9

MUSIC
Third Quarter

LEARNING ACTIVITY SHEETS

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
MUSIC
Learning Activity Sheets (Grade 9)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

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Regional Director : BENJAMIN D. PARAGAS PhD, CESO V, DepEd R02
Assistant Regional Director : JESSIE L. AMIN EdD, CESO V, DepEd R02
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Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
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Development Team
Writer: JHONY E. DADERO, Teacher II, Diffun National High School
GLADYS B. GALVAN, Teacher III, Bannawag Integrated School
Shella Mae S. Geron, Calaoaagan Dackel NHS, SDO Cagayan
Thelma Magulod, Callao NHS, SDO Cagayan
Content Editor: DAISY M. DORAL, Master Teacher II, Aglipay West Central School
JOHN MARK P. MANGANTULAO, Teacher III, Maddela Comprehensive HS
MA. VICTORIA F. QUIAMBAO, PII, Sta Ana Fishery NHS, Cagayan
Language Editor: SHERLY C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino
FE G. BUCCAHAN PhD, Education Program Supervisor -Filipino, SDO Quirino
Illustrators: SHERWIN B. SALAS, Teacher III, TIC San Martin Inegrated School
JOEY B. DAGDAG, Teacher III, Saguday National High School
RENIEL IAN GACAYAN, Teacher III, Quirino General High School
Layout Artists: JOHN MARK P. MANGANTULAO, Teacher III, Maddela Comprehensive HS
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RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
RODANTE L. NADAL PhD, Education Program Supervisor–MAPEH, SDO Quirino
FELIMENDO M. FELIPE, Education Program Supervisor-LRMS, SDO Quirino
RONALD T. BERGADO, Project Development Officer II, SDO Quirino
ROZEN D. BERNALES, Librarian II, SDO Quirino

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Note: Practice Personal hygiene protocols at all times. ii

 TABLE OF CONTENTS

Compentency Page Number

Describes musical elements of given Romantic

pieces; ..................... 1

Explains the performance practice (setting,

composition, role of composers/performers, and
audience) during Romantic Period; ..................... 11

Relates Romantic Music to other art forms and its

history within the era; ..................... 23

Improvises appropriate accompaniment to

selected music from Romantic Period; ..................... 30

Performs selected music from the Romantic

Period; ..................... 34

Evaluates music and music performances using

guide rubrics. ..................... 38

Note: Practice Personal hygiene protocols at all times. iii

 MUSIC 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

MUSICAL ELEMENTS OF THE ROMANTIC PERIOD

Background Information for Learners

The Romantic Period is an artistic, literary and intellectual movement that begin in
the second half of the 18th century as a reaction to the Industrial Revolution It is in part, a
revolt against the social and political norms of the Age of Enlightenment and a reaction
against the scientific and rationalization of nature.

In music, Romantic Period refers to Western music composed in the late 18th century
to the 19th century. This was a time where composers moved away from the elegance and
formal restrain of the Classical Period. Human condition and the struggle of the spirit became
the focus Romantic composers. This gave rise to the composition of some of the most
passionate and expressive pieces of music ever heard.

According to Ben Dunnet, some of the distinct characteristics of music during the
Romantic Period are as follows:

▪ Emotional expression – this became more important than formal structural

considerations as composers rebelled against the formal restraint of the classical
period.
▪ Big expansion in size of orchestra and in types of instrument.
▪ New structures/forms – rhapsody, nocturne, song cycle
▪ Increasingly elaborate harmonic progressions
▪ Longer melodies than classical period
▪ Bigger range of dynamics
▪ Larger range in pitch (could be very easily expressed on the piano).
▪ Nationalism in music – some composers sought to use their compositions to
celebrate their countries

Typical song forms of the period are strophic and through-composed. In strophic
form, the same melody is repeated with every stanza (strophe) of the poems.
Through-composed on the other hand proceeds from beginning to end without
repetitions of a whole section. In here, the music follows the storyline, changing
according to the text.
The art song of the period, popularly known as Lied (plural, Lieder) is a solo
vocal song with piano accompaniment, and text in German. Franz Schubert’s
Erlkonig (Elfking) is an example of a Lied.

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 Listen to Erlkonig on the following link if you have access to internet or ask a
copy of the music from your teacher. A listening and story guide is provided for you to
help you understand its musical elements.
https://www.youtube.com/watch?v=JS91p-vmSf0

Source: The Enjoyment of Music 11th Ed.

The eerie atmosphere of the poem is first established by the piano. Galloping triplets are heard against a
rumbling figure in the bass. This motive, suggesting a horse’s pounding hooves, pervades the song, helping to
unify it. The poem’s four characters—the narrator, the father, the child, and the seductive elf—are all presented
by one soloist but vividly differentiated through changes in the melody, register, harmony, rhythm, and
accompaniment. The child’s terror is suggested by clashing dissonance and a high vocal range. The father
calms his son’s fears with a more rounded vocal line, sung in a low register. And the Elf king cajoles the child
in suavely melodious phrases set in a major key. The song is through-composed; the music follows the action of
the story with a steady rise in tension—and pitch—that builds almost to the end.
Source: The Enjoyment of Music 11th Ed.

Program music became the main form of instrumental compositions during the
period. This genre of instrumental music has literary or pictorial associations and evokes
images and ideas. The program is supplied by the composer either in the title or in an
explanatory note. The four main types of program music includes:
• Concert overture – a single-movement concert piece for orchestra based on a
literary idea. Romeo and Juliet by Tchaikovzky is an
example of this.
• Incidental music – usually consists of an overture and a series of pieces
performed between the acts of a play and during important
scenes. Example of this is Edvard Grieg’s Peer Gynt.
• Program symphony - a multimovement orchestral work. Hector Berlioz’
Symphonie Fantastique is an example of this.
• Symphonic Poem – program music for orchestra, in one movement, with
contrasting section to develop a poetic idea, suggest a scene or create a mood.

Short piano pieces in ABA form that shows emotion were also developed during this
period. Such piano pieces are often with a fanciful title and was a favorite Romantic genre.
Chopin’s Mazurka in B flat Minor is an example.

Learning Competency with code

Describes musical elements of given Romantic period pieces; (MU9RO-IIIa-2)

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ACTIVITY 1

Direction:
I. Choose the letter of the correct answer. Write your answers on your notebook.

1. Which of the following became the focus of Romantic composers?

a. Human condition and struggle of the spirit
b. Scientific method and the new inventions
c. Industrial Revolution and political issues
d. Natural environment and man-made catastrophe
2. This characteristic of Romantic music became more important than structural
consideration during the Romantic Period.
a. Nationalism in music
b. Emotional expression
c. New structures/forms
d. Bigger range of dynamics
3. What song form of the period has the same melody that is repeated with every
stanza of the poems?
a. Lied
b. Through-composed
c. Program music
d. Strophic
4. In the song Erlkonig, how did the soloist presented the four characters of the
poem?
a. Through the eerie sound of the piano
b. Changes in melody, register, harmony
c. More rounded vocal lines
d. A rumbling figure in the bass
5. What genre of instrumental music evokes image and ideas?
a. Incidental music
b. Piano pieces
c. Program music
d. Program overture

II. Match Column A to Column B. Write only the letters of your answer in your notebook.

COLUMN A COLUMN B

6. Romeo and Juliet a. lied

7. Symphonie Fantastique b. concert overture
8. Mazurka c. Incidental music
9. Erlkonig d. program symphony
10. Peer Gynt e. short piano piece
f. symphonic poem

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ACTIVITY II
Listen to the Berlioz’ Symphonie Fantastique IV – March to the Scaffold then choose
description of the elements based on the music selection that you heard. Write the letter of
your answers on your notebook.
(note: If you have internet access, you can access the music sample from the following links.
If internet is not available, request from your teacher a copy of the recorded music.)

Berlioz - Symphonie Fantastique - March To The Scaffold

https://www.youtube.com/watch?v=QwCuFaq2L3U

1. Melody - a. major b. minor c. a combination of major & minor

2. Rhythm - a. duple b. triple c. free

3. Dynamics - a. soft b. loud c. a wide range combination of soft and loud

4. Timbre - a. single instrument playing

b. a variety of instruments playing
c. a solo with piano accompaniment

ACTIVITY III
Listen to Chopin: Mazurka in B-flat Minor, Op.24, No.4 and answer the questions that
follows.
(note: If you have internet access, you can access the music samples from the following links.
If internet is not available, request from your teacher a copy of the recorded music.)

Chopin: Mazurka in B-flat Minor, Op.24 https://www.youtube.com/watch?v=kNeC-

6SuLS4

1. How do you describe the melody of the composition? Were you able to hear repeated
melodies or tunes?
2. What do you think is the rhythm of the music? Do you feel like dancing while
listening to it?
3. How do you describe the dynamics of the composition?

Reflection

I learned that _______________________________________________________

I enjoyed listening to __________________________________________________
I find difficulty understanding __________________________________________

References

Badiola, Mary Grace, et.al, A Journey Through Western Music and Arts Learners’ Material
for Music and Arts Grade 9, Department of Education, Pasig City Philippines

Poque, David, et.al, Classical Music for the Dummies, John Wiley & Sons, Inc., 111 River
Street, Hoboken, NJ 07030‐5774, 2015

Please always practice personal hygiene 4

Forney, Kristine, et.al, The Enjoyment of Music, W. W. Norton & Company Ltd., Castle
House, 75/76 Wells Street, London W1T 3QT

Wildridge, Justin, Characteristics of Romantic Music https://www.cmuse.org/classical-vs-

romantic-music/

Romantic Music https://courses.lumenlearning.com/suny-musicapp-medieval-

modern/chapter/romantic-music/

Ben Dunnet Romantic Period Music https://www.musictheoryacademy.com/periods-of-

music/romantic-period-music/

Romantic Music (1850-1900) https://www.rpfuller.com/gcse/music/romantic.html

Frans Schubert: Erlkonig https://www.youtube.com/watch?v=JS91p-vmSf0

Berlioz - Symphonie Fantastique - March To The Scaffold

https://www.youtube.com/watch?v=QwCuFaq2L3U

Chopin: Mazurka in B-flat Minor, Op.24 https://www.youtube.com/watch?v=kNeC-6SuLS4

Answer Key

Activity 1
1. A 6. B
2. B 7. D
3. C 8. E
4. B 9. A
5. D 10. C

Activity II
Melody – C
Rhythm - A
Dynamics- C
Timbre- B

Activity III
Answers may vary

Prepared by:

MA. VICTORIA F. QUIAMBAO

Sta. Ana Fishery NHS- SDO Cagayan

Please always practice personal hygiene 5

 MUSIC 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

PERFORMANCE PRACTICE OF THE ROMANTIC PERIOD MUSIC

Background Information for Learners

The Romantic Period liberated composers as well as performers. Because of this,

musical life reached the general populace, since performances were now in the public concert
hall as well as salons of aristocracy. Romantic composers could make a living in their
profession, and they are supported by the new middle-class audience. Musicians also met
their audiences equal during the period. They showed the world that there should be “no
segregation of musical tastes” and that “the purpose was to write music that was to be heard.
The Romantic Era gave rise to the virtuoso and concerto became a vehicle for
romantic expression and a display of supreme technical ability. Solo performers began to
dominate the concert hall and became stars who were idolized by the public.
The Period also highlights emerging composers from Russia , England, France
Denmark, Finland and Hungary, which later leads to Nationalism in the later part of the 19th
century.
Larger, more impressive versions of sonata forms, the rondos and to some extent the minuet
are still present during the era, aside from the popular Lied, song cycles and program music.
Most of the musical compositions portray literature, history, emotions, and nature. These
includes:
Ballade is a verse form or narrative that is set to music.
Etude- a piece composed for the development of a specific technique.
Mazurka- a Polish dance in triple time signature.
Nocturne- an instrumental composition of a pensive, dreamy mood for the piano
Polonaise- a slow Polish dance in triple time that consists of a march or procession
Prelude- a short piece of music that can be used as a preface, and introduction to
another work or may stand on its own
Waltz- a German dance in triple meter
Impromptu- a short free-form musical composition usually for a solo instrument, like
the piano
Scherzo- a musical movement of playful character, typically in ABA forms
Sonata- composition for one or more solo instruments usually consisting of three or
four independent movements varying in key, mood, and tempo

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 Among the known-composers of the period include:
Niccolo Paganini was one of the composers in Violin and String Music. He was
becoming the most famous violin virtuoso in the world. Some of his works are “La Campanella,
Concerto no.1 in Eb, Op.6, 15 Quartets for Guitar and Strings Trio and “The Carnival of
Venice”.
Frederic Chopin was known as the “Poet of the Piano”. An example of his composition
is Etude Op.10, no. 3 in E Major that was used for the song “No Other Love”.
Franz Liszt was known as the virtuoso pianist, a composer, and the busiest musician
during the Romantic era. His works includes Sonata in B Minor, Liebestraume no.3. The
Hungarian Rhapsody no.2 is the most popular and was the basis for the “Tom & Jerry” cartoon
called the “Cat Concerto”.
Robert Schumann founded the music journal. His piano works are Carnaval,
Kinderszenen, Abbegg Variations etc.
Hector Berlioz was famous in his five-movement symphony called “Symphonie
Fantastique”.
Peter llyich Tchaikovsky became famous after composing the musical poem “Fatu” and
“Romeo and Juliet”.
Camille Saint-Saens was considered as a composer who creates elegant music, clean,
polished, and never excessive. Samson and Delilah were the only one remembered in his
operas.

Learning Competency with code

Explains the performance practice (setting, composition, role of composers/performers,
and audience) during Romantic Period; (MU9RO-IIIb-h-3)

Activity 1
I. Match Column A to Column B. Write only the letter of your answers on your
notebook.

COLUMN A COLUMN B
1. Poet of the Piano a. Peter Ilych Tchaikovzky
2. Virtuoso pianist b. Robert Schumann
3. Music journal c. Frederic Chopin
4. Elegant, clean, polished music d. Franz Liszt
5. Romeo and Juliet e. Camille Saint -Seans

II.
Identify whether the following statement is True or False. Write YES if the
statement is correct and NO if the statement is incorrect. Write your answers on
your notebook.

6. The Romantic era gave rise to emerging composers outside Austria, Germany and
Italy.
7. Virtuosity of the composers were displayed during performances.
8. The middle-class audiences never supported the musicians of the period.
9. Program music as well as song cycles became popular during the period.
10. Music of the Romantic period are for the aristocrats only.

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Activity 2.
The following statements/words are performance practices during the Romantic Period.
Copy the table below and arrange them accordingly. A sample answer is provided for you as
your basis. Write your answer on your answer sheet.

a. Public concert hall b. concerto c. salons of aristocracy

d. Scherzo e. Composers make a f. Lied
living of their professions
g. Display of composers’ virtuosity h. General populace i. Composers met their
audiences equal
j. program music

Setting Composition Role of Composer/Audience

k. Royal courts l. Song cycle m. Solo performers were
idolized by the public

Activity III

Listen to Tchaikovzky’s Romeo and Juliet and answer the questions below. Write your
answers on your notebook.
(note: If you have internet connectivity you may access the music from the link
below. If internet is not accessible, ask a copy of the music from your teacher).
Tchaikovsky – Romeo and Juliet – Fantasy Overture
https://www.youtube.com/watch?v=_Od7gx3Dc-U

1. What particular places came into your mind while listening to the music?
2. How do you feel while listening? Who do you imagine as audiences of the
performance?
3. What story does the music tell you?

Reflection

I learned that _______________________________________________________________

I wish to explore on __________________________________________________________
I still have further question about ________________________________________________

Please always practice personal hygiene 8

References

Badiola, Mary Grace, et.al, A Journey Through Western Music and Arts Learners’ Material
for Music and Arts Grade 9, Department of Education, Pasig City Philippines

Poque, David, et.al, Classical Music for the Dummies, John Wiley & Sons, Inc., 111 River
Street, Hoboken, NJ 07030‐5774, 2015

Forney, Kristine, et.al, The Enjoyment of Music, W. W. Norton & Company Ltd., Castle
House, 75/76 Wells Street, London W1T 3QT

Wildridge, Justin, Characteristics of Romantic Music https://www.cmuse.org/classical-vs-

romantic-music/

Romantic Music https://courses.lumenlearning.com/suny-musicapp-medieval-

modern/chapter/romantic-music/

Ben Dunnet Romantic Period Music https://www.musictheoryacademy.com/periods-of-

music/romantic-period-music/

Romantic Music (1850-1900) https://www.rpfuller.com/gcse/music/romantic.html

Tchaikovsky – Romeo and Juliet – Fantasy Overture

https://www.youtube.com/watch?v=_Od7gx3Dc-U

Answer Key

Activity I
1. C 6. Yes
2. D 7. Yes
3. B 8. No
4. E 9. Yes
5. A 10. No

Activity 2

Setting Composition Role of Composer/audience

a. Public concert hall b. concerto e. composers could make a
c. Salons of aristocrats d. Scherzo living of their professions
h. general populace f. lied g. display of composers’
j. program music virtuosity
i. Composers meet their
audiences equal

Activity 3.
Answers may vary

Prepared by:
MA. VICTORIA F. QUIAMBAO
JHONY E. DADERO

Please always practice personal hygiene 9

 MUSIC 9

Name of Learner: _________________________________ Grade Level: _____

Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

THE RELEVANCE OF MUSIC TO OTHER ART FORMS AND HISTORY DURING
THE ROMANTIC PERIOD

Background Information for Learners

It should be noted that before the Romantic Period, monarchy rules France and there is
little or no freedom of speech. The people were segmented into nobles and clergy on one side
and the working class on the other side. All art forms were focused only on the lives of the
upper class.
When the spirit of the French Revolution caught the whole of the nation, a whole new
direction in arts started to take a new turn. Triggered by its spirit, artists of the period were full
of creative ideas waiting to be unleashed.
This explains why capturing extreme emotional state was the focus of the Romantic
Period. In music, emotional representations are captured through the use of bold tone colors.
According to study.com, bold tone color is a term that describes the unique sound of a musical
instrument. To extend the tone color options available, several instruments were added to the
orchestra and composers were able to create intensely emotional music.
In Tchaikovsky’s composition, Romeo and Juliet, Tchaikovsky successfully captures
the tension, drama and intense love with his notes and instruments. The emotional
representation of the story perfectly represented both the passion of the young lovers and the
intensity of the sword fight between the dueling families.
Similar to music, intense emotions are also depicted in the arts.

The Raft of the Medusa- Theodore Gericault

Source: https://www.britannica.com/topic/The-Raft-of-the-Medusa

Considered as an Icon of Romanticism, Theodore Gericault’s The Raft of the Medusa

depicts intense suffering and desperation. In his painting, he utilized somber, dramatic colors,
dark tones, and subjects in motion to represent the vain hope of rescue.

Contemporary events especially politics was also a subject of Romanticism.

Beethoven’s composition, Symphony No. 3 was originally intended to be a tribute for

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Napoleon Bonaparte who was greatly admired by Beethoven. However, Beethoven who was
enraged by Bonaparte’s declaration of himself as an emperors ripped the composition in two.
The composition was later rewritten and received the title Sinfonia Eroica or Heroic
Symphony. The use of descriptive title aimed towards inspiring imagination is a trademark of
the period. The composition involves expression of emotions changing from cheerfulness to
pained anguish in seconds.
Similarly, Gericault’s The Raft of the Medusa is also based on a contemporary event.
The Medusa is a French Royal frigate that set sail in 1816 to colonize Senegal. It was captained
by an officer who had not sailed for over twenty years and who ran the ship aground on a
sandbank. Due to the shortage of lifeboats, those who were left behind had to build a raft for
150 people, leaving only ten lives to save after a bloody thirteen day wandering. The vain hope
of the shipwrecked sailors were perfectly represented in the painting.

Learning Competency with code

Relates Romantic music to other art forms and its history within the era; (MU9RO-
IIIc-h-7)

Activity I.
I. Modified True or False. Read each statement carefully. Write True if the
statement is correct. If the statement is incorrect, write the word that makes the
statement incorrect. Write your answers in your answer sheet.

1. The French revolution triggered the Romantic artists’ creativity and idea.
2. Monarchy rules the Romantic period.
3. Several instruments were added to the orchestra to create classical sound.
4. The raft of the Medusa is a work by Beethoven.
5. Contemporary events also became a subject of Romanticism.

II. Choose the letter of the correct answer. Write your answer on your answer sheet.

6. It is a term that describes the unique sound of a musical instrument.

a. Bold tone color
b. Intense emotion
c. Dramatic color
d. Dark tones
7. Which of the following statement shows relevance between music and other arts?
a. Both music and painting of the Romantic period uses notes and instruments
b. Romantic music and arts both depict intense emotions
c. Music and arts are only for the monarchy
d. Subject of Romantic music and arts are for the masses
8. Which of the following is also a subject of Romantic music and arts?
a. Field works
b. Life of aristocrats
c. Politics
d. Contemporary events

9. Which of the following compositions is originally a tribute to Bonaparte?

a. Symphony No. 3

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 b. Symphony No. 9
c. Romeo and Juliet
d. Raft of the Medusa
10. What is perfectly represented in the painting “The Raft of the Medusa?”
a. Sailing of the Medusa
b. Vain hope of the shipwrecked sailors
c. The shortage of lifeboats
d. The raft constructed for 150 people

Activity II.

Listen to Beethoven’s Heroic Symphony and answer the questions that follows.
(note: If you have internet connection, you may access the music from the link below. If
internet is not available, ask a downloaded copy of the music from your teacher)

Beethoven - Symphony No. 3 in E flat major, Op. 55 "Eroica" - I. Allegro con Brio
https://www.youtube.com/watch?v=ft9lJBXW5rg

1. What do you think are the qualities of Bonaparte which were captured by
Beethoven in the 1st part of the music? Why do you think so?
2. If you are to relate the composition to history, what scenario do you imagine, is
currently happening, as suggested by the music?

Reflection:

It is nice to know ________________________________________________

My new learning is _______________________________________________

References:

Badiola, Mary Grace, et.al, A Journey Through Western Music and Arts Learners’ Material
for Music and Arts Grade 9, Department of Education, Pasig City Philippines

Poque, David, et.al, Classical Music for the Dummies, John Wiley & Sons, Inc., 111 River
Street, Hoboken, NJ 07030‐5774, 2015

Forney, Kristine, et.al, The Enjoyment of Music, W. W. Norton & Company Ltd., Castle
House, 75/76 Wells Street, London W1T 3QT

Wildridge, Justin, Characteristics of Romantic Music https://www.cmuse.org/classical-vs-

romantic-music/

Romantic Music https://courses.lumenlearning.com/suny-musicapp-medieval-

modern/chapter/romantic-music/

Ben Dunnet Romantic Period Music https://www.musictheoryacademy.com/periods-of-

music/romantic-period-music/

Romantic Music (1850-1900) https://www.rpfuller.com/gcse/music/romantic.html

Please always practice personal hygiene 12

Connections Between Romantic Music and Arts
https://study.com/academy/lesson/connections-between-romantic-music-and-art.html

The Raft of the Medusa https://www.louvre.fr/en/oeuvre-notices/raft-medusa

The Raft of the Medusa https://www.britannica.com/topic/The-Raft-of-the-Medusa

Music History http://www.kaublepianostudio.com/history/romantic.html

The Romantic Period https://www.easternct.edu/speichera/understanding-literary-history-

all/the-romantic-period.html

Sidney Prim. Romeo and Juliet in Classical Music: Pyotr Ilyich Tchaikovsky
https://www.libertyparkmusic.com/romeo-juliet-classical-music-pyotr-ilyich-tchaikovsky/
The French Revolution and Romanticism
https://westerncivguides.umwblogs.org/2013/12/10/the-french-revolution-and-romanticism-
3/. Dec. 10, 2013
Beethoven - Symphony No. 3 in E flat major, Op. 55 "Eroica" - I. Allegro con Brio
https://www.youtube.com/watch?v=ft9lJBXW5rg

Answer Key

Activity 1
1. True 6. A
2. Monarchy 7. B
3. Classical 8. D
4. Beethoven 9. A
5. True 10. B

Activity 2.
Answers may vary

Prepared by:

MA. VICTORIA F. QUIAMBAO – SAFNHS

SHELLA MAE S. GERON – Calaoagan Dackel NHS

Please always practice personal hygiene 13

 MUSIC 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

IMPROVISING ACCOMPANIMENT FOR SELECTED MUSIC OF THE
ROMANTIC PERIOD

Background Information for Learners

As mentioned in the previous lesson, capturing extreme emotional state was the focus
of the Romantic Period. To expand the expressiveness of music through tone color, broader
dynamics and richer harmonies, composers of the period increased the number of instruments
to perform the composition. From the Classical era, orchestra is composed of 30 musicians.
In the Romantic period, it continued to grow, settling to the orchestra we know today. The
wind and brass section added a variety of instruments such as piccolo and contrabassoon.

To explore rich dynamics and tones, improvements in instruments construction as

well as the creation of new instruments became evident during the period. For instance, the
piano’s physical keys expanded from five to eight octaves, the material used to construct its
frame shifted from wood to metal and the durability of metal used for its strings was
improved.

The instruments of the orchestra include:

• Strings- larger string section; comprised of the same four instruments: violin, viola,
cello and double bass but with increased number. Composers used smaller groups of
stringed to deepen the texture and contrasts within a work. Concert harp was also
used.

String Instruments
Source: https://raiderorchestra.org/orchestras/5th-grade-orchestra-about/instrument-selections/

Please always practice personal hygiene 14

 • Woodwind – flutes, piccolo, oboes, clarinets, bassoon and double bassoon

Source: https://www.thinglink.com/scene/1159556630220636161

• Brass- trumpets, trombones and French horns. Tuba was added later in the
period.

Trumpet

French Horn Trombone

Source: Classical Music for the Dummies tuba

• Percussion- full percussion section, include bass drums, triangle, side drums,
gongs, cymbals, castanets, bell, chimes

Percussion Instruments
Source: https://www.slideshare.net/jtcaviezel/music-in-the-romantic-era

• Key- piano, celesta

Piano
Source: Classical music for the Dummies

The activities found in this activity sheet will let you improvise appropriate accompaniment to
selected music of the Romantic Period.

Learning Competency with code

Improvises appropriate accompaniment to selected music from Romantic Period;
(MU9RO-IIIc-h-8)

Please always practice personal hygiene 15

Activity 1
Look for at least five (5) materials available in your home which you think has the
same sound or can simulate the function of the instruments discussed. List them down on
your answer sheet. A sample answer is provided to you as your basis.

Example:
1. empty infant milk cans – Drums

Activity 2.

Listen to Beethoven - Für Elise | Piano & Orchestra on the link below if you have
internet access. (note: If internet is not available, please ask from your teacher a copy of the
downloaded music). Perform the tasks below while listening to the composition.
Beethoven - Für Elise | Piano & Orchestra
https://www.youtube.com/watch?v=e4d0LOuP4Uw&list=PLWKka-kOlpQ-
Vm7sXc97n7Y8KSELlkCja&index=1

• Using the materials which you identified in Activity 1, improvise a rhythmic

or melodic accompaniment of the music. You are free to select what kind of
improvisation you wish to make. Ask your parents or siblings to perform with
you.
• Record your performance and submit it to your teacher.

Rubrics for Performance:

Criteria 4 3 2 1
Relevance The performance The performance The performance The performance
is related to the is quite related to is quite related to is not related to
selected music the selected music the selected music the selected music

Consistency and Demonstrates Demonstrates Demonstrates Do not

Mastery consistency and consistency and consistency and demonstrate
mastery all the mastery most of mastery some t of consistency and
time the time the time mastery
Creativity Improvisation is Improvisation is Improvisation is Little or no
creatively done creatively done in creatively done creativity is
throughout the most part of the tin some part of exhibited
composition composition the composition
Performance Performed with Performed with Performed with Was not able to
Delivery enthusiasm and enthusiasm and some to little perform
energy at all time energy most of energy
the time

References

Badiola, Mary Grace, et.al, A Journey Through Western Music and Arts Learners’ Material
for Music and Arts Grade 9, Department of Education, Pasig City Philippines

Please always practice personal hygiene 16

Poque, David, et.al, Classical Music for the Dummies, John Wiley & Sons, Inc., 111 River
Street, Hoboken, NJ 07030‐5774, 2015

Forney, Kristine, et.al, The Enjoyment of Music, W. W. Norton & Company Ltd., Castle
House, 75/76 Wells Street, London W1T 3QT

Musical period and style https://www.bbc.co.uk/bitesize/guides/zw3nrwx/revision/4

String Instruments https://raiderorchestra.org/orchestras/5th-grade-orchestra-

about/instrument-selections/

Woodwind Family https://www.thinglink.com/scene/1159556630220636161

Percussion instruments https://www.slideshare.net/jtcaviezel/music-in-the-romantic-era

Beethoven - Für Elise | Piano & Orchestra

https://www.youtube.com/watch?v=e4d0LOuP4Uw&list=PLWKka-kOlpQ-
Vm7sXc97n7Y8KSELlkCja&index=1

Answer Key

Activity 1
Answers may vary

Activity 2
Refer to rubrics for grading

Prepared by:
MA. VICTORIA F. QUIAMBAO
SAFNHS- SDO Cagayan

Please always practice personal hygiene 17

 MUSIC 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

PERFORMANCE AND EVALUATION OF
MUSIC OF THE ROMANTIC PERIOD

Background Information for Learners

As mentioned earlier, music of the Romantic Period is considered as the art form most
capable of expressing the full range of human emotion. As a result, Romantic composers
expanded the range of emotional content. Music was also expected to communicate to the
audience, often by using a narrative form that told definite stories, thus the birth of program
music.
According to cmed.ku.edu, in performing music of the Romantic period, the tempo
should be elastic, reflecting the expressive nuances of text. The idea of rubato (rhythmic
flexibility within a phrase or measure) wherein the tempo varies is an important aspect of
Romantic style.

Learning Competency with code

• Performs selected music from the Romantic Period; (MU9RO-llle-h-6)
• Evaluates music and music performances using guide rubrics.

Activity 1
Listen to Tchaikovsky’s Waltz of the Flower from the Nutcracker Suite. (note: If you
have internet connection, you may access the music from this link:
Tchaikovsky-Waltz of the Flower https://www.youtube.com/watch?v=QxHkLdQy5f0
(If internet is not accessible ask a copy of the downloaded music from your teacher).

Choose what activity from the differentiated tasks below you would like to perform.
Practice your chosen task and record it. Submit your recorded activity to your teacher.

a. Create your own dance movements (at least two minutes) based on the music.
Record your dance performance.
b. Draw scenarios you imagine while listening to the music. Record your
performance while you draw and picture your output as a finale.
c. Write your own story based on the music. Then narrate it using the music as your
background. Record your performance.
d. Set lyrics to the music. Then sing the song you composed and record your
performance.

Please always practice personal hygiene 18

Rubrics for the performance:

Criteria 5 3 1
Relevance The overall Some parts of the The performance has
performance/output performance of a little or no
is relevant to the output are not relevance to the
music of the Period relevant to the music music
Creativity Showed creativity in Showed creativity in Did not exhibit
the delivery of the some parts of the creativity
entire performance performance only
Performance Performed with Performed with Was not able to
delivery enthusiasm and some to little energy perform
energy

Activity 2

Review your recorded performance. Copy the rubric below and try to evaluate your
own performance using the Rubric. Sum up your score and in two to three sentences, justify
why you gave yourself such rating. Write your evaluation and justification in your answer
sheet.

Rubric for Evaluation:

Criteria 5 3 1
Presence of Emotional content is Emotional content is Little or no
emotional content manifested all manifested in some emotional content is
throughout the part of the manifested in the
performance performance performance
Manifestation of The story or The story or The story has no
communication narrative in the narrative of the story to tell
performance is performance is a
clearly conveyed little unclear
Performance Performed with Performed with Was not able to
delivery enthusiasm and some to little energy perform
energy

Reflection
I enjoyed doing ______________________________________________________________
I struggled in ________________________________________________________________

Please always practice personal hygiene 19

References

Badiola, Mary Grace, et.al, A Journey Through Western Music and Arts Learners’ Material
for Music and Arts Grade 9, Department of Education, Pasig City Philippines

Poque, David, et.al, Classical Music for the Dummies, John Wiley & Sons, Inc., 111 River
Street, Hoboken, NJ 07030‐5774, 2015

Forney, Kristine, et.al, The Enjoyment of Music, W. W. Norton & Company Ltd., Castle
House, 75/76 Wells Street, London W1T 3QT

Musical period and style https://www.bbc.co.uk/bitesize/guides/zw3nrwx/revision/4

The Romantic Period of Music

https://www.connollymusic.com/stringovation/the-romantic-period-of-music

The Romantic Period https://cmed.ku.edu/~cmed/private/romantic.html

Tchaikovsky-Waltz of the Flower https://www.youtube.com/watch?v=QxHkLdQy5f0

Answer Key

Activity 1
Please refer to rubrics

Activity 2
Please refer to rubrics

Prepared by:
MA. VICTORIA F. QUIAMBAO- SAFNHS
THELMA MAGULOD – Callo NHS
SDO- Cagayan

Please always practice personal hygiene 20