Music-9-LM-DRAFT-4.7.2014

GRADE 9
MUSIC LEARNER’S MATERIAL

Unit 1
To the illustrator:
Using the blank map of Europe, place pictures of ALL the composers featured in EACH UNIT around the map and
put arrows pointing to the country where they come from. Maybe you can use better looking arrows and format
the composer’s pictures in an oval shape. The writers would like to show where the composers come from.
I am attaching a file of the blank map and please edit it with the corresponding name and fill it the needed area
with different colors.
Please follow the example below. (Check the pictures of the composers and their hometowns in all the units.)
Medieval, Renaissance and Baroque Music Page 1

GRADE 9
Unit 1
Time allotment: 8 hours
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 characteristic features
of the music of the medieval, the renaissance and the baroque periods.
PERFORMANCE STANDARD
The learner …
 Performs selected songs from the Medieval, Renaissance and
Baroque periods.
 Chants
 Madrigals
 Excerpts from Oratorio
 Chorales
 Troubadour

GRADE 9
Unit 1
INTRODUCTION
The first three periods of Western Music History are classified as
Medieval, Renaissance, and Baroque. Each period has its distinctive
characteristics, historical and cultural background.
A type of music from the Medieval Era is Gregorian Chant, which was
mainly used in the early Christian church.
Music during the Renaissance Period became an important leisure

activity. Members of the upper class were expected to have received musical
training. Imitative polyphony is the distinctive characteristic of Renaissance
music.
The Baroque Period is characterized by grand and elaborate

ornamentation of sculptures, theaters, arts and music. The music genres
which flourished during the Baroque Period were the Concerto, the Fugue, the
Oratorio and the Chorale.
Music evolved alongside with man’s constant quest for growth and
development.
OBJECTIVES
At the end of this module you, as a learner, are expected to:
 Listen perceptively to selected vocal and instrumental music of

Medieval, Renaissance and Baroque Periods.
 Explain the performance practice (setting, composition, role of
composers/performers and audience) of Medieval, Renaissance and
Baroque Periods.
 Relate Medieval, Renaissance and Baroque music to its historical
and cultural background through dramatization.
 Sing selections of medieval chants, troubadour songs, madrigals, and
oratorios with correct pitch, rhythm, expression and style.
 Describe musical elements of given Medieval, Renaissance and
Baroque music.
 Explore other arts and media that portray Medieval, Renaissance and
Baroque elements.
 Improvise appropriate accompaniment to given Medieval and
Renaissance songs.
 Create and perform songs in Gregorian and Troubadour styles.
 Play simple melodies of a chorale and provide accompaniment.

GRADE 9
Unit 1
PRE – ASSESSMENT
To assess what you know about the music of the Medieval,

Renaissance and Baroque Periods, answer the following activities.
Part I. Guess Who?
You will need:

Pictures of different composers
Name of the composers written in strips of cardboard.
Do as Directed:
1. Divide the class into five groups.
2. Each group will take turns in trying to name each composer until all
pictures have been named.
3. Write the name of each composer below the picture.
NOTE: These pictures may be placed on the board by your teacher.

GRADE 9
Unit 1
Part II. Guess When?
Direction: Classify the items in the box according to the historical period to
which it belongs. Write the words in the column below.
Gregorian Chants Mass

Fugue Concerto Grosso
Troubadour Music Oratorio
Madrigal Chorale
MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD
Music is timeless. Melodies from the past can still be heard today. Tunes may be played differently in
the techno
Listen– world,
to thebutfollowing
one thing never changes, “Music will always be part of man‟s everyday life”.
songs:
1. Canon Rock http://www.youtube.com/watch?v=jau8gMtapQo

Last viewed November 7, 2013
2. Canon in D by Pachelbel http://www.youtube.com/watch?v=H1kGJoGVpOs
 Look for other songs which were originally composed during the
Medieval, Renaissance or Baroque periods that have been revived
today. They may have been used as background music for
commercial, movie, ―teleserye―, and other media purposes.
REFLECTION:
1. Were you aware that some of those music were composed

centuries ago?
2. How was it used as background music?
3. Do you think they were used creatively? Was the music used
appropriately?
4. If you were one of the original composers, would you allow your
compositions to be used as they are used today? Why or Why not?

GRADE 9
Unit 1
WHAT TO KNOW
In this module, you will learn the first part of the history of Western
music. We will be discussing the characteristic features of each period,
composers, historical and cultural backgrounds.
Music of the Medieval Period (700 – 1400)

The Medieval period is also known as the Middle Ages or ―Dark Ages‖
that started with the fall of the Roman Empire. During this time, the Christian
Church influenced Europe’s culture and political affairs.
Monophonic plainchant was named after Pope Gregory I, who made
this the approved music of the Catholic Church. Pope Gregory’s action made
monophonic plainchants popular. Although it was originally transmitted orally,
scholars agreed to put it in notation to assist dissemination of chants across
Europe.
Characteristics of the Gregorian Chants:
 monophonic
 Free meter
 Modal
 Usually based on Latin liturgy
 Use of Neume notation

GRADE 9
Unit 1
The music sheet below is a notated Gregorian Chant written in Neumes:
Description: The Introit Gaudeamus Omnes, scripted in square

notation.
th th
Date: 14 century – 15 century
Source: wikepedia.org
File: Graduale Aboense 2.jpg

GRADE 9
Unit 1
Listen to the link that features a Gregorian Chant of the Medieval Period
http://www.youtube.com/watch?v=kK5AohCMX0U.
last viewed November 7, 2013
REFLECTION:
 After listening to the selection, were you able to identify the
characteristics of Gregorian Chants?
During the latter part of the Medieval Period, secular music which was
not bound by Catholic traditions emerged. Most of these songs were
performed across Europe by groups of musicians called Troubadours.
Troubadour Music:
 Usually monophonic
 Sometimes with improvised accompaniment
 Tells of chivalry and courtly love
 Originated in France
 Written in the French language
Famous Composer of the Medieval Period:
Adam de la Halle
France, 1237 - 1288
Adam De La Halle, Miniature in musical codex

s. XIII
Source: http//picsdigger.com/image/cfd4783
Artist: Unknown

GRADE 9
Unit 1
Adam de la Halle was also known as Adam le Bossu (Adam the

Hunchback). He was the son of a well – known citizen of Arras, Henri de la
Halle. He received his education at the Cistercian Abbey of Vaucelles, near
Cambral. Adam was destined for the church but he eventually married. His
patrons were Robert II, Count of Artois, and Charles of Anjou, brother of Louis
IX.
Adam was one of the oldest secular composers whose literary and
musical works include chansons and poetic debates. He was a trouvére, poet
and musician, whose literary and musical works include chansons and jeux-
partis (poetic debates) in the style of the trouveres, polyphonic rondel and
motets in the style of early liturgical polyphony. His musical play, ―Jeu de
Robin et Marion‖ was considered the earliest surviving secular French play
with music.
His works include:

1. Le Jeu de Robin et de Marion
2. La Chanson du roi de Sicile
Listen to the link below that features ― LeJeu de Robin et Marion‖

http://www.youtube.com/watch?v=zHoebp8Vgxs
Music of the Renaissance Period (1400 – 1600)

The term ―Renaissance‖ comes from the word ―renaitre‖ which means
“rebirth‖, ―revival‖, and ―rediscovery‖. The Renaissance Period is a period of
of ―looking back‖ to the Golden Age of Greece and Rome.
The invention of printing in the 1400’s paved the way for a wide
distribution of renaissance compositions. With the emergence of the
bourgeois class, renaissance music became popular as entertainment and
activity for amateurs and the educated. Lute was the prominent instrument of
the renaissance era. The influence of the Roman Catholic Church started to
decline as the new music genre arose. Though sacred music was still of great
importance, secular music became more prominent in the renaissance period.
This era was also known as the ―golden age‖ of a capella choral music.
Other historical facts during this era is the discovery of the actual
position of earth in the solar system by Copernicus, the invention of compass
creating a wider navigation not only of the lands but also of the oceans, and
Martin Luther’s Protestant reformation.

GRADE 9
Unit 1
Characteristics of Renaissance Music:

 Mostly polyphonic
 Imitation among the voices is common
 Use of word painting in texts and music
 Melodic lines move in a flowing manner
 Melodies are easier to perform because these move
along a scale with a few large leaps
Vocal Music of the Renaissance Period
1. Mass – is a form of sacred musical composition that sets texts of the

Eucharistic liturgy into music.
Characteristics of the Mass:

 Polyphonic
 May be sung a cappella or with orchestral accompaniment
 Text may be syllabic (one note set to each syllable), neumatic (a
few notes set to one syllable), or melismatic (many notes to one
syllable)
Five Main Sections of Mass:

1. Kyrie (Lord Have Mercy)
2. Gloria (Glory to God in the Highest)
3. Credo (I Believe in One God)
4. Sanctus and Benedictus (Holy, holy and Blessed Is He)
5. Agnus Dei (Lamb of God)
Listen to the link below that features one of the main sections of the mass.
―Gloria‖ by Joasquin de Prez
http://www.youtube.com/watch?v=XaiXCG0jHB8

GRADE 9
Unit 1
2. Madrigal
- A secular vocal polyphonic music composition which originated from
Italy. It is written and expressed in a poetic text and sung during courtly social
gatherings. It is the most important secular form during the Renaissance
period.
Characteristics of the Madrigal:

 Polyphonic
 Sung a cappella
 Through–composed
 Frequently in 3 to 6 voices
Listen to ―April Is In My Mistress„ Face” by Thomas Morley
REFLECTION:
1. Which music are you familiar with? Why?
2. Which songs can you relate with? Sacred or secular music? Why?

GRADE 9
Unit 1
Famous Composers of the Renaissance Period
1. Giovanni Pierluigi da Palestrina

Rome, 1525 - February 2,
1594
Giovanni Pierluigi da Palestrina

Source:
http//xoomer.virgilio.it/senesino/Dei/Palestrina.jpg
File: Giovanni_Pierluigi_da_Palestrina.jpg
Giovanni Pierluigi da Palestrina is said to be the greatest master of

Roman Catholic Church music during the Renaissance period. Majority of his
compositions are sacred music. He was committed to sacred music and has a
keen interest in satisfying the desires of church leaders in the sixteenth
century. Palestrina’s Pope Marcellus Mass is held up as the perfect example
of counter - reformation style. Kyrie is part of the first two sections of the Pope
Marcellus Mass.
His career reflects his commitment to the music of the church. He

received his early training and spent the majority of his career in various
churches in Rome, including the pope’s chapel. He was as an organist and
choir master at both the Sistine Chapel and at St. Peter's which may have
influenced his distinctively pure and restrained style in musical compositions.
Palestrina also served as an organist in St. Agapito. His first book Masses
became popular and was greatly appreciated by Pope Julius III.
Palestrina has two sons but lost them both during the plague epidemic
that struck Rome in 1570’s. He had planned to become a priest but eventually
changed his mind and married a wealthy widow. This improved his wealth and
enabled him to pursue a musical career for the rest of his life.
Listen to the links below that feature the opening Kyrie

GRADE 9
Unit 1
(Excerpt from “Pope Marcellus Mass)

 http://www.youtube.com/watch?v=itKeTpK83IY
 http://www.youtube.com/watch?v=NB-i_V9QPt8
2. Thomas Morley
1557 – 1602
Morley was born in Norwich, East England, the son of a brewer. He

was a singer in the local cathedral from his boyhood, and he became master
of choristers there in 1583.Thomas Morley was the most famous composer of
secular music in his time. He was a singer in the local cathedral during his
childhood and was believed to have studied music with William Byrd, an
Elizabethan composer of sacred music. He received his Bachelor’s degree in
Oxford and became an organist at St. Paul’s in London.
He tried imitating Byrd in his early works but veered towards

composing madrigals that show a variety of color, form and technique. Most of
his madrigals are light and easy to sing with some aspects of Italian style. His
Musica Transalpina, a collection of Italian madrigals fitted with English text,
was published in 1588 by Nicholas Yonge. Shortly after, he began publishing
his own collections of madrigals and made significant contribution to the
history of music.
His works include:

 Fire, Fire, My Heart
 Sing and Chant It
 Fantasie
 April Is In My Mistress‟ Face
 It Was A Lover and His Lass
Research and listen to Thomas Morley’s works.
You may use the following links that feature a madrigal composition
“Fire, Fire, My Heart”
 http://www.youtube.com/watch?v=61aEb5Qt6-U
 http://www.youtube.com/watch?v=mBWKp4-_w4E

GRADE 9
Unit 1
REFLECTION:
1. Which madrigal did you enjoy more? Why?

2. Based on what you have heard, do you agree that the compositions
of Palestrina and Morley reflect their personalities? Why or Why
not?
Music of the Baroque Period (1685 – 1750)

The word Baroque is derived from the Portuguese word ―barroco”
which means ―pearl of irregular shape‖. Some of the great composers of this
time were George Friedrich Handel, Johann Sebastian Bach, Claudio
Monteverdi, and Antonio Vivaldi.
During this time, the arts highlighted grandiose and elaborate

ornamentation. These were clearly seen in the musical compositions created
by Baroque composers.
New instrumental techniques and changes in musical notation were

developed. Major and minor tonality was also created in this period. A lot of
the musical terms and concepts that evolved in this era are still used today.
Characteristics of Baroque Music:
 Melodies sound elaborate and ornamental

 Melodies are not easy to sing or remember
 Primarily contrapuntal textures with some homophony
 Dynamic contrast – alternation between loud and soft
 Music genres—operas, oratorios, suites, tocatas, concertó grosso,
fugue
 Orchestra consists of strings and continuo
 Harpsichord and organ are the keyboard instruments that are
commonly used
 New forms:
1. binary – AB
2. ternary – ABC
3. ground bass
4. fugue

GRADE 9
Unit 1
Music Genres of Baroque Music
1. Concerto – A form of orchestral music that employs a solo instrument

accompanied by an orchestra.
2. Concerto Grosso - A form of orchestral music during the Baroque
Period wherein the music is between a small group of solo instruments
called concertino and the whole orchestra called tutti.
Handel’s Concerto Grosso for two violins, cello, strings and basso
continuo
http://www.youtube.com/watch?v=a32nicpS3rk
Vivaldi’s Winter
http://www.youtube.com/watch?v=YKfuhLCVldg
REFLECTION:
1. Which video did you enjoy the most? Why?
2. What is the most evident difference between the two concertos?
3. Fugue
 A contrapuntal piece, developed mainly by imitative counterpoint
ILLUSTRATOR: Please include an

illustration of melodic lines in
counterpoint
 It is usually written in 3 or 4 parts, with a main theme called

―subject‖
 The entire piece grows mainly from a single brief tune of strong
musical character
ILLUSTRATOR: Please include an
illustration that may represent
the statement above.
Access this link through the internet and listen to:

Bach’s Toccata and Fugue in D minor
http://www.youtube.com/watch?v=ho9rZjlsyYY

GRADE 9
Unit 1
REFLECTION:
1. Which part did you find interesting?

2. Did you hear melodies that imitate each other? Which part?
3. Do you know any other music where imitative counterpoint is
evident? Can you name some titles?
4. Oratorio – a large scale musical composition for orchestra and voices that
incorporates narratives on religious themes. Unlike usual theatrical works, this
is usually performed without the use of costumes, scenery, or action. It is
usually written in the native language for the intended audience.
Examples:
a. Handel's ―Messiah,‖ ―Samson,‖ ―Israel,‖ and ―Egypt‖
b. Bach’s ―Christmas Oratorio‖
c. Haydn’s ―The Creation‖
Listen to the link below that features Oratorio vs. Opera

http://www.youtube.com/watch?v=NYVGtAJ7ujA
REFLECTION:
1. Which of the characteristics of an Oratorio were seen on the video?
2. What are the major differences of an Oratorio from an Opera?
3. Have the differences been shown clearly?
5. Chorale – musical compositions that resemble a harmonized version of

hymnal tunes of the Protestant Church during the Baroque era.
Listen to the links below that features:
Baroque Chorale
http://www.youtube.com/watch?v=ZeBakTvwEes
Chorale trio http://www.youtube.com/watch?v=SYFPLVrCWDk


GRADE 9
Unit 1
REFLECTION:
1. What is the difference between the two chorales?
2. Have you watched any modern chorale presentation?
3. Can you identify any similarities between the chorales of the
Baroque Period and chorales of the present time?
Famous Composers of the Baroque Period
1. Johann Sebastian Bach
Born: Germany
March 21, 1685
Died: July 28, 1750
Johann Sebastian Bach

Date: 1746
Source: Unknown
Artist: Elias Gottlob Haussmann
J.S. Bach came from a family of musicians. He was taught to play

violin by his father who was then the town musician in Eisanach. He entered
school at age 7 where he was taught religion and other subjects. He became
orphaned at age ten. His brother, a church organist provided for him. Bach’s
beautiful soprano singing voice helped him to be accepted at a school in
Luӥeberg. A few years later, his voice changed and Bach focused his
attention to playing the violin and harpsichord.
Bach was a religious man. His personal and deep faith is shown in his
sacred music. He was known for his compositions for organ, orchestra, and
oratorio. His most important and long – term position was as ―cantor” at St.
Thomas Church.

GRADE 9
Unit 1
His works include:
 Concerto Grosso
e.g. Brandenburg Concertos (concerto grosso)
http://www.youtube.com/watch?v=uw2dlZ8V4-0
 Masses
e.g. Mass in B minor
 Cantatas
e.g. Cantata 208 and 211
 Fugues
e.g.
Fugue in G minor
http://www.youtube.com/watch?v=p1XD1MSES_8
Toccata and Fugue in D minor

 Works for clavichord and harpsichord
e.g.
Well-Tempered Clavier (one of his more well-
known ketboard improvisations)
This link is another version of Bach’s Toccata and Fugue in D minor played on
glass harp (musical glass)
http://www.youtube.com/watch?v=XKRj-T4l-e8
2. Antonio Vivaldi
Venice, March 4, 1678 to
Vienna, July 28, 1741
Antonio Lucio Vivaldi

Antonio Lucio Vivaldi , nicknamed il
Prete Rosso ("The Red Priest")
because of his red hair, was an Italian
Baroque composer, Catholic priest
and a virtuoso violinist. Recognized as
one of the greatest Baroque
composers, his influence during his
lifetime was widespread over Europe.
Vivaldi is known mainly for composing instrumental concertos, especially for

GRADE 9
Unit 1
the violin, as well as sacred choral works and over forty operas. He entered
the priesthood and was ordained in 1703. Vivaldi is well known for giving the
strings a major role in his compositions.
His most famous piece is The Four Seasons. This composition is a
series of four violin concerti depicting each of the seasons, ―Spring,‖
―Summer,‖ ―Autumn,‖ and ―Winter.‖
Listen to the link below that features “Spring” (one of the four parts of The
Four Seasons)
http://www.youtube.com/watch?v=aFHPRi0ZeXE
3. George Friedrich Händel

Germany, February 23, 1685
London, April 14, 1759
George Händel was the

second son from the second
marriage of a pastor. Despite his
father’s opposition, George
secretly taught himself to play the
harpsichord. At age 7, he gained
access to a church organ and
started to play. A Duke heard him
play and insisted on giving him a
formal music education. Under
Zachau, organist of Halle
cathedral, he studied counterpoint,
canon and fugue.
Händel is remembered for his operas and oratorios. Handel became

England’s favorite composer. He had given English audiences music that in
variety and interest rivalled anything they could remember. Handel lost both of
his eyesight in 1753. When he conducted his oratorio, ―Samson,” a few in the
audience were unaware that he had lost his eyesight. The Messiah is
Hӓndel’s most famous creation and the very well known ―Hallelujah‖ chorus is
part of Hӓndel’s Messiah.
The Messiah was written in the space of twenty – four days in London
but it was in Dublin when The Messiah was first performed and became an
instant success.
Listen and watch the following link that features the “Hallelujah” chorus from
Händel’s Messiah
http://www.youtube.com/watch?v=IUZEtVbJT5c

GRADE 9
Unit 1
Individual Assessment
I. Encircle the letter of the correct answer.

1. The period when the Christian Church highly influenced culture and
political affairs in Europe was the:
A. Medieval Period
B. Renaissance Period
C. Baroque Period
2. A through–composed vocal music composition written and expressed

in a poetic text.
A. Troubadour Music
B. Mass
C. Madrigal
3. There are five main sections of the Mass. Which of the following is the
only section of Mass with Greek text.
A. Kyrie
B. Gloria
C. Agnus Dei
4. Baroque music is known for its grandiose and elaborate ornamentation.

Which of the following Baroque Music forms was developed through
imitative counterpoint.
A. Concerto Grosso
B. Fugue
C. Oratorio
5. Refers to the extended musical setting of sacred music.

A. Fugue
B. Chorale
C. Oratorio
II. Identify the composer of each selection. (5 pts)

_____ 6. Messiah
_____ 7. Four Seasons
_____ 8. Pope Marcellus Mass
_____ 9. Fire, Fire, My Heart
_____ 10. Fugue in G minor

GRADE 9
Unit 1
WHAT TO PROCESS
Medieval, Renaissance and Baroque music have distinctive
characteristics. The following activities will develop your musical skills as you
incorporate the different musical concepts that you have learned in the first
part of this module.
In the beginning, chants were taught orally. However, as the number
of chants increased, singers needed help in remembering the outlines of the
melodies. Later, the chants were notated in the manuscript as a single
melodic line without accompaniment. Neumes were written above the words
to suggest the contour of the melody. Eventually, musical notation of the
period was written as square notes on a four–line staff.
Listening Activities
The following listening activities will help and guide you to experience the beautiful musical
compositions and presentations composed during the Medieval, Renaissance and Baroque
Periods. Be guided by the musical sheets and music selections for each listening activity.
Listening Activity
http://www.youtube.com/watch?v=O5GtmcHZLHw

GRADE 9
Unit 1
The first part of ―Kyrie Eleison‖, written in neumes, was taken from Liturgical
Music Series Part I of highstreethymns.com.
A. Write the letter of your answer based on the music selection that you
have heard.
_____1. Which text – setting style was used?
a. Syllabic b. Neumatic c. Melismatic
_____ 2. What is the texture?
A. Monophonic B. Homophonic C. Polyphonic
_____ 3. In what language was the selection written?
A. Greek B. Latin C. Spanish
B. Answer each question and explain why.
1. Is the music sacred vocal form?
2. Was it sung a cappella or with accompaniment?

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Unit 1
Listening Activity: Listen to the songs in the following pages. Use the
chart below to guide you in analyzing the songs.
Title: ______________________
Composer: _________________
Era: _____________________
Encircle your answer in the chart below.
Elements Description
Language Latin Greek English

Form Vocal Instrumental
Text – Setting Syllabic Neumatic Melismatic
Texture Monophonic Homophonic Polyphonic
Song # 1 - http://www.youtube.com/watch?v=pAdcE4OlBHc - Last viewed

November 7, 2013
Song # 2 - http://www.youtube.com/watch?v=IUZEtVbJT5c - Last viewed

November 7, 2013
Song # 3 - http://www.youtube.com/watch?v=aFHPRi0ZeXE - Last viewed

November 7, 2013
Illustrator: Pls RE-DRAW ALL the music sheets. Erase the song titles
and composer’s names. For clearer view of the music sheets, visit
sheetmusicplus.com

GRADE 9
Unit 1
SONG # 1

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SONG # 2
Illustrator: Please RE-DRAW with the text of the whole song.

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Unit 1
SONG # 3
Illustrator: Please RE-DRAW with the text of the whole song.
WHAT TO UNDERSTAND
Musical notation has evolved through time. The following activity will
help you understand how to express Medieval, Renaissance and Baroque
music in a different way.

GRADE 9
Unit 1
Individual Activity
Contour… Factor!
1. Watch the Fugue in G minor as shown in the following link:

http://www.youtube.com/watch?v=p1XD1MSES_8
2. Following the sample above, create your own graphic

representation of ―Spring‖ from The Four Seasons
3. Be guided by the checklist below:
My Checklist Guide Evident Not Evident

1. Did I draw my lines to
move along with the
contour of the melody?
2. Did I create variations
on the lines used?
3. Are my lines creatively
drawn along with other
lines?

GRADE 9
Unit 1
Group Activity
Name that Song!
You will need: Recorded selections from Medieval, Renaissance and Baroque
Era.
Buzzer, Scoreboard and audio aids.
Procedure:
1. Divide the class into three.
(Note: The number of group depends on the number of students in the
class)
2. A recorded selection will be played.
3. First group to buzz in will have the chance to name the title and the
composer of the song heard.
4. The following points will be awarded for each correct answer.
Title of the Song / Selection = 2 points
Composer = 1 point
5. In case of a wrong answer, the group will be deducted 2 points.
6. Procedure will continue until all prepared songs have been played.
7. The group with the highest point wins the game.
Score Board Group 1 Group 2 Group 3

Song # 1
Song # 2
Song # 3
Song # 4
Song # 5
TOTAL

GRADE 9
Unit 1
WHAT TO PERFORM
The following activities will showcase your talent and what you have learned about
Medieval, Renaissance and Baroque Music.
Activity # 5 Winter Duo!
1. Listen to an excerpt from the Largo of Vivaldi’s ―Winter‖ Concerto.
To the illustrator: Insert Music score
2. You can choose to the theme/themes of the piece or play the

music using recorder or piano. Additional accompaniment may be
used for texture enhancement purposes.
Part I Melody
Part II Accompaniment
Criteria 5 pts 4 pts 3 pts 2 pts 1 pt 0 pts
Appropria Fluctuates Fluctuates Mostly Not Cannot

Tempo te slightly much wrong appropriate play
Consisten Fluctuates Fluctuates Mostly Not Cannot

Steady Beat t slightly much wrong appropriate play
Melodic No A few Many Mostly Consistently Cannot

Pattern mistakes mistakes mistakes wrong wrong play
Played Played
Played Played
with with very Played with
Stage with good with Cannot
excellent good less
Presence confidenc confidenc play
confidenc confidenc confidence
e e
e e
Overall Pretty Cannot

Superior Very Good Fair Poor
Presentation Good play

GRADE 9
Unit 1
Group Activity Move to the Music!!!
1. Your class will be divided into seven groups.

2. Your teacher will assign a segment of the following compositions:
Gregorian Chant in Medieval Period

Fire, Fire, Fire My Heart by Thomas Morley
Toccata and Fugue in D minor by Johann S. Bach
Concerto Grosso for two violins, cello, strings and
basso continuo by Handel
Pope Marcellus Mass by Giovanni Pierluigi da
Palestrina
Hallelujah by George F. Handel
Four Seasons by Antonio Vivaldi
3. Your group must come up with movements to interpret the assigned

musical selection.
Criteria
Choreography 5 Points
Coordination of Movements 5 Points
Timing 5 Points
Expression and Execution of 5 Points

Movements
Interpretation of Music 5 Points
TOTAL 25 Points

GRADE 9
Unit 1
GLOSSARY
Cantus Firmus – also known as ―fixed song‖ or a pre-existing melody which

forms the basis of a polyphonic composition
Monophony – music consisting of a single melodic line without chordal

accompaniment; it is the oldest type of music
Polyphony – music consisting of several (two or more) melodic lines, each

having individual significance and independence
Sacred music – music that was specifically written for use in religious
services
Secular music – music that was composed for purposes other than religious
Through-composed – songs in which there is new music to each stanza; the

opposite of strophic
Tonality – system where the musical piece is based on a key center
REFERENCES
Books
Burkholder,Peter, et.al. ( ) Norton Anthology of Western Music. Vol.1:

Ancient to Baroque 5th Edition.
Kamien, Roger ( ).Music Appreciation.9 th Edition. The Hebrew University

of Jerusalem
Wright, Craig. (2013) The Essential Listening to Music, 6th Edition. Yale
University.
Website
http://www.anthonyjosephlanman.com/?p=580&cpage=1#comment-18642
www.onlinesheetmusic.com

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GRADE 9

MUSIC LEARNER’S MATERIAL

Medieval, Renaissance and Baroque Music Page 1

Time allotment: 8 hours

LEARNING AREA STANDARD

key - stage STANDARD

grade level STANDARD

Medieval, Renaissance and Baroque Music Page 2

Music during the Renaissance Period became an important leisure

The Baroque Period is characterized by grand and elaborate

 Listen perceptively to selected vocal and instrumental music of

Medieval, Renaissance and Baroque Music Page 3

To assess what you know about the music of the Medieval,

Part I. Guess Who?

You will need:

NOTE: These pictures may be placed on the board by your teacher.

Medieval, Renaissance and Baroque Music Page 4

Part II. Guess When?

Gregorian Chants Mass

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

1. Canon Rock http://www.youtube.com/watch?v=jau8gMtapQo

1. Were you aware that some of those music were composed

Medieval, Renaissance and Baroque Music Page 5

Music of the Medieval Period (700 – 1400)

Medieval, Renaissance and Baroque Music Page 6

The music sheet below is a notated Gregorian Chant written in Neumes:

Description: The Introit Gaudeamus Omnes, scripted in square

Medieval, Renaissance and Baroque Music Page 7

Famous Composer of the Medieval Period:

Adam De La Halle, Miniature in musical codex

Medieval, Renaissance and Baroque Music Page 8

Adam de la Halle was also known as Adam le Bossu (Adam the

His works include:

Listen to the link below that features ― LeJeu de Robin et Marion‖

Music of the Renaissance Period (1400 – 1600)

Medieval, Renaissance and Baroque Music Page 9

Characteristics of Renaissance Music:

Vocal Music of the Renaissance Period

1. Mass – is a form of sacred musical composition that sets texts of the

Characteristics of the Mass:

Five Main Sections of Mass:

Medieval, Renaissance and Baroque Music Page 10

Characteristics of the Madrigal:

Listen to ―April Is In My Mistress„ Face” by Thomas Morley

Medieval, Renaissance and Baroque Music Page 11

Famous Composers of the Renaissance Period

1. Giovanni Pierluigi da Palestrina

Giovanni Pierluigi da Palestrina

Giovanni Pierluigi da Palestrina is said to be the greatest master of

His career reflects his commitment to the music of the church. He

Listen to the links below that feature the opening Kyrie

Medieval, Renaissance and Baroque Music Page 12

(Excerpt from “Pope Marcellus Mass)

Morley was born in Norwich, East England, the son of a brewer. He

He tried imitating Byrd in his early works but veered towards

His works include:

Research and listen to Thomas Morley’s works.

Medieval, Renaissance and Baroque Music Page 13

1. Which madrigal did you enjoy more? Why?

Music of the Baroque Period (1685 – 1750)