9

Music
Quarter 1- Module 2
Performance Practices of Medieval, Renaissance and
Baroque Periods

Department of Education ● Republic of the Philippines

 AGUSAN DEL SUR NATIONAL HIGH SCHOOL
______________________________________________________________________________________________
WEEKLY HOME LEARNING PLAN
GRADE 9
WEEK 5-6 QUARTER 1

Learning Area: MAPEH

LEARNING LEARNING MODE OF

DAY & TIME LEARNING TASKS
AREAS COMPETENCY DELIVERY
8:00- 9:00 AM Wake up, make up your bed, eat breakfast and get ready for an awesome day!
8:00- 9:00 AM Have a short exercise / meditation / bonding with family.
THURSDAY MUSIC Explains the Answer: Send outputs to
10:00- 12:00 ( Performance performance  What I Know – Pre-test Google classroom
Practicesof practice (setting, Quarter I: Module II (Lesson account,
Medieval, composition, role 2) Facebook
Renaissance of Answer: Messenger/Group
and Baroque composers/perform  What’s In Chat provided by
periods ) ers and audience)  What’s New the teacher or any
(MU9MRB-la-h-2) Read: other platform
 What Is It recommended by
Answer: the school.
 What’s More (Modular
Digitized)
Make:
 What I can Do Have the parent
hand-in the
Read:
output to the
 Summary
teacher in
Answer:
school/Barangay
 Assessment (Post-Test) Pick-up center.
Answer: (Modular
 Summative Test – Arts Printed)

What I Know
PRE-TEST
“A, E, I, O, or YOU?”
Instructions:
Supply the missing vowels to create the words that would best describe the performance setting of
the Medieval, Renaissance and Baroque Periods. Write the letter on the space provided.

1. M __ N N __ S __ N G __ R S 6. D __ N C __ S __ __ T __

2. S __ C __ L ___ R 7. C H __ __ R
M __ S __ C
8. __ R C H __ S T R __
3. T R __ __ B __ D __ __ R S

4. S __ C R __ D M __ S __ C 9. H __ R P S __ C H __ R D

5. __ N S T R __ M __ N T __ L 10. T__N__L__T__
 Performance Practices of
Medieval, Renaissance and
Lesson Baroque Periods
2
What’s In
PROCESS QUESTIONS:
1. Were you familiar with the words in the PRE-ASSESSMENT? Do you know the meaning of
Sacred and Secular Music?
2. Based on the series of activities on our previous module, what were your ideas about the
performance practice of Medieval, Renaissance and Baroque periods
3. In connection to the previous activity, what is the relevance of the word INSTRUMENTAL? How?
and why?

What’s New
ACTIVITY 1. “GUESS WHAT?”
List down all the things related to each period. (Medieval, Renaissance and Baroque)

 Adam de la Halle was a musician and a trouvere.

 This period saw the creation of tonality. Composers and performers used more elaborate
ornamentation.
 Gregorian Chants were sung unaccompanied.
 Thomas Morley’s madrigal compositions were showing variety of color, form and
technique.
 Composers in this period are free from musical limitations allowing personal expressions
and freedom in their compositions.
 Johann Sebastian Bach deep faith reflects into his sacred music and known for his
compositions for organ, orchestra and oratorio.

Medieval Period Renaissance Period Baroque Period

 What Is It
MEDIEVAL PERIOD
SACRED MUSIC
 Often accompanied by instruments and its rhythmic character was marked but the sung prayers
were often unaccompanied.
 Exclusion of women, elevation of unison singing and exclusion of instruments served to establish a
clear differentiation between the musical performance on the synagogue and that of the street.
 Choir – group of singers, composed solely of men and boys who assumed the musical role of
answering and contrasting the solo singing of the priest

SECULAR MUSIC

 Several groups of Medieval performers developed literary and musical genres based on vernacular
texts (Jongleurs)
 Travelling performers in Western Europe sang, did tricks and danced to earn their living
Troubadours in the south of France, Trouvere in the North and Minnesingers (a class of Artist-
Knights) sang love songs with religious fervor.

RENAISSANCE PERIOD

 Invention of Music Printing helped in the concept improvisation within the performance practice
 Printed descriptions of instruments and their discussions of tuning and technique supplied the
needs of professional and non-professional musicians
 Instrumental, vocal and combined performance both on Sacred and Secular Music
 Dissemination of Chansons, Motets and Masses of polyphonic practice into the fluid style
 Churches and aristocratic courts hired musicians as composers, performers and teachers
 Composers found ways to make vocal music more expressive of the texts they were setting
 Secular music absorbed techniques from Sacred music and vice versa

BAROQUE PERIOD
 Common-practice tonality (Harmony, Rhythm and Duration)
 Composers experimented with finding a fuller sound for each instrumental part (Orchestra)
 Orchestra consists of Strings, Woodwinds, Brass, Keyboards and Percussions (Harpsichord, Organ,
Recorder, Cello, Cornett, Timpani, Tambourine, etc

What’s More

ACTIVITY 2 “BACK AT ONE”

Answer the process questions below based on your answers in ACTIVITY 1 and what you
understand in What Is It.
PROCESS QUESTIONS:
1. Explain briefly the performance practice of the Medieval, Renaissance and Baroque Periods?
2. What was the difference between Sacred and Secular Music during the Medieval period?
3. What was the role of the composers during the Baroque period? Are you familiar with the
instruments used in the sample music of the Baroque period? Explain briefly.
4. Which of the three periods did you enjoy and want to explore more? Why?
 What I Can Do
“PERIOD MO, I-PATROL MO!!”
Instructions: The student will create a script or a news report about Medieval, Renaissance and
Baroque Periods. The report/script should indicate and explain the performance practice during
the period. The output will be graded according to the criteria below.
EVALUATION RUBRICS
FAIR / BELOW VERY GOOD / EXCELLENT /
CRITERIA AVAERAGE GOOD / AVERAGE ABOVE AVERAGE OUTSTANDING
(2 POINTS) (3 POINTS) (4 POINTS) (5 POINTS)
Content and Accuracy
of Facts
(Ability to incorporate Facts were slightly not Facts were reported Facts were reported Facts were excellently and
facts or content and reported accurately and accurately but purpose accurately and the accurately reported and
purpose of the newscast purpose was a bit difficult was a bit difficult to purpose was good the purpose was superb
and how they were to figure out in the figure out in the enough and easy to and easy to figure out in
projected in the video newscast. newscast. figure out in the the newscast.
presentation) newscast.

Creativity and Style

The group attempted to The group attempted to The group attempted to The group excellently
(Ability to incorporate incorporate creativity incorporate creativity incorporate creativity incorporated creativity
creativity and style with and style but it was and style but somehow and style and sustained and style and sustained
the assigned period seen slightly off with the did not sustain the theme the theme of the the theme of the assigned
in the video presentation) assigned period in their of the assigned period assigned period period throughout their
newscast. throughout their throughout their newscast.
newscast. newscast.

Summary
This module aims to develop the listening abilities and critical thinking skills of the learners through
various activities which aid in achieving the competency of the week which is to explain the
performance practice (setting, composition, role of composers/performers and audience) during the
Medieval, Renaissance and Baroque periods.
Medieval period emphasized on Church or Sacred music where the priest and the congregation
were only allowed to sing during masses. Sung prayers were often unaccompanied and women
were not allowed to perform in the church. This period elevated unison singing but later emerged a
group of singers called the Choir, composed solely of men and boys who assumed the musical role
of answering and contrasting the solo singing of the priest.
Although sacred music was still relevant during the Renaissance period, secular music was more
prominent during the period. Printed descriptions of instrument and their discussions on tuning and
technique supplied the needs of both professional and non-professional musicians. Secular music
absorbed techniques from sacred music and vice versa, while instrumental, vocal and combined
performance both on Sacred and Secular music.
Baroque period let the composers experiment with finding a fuller sound with the composition of
Orchestra and common tonality (Harmony, Rhythm, Duration, etc.)

Assessment: (Post-Test)

PART I. “A, E, I, O, or YOU?”

Instructions:
Supply the missing vowels to create the words that would best describe the performance setting of
the Medieval, Renaissance and Baroque Periods. Write the letter on the space provided.

1. M __ N N __ S __ N G __ R S
2. S __ C __ L ___ R M __ S __ C

3. T R __ __ B __ D __ __ R S

4. S __ C R __ D M __ S __ C

5. __ N S T R __ M __ N T __ L

6. D __ N C __ S __ __ T __

7. C H __ __ R

8. __ R C H __ S T R __

9. H __ R P S __ C H __ R D

10. T __ N __ L __ T __

10. TONALITY 5. INSTRUMENTAL

9. HARPSICHORD 4. SACRED MUSIC

8. ORCHESTRA 3. TROUBADOURS

7. CHOIR 2. SECULAR MUSIC

6. DANCE SUITE 1. MINNESINGERS

PART I. “A, E, I, O or YOU”

Key to Answers
 SUMMATIVE TEST
Music
Direction: Read the questions carefully, choose the correct answer and Write it on one whole sheet of
paper.

1. A Group of Music composed solely of men and boys who assume the musical role of answering
and contrasting the solo singing of the pries.
A. Recorder B. Choir C. Masses D. Motet
2. It was during this period that secular music became popular.
A. Medieval Period B. Renaissance Period C. Baroque period D. Romans Period
3. It is a secular vocal polyphonic music composition which originated from Italy.
A. Madrigal B. Mass C. Motet D. Choir
4. Usually monophonic tells of chivalry and courtly love, sometimes with improvised
accompaniment.
A. Orchestra B. Sacred Music C. Trobadours D. Harpsichord
5. It is considered as the golden age of a capella music.
A. Medieval period B. Renaissance period C. Baroque period D. Romans period
6. He was a prolific composer who wrote the most famous oritario, the “Messiah”.
A. Vivaldi B. J.S Bach C. J.F Handel D. Adam De la Halle
7. A form of orchestral music that employs a solo instrument accompanied by an orchestra.
A. Concerto Grosso B. Concerto C. Choir D. Motet
8. The following is the common practice tonality in Baroque Period except.
A. Harmony B. Rhythm C. Composition D. Duration
9. Churches and aristocratic courts hired musicians in renaissance period as Composers,
Performers, and .
A. Painter B. Teachers C. Artists D. Singers
10. It refers to the extended musical setting of Sacred Music.
A. Fugue B. Chorale C. Oratorio D. Concerto Grosso

ENUMERATION

1-5 Instruments used in an orchestra during Baroque Period.

 9
Arts
Quarter 1- Module 2
Western Classical Art Traditions

Department of Education ● Republic of the Philippines

 AGUSAN DEL SUR NATIONAL HIGH SCHOOL
______________________________________________________________________________________________
WEEKLY HOME LEARNING PLAN
GRADE 9
WEEK 5-6 QUARTER 1

Learning Area: MAPEH

LEARNING LEARNING MODE OF
DAY & TIME LEARNING TASKS
AREAS COMPETENCY DELIVERY
8:00- 9:00 AM Wake up, make up your bed, eat breakfast and get ready for an awesome day!
8:00- 9:00 AM Have a short exercise / meditation / bonding with family.
1:00- 3:00 ARTS 1. Analyze art elements Answer: Send outputs to
(Western and principles in the  What I Know – Pre- Google classroom
Classical production of work Test account,
Art following the style of a Quarter I: Module I (Lesson 2) Facebook
Tradition) western and classical art. Read: Messenger/Group
2. Identify distinct  What I need to know Chat provided by
characteristics of arts Answer: the teacher or any
during the different art  What’s New other platform
periods. Read: recommended by
3. Identify representative  What Is It the school.
artworks and artists from Answer: (Modular
various art periods  What’s More Digitized)
(A9EL-lb-1)  What I Have Learned –
(A9EL-la-2) Make:
(A9EL-la-3)  What I Can Do – Have the parent
hand-in the
Read:
output to the
 Summary
teacher in
Answer:
school/Barangay
 Assessment (Post-Test)
Pick-up center.
Answer: (Modular
 Summative Test – Arts Printed)

3:00 - onwards FAMILY TIME

What I Know
PRE-TEST
To assess what you know about the musical elements during the Medieval, Renaissance and
Baroque Periods, answer the following activities.
PART I. MATCHING TYPE.
Instructions: Match Column A with Column B. Write the letter only.
COLUMN A COLUMN B
______ 1. PRE-HISTORIC A. Pointed arch and stone vaulting

______ 2. ROMAN B. Doric, Ionic and Corinthian Architectural Styles

______ 3. EGYPTIAN C. Dome created a new style in global architecture

______ 4. ROMANESQUE D. Pyramids and Temples of substantial structures

______ 5. GOTHIC E. Megalith Stones (Menhir, Dolmens & Cromlech)

F. Huge halls and arenas for public games & baths

G. Doorways are often grand sculpted portals

 Representative Artworks and
Lesson Artists from various Art Periods

2
What I Need to Know
OBJECTIVES: At the end of the lesson, the learners will be able to;
 Analyze art elements and principles in the production of work following the style of a western
and classical art.
 Identify distinct characteristics of arts during the different art periods.
 Identify representative artworks and artists from various art periods.

What’s New
ACTIVITY 1. “PAINTINGS, SCULPTURES OR ARCHITECTURE”
Direction: There are several artworks that represent the different periods. Identify whether the
artwork is a Painting, Sculpture or Architecture and try to also guess which period it represents.
Refer to the discussions on “What Is It” in Lesson 1 of this module. Complete the table below:

ARTWORK: ART FORM: PERIOD OR ERA:

1.

2.

3.
4.

5.

6.

7.

8.

9.

10.
 What Is It

NAME OF ARTWORK / ART FORM DESCRIPTION / PURPOSE / FUNCTION

ARTIST AND MATERIALS USED
PRE - HISTORIC
1. Cave of Lascaux (discovered Has nearly 2,000 figures composed
mainly of large animals native in the
by Marcel Ravidat in Montignac, PAINTING
region, human figures and abstract
France on September 12, 1940) design painted in a cave as a way of
communicating each other.
2. Venus of Willendorf (found
on August 07, 1908 by a work
Carved from oolitic limestone showing
heavy breast and large abdomen
man named Josef Szombathy in SCULPTURE believed to be a charm to ensure
Willendorf, Lower Austria) fertility.
3. Venus of Brassempouy A sculpture carved from a mammoth
ivory that showed a lady with the hood
(discovered in a cave at
which represents the human face and
Brassempouy, France in 1892) hairstyle
4. Menhir A huge stone standing vertically on the
ground usually standing on the middle
of the field or arranged in rows
Believed to be a structure where people
buried their dead
5. Dolmens ARCHITECTURE Stone table consisting of two huge
standing stones supporting a horizontal
giant stone which served as grave or as
an altar.
6. Cromlech Circle of standing stones considered as
a temple where rituals were held
EGYPTIAN
1. The Sarcophagus of Painted on the walls of the tomb of King
Tutankhamen in the XVIII Dynasty and
Tutankhamen (discovered by
shows the life of the king while he was
Howard Carter on November 04, PAINTING still on earth and the scenes he expects
1922 in the valley of the King, to encounter in the underworld after his
Egypt) death.
2. Queen Nefertiti Bust
A painted stucco-coated limestone bust
(created in 1345 BC by
of the Great Royal Wife of Egyptian
Thutmose in Ancient Egypt and Pharaoh Akhenaten.
was discovered in Amarna on Most copied works of ancient Egypt
December 06, 1912 by German SCULPTURE
Oriental Society)
3. Statue of Pharaoh
Carved in a smooth-grained dark stone
Menkaure and his Queen
called greywacke or schist that created
(discovered by George Reisner a sense of eternity and immortality.
on January 18, 1910)
4. Pyramids of Giza (2580 – Funerary structures in limestone and
granite of the three kings of the 4th
2560 BC) ARCHITECTURE
Dynasty namely: Khufu (Cheops),
Khafa (Chepren) and Menkaura
(Mycerinus).
5. The Colosseum (70-82 AD An oval amphitheatre built of travertine
limestone, tuff (volcanic rock) and brick-
in Rome, Italy) ARCHITECTURE
faced concrete used for gladiatorial
contests and public spectacles.
BYZANTINE
1. The Empress Theodora PAINTING Mosaic of an Asian Queen with dark
eyes and hair with fierce expression.
(found in Basilica of San Vitale
in Italy)
2. The Barberini Diptych It represents the emperor Justinian I as
triumphant victor which consisted of five
(Louvre Museum) SCULPTURE
ivory plaques fitted together.
3. Hagia Sophia (Holy Wisdom Structure has Ashlar brick and mortar
joints and is of masonry construction
in Istanbul, Turkey designed by ARCHITECTURE
which is one of the biggest domes ever
Isidore of Miletus and created and constructed originally as a
Anthemius of Tralles in 537 BC) church but transformed into a mosque.
ROMANESQUE
1. Christ in Majesty (Circa Spanish Fresco transferred into a
canvas in which Christ is depicted in full
1123 by an artist named Master PAINTING
frontal view with the gospels in his left
of Taull located in Barcelona) and his right hand blessing the viewers
and was surrounded by the mandorla
(almond-shaped frame).
2. Last Judgement (carved by
Displayed in the tympanum covered
Gislebertus before 1135 in SCULPTURE
with plaster and its centre Christ is
Cathedral of Saint-Lazare in enthroned in a gloriole held by angels.
Autun, France)
3. The Norman Crypt of
Worcester Cathedral (rebuilt
Grand sculpted portals in the doorways
by Alexander Mason between ARCHITECTURE of Worcester Cathedral.
1224 and 1269 and finished by
John Clyve from 1360)
GOTHIC
1. Lady and the Unicorn Series of six tapestries created in the
style of thousand flowers, often
Tapestry (1506 - 1513)
considered as one of the greatest works
of art of the Middle Ages in Europe.
2. Rose window from the Stained glass windows created to
transform the vast stone interiors with
North transept (designed by
PAINTING warm and glowing colour.
Jean De Chelles and Pierre de
Montreull in 1260)
3. The Shepherd David (13
th Gothic manuscript illustration which
shows some realistic detail and naïve
century)
naturalism.
4. Pulpit of Pisa Cathedral One of the most iconographically dense
works of art in the history of art in Italy.
(sculpted between 1301 and SCULPTURE
Crowded it with figures from the Old
1310 by Giovanni Pisano) and New Testament.
5. Cathedral of Chartres or The first high Gothic cathedral with
thousands of sculpted figures and
Notre Dame Cathedral (1145- ARCHITECTURE
splendid stained glass windows.
1260)
 What’s More
ACTIVITY 2. “IMBESTIGADOR!!”

Direction: Identify the artworks and name the artist behind it. Refer your answer to “What Is It” on
this module.

1. 2.

3. 4. 5. 6.

7. 8.

What I Have Learned

ACTIVITY 3. “I KNOW THOSE MAGIC WORDS”
Direction: Identify the name of the artwork being described in the statement below. The magic
words in the statements will help you identify the artwork easily.

__________________ 1. Mosaic that depicts the battle between the armies of

Alexander the Great and Darius III of Persia.
__________________ 2. Representation of the three kings of the 4th Dynasty: Khufu,
Khafa and Menkaura.
__________________ 3. Architectural design used for gladiatorial contests and public
spectacles.
__________________ 4. A pre-historic sculpture believed to be a charm for fertility.

__________________ 5. Earliest known panel painting during the Greek era.

 What I Can Do

ACTIVITY 4. “RESEARCH MASTER”

Direction: Given some of the sample artworks and artists on this module, research more
artists and their artworks representative to the different art periods. Follow the format below:

PERIOD/ERA:
NAME OF ARTWORK:
NAME OF ARTIST:
DESCRIPTION:
PHOTO
MATERIALS USED:

Summary

This module aims to develop the critical thinking skills and analysing abilities of the learners
through various activities which aid in achieving the competency of the week which is to identify
the representative artworks and artist from various art periods.
Western classical arts were classified into three timelines; Ancient Arts which includes Pre-
Historic and Egyptian Eras, Classical Arts through Greek and Roman Eras and Medieval Arts
which was represented by Byzantine, Romanesque and Gothic Eras.
Most of the artworks of the pre-historic eras remained as discovered archaeological
artefacts and were not easy to understand. Archaeologists believed that these artworks of the
primitive people were their way of expressing their experiences in their daily life and as a way of
communicating with each other. Egyptian art are a combination geometric regularity and keen
observation of nature and were created for the gods, priests and kings found in tombs, temples,
paintings and statues.
Greek art style was a taste of Western realism or naturalism. Artists have studied accurate
anatomy, physics and optics and techniques in carving, painting, building, gold-working and
ceramics. Roman artists tried to reproduce realistic artworks with architecture designed to reflect
the power of the city with local traditions to form their own styles and traditions.
Byzantine art was the meeting place for the Greek and oriental culture with emphasis on
Christian subjects. Romanesque style evolved in the first third of the 12 th century and is a
complete realization of religious and social functions with architectural program greatly influenced
by Byzantine art with a highly innovative and coherent style. Gothic art styles reinforce symbolic
meanings with church symbolizes the transcendence of the soul and the underlying philosophy
which is to create buildings of height and light.
 Assessment: (Post-Test)

PART I. MATCHING TYPE.

Direction: Match Column A with Column B. Write the letter only.

COLUMN A COLUMN B

______ 1. PRE-HISTORIC A. Pointed arch and stone vaulting

______ 2. ROMAN B. Doric, Ionic and Corinthian Architectural Styles
______ 3. EGYPTIAN C. Dome created a new style in global architecture
______ 4. ROMANESQUE D. Pyramids and Temples of substantial structures
______ 5. GOTHIC E. Megalith Stones (Menhir, Dolmens & Cromlech)
F. Huge halls and arenas for public games & baths
G. Doorways are often grand sculpted portals

A 5.
G 4.
D 3.
F 2.
E 1.
PRE-TEST /POST TEST

Key to Answers
 SUMMATIVE TEST
ARTS
Direction: Read the questions carefully, choose the correct answer and Write it to one whole sheet of
paper.
1. It is a painting that was discovered by Marcel Ravidat in Montignac, France on September 12, 1940.
A. Venus of Willendorf B. Venus of Brassempouy C. Cave of Lascaux D. Menhir
2. Western classical arts were classified into three timelines except one.
A. Ancient Arts b. Classical Arts C. medieval Arts D. Baroque Arts
3. It was a meeting place for the Greek and oriental culture with emphasis on Christian subjects.
A. Greek Arts B. Romanesque Arts C. Byzantine Arts D. Medieval Arts
4. A type of architecture which consists of circle of standing stone considered as a temple where rituals
were held.
A. Mennhir B. Dolmens C. Cromlech D. Gothic
5. Who discovered the “Statue of Pharaoh Menkaure and His Queen”?
A. Howard Carter B. Goerge Reisner C. Josef Szombathy D. Marcel Ravidat
6. One of the Example of Byzantine Architecture is Hagia Sophia and it means ______
A. Holy Spirit B. Holy Wisdom C. Holy Power D. Holy of Holy
7. A Painting during Gothic Era that shows some realistic details and naïve naturalism.
A. The Shepherd of David B. Lady and the Unicorn Tapestry C. Head of Alexander D. Both A and C
8. An Example of Roman Sculptures, were a husband and wife shown reclining comfortably, as if they were
on a couch.
A. Sargopagus B. the Barberini Diptych C. Myron; the Discobulos D. Last Judgement
9. It is an art process where an image is created using an assemblage of small pieces of colored glass
stones or other materials.
A. Tempera B. Mosaic C. Fresco D. Encaustic
10. This Fresco painting was believed to depict a Ceremonial rite, either marriage or an initiation of a
woman in a mystery cult.
A. head of alexander B. bos cotrecase, Pompeii
C. The Shepherd David D. Lady and The micorntapestry

Enumeration

1-3. Give the three (3) architectural designs during Pre-historic period.

4-5. Name the two (2) famous sculptures during the Egyptian Period.