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Republic of the Philippines
Department of Education
Regional Office III
Guided Learning Activity Sheet
Music 9
Quarter 3 – Week 4-8
Performing and Evaluating Music from
Romantic Period
Music– Grade 9
Guided Learning Activity Sheet
Improvising appropriate accompaniment, performing selected music from Romantic
period and evaluating music performance using rubrics
Quarter 3- Week 4-8
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Guided Learning Activity Sheet Development Team
Writer:
Carmelo D. Garcia
Editors:
Reviewer:
Graphic Artist:CARMELO D. GARCIA
Layout Artist;
CARMELO D. GARCIA
Layout Evaluator:
Cover Designer:
Paul Marion R. Vallentos
Management Team: May B. Eclar, PhD, CESO III
Roda T. Razon ,PhD. CESO V
Librada M. Rubio, PhD, Chief-CLMD
Ma. Editha R. Caparas, EdD, ESP-LRMS
Engelbert B. Agunday Jr. EdD, EPS, MAPEH
Rosauro M. Perez EdD, EPS-MAPEH
Lily Beth B. Mallari, EPS-LRMS
Printed in the Philippines, Department of Education – Central Luzon
Office Address
: Matalino st. Government Center, Maimpis City of San Fernado
Pampanga
Telefax
(045) 598-8580 to 89
:
E-mail Address: region3@deped.gov.ph
I. What I Need to Know?
Learning Competency
At the end of this Guided Learning Activity Sheet, you are expected to:
➢ Improvises appropriate accompaniment to selected music from Romantic Period
( week 4-5 MU9CL-lle-9)
➢ Perform selected music from Romantic period, ( week 6-7 MU9CL-llb-h-7)
➢ Evaluates music and music performance using guided rubrics ( week 8)
II. What I Know?
Direction: Identify the composers of Romantic Period from each column.
1
2
3
4
5
Johann
Sebastian Bach
Ludwig Van
Beethoven
Franz Liszt
Richard
Wagner
Arnold
Schoenberg
Franz Schubert
Robert
Schurmann
Igor Stravinsky
Cammille
Saint-Seans
Claude
Debussy
Wolfgang
Amadeus
Mozart
Ryan
Cayabyab
Ramon Santos
Edward Grieg
Frederic
Chopin
LESSON
4-8
Performing and Evaluating Music
from Romantic Period
III. What’s In?
A. Identification: Identify what is being asked.
________________1. He was known as the virtuoso pianist and composer and the
busiest musician during the romantic era.
________________2. It is a piece composed for the development of a specific point of
technique.
________________3. He started playing mandolin at the age of 5.
________________4. The compositions in this period are more passionate and
expressive.
________________5. He developed a problem with his hands, effectively ending his
dreams as a pianist.
IV. What’s New
Direction: Listen to the Link below, Draw your impression on the box while listening to
music.
Mahler’s Symphony No. 8 in E-Flat major
Symphony of a thousand
https://www.youtube.com/watch?v=nxf3xtH31jA
(Downloaded video will sent through messenger ahead of discussion)
V. What is it?
Ask most people what they consider a romantic song, and if they familiar with the
song “All of Me” by John Legend or most anything about Marvin Gay. But, as you know,
the Capital “ R “ in Romantic music is works composed in Romantic style, which arose
during the Romantic period
At its core, composer of Romantic Era saw music as a means of individuality and
expressing of emotion. Indeed, they considered music the art form most capable of
expressing the full range of human emotion; as a result, romantic composers broadened
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the scope of emotional content. The music was expected to communicate to the
audience, often by using a narrative form that fold distinct stories.
Changes to orchestra during the romantic period is a critical mean to expanding
the expressiveness of the music- primarily through tonal colour, broader dynamic and
richer harmonies was by increasing the number of instruments required to perform the
composition,
Example:
Mahler’s Symphony No. 8 in E-Flat major
Symphony of a thousand
https://www.youtube.com/watch?v=nxf3xtH31jA
(Downloaded video will sent through messenger ahead of discussion)
This requires to choirs and 120 musicians including over 70 string musicians and
orchestra from classical era typically had around 30 musicians, the orchestra continued
to grow and evolve throughout the Romantic period. Setting into the orchestra we know
today. As alluded to above, the wind and brass section grew through the addition of a
variety of instruments, such as the Piccolo and contabasson, both of which greatly
expanded the tonal rage of music, the percussion section also saw numerous
instrument added from the bass drums to get the triangle
The string section also expanded. It remained comprised of the same four
instruments: Violin, viola, cello and double bass. However, the number of each string
instrument increased. Enlarging the number of string allowed for the creation of more
subsets within the string section. Romantic composers would use different
configurations of small groups of strings to deepen the texture and contrast within a
work.
Another orchestral innovation of the period was intermittent use of non-traditional
instrument.
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Example: Tchaikovsky’s 1812” Overtune Cannons”
https://www.youtube.com/watch?v=0F5k70xwGSk. Image downloaded from
google.
(Downloaded video will sent through messenger ahead of discussion)
An expanded orchestra was needed to perform the longer, more dramatic
symphonies from the Romantic Era. While the symphony exploded to new intensity
during this time, the period is also notable from composers creating a variety of types of
“ miniature” works.
Symphonie Fantastique
Extremely sensitive and imaginative musician tries to kill himself with opium due to
depression caused by discouraged love. Unfortunately, the dose was not enough and
does not kill but instead, plunges him into a heavy sleep flocked with nightmares. His
experiences, feelings and memories are translated in hallucinations of musical thoughts
and images. The girl he loves was transformed into melody and like a recurring theme,
he meets and hears everywhere. Each movement of symphony refers to a different
vision in the young musicians mind.
Movement
1st Movement
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Title
Reveries/ Passion
Tempo
Largo
slow
introduction) allegro
agitato( has both a
tempo indication) e
appasionado assai (
agitated and very
impassioned
Form
allegro)
2nd Movement
A Ball
Allegro non Troppo
The
movement
waltz
ABA form
second
is
a
3rd Movement
Scene
country
in
the Adagio waltz ( slow ABA Coda Form
tempo)
4th Movement
March
Scaffold
to
the Allegretto ( fasten Composed of two
than andante but different themes
not so fast) non
troppo
5th Movement
Dream of a witches Larghetto allegro ( Most Fantastic of
Sabbath
slowly with great the movement
expression)
VI. What’s More?
Enrichment Activities
Activity 1. Music Concept Rapping
Direction: Choose one topic below and perform through Rap style. Record your
performance and sent it to your teacher using via messenger. You can use instrumental
music as accompaniment for Rap music.
Topic 1
Topic 2`
Topic 3
Violin and Strings Music
Piano Music
Program Music
Rap/Song Rubric
Criteria
7
5
4
3
2
Originality and Presentation
Appearance
show
considerable
originality and
inventiveness.
The content
and ideas are
presented in a
unique and
interesting way.
Excellent use of
graphics and
background
Presentation
shows some
originality and
inventiveness.
The content
and ideas are
presented in an
interesting way.
Good use of
graphics and
backgrounds
Presentation
shows an
attempt at
originality and
inventiveness.
Fair use of
graphics and
backgrounds.
Presentation is
reduced
attempt at
originality ad
inventiveness.
Reduced use of
graphic and
backgrounds
Content
Information is
detailed, varied
and extensive
Includes
important
interesting
information
Includes some
important and
interesting
information.
Minimal content
Audio Quality
Singing/
Rapping is
clear, with good
diction and
appropriate
words for the
topic. Music is
at appropriate
level. Not too
loud or soft and
in accordance
with singing
Audio could be
better quality.
Music and
singing a little
out of
balance…
either music
chosen or the
singing is
slightly too loud
but still audible
Audio could be
better quality.
Singing could
be articulated
better. Music or
singing
overpower the
other, making it
difficult but still
possible to
understand
Audio is of very
reduced quality
(too loud or
soft, fuzzy!)
Music and
singing
compete as
audio in not
properly
levelled.
Activity 2.
Direction: listen the 2nd movement of symphony Fantastique’s “ A Ball”and write down
words to describe the atmosphere and emotions.
Modular; learner will write their favorite songs and draw the words to describe the
atmosphere and emotion, write your answer in a piece of paper.
Listening music: https://www.youtube.com/watch?v=npg11G8ZkAY
(Downloaded video will sent through messenger ahead of discussion)
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Symphonie Fantastique
Atmosphere and Emotions
2nd movement – a ball
Introduction
00:00 – 00:39
Beginning
00:39 – 02:15
Middle
02:16- 05:38
End
05: 39 – 06:38
Moods / Atmosphere
Scary, Shocking, Explosive, Mystery, Joy, Cheerful, Friendly, Inviting,
Warm, Noble, Serious, Dark, Adventure, Cal/ peaceful , Excitement
Symphonie Fantastique
Atmosphere / Emotion
2nd movement
00:00 – 00:39
Ex. Scary
00:39- 02:15
02:15- 05:38
05:39- 06:38
VII. What’s I Have Learned?
Direction: complete the following unfinished sentence
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.
1. My understanding about the music of the Roman Period is that……………………
______________________________________________________________________
______________________________________________________________________
2. I realized that most of music from the Romantic Period are……………………………..
______________________________________________________________________
______________________________________________________________________
3. The reason why I appreciate instrumental music from the Romantic period is
because…………………………………………………………………………………………
______________________________________________________________________
______________________________________________-_______________________
4. I love listening to the Romantic music composition because…………………………….
_____________________________________________________________________________________
_____________________________________________________________________________________
VIII. What I can do?
Story Telling
Direction: Each student will report the life and music of Romantic period through story
telling style using voice recorder and send to the teacher through messenger. You can
use movement and voice over to introduce the composer you chose.
Choices
Robert
Schumann
Franz Liszt
Peter ILyich
Tchaikovsky
Hector Berloiz
Frederic
Chopin
Exemplary
Accomplished
Developing
Beginning
5
4
3
2
Knows the
story well; has
obviously
practiced telling
the story; uses
no notes;
speaks with
confidence
Knows the
story pretty
well; some
practice; may
use notes fairly
confident
Rubric for Storytelling
Criteria
Knows the
story
10
Knows some of Does not know
the story; has
story; reads
not practiced;
from notes
relies on notes ;
appears
uncomfortable
Voice
Always speaks
loudly, slowly,
and clearly
Correct
pronunciation;
explain
unfamiliar
words.
Usually speaks
loudly, slowly,
and clearly
correct
pronunciation;
does not
explain the
unfamiliar
words
May speak too
softly or too
rapidly;
mumbles
occasionally
incorrect
pronunciation
of some words;
does not
explain
unfamiliar
words.
Speak too
softly or rapidly;
mumbles
incorrect
pronunciation;
does not know
what unfamiliar
words mean
Point of view
Establishes a
purpose early
on and
maintain clear
focus
throughout
Establishes a
purpose early
on and
maintain focus
for most of the
presentation.
There are few
lapses in focus,
but the purpose
is fairly clear.
It is difficult to
figure out the
purpose of the
presentation.
Duration
Story lasts 5 to
8 minutes
Story lasts less
than 5 to 8
minutes
Story lasts less
than 4 or more
than 8 minutes
Story lasts less
than 3 or more
than 9 minutes
IX. Assessment
A. Direction: Instruction: Complete the table below and give the needed information.
Movement
Title
1st Movement
2nd Movement
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Form
Largo slow
introduction) allegro
agitato e
appasionado assai (
agitated and very
impassioned allegro)
A Ball
3rd Movement
4th Movement
Tempo
ABA Coda Form
March to the
Scaffold
5th Movement
Most Fantastic of
the movement
ANSWER Key:
Movement
Title
Tempo
1st Movement
Reveries/ Passion
Largo slow
introduction) allegro
agitato e
appasionado assai (
agitated and very
impassioned
allegro)
2nd Movement
A Ball
Allegro non Troppo
Form
ABA form
The second
movement is a waltz
3rd Movement
Scene in the country Adagio waltz
ABA Coda Form
4th Movement
March to the
Scaffold
Allegretto non
troppo
Composed of two
different themes
5th Movement
Dream of a witches
Sabbath
Larghetto allegro
Most Fantastic of
the movement
References :
https://www.youtube.com/watch?v=npg11G8ZkAY
Connollymusic.com
https://www.youtube.com/watch?v=0F5k70xwGSk
https://www.youtube.com/watch?v=nxf3xtH31jA
http://www.classicfm.com
www.slideshare.com
Music and Arts learners Material. First Edition 2014
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