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Music g9 q1
This document outlines the content standards, performance standards, and learning competencies for music students in the first quarter. It covers three historical periods of music: the Medieval period from 700-1400 AD, including Gregorian chants and troubadour music; the Renaissance period from 1400-1600 AD, including masses and madrigals; and the Baroque period from 1685-1750 AD, including concerto grosso and oratorio forms. Students will learn about the cultural backgrounds of these eras and perform songs, describe musical elements, and relate the music to history. They will also explore other arts from these time periods and improvise accompaniments.
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Music g9 q1
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- 2. The learner demonstratesunderstanding of characteristic features of the Medieval, Renaissance and Baroque period music CONTENT STANDARDS: performs selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour PERFORMACE STANDARDS:
- 3. LEARNING COMPETENCIES 2. explainsthe performance practice (setting, composition, role of composers/performers, and audience) during Medieval, Renaissance and Baroque periods; 1. listens perceptively to selected vocal and instrumental music of Medieval, Renaissance and Baroque music;
- 4. 3. relates Medieval,Renaissance and Baroque music to its historical and cultural background through dramatization; 4. sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression and style; 5. describes musical elements of given Medieval, Renaissance and Baroque music; 6. explores other arts and media that portray Medieval, Renaissance and Baroque elements;
- 5. 6. explores otherarts and media that portray Medieval, Renaissance and Baroque elements; 7. improvises appropriate accompaniment to given Medieval and Renaissance songs; 8. create and or perform songs in Gregorian and troubadour styles 9. play simple melodies of a chorale and provide accompaniment.
- 6. Understand theframework of the Grade 9 MUSIC (Unit 1) by learning the competencies. Engage in activities that will be taught to the Grade 9 students through active participation. Analyze the difficult learning competencies by creating a
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- 10. WOLFGANG AMADEUS MOZART GIOVANNI PIERLUIGI DAPALESTRINA PETER LLYCH TCHAIKOVSKY FREDERIC CHOPIN ANTONIO VIVALDI CAMILLE SAINT - SAENS
- 11. HECTOR BERLOIZ FRANZLISZT GIACOMO PUCCINI FRANZ SCHUBERT ROBERT SCHUMAN
- 12. Activity 2 1. MusicA 2. Music B 3. MUSIC C 4. MUSIC D 5. MUSIC E 6. MUSIC F
- 13. ANALYSIS: 1.How did youfind the activity? 2.Were you aware that those music were composed centuries ago? 3. How was it used as background music? 4. Do you think they were used creatively? 5. Was the music used appropriately? 6. 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?
- 14. MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD Cultural Background/ Characteristics • Gregorian Chant • SecularMusic • Troubadour Music Christian Church Vocal music are • Mass • Madrigal • Elaborate & ornamental • Melodies not easy to sing • Harpsichord & organ common instruments Famous Composers Adam de Halle • Giovanni Pierluigi da Palestrina • Thomas Morley Johann S. Bach Antonio Vivaldi George Friedrich Handel Compositions Le Jeu de Robin et de Marion Kyrie “Pope marcellus Mass– Palestrina Concerto Grosso Four Seasons Hallelujah Compositions Fire,Fire My Heart by Thoma Morley
- 15. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY FIRST QUARTER 1. MUSICOF THE MEDIEVAL PERIOD (700-1400) a) Historical and cultural background; b) Gregorian chants; c) Troubadour music; d) Composer - Adam de la Halle. The Learner… demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music The Learner... performs selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour. 1. listens perceptively to selected vocal and instrumental music of Medieval, Renaissance and Baroque music; 2. explains the performance practice (setting, composition, role of composers/performe rs, and audience) during Medieval, Renaissance and Baroque periods; GRADE 9 HISTORY OF WESTERN MUSIC
- 16. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY FIRST QUARTER 2. RENAISSANCE PERIOD(1400- 1600) a) Historical and cultural background; b) Mass; c) Madrigal; d) Composers - Giovanni da Palestrina and Thomas Morley. 3. relates Medieval, Renaissance and Baroque music to its historical and cultural background through dramatization; 4. sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression and style;
- 17. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY FIRSTQUARTER 3. MUSIC OF THE BAROQUE PERIOD (1685- 1750) a) Historical and cultural background; b) Concerto Grosso, Fugue c) Oratorio and chorale d) Composers: Johann Sebastian Bach and George Friedrich Handel 5. describes musical elements of given Medieval, Renaissance and Baroque music; 6. explores other arts and media that portray Medieval, Renaissance and Baroque elements; 7. improvises appropriate accompaniment to given Medieval and Renaissance songs; 8. create and or perform songs in Gregorian and troubadour styles 9. play simple melodies of a chorale and provide accompaniment.
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- 19. ABSTRACTION: When I walkthroughthe Quarter 1 I learned that _________________________ _______________________________________. I felt ______________ because____________ _______________________________________. I discovered _______________________ I realized _______________________________.
- 20. APPLICATION: 1. Your groupmust come up with movements to interpret the assigned musical selection. a. Concerto Grosso by Handel – Group I b. Toccata and Fugue by Johann S. Bach – Group II c. Hallelujah by George F. Handel - Group III d. Le Jeu de Robin et de Marion by Halle - Group IV e. Kyrie by Giovanni Palestrina - Group V f. Fire, Fire, Fire My Heart by T.Morley - Group VI Move to the Music
- 21. APPLICATION: CRITERIA Choreography 5 points Coordinationof Movements 5 points Timing 5 points Expression & Execution of Movements 5 points Interpretation of Music 5 points TOTAL 25 POINTS Move to the Music !!!
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