes to download and print the file.

Day 3
Topic: Renaissance Period and Palestrina / Madrigal
Date: Nov. 11, 2014
Objectives:
Recognize familiar compositions of great composers of this period
Relate a short biography of composers during the period
Discuss madrigals briefly
Familiarize oneself with the musical instrument/s during Renaissance
A. Introduction:
Review: 3 Recalls Ask the students to list down 3 things that they recall last meeting
Motivation: Play a recorded Gregorian Chant. Ask the students: What are the characteristics of a Gregorian chant? In what period did the Gregorian
chant flourish?
B. Integration:
Let the students answer this question. What are the important characteristics of music during the Renaissance?
Discuss motet and mass as the main forms of Sacred Renaissance.
Introduce Giovanni Pierluigi da Palestrina and discuss his contributions to music.
Ask the students to explain how the sacred music of Palestrina affected the mood of the period.
Let the students compare madrigal with motet and mass
Let them compare troubadours with trouveres.
Ask them how they would classify a lute. Allow them to explain their answers.
Afterwards each group will present their work in the class. The teacher will facilitate the discussion
C. Closure:

This point is really clear


One thing that squares with things I already know is
An idea that is still going around in my head is
Be ready for the quiz #1 about Baroque and Renaissance Period.

Assignment

1.
2.
3.
4.

Research about the characteristics of the Classical period and its music.
Who is Ludwig Van Beethoven? Bring to the class example of his works.
Visit on this site/link http://musichistorylessons.weebly.com/renaissance.html.
Click Classical Period notes to download and print the file.

Day 4
Quiz # 1
Topic: Music of the Classical Period (Sonata and Beethoven) / (Classical Symphony)
Objectives:
Explain sonata and its movements
Listen and compare the sections of sonata-allegro
Appreciate the life and works of famous composer, Ludwig Van Beethoven
Discuss the Classical symphony
Identify the different movements of a symphony
Distinguish the difference between sonata and symphony

Date: Nov. 12, 2014

A. Introduction:
Review: Let the students transpire what happened last meeting.
Motivation: Let the class listen to any instrumental music either religious, popular, or orchestral music. Internalize the music. Let them name
the possible instruments used in the music.
B. Integration:
SONATA
Play an example of a sonata. Discuss the definition of sonata and its movement and the sections of the sonata allegro form.
Instruct the students to write a reaction paper about their feelings after listening to a sonata piece.
Symphony
Show them a picture of an orchestra (e.g. San Miguel Phil-harmonic Orchestra, Philippine Philharmonic Orchestra).
Discuss classical symphony and its movements.
Compare a sonata with a classical symphony.
Sonata
Classical Symphony
C. Closure:
Students discuss or write
What did we learn today ?
So What ?(relevancy, importance, usefulness)
Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)

Day 5
Topic: Classical Concerto and Opera
Objectives
Identify a concerto through listening
Analyze the movements of classical concerto
Listen and appreciate classical concerto
Enumerate the characteristics of an opera
Explain the Different kinds of opera
Listen to or sing an excerpt from an opera

Date: Nov. 18, 2014

A. Introduction
Review:
Review with Flash Cards: The teacher will show to the class a name or a word from the Renaissance period. Let the students give their knowledge
about the word.
Motivation: Show to the class a video about Classical Concerto and Opera. Afterwards let the students answer this question.
How does the structure of a musical piece create its order and clarity?
B. Integration:
Classical Concerto
Play a part of concerto in B by Mozart. Inform the students about the first, second, third movement of the music as reflected on the piece. Have
a thorough analysis of the piece.
Give a clear definition of a concerto.
Classical Opera
Let the students listen to an excerpt from the opera, The Magic Flute
Conduct a short discussion about the history of opera.
Let them compare an opera with a Broadway musical or zarzuela.
C. Closure:
T-H-C
The T stands for what do you THINK?
The H stands for HOW will you find out?
The C stands for now what can you CONCLUDE?

Day 6
Topic: Romantic Period Music
Objectives:

Date: Nov. 25 - 27, 2014

Relate Romantic period music to its historical and cultural background


Describe musical elements of given Romantic
A. Introduction:
Review: The teacher will show to the class a name or a word from the Classical period. Let the students give their knowledge about the word.
Motivation: Show to the class some of the Romantic places in Venice, Italy and let the students give their thoughts about the place. Let the students
relate romantic period music to its historical and cultural background.
Guide Question:
1. How did you feel after seeing the picture?
2. From what country did these pictures come from?
From the responses of the students the class will be able to identify the topic for the day.
B. Integration:
Think-per-Square
Each group will be given pictures let the students analyze each picture afterwards the teacher will call students to ask what they notice about the
picture.

PROCESSING QUESTION
How do music and history influence each other?
From the students response the class will relates Romantic period to its historical and cultural background

Let the students listen to Chopins and ask them to describe the composition using the elements of music like Melody, Harmony, Tempo.

From the students response the class can easily describe the music elements of Romantic Era
Deepening
The teacher will play an example of Piano Music during Romantic period the Chopins Etude Op. 10, No. 3 in E major that was used for the song
No Other Love Let the students to write down words to describe the atmosphere and emotions.
Chopins Etude Op. 10, No. 3 in E major No Other Love
Atmosphere and Emotions
Introduction
Beginning
Middle
End
Moods/Atmosphere
Scary
Shocking
Explosive
Mystery
Joy
Cheerful
Warm
Inviting
Friendly
Noble
Serious
Dark
Adventure
Calm/Peaceful
Excitement
PROCESSING QUESTION
Why is music such an integral part of the human experience?
C. Closure:
Individual Activity
Let the students complete the following unfinished sentence.
My understanding about the music of the Romantic Period is that

I Realized that most of compositions from the Romantic Period are.


I love listening to the romantic music composition because.

Day 1
Topic: Date:
A. Introduction
B. Integration:

C. Closure:
Day 1
Topic: Date:
A. Introduction
B. Integration:
C. Closure:
Day 1
Topic: Date:
A. Introduction
B. Integration:
C. Closure:
Day 1
Topic: Date:
A. Introduction
B. Integration:
C. Closure:
Day 1
Topic: Date:
A. Introduction
B. Integration:

C. Closure:
Day 1
Topic: Date:
A. Introduction
B. Integration:
C. Closure: