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Music 9 q1 mod2 musicofmedieval Renaissanceand Baroque

Periods
Education (Mountain View College Phillipines)

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9
MAPEH (Music)
Quarter 1 Ð Module 2:
Music of Medieval,
Renaissance, and
Baroque Periods

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Subject Area 3 Music 9

Self-Learning Module (SLM)
Quarter 1 3 Module 2: Music of the Medieval, Renaissance and Baroque Periods
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
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over them.

Development Team of the Module

Writers: Vivian E. Falcis, Minerva E. Nicolas
Editors: Rene Q. Pacolor, Victorino B. Priagola Jr., Jasmin Jay B. Madis,
Helen F. Noul, Marites R. Caballero, Josue A. Guadalupe, Eva J.
Agrave, Dorcas Consuelo D. Revaula, Nelia A. Versola, Rj Lyn C.
Sabinay,Analie Mae S. Atay, Marie GC Lyn C. Sodusta, Liza Mae
P. Acosta, Aldrin T. Ragual, Dewey L. Francisco
Reviewers: Yusof A. Aliudin, Mary Joy D. Bautista, Agabai S. Kandalayang,
Mary Anne A. Barrientos
Illustrator: Joey Alemaña, Dennis Jan A. Vios, Angelique J. Tuyan, Crispin C.
Tuscano Jr., Allan Busabas
Layout Artist: Melea M. Dugayo, Jay Ar O. Espartero, Randy F. Gutierrez,
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Cover Art Designer: Reggie D. Galindez
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MAPEH (Music)
Quarter 1 Ð Module 2:
Music of Medieval, Renaissance,
and Baroque Periods

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Introductory Message
For the facilitator:

Welcome to the MAPEH (Music) Grade 9 Self-Learning Module (SLM) on Music of

Medieval, Renaissance, and Baroque Periods.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

Hello, dear teacher! You are lucky to have this

learning material to easily deliver the lesson for our learners
and enhance their knowledge on Music of Medieval,
Renaissance, and Baroque Periods. Please help them
achieve our learning objectives.
Please tell our learners to read, understand,
analyzed, and answer all the given activities and questions
seriously as this material is designed and made for them.
This is also to inform our learners to take some
precautionary measures and some activities need extra
care.
This is just a reminder, do not go beyond our
objectives and main goal for our learners. Be an agent of
learning. Have fun!

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the MAPEH (Music) Grade 9 Self-Learning Module (SLM) on Music of the
Medieval, Renaissance and Baroque Periods!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

WhatÕs In This is a brief drill or review to help you link

the current lesson with the previous one.

WhatÕs New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

WhatÕs More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. DonÕt forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Music of Medieval, Renaissance, and Baroque Periods!

The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

Most Essential Leaning Competency:

1. Relates Medieval, Renaissance and Baroque music to other art forms and its
history within the era; (MU9MRB-lc-f-3)
2. Improvises appropriate accompaniment to selected music from Medieval,
Renaissance and Baroque Period;(MU9MRB-lb-d-7)

The module is divided into three lessons, namely:

Lesson 1 Ð Music of Medieval, Renaissance, and Baroque Periods
After going through this module, you are expected to:

1. identify the musical composition of Medieval, Renaissance and Baroque

music and its origin;
2. describe the different songs prescribe in the Medieval, Renaissance and
Baroque period;
3. create an appropriate rhythmic pattern related to Medieval, Renaissance
and Baroque period; and
4. appreciate the value of music in their lives.

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What I Know

General Direction: All answers must be placed in a separate sheet.

PRE-TEST
Directions: The items inside the box are the choices for the given questions.
Choose the correct answer and write it in the blank provided before the
number.

Johann Sebastian Bach The Messiah Four SeasonÕs

Thomas Morley Concerto Grosso Halleluah
Pope Marcellos Mass A well-tempered clavier Chorus
Giovanni Pierluigi da Palestine Adam de la halle Kyrie
Toccata & Fugue in D minor Pope Gregory I Oratorio

____________1. Who made the monophonic plainchant an approved music of the

Catholic church?
____________2. Who was the famous Medieval composer whoÕs literary and artworks
are Chansons & poetic debate?
____________3. Who was the organist and a choir master worked both in the Sistine
& St. PeterÕs Basilica?
____________4. What was PalestrinaÕs work which was held as the perfect example of
counter reformation style.
____________5. Who is the religious man known for his compositions for organ
orchestra and oratorio?
____________6. Who was considered as the Master of chorister in the year 1583?
____________7. What is the no.1 among the 5 main sections of the mass written by
Thomas Morley?
____________8. What was the composition of Bach where the entire piece grows
mainly from a single tune?
____________9. What form of orchestral music during the Baroque period is
characterized by Concerto and Tutt?
____________10. What is the known keyboard improvisation of Johann Sebastian
Bach?
____________11. What do you call a large-scale musical composition for orchestra and
voices that incorporates narratives on religious theme?
____________12. Who was the composer who served as cantor at St. Thomas church?
____________13. Who was an Italian Baroque composer known for his famous piece
called, ÒThe Four SeasonsÓ?
____________14. What is the well-known creation of George Friedrich Handel?
____________15. What is the composition of Handel made for twenty four days in
London performed with great success in Dublin?

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WhatÕs In

Activity 1: Guess What?

Directions: Read the statements carefully. Select the letter of the period that
corresponds to the statement. Write your answer in a separate sheet of
paper.

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

1. It is known as ÒThe Golden AgeÓ of Acapella Chorale Music.

2. It is the period when the Secular music became more prominent.
3. The time when the Christian church influenced European culture and Political
affairs.
4. It is the era when the Monophonic plain chants were the music of the Catholic
Church.
5. The time of LutherÕs Protestant Reformation.
6. It is the period when Lute was the prominent instrument.
7. The time of discovery of the actual position of the Earth.
8. It is known as the ÒPearl of irregular shapeÓ.
9. The era when the Arts highlighted grandiose & elaborate ornamentation.
10. The period when Major & Minor tonality was created

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WhatÕs New

Activity 2: Below is the copy of the song entitled ÒMY HEART WILL GO ONÓ. Sing
the song/ or ask somebody to sing it for you, listen and answer the
following questions:

Every night in my dreams Love was when I loved you

I see you, I feel you One true time I hold to
That is how I know you go on In my life well always go on

Far across the distance Near, far, wherever you are

And spaces between us I believe that the heart does go on
You have come to show you go on Once more you open the door
And you're here in my heart
Near, far, wherever you are And my heart will go on and on
I believe that the heart does go on
You're here, there's nothing I fear
Once more you open the door
And I know that my heart will go on
And you're here in my heart
Well stay forever this way
And my heart will go on and on
You are safe in my heart
And my heart will go on and on
Love can touch us one time
And last for a lifetime
And never let go till were gone

Processing Questions:

1. Who is the composer of the song?

2. How do you feel while singing the song?
3. What have you observed on the melodic style of the music in the activity?
4. Does the song relate to any of the musical era?

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What is It

The rise of the famous composers featured their compositions on the different
events during the Medieval, Renaissance and Baroque periods. The Medieval
composers anchored their works on chants and influenced EuropeÕs Culture &
Political affairs due to the downfall of Roman Empire. Later, secular music was
embraced by the Catholic Traditions. The Renaissance Composers revived popular
as entertainment for amateur & educated. While the Baroque Composers created a
musical composition with arts highlighted grandiose & elaborate ornamentation,
change in the musical notation were developed.

Famous composer during the Medieval Period

1. Adam de la Halle
Adam de la Halle was also known as Adam le Bossu (Adam the Hunchback).
He was the son of a well Ð known citizen of Arras, Henri de la Halle. He received his
education at the Cistercian Abbey of Vaucelles, near Cambral. Adam was destined
for the church but he eventually married. His patrons were Robert II, Count of Artois,
and Charles of Anjou, brother of Louis IX. Adam was one of the oldest secular
composers whose literary and musical works include chansons and poetic debates.
He was a trouvŽre, poet and musician, whose literary
and musical works include chansons and jeuxpartis
(poetic debates) in the style of the trouveres, polyphonic
rondel and motets in the style of early liturgical
polyphony. His musical play, 5Jeu de Robin et MarionÁ
was considered the earliest surviving secular French
play with music.

His works include:

¥ Le Jue De Robin Et De Marion
¥ La Chanson Du Riu De Sicile
¥ Listen to the link that features Le Jue De Robin Et
De Marion
¥ http//www.youtube.com/watch?v=zHoebp8Vgxs

Famous composer of the Renaissance Period

1. Giovanni Pierluigi da Palestrina

He was the greatest master of Roman Catholic Church music where majority
of his compositions are sacred music and has a keen interest in satisfying the desires
of church leaders in the 16th century. PalestrinaÕs Pope Marcellus mass is the perfect

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example of the counter-reformation style. He received his early training and spent
majority of his career in various churches in Rome including PopeÕs Chapel. He was
an organist and choir master in Sistine Chapel, St. PeterÕs Basilica and St. Agapito
which may have influenced his distinctively pure and restrained style in musical
compositions. His first book, Masses became popular and was greatly appreciated by
Pope Julius lll.

Palestrina has two sons but both died during the plague
epidemic that struck Rome in 1570Õs. He planned to
become a priest but eventually, he married a wealthy
widow and helped him pursue a musical career
throughout his life.
His works include:
¥ Opening song Kyrie
(Excerpt from ÒPope MarcellusÓ Mass)

Listen to the link below that features the opening Kyrie

¥ http://www.youtube.com/watch?v=itKeTpK83IY
¥ http://www.youtube.com/watch?v=NB-i_V9QPt8

2. Thomas Morley
Morley was born in Norwich, East England, the son of a brewer. He was a singer in
the local cathedral from his boyhood, and he became master of choristers there in
1583.Thomas Morley was the most famous composer of secular music in his time.
He was a singer in the local cathedral during his childhood and was believed to have
studied music with William Byrd, an Elizabethan composer of sacred music. He
received his BachelorÕs degree in Oxford and became an organist at St. PaulÕs in
London. He tried imitating Byrd in his early works but veered towards composing
madrigals that show a variety of color, form and technique. Most of his madrigals are
light and easy to sing with some aspects of Italian style. His MusicaTransalpina, a
collection of Italian madrigals fitted with English text, was published in 1588 by
Nicholas Yonge. Shortly after, he began publishing his own collections of madrigals
and made significant contribution to the history of music.

His works includes:

¥ Fire, Fire, Fire My Heart

¥ Sing and Chant It
¥ Fantasie
¥ April is in my Mistress Face
¥ It Was a Lover and His Lass

Listen to the link that feature a madrigal composition ÒFire, , Fire My HeartÓ
¥ http://www.youtube.com/watch?v=61aEb5Qt6-U
¥ http://www.youtube.com/watch?v=mBWKp$-_w4E

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Famous Composers of the Baroque Period

1. George Friedrich Handel

George HŠndel was the second son from the second marriage of a pastor.
Despite his fatherÕs opposition, George secretly taught himself to play the
harpsichord. At age 7, he gained access to a church organ and started to play. A
Duke heard him play and insisted on giving him a formal
music education. Under Zachau, organist of Halle
cathedral, he studied counterpoint, canon and fugue.
HŠndel is remembered for his operas and oratorios.
Handel became EnglandÕs favorite composer. He had
given English audiences music that in variety and
interest rivalled anything they could remember. Handel
lost both of his eyesight in 1753. When he conducted his
oratorio, 5Samson,Ó a few in the audience were unaware
that he had lost his eyesight. The Messiah is H×ndelÕs
most famous creation and the very well known
5HallelujahÁ chorus is part of H×ndelÕs Messiah. The
Messiah was written in the space of twenty Ð four days in London but it was in Dublin
when The Messiah was first performed and became an instant success.
His works include:
¥ The Messiah ÒHallelujah ChorusÓ
Listens and watch the link that features the ÒHallelujahÓ chorus from HandelÕs
Messiah at http://www.youtube.com/watch?v=IUZetVbJT5c

2. Johann Sebastian Bach

J.S. Bach came from a family of musicians. He was taught to play violin by
his father who was then the town musician in Eisanach. He entered school at age 7
where he was taught religion and other subjects. He became orphaned at age ten.
His brother, a church organist provided for him. BachÕs beautiful soprano singing
voice helped him to be accepted at a school in Luåeberg. A few years later, his voice
changed and Bach focused his attention to playing the violin and harpsichord. Bach
was a religious man. His personal and deep faith is shown in his sacred music. He
was known for his compositions for organ, orchestra, and oratorio. His most
important and long Ð term position was as 5cantorÓ at St. Thomas Church.

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His works includes:

¥ Concerto Grosso
¥ Masses
¥ Cantatas
¥ Fuques
Listen to the link of BachÕs Taccata and Fugue in D
minor played on glass harp (musical glass)
http://www.youtube.com/watch?v=XKRj-T4l-e8

3. Antonio Vivaldi
Antonio Lucio Vivaldi Antonio Lucio Vivaldi , nickn ilPrete Rosso ("The Red
Priest") because of his red hair, was an Italian Baroque composer, Catholic priest
and a virtuoso violinist. Recognized as one of the greatest Baroque composers, his
influence during his lifetime was widespread over Europe. Vivaldi is known mainly
for composing instrumental concertos, especially for the violin, as well as sacred
choral works and over forty operas. He entered the priesthood and was ordained in
1703. Vivaldi is well known for giving the strings a major role in his compositions.
His most famous piece is The Four Seasons. This composition is a series of four violin
concerti depicting each of the seasons, 5Spring,Á5Summer,Á5Autumn,Á and
5Winter.Á

His work includes:

¥ The Four Seasons
Listen to the link that features
ÒSpringÓ, (one of the four parts of
the Four Seasons)

¥ http://www.youtube.com/watch?v=aFHPRioZeXE

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WhatÕs More

Activity 3:

Directions: Fill in a musical composition to each of the following famous composers

and identify the corresponding periods where it belongs. Write your answer in a
separate sheet.

Composers Musical Composition Period

1. Adam de la Halle

2. Giovanni Pierluigi
da Palestrina

3. Antonio Vivaldi

4. Johann Sebastian
Bach

5. Thomas Morley

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What I Have Learned

You are already done learning the role and the compositions of the Composers
of Medieval, Renaissance and Baroque period. Now, fill in the blanks with the correct
answer to complete the paragraph.
I have learned that a symbol representing one to four notes used as notation
is during the (1)___________ Period. A well-tempered clavier is one of the well-known
keyboard improvisations of (2)___________. The (3)___________ is one of HandelÕs
most famous composition. Handel is remembered for his (4)_________and
(5)__________. Antonio Vivaldi is well-known for giving the (6)__________ a major role
in his composition. Tonality is a system where the musical piece is based on a
(7)____________. A music consisting of a single melodic line without chordal
accompaniment is (8)___________. Sacred music was specifically written for use in
(9)__________ services. The Neumes were written above the words to suggest
(10)__________ of the melody. Antonio VivaldiÕs most famous piece is (11)__________.
The Messiah is written in the space of (12)____________ in London. Baroque music
was highlighted grandiose (13)____________and (14)____________. (15)___________ is
collection of Italian madrigals fitted with an English text.(16)___________ is one of
the main sections of the mass written in a Greek text.

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What I Can Do

Activity 3 Play with Me!

Direction: Choose a musical composition from the different periods suggested below
and create an accompaniment using indigenous materials.

Suggested Musical Selection:

#Gregorian Chant in Medieval Period
#Fire, Fire, Fire My Heart by Thomas Morley
#Toccata and Fugue in D minor by Johann S. Bach
#Concerto Grosso for two violins, cello, string and basso continuous by Handel
#Pope Marcellus Mass by Giovanni Pierluigi da Palestrina
#Hallelujah by Goerge F. Handel
#Four Seasons by Antonio Vivaldi

Rubric:
Criteria: 5 pts 4 pts 3 pts 2pts 1pt
Intensity Tone color
(loudness Instrumen
Originality Creativeness
& tation
softness)
Melodic/
A few Many Consistently
Rhythmic No mistakes Mostly wrong
mistakes mistakes wrong
Pattern
Fluctuates Fluctuates Not
Tempo Appropriate Mostly wrong
slightly Much appropriate
Played with Played Played Played with
Stage
excellent with good with less Cannot play
Presence
confidence confidence confidence confidence
Overall Pretty
Superior Very good Fair Poor
Performance good
Total

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Assessment

I. Multiple Choice: Read the statements carefully. Choose your answer from the
given choices. Write your answer in a separate sheet of paper.

______1. Which of the following is NOT a composition of Thomas Morley?

a. Fantasy b. Fire, Fire, Fire My Heart
c. Hallelujah Chorus d. Sing and Chant It

______2. What is the most famous composition of George Friedrich Handel?

a. Fire, Fire, Fire My Heart b. Hallelujah Chorus
c. The Four Seasons d. Toccata

______3. What is the famous piece of Antonio Vivaldi?

a. Autumn b. Spring
c. The Four Seasons d. Winter

______4. Baroque music is known for its grandiose and elaborate ornamentation.
Which of the following baroque music forms was developed through imitative
counterpoint.
a. Chorale b. Concerto Grosso
c. Fugue d. Mass

______5. When was Major and Minor tonality created?

a. Baroque Period b. Classical Period
c. Medieval Period d. Renaissance Period

II. MATCHING TYPE

Direction: Match the terms in Column A to its corresponding description in Column
B. Write the letter of your answer on the space provided before each
number.

Column A Column B
_______1. Two or more Melodic lines a. Monophony
_______2. Christmas Oratorio b. Fugue
_______3. Developed thru imitative counterpoint c. Johann Sebastian Bach
_______4. Thomas Morley d. Antonio Vivaldi
_______5. Pope Marcellus Mass e. Fire fire my heart
_______6. MotetÕs & rondels f. Giovanni Pierluigi la Palestrina
_______7. Martin LutherÕs Protestant reformation g. Adam de la halle
_______8. Characteristic of mass h. Renaissance
_______9. Winter i. Polyphonic
_______10. Single melodic line j. Polyphony

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Additional Activities

Direction: Read understandably each statement and do the following exercises.

I. Using the available resources in your home, do the following activity

guided by the rubric:
A. Medieval Period
o By using your voice, sing in chant the different literary and musical
works which includes jeux-portis (poetic debate) in style of the
trouverse polyphonic rondels and motets in the style of early liturgical
polyphony.
o Listen to the link below that features 5 LeJeu de Robin et Marion

B. Renaissance Period
o Compose a music that resembles the harmonize version of the
hymnal tunes of the protestants church or from among the hill songs
listed below.
1. Still
2. Above All
3. Through It All
http://www.youtube.com/watch?v=zHoebp8Vgxs

C. Baroque Period

o By playing a Jazz/chamber music acoustic guitar, violin, ukulele,

tambourine or any kind of percussive instrument, play the following
music:
Ø Characteristics of the mass.
Ø 5 main sections of the mass.

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Rubric:
Criteria 5 4 3 2 1
STANDARD
Tone Tone was Tone was Tone was Tone Major
Quality very clear well- becoming reflects components
and highly developed well- some of tone quality
characteristi and developed. developmen needs to
c of the characteristic t but needs improve.
instrument. s of the careful
instrument. attention.
Rhythm Rhythm was Rhythm was Rhythm was Rhythm Rhythm was
performed performed performed was performed
with with near mostly performed inaccurately
precision. precision. accurately. inaccurately in many
in several places.
places.
Pitch All pitches Nearly all Most A A substantial
(Note were pitches were pitches were significant number of
accuracy) correct. correct. correct. number of incorrect
incorrect pitches
pitches detracted
detracted from the
from the performance.
performanc
e.
Tempo Tempo was Tempo was Tempo was Tempo was Tempo was
the proper very close to an too slow or too slow or
speed and the proper appropriate fast and/or fast and/or
the beat was speed and speed and the beat the beat was
absolutely the beat was the beat was very unsteady
steady. very steady. was mostly unsteady in in many
steady. several places.
places.
Articulatio Articulation Articulation Articulation Articulation Articulation
n was was clear and was mostly was was not
(attack + absolutely executed clear and somewhat communicate
release) clear and accurately accurate. unclear or d.
accurate. not evident
in several
places.

Technique Students is Students had Fundament Several Ability to

(posture, achieving appropriate al of basic different control the
hand fluent control of the technique components instrument
position control of instrument. are evident. of technique needs
the needs significant
instrument. attention. work.

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15
What I Know Assessment
Pre Test Multiple Choice
2. B
3. B 1. C
4. A 2. B
5. A 3. C
6. B 4. C
7. B 5. A
8. B
9. C Matching Type
10. C 6. J
11. C 7. C
8. B
Sentence Completion 9. I
1. Medieval 10. D
2. Johann Sebastian Bach 11. E
3. Messiah 12. F
4. Operas 13. G
5. Oratorios 14. H
6. Strings 15. A
7. Key Center
8. Homophony
9. Religious
10. Contour
11. The Four Seasons
12. 24 days
13. Elaborate
Ornamentation
14. Musica Transalpina
15. Gloria
Answer Key
lOMoARcPSD|28633452
 lOMoARcPSD|28633452

References

Websites

¥ http//www.youtube.com/watch?v=zHoebp8Vgxs
¥ http://www.youtube.com/watch?v=itKeTpK83IY
¥ http://www.youtube.com/watch?v=NB-i_V9QPt8
¥ http://www.youtube.com/watch?v=61aEb5Qt6-U
¥ http://www.youtube.com/watch?v=mBWKp$-_w4E
¥ http://www.youtube.com/watch?v=IUZetVbJT5c
¥ http://www.youtube.com/watch?v=XKRj-T4l-e8
¥ http://www.youtube.com/watch?v=aFHPRioZeXE
¥ http://www.youtube.com/watch?v=zHoebp8Vgxs

16

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 lOMoARcPSD|28633452

DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEdÕs Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education 3 SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]

17

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