CURRICULUM MAPPING

GRADE LEVEL: 9 (1st Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 1: HISTORY OF WESTERN MUSIC (MJSIC OF MEDIEVAL, RENAISSANCE AND BAROQUE PERIOD)
WRITER: Amor Grace M. Sacudit

CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDING QUESTION

The learner… The learner… The learner The learner… Goal: to perform The leaner The learner will be How will the  Quizzes
1. Music of will will be able able to Performs learner be  Summative *Lectures
the Demonstrates Performs selected appreciates 1. Listens perceptively to Role: Singer, to learn and selected songs from able to *Groupings
Medieval understanding songs from and performs selected vocal and songwriter to Performs Medieval, Performs
Period of Medieval, the music instrumental music of selected Renaissance and selected
(700- characteristics Renaissance and from the Medieval, Renaissance Audience: students songs from Baroque periods songs from
1400) features of the Baroque periods Medieval, and Baroque and teacher Medieval, Medieval,
Medieval, Renaissance 2. Explains the Renaissance Renaissance
a) Historical and Renaissance a) Chants and Baroque performance practice Situation: Performing and Baroque and Baroque
cultural and Baroque b) Madrigals periods (setting, composition, periods periods?
background; period music c) Excerpts role of Performance/Product:
b) Gregorian chants; from Core Values: composers/performer Recital
c) Troubadour oratorio Proud s and audience) during
music; d) Chorales Importance Medieval, Renaissance Standard:
d) Composer – Adam e) Troubadour Appreciative and Baroque periods;
de la Halle Creative 3. Relates Medieval, The product must
Musical Renaissance and meet the following
Inclined Baroque music to its standards:
historical and cultural
background through Content – 10%
dramatization Creativity – 30%
4. Sings Medieval chant Performance –50 %
troubadour song, Audience impact-10%
madrigal, chorale and
selections from Total: 100%
oratorio with correct
pitch, rhythm,
expression and style;
5. Describes musical
elements of given
Medieval, Renaissance
and Baroque period
6. Explore other arts and
media that portray
Medieval, Renaissance
and Baroque elements
7. Improvises
appropriate
accompaniment to
 given Medieval and
Renaissance songs
8. Create and or perform
songs in Gregorian and
Troubadour styles
9. Play simple melodies
of a chorale and
provide
accompaniment

CURRICULUM MAPPING

GRADE LEVEL: 9 (1st Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 1: HISTORY OF WESTERN MUSIC (MJSIC OF MEDIEVAL, RENAISSANCE AND BAROQUE PERIOD)
WRITER: Amor Grace M. Sacudit

CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDING QUESTION
 The learner… The learner… The learner The learner… Goal: to perform The leaner The learner will be How will the  Quizzes
2. Renaissance will will be able able to Performs learner be  Summative *Lectures
Period Demonstrates Performs selected appreciates 10. Listens perceptively to Role: Singer, to learn and selected songs able to *Groupings
(1400-1600) understanding songs from and performs selected vocal and songwriter to from Medieval, Performs
of Medieval, the music instrumental music of Performs Renaissance and selected
a) Historical and characteristics Renaissance and from the Medieval, Renaissance Audience: students selected Baroque periods songs from
cultural background features of the Baroque periods Medieval, and Baroque and teacher songs from Medieval,
b) Mass Medieval, Renaissance 11. Explains the Medieval, Renaissance
c) Madrigal Renaissance f) Chants and Baroque performance practice Situation: Performing Renaissance and Baroque
d) Composers – and Baroque g) Madrigals periods (setting, composition, and Baroque periods?
Giovanni da period music h) Excerpts role of Performance/Product: periods
Palestrina and from Core Values: composers/performer Recital
Thomas Morley oratorio Proud s and audience) during
i) Chorales Importance Medieval, Renaissance Standard:
j) Troubadour Appreciative and Baroque periods;
Creative 12. Relates Medieval, The product must
Musical Renaissance and meet the following
Inclined Baroque music to its standards:
historical and cultural
background through Content – 10%
dramatization Creativity – 30%
13. Sings Medieval chant Performance –50 %
troubadour song, Audience impact-10%
madrigal, chorale and
selections from Total: 100%
oratorio with correct
pitch, rhythm,
expression and style;
14. Describes musical
elements of given
Medieval, Renaissance
and Baroque period
15. Explore other arts and
media that portray
Medieval, Renaissance
and Baroque elements
16. Improvises
appropriate
accompaniment to
given Medieval and
Renaissance songs
17. Create and or perform
songs in Gregorian and
Troubadour styles
18. Play simple melodies
of a chorale and
provide
accompaniment
 CURRICULUM MAPPING

GRADE LEVEL: 9 (1st Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 1: HISTORY OF WESTERN MUSIC (MJSIC OF MEDIEVAL, RENAISSANCE AND BAROQUE PERIOD)
WRITER: Amor Grace M. Sacudit

CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDING QUESTION
 The learner… The learner… The learner The learner… Goal: to perform The leaner The learner will be How will the  Quizzes
3. Music of will will be able able to Performs learner be  Summative *Lectures
the Demonstrates Performs selected appreciates 19. Listens perceptively to Role: Singer, to learn and selected songs from able to *Groupings
Baroque understanding songs from and performs selected vocal and songwriter to Performs Medieval, Performs
Period of Medieval, the music instrumental music of selected Renaissance and selected
(1685- characteristics Renaissance and from the Medieval, Renaissance Audience: students songs from Baroque periods songs from
1750) features of the Baroque periods Medieval, and Baroque and teacher Medieval, Medieval,
Medieval, Renaissance 20. Explains the Renaissance Renaissance
a) Historical and Renaissance and k) Chants and Baroque performance practice Situation: Performing and Baroque and Baroque
cultural Baroque period l) Madrigals periods (setting, composition, periods periods?
background; music m) Excerpts role of Performance/Product:
b) Concerto Grosso, from Core Values: composers/performer Recital
Fugue oratorio Proud s and audience) during
c) Oratorio and n) Chorales Importance Medieval, Renaissance Standard:
chorale o) Troubadour Appreciative and Baroque periods;
d) Composers: Creative 21. Relates Medieval, The product must
Johann Sebastian Musical Renaissance and meet the following
Bach and George Inclined Baroque music to its standards:
Friedrich Handel historical and cultural
background through Content – 10%
dramatization Creativity – 30%
22. Sings Medieval chant Performance –50 %
troubadour song, Audience impact-10%
madrigal, chorale and
selections from Total: 100%
oratorio with correct
pitch, rhythm,
expression and style;
23. Describes musical
elements of given
Medieval, Renaissance
and Baroque period
24. Explore other arts and
media that portray
Medieval, Renaissance
and Baroque elements
25. Improvises
appropriate
accompaniment to
given Medieval and
Renaissance songs
26. Create and or perform
songs in Gregorian and
Troubadour styles
27. Play simple melodies
of a chorale and
provide
accompaniment
 CURRICULUM MAPPING

GRADE LEVEL: 9 (2nd Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 2: MUSIC OF THE CLASSICAL PERIOD (1750-1820)
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS STANDARDS COMPETENCY TASK GOALS UNDERSTANDING QUESTION
 The learner… The learner… The learner The learner… Goal: to perform The leaner The learner will be How will the  Quizzes
Music of the will will be able able to sings and learner be  Summative *Lectures
Classical Period Demonstrates Sings and appreciates 1. Narrates the life and Role: Singer, to learn and performs themes able to *Groupings
(1750-1820) understanding performs and works of classical songwriter to sings and of symphonies sings and
of themes of performs the composers after video performs and other performs
a) Historical characteristics symphonies music from and movie showing Audience: students themes of instrumental themes of
and cultural features of and other the 2. Relates Classical music and teacher symphonies forms symphonies
background Classical instrumental Medieval, to its historical and and other and other
b) Sonata period forms Renaissance cultural background Situation: Performing instrumental instrumental
allegro and Baroque 3. Explains the forms forms?
form, periods performance practice Performance/Product:
concerto, (setting, composition, Recital
symphony Core Values: role of
c) Composers: Proud composers/performers, Standard:
Franz Josef Importance and audience) during
Haydn, Appreciative Classical period The product must
Wolfgang Creative 4. Listens perceptively to meet the following
Amadeus Musical selected Classical standards:
Mozart, Inclined Period music
Ludwig van 5. Describes musical Content – 10%
Beethoven elements of given Creativity – 30%
Classical period pieces Performance –50 %
6. Analyses sonata allegro Audience impact-10%
form
7. Sings themes or Total: 100%
melodic fragments of
given Classical period
pieces
8. Explore other arts and
media that portrays
Classical elements
9. Improvises appropriate
accompaniment to
given short and simple
classical pieces

CURRICULUM MAPPING

GRADE LEVEL: 9 (3rd Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 3: MUSIC OF THE ROMANTIC PERIOD (1820-1900)
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATIO LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS N COMPETENCY TASK GOALS UNDERSTANDIN QUESTION
STANDARDS G
 The learner… The learner… The learner The learner… Goal: to perform The leaner The learner will How will the  Quizzes
Instrumental will will be able be able to sings learner be  Summativ *Lectures
Music of the Demonstrates Sings and appreciates 1. Narrate the life and Role: Singer, to learn and and performs able to e *Groupings
Romantic understandin performs and works of romantic songwriter to sings and themes of sings and
Period (1820- g of themes of performs composers after video performs selected performs
1900) characteristics selected the and movie showing Audience: students themes of instrumental themes of
features of instrumenta instrumenta 2. Relates Romantic and teacher selected pieces selected
a) Historical instrumental l pieces l music from period music to its instrumenta instrumenta
and cultural of the the historical and cultural Situation: Performing l pieces l pieces?
background; Romantic Romantic background
b) Program period periods 3. Explains the Performance/Product
music performance practice :
c) Piano Core Values: (setting, composition, Recital
music; Proud role of
d) Composers: Importance composers/performers Standard:
Frederic Appreciative , and audience) during
Chopin, Creative the Romantic period The product must
Peter Illych Musical meet the following
Tchaikovsky Inclined standards:
, Franz Liszt,
and Camille Content – 10%
Saint-Saens Creativity – 30%
Performance –50 %
Audience impact-10%

Total: 100%

CURRICULUM MAPPING

GRADE LEVEL: 9 (4th Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 4: MUSIC OF THE ROMANTIC PERIOD (1820-1900)
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATIO LEARNING PERFORMANCE TRANSFER ESSENTIAL ESSENTIAL ASSESSMENT ACTIVITIES
STANDARDS STANDARDS N COMPETENCY TASK GOALS UNDERSTANDIN QUESTION
STANDARDS G

Vocal Music of the The learner… The learner… The learner The learner… Goal: to perform The leaner The learner will How will the  Quizzes
Romantic Period will will be able be able to sings learner be  Summativ *Lectures
(1820-1900) Demonstrates Sings and appreciates 1. Narrate the life Role: Singer, to learn and and performs able to e *Grouping
understandin performs and and works of songwriter to sings and themes of sings and s
a) Art song g of themes of performs romantic performs selected performs
b) Opera characteristic selected the vocal composers after Audience: students themes of instrumental themes of
c) Composers s features of instrumenta music from video and movie and teacher selected pieces selected
: Franz vocal music of l pieces the showing instrumenta instrumenta
Schubert, the Romantic Romantic 2. Listens Situation: Performing l pieces l pieces?
Guiseppe period periods perceptively to
Verdi, selected art songs Performance/Product
Giacomo Core and excerpts of :
Puccini, Values: opera Recital
and Proud 3. Sing themes or
Richard Importance melodic Standard:
Wagner Appreciativ fragments of
e given selected The product must
Creative songs meet the following
Musical 4. Explores other standards:
Inclined arts and media
that portray Content – 10%
Romantic period Creativity – 30%
elements Performance –50 %
5. Creates/improvise Audience impact-10%
s appropriate
sounds, music, Total: 100%
gestures,
movements and
costumes for a
chosen opera