The document provides details about a music learning plan for 10th grade students at St. Vincent's Academy. The plan covers the first quarter and focuses on music styles of the 20th century. Students will learn to describe elements of different styles, listen to examples, and sing melodic fragments of Impressionist pieces. Their understanding will be assessed through a singing presentation where they will be evaluated on pitch, rhythm, tone, expression, diction, and other standards.
MUSIC 9- Vocal and Instrumental Music of Medieval, Baroque, and Renaissance Period. This is the lesson to be discussed by the teacher to grade 9 students in first quarter under the components of Music. The file that was uploaded is a daily lesson log that is helpful to a teacher to give her/his lesson.
MUSIC 9- Vocal and Instrumental Music of Medieval, Baroque, and Renaissance Period. This is the lesson to be discussed by the teacher to grade 9 students in first quarter under the components of Music. The file that was uploaded is a daily lesson log that is helpful to a teacher to give her/his lesson.
LIBERAL ARTS, COMMUNICATION & SOCIAL SCIENCES DIVISIONMUSIC DEPA.docxSHIVA101531
LIBERAL ARTS, COMMUNICATION & SOCIAL SCIENCES DIVISION
MUSIC DEPARTMENT
MUSIC 1121.101, MUSIC APPRECIATION
LIVE PERFORMANCE REVIEW PAPERS:
1. Each student will be required to write two (2) papers, each involving the description of live performances. The description should include a brief description of each (all) of the works on the program. The Elements of Music (Rhythm, Harmony, Melody, Tone Color, Pitch, Dynamics, Textures, Forms, etc.) should be used to describe the works performed on the program.
2. Papers to include:
a) typed, double spaced, 12 point font, white, regular 20# paper
b) staple all pages together
c) the printed program must be included and stapled to the paper
3. Student and faculty recitals, performing groups, visiting artists at
a) Sinclair Community College
b) University of Dayton
c) Wright State University
d) University of Cincinnati
e) other area schools and colleges
f) local amateur and professional orchestras
g) area professional engagements
4. The papers will be evaluated on proper writing style and factual content. The student is free to express opinions about the performers and musical selections.
5. The student is advised to attend live performances early in the term and to complete this assignment as early as possible.
Examples: Good and Not Good:
A. The piece opened with a chord that grew rapidly louder. It was followed by alternating notes in the timpani, which led right to the first theme in the tonic key, played in accented notes in the brasses. The flutes and clarinets then played the theme. The strings repeated this first theme. The orchestra played with accented notes that led to more rapidly moving notes which led to the second theme in the dominant key.
B. The piece was loud and fast.
C. The piece opened forcefully but eloquently with a dynamic, driving theme. It had a rigorous mood, leading to a brilliant and musically meaningful passage played by the full orchestra. The center section was absolutely gorgeous, being lyrical and passionate at the same time. It led back to the original theme and then to a stirring and vibrant conclusion.
D. Overtureto "Candide"-Leonard Bernstein: This work opens with a fanfare. The strings play an agitated melody. The melody repeats. The melody is played by different sections of the orchestra. It is first played by the horns and then by the woodwinds. The rhythm seems uneven. The harmony uses dissonance, but there is resolution to these tension areas. The mood changes to a very lyrical melody. The fanfare and opening repeat. The raucous section comes back. The lyrical melody returns. It gets soft at the end until there is one last loud chord.
CONCERT GOING: A HANDBOOK FOR STUDENTS
TO ACCOMPANY MUSIC: AN APPRECIATION
ATTENDING A CONCERT
What's special about a live concert? In a live performance, artists put themselves on the line; their training and magnetism must overcome technical difficulties to involve the ...
A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.vvvA lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
LIBERAL ARTS, COMMUNICATION & SOCIAL SCIENCES DIVISIONMUSIC DEPA.docxSHIVA101531
LIBERAL ARTS, COMMUNICATION & SOCIAL SCIENCES DIVISION
MUSIC DEPARTMENT
MUSIC 1121.101, MUSIC APPRECIATION
LIVE PERFORMANCE REVIEW PAPERS:
1. Each student will be required to write two (2) papers, each involving the description of live performances. The description should include a brief description of each (all) of the works on the program. The Elements of Music (Rhythm, Harmony, Melody, Tone Color, Pitch, Dynamics, Textures, Forms, etc.) should be used to describe the works performed on the program.
2. Papers to include:
a) typed, double spaced, 12 point font, white, regular 20# paper
b) staple all pages together
c) the printed program must be included and stapled to the paper
3. Student and faculty recitals, performing groups, visiting artists at
a) Sinclair Community College
b) University of Dayton
c) Wright State University
d) University of Cincinnati
e) other area schools and colleges
f) local amateur and professional orchestras
g) area professional engagements
4. The papers will be evaluated on proper writing style and factual content. The student is free to express opinions about the performers and musical selections.
5. The student is advised to attend live performances early in the term and to complete this assignment as early as possible.
Examples: Good and Not Good:
A. The piece opened with a chord that grew rapidly louder. It was followed by alternating notes in the timpani, which led right to the first theme in the tonic key, played in accented notes in the brasses. The flutes and clarinets then played the theme. The strings repeated this first theme. The orchestra played with accented notes that led to more rapidly moving notes which led to the second theme in the dominant key.
B. The piece was loud and fast.
C. The piece opened forcefully but eloquently with a dynamic, driving theme. It had a rigorous mood, leading to a brilliant and musically meaningful passage played by the full orchestra. The center section was absolutely gorgeous, being lyrical and passionate at the same time. It led back to the original theme and then to a stirring and vibrant conclusion.
D. Overtureto "Candide"-Leonard Bernstein: This work opens with a fanfare. The strings play an agitated melody. The melody repeats. The melody is played by different sections of the orchestra. It is first played by the horns and then by the woodwinds. The rhythm seems uneven. The harmony uses dissonance, but there is resolution to these tension areas. The mood changes to a very lyrical melody. The fanfare and opening repeat. The raucous section comes back. The lyrical melody returns. It gets soft at the end until there is one last loud chord.
CONCERT GOING: A HANDBOOK FOR STUDENTS
TO ACCOMPANY MUSIC: AN APPRECIATION
ATTENDING A CONCERT
What's special about a live concert? In a live performance, artists put themselves on the line; their training and magnetism must overcome technical difficulties to involve the ...
A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.vvvA lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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1. ST. VINCENT’S ACADEMY, INC.
Kauswagan, Lanao del Norte
Tel. No.: (063) 227-1007
Email: svacdemyschool@yahoo.com
Website: svapeace.webs.com
SY 2022-2023
LEARNING PLAN MUSIC 10
QUARTER: FIRST QUARTER
UNIT TOPIC: MUSIC OF THE 20TH CENTURY STYLES
TIME FRAME: August – October 2023
TRANSFER
TRANSFER GOAL PERFORMANCE TASK
ACQUISITION MAKE MEANING
PERFORMANCE STANDARD
CONTENT STANDARD
Creates musical pieces using particular style/s of the
20th Century
Music of the 20th century styles
The students on their own and in a long run will be able
to.
1. describes distinctive musical elements of given pieces
in 20th century styles
2. Listens perceptively to selected 20th
century styles
EU: The students will understand the setting, composition, role of
composers/performers, and audience of 20th century music.
EQ: how can the students understand the 20th
century music styles and
characterestic features?
Singing Presentation
The students on their own and in a long run will be
able to sing melodic fragments of given
Impressionism period pieces.
Demonstrates understanding of 20th century music styles and
characteristic features.
2. ST. VINCENT’S ACADEMY, INC.
Kauswagan, Lanao del Norte
Tel. No.: (063) 227-1007
Email: svacademyschool@yahoo.com
Website: svapeace.webs.com
S.Y. 2022-2023
EXPLORE
This unit is about: Music of the 20th century styles
Consider this question: how can the students understand the 20th century music
styles and characteristic features?
Hook Activity (Motivation)
The teacher will show a video clip on the evolution of 20th music.
https://youtu.be/pHQJQkKG4
Map of Conceptual Change: Before and Now
Instructions: Fill in the first box by completing the phrase, “Before I thought…” prior
to the discussion. The second box “Now, I realized…” will be filled in after the
discussion of the topic.
Before, I thought….
Now, I realized….
LEARNING
COMPETENCY FIRM-UP
LC1 Describes
distinctive musical
elements of given
pieces in 20th century
styles.
Learning Targets:
I can Describes
distinctive musical
elements of given
pieces in 20th century
styles.
Activity 1 (Multiple Choice)
Instructions: Read each item carefully and write your answer on your music
notebook. Write only the correct letter.
1. A French movement in the late 19th and early 20th century.
A. Expressionism C. Impressionism
B. Neoclassicism D. Avant-garde
2. The following are Claude Debussy’s compositions EXCEPT:
A. Claire de Lune C. La Mer
B. Bolero D. L’Enfant Prodigue
3. Ravel’s work includes the following EXCEPT:
A. Bolero C. String quartet
B. Pavane for a dead Princess D. Pierrot Lunare
4. He is the Father of American Jazz.
A. Claude Debussy C. George Gershwin
B. Bela Bartok D. Igor Stravinsky
5. It dealt with the parameters or the dimensions of sound in space.
A. Expressionism C. Impressionism
B. Neoclassicism D. Igor Stravinsky
3. LC2 listens
perceptively to
selected 20th century
music
Learning Targets:
I can listens
perceptively to
selected 20th century
music
Activity (Sorting and Classifying)
Instructions: Arranged all the musical work in line of the composers in late 20th
century music.
Fetes Nuages lamer Bolero
Pavane for a dead Princess Mirroirs Pierrot Lunaire Gurreleider
Verklarte Nacht Three Piecse for piano
Arnold Schoenberg Maurice Ravel Claude Debussy
1. 1. 1.
2. 2. 2.
3. 3. 3.
LEARNING
COMPETENCY
DEEPEN
LC 3: relates 20th
century music to
its historical and
cultural background
Learning Targets:
I can: relates 20th
century music to
its historical and
cultural background
LC 4: explains the
performance practice
(setting, composition,
role of
composers/performers
, and audience) of 20th
century music;
Learning Targets:
I can explains the
performance practice
(setting, composition,
role of
composers/performers
, and audience) of 20th
century music
Activity: (Picture/Video analysis)
Instructions: watch a short video clip in titled 20th century musical history
background and give your own analyzation based on that video clip.
https://www.youtube.com/watch?v=B1g0fQtvuPU
Analyzation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity: Picture/Video analysis
Instructions: watch a short video clip in titled (setting, composition, role of
composers/performers, and audience) of 20th century music and give your own
analyzation, and your own insight based on that video clip.
https://www.youtube.com/watch?v=lZ5Os9SUv9Q
Analyzation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. LC 5: explores other
arts and media that
portray 20th century
elements through
video films.
Learning Targets:
I can explores other
arts and media that
portray 20th century
elements through
video films.
Insights:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity: Picture/Video analysis
Instructions: analyzed the picture and put your own point of view.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Learning Competency TRANSFER
LC 6: sings melodic
fragments of given
Impressionism period
pieces.
Learning Targets:
I can sings melodic
fragments of given
Impressionism period
pieces.
Performance standard
Creates musical pieces
using particular style/s
of the 20th Century
Transfer Goal: Singing Presentation
Performance standard Creates musical pieces using particular
style/s of the 20th Century
Goal The students will conduct singing
presentation
Role The student will present there singing
presentation
Audience Teacher and students
Situation The student will held there singing
presentation
Product The students will have their singing
presentation to boost their confident,
love for music and to improve their
talent in singing.
5. Standard The presentation will be carefully
judged through a standard analytical
rubric for judging.
Grasp Narrative The students on their own and in a
long run will be able to sing melodic
fragments of given Impressionism
period pieces.
Analytic Rubric:
CRITERI
A
Excellent Good Satisfactory Needs
Improvement
Score
5 4 3 2-1
Pitch Virtually no
errors. Pitch
is very
accurate.
An occasional
isolated error,
but most of
the time pitch
is accurate
and secure.
Some accurate
pitches, but
there are
frequent
and/or
repeated
errors.
Very few accurate
or secure pitches.
Rhythm The beat is
secure and
the rhythms
are accurate
for the music
being sung.
The beat is
secure and
the rhythms
are mostly
accurate.
There are a
few duration
errors, but
these do not
detract from
the overall
performance
The beat is
somewhat
erratic. Some
rhythms are
accurate.
Frequent or
repeated
duration errors.
Rhythm
problems
occasionally
detract from
the overall
performance.
The beat is usually
erratic and
rhythms are
seldom accurate,
detracting
significantly from
the overall
performance.
Tone
Quality
Tone is
consistently
focused,
clear, and
centered
throughout
the range of
the voice.
Tone is
focused, clear,
and centered
through the
normal
singing range.
Extremes in
range
sometimes
cause tone to
be less
controlled.
Tone quality
does not
detract from
the
performance.
Tone is often
focused, clear,
and centered,
but sometimes
the tone is
uncontrolled in
the normal
singing range.
Extremes in
range are
usually
uncontrolled.
Occasionally
the tone
detracts from
overall
performance.
The tone is often
not focused, clear,
or centered
regardless of the
range, significantly
detracting from the
overall
performance.
Expressi
on and
Style
Performs
with a
creative
nuance and
style in
response to
the score
and limited
Typically
performs
with nuance
and style that
is indicated in
the score or
which is
suggested by
Sometimes
performs with
nuance and
style that is
indicated in the
score or which
is suggested by
Rarely
demonstrated
expression and
style. Just sings the
notes.
6. coaching.
Follows
melodic
direction.
instructor or
peer.
instructor or
peer.
Diction Student
articulates
clearly and
the text of
the music is
understanda
ble.
Student
articulates
the words
somewhat
clearly and
the text can
be
understood
most of the
time.
Student is
sometimes
articulating the
words, but the
text is often not
discernable.
Student rarely
articulates the
words and the text
is not discernable.
Value Integration:
Academic Excellence
Faith
Love and Goodness
Peace
Humble service
Prepared By: Submitted to: Approved by:
RAMON BERNARD A. SENAJON MISS KAYE B. ALCISTO MISS JOSEPHINE N. AYUNO
Subject Teacher Academic Coordinator School Principal
