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Department of Education: Self-Learning Home Task in Mapeh Music 9

This self-learning home task discusses the elements of Romantic period music, including its wider emotional range, unpredictable rhythms, and use of contrasting moods. Students are asked to describe musical elements of Romantic pieces, relate the music to its historical context, and demonstrate appreciation for Romantic elements. The document provides objectives, subject matter on Romantic musical elements, references, exercises to analyze elements and differentiate between Classical and Romantic styles, and an assessment.

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ALEX PANERIO
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553 views5 pages

Department of Education: Self-Learning Home Task in Mapeh Music 9

This self-learning home task discusses the elements of Romantic period music, including its wider emotional range, unpredictable rhythms, and use of contrasting moods. Students are asked to describe musical elements of Romantic pieces, relate the music to its historical context, and demonstrate appreciation for Romantic elements. The document provides objectives, subject matter on Romantic musical elements, references, exercises to analyze elements and differentiate between Classical and Romantic styles, and an assessment.

Uploaded by

ALEX PANERIO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
DIVISION OF CEBU PROVINCE

SELF-LEARNING HOME TASK IN MAPEH

MUSIC 9
3rd Quarter Week 1

Name: _____________________________ Section: ___________ Date: _____


School: ____________________________ District:

I. MELC COMPETENCY CODE


Describes the musical elements of given MU9RO- IIIa -2
Romantic period pieces.
II. OBJECTIVES
After going through this Self-Learning Home Task, you are expected to:
A. describe the musical elements of given Romantic period pieces.
B. relate Romantic music to its historical and cultural background; and
C. demonstrate appreciation of the element’s music of the Romantic period.

III. SUBJECT MATTER


Musical Elements of Romantic period
IV. REFERENCES
• Department of Education- Bureau of Learning Resources. Music & Arts 9
Learner’s Material
• Department of Education- Bureau of Learning Resources. Music & Arts 9
Teacher’s Guide
V. PROCEDURE
A. Readings/discussion
MUSICAL ELEMENTS
ROMANTIC PERIOD
ROMANTIC MUSIC

DYNAMICS TONALITY
RHYTHM MELODY TEXTURE
Wide emotional Richer
Unpredict Lyrical and Contrasting
range, very harmonies,
able, passionate, moods,
soft(pianissimo discords
complex longer and freedom in
)and very and wider
rhythm often features form and
loud(fortissimo) range of
Chromaticism dramatic
notes

1
MUSIC OF THE ROMANTIC PERIOD (1820 – 1910)

Romantic period is described as a cultural movement that stressed emotion,


imagination, individualism and freedom of expression. Composers and artist believed in
letting their imagination and passion be seen through their works.
Ludwig Van Beethoven bridged the music from Classical to Romantic period by
expressing his passion and emotions through his music. Other composers were inspired
by this musical style that they started to use music as means of expressing their
emotions and individuality. This change in musical form also paved the way for
expanding the orchestra as the composers explored various instrumentations.
As century progressed, music became increasingly available and popular
among the middle class. Concert hall provided venues for musical performances and
instrumental music was available to a wide audience.
Program music became the main form of instrumental compositions which is
evident in concert overtures, program symphonies, symphonic poems and incidental
music. Program music is a form that portrays idea or relays a story to the audience.
Program music was expressed in tone poems such as Symphony Fantastique.
Piano music of the Romantic is in free form such as fantasy, rhapsody, ballade
and nocturne.
Nationalism is reflected in most of the music of the Romantic period. In the
previous historical periods, composers borrowed musical styles from Germany, Italy, and
France. However, composers of the Romantic period began incorporating their country’s
native folk songs ad musical styles into their compositions.

B. Exercises for skills/analysis using hots for content subjects

Exercise 1: Differentiate Me!


Direction: Differentiate the Elements of music used during the Romantic period
and the Classical period. Choose your answer inside the box below. Write your answer
on the table.

MUSICAL ELEMENTS CLASSICAL ROMANTIC

RHYTHM

MELODY

DYNAMIC

TEXTURE

TONALITY

Wider range of notes Homophonic style Lyrical Mostly soft & loud
Wider emotional range Unpredictable rhythm Simple and tune full
Contrasting mood Modulations to closely related keys Slow, Moderate,Fast

2
Exercise 2: Draw Me!
Direction: Using the box below, draw a representation that expresses the idea
of Romantic period music.

Process Question:
1. How do you feel while doing the exercise? ______________________________
_______________________________________________________________

2. Why did you choose that particular subject to draw? _______________________


_______________________________________________________________

C. Assessment/Application/Outputs

Directions: Read and analyze each item carefully. Write only the LETTER of your
answer on your answer sheet.
1. It is described as a period of cultural movement.
a. Classical b. Baroque c. Renaissance d. Romantic
2. This element shows a wide emotional range.
a. Rhythm b. Dynamic c. Melody d. Tonality
3. Composers and artist of Romantic period are showing their imagination and
____ to their works.
a. passion b. fantasy c. dreams d. all of the above

3
4. It is reflected in most of the music of the Romantic period.
a. Program music b. Piano music c. Nationalism d. Symphony music
5. The following are stressed in Romantic music except:
a. Individualism b. Compassion d. Imagination d. Emotion
6. This element expresses richer harmonies, discords and wider range of notes.
a. Rhythm b. Dynamic c. Melody d. Tonality
7. A form that portrays idea or relays a story to the audience.
a. Program music b. Piano music c. Nationalism d. Symphony music

D. Enrichment/Reinforcement Activity:

Quick Write:
The purpose is to determine what you have learned about Romantic music.

1. What is Romantic music? _____________________________________________


______________________________________________________________
_____________________________________________________.

2. What did I find interesting about Romantic period music? ___________________


______________________________________________________________
____________________________________________________________

Prepared by: Edited by:

ERLYN A. INOCENTES MILANIE M. PANIQUE


MAPEH Coordinator, MINGLANILLA II
Liloan National High School

Reviewed by:
NENITA G. JARALVE
EPS-MAPEH, Division of Cebu Province

GUIDE
For the Teacher: Advise the students to read the reading and discussion portion before they
attempt to answer the practice exercises. Going through the parts sequentially will help them
understand easily the topic.
For the Learner: Read through the self-learning home task from the first part to the last part. Doing
so, will help you understand better the topic.
For the Parent/Home Tutor: Assist your child and make sure that he/she reads the selflearning
home task from beginning to end to ensure proper understanding of the concepts.

4
FOR TEACHER ONLY:
ANSWER KEY:
Exercise 1: Differentiate Me!

MUSICAL ELEMENTS CLASSICAL ROMANTIC

RHYTHM Slow,Moderate,Fast Unpredictable rhythm

MELODY Simple and tune full Lyrical

DYNAMIC Mostly soft & loud Wider emotional range

TEXTURE Homophonic style Wider range of notes

TONALITY Modulations to closely Contrasting mood


related keys

C. Assessment:
1. D
2. B
3. A
4. C
5. B
6. D
7. A

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