GRADES 1 to 12 School AUP Academy Grade Level Grade 9

DAILY LESSON Teacher Sherdan B. Cacal Learning Area Music Room

LOG
Teaching Dates & April 15 – May 1, 2024 Quarter 4th quarter
(For INTERNS)
Time Jade: Monday, 3:01 – 4:00 PM
Ruby: Wednesday, 9:01 – 10:00 AM

WEEK 1 DAY: Monday & Wednesday

I. OBJECTIVES

A. Content Standards Lesson 1

The learner is able to:

1. Identify key characteristics of opera music from the Romantic period, including musical themes,
composers, and historical context.
2. Engage in critical listening and discussion to evaluate the expressive qualities of Romantic opera music.
3. Develop a deeper appreciation for the rich artistic and cultural heritage of Romantic opera and its
enduring impact on the world of music.

B. Performance The learner transfers learning through:

Standards Discussion:

1. Discussing the historical, societal, and cultural factors that influenced composers of opera music
during the Romantic period, gaining insight into how these contexts shaped their compositions and
thematic choices.
2. Watching and listening to excerpts from opera compositions by two significant composers that
represents the Romantic opera, Giuseppe Verdi for Italy, and Richard Wagner for Germany, to
appreciate their artistic contributions and understand the emotions, themes, and dramatic elements
conveyed in their music.
3. Comparing and contrasting opera compositions of Verdi and Wagner to recognize similarities and
 differences in style, vocal techniques, orchestration, and expression, thereby fostering a deeper
understanding of the richness and diversity within the genre.
C. Learning The learner is able to:
Competencies/Objective MU9OP-IVa-g-1
s Demonstrate the ability to critically analyze opera music from the Romantic period by identifying key
characteristics, such as the integration of libretto and music, expressive melodies, harmonic richness,
(Write the LC Code for and thematic content within selected compositions.
each) MU9OP-IVa-g-2
Demonstrate an understanding of the expressive power of opera music through active listening,
interpretation, and reflection on selected pieces, fostering a deeper connection to the emotional,
dramatic, and cultural significance of the music within its historical context.

D. IFVL (Integration of Just as the art songs were poems set to music, the hymns that we sing today also started as simple poems
Faith, Values Learning) written by people who experienced God. People who faced tough times, feeling like they were almost
giving up. But in their darkest moments, they found comfort not in worldly things, but in God's love. It was
like a bright light shining through their struggles, surrounding them with love and strength. With God
beside them, they faced their challenges and came out victorious. These hymns, coming from real-life
experiences, remind us to listen for God's voice even when life gets hard. They show us that just as God
helped them, He's here for us too, guiding and supporting us. In every word and every melody, we hear
echoes of our own struggles and the promise of better days. So, let's take a moment, let's listen, and let's
remember that no matter where we are, God's love and strength are always there to lift us up.
II. CONTENT THE VOCAL MUSIC OF THE ROMATIC PERIOD
The Opera Music of the Romantic Era
1. Definition of Opera Music
2. Two faces of Opera – Italian & German
3. Notable Composers: Giuseppe Verdi & Richard Wagner
4. Terms Used in Opera: Overture, Recitative, Aria, Libretto, Librettist, Bel Canto, Leitmotif, Opera
Seria, & Opera Buffa
III. LEARNING RESOURCES

A. References Grade 9 Practical MAPEH Second Edition

 1. Teacher’s Guide
pages

2. Learner’s Materials
Pages

3. Textbook pages Pages 64-66

4. Additional
Materials from Learning
Resource (LR) Portal

B. Other Learning  YouTube (for music videos)

Resources  https://en.wikipedia.org/wiki/Opera
 https://www.britannica.com/art/opera-music
 https://louis.pressbooks.pub/musicappreciation/chapter/romantic-period-opera/
 https://www.kennedy-center.org/education/resources-for-educators/classroom-
resources/media-and-interactives/media/opera/understanding-opera/operas-early-
romantic-era/
 https://www.britannica.com/art/opera-music/German-Romantic-opera

IV. PROCEDURES TEACHER: STUDENT:

A. Reviewing previous (5 minutes)
lesson or presenting new
lesson Good afternoon, Jade! (Wait for their response.) How are Students: Good morning, Teacher!
you? It’s Monday again! How do you feel about that?
Well, it’s nice to meet you again today.

Before we head our class discussion, let us begin with a

prayer, may I ask (mention student name to lead the
prayer).
Students: (Open camera)
Thank you (mention the name of the students who prayed)
 for leading the prayer.

B. Establishing a (5 minutes)
purpose for the lesson
Did you learn anything last class? If yes let’s test that.
What was our topic last time?
What is an art song?
What instruments are used in art songs?
(Student nods in agreement)
Name a notable composer of art song.
Very Good!

C. Presenting Who among you visited the Music Department booth Students: Yes po
examples/instances of during the career day last February? If you were there, one
the new lesson/IFVL of our activities was listening. We made the participants
listen to a musical piece then they would guess the title of
that piece. Some of it were Opera Music.

D. Discussing new Today we will learn about Opera Music of the Romantic
concepts and practicing Period.
skills 1, 2, 3 (Concepts)
You probably heard this musical term before but what
exactly is it?
Students: (silent)
Opera is a type of theater where music plays a central role
and singers take on the dramatic roles. The term "opera,"
which translates to "work" in Italian, refers to these
productions, which are typically created through
collaboration between a composer and a librettist. Opera
incorporates various performing arts such as acting, set
design, costumes, and sometimes dance. Performances
usually take place in opera houses, accompanied by an
orchestra or smaller ensemble led by a conductor since the
early 19th century. While opera shares similarities with Vanessa: 21st century
musical theater, they are considered separate forms of
entertainment.

Opera originated in Italy in the late 16th century, with

composers such as Jacopo Peri and Claudio Monteverdi
contributing to its early development. It quickly spread
throughout Europe, with composers in Germany, France,
and England establishing their own national opera
traditions during the 17th century.

During the 18th century, Italian opera remained dominant

across Europe, except in France. It attracted composers
from other countries, leading to a diverse range of opera
styles. Christoph Willibald Gluck's reforms in the 1760s
challenged the artificiality of opera seria, a serious and
prestigious form of Italian opera.

Wolfgang Amadeus Mozart, a prominent figure in late

18th-century opera, made significant contributions to both
Italian and German opera traditions. He is particularly
known for his Italian comic operas and German-language
works.

Developments of Opera in Each Music Period:

1. Renaissance:
- Development: Emergence of opera as a new form of
musical theater in late 16th-century Italy.
- Differences: Early operas featured recitative and simple
arias, with text-driven plots and minimal instrumental
accompaniment. They were influenced by the revival of
classical Greek ideals.

2. Baroque:
- Development: Flourishing and expansion of opera
during the Baroque era (1600-1750).
- Differences: Baroque opera introduced more elaborate
vocal ornamentation, virtuosic singing, and complex
instrumental accompaniment. Opera seria, with formalized
structures and mythological/historical subjects, became
prominent.

3. Classical:
- Development: Transition to a more balanced and
formal style in the late 18th century.
- Differences: Classical opera prioritized natural
expression, emotional depth, and dramatic realism over
formal conventions. Singspiel and comic opera provided
greater variety and accessibility to audiences.

4. Romantic:
- Development: Rise of Romantic opera in the early to
late 19th century.
- Differences: Romantic opera featured heightened
emotional expression, expanded orchestration, and a focus
on individualism and nationalism. Composers
experimented with larger-scale works, innovative
harmonic language, and epic storytelling.

Operatic Terminology:
1. Overture: An orchestral piece played at the beginning of
an opera, setting the mood and introducing themes from
the opera's music.

2. Recitative: A style of singing that is more like speech

than melody, used to advance the plot and convey dialogue
in an opera.

3. Aria: A solo song in an opera, typically expressing the

emotions or thoughts of a character. Arias are often more
melodic and expressive than recitatives.

4. Libretto: The text or lyrics of an opera, written by the

librettist, which serves as the basis for the music and
drama.

5. Librettist: The person who writes the text or lyrics

(libretto) for an opera, collaborating with the composer to
create the opera's storyline and characters.

6. Bel Canto: An Italian term meaning "beautiful singing,"

referring to a style of vocal technique characterized by
smooth, lyrical phrasing, and elaborate ornamentation.

7. Leitmotif: A recurring musical theme or motif

associated with a specific character, idea, or emotion in an
opera, used to convey meaning and enhance the dramatic
storytelling.

8. Opera Seria: A serious and dignified form of Italian

opera popular during the Baroque period, typically
featuring mythological or historical subjects and
formalized structures.

9. Opera Buffa: A comedic or lighthearted form of Italian

opera, often featuring everyday characters and situations,
and characterized by humor, wit, and fast-paced dialogue.

10. Opera House: A theater specifically designed for the

performance of operas.

Two branches of Opera Music:

1. Italian Opera - Often prioritize the vocal aspect,

placing a strong emphasis on the beauty and
expressiveness of the human voice. Italian
composers, particularly during the bel canto period
in the 18th and 19th centuries, developed a style of
singing called "bel canto," which translates to
"beautiful singing." Bel canto singing emphasizes
agility, flexibility, and control, allowing singers to
execute elaborate vocal ornamentation and display
their technical prowess. Composers such as
Gioachino Rossini, Vincenzo Bellini, and Gaetano
Donizetti were key figures in the development of
bel canto opera.
2. German Opera - Often shifts the focus from the
voice to the orchestra and emphasizes the
integration of music and drama. Composers like
Richard Wagner sought to create a unified
theatrical experience in which music, drama, and
staging work together seamlessly. Wagner's operas
are known for their complex orchestration, use of
leitmotifs (recurring musical themes associated
with specific characters, objects, or ideas), and
 continuous music dramas that blur the lines
between individual musical numbers. In German
opera, the orchestra plays a prominent role in
conveying the emotional and narrative elements of
the story, often working in tandem with the singers
to create a cohesive and immersive theatrical
experience.

Significant Composers of Italy and Germany Representing

Romantic Era:

1. Giuseppe Verdi (1813–1901):

- Verdi was an Italian composer known for his melodic
richness, emotional depth, and dramatic storytelling.
- His operas, such as "La Traviata," "Rigoletto," and
"Aida," are celebrated for their memorable melodies,
powerful vocal writing, and vivid characterizations.
- Verdi's operas often explore themes of love, betrayal,
redemption, and political intrigue, reflecting the social and
political upheavals of 19th-century Italy.
- He played a significant role in shaping Italian opera and
is considered one of the greatest opera composers of all
time.

2. Richard Wagner (1813–1883):

- Wagner was a German composer known for his
revolutionary approach to opera, blending music, drama,
and philosophy into a unified theatrical experience.
- His operas, such as "Tristan und Isolde," "Die Walküre,"
and "Parsifal," are characterized by their epic scale, rich
orchestration, and complex harmonic language.
- Wagner's concept of Gesamtkunstwerk (total artwork)
aimed to integrate all elements of opera—music, drama,
 staging, and visuals—into a seamless and immersive
theatrical experience.
- He pioneered the use of leitmotifs (recurring musical
themes associated with specific characters, objects, or
ideas) to convey meaning and develop the narrative in his
operas.
- Wagner's works had a profound influence on the
development of opera and continue to be studied and
performed worldwide.

F. Developing Mastery A. ACTIVITY

(Leads to formative
assessment) Write one thing that inspires you from each of the (Students listen to teacher)
composers that we’ve discussed. Submit it later after class.
G. Finding Practical "But grow in the grace and knowledge of our Lord and
Applications of concepts Savior Jesus Christ. To him be glory both now and
and skills in daily forever! Amen." - 2 Peter 3:18 (NLT)
living/IFVL
Just as opera music has undergone a journey of growth and
development across various music periods, flourishing and
maturing over time, it has brought joy, beauty, and
inspiration to countless listeners around the world.
Similarly, we as believers are encouraged to grow in grace
and knowledge in our spiritual lives. According to the
Bible, there are three key things we need to do to grow
spiritually: Bible reading, prayer, and sharing. By
engaging in these practices, we not only nurture our
spiritual growth but also become channels of joy, beauty,
and inspiration to the people we encounter on our journey.
 H. Making During the Romantic era, opera became a powerful
Generalizations and expression of deep emotions and intense feelings. It played
abstractions about the a significant role in celebrating national identity and
lesson cultural heritage, while also expanding the boundaries of
the genre through experimentation and innovation. Opera
houses became vibrant centers of social and artistic life,
attracting diverse audiences and fostering a greater
appreciation for music and storytelling. The operas
composed during this period continue to be cherished for
their beauty, drama, and emotional power, ensuring their
enduring significance in the history of music and culture.

I. Evaluating Learning B. EVALUATION

Exploring Romantic-Era Opera with the KWL Method
Instructions:
1. Know (K):
- Think about what you already know about opera music
of the Romantic period. This could include composers,
famous operas, key characteristics, or anything else related
to the topic.
- Write down your ideas in the "K (Know)" column of
the KWL chart provided.
2. Want (W):
- Consider what you want to learn or what questions you
have about Romantic-era opera. Is there anything specific
you're curious about or interested in exploring further?
- Write down your questions and interests in the "W
 (Want)" column of the KWL chart.
3. Learned (L):
- Reflect on what you have learned about Romantic-era
opera. How has your understanding of the topic changed
or expanded? What new insights or connections have you
made?
- Write down your reflections and key learnings in the
"L (Learned)" column of the KWL chart.
5. Reflection and Feedback:
- Share your reflections and feedback with your teacher
and classmates during the class discussion.

J. Additional Activities
for application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No of learners who
require additional
activities for remediation
who scored below 80%

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 this 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: Received/Approved by:

_______________________________ ____________________________________ ____________________________________

Student Teacher Cooperating Teacher Principal