9 MUSIC QUARTER 3 – MODULE 4 MELC: Improvises appropriate accompaniment to selected music from Romantic Period. I. A. Introduction This module was designed and written to help you learn about Music of Romantic Period. It is composed of different activities and exercises for you to answer and learn about improvised appropriate accompaniment to selected music from the Romantic Period. B. Discussion Improvised Accompaniments/Instruments Romantic Period is described as a cultural movement that stressed emotion, imagination, individualism and freedom of expression. Other composers were inspired by this musical style that they started to use music as a 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. The orchestra had become a great force due to its increasing size including the following; strings (larger string section), woodwind (flutes and piccolo, oboes and clarinets, bassoon and double bassoons), brass (trumpets, trombones and French horns, tuba added later in the period), percussion (full percussion section) and key (piano). The following are improvised instruments made out of local or recycled materials. Creating musical instruments out of these materials are possible for everyone more so that it has a lot of significance and benefits. Fig. 1: Thumb Piano Fig. 2: Bottle Flute https://www.youtube.com/watch?v=w8tGUMre61g https://www.youtube.com/watch?v=MbE6Zs3Oqq0&t=29s 2 Fig. 3: Bottle Guitar Fig. 4: Homemade Trumpet http://mymusicalmagic.blogspot.com/2014/02/how-to-make-bottle-guitar.html https://www.youtube.com/watch?v=S8UT1iEj_p4 https://www.youtube.com/watch?v=muRLKPhcfKg Fig. 5: Paper Tube Xylophones Fig. 6: Packaging tape Drum https://www.youtube.com/watch?v=KxQOJja9XVM https://www.youtube.com/watch?v=-COHNyFTOnc C. Readings Instrument Families When we talk about musical instruments, we often talk about them as being part of a family. That's because, just like in human families, the instruments in a particular family are related to each other. They are often made of the same types of materials, usually look similar to one another, and produce sound in comparable ways. Some are larger and some are smaller, just as parents are bigger than children. Musical instruments are grouped into families based on how they make sounds. In an orchestra, musicians sit together in these family groupings. Categories of Musical Instrument in an Orchestra The typical orchestra is divided into four groups of instruments: strings, woodwinds, brass, and percussion. Fig. 7: French horn Brass Instrument A French horn is a musical instrument of the brass family. It is shaped like a long metal tube with one wide end, wound round in a circle. By blowing into it and moving valves in order to obtain different notes. 3 Wind Instrument The Bassoon is a woodwind instrument in the double reed family that plays music written in the bass and tenor clefs, and occasionally the treble. Appearing in its modern form in the 19th century, the bassoon figures prominently in orchestral, concert band, and chamber music literature. Fig. 8: Bassoon Fig. 9: Double Bass Fig. 10: Piano Stringed Instrument The Double Bass, also known simply as the bass, is the largest and lowestpitched bowed string instrument in the modern symphony orchestra. The bass is a standard member of the orchestra's string section, as well as the concert band, and is featured in concertos, solo, and chamber music in Western classical music. Percussion Instrument A Piano is a large keyboard musical instrument with a wooden case enclosing a soundboard and metal strings, which are struck by hammers when the keys are depressed. The strings' vibration is stopped by dampers when the keys are released and can be regulated for length and volume by two or three pedals. D. Examples: For more videos using improvised instruments, watch the link listed below. • • https://www.youtube.com/watch?v=TgUXP63yWkc&t=87s https://www.youtube.com/watch?v=hx6dSpiuJdA II. Activity Proper Activity No. 1 Directions: Create your own improvised musical instrument using recycled materials. Submit a picture of your output to your teacher thru any online communication. Rubric Exceeds Standard 5 Construction and Over-all Presentation The instrument is well-constructed and nicely decorated. It is sturdy, neat, and will stand up to repeated playing over a period of time. Meets Standard 4 The instrument reflects some effort on construction and decoration. It is reasonably sturdy and neat and will stand up to being played more than once. 4 Approaches Standard 3 The instrument reflects some alteration to an existing form to "make" the instrument, may be fragile. Below Standard 2 The instrument reflects an existing form with little or no alteration. Pieces may be missing or falling off. Rubric Exceeds Standard 5 Resourcefulness Student utilized numerous recycled materials in improvised instrument. Meets Standard 4 Approaches Standard 3 Student utilized some Too many new recycled materials in materials vs. improvised recycled materials instrument. were used. Below Standard 2 Student brought in an actual instrument purchased at a store. Activity No. 2 Directions: Using your improvised instrument, create a basic rhythmic pattern to accompany Franz Liszt’s SONATA in B Minor and submit to your teacher thru any online communication. For your guidance, watch the link below. (https://www.youtube.com/watch?v=staE5zq7tPQ) RUBRICS POINT CRITERIA Content and Organization 5 The content of the audio-visual presentation is complete with the simple accompaniment and no errors, and performed with appropriate rhythm, tone, expression and style. The content of the audio-visual presentation is mostly complete with the simple accompaniment and minimal errors of one to three, and performed with appropriate rhythm, tone, expression and style. The content of the audio-visual presentation is mostly complete with the simple accompaniment and minimal errors of four to six, and performed with mostly appropriate rhythm, tone, expression and style. The content of the audio-visual presentation is somehow complete with the simple accompaniment and errors of seven to 10, and performed with mostly appropriate rhythm, tone, expression and style. 4 3 2 5 Score KEY TO CORRECTIONS Activity No. 1 (Please refer to the Rubric) Activity No. 2 (Please refer to the Rubric) 6 III. SUMMATIVE EVALUATION A. Directions: Choose the letter of the correct answer. Write it on the space provided before the number. _____1. It is a musical instrument that produces sound by sympathetic vibration of air in a tubular resonator in sympathy with the vibration of the player's lips. A. Brass Instrument B. Percussion Instrument C. String Instrument ______2. It is in free form such as fantasy, rhapsody, ballad and nocturne. A. Program Music B. Piano Music C. Violin Music _____3. Materials used to create an improvised piano. A. Pins and Bottles B. Wood and Hair pins C. Paper Tubes _____4. It is the creative activity of something without planning or preparation, using present materials. A. Improvisation B. Instrumentation C.Innovation _____5. Cylindrical materials that can be used to make improvised flute and guitar. A. Paper Tubes B. Bottles C. Pipes _____6. It is the particular instruments used in a piece of music; the manner in which a piece is arranged for instruments. A. Improvisation B. Instrumentation C. Innovation ______7. It is a musical instrument that is sounded by being struck or scraped by a beater including attached or enclosed beaters or rattles struck, scraped or rubbed by hand or struck against another similar instrument. A. Brass Instrument B. Percussion Instrument C. String Instrument _____8. It is a large instrumental ensemble typical of classical music, which combines instruments from different families such as, string, brass or wind and percussion. A. Rondalla B. Soloist C. Orchestra _____9. It is an adhesive material that can be used to make improvised drum. A. Balloon B. Packaging Tape C. Cans _____10. It is an instrumental music that conveys image or scenes, music that tells a short story without text or lyrics and imaginative ideas. A. Program Music B. Piano Music 7 C. Violin Music B. Directions: Create and design your own improvised musical instrument using your creativity and imagination. Use any available materials at home. Choose from the following classifications of instruments, (string, brass or wind, and percussion). Submit a video or a picture playing your designed improvised musical instrument to your teacher thru any online communication. A scoring rubric is used to rate your output. RUBRICS POINT 5 CRITERIA Content and Organization The improvised instrument shows an Score outstanding craftsmanship, with clear attention to detail. It is wellconstructed and nicely decorated. It is sturdy, neat, and will stand up to repeated playing over a period of time. 4 The improvised instrument shows good craftsmanship, with some attention to detail. It reflects some effort on construction and decoration. It is reasonably sturdy and neat and will stand up to being played more than once. 3 The improvised instrument shows average craftsmanship and attention to detail. It reflects some alteration to an existing form to "make" the instrument, may be fragile. 2 The improvised instrument shows below average craftsmanship and little attention to detail. It reflects an existing form with little or no alteration. Pieces may be missing or falling off. 8 FOR WEEK 5 Objective: To explore ways of producing sounds on a variety of sources that would stimulate instruments being studied. Performance Task: Choose one activity from A to B. A. Directions: Follow the procedure in doing the activity. (25 points) Procedure: 1. Select one music of Romantic Period from the following; a. Hungarian Rhapsody No.2 by Franz Liszt b. Waltz of the Flowers” from The Nutcracker Suite by Peter Illyich Tchaikovsky c. Fantasie Impromptu Op. 66 by Frederic Chopin 2. Create a basic rhythmic pattern suited to your chosen music. 3. Accompany your music using your created rhythmic pattern through your instrument. 4. Record, save and send it to the teacher thru any online communication. 5. Rubrics below will be used to rate your work. Rubrics Criteria 5 4 3 2 All instructions were At all times Most of the Some of the Hardly time time followed Creativity Excellent Good Satisfactory Fair Originality of Excellent Good Satisfactory Fair Use of Materials Excellent Good Satisfactory Fair Overall Performance Excellent Good Satisfactory Fair Composition TOTAL POINTS 9 B. Directions: Follow the procedure and answer the following questions. Procedure: 1. Select one music of Romantic Period from the following; a. Hungarian Rhapsody No.2 by Franz Liszt b. Waltz of the Flowers” from The Nutcracker Suite by Peter Illyich Tchaikovsky c. Fantasie Impromptu Op. 66 by Frederic Chopin 2. Create a basic rhythmic pattern suited to your chosen music. 3. Accompany your music using your created rhythmic pattern through your instrument. 1. What music of the Romantic Period did you use and why? (5pts.) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. Based on the rhythmic pattern of your chosen music using an improvised instrument, describe the tone of the song or music. (10 pts.) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. Did you perform the song/ music at your best? How did you do it? (10 pts.) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 10 References: A. Book Learner’s Material for Music & Arts Grade 9, Department of Education B. Online and Other Sources • Music of Romantic Period https://www.bbc.co.uk/bitesize/guides/zw3nrwx/revision/4 Romantic Musical Instruments • https://www.collinsdictionary.com/dictionary/english/french-horn • https://www.google.com/search?q=double+bass+instrument&tbm • https://en.wikipedia.org/wiki/Brass_instrument • https://en.wikipedia.org/wiki/Percussion_instrument Orchestra • https://www.orsymphony.org/learning-community/instruments/ Improvised Musical Instruments • https://www.youtube.com/watch?v=w8tGUMre61g • https://www.youtube.com/watch?v=MbE6Zs3Oqq0&t=29s • https://www.youtube.com/watch?v=muRLKPhcfKg • https://www.youtube.com/watch?v=KxQOJja9XVM • https://www.youtube.com/watch?v=-COHNyFTOnc • https://www.youtube.com/watch?v=TgUXP63yWkc&t=87s • https://www.youtube.com/watch?v=hx6dSpiuJdA 11
