Archdiocese of Cebu

ACADEMIA DE SAN MIGUEL ARCANGEL

Argao, Cebu

SIMPLIFIED LEARNING MODULE with

TEACHER-MADE LEARNER’S HOME TASK

Module No. 1 Subject Area: Music 9 Quarter: 1st

A. Module Lessons & Coverage:

Lesson 1: Vocal and Instrumental Music of Medieval, Renaissance and Baroque

Periods

Lesson 2: Performance Practices of Medieval, Renaissance and Baroque Period

Lesson 3: Other Art Forms of Medieval, Renaissance and Baroque Music

Lesson 5: Instrumental Music of Medieval, Renaissance and Baroque Periods

Lesson 6: Instrumental Music of Medieval, Renaissance and Baroque Periods

B. Standards

a. Content Standard: The learners demonstrate an understanding of characteristic

features of the Medieval, Renaissance and Baroque Period.

b. Performance Standard: The learners shall be able to perform selected songs from
Medieval, Renaissance and Baroque periods: a.) Chants; b.) Madrigals; c.) Excerpts
from oratorio; d.) Chorales; e.) Troubadour.

c. Formation Standard: The learners appreciate and express the aesthetic value of
music.

C. EU & EQ

a. Essential / Enduring Understanding:

Medieval, Renaissance and Baroque music offer outstanding aesthetic value and are
indispensable influence in the offspring of the succeeding musical genres.

b. Essential Questions:

1. What is the relevance of Medieval, Renaissance and Baroque music in today’s

generation?
2. How does one appreciate such musical genres?
3. Why is it important to explore such musical genres?

D. Performance Task (GRASPS):

Talentadong Michaelian (a group activity)

Goal: To perform selected songs from Medieval, Renaissance and Baroque periods:
a.) Chants; b.) Madrigals; c.) Excerpts from oratorio; d.) Chorales; e.) Troubadour.

Role: Your group is an auditionee of Talentadong Michaelian.

 Audience: Facebook Netizens.

Situation: Your group will record a video production of your audition based on the
specific genre that you have picked by draw. You will post your output on Facebook.

Product: Posted video recording.

Standard: GENYO Rubrics.

Enabling/Mini Task 1: Video Recording (Medieval)

Criteria (through GENYO rubrics):

a. Is the presentation relevant to the topic? - 5 pts.

b. Is the presentation creative? – 5 pts.
c. Is the presenter prepared? – 5 pts.
d. Is there cooperation/teamwork in the group? – 5 pts.
e. Is the presentation impactful to the audience? – 5 pts.
f. Is the over-all presentation impactful? - 5 pts.
g. Total – 25 pts.

Enabling/Mini Task 2: Video Recording (Renaissance)

Criteria (through GENYO rubrics):

a. Is the presentation relevant to the topic? - 5 pts.

b. Is the presentation creative? – 5 pts.
c. Is the presenter prepared? – 5 pts.
d. Is there cooperation/teamwork in the group? – 5 pts.
e. Is the presentation impactful to the audience? – 5 pts.
f. Is the over-all presentation impactful? - 5 pts.
g. Total – 25 pts.

Enabling/Mini Task 3: Video Recording (Baroque)

Criteria (through GENYO rubrics):

a. Is the presentation relevant to the topic? - 5 pts.

b. Is the presentation creative? – 5 pts.
c. Is the presenter prepared? – 5 pts.
d. Is there cooperation/teamwork in the group? – 5 pts.
e. Is the presentation impactful to the audience? – 5 pts.
f. Is the over-all presentation impactful? - 5 pts.
g. Total – 25 pts.

LESSON 1: VOCAL AND INSTRUMENTAL MUSIC OF MEDIEVAL, RENAISSANCE

AND BAROQUE PERIODS
Week: 1

Days 1 – Synchronous and/or Asynchronous

I. MELC/S

Describe the musical elements of selected vocal and instrumental music of Medieval,
Renaissance and Baroque music. MU9MRB-lb-f-5

II. Objective/s:
 a. Knowledge

To listen perceptively to selected vocal and instrumental music of Medieval,

Renaissance and Baroque music.

b. Skills

To distinguish or even play the selected vocal and instrumental music of

Medieval, Renaissance and Baroque music.

c. Attitude

To appreciate and express the aesthetic value of music.

III. Subject Matter

Topic:

Vocal and Instrumental Music of Medieval, Renaissance and Baroque Periods

References:

1. Muyot, Fritzimarie et.al. Experiencing the World of MAPEH. The Inteligente

Publishing, Inc: Quezon City, 2017.
2. https://www.britannica.com/art/musical-performance
3. https://www.youtube.com/watch?v=kK5AohCMX0U&t=26s
4. https://www.youtube.com/watch?v=Xq2WTXtKurk
5. https://www.youtube.com/watch?v=mFWQgxXM_b8

IV. Procedure

a. Readings

1. Comprehensive notes will be provided through GENYO e-Learning program

for the following subtopics:

In this lesson, you will be learning and listening perceptively to

select vocal and instrumental music of Medieval, Renaissance and Baroque
Periods, particularly the compositions and sample music of the composers in
these periods. Medieval Period’s Adam De La Halle, Renaissance Period’s
Giovanni Pierluigi Da Palestrina and Thomas Morley and Baroque Period’s
Johann Sebastian Bach, Antonio Vivaldi and George Friedrich Handel,
respectively.

a. Music of the Medieval Period (700-1400)

The Medieval period

was also known as Middle Ages
or “Dark Ages” which started
with the fall of the Roman
Empire. During this era, the
Christian Church was greatly
influenced by Europe’s culture
and political affairs.
 A monophonic plainchant known as Gregorian Chant was named
after Pope Gregory I, who made this an approved music of the Catholic
Church. Pope Gregory’s action made these monophonic plainchants popular
during the period.

https://upload.wikimedia.org/wikipedia/commons/1/1e/Pope_Gregory_I_ill
ustration.jpg

b. Music of the Renaissance Period (1400 – 1600)

The term Renaissance

came from the word renaitre
which means
“rebirth”,“revival”, and
“rediscovery”.

With the emergence of

the bourgeois class,
renaissance music became
more popular as entertainment and activity for amateurs and the educated.
Though sacred music was still of great importance, secular music
became more popular in this period. Renaissance period was also known as
the “golden age” of a capella choral music.
https://commons.wikimedia.org/wiki/File:Bartolomeo_Veneto_Woman_playi
ng_a_lute.jpg

c. Music of the Baroque Period (1685 – 1750)

Composers during
this period were George
Friedrich Handel, Johann
Sebastian Bach, Claudio
Monteverdi, and Antonio
Vivaldi.

During this time, the

arts highlighted grandiose and
elaborate ornamentation
which were clearly seen in the musical compositions created by Baroque
composers.

New instrumental techniques, changes in musical notation and the

major and minor tonality were also applied in this era. A lot of the musical
terms and concepts that evolved in this era are still used in music of today.
https://en.wikipedia.org/wiki/Chamber_music#/media/File:HaydnPlaying.jp
g

d. Summary

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.

V. Exercises

Exercise 1: You Got Me Feeling Emotions – listening activity

Directions:

The teacher will play sample music from the Medieval, Renaissance and
Baroque Periods. The learners will then identify the mood of the song or how
they feel about each of the songs. The teacher will encourage the learners to
give as many adjectives to describe how they feel about it.

SONG 1: Deum Verum – Gregorian Chant

https://www.youtube.com/watch?v=kK5AohCMX0U&t=26s
SONG 2: Brandenburg Concerto No. 3 – Johann Sebastian Bach
https://www.youtube.com/watch?v=Xq2WTXtKurk
SONG 3: Spring – Antonio Vivaldi
https://www.youtube.com/watch?v=mFWQgxXM_b8

Process Questions:

a. Which music were you familiar with? Where did you hear it before?
b. How were you able to come up with the words that describe the song just
by listening to it?

Exercise 2: How Far Do You Know – listening activity

Directions:

Given the distinct characters of the music of the Medieval,

Renaissance and Baroque periods in the discussion, the teacher will test the
listening skills of the learners. Using the same songs in the previous activity,
the teacher will randomly play a song from each period. The learners will
then try to identify or recognize whether the song is from Medieval,
Renaissance or Baroque period.

Process Questions:

a. How were you able to identify which period does each song represent?
b. What other characteristics were you able to recognize while listening to the
sample music of each period?
c. Which of the periods do you like most? Why?

Exercise 3: Describe Me

Directions:
 Based on the vocal and instrumental music you have listened,
describe the musical characteristics of Medieval, Renaissance and Baroque
music.
Period Vocal Instrumental
Medieval
Renaissance
Baroque

VI. Assessment / Application

Quiz using GENYO e-Learning program

Directions:
a. Fill-in the blank
Write the correct answer on the space provided before the number.
____________________ 1. Monophonic plainchant named after Pope Gregory I.
____________________ 2. French word which means Rebirth, Revival or
Rediscovery.
____________________ 3. Travelling secular performers from North of France.
____________________ 4. Portuguese word which means Pearl of Irregular Shape.
____________________ 5. A period known as Middle Ages or Dark Ages.
____________________ 6. A period known as the Golden Age of a Capella music.
____________________ 7. Prominent instrument during the Renaissance Period.
____________________ 8. Famous composer of the Medieval Period.
____________________ 9. Give at least one famous composer of the Renaissance
Period.
____________________ 10. Give at least one famous composer of the Baroque
Period.

VII. Evaluation

LESSON 2: PERFORMANCE PRACTICES OF MEDIEVAL, RENAISSANCE AND

BAROQUE PERIOD
Week: 2

Days 1 – Synchronous and/or Asynchronous

I. MELC

Explains the performance practice (setting, composition, role of

composers/performers, and audience) during Medieval, Renaissance and Baroque.
MU9MRB-la-h-2

II. Objective/s:

a. Knowledge

To explain the performance practice (setting, composition, role of

composers/performers and audience) during the Medieval, Renaissance and
Baroque Periods.

b. Skills

To simulate the performance practice (setting, composition, role of

composers/performers and audience) during the Medieval, Renaissance and
Baroque Periods.
 c. Attitude

To appreciate and express the aesthetic value of music.

III. Subject Matter

Topic:

Performance Practices of Medieval, Renaissance and Baroque Period

References:

1. https://www.britannica.com/art/musical-performance
2. https://www.youtube.com/watch?v=_4k8d-Jp3tw
3. https://www.youtube.com/watch?v=_4k8d-Jp3tw

IV. Procedure

a. Readings

1. Comprehensive notes will be provided through GENYO e-Learning program

for the following subtopics:

Welcome to “Performance Practice during 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 these 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.

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 called Gregorian Chant, which was
mainly used and the only approved music in the early Christian church. Secular
music was not recognized but people travel across Europe to perform music for
living.

Music during the Renaissance Period became an important part of

performance and 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 included the Concerto, the Fugue, the Oratorio and the
Chorale.

Music evolved alongside with man’s constant quest for growth and
development.

a. Medieval Period (Sacred Music)

Often accompanied by instruments and its rhythmic character was marked

but the sung prayers were often unaccompanied.
 Exclusion of women, elevation of unison singing and exclusion of
instruments served to establish a clear differentiation between the musical
performance on the synagogue and that of the street.
Choir – group of singers, composed solely of men and boys who assumed the
musical role of answering and contrasting the solo singing of the priest.

b. Medieval Period (Secular Music)

Several groups of Medieval performers developed literary and musical genres

based on vernacular texts (Jongleurs).
Travelling performers in Western Europe sang, did tricks and danced to earn
their living.
Troubadours in the south of France, Trouvere in the North and Minnesingers
(a class of Artist-Knights) sang love songs with religious fervour.

c. Renaissance Period

Invention of Music Printing helped in the concept improvisation within the

performance practice.
Printed descriptions of instruments and their discussions of tuning and
technique supplied the needs of professional and non-professional
musicians.
Instrumental, vocal and combined performance both on Sacred and Secular
Music.
Dissemination of Chansons, Motets and Masses of polyphonic practice into
the fluid style.
Churches and aristocratic courts hired musicians as composers, performers
and teachers.
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.

d. Baroque Period

Common-practice tonality (Harmony, Rhythm and Duration).

Composers experimented with finding a fuller sound for each instrumental
part (Orchestra).
Orchestra consists of Strings, Woodwinds, Brass, Keyboards and Percussions
(Harpsichord, Organ, Recorder, Cello, Cornett, Timpani, Tambourine, etc.

e. Summary

This lesson aims to develop the listening abilities and critical

thinking skills of the learners through various activities which aid in
achieving the competency of the week which is to explain the performance
practice (setting, composition, role of composers/performers and audience)
during the Medieval, Renaissance and Baroque periods.

Medieval period emphasized on Church or Sacred music where the

priest and the congregation were only allowed to sing during masses. Sung
prayers were often unaccompanied and women were not allowed to perform
in the church. This period elevated unison singing but later emerged a group
of singers called the Choir, composed solely of men and boys who assumed
the musical role of answering and contrasting the solo singing of the priest.

Although sacred music was still relevant during the Renaissance

period, secular music was more prominent during the period. Printed
 descriptions of instrument and their discussions on tuning and technique
supplied the needs of both professional and non-professional musicians.
Secular music absorbed techniques from sacred music and vice versa, while
instrumental, vocal and combined performance both on Sacred and Secular
music.

Baroque period let the composers experiment with finding a fuller

sound with the composition of Orchestra and common tonality (Harmony,
Rhythm, Duration, etc.)

V. Exercises

Exercise 1: Stop, Look and Listen – Video Presentation

Directions:
https://www.youtube.com/watch?v=_4k8d-Jp3tw

List down all the things you observe in each period (Medieval, Renaissance
and Baroque)

Exercise 2: Back at One

Directions:
Watch the video from ACTIVITY 1 and answer the process questions below.

Process Questions:

a. Explain briefly the performance practice of the Medieval, Renaissance and

Baroque Periods? What did you observe in the video in terms of setting?
Composition? Role of composers or performers?

b. What was the difference between Sacred and Secular Music during the
Medieval period?

c. What was the role of the composers during the Baroque period? Are you
familiar with the instruments used in the sample music of the Baroque
period? Explain briefly.

d. Which of the three periods did you enjoy and want to explore more?
Why?

a. Assessment / Application

Quiz using GENYO e-Learning Program

Directions:
Fill-in the Blanks
1. M __ N N __ S __ N G __ R S
2. S __ C __ L ___ R M __ S __ C
3. T R __ __ B __ D __ __ R S
4. S __ C R __ D M __ S d__ C
5. __ N S T R __ M __ N T __ L
6. D __ N C __ S __ __ T __
7. C H __ __ R
8. __ R C H __ S T R __
9. H __ R P S __ C H __ R D
10. T __ N __ L __ T __
 VI. Evaluation

LESSON 3: OTHER ART FORMS OF MEDIEVAL, RENAISSANCE AND BAROQUE

MUSIC

Week: 3

Days 1 – Synchronous and/or Asynchronous

VI. MELC

Relates Medieval, Renaissance and Baroque music to other art forms and its history
within the era. MU9MRB-lc-f-3

VII. Objective/s:

a. Knowledge

To know the other art forms and its history related to Medieval, Renaissance and
Baroque music.

b. Skills

To relate Medieval, Renaissance and Baroque music to other art forms and its
history within the era.

c. Attitude

To appreciate and express the aesthetic value of music.

VIII. Subject Matter

Topic:

Other Art Forms of Medieval, Renaissance and Baroque Music

References:

IX. Procedure

a. Readings

1. Comprehensive notes will be provided through GENYO e-Learning program

for the following subtopics:

This lesson 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.

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 called Gregorian Chant, which was
mainly used and the only approved music in the early Christian church. Secular
 music was not recognized but people travel across Europe to perform music for
living.

Music during the Renaissance Period became an important part of

performance and 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 included the Concerto, the Fugue, the Oratorio and the
Chorale.

Music evolved alongside with man’s constant quest for growth and
development.

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 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.

a. Summary

This lesson 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.

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.
X. Exercises

Exercise 1: Jumbled Bee

Directions:

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 as a
1. E N L I brush, pen or stick to create a moving point.
A flat, enclosed are that has two dimensions,
2. A S E H P 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 or
4. U E L V A contrast.
Objects that are three-dimensional having
5. O M F R 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 depth and can
7. C E P A S be 2D, 3D, negative and/or positive.

Exercise 2: Let’s SOLVE the Mystery

Directions:

Study and analyze the photos in the diagram below. These photos represent other Art Forms in
Medieval, Renaissance and Baroque Period

 Process Questions:

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

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

c. 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?

Exercise 3: 4 Pics One Word

Directions:

Give sample photos that represents Medieval, Renaissance and Baroque period.

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

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

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

Exercise 4: Dora the Explorer

Directions:

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

a. Assessment / Application

Quiz using GENYO e-Learning Program

Directions:
Matching Type
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.
Multiple 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 fuller of emotion.

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

 VI. Evaluation

LESSON 4: VOCAL AND INSTRUMENTAL MUSIC OF MEDIEVAL, RENAISSANCE AND

BAROQUE PERIODS PT.2

Week: 4-5

Days 1&2 – Synchronous and/or Asynchronous

XI. MELC

Improvises appropriate accompaniment to selected music from Medieval, Renaissance and Baroque
Period. MU9MRB-lb-d-7

XII. Objective/s:

a. Knowledge

To know appropriate accompaniment to selected music from Medieval, Renaissance and Baroque
Period.

b. Skills

To improvise appropriate accompaniment to selected music from Medieval, Renaissance and Baroque
Period.

c. Attitude

To appreciate and express the aesthetic value of music.

XIII. Subject Matter

Topic:

Vocal and Instrumental Music of Medieval, Renaissance and Baroque Periods Pt.2

References:

1. https://www.britannica.com/art/musical-performance/The-Middle-Ages
2. https://www.youtube.com/watch?v=-Ns14mCcFig
3. https://www.youtube.com/watch?v=Jibux9rsXHw
4. https://www.youtube.com/watch?
v=j3YdRHocF4w&list=PLJmgcc5y_b4rX4CnHkKqhcznsHJwaA6Iw
5. https://www.youtube.com/watch?v=6tmMsWh85IA
6. https://www.youtube.com/watch?v=AGhA4-Q4VqI
7. https://www.youtube.com/watch?v=11rpsQmKZLo
8. https://www.youtube.com/watch?v=schyIw-tbxo
9. https://www.youtube.com/watch?v=aJhqUngM5FM
10. https://www.youtube.com/watch?v=Tf8QZ1SICKE
11. https://www.youtube.com/watch?v=UCIx07t14jw
12. https://www.youtube.com/watch?v=ciIvhB-zTfc
13. https://www.youtube.com/watch?v=tQ3XbrnLRM0
14. https://www.youtube.com/watch?v=PhRa3REdozw

XIV. Procedure

a. Readings

1. Comprehensive notes will be provided through GENYO e-Learning program for the following
subtopics:
 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.

a. 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.

b. 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

XV. Exercises

Exercise 1: I Can See Clearly Now

Directions:

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

Process Questions:

a. What are the instruments during the Medieval period?

b. How important are those instruments during that period?
c. Which instrument is commonly used in the Renaissance period?
d. What are the differences between the instruments during Renaissance from the Baroque period?

Exercise 2: Let’s Explore More

Descriptions:

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

Process Questions:

a. Which among the instruments do you like the most? Why?

b. What materials are used in making the instruments? Group them according to their classification.
c. What materials can you use in creating your instrument of choice?

Exercise 3: I Can Do It (Localization)

Description:

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.
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!! 

Exercise 4: I Can Play It

Description:
 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
Instrume  Techni  Demons  Demon  Demon
nt que is trates strates strates
Techniqu improp proper proper proper
e er techniq techniq techniq
 Techni ues ue ue all
que some of most of of the
interfer the time the time
es with  Techniq time
technic ue  Techni
al interfer que
aspect es with does
of technica not
perfor l aspect interfer
mance of e with
perform technic
ance al
aspect
of
perfor
mance
Technical  Rhyth  Rhythm  Rhyth  Rhyth
Aspect m is is m is m is
incorre inconsis correct consist
ct tent most of ently
 The  At the correct
pattern times time
is pattern  Thoug
unreco is h
gnizabl unrecog mistak
e nizable es
occur
they
are
infrequ
ent and
do not
hinder
overall
perfor
mance
Consisten  Does  Demons  Demon  Demon
cy and not trates strates strates
Mastery show consiste consist consist
consist ncy and ency ency
ency mastery and and
and some of master master
master the time y most y of the
y in of the time
perfor time
mance
Exercise 5: My Wonderful Journey

Directions:

Create an 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 somewhat bit clear and
and at at a very clearly and at a bit
comfortable comfortable at comfortable
pace pace comfortable pace
pace
Stories- the the the the the
presentation presentation presentation presentation presentation
was well was well was was was not
organized organized somewhat organized organized
organized enough
Total

a. Assessment / Application

Quiz using GENYO e-Learning Program

Directions:
Matching Type
A B

_____1. A. Lute

____2. B. Harp

____3. C. Theorbo

____4. D. Recorder

____5. E. Harpsichord

Fill-in the Blanks

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

VI. Evaluation

LESSON 5: VOCAL AND INSTRUMENTAL MUSIC OF MEDIEVAL, RENAISSANCE AND BAROQUE

PERIODS PT.3

Week: 6-7

Days 1&2 – Synchronous and/or Asynchronous

XVI. MELC

Performs music from Medieval, Renaissance and Baroque Period. MU9MRB-lb-h-4

Evaluates music and music performances using guided rubrics.

XVII. Objective/s:

a. Knowledge

To further understand the music from Medieval, Renaissance and Baroque Period.

b. Skills

To perform and evaluate music from Medieval, Renaissance and Baroque Period

c. Attitude

To appreciate and express the aesthetic value of music.

XVIII. Subject Matter

Topic:

Vocal and Instrumental Music of Medieval, Renaissance and Baroque Periods Pt.3

References:

1. Perez, Aida Maria. Personal Development. Vibal Group, Inc: Quezon City, 2016.

XIX. Procedure

a. Readings

1. Comprehensive notes will be provided through GENYO e-Learning program for the following
subtopics:

In the first lessons, music in the Western countries had been introduced to you. The musical
features and their characteristics have been discussed too. The history of music, its contributions to
various era and its development. You had been given various activities to understand the lesson
better.
 This lesson focused more on the performance of the learners to have a better understanding of the
music during the Medieval, Renaissance, and Baroque period. It aims to show application of the
learnings of the previous lessons.

a. What’s In?

During the Medieval period the plainchant, plainsong, or Gregorian chant liturgical singing is
monophonic, or unison, liturgical music of the Roman Catholic Church, used to accompany the text
of the mass and the canonical hours, or divine office.

In the Renaissance, music was an important part of the civic, religious and courtly life. The most
important music which was used by the church which is polyphonic by nature are the masses and
motets.

The Baroque period on the other hand, is the creation of tonality where composers and performers
used more elaborate musical ornamentation, made changes in musical notation and developed new
playing techniques of instruments. It is the period where the opera, cantata, oratorio, concerto, and
sonata musical genres were established.

Modern music owes a lot to the Baroque period for tonality and harmony was formalized. There
was a great development in musical styles as well.

b. What Is It?

During the Middle Ages, most of the music was vocal and unaccompanied. The oldest Medieval
musical instrument was the human voice that is why Gregorian Chant is used during this era. 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.
Art music in the Renaissance served three basic purposes: (1) worship in both the Catholic and
burgeoning Protestant Churches, (2) music for the entertainment and edification of the courts and
courtly life, and (3) dance music.

An important type of instrumental music in the Baroque era was the concerto. Opera encouraged
composers to devise ways of illustrating moods in their music; affecting the listener's emotions
became a major objective in composition during this period.

c. Summary

The musical performances from the three periods shows great transformation from the simplest
music to the more developed one. It is very obvious that status of people in a certain period has
something to do with music.

During the Medieval period, only the monks sung the song in church liturgical mass while in the
Renaissance an individual has to undergo music training before he could be hired as musician which
serves as a source of income for them. Furthermore, Baroque period shows great transformation in
music because it leads to great development and contribution in today’s music.

XX. Exercises

Exercise 1: Let’s Go Local

Descriptions:

Below are videos of the Philippine version of music used in the Medieval and Renaissance
period. Then, answer the questions that follow.

1. Pinoy Gregorian “Anak”

https://www.youtube.com/watch?v=ahRSJVXFOaw
2. Pinoy Gregorian “ Masdan ang Kapaligiran”-
https://www.youtube.com/watch?v=SI9RmPcK2Cs

3. Philiphine Madrigal “Rain Song”

https://www.youtube.com/watch?v=NTajZcqRK2Q

4. Madrigal “Superman”
https://www.youtube.com/watch?v=M-FSkaiK1mc

Exercise 2: Just Feel the Beat

Directions:

The links below are music during the Baroque period which are commonly used for stage
performances such as ballet,

1. JS Bach- Bradenburg Concerto No. 3 ( Allegro-Adagio)

https://www.youtube.com/watch?v=Xq2WTXtKurk

2. A. Vivalde- Spring
https://www.youtube.com/watch?v=mFWQgxXM_b8

Process Questions:

1. How do you describe a Gregorian Chant? Can you name a song that can be sung in the same
manner?
2. What is the difference of Gregorian Chant from Madrigal?
3. In your own opinion, which is easier to perform? Why?
4. What can you say about the music during the Baroque period?

Exercise 3: Sing A La Gregorian – Group Activity (Boys/Girls)

Directions:

The activity will be done by groups (3) or individually. The learners will perform any Pop Song
of today but in a Gregorian Chant manner. The challenge is to sing it a la Gregorian, inspired by the
music of the medieval period. The group will record themselves separately for social distancing and
edit it to create a whole new video as a group. The music video should only be two to three minutes.
They may use any video-editing apps online and will just send their Music Video via Facebook or
Instagram. They will be given one week to brainstorm, plan and create their Music Video. The
group’s output will be judged on the following criteria below:

CRITERIA for JUDGING:

1. VOCAL PRODUCTION (50%)

Vocal Technique – Tone Quality, Breath Support, Intonation, Diction and Articulation

Rhythm and Tempo – Voice in relation to the music

Timing – Coordination of the singers’ vocal performance

2. EXPRESSION (30%)

Performance – How well the performers were able to express the intention of the song

Chemistry – How well the voices and personalities sounded together on stage

3. SHOWMANSHIP (20%)

Show Design – Music Selection, Performance and Costume

Entertainment Value – Overall performance of the group

Cinematography – Quality of the video and creativity

 TOTAL: 100%

Exercise 4: Let’s Do the TIKTOK Dance – Group Activity

Directions:

The activity will be done by three groups or individually. They will make a dance production
(Ballet, Rigaudon, etc.) using a sample music of the Baroque Period for 1 minute. The group will
choose between Bach’s “Brandenburg Concerto”, Vivaldi’s “Spring” or Handel’s “Concerto Grosso
Op. 6, No. 1 in G Major”. The group will record themselves separately for Social Distancing and edit
it to create a whole new video as a group. The music video should only be two to three minutes. They
may use any video-editing apps online and will just send their Music Video via Facebook or
Instagram. They will be given one week to brainstorm, plan and create their Music Video.

Exercise 5: You be the Judge, Your Honor

Directions:

ACTIVITY 1. “YOU BE THE JUDGE, YOUR HONOR”

(*INTENDED for LEARNERS who have internet access and smartphones)

Instructions: This activity aims to evaluate music and music performances using the music video
they created during the previous activity “Dance Like Nobody’s Watching”. The members of the
Group 1 will be tasked to evaluate the performance output of Group 2, Group 2 on Group 3 and
Group 3 on Group 1. They will then answer the process questions on a separate sheet of paper.
NOTES: The learners without internet access and smartphones will do this EVALUATION Activity but
the teacher needs to do it in a classroom setting with Social Distancing. The teacher will have a film
showing of the outputs in the classroom and the learners will evaluate them using the same process.

EVALUATION RUBRICS (MUSIC VIDEO PRESENTATION)

FAIR / BELOW VERY GOOD / EXCELLENT /
CRITERIA AVAERAGE GOOD / AVERAGE ABOVE AVERAGE OUTSTANDING
(2 POINTS) (3 POINTS) (4 POINTS) (5 POINTS)
Creativity, Musicality
and Style
The music and style was The music and style was The music and style was The music and style was
(Ability to incorporate somehow not accurately good enough to excellent but somehow outstanding and
music that goes in express the theme accurately express the did not accurately express accurately expressed the
accordance with the presented in terms of theme presented in terms the theme presented in theme presented in terms
theme selection and how creativity. of creativity. terms of creativity. of creativity.
it was projected in the
music video)
Performance and
Interpretation The group attempted to The group showed a good The group showed a great The group showed an
keep a rhythm but often understanding of tempo understanding of tempo excellent understanding
(Ability to incorporate got off beat or behind the and beat but periodically and beat but rarely got of tempo and beat and
Rhythm, Tempo, music and did not set the got off beat and was off beat and was great in was excellent in setting
Enthusiasm and right personality, emotion good in setting the right setting the right the right personality,
Personality, Emotion or or mood of the music personality, emotion or personality, emotion or emotion or mood of the
Mood to the music video video. mood of the music video. mood of the music video. music video.
presentation)
Member Participation
Few members were only Few members were only All members were All members were
(The members of the participating in the participating in the participating in the participating in the
group participate in the presentation and presentation and showed presentation and showed presentation and showed
music video presentation) somehow did not show good camaraderie in the a great camaraderie in an excellent camaraderie
camaraderie in the production. the production. in the production.
production.
Choreography and
Cinematography The choreography was The choreography was The choreography was The choreography was
not that appropriate with good and appropriate great and appropriate excellent and appropriate
(the output is well the presentation and the with the presentation and with the presentation and with the presentation and
rehearsed and the ability cinematography the cinematography gave the cinematography gave the cinematography gave
to incorporate other art somehow did not give a good visual impact to a great visual impact to an excellent visual impact
forms and dynamics in visual impact to the music the music video the music video to the music video
music and video editing) video presentation. presentation. presentation. presentation.
Overall Group
Performance The group was not that The group was focused The group was focused The group was entirely
focused or ready to and showed preparedness and showed preparedness focused and showed well
(The overall level of perform. Movements and to perform but the to perform and timing preparedness to perform
performance from the timing was somehow not movements and timing was somehow sustained and timing was
group projected in the sustained throughout the was somehow not throughout the excellently sustained
music video) performance. sustained throughout the performance. throughout the
performance. performance.

a. Assessment / Application

Quiz using GENYO e-Learning Program

Directions:
Fill-in the Blanks Pt. 1

CONCERTO FUGUE CONCERTO GROSSO ORATORIO CHORALE

____________1. A musical composition that resembles a harmonized version of hymnal tunes of the
Protestant Church.

____________2. A large-scale musical composition for orchestra and voices that incorporates narratives
on religious themes.

____________3. A form of orchestral music that employs a solo instrument accompanied by an orchestra.
 ____________4. A contrapuntal piece, developed mainly by imitative counterpoint with a main theme
called subject.

____________5. A form of orchestral music wherein the music is between a Concertino and a Tutti.

Fill-in the Blanks Pt. 1: Scrambled Letters

1. ICNMNOOPHO=_________________ 4. GEUUF=_________________
2. RALECUS=_____________________ 5. CNORCETO=_____________
3. DACSRE=______________________

VI. Evaluation

Prepared by:

MR. DEMUEL O. MONTEJO

Subject Teacher

Checked by:

MME. SARAHVIN O. ASINGUA

Academic Moderator

Approved & Confirmed by:

FR. CHRISTOPHER C. AMORES, M.A.P.M.

School Director – Principal