SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 3rd QUARTER/MUSIC 2 ___

Date: February 22, 2023

I. OBJECTIVES

The learner demonstrates understanding of the characteristic features of the

A. Content Standards
music of the Romantic period.

B. Performance The learner sings and performs theme of selected instrumental pieces of the
Standards Romantic Period.
C. Learning
Competencies/ Explains the performance practice (setting, composition, role of composers/performers,
Objectives and audience) during the Romantic period. (MU9RO-IIIb-H-3)
(Write the LC code)

PERFORMANCE PRACTICE DURING ROMANTIC PERIOD (Setting and Famous

II. CONTENT
Composers)
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Learning Activity Sheets in Music 9, Bluetooth speaker.
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
1. Prayer
 The teacher will ask for a volunteer to lead the prayer.
2. Checking of Attendance.
 To monitor the students, the teacher will check the attendance through
their permanent seating arrangement.
3. Establishing house rules and norms.
 In order to have a conducive and harmonious teaching and learning
process, the teacher and the learners will establish or set their agreed
1. PRIMING
ACTIVITIES classroom rules and norms.
4. Review
 What have we discussed yesterday?
 What is the difference between the Classical and Romantic period in
terms of their performance practices? Role of composers and
audiences?
 Who are the famous composers that emerged during the Romantic
period?
2. ACTIVITY Group Activity
 _____1. Nationalism is evidently shown in some compositions.
_____2. Romantic music is monophonic, plain, and repetitive
_____3. A romantic piece has elaborate harmonic progressions.
_____4. The size of the orchestra has expanded to about 100 musicians to
accommodate the artistic requirement of the composition.
_____5. Melodies were written in one single line
_____6. There is fast changes in keys and modulations.
_____7. Melodies are highly ornamented and texture is primarily polyphonic.
_____8. Basso continuo is used in composing music.
_____9. Harpsichord is the most used instrument in instrumental music
_____10. Melodies are sung unaccompanied.
Process questions:
 What are the changes of performance practices and settings during the
Romantic period?
3. ANALYSIS  How can we describe the characteristics of music in the Romantic period?
 Does the change in the politics, society and economy in some European
countries greatly affected the music?
 What is the importance why do we need to study and learn Romantic music?

SETTING OF THE ROMANTIC PERIOD

The vast changes in politics, society, and economy during the 19th century have greatly
affected the arts. In music, those changes caused a great shift in the way composers
create music and the audience listen to it. Changes in the political system of Europe
greatly affected the way musicians made their living. The nobility and aristocrats, who
once funded composers and orchestras, gradually lost their powers and wealth.
Concerts also became more of public events rather than private parties of the elite or
the church. Composers of the period have to do additional work and cannot rely
anymore on the patronage of the wealthy upper class. Chopin, for example, had to teach
piano rather than only focus on his career as composer and performer. In spite of this,
musicians still benefited from the widespread of music production and consumption
across different levels of society.
Houses of the middle class became important places of music making in this period.
Chamber works, music for a small group of musicians, are often performed as
entertainment in these places. The piano became the favorite instrument for both
1. ABSTRACTION professional and amateur musicians. Middle class families often enrolled their children
to private piano lessons. Hence, the wider public became more exposed to music and
began to acquire music literacy.

In comparison to Classical composers, Romantic composers make music that evoke

emotional expression exposing their innermost thoughts in the belief that music,
particularly instrumental music, can convey ideas and feelings that cannot be put into
words. The Romantic music genre called tone poem or symphonic poem best captured
this idea. Tone poem or symphonic poem is a kind of program music commonly written
for orchestra which is inspired by ideas or scenes from stories, poems and even
sceneries. To convey these ideas, composers made use for a much wider range of
dynamics, varied articulation markings, and chromatic harmonies.
Moreover, the size of the orchestra became relatively bigger and other instrument
groups within the orchestra such as woodwinds and percussion were given main parts of
the piece. For the next succeeding years, composers preferred to compose instrumental
music over vocal music. Thus, the Romantic period paved the way for the rise of prestige
of instrumental music. The Romantic era is also notable because of the rise of the
virtuoso. The concept of the virtuoso, one who is highly skilled in arts, was highlighted
and redefined during this period. The virtuoso became a title associated with a
performer having a highly technical and sophisticated skill in music so brilliant that
he/she is able to mesmerize the audience. Notable virtuosos of the period include
violinist Nicolo Paganini and pianist Franz Liszt.

A lot of program music were composed and became famous during that time. Some of
the notable ones were set to ballet like Peter Illych Tchaikovsky’s “Nutcracker Suite” and
Camille Saint-Saens’ “Carnival of Animals”.
Romantic composers felt free to stretch and twist the Classical Musical Forms. They
were searching for a way to grow their identity through their songs, one that was
familiar to the audience.

Composers of the Romantic Period

NICCOLO PAGANINI (1782 – 1840)
He was born in October 27, 1782 in Genoa, Italy and became
the most famous violin virtuoso in the world. He stands out
primarily for his “rockstar performances”. However,
together with his fame came the rumors about his amazing
violin skills that was said to be a gift from the devil and that
he sold his soul in exchange for those skills. He was also
rumored to have a problem with women and gambling.

Some Works of Niccolo Paganini:

 “La Campanella”
 24 Caprices for Solo Violin, Op. 1 incomplete
 Concerto No. 1 in Eb, Op. 6
 15 Quartets for Guitar and Strings Trio
 The Carnival of Venice
FREDERIC CHOPIN (1 March 1810 – 17 October 1849)
He was known as the “Poet of the Piano” and was born on
March 1, 1810 in Zelazowa, Poland. He is an an extra
ordinary composer who is considered a genius in using the
piano that he had a tremendous impact on other musicians.
Chopin compositions were almost primarily for the
piano and some of his most well-known compositions are:
1. Fantasie in F minor, Op. 49
2. Revolutionary Etude, Op 10, No. 12 and 24
3. Preludes, Op. 28 No.7
FRANZ LISZT (22 October 1811 – 31 July 1886)
Liszt was born in the village Doborjan, Hungary on October
22, 1811. He was known as the greatest piano virtuoso of his
time. He also became a court conductor for the grand duke
of Weimar when he was thirty-six years old.
Some of Liszt’s Piano works:
 La Campanella originally written by Paganini but Liszt
found it so beautiful that he adapted it for piano.
 LIEBESTRÄUME (Dreams of Love) is a set of 3 piano solos
that Liszt wrote.
No. 3 is the most famous
 Un Sospiro
 Sonata in B Minor
ROBERT SCHUMANN (8 June 1810 – 29 July 1856)
Robert Alexander Schumann was born in 1810 in Zwickau,
Germany. He was a German composer, pianist and
 influential music critic. Most of his best-known piano pieces were written for his wife,
Clara Schumann who is also a pianist and a composer. His works were mostly emotional.

He wrote over 100 Art Songs. Some of which are:

 "Frauenliebe und Leben" ("A Woman's Love and Life")
 "Dichterliebe" ("A Poet's Love")

HECTOR BERLIOZ (11 December 1803 – 8 March 1869)

Hector Berlioz is a French romantic composer born on
December 11, 1803. He was known largely for his
“Symphonie Fantastique” and the choral symphony “Romeo
et Juliette”. Choral symphony, a term coined by Berlioz, is a
composition for orchestra, choir, and sometimes solo voices.
His works and compositions showcased innovativeness and
search for expression. He is considered as one of the most
original great composers and a practical musician.

PETER ILYICH TCHAIKOVSKY (Pyotr Ilyich Chaykowsky) (7

May 1840 – 6 November 1893)
Peter Ilyich Tchaikovsky was born on May 7, 1840 in
Votkinsk, Russia. He was the first Russian composer whose
music made a lasting impression internationally. He
displayed an exceptional musical gift when he started
improvising at the piano and composing songs at an
earlyage. His works includes concertos, symphonies, ballets,
operas and chamber music. He used his own native folk
music in his symphonic works planting the seeds of what
would later be known as the Nationalist movement.
Tchaikovsky’s Famous Compositions:
 Swan Lake
 Symphony No. 6 “Pathetique”
 The Nutcracker
 Romeo & Juliet
 812 Overture
 Sleeping Beauty
 Piano Concerto No. 1

CAMILLE SAINT-SAËNS (October 9, 1835 – December

16, 1921)
Camille Saint-Saëns was born in Paris on October 9, 1835. He
started his music at an early age through the help of his aunt.
He began his piano lesson when he was only two years old and
composing his first piano piece at the age of three. He was
considered as a composer who creates elegant music that is
neat, polished, and never excessive.
Best known music of Camille Saint-Saëns:
 Carnival of the Animals
 Danse Macabre and his Symphony No. 3
 The Swan

2. APPLICATION GROUP ACTIVITY

Directions: Based on the information discussed, create a mind/concept map about the
performance practice during the Romantic period.

Guide questions:
1. What are the important changes in society during the Romantic period?
 2. What genres of music emerged during the period?
3. How are the changes in the society related to music?
4. Who are the prominent personalities in the period?

Directions: Read the questions carefully. Choose your answers from the box and
write them on a separate sheet of paper.

________ 1. This ideology is commonly reflected in the music of the Romantic Era.
3. EVALUATION ________ 2. He is a transitional composer between Classical to Romantic era.
________ 3. It is described as a cultural movement that valued emotions over
reason, individualism, and freedom of expression.
________ 4. It is the main genre of instrumental composition during the Romantic
period.
________ 5. The Romantic Period begun in the late ______ century.
________ 6. It is not a characteristic of the Romantic Period music.
________ 7. Musical composition for an orchestra which is also called Tone Poem.
________ 8. It is in free form such as fantasy, rhapsody, and nocturne.
________ 9. Frederic Chopin’s composition that shows nationalism.
_______ 10. A dance composition for piano and is famous in Poland.
Differentiated activity
Directions: Listen to the first 2 minutes of Camile Saint-Saëns' Symphonic Poem “Danse
4. ASSIGNMENT Macabre” and choose one activity which you feel best suits your talent and skill.
https://www.youtube.com/watch?v=67ru-LzP2jU
 a. Draw/Paint what you imagine while listening to the music (visual)
b. Compose a short story or poem about the music (literary verbal)
c. Associate dance movements to the music (Kinesthetic)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

PREPARED BY: CHECKED BY:

HAZEL R. SAMSON CYNTHIA S. SACNANAS

TEACHER I MAKABAYAN, COP HEAD

NOTED BY:

FELGRACE P. MALIG-ON
MASTER TEACHER I