R’S MATERIAL

Unit 2

1
LEARNING AREA STANDARD
The learner demonstrates an understanding of basic concepts and
processes in music and art through appreciation, analysis and
performance for his/her self-development, celebration of his/her Filipino
cultural identity and diversity, and expansion of his/her world vision.

key - stage STANDARD

The learner demonstrates understanding of salient features of
music and art of the Philippines and the world, through appreciation,
analysis, and performance, for self-development, the celebration of Filipino
cultural identity and diversity, and the expansion of one’s world vision.

grade level STANDARD

The learner demonstrates understanding of salient features of Western music
and the arts from different historical periods, through appreciation, analysis,
and performance for self-development, the celebration of Filipino cultural
identity and diversity, and the expansion of one’s world vision.

CONTENT STANDARD
The learner …

Demonstrates understanding of the characteristics and features of the

music of the Classical period

PERFORMANCE STANDARD
The learner …

Sings and performs themes of symphonies and other instrumental

forms

2
INTRODUCTION:
In this module, you will learn the historical and cultural background of
the Classical era. In the history of Western music, the term Classical refers to
the period from 1750-1820. During this time, there were significant changes in
musical forms and style distinguishing the music from those of the previous
era. New music forms emerged such as sonata, concerto, and symphony.

The development of the Sonata form led to more large-scale works

and other long instrumental compositions such as symphonies, concertos and
overtures.

In this module, you will also learn of the development of classical opera
such as the Opera Seria and Opera Buffa which became popular among the
different social classes.

The life and music of Franz Josef Haydn, Wolfgang Amadeus Mozart
and Ludwig Van Beethoven, the three greatest and most famous composers
of the Classical era will be discussed in the following pages.

OBJECTIVES:
At the end of the module you, as a learner, are expected to:

 Narrate the life and works of classical composers after video

and movie showing
 Relate classical music to its historical and cultural background
 Explain the performance practice (setting, composition, role of
composers/performers, and audience) during classical period
 Listen perceptively to selected classical period music
 Describe the musical elements of given classical period pieces
 Analyze the sonata allegro form
 Sing themes or melodic fragments of given classical period
pieces
 Explore other arts and media that portray classical elements
 Improvise appropriate accompaniment to given short and
simple classical pieces

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PRE-ASSESSMENT:
Identify the term being described. Write the letter that corresponds to
your answer on the space provided.

_____ 1.A musical work with different movements for an instrumental soloist
and orchestra
a. SYMPHONY c. CONCERTO
b. SONATA d. RONDO
_____ 2.A section of the sonata allegro form where the themes are
introduced
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. THEME AND VARIATION
_____ 3.The general texture of Classical music
a. MONOPHONIC c. HETEROPHONIC
b. HOMOPHONIC d. POLYPHONIC
_____ 4.The term for serious opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA
_____5. The most important form that was developed during the classical
era and usually the form of the first movement of a sonata
or symphony
a. MINUET c. RONDO
b. SONATA ALLEGRO d. SYMPHONY
_____ 6. It repeats the themes as they first emerged in the opening
exposition
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. SONATA
_____ 7. A musical composition designed to be played by the full orchestra
a. SYMPHONY c. CONCERTO
b. SONATA d. CANTATA
_____ 8. The term for Italian opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA

_____9. It is a multi-movement work for solo instrument

a. SYMPHONY c. CONCERTO
b. SONATA d. CANTATA
_____10. It is called “The Age of Reason”
a. MEDIEVAL c. BAROQUE
b. RENAISSANCE d. CLASSICAL

4
 GRADE 9

REFLECTION:

1. List down all the musical terms you are familiar with.
2. What do you know about Classical era?
3. Write down what you want to know at the end of this module:

I would like to know about ________________

I would like to understand ________________
I would like to perform ___________________

Nowadays, people listen to current and new musical genres such

th
as pop, rock, R & B, and other 20 century music and are unaware
of the music of the past. Let us listen to some selected music of
the Classical Period.

Suggested listening resources

o W.A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)

http://www.youtube.com/watch?v=o1FSN8_pp_o

o W. A. Mozart Rock version of Eine Kleine Nachtmusik

http://www.youtube.com/watch?v=OL0T-q50s9A

o W. A. Mozart Jazz version Eine Kleine Nachtmusik

http://www.youtube.com/watch?v=wY9P5z3CQ10

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WHAT TO KNOW
In this part of the module, you will be provided with information about
the historical background, instrumental and vocal music, and the great
composers of the classical period.

MUSIC OF THE CLASSICAL PERIOD (1750-1820)

The classical era, also called “Age of Reason”, is the period from 1750-
1820. The cultural life was dominated by the aristocracy, as patrons of
musicians and artists who generally influenced the arts. Significant changes
in musical forms and styles were made.
th
In the middle of the 18 century, Europe began to move toward a new
style in architecture, literature, and the arts, known as Classicism. It was also
pushed forward by changes in the economic order and in social structure.
Instrumental music was patronized primarily by the nobility.

Important historical events that occurred in the West during this era
were the French Revolution and the Napoleonic Wars, the American
Declaration of Independence in 1776 and the American Revolution.

The term “classical” denotes conformity with the principles and

characteristics of ancient Greece and Roman literature and art which were
formal, elegant, simple, freed and dignified. The same characteristics may
also describe the melodies of classical music. Harmony and texture is
homophonic in general. The dynamics of loud and soft were clearly shown
through the extensive use of crescendo and diminuendo. A style of broken
chord accompaniment called, Alberti Bass was practiced.

The great composers of the period were: Franz Joseph Haydn,

Wolfgang Amadeus Mozart, and Ludwig Van Beethoven.

Sonata, Concerto, and Symphony are the instrumental forms

developed during this era while Opera Seria and Opera Buffa are the two
vocal forms.

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EXPLORE 1 INDIVIDUAL ACTIVITY:

“WORD MAZE”

Pick the words from the maze that relate to the classical period. Write your
answer on the blanks.

Mozart
Alberti Bass
Polyphonic

Beethoven
Madrigal Sonata
Bach

Opera Buffa
Concerto
Homophonic
Haydn

Symphony

Oratorio Opera Seria

1. _______________ 6.______________
2. _______________ 7.______________
3.________________ 8._______________
4. ________________ 9.______________
5. ________________ 10.______________

Works of Haydn, Mozart and Beethoven are still popular

today. Their compositions are now commonly used as music to
animated series of popular cartoon companies such as Looney
th
Toons, Warner Brothers, 20 Century Fox, Pixar, etc.
Beethoven’s music was used in one of the films for children and
Little Einstein’s animated series also features the music of the
great composers Beethoven, Haydn and Mozart

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 EXPLORE 2 INDIVIDUAL ACTIVITY:

“Music & Match”

Listen to each recording then match the title of the cartoon show/movie in
column B to the title of the music in column A. Write your answer on the blank
before each number.

rd
___1. Piano Sonata No 11 in A major (Rondo) 3 mov. a. Mr. Bean
st
___2. Piano Sonata no 14 in C#m (Moonlight) 1 mov. b. Little Einstein’s
___3. Symphony No. 5, Op. 67, Cm c. Tom & Jerry
___4. Fur Elise d. Popeye
___5. Eine Kleine Nachtmusik e. The Ring
f. Backyardigan

COMPOSERS OF THE CLASSICAL PERIOD:

Image painted by Thomas Hardy (1791), currently located at College of Music Museum of
Instruments, downloaded from Wikimedia.org

 FRANZ JOSEPH HAYDN (1732-1809)

Franz Joseph Haydn is one of the most prominent composers of the

classical period. His life is described as a “rags-to-riches” story. He came
from a poor family and his music led to his rise in social status. He was hired
by rich patrons and eventually became a musical director for the Esterhazy
family for 30 years.
His music reflects his character and personality: mainly calm, balanced,
serious but with touches of humor. He was able to compose over 100
symphonies and developed them into long forms for a large orchestra. He
was named, “Father of the Symphony” although he excelled in every music
genre of the period. Most of his symphonies have nicknames such as the
“Surprise Symphony”, “The Clock”, “The Military”. He also wrote chamber
piano music and choral works.

Suggested listening resources for Haydn’s instrumental works

nd
o F.J. Haydn Symphony No.94 in G Major "Surprise” 2 movement
http://www.youtube.com/watch?v=lLjwkamp3lI
o F. J. Haydn Symphony No. 101 in D major, “The Clock”
http://www.youtube.com/watch?v=i1L6p4B2hBs
o F. J. Haydn Symphony No. 100 in G major, “Military”
http://www.youtube.com/watch?v=lGyGBRXfy10

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9
Unit 2

Image painted by Barbara Krafft (1819), photo taken by Otto Erich (1965) from Mozart:
A Documentary Biography. Stanford University Press. Downloaded from Wikimedia.org

 WOLFGANG AMADEUS MOZART (1756-1791)

Wolfgang Amadeus Mozart is a child prodigy and the most amazing

genius in musical history. At age five, he was already playing the violin and
the harpsichord; at six, he was recognized as an exceptional pianist and, at
seven, he was already composing excellent music. At age thirteen, he had
written sonatas, concertos, symphonies, religious works, and operas and
operettas.
He experimented in all kinds of music and composed over 700 works.
Unfortunately, due to mismanaged finances he lived his life in poverty, died
young and was buried in an unknown grave. He composed wonderful
concertos, symphonies and opera such as “The Marriage of Figaro” (1786),
“Don Giovanni (1789), and “The Magic Flute” which became popular. Other
known works: Eine Kleine Nachtmusik, Symphony No. 40 in G Major, and
Sonata No. 11 in A Major K311.
Suggested listening resources for Mozart’s instrumental works:
o W. A, Mozart Piano Sonata No. 16 in C major, K. 545 (so-
called facile or semplice sonata)
http://www.youtube.com/watch?v=yi_E-Hu_Rb0
st
o W. A. Mozart: Piano Sonata No. 11, K331 in A Major, 1 mov. (Andante
grazioso) http://www.youtube.com/watch?v=24_4VUU4qqM
o W.A. Mozart Symphony No. 40 in G minor, 1st mov. (Molto Allegro)
http://www.youtube.com/watch?v=l45DAuXYSIs

o W. A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)

http://www.youtube.com/watch?v=o1FSN8_pp_o

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  LUDWIG VAN BEETHOVEN (1770-1827)

Ludwig Van Beethoven was born in Bonn, Germany to a family of

musicians and studied music at an early age. He was the composer who
bridged the late Classical era and the early Romantic era. He was a talented
pianist and composer. His famous compositions include 32 piano sonatas, 21
set of variations, 9 symphonies, 5 concertos for piano, 16 string quartets and
choral music.
His works include the “Missa Solemnis” (1818-1823) and opera “Fidelio”
(1805). His known symphonies are: Symphony No. 3 (Eroica), No. 5, No. 6
(Pastoral), No. 9 (Choral), which adds voices to the orchestra. He began to go
deaf in 1796 but this did not become a hindrance. He continued composing
through the help of an assistant and hearing gadget. Some of his famous
compositions were made when he was deaf.
GRADE 9
Characteristics of Beethoven’s works:
- His music veered toward larger orchestras.
- Sound was centered on the violas and lower registers of the violins
and cellos to give his music a darker mood.
- All themes in a piece are tied together by one motif.
- He developed musical themes and motifs extensively by means of
modulation
- He used more brass instruments and dynamics

Suggested listening resources for Beethoven’s instrumental works:

o L. V. Beethoven Piano Sonata no 14 in c sharp minor (Moonlight) 1st mov. Op. 27

no 2 (adagio sostenuto) http://www.youtube.com/watch?v=YmVCcF42f-0
o L.V. Beethoven Piano Concerto no. 1 in C major op. 15
http://www.youtube.com/watch?v=SFfUcQQbwsE
o L.V. Beethoven Piano Concerto no. 5 “Emperor” in E flat major op. 73
http://www.youtube.com/watch?v=zYl6iI4l9gA
o L.V. Beethoven Symphony No. 5, Op. 67, C Minor
http://www.youtube.com/watch?v=FqvLfMigm3I
Rock version - http://www.youtube.com/watch?v=c9EICNAvc1Q
o L.V. Beethoven Symphony No. 9, Op. 125, d minor “Choral”
http://www.youtube.com/watch?v=w6E3xem_c2w
http://www.youtube.com/watch?v=Iq-3B6xfNpY

th
In the middle of the 18 century, Europe began to
move toward a new style in architecture, literature, and the
arts, known as Classicism. It was also pushed forward by
changes in the economic order and in social structure.
Instrumental music was patronized primarily by the nobility.

10
 VOCAL and INSTRUMENTAL MUSIC

SONATA
A multi-movement work for solo instrument, Sonata came from the
word “Sonare” which means to make a sound. This term is applied to a
variety of works for a solo instrument such as keyboard or violin.

Below is an excerpt from the 3 movements of the Sonata No. 16 in C

Major K545 by W.A. Mozart. Listen to each phrase of the movement.
st
1 Movement: Allegro – fast movement

Albeti Bass

nd
2 Movement: Slow tempo: (Andante, Largo, etc.), mostly lyrical and
emotional.

rd
3 Movement: Minuet: It is in three-four time and in a moderate or
fast tempo.

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SONATA ALLEGRO FORM

The most important form that developed during the classical era
consists of 3 distinct sections: Exposition, Development and
Recapitulation.

1. Exposition - the first part of a composition in sonata form

that introduces the theme

2. Development is the middle part of the sonata-allegro form

wherein themes are being developed

3. Recapitulation - repeats the theme as they first emerge in the

opening exposition

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CONCERTO

Concerto is a multi-movement work designed for an instrumental

soloist and orchestra. It is a classical form of music intended primarily to
emphasize the individuality of the solo instrument and to exhibit the virtuosity
and interpretative abilities of the performer. The solo instruments in classical
concertos include violin, cello, clarinet, bassoon, trumpet, horn and piano. A
concerto has three movements: fast, slow, and fast.

3 movements:
st
1 Movement: Fast: Sonata-allegro form with expositions of the
orchestra and then by the soloist.
nd
2 Movement: Slow: Has more ornamentation than the
First movement.
rd
3 Movement: Fast: Finale: usually in a form of rondo, resembling the
last movement of the symphony and usually a short cadenza is used.
st st
 Below is an excerpt of the 1 musical score of the 1
movement of the “Emperor” concerto by Beethoven
Note that the solo instrument here is the piano.

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 GRADE 9
MUSIC LEARNER’S MATERIAL
Unit 2

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 GRADE 9
MUSIC LEARNER’S MATERIAL
Unit 2

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 GRADE 9
SYMPHONY

A multi-movement work for orchestra, the symphony is derived from

the word “Sinfonia” which literally means “a harmonious sounding together”. It
is a classical music for the whole orchestra, generally in four movements.

4 movements of the symphony:

st
1 Movement: Fast: Sonata-allegro form
nd
2 Movement: Slow : gentle, lyrical – typical ABA form or theme and
variation
rd
3 Movement: Medium/Fast: uses a dance form (Minuet or scherzo)
th
4 Movement: Fast: typically Rondo or Sonata form

Below is an example of theme from “Surprise Symphony” by Haydn

MUSIC LEARNER’S MATERIAL
Unit 2

As the 18th century progressed, instrumental music

was patronized primarily by the nobility which led to
the rise of public taste for “comic opera”.

The music was mostly of a simple yet pleasant

character, while the singing was highly flexible and
sensitive and could freely express emotion through
melody.

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CLASSICAL OPERA

Opera is a drama set to music where singers and musicians perform in

a theatrical setting. The two distinct styles of opera, Opera Seria and Opera
Buffa, were developed during the Classical Period. The Opera Seria (serious
opera) usually implies heroic or tragic drama that employs mythological
characters, which was inherited from the Baroque period. “Idomeneo” by
Mozart is an example of Opera Seria. The Opera Buffa (comic opera) from
Italy made use of everyday characters and situations, and typically employed
spoken dialogues, lengthy arias and was spiced with sight gags, naughty
humor and social satire. “The Marriage of Figaro”, “Don Giovanni”, and “The
Magic Flute” are examples of popular Opera Buffa by Mozart.

Suggested listening / viewing resources:

o “Queen of the Night” (an aria from “The Magic Flute”)

http://www.youtube.com/watch?v=pzMScwFKIfk

o Excerpt from Mozart's "The Magic Flute"

http://www.youtube.com/watch?v=pc4VT0CId54

o Excerpts from “Don Giovani”

http://www.youtube.com/watch?v=w08bx7NZ62E

o W. A. Mozart “Idomeneo”
http://www.youtube.com/watch?v=AHK4yfM54eo

WHAT TO PROCESS
The lists of activities are provided for you to have a deeper
understanding and appreciation of Classical music. The activities will also
help you develop your ability to analyze music through listening. But first, let’s
have a recap on Classical music.

The music of the Classical era has a lighter and clearer texture. It is
mainly homophonic. The melody is simple and easy to remember. There is
extensive use of dynamics; phrases are very regular and of the same length.

Listening to Classical music might not be your choice because most of

you would rather sing songs or listen to music which for you would give
enjoyment and would make you feel good. But without you knowing it,
sometimes you are already actually singing or listening to Classical music.

18
 Let us see if you can still recognize some of the music that will be used
in the following activities.

FIRM UP 1 INDIVIDUAL ACTIVITY:

Procedure:

Describe the music of W.A. Mozart’s Piano Sonata No 11 in A major K 331 (Rondo)
rd
3 movement and answer the questions below.

1. What is the meter?

2. What is the tempo?
3. What dynamics were used?
4. What is the texture?

Reflection Questions: (for group sharing)

1. Describe the melody. (direction, range, register, phrases, etc.)

2. Is this music familiar to you? Where did you first hear it?

FIRM UP 2 ACTIVITY:

Procedure:

1. Listen to each selected music from the Renaissance, Baroque and

Classical period
2. Describe each musical piece
3. In the chart next page, put a check in the box of the
corresponding characteristic element

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 GRADE 9
MUSIC LEARNER’S MATERIAL
Unit 2

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21
 TITLE OF THECOMPOSITION

DYNAMICS

PERIOD IN
TEXTURE
MELODY

TEMPO

MUSIC
Homophonic

Renaissance
Monophonic
Mostly Loud
Mostly Soft

Polyphonic
Moderate

Classical
Complex

Baroque
/Tuneful
Simple

Slow

Fast
John Dowland Fine
Knacks for Ladies

G. F. Handel
Halleluia Chorus

L. V. Beethoven
Symphony No. 9, Op.
125, D Minor “Choral”
Symphony No. 9

REFLECTION: WRITE YOUR ANSWER ON A BOND PAPER.

1. Describe and differentiate the elements of the 3 compositions.

2. Which music is familiar to you? Where did you hear it?

3. Among the three compositions, which did you like the most? Why?

ABOVE MEET Approaching Below

EXPECTATIONS EXPECTATIONS Expectations Expectations
4 3 2 1
Reflective The reflection The reflection The reflection The reflection
Thinking explains the explains the attempts to does
student’s own student’s thinking demonstrate not address the
thinking and about his/her own thinking about student’s thinking
learning processes, learning processes. learning but is and/or learning.
as well as vague and/or
implications for unclear about the
future learning. personal learning
process..
Analysis The reflection is an The reflection is an The reflection The reflection
in-depth analysis analysis of the attempts to does
of the learning learning analyze the not move beyond
experience, the experience and the learning a
value of the value of the experience but the description of the
derived learning to derived learning to value of the learning
self or others, and self or others. learning to the experience.
the enhancement student or others is

20
 of the student’s vague and/or
appreciation for unclear.
the discipline.
Making The reflection The reflection The reflection The reflection
Connections articulates articulates attempts to does
multiple connections articulate not articulate any
connections between this connections connection to
between this learning between this other
learning experience and learning learning or
experience and content from other experience and experiences.
content from other courses, past content from other
courses, past learning courses, past
learning, life experiences, and/or learning
experiences and/or future goals. experiences, or
future goals. personal goals, but
the connection is
vague and/or
unclear.

GROUP ACTIVITY:

“NAME THAT TUNE”

Procedure:

1. Divide yourselves into 4 groups

2. Listen to the given composition
3. Identify whether it is a Sonata, a Concerto or a Symphony
4. Choose your group representative who will write the answer on the
board
5. Each correct answer is equivalent to 1 point. (Additional 1 point will
be given to your group if you will be able to identify the title and
another 1 point for the name of the composer)
6. The group with the highest score wins the game.

Reflection:

1. Which among the compositions are you familiar with?

2. How were you able to determine whether the music is a Sonata, a
Concerto or a Symphony?
3. Which do you prefer: listening to classical music or to pop music?
Why?

21
Deepen 1 INDIVIDUAL ACTIVITY:

“Music Analysis”

Procedure:

1. Listen to Eine Kleine Nachtmusik by W. A. Mozart

2. As you listen to the music, follow the musical score on the next page
(opt.: To follow the musical score you may tap the beat counting 4 for
each measure)
3. Each measure has a number on top of the staff. Encircle the measure
where the exposition, development and recapitulation starts and ends.
Write the number of the measure on the blanks

EXPOSITION _______________
DEVELOPMENT ____________
RECAPITULATION __________

1 2 3 4

22
23
 GRADE 9
MUSIC LEARNER’S MATERIAL
Unit 2

24
 GRADE 9
MUSIC LEARNER’S MATERIAL
Unit 2

25
 GRADE 9
MUSIC LEARNER’S MATERIAL
ACTIVITY:

FILM VIEWING: You will be watching one of the films below

AMADEUS
BEETHOVEN
IMMORTAL BELOVED
BEETHOVEN LIVES UPSTAIRS

Reflection Questions: (Share with the group and then with the class)

1. What is the movie all about?

2. Who are the main characters?
3. When and where was the story set?
4. Who is your favorite character in the movie? Why?
5. What part of the film did you like best? Why?
6. Analyze the use of music in the film. Did it enhance the filmmaker’s story?
7. What did you learn from the story?
8. What are the great qualities/traits of the composer that inspire you?

WHAT TO UNDERSTAND
Music of the Classical Era is usually associated with the nobility.
During that time most of the members of the nobility would financially
support the musicians. Music was played in the courts which make the
music of the classical era more familiar to the nobility than the lower
classes.
This association of the rich and Classical music is still being
experienced in some parts of the world.
However, with the dawn of radio and TV, classical music may now
be experienced by the masses.

In this stage, you are given the opportunities to have a deeper

understanding of the importance of Classical music. The given activities here
will also give you a chance to show and enhance your talents through
composition and performance.

26
GROUP ACTIVITY:

“Commercial Break”

Procedure:

1. You will be divided into 4 groups.

2. Each group will be assigned to advertise a product of your own choice
wherein classical music will be used as background music.
3. You will perform in front of the class.

Criteria for grading:

1. Choice of music (must be a Classical Period piece and appropriate for the
product) --------- 30%
2. Originality (use of own concept) --------- 40%
3. Creativity (use of props, costumes) --------- 30%

TOTAL 100%

GROUP ACTIVITY:

“STORY SINGING”

Procedure:

1. You will be divided into 4 groups.

2. Each group will create an original story and turn it into a song by
adapting a tune or music (of their choice) of the Classical era.
3. You can create or improvise an instrumental or
rhythmic accompaniment for your song.
4. You will perform in front of the class.

Criteria for grading:

1.Choice of music (must be classical and appropriate) --------- 30%

2.Originality (content of lyrics) --------- 30%
3.Voice Quality (pitch, projection) --------- 40%

TOTAL 100%

27
WHAT TO PERFORM
At this stage you will showcase your creativity and talents through
performance such as singing, acting, dancing as well as directing and
creative writing.

GROUP ACTIVITY:

“On Stage”

Procedure:

1. You will be divided into 3 groups.

2. Each group will create a short musical production (30 minutes) on
either the life of Haydn, Mozart or Beethoven.
3. Use the music/compositions of your chosen composer as your
background, accompaniment for your dance, and song.
4. Your group can create or improvise an instrumental accompaniment.

RUBRIC

Criteria 5 4 3 2 1
1. All instructions Most of the Some of the
At all times Hardly Never
were followed time time
Good Good Can sing but Cannot
singing has a hard
2. Singing (Voice singing sing but Cannot sing
voice but time
quality) voice and can hum a at all
sometimes following the
sing in tune few lines
not in tune tune
Can dance
Can
3. Dancing (Grace Can dance Can dance but dance but
well and in and in sometimes Can hardly
and synch with synch with not in synch
not in
dance
synch with
Synchronization) the music the music with the
the music
music
4. Acting and Needs
Excellent Good Satisfactory Fair
Directing Improvement
5. Over all Needs
Excellent Good Satisfactory Fair
Production Improvement

TOTAL POINTS: _____________

28
GROUP ACTIVITY:

“Sing it to the Classic!”

Procedure:

1. You will be divided into 3 groups.

2. Each group will create a short poem with a theme on the Classical Era
(opt.) or any theme of their choice.
3. Your group will recite or rap the poem and use music of the Classical
Period as your accompaniment. (Example: melody of Beethoven’s
Symphony No. 9, “Ode to Joy”)
4. You will perform in front of the class.

RUBRIC

Criteria 5 4 3 2 1
Most of the Some of the
At all times Hardly Never
1. All instructions time time
were followed

Can sing
Good Good but
Cannot
singing singing has a hard
sing but Cannot sing
voice and voice but time
2. Singing (Voice following
can hum a at all
singing in sometimes the
few lines
quality) tune out of tune tune

Needs
Excellent Good Satisfactory Fair
3. Originality of Improvement
Composition

Needs
Excellent Good Satisfactory Fair
5. Over all Improvement
Performance

TOTAL POINTS: _____________

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SUMMARY
At the end of the unit, you must have knowledge of the following
concept.

Classical music refers to the period from 1750-1820. It is also known

as the “Age of Reason” or “Age of Enlightenment” because reason and
individualism rather than tradition were emphasized in this period.

During this period, different instrumental forms of music were

developed. These were sonata, concerto and symphony. The three greatest
and most popular composers of the period are: Franz Josef Haydn, Wolfgang
Amadeus Mozart and Ludwig Van Beethoven.

GLOSSARY
Alberti Bass - a special type of broken chord accompaniment
where the chord is played in this order: lowest note -
highest note - middle note - highest note then repeats
the pattern to create a smooth, sustained, flowing
sound

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 Allegro - quickly, in a brisk lively manner
Andante - in a moderately slow tempo
Cadenza - an improvised passage or ornamentation performed
by a soloist or group of soloists that allows a display
of virtuosity often placed near the end of a piece.
Cantata - a choral composition with instrumental
accompaniment, typically in several movements.
Classical era - the period from 1750-1820 called the Age of
Reason.
Concerto - a major instrumental work for solo instrument with
orchestral accompaniment
Crescendo - gradually becoming louder
Diminuendo - gradually becoming softer
Development - middle part of the sonata-allegro form wherein
themes are being developed
Exposition - the first part of a composition that introduces the
themes that will be developed through the piece
Homophonic - a melody accompanied by chords

Largo - a very slow tempo.

Minuet - a slow, stately ballroom dance for two in triple time.
Opera - a drama set to music
Opera buffa - opera in Italy that is full of fun and frivolity
Opera comique - comic opera in France,
Opera Seria - an opera based on a serious plot that usually
revolves around mythological beings such as gods
and goddesses
Recapitulation - a part of a musical piece, found usually near the
end, that repeats the earlier themes
Rondo - a musical form that alternates the main theme
and its contrasting themes usually found in the
final movement of a sonata or concerto
Scherzo - a vigorous, light, or playful composition
comprising a movement in a symphony or sonata.
th
Singspiel - 18 century German musical comedy featuring
songs and ensembles interspersed with dialogue.
Sonata - any instrumental composition that has several
movements with variation in key, mood, or tempo
Symphony - a musical composition for the whole orchestra
generally in four movements; also a sonata for

Theme and Variation - a musical form where the theme is presented in a

simple unadorned manner then repeats the theme
several times with ornamentations

31
REFERENCES
Books

Perez, V. V. et al. (2008). MAPEH-CAT IV. Quezon City: St. Bernadette

Publishing House Corporation.
th
Wright, Craig. (2013). The Essential Listening to Music, 6 ed.. Canada:
Schirmer Cengage Learning.
th
Wright, Craig. (2008, 2004). Listening to Music, 5 ed.. Belmont, CA., USA:
Thompson Higher Education.
Websites
http://library.thinkquest.org/27927/Classical_concerto.htm
Retrieved: Nov. 5, 2013
http://petrucci.mus.auth.gr/imglnks/usimg/c/ca/IMSLP94587-PMLP01855-
http://www.free-scores.com/download-sheet-music.php?pdf=23862
Retrieved: Nov. 4, 2013
http://www.ask.com/question/opera-seria
Retrieved: Nov. 4 2013
http://upload.wikimedia.org/wikipedia/commons/1/1e/Wolfgang-amadeus
mozart_1.jpg Retrieved: Nov. 4, 2013
http://commons.wikimedia.org/wiki/File:Beethoven.jpg
Retrieved: Nov. 4, 2013
http://en.wikipedia.org/wiki/File:Haydn_portrait_by_Thomas_Hardy_(small) .jpg
Retrieved: Nov. 4, 2013
http://www.free-scores.com/download-sheet-music.php?pdf=23862
Retrieved: Feb. 16, 2014
file:///C:/Users/mean/Desktop/Mozart_Piano_Sonata_K_545.pdf
Retrieved: Feb. 16, 2014

Suggested listening resources:

W. A. Mozart Piano Sonata No. 16 in C major, K. 545 (so-called

facile or semplice sonata) http://www.youtube.com/watch?v=yi_E-
Hu_Rb0 (retrieved 11/5/13)
rd
W. A. Mozart - Piano Sonata No 11 in A major K 331 (Rondo) 3 movement
http://www.youtube.com/watch?v=Rgq3OTSRVBc (ret. 11/6/13)

W. A. Mozart Piano concerto n. No. 21 in C major, K.467

http://www.youtube.com/watch?v=G1bMPi2aw1A (ret. 11/6/13)
st
W. A. Mozart, Symphony No. 40 in G minor, 1 movement (Molto Allegro)
http://www.youtube.com/watch?v=l45DAuXYSIs (ret. 11/6/13)

W. A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)

http://www.youtube.com/watch?v=o1FSN8_pp_o (ret. 11/6/13)
Rock version - http://www.youtube.com/watch?v=OL0T-q50s9A (ret. 11/5/13)
Jazz version - http://www.youtube.com/watch?v=wY9P5z3CQ10 (ret. 11/6/13)

W. A. Mozart Queen of the Night (an aria from The Magic Flute)
http://www.youtube.com/watch?v=pzMScwFKIfk (ret. 11/5/13)
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Excerpt from Mozart's "The Magic Flute" (ret. 11/5/13)
http://www.youtube.com/watch?v=pc4VT0CId54

W. A. Mozart excerpts from Don Giovani

http://www.youtube.com/watch?v=w08bx7NZ62E (ret,
11/513)

W. A. Mozart exceprts from Idomeneo

http://www.youtube.com/watch?v=AHK4yfM54eo (ret. 11/7/13)

L. V. Beethoven Piano Sonata no 14 in c sharp minor (Moonlight)

1st movement op. 27 no. 2 (adagio sostenuto)
http://www.youtube.com/watch?v=YmVCcF42f-0 (ret. 11/7/13)

L. V. Beethoven Piano Concerto no. 1 in C major op. 15

http://www.youtube.com/watch?v=SFfUcQQbwsE (ret. 11/7/13)

L. V. Beethoven Piano Concerto no. 5 “Emperor” in E flat major op.

73 http://www.youtube.com/watch?v=zYl6iI4l9gA (ret. 11/7/13)

L. V. Beethoven Symphony No. 5, Op. 67, C Minor

http://www.youtube.com/watch?v=FqvLfMigm3I (ret. 11/7/13)
Rock version - http://www.youtube.com/watch?v=c9EICNAvc1Q (ret. 11/7/13)

L. V. Beethoven Symphony No. 9, Op. 125, D Minor “Choral”

http://www.youtube.com/watch?v=w6E3xem_c2w (ret. 11/7/13)
http://www.youtube.com/watch?v=Iq-3B6xfNpY (ret. 11/7/13)
nd
F.J. Haydn Symphony No.94 in G Major "Surprise” 2
movement http://www.youtube.com/watch?v=lLjwkamp3lI

F. J. Haydn Symphony No. 101 in D major, “The Clock”

http://www.youtube.com/watch?v=i1L6p4B2hBs (ret. 11/7/13)

F. J. Haydn Symphony No. 100 in G major, “Military”

http://www.youtube.com/watch?v=lGyGBRXfy10 (ret. 11/7/13)

John Dowland Fine Knacks for Ladies

http://www.youtube.com/watch?v=dabqyiJZN0c (ret. 2/19/14)

G. F. Handel Hallelujah Chorus from Messiah

http://www.youtube.com/watch?v=IUZEtVbJT5c (ret. 2/19/14)

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Unit 2

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 GRADE 9
MUSIC LEARNER’S MATERIAL
Unit 2

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 GRADE 9
MUSIC LEARNER’S MATERIAL

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 G
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MUSIC LEARNER’S MATERIAL
Unit
2

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