The document provides information about a music lesson on Romantic music from the Schools Division Office of Marikina City. It includes an overview of the Romantic period in music, objectives of the lesson, activities such as multiple choice questions to test knowledge of Romantic composers and forms, and descriptions of the characteristics and features of Romantic music compositions. Key aspects covered are the focus on emotion and expression in Romantic music, expansion of orchestral instruments, and influence of nationalism in composers' works.
The document provides an overview of Western classical music from the Medieval, Renaissance, and Baroque periods. It discusses the Gregorian chant of the Medieval era and prominent composers such as Adam de la Halle. Renaissance music featured the development of instruments like the lute and vocal genres like the mass and madrigal. Famous Renaissance composers mentioned include Palestrina and Thomas Morley. The Baroque period saw forms like the concerto, concerto grosso, and fugue emerge, and prominent composers from this era discussed are Bach, Vivaldi, and Handel.
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.
This document is a daily learning log for a MAPEH (Music, Arts, Physical Education, and Health) class. It outlines four sessions on Asian Festivals and Theatrical Forms. The objectives are for students to understand how elements like sound, music, and costume are used in Asian performances and how performance is an expression of celebration. Students will analyze different Asian festivals and theatrical forms, create costumes and performances, and participate in a festival. Assessment involves students scoring 80% or above and requiring remedial activities if below 80%.
This document provides information about instrumental music of the Romantic period from 1820-1900. It discusses key characteristics including the expression of extreme emotions, a freedom in composition, and themes of love, nature, religion and nationalism. Genres that developed included piano music in free forms like fantasies, rhapsodies, ballades and nocturnes, as well as program music expressed through tone poems. Musical elements like melody and harmony became more lyrical and chromatic. Rhythms were used freely and tempos frequently accelerated or slowed down. Dynamics from soft to loud were used extensively. The orchestras also expanded to produce richer tones.
Art Song and Opera of the Romantic PeriodRizaSebastian
The document discusses different genres of vocal music that became popular during the Romantic period, including opera, operetta, and art song. It provides details on opera such as the development of opera houses, characteristics of Romantic opera including elaborate costumes and scenery. It describes different types of opera such as opera seria, opera buffa, and opera comique. The document also defines important components of opera like the libretto, recitative, score, and aria. It notes that operetta features spoken dialogue between songs unlike opera and focuses on light romance and comedy. Finally, it states that art songs were composed to be sung with piano accompaniment, often setting poems to music.
Deped grade 10 music quarter 1 - lesson 1 to 4Ticher Jayson
1. The document provides an overview of 4 music lessons covering Impressionist music, Expressionist music, and Avant-Garde music. It discusses the characteristics of each style such as rhythm, melody, harmony, and notable composers.
2. Impressionist music focused on mood and emotions over detailed tones. It uses free rhythm and varies melodies. Expressionist music uses irregular rhythm and distorted melodies to convey strong emotions. Avant-Garde music breaks traditional rules and utilizes dissonant chords, microtones, and polyrhythms.
3. Key composers discussed include Claude Debussy for Impressionism, Arnold Schoenberg for Expressionism, and George Gershwin
Program music tells a story or depicts a scene without words through instrumental music. It developed in the 19th century drawing from sources outside of music like encounters with nature. There are four main forms of orchestral program music: 1) program symphonies which have multiple movements and a descriptive title, 2) concert overtures which are one-movement pieces in sonata form, 3) symphonic poems which are one-movement tone poems written for orchestra in various forms, and 4) incidental music intended to accompany dramatic performances. Piano music was also popular as a programmatic form, with composers like Chopin writing nocturnes, preludes, etudes, and dances to depict moods and scenes
Grade 9 Music 1st Grading align to MELC 2020Eynah Pinon
The document provides an overview of Medieval, Renaissance, and Baroque music. It describes Gregorian chant from the Medieval period as monophonic and without notation for rhythm, tempo, or dynamics. Troubadour music is characterized as being performed by travelling musicians for nobility. The Renaissance saw the rise of secular music like madrigals, with vocal music becoming more important than instrumental. The Baroque period saw the development of opera and instrumental music like the orchestra and fugue.
The document provides an overview of Western classical music from the Medieval, Renaissance, and Baroque periods. It discusses the Gregorian chant of the Medieval era and prominent composers such as Adam de la Halle. Renaissance music featured the development of instruments like the lute and vocal genres like the mass and madrigal. Famous Renaissance composers mentioned include Palestrina and Thomas Morley. The Baroque period saw forms like the concerto, concerto grosso, and fugue emerge, and prominent composers from this era discussed are Bach, Vivaldi, and Handel.
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.
This document is a daily learning log for a MAPEH (Music, Arts, Physical Education, and Health) class. It outlines four sessions on Asian Festivals and Theatrical Forms. The objectives are for students to understand how elements like sound, music, and costume are used in Asian performances and how performance is an expression of celebration. Students will analyze different Asian festivals and theatrical forms, create costumes and performances, and participate in a festival. Assessment involves students scoring 80% or above and requiring remedial activities if below 80%.
This document provides information about instrumental music of the Romantic period from 1820-1900. It discusses key characteristics including the expression of extreme emotions, a freedom in composition, and themes of love, nature, religion and nationalism. Genres that developed included piano music in free forms like fantasies, rhapsodies, ballades and nocturnes, as well as program music expressed through tone poems. Musical elements like melody and harmony became more lyrical and chromatic. Rhythms were used freely and tempos frequently accelerated or slowed down. Dynamics from soft to loud were used extensively. The orchestras also expanded to produce richer tones.
Art Song and Opera of the Romantic PeriodRizaSebastian
The document discusses different genres of vocal music that became popular during the Romantic period, including opera, operetta, and art song. It provides details on opera such as the development of opera houses, characteristics of Romantic opera including elaborate costumes and scenery. It describes different types of opera such as opera seria, opera buffa, and opera comique. The document also defines important components of opera like the libretto, recitative, score, and aria. It notes that operetta features spoken dialogue between songs unlike opera and focuses on light romance and comedy. Finally, it states that art songs were composed to be sung with piano accompaniment, often setting poems to music.
Deped grade 10 music quarter 1 - lesson 1 to 4Ticher Jayson
1. The document provides an overview of 4 music lessons covering Impressionist music, Expressionist music, and Avant-Garde music. It discusses the characteristics of each style such as rhythm, melody, harmony, and notable composers.
2. Impressionist music focused on mood and emotions over detailed tones. It uses free rhythm and varies melodies. Expressionist music uses irregular rhythm and distorted melodies to convey strong emotions. Avant-Garde music breaks traditional rules and utilizes dissonant chords, microtones, and polyrhythms.
3. Key composers discussed include Claude Debussy for Impressionism, Arnold Schoenberg for Expressionism, and George Gershwin
Program music tells a story or depicts a scene without words through instrumental music. It developed in the 19th century drawing from sources outside of music like encounters with nature. There are four main forms of orchestral program music: 1) program symphonies which have multiple movements and a descriptive title, 2) concert overtures which are one-movement pieces in sonata form, 3) symphonic poems which are one-movement tone poems written for orchestra in various forms, and 4) incidental music intended to accompany dramatic performances. Piano music was also popular as a programmatic form, with composers like Chopin writing nocturnes, preludes, etudes, and dances to depict moods and scenes
Grade 9 Music 1st Grading align to MELC 2020Eynah Pinon
The document provides an overview of Medieval, Renaissance, and Baroque music. It describes Gregorian chant from the Medieval period as monophonic and without notation for rhythm, tempo, or dynamics. Troubadour music is characterized as being performed by travelling musicians for nobility. The Renaissance saw the rise of secular music like madrigals, with vocal music becoming more important than instrumental. The Baroque period saw the development of opera and instrumental music like the orchestra and fugue.
Q3-PPT-Music9 (Characteristics of Romantic Period).pptxMikeNavarro13
The document provides information about characteristics of music from the Romantic period:
- It was a cultural movement that stressed emotion, imagination, individualism and freedom of expression. Beethoven helped bridge classical and romantic eras through passionate expression.
- Nationalism influenced music, seen in Chopin's Polonaises. Genres like ballades, rhapsodies and nocturnes developed for solo piano. Program music conveyed imagery without words.
- Romantic music had longer melodies, more chromaticism and dissonance, and larger orchestrations to showcase intense energy and passion.
The document discusses several environmental issues affecting the Philippines, including deforestation, flooding, mining, soil erosion, coral reef degradation, pollution, and pesticides. Deforestation is one of the most pressing problems, as the Philippines has one of the fastest rates of forest loss in the world. Illegal logging has exacerbated flooding in some areas. Soil erosion can be caused by deforestation, agriculture, urbanization, and other human and natural activities. Coral reefs are fragile underwater ecosystems that are being damaged by pollution, drilling, and other threats. Pesticides used in agriculture can pollute land, water, and air, with negative health impacts.
Grade 10 Health - Learning Material {Unit 1: Consumer Health}Paolo Dagaojes
This document discusses consumer health and is divided into several sections. It begins with an introduction that defines consumer health as developing the ability to evaluate and utilize health information, products, and services effectively. It notes that all people are consumers of these and must make wise selections. The next section outlines 10 learning competencies around differentiating reliable and unreliable health information. It also discusses evaluating health services and professionals. The document provides several pre-assessment activities, including a crossword puzzle and case study, to gauge existing knowledge on consumer health topics.
This document outlines a lesson plan for teaching 7th grade students about the instrumental music of the lowlands of Luzon, Philippines. The lesson plan covers three days and includes objectives, contents, learning resources, procedures, assignments and reflections. The objectives are for students to understand and perform the musical characteristics of lowlands music. The contents that will be discussed are various instrumental ensembles including rondalla, brass band and bamboo organ. The procedures include listening activities, discussions, group work and a performance assessment. Students will explore local instruments and musical styles from different regions of the Philippines.
Active Recreation (Reacreational Activities) PE Quarter 4 MAPEH 9Joel Saldaña
The document provides instructions for students to complete an activity where they will form groups, survey their daily activities, and have group reporters present summaries. It explains that students should identify activities they do in the morning, afternoon, and evening and classify them as activities that meet biological needs, work/school obligations, or free time. Group reporters will then present 3-minute summaries of their group's surveys.
Arts of the Romantic Period 1800-1810) (Goya, Delacroix, Gericault) For Grade...Jewel Jem
A lesson on the Arts of the Romantic Period (1800-1810)
Artists: Francisco Goya (Spain), Eugene Delacroix (France), Jean Louis Theodore Gericault (France)
Paintings:
Goya: The third of May, The Burial of Sardine, Saturn devouring his son
Delacroix: Liberty Leading the People
Gericault: The raft of Medussa, Charging Chasseur, Insane Woman
Festival dances are cultural dances performed by communities to celebrate important events like religious festivals or harvest seasons. They involve strong percussion music and reflect the community's traditions through costumes, movements, and props. Festival dances can be religious or secular, honoring religious figures or giving thanks for bountiful harvests. Festivals are important for Filipinos as they promote unity and celebrate cultural diversity while boosting local economies through tourism.
This document outlines a daily lesson plan for a music class that covers Medieval, Renaissance, and Baroque periods. The objectives are for students to understand the characteristic features of music from these eras and perform related songs. Key activities include listening to examples of chants, madrigals, and other music; discussing the historical and cultural backgrounds; and group work where students sing, improvise accompaniments, or create dramatizations related to the periods. Assessment includes evaluating students' chant and performance using rubrics. The goal is for students to gain knowledge and appreciation of music from the Medieval through Baroque periods.
This document provides an overview of various musical styles that emerged in the 20th century, including Impressionism, Expressionism, Primitivism, Neo-Classicism, and Avant Garde music. It discusses influential composers such as Debussy, Ravel, Schoenberg, Stravinsky, Bartok, Prokofiev, and Gershwin. Impressionism aimed to suggest reality through the use of color, effects, and dissonance, while Expressionism expressed strong emotions through atonality. Primitivism and Neo-Classicism drew from folk elements and classical forms. Avant Garde music emphasized improvisation and unconventional performance.
GRADE 9 MEDIEVAL MUSIC FOR THE FIRST QUARTER
Follow and subscribe on my Youtube channel for the Video of this presentation with voice over
https://m.youtube.com/c/RoxanneLavarias
If you want to have a copy of this presentation, just message me at roxannelynredrico@gmail.com
The Renaissance period lasted from 1400-1600 AD and began in Italy as a cultural movement that spread across Europe. It marked a shift from exclusively religious orientations to more secular societies that believed in reason and science. Sacred vocal music like masses and motets remained important, but new secular forms like the madrigal also emerged. The most significant development was the rise of instrumental music, written both to accompany vocals and as independent art forms. Important Renaissance composers included Josquin des Prez, Giovanni Palestrina, Orlando de Lassus, and William Byrd.
The Dangers of Alcohol - MAPEH 8 (Health 4th Quarter)Carlo Luna
HEALTH Unit 4: Prevention of Substance Use and Abuse
Lesson 2: The Dangers of Alcohol
This material is designed to inform your students about the dangers of alcohol and teach them the various strategies to prevent substance use and abuse.
The document provides information about arts of the Renaissance period from 1400-1600. It discusses three famous Renaissance artists - Michelangelo, Leonardo da Vinci, and Raphael - and some of their most famous works. Michelangelo's works discussed include the Pieta, David, Bacchus, Dying Slave, Dawn, and Dusk sculptures. Leonardo da Vinci's works mentioned are The Last Supper mural, Mona Lisa painting, Vitruvian Man drawing, and Virgin of the Rocks painting. Raphael's works highlighted are The Sistine Madonna painting and The School of Athens fresco. The document also briefly covers the early Renaissance sculptor Donatello and some of
This document discusses music of the Classical period from 1750-1820. It focuses on the works of Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven. It provides information on musical forms that were popular during this period, including sonatas, concertos, and symphonies. It also discusses characteristics of Classical period music like dynamics, articulation, rhythm, and ornamentation. Additionally, it covers Classical opera forms like opera seria and opera buffa. The document aims to teach students about important composers and genres of music from the Classical period.
This document provides information about different types of festivals from around the world, including music festivals, art festivals, cultural festivals, and more. It discusses key details about festivals focused on tomatoes, mud, beer, dance, and various regional celebrations in the Philippines that center around culture, harvests, and religion.
The document discusses drug abuse issues in the Philippines. It notes that drug abuse is a serious problem that destroys lives and communities. According to government statistics, the most common drugs abused are shabu, marijuana, and inhalants. The document also discusses risk factors for drug abuse like poverty, peer pressure, and easy access to drugs. It notes President Duterte's campaign to eliminate drug supply and demand through harsh enforcement measures.
A festival is an event organized by a community to celebrate some unique aspect of its culture and traditions, often coinciding with a local or national holiday. Festivals serve several purposes, including celebration, entertainment, improving the local economy, and honoring patron saints. There are two main types of festival dances: religious festivals focused on spiritual traditions, and secular or non-religious festivals celebrating regional culture. Some examples of religious festivals in the Philippines include Ati-atihan, Sinulog, Dinagyang, and Moriones, while non-religious regional festivals include Panagbenga, Kadayawan, and Masskara. Artistic decorations are an important part of making festivals interesting for attendees.
The document summarizes the music of the Romantic period from 1820-1910. It describes the characteristics of Romantic music as focusing on emotion, individualism, and freedom of expression. It then profiles several famous Romantic composers such as Chopin, Liszt, Schumann, Berlioz, Tchaikovsky, and Saint-Saens. It provides examples of their famous works which include Chopin's preludes, Liszt's transendental etudes, Schumann's Carnaval, Berlioz's Symphonie Fantastique, Tchaikovsky's ballets, and Saint-Saens' Carnival of the Animals. The document also discusses Romantic musical styles including nationalism,
1. This document provides information on social dances, dance mixers, dance injuries, and dance etiquette. It discusses the importance of dance etiquette in ensuring a happy dance experience and outlines rules for behaviors like never blaming partners, dancing to their level, and enjoying the dance.
2. It also discusses exercises needed for ballroom dancing like yoga poses for flexibility, balance and strengthening exercises like pushups and planks. Warm-up exercises before dancing are recommended to prevent injury and allow dancers to perform movements properly.
3. The health benefits of ballroom dancing are also summarized, including improved coordination, balance, muscle tone, flexibility, bone density, and decreased stress and heart disease risk.
Q3-PPT-Music9 (Characteristics of Romantic Period) (1).pptxJayarValenzuela
The document provides information about the characteristics of music from the Romantic period:
- It was a cultural movement that stressed emotion, imagination, individualism and freedom of expression as seen in music, art, and literature. Ludwig van Beethoven helped bridge classical and romantic eras by expressing passion and emotion in his music.
- Nationalism was incorporated through pieces like Chopin's polonaises. Forms like the ballade, rhapsody, and nocturne became popular for piano music. Program music also emerged to convey scenes through pieces like Berlioz's Symphonie fantastique.
- Romantic music had longer melodies, more chromatic harmonies and disson
The Romantic period in music began around 1810-1910. It was characterized by an emphasis on emotion, imagination, individualism and freedom of expression. Nationalism became incorporated into music, with composers writing pieces that celebrated their national identities and cultures. Piano music took on free forms like ballades, rhapsodies and nocturnes. Program music also emerged, using tone poems and symphonies to convey imagery and narrative without words. Composers expressed more passion and emotion in their music through expanded orchestrations, richer harmonies and bolder uses of dynamics.
Q3-PPT-Music9 (Characteristics of Romantic Period).pptxMikeNavarro13
The document provides information about characteristics of music from the Romantic period:
- It was a cultural movement that stressed emotion, imagination, individualism and freedom of expression. Beethoven helped bridge classical and romantic eras through passionate expression.
- Nationalism influenced music, seen in Chopin's Polonaises. Genres like ballades, rhapsodies and nocturnes developed for solo piano. Program music conveyed imagery without words.
- Romantic music had longer melodies, more chromaticism and dissonance, and larger orchestrations to showcase intense energy and passion.
The document discusses several environmental issues affecting the Philippines, including deforestation, flooding, mining, soil erosion, coral reef degradation, pollution, and pesticides. Deforestation is one of the most pressing problems, as the Philippines has one of the fastest rates of forest loss in the world. Illegal logging has exacerbated flooding in some areas. Soil erosion can be caused by deforestation, agriculture, urbanization, and other human and natural activities. Coral reefs are fragile underwater ecosystems that are being damaged by pollution, drilling, and other threats. Pesticides used in agriculture can pollute land, water, and air, with negative health impacts.
Grade 10 Health - Learning Material {Unit 1: Consumer Health}Paolo Dagaojes
This document discusses consumer health and is divided into several sections. It begins with an introduction that defines consumer health as developing the ability to evaluate and utilize health information, products, and services effectively. It notes that all people are consumers of these and must make wise selections. The next section outlines 10 learning competencies around differentiating reliable and unreliable health information. It also discusses evaluating health services and professionals. The document provides several pre-assessment activities, including a crossword puzzle and case study, to gauge existing knowledge on consumer health topics.
This document outlines a lesson plan for teaching 7th grade students about the instrumental music of the lowlands of Luzon, Philippines. The lesson plan covers three days and includes objectives, contents, learning resources, procedures, assignments and reflections. The objectives are for students to understand and perform the musical characteristics of lowlands music. The contents that will be discussed are various instrumental ensembles including rondalla, brass band and bamboo organ. The procedures include listening activities, discussions, group work and a performance assessment. Students will explore local instruments and musical styles from different regions of the Philippines.
Active Recreation (Reacreational Activities) PE Quarter 4 MAPEH 9Joel Saldaña
The document provides instructions for students to complete an activity where they will form groups, survey their daily activities, and have group reporters present summaries. It explains that students should identify activities they do in the morning, afternoon, and evening and classify them as activities that meet biological needs, work/school obligations, or free time. Group reporters will then present 3-minute summaries of their group's surveys.
Arts of the Romantic Period 1800-1810) (Goya, Delacroix, Gericault) For Grade...Jewel Jem
A lesson on the Arts of the Romantic Period (1800-1810)
Artists: Francisco Goya (Spain), Eugene Delacroix (France), Jean Louis Theodore Gericault (France)
Paintings:
Goya: The third of May, The Burial of Sardine, Saturn devouring his son
Delacroix: Liberty Leading the People
Gericault: The raft of Medussa, Charging Chasseur, Insane Woman
Festival dances are cultural dances performed by communities to celebrate important events like religious festivals or harvest seasons. They involve strong percussion music and reflect the community's traditions through costumes, movements, and props. Festival dances can be religious or secular, honoring religious figures or giving thanks for bountiful harvests. Festivals are important for Filipinos as they promote unity and celebrate cultural diversity while boosting local economies through tourism.
This document outlines a daily lesson plan for a music class that covers Medieval, Renaissance, and Baroque periods. The objectives are for students to understand the characteristic features of music from these eras and perform related songs. Key activities include listening to examples of chants, madrigals, and other music; discussing the historical and cultural backgrounds; and group work where students sing, improvise accompaniments, or create dramatizations related to the periods. Assessment includes evaluating students' chant and performance using rubrics. The goal is for students to gain knowledge and appreciation of music from the Medieval through Baroque periods.
This document provides an overview of various musical styles that emerged in the 20th century, including Impressionism, Expressionism, Primitivism, Neo-Classicism, and Avant Garde music. It discusses influential composers such as Debussy, Ravel, Schoenberg, Stravinsky, Bartok, Prokofiev, and Gershwin. Impressionism aimed to suggest reality through the use of color, effects, and dissonance, while Expressionism expressed strong emotions through atonality. Primitivism and Neo-Classicism drew from folk elements and classical forms. Avant Garde music emphasized improvisation and unconventional performance.
GRADE 9 MEDIEVAL MUSIC FOR THE FIRST QUARTER
Follow and subscribe on my Youtube channel for the Video of this presentation with voice over
https://m.youtube.com/c/RoxanneLavarias
If you want to have a copy of this presentation, just message me at roxannelynredrico@gmail.com
The Renaissance period lasted from 1400-1600 AD and began in Italy as a cultural movement that spread across Europe. It marked a shift from exclusively religious orientations to more secular societies that believed in reason and science. Sacred vocal music like masses and motets remained important, but new secular forms like the madrigal also emerged. The most significant development was the rise of instrumental music, written both to accompany vocals and as independent art forms. Important Renaissance composers included Josquin des Prez, Giovanni Palestrina, Orlando de Lassus, and William Byrd.
The Dangers of Alcohol - MAPEH 8 (Health 4th Quarter)Carlo Luna
HEALTH Unit 4: Prevention of Substance Use and Abuse
Lesson 2: The Dangers of Alcohol
This material is designed to inform your students about the dangers of alcohol and teach them the various strategies to prevent substance use and abuse.
The document provides information about arts of the Renaissance period from 1400-1600. It discusses three famous Renaissance artists - Michelangelo, Leonardo da Vinci, and Raphael - and some of their most famous works. Michelangelo's works discussed include the Pieta, David, Bacchus, Dying Slave, Dawn, and Dusk sculptures. Leonardo da Vinci's works mentioned are The Last Supper mural, Mona Lisa painting, Vitruvian Man drawing, and Virgin of the Rocks painting. Raphael's works highlighted are The Sistine Madonna painting and The School of Athens fresco. The document also briefly covers the early Renaissance sculptor Donatello and some of
This document discusses music of the Classical period from 1750-1820. It focuses on the works of Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven. It provides information on musical forms that were popular during this period, including sonatas, concertos, and symphonies. It also discusses characteristics of Classical period music like dynamics, articulation, rhythm, and ornamentation. Additionally, it covers Classical opera forms like opera seria and opera buffa. The document aims to teach students about important composers and genres of music from the Classical period.
This document provides information about different types of festivals from around the world, including music festivals, art festivals, cultural festivals, and more. It discusses key details about festivals focused on tomatoes, mud, beer, dance, and various regional celebrations in the Philippines that center around culture, harvests, and religion.
The document discusses drug abuse issues in the Philippines. It notes that drug abuse is a serious problem that destroys lives and communities. According to government statistics, the most common drugs abused are shabu, marijuana, and inhalants. The document also discusses risk factors for drug abuse like poverty, peer pressure, and easy access to drugs. It notes President Duterte's campaign to eliminate drug supply and demand through harsh enforcement measures.
A festival is an event organized by a community to celebrate some unique aspect of its culture and traditions, often coinciding with a local or national holiday. Festivals serve several purposes, including celebration, entertainment, improving the local economy, and honoring patron saints. There are two main types of festival dances: religious festivals focused on spiritual traditions, and secular or non-religious festivals celebrating regional culture. Some examples of religious festivals in the Philippines include Ati-atihan, Sinulog, Dinagyang, and Moriones, while non-religious regional festivals include Panagbenga, Kadayawan, and Masskara. Artistic decorations are an important part of making festivals interesting for attendees.
The document summarizes the music of the Romantic period from 1820-1910. It describes the characteristics of Romantic music as focusing on emotion, individualism, and freedom of expression. It then profiles several famous Romantic composers such as Chopin, Liszt, Schumann, Berlioz, Tchaikovsky, and Saint-Saens. It provides examples of their famous works which include Chopin's preludes, Liszt's transendental etudes, Schumann's Carnaval, Berlioz's Symphonie Fantastique, Tchaikovsky's ballets, and Saint-Saens' Carnival of the Animals. The document also discusses Romantic musical styles including nationalism,
1. This document provides information on social dances, dance mixers, dance injuries, and dance etiquette. It discusses the importance of dance etiquette in ensuring a happy dance experience and outlines rules for behaviors like never blaming partners, dancing to their level, and enjoying the dance.
2. It also discusses exercises needed for ballroom dancing like yoga poses for flexibility, balance and strengthening exercises like pushups and planks. Warm-up exercises before dancing are recommended to prevent injury and allow dancers to perform movements properly.
3. The health benefits of ballroom dancing are also summarized, including improved coordination, balance, muscle tone, flexibility, bone density, and decreased stress and heart disease risk.
Q3-PPT-Music9 (Characteristics of Romantic Period) (1).pptxJayarValenzuela
The document provides information about the characteristics of music from the Romantic period:
- It was a cultural movement that stressed emotion, imagination, individualism and freedom of expression as seen in music, art, and literature. Ludwig van Beethoven helped bridge classical and romantic eras by expressing passion and emotion in his music.
- Nationalism was incorporated through pieces like Chopin's polonaises. Forms like the ballade, rhapsody, and nocturne became popular for piano music. Program music also emerged to convey scenes through pieces like Berlioz's Symphonie fantastique.
- Romantic music had longer melodies, more chromatic harmonies and disson
The Romantic period in music began around 1810-1910. It was characterized by an emphasis on emotion, imagination, individualism and freedom of expression. Nationalism became incorporated into music, with composers writing pieces that celebrated their national identities and cultures. Piano music took on free forms like ballades, rhapsodies and nocturnes. Program music also emerged, using tone poems and symphonies to convey imagery and narrative without words. Composers expressed more passion and emotion in their music through expanded orchestrations, richer harmonies and bolder uses of dynamics.
Q3-PPT-Music9 (Characteristics of Romantic Period).pptxJayamae Soriano
The document provides information about characteristics of Romantic period music:
- It was a cultural movement that stressed emotion, imagination, individualism and freedom of expression in music, art, and literature.
- Nationalism was incorporated, as seen in Chopin's Polonaises. Ludwig van Beethoven bridged classical and romantic eras by expressing passion and emotion in his music.
- Piano music was in free forms like fantasies, rhapsodies, and ballades. Program music expressed stories through tone poems like Berlioz's Symphonie fantastique.
This document provides an overview of Romantic period music between 1820-1910. It discusses key characteristics like an emphasis on emotion and individual expression. Famous composers of violin, piano, and program music from this era are presented, including Pagannini, Chopin, Liszt, Schumann, Berlioz, and Tchaikovsky. Students are expected to learn about the lives and works of these composers and relate the music to its historical context through activities like role playing presentations.
Music of the Medieval-Renaissance-Baroque PeriodJAYPEEMANGABAT1
The document provides information about a music lesson covering the Medieval, Renaissance, and Baroque periods. It includes 6 activities for students: 1) defining music in a 20 second video, 2) matching terms to historical periods, 3) answering questions about the periods in writing, 4) identifying composer pictures, 5) creating a graphic organizer summarizing the periods, and 6) choosing a composer to follow and explaining why in a 30 second video. Rubrics are provided to evaluate students' performance on a scale from 75-100%. Links to musical works by composers like Handel, Vivaldi, Bach, and Morley are included so students can listen along.
The document provides instructions for an illustrator to create a map of Europe showing the hometowns of composers from different historical periods. It includes a sample map with an arrow pointing from a composer's picture to their home country. The rest of the document discusses music from the Medieval, Renaissance, and Baroque periods, including characteristics of genres from each period like Gregorian chants and madrigals. It provides listening examples and objectives for students to understand the distinctive features of music from these eras.
K TO 12 GRADE 9 LEARNER’S MATERIAL IN MUSICLiGhT ArOhL
The document provides instructions for an illustrator to create a map of Europe showing the hometowns of composers featured in each unit of a music learner's material. It includes a sample map with arrows pointing from composer pictures to their home countries. Several pages provide information on medieval, Renaissance, and Baroque music including characteristics, examples of genres, and short biographies of composers like Adam de la Halle and Giovanni Pierluigi da Palestrina. Listeners are prompted to reflect on how the music relates to their experiences and knowledge.
The document provides instructions for an illustrator to create a map of Europe showing the hometowns of composers from different historical periods. It includes a sample map with an arrow pointing from a composer's picture to their home country. The rest of the document contains information about music from the Medieval, Renaissance, and Baroque periods for a grade 9 music learner curriculum, including objectives, assessments, descriptions of characteristic features of music from each period, and links to example songs.
This document provides a learning module on music from the Medieval, Renaissance, and Baroque periods for grade 9 students. It includes objectives, assessments, descriptions of characteristic features of music from each period, and information on composers such as Adam de la Halle, Giovanni Pierluigi da Palestrina, and Johann Sebastian Bach. Students are expected to listen to and analyze examples of Gregorian chants, masses, madrigals, and other genres, and sing or play excerpts from these periods.
Grade 9 Learning Module in Music - CompleteR Borres
This document provides a learning module on music from the Medieval, Renaissance, and Baroque periods for grade 9 students. It includes objectives, assessments, descriptions of characteristic features of music from each period, and information on composers such as Adam de la Halle, Giovanni Pierluigi da Palestrina, and Johann Sebastian Bach. Students are expected to listen to and analyze examples of Gregorian chants, masses, madrigals, and other genres, and sing or play excerpts from these periods.
This document provides an overview of music from the Medieval, Renaissance, and Baroque periods for a Grade 9 music learner's material. It includes objectives, assessments, descriptions of characteristic features of Gregorian chants, Troubadour music, and introduces composers such as Adam de la Halle. Listenings of sample music from each period are embedded for analysis. The document is intended to educate students on the historical and cultural developments of Western music.
This document provides information about a music curriculum for grade 9 covering Medieval, Renaissance, and Baroque periods. It includes objectives, assessments, descriptions of characteristic features of music from each period, and information about composers such as Adam de la Halle. Students will learn about genres like Gregorian chants, Troubadour music, and madrigals. They will develop understanding through listening, analyzing, singing, and creating activities. The curriculum aims to develop students' musical skills and knowledge of historical and cultural contexts.
The document provides information about classical music including its history, forms, and major composers. It discusses the classical period from 1750-1820 and notes the dominance of the aristocracy as patrons of the arts. Key composers of the period—Haydn, Mozart, and Beethoven—are profiled. Instrumental forms that developed include the sonata, concerto, and symphony. Vocal forms included opera seria and opera buffa. The document also defines various musical terms and forms.
The document provides information about a music lesson on the performance practices of the Medieval, Renaissance, and Baroque periods. It includes activities for students to learn about the different characteristics of sacred and secular music during each period. In Activity 1, students watch a video presentation and note their observations about each period. Activity 2 involves rewatching the video and answering process questions. The final activity has students work in groups to create news reports as video presentations about the performance practices of a assigned period.
#1 Regarding the Section I, You should be able to find answers in t.docxmarilynnhoare
#1: Regarding the Section I, You should be able to find answers in the textbook or class notes.
Most questions could be answered in one word or a single phrase. When you need to craft
sentences, please use your own wording. In other words, no simple copy & pasting from other
sources.
#2: Regarding the Section II, find the examples in the “Midterm Exam” folder. Please contact the
instructor immediately in case there is an issue with the videos.
MIDTERM
Section I: Answer the following questions.
i: Romantic Era (20 pts.)
1. In music history, what time period is generally considered as the Romantic era?
2. What are the drastic changes in the society that fostered the spirit of this era?
3. What kind of new instruments were added to the orchestra in this period?
4. What is the new style of vocal music that became popular in Germany in this era?
Explain the characteristics of this genre and name notable composers.
5. Who is the composer most strongly associated with solo piano music in this era?
6. What is the difference between “program music” and “absolute music”?
7. Name three composers most strongly associated with the program symphony.
8. Who is the German composer most strongly associated with the genre of opera in this
era? Explain what is unique about his style.
9. Besides opera, what kind of theater music is most strongly associated with the late
Romantic era? Name one notable composer with a representative work in the genre.
10. Who is the Italian verismo opera composer who wrote Madame Butterfly?
ii: Post Romantic Era (20 pts.)
1. In music history, what time period is generally considered as the post Romantic era?
2. Which composers are most strongly associated with the Impressionism?
3. What are the musical traits of the Impressionistic music?
4. Which non-‐Western music is generally considered as the influence of the
Impressionists?
5. Explain the musical characteristics of the Rite of Spring by Igor Stravinsky.
6. Who are the “Second Viennese School” composers?
7. What are the characteristics of the vocal work, Pierrot Lunaire by Arnold Schoenberg?
8. Why Wozzeck takes a special place in the history of opera?
9. Explain what is musically unique about Carmina Burana by Carl Orff.
10. Who is the Hungarian composer who collected and utilized traditional folk songs and
dances in composition? iii: Classical Music in America (10 pts.)
1. Who is the American songwriter whose songs became popular in the 19
th
century?
2. Who is the American composer known as March king?
3. Name three European composers who immigrated to the United States.
4. Explain what is musically unique about “Suite for violin and piano” by William Grant Still.
5. Explain what is musically unique about “Unanswered Question” by Charles Ives.
Section II: Piano Concerto Mini.
The document provides information about classical period music from 1750-1820. It discusses the major composers of the period including Haydn, Mozart, and Beethoven. It describes common classical forms like sonatas, symphonies, and concertos. It also summarizes characteristics of classical music like formal structure, elegance, and aristocratic patronage of the arts during this time period.
1. The classical era of music occurred between 1750-1820 and was dominated by the aristocracy who patronized musicians.
2. Harmony and texture during this period were primarily homophonic.
3. The major musical forms that developed were the sonata, sonata-allegro form, concerto, and symphony. Each had distinct structures and characteristics.
4. Major composers of the classical period included Haydn, Mozart, and Beethoven, who are still popular today and whose music is frequently used in cartoons.
This document provides information about Romantic period music. It begins by outlining the learning competencies and objectives related to describing musical elements, performance practices, and relating Romantic music to history and other art forms. It then defines the Romantic period as one that stressed emotion, imagination, individualism and freedom of expression. Key aspects of Romantic instrumental music are described such as piano music, program music using tone poems and symphonies to tell stories. Famous composers of the period are outlined for violin (Paganini), piano (Chopin, Liszt, Schumann), and program music (Berlioz, Tchaikovsky, Saint-Saens). Sample works of each composer are listed. The document concludes
This document provides a music teacher's guide for teaching 9th grade students about Medieval, Renaissance, and Baroque music. It includes instructions for an illustrator to create a map of Europe showing the home countries of featured composers. The guide outlines learning standards and objectives related to appreciating and analyzing the characteristic features of music from these periods. It also provides information on Gregorian chants, Troubadour music, masses, madrigals and other genres. Sample music links are included to aid teaching key concepts.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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1. Republic of the Philippines
National Capital Region
Department of Education
SCHOOLS DIVISION OFFICE – MARIKINA CITY
THIRD QUARTER
MODULE 1
START
2. Disclaimer
The author does not claim ownership of the documents, images, audio,
music, video and other materials used in this lesson. They remain the
property of the original creators who are mentioned in the
acknowledgment section of this lesson. The said materials are used for
educational purposes only.
Thank you very much! PROCEED
Republic of the Philippines
National Capital Region
Department of Education
SCHOOLS DIVISION OFFICE – MARIKINA CITY
MODULE 1: Music of the Romantic Period
5. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
OVERVIEW
OBJECTIVES
LESSON
ACTIVITIES
EVALUATION
REFERENCES
Ask most people what they consider a romantic song, and you’ll
get answers like John Legend’s “All of Me” or most anything from
Marvin Gaye. But, as you know, the capital “R” in Romantic music
is works composed in the Romantic style, which arose during the
Romantic Period. But what characterizes Romantic music? How
did it evolve? These are some of the questions we’ll answer here.
At its core, composers of the Romantic Era saw music as a
means of individual and emotional expression, Indeed, they
considered music the art form most capable of expressing the full
range of human emotion, As a result, romantic composers
broadened the scope of emotional content. Music was expected
to communicate to the audience, often by using a narrative form
that told distinct stories.
6. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
OVERVIEW
At the end of the lesson, you are expected to:
a. identify the characteristics of the Romantic
period;
b. listen perceptively to selected Romantic
period music;
c. name composers and their famous
compositions from the Romantic period; &
d. describe the music forms of the Romantic
period
OBJECTIVES
LESSON
ACTIVITIES
EVALUATION
REFERENCES
7. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Let’s test what you know
I. Multiple Choice
Direction: Read each item carefully. Answer the
following questions by selecting the best answer
from the choices given. If it turns GREEN, your
answer is CORRECT. If it turns WHITE , you still have
a chance to click another letter and find the
correct answer.
WHITE
GREEN
8. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
tekhnolo
B 1820-1910
A 1600-1750
1. Romantic style flourished in music during
the period.
C 1750-1820
D 1900-1950
>
9. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
tekhnolo
B Program music
A Piano music
2. A musical composition created for piano
usually in print or written format.
C Prelude
D Polonaise
>
10. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
tekhnolo
B Etude
A Prelude
3. An instrumental composition of a pensive,
dreamy mood, for the piano is _________.
C Nocturne
D Sonata
>
11. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
tekhnolo
B Nature
A Emotions
4. During this era, Romantic composers drew their
inspiration from all the following except ___________.
C Church
D Literature
>
12. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
tekhnolo
B Frederic Chopin
A
Niccolo
Paganini
5. He is known as the “Poet of the Piano”.
C Hector Berlioz
D Franz Liszt
>
13. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Let’s test what you know
II. Identification
Direction: Identify the composers of the Romantic
Period by clicking the box. If you answered
CORRECT, the box turns to another color. If you
answered INCORRECT, the box turns to WHITE.
14. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
>
6 7 8 9 10
Hector
Berlioz
Niccolò
Paganini
Franz
Liszt
Peter Ilyich
Tchaikovsky
Frederic
Chopin
Richard
Wagner
Arnold
Schoenberg
John Cage
Edward
Grieg
Maurice
Ravel
Claude
Debussy
Franz Joseph
Haydn
Igor
Stravinsky
Edgard
Varese
Wolfgang
Amadeus
Mozart
15. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Hello Grade 9 learners, before going
to our new lesson, let’s see if you
still remember our past topic about
the music during the Classical
period. Write your answer in a
separate paper/ notebook.
What’s In ? 1. Who are the famous composers of the
Classical period?
2. How would you describe the music of the
Classical period?
3. Who is known as the “Father of Modern
Symphony”?
4. Today, Mozart is best known for?
5. Classical period is also known as ______.
6. What are the elements and characteristics
of Music?
16. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Look at the pictures.
What can you say about
these pictures? How are
they related to the
Romantic period?
What’s New ?
17. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Read the text about Romantic period music and
discover the significant characteristics of the
music from the period. You are going to know
the famous composers and their compositions.
You will also hear their compositions which
some are familiar to your ears.
What’s It ?
What do you mean by
Romantic? Romantic
Period?
How do you
identify Romantic
Period in Music?
18. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
OVERVIEW
Romantic period refers to Western music composed
in the late 18th century to 19th century (started
around 1830 and ended around 1900). Composers
and artists believed in letting their imagination and
passion be seen through their works. It was
characterized by expanding the formal structure
within a composition and making the pieces more
passionate and expressive.
LESSONS
OBJECTIVES Salient Features of Romantic Era Music
ACTIVITIES
EVALUATION
REFERENCES
19. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Romantic music as a movement evolved from the
formats, genres, and musical ideas established in
earlier periods, such as the Classical period.
Romantic era music is connected to German
Romanticism, the literary movement that arose in the
second half of the 18th century in Europe.
Salient Features of Romantic Era Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
20. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Another important characteristic of romanticism is its
aspiration to transcend immediate times or
occasions, to reach back into the past and forward
into the future. The music attempted to increase
emotional expression and power to describe deeper
truths or human feelings. The orchestra
instrumentation was expanded greatly to include,
piccolo, English horn, contrabassoon, bass, (E-flat)
clarinets, trombone, tuba, harp, and steadily growing
list of percussion.
Salient Features of Romantic Era Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
21. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Nationalism is one of the main features of this era.
This is evidently shown in some compositions made
by Romantic composers. One of which is the
Polonaise of Frederic Chopin, a dance composition
for piano which is famous in Poland until today. In
addition, the composers’ focuses mainly of
individuality of style and expressive aims and
subjects.
Salient Features of Romantic Era Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
22. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Emotions, variety of musical style in compositions,
freedom of expression are only a few things that
characterized the music of the Romantic period. It
was during the heights of popularity of Ludwig Van
Beethoven, one of the great composers during the
Classical period made a great distinction to change
the phase of composing music by bridging the music
from Classical to Romantic era.
Salient Features of Romantic Era Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
23. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
There are some facts about Romantic musical period
that everybody should know. The piano music is in
free form such as fantasy, rhapsody, ballad and
nocturne while program music was expressed in
tone poems and Symphony Fantastique. The music
was used to tell stories and express ideas. Most of
the composers were proud of their country’s music
and often use folk songs in their works.
Salient Features of Romantic Era Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
24. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Romantic composers developed new techniques or
re-invigorated lesser used ones to express a more
extensive array of emotional and narrative states.
They used:
• more extended melodies,
• broader ranges of tone, pitch, and tempo
• more sophisticated harmonies.
Characteristics of Romantic Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
25. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Some key innovations from the
Romantic Era include:
• Chromatic harmonies were making
greater use of semitones; and
• unusual chord progressions
Characteristics of Romantic Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
26. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Melodies associated with an external reference, like a
character or emotion being expressed. Wagner
pioneered this idea with the leitmotif. Not relying on
cadence to resolve a passage, but allowing for
"unending melody. "Use of rubato, adjusting tempo to
reflect the level of emotional intensity the music should
convey at that moment. Increased tempos and
complicated rhythms that demanded extraordinary
precision and technical skill to be performed.
Characteristics of Romantic Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
27. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Romantic composers took advantage of a variety of
mechanical innovations to explore richer dynamics
and tones. Specifically, improvements in instrumental
construction, as well as the creation of new
instruments. The broader range and improvement of
instruments allowed Romantic composers to express
more precise gradations of volume and tone. This
included longer, soaring crescendos and diminuendos.
It also allowed them to make greater jumps in tone
and volume, creating a new sort of discordance.
Characteristics of Romantic Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
28. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
The piano significantly evolved during the Romantic Period.
Changes in Instruments
The number of physical keys expanded from five to eight
octaves.
The materials used to construct piano frames shifted
from wood to metal.
the durability of the metal used to manufacture its strings
improved.
These improvements enriched the pitch range and tonal
quality of the piano.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
29. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Similarly, the materials used to construct woodwind
instruments also improved and expanded their musical
quality and variability. Innovations, such as developing
the valve for brass instruments, also contributed to a
more abundant variety of sounds. As did the invention
of entirely new instruments, like the Wagner tuba.
Changes in Instruments
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
30. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
However, one of the most significant changes to
instrumentation during the Romantic Era wasn't
the nature of the instruments individually, but
changes in the instrumentation of the works.
Composers of the Romantic period were famous
in three interesting types:
• Violin,
• Piano, and
• Program music.
Changes in Instruments
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
31. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
One of the important features in the development
of music during the Romantic era is the piano
innovations. It is a musical composition created for
piano usually in print or written format. Some of
this piano composition was adapted to a song like
Etude Op.10,No.3 in E major of Chopin to “No
other Love”.
PIANO MUSIC
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
32. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Frederic Chopin was known as the “Poet of the
Piano”. Born on March 1, 1810 in Zelazowa,
Poland. He was considered the world renowned
pianist and composer. He began to play piano at the
age of 7. He studied piano at Warsaw conservatory
under Wilhelm Wurfel, and his music influenced by
polish folk music. He finished his formal education at
the higher school in 1829 and and soon travelled to
Europe giving concerts in places such as Vienna,
Munich, Paris, and London.
FREDERIC CHOPIN
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
33. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
In 1831, he arrived in Paris to further his career.
During this time, he met and married the famous
French writer George Sand and became an
inspiration in Chopin’s life. In the latter part of his life,
he was diagnosed with pulmonary tuberculosis.
Chopin died on October 17,1849, in Paris. Chopin’s
music is recognized worldwide for its beauty and
complexity and his works on the piano are staples in
the piano repertoire.
FREDERIC CHOPIN
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
34. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
He composed almost primarily for the piano
and some of his most well-known
compositions are:
• Fantaisie in F minor, Op. 49,
• Revolutionary Etude,
• Op. 10. No.12 and
• 24 Preludes, Op. 28.
HIS COMPOSITIONS:
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
35. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Click the title to view the description
Piano works of Frederic Chopin
BALLADE
ETUDE
POLONAISE
MAZURKA
NOCTURNE
a verse form or narrative
that is set to music
a piece composed for the
development of a specific
technique
a Polish dance in triple time
signature
an instrumental composition of
a pensive, dreamy mood, for
the piano
a slow Polish dance in triple time that
consists of a march or procession
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
36. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Click the title to view the description
Piano works of Frederic Chopin
PRELUDE
WALTZ
SONATA
IMPROMPTU
SCHERZO
a short piece of music that can be used as
a preface, and introduction to
another work or may stand on its own
a German dance in
triple meter
a short free-form musical
composition usually for a solo
instrument, like the piano
a musical movement of playful
character, typically in ABA form
composition for one or more solo instruments usually
consisting of three or four independent movements
varying in key, mood, and tempo
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
37. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
The following are
compositions of
Chopin.
1. Tristesse
Etude No.3 in E major
You may also copy and paste this URL in your browser:
https://youtu.be/EmQBFLJAIcY?t=14
CLICK ME!
2. Fantasie Impromptu
Op.66
You may also copy and paste this URL in your browser:
https://youtu.be/Gus4dnQuiGk?t=1
CLICK ME!
3. Revolutionary Etude
Op.10
You may also copy and paste this URL in your browser:
https://youtu.be/7VWHBHeNrg4?t=3
CLICK ME!
38. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
One of the distinct characteristics of romantic music
is the unique feature of instrumental forms called
“Program music”. It is an instrumental music that
conveys image or scenes, music that tells a short
story without text or lyrics and imaginative ideas fully
developed through the imaginative effort of a great
and genius composer Hector Berlioz.
PROGRAM MUSIC
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
39. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
In his composition “Symphonie Fantastique” or
also known as fantastic symphony, Berloiz
showcased the important features in his
composition in creating tone color which was
never before heard. He treated the orchestra like
a beautiful creation and assembled hundreds of
musicians to produce powerful sound. In most of
his composition, he made tone color as the basic
part of his musical language.
HECTOR BERLOIZ
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
40. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
There are three main type of Program
music for orchestra:
1. The Program Symphony
2. The Concert Overture
3. The Symphonic Poem
PROGRAM MUSIC
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
41. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Peter Ilyich Tchaikovsky or Pjotr
Tsjajkovskij was known for his
ballet music, a Russian composer
whose works included symphonies,
concertos, operas, ballets, and
chamber music. He was born on
May 7th 1840 in Votkinsk, a small
town in the Russian Empire.
PETER ILYICH TCHAIKOVSKY
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
42. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
He displayed exceptional musical
ability from an early age,
improvising at the piano and
composing his first song in 1844,
aged four. He persuaded his father
that music was his future and he
began composition lessons with
Anton Rubinstein in 1861.
PETER ILYICH TCHAIKOVSKY
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
43. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Between 1871 and 1876 he
produced a series of great works,
including Swan Lake (1876) and
the First Piano Concerto (1875),
which established him as Russia’s
leading composer. Following his ill-
fated, short-lived marriage in 1877,
he made a failed attempt at
committing suicide.
PETER ILYICH TCHAIKOVSKY
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
44. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
1880 - 1812 Overture
(perhaps his most famous piece, with real cannons!)
Tchaikovsky’s Famous Compositions:
1887 - He was conducting his own music to great
acclaim and producing such works
1893 - Sixth Symphony also known as
Pathétique Symphony
1890 - The Sleeping Beauty (ballet)
1892 - The Nutcracker (ballet)
CLICK ME!
CLICK ME!
CLICK ME!
CLICK ME!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
45. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
• Swan Lake
• Romeo & Juliet
• 1812 Overture
• Symphony No. 2
• Piano Concerto No. 1
His Other Famous Compositions:
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
46. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
His death in 1893 in St. Petersburg was believed to
be as a result of a decision made by a ‘court of
honour’ following revelations that Tchaikovsky had
formed a relationship with a male member of the
Russian aristocracy; it was apparently decided that
the only course of action open to the composer was
for him to commit suicide. It is more commonly
attributed to cholera, however.
PETER ILYICH TCHAIKOVSKY
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
47. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
The day Tchaikovsky’s mother left him at
boarding school was so traumatic that it
remained in his memory to the end of his days.
He had to be torn away from her, and even
then he clung on to the wheels of her carriage
to stop her leaving. It’s little wonder, given his
sensitive nature, that his music is imbued with
such a strong sense of emotion and despair.
Did you know ?
48. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Complete the table by putting a check mark( /)
under the column that indicates your
understanding of the topics.
TOPIC
I have good
understanding
of the topic
I still have
some
questions
I do not
get it
Salient features of
Romantic era music
Romantic Composers and
their compositions
Musical Forms(Piano and
Program music)
If you still have some questions go back to the readings.
49. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
WHAT’S MORE?
Let’s Compare!
WHAT I CAN DO?
WHAT I HAVE
LEARNED?
Are you ready to
answer the following
activities? Just click on
the title to proceed.
WHAT’S MORE?
Sketching!
50. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Listen to Frederic Chopin and Peter
Ilyich Tchaikovsky’s compositions
attentively. Compare the music
based on the images you see in your
imagination while listening.
WHAT’S MORE?
Let’s Compare!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
51. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
TITLE
OBSERVATION
TIMBRE
DYNAMICS
TEXTURE
TEMPO
DURATION
MOOD/FEELING
MUSICAL/INSTRUMENT/S
HEARD CLEARLY
WHAT’S MORE?Let’s Compare!
Nocturne op.9 No.2
Frederic Chopin
Swan lake
Peter Ilyich Tchaikovsky
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
52. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
How did you feel
after listening to their
music?
What can you
say about
their music?
If you will be a
composer of the
Romantic era, who
would you rather
be? Why?
WHAT’S MORE?Let’s Compare!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
53. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
WHAT’S MORE?
“PROGRAM MUSIC”
It is an instrumental music that conveys image or scenes, music that tells a
short story without text or lyrics and imaginative ideas fully developed
through the imaginative effort of a great and genius composer Hector Berlioz.
Given this characteristic of Romantic music,
draw or make any artwork. e.g scenery that
you thought when you listened to the music
of Frederic Chopin in Nocturne Op. 9 No. 2
Sketching!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
54. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
What I Have Learned ?
Direction: Share to us what you have learned by completing the following
sentences below.
1. My understanding about the music of the Romantic period is that …
1. I realized that most of instrumental music from the Romantic period are …
1. The reason why I really appreciate instrumental music from the Romantic
period is because …
1. I love listening to the Romantic music composition because …
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
55. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
What I Can Do?
Direction: With the help of our readings and discussion, complete the
concept map by writing details regarding the Music of the Romantic
period in the boxes.
Concept Mapping
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
56. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
EVALUATION
ACTIVITIES
Take a Quiz
Start the Quiz
I. Multiple Choice
Direction: Read each item carefully. Answer the following
questions by selecting the best answer from the choices given. If
it turns GREEN , your answer is CORRECT. If it turns WHITE , you still
have a chance to click another letter and find the correct
answer.
WHITE
GREEN
LESSON
OVERVIEW
OBJECTIVES
REFERENCES
57. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
Additional Activity
Direction: Create a mural or a display on your own interpretation
of Romantic music.
EVALUATION
ACTIVITIES
LESSON
OVERVIEW
OBJECTIVES
REFERENCES
58. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
References
Books
• Learner’s Material for Music & Arts Grade 9 KTo12 The 21st Century MAPEH in Action Worktext in Music Arts,Physical Education, and
Health (Authors) Gerardo C. Lualhati F. Callo, Lualhati F. Callo
Websites:
• https://www.rcampus.com/rubricshowc.cfm?code=N47X82&sp=true&fbclid=IwAR1ikxejEwQ30rWrQ1AMHqn_yxI93b2ob9RG8RJWW8
zwllrcMEzeuJ1g8M
• https://www.slideshare.net/lheyo/music-of-the-romantic-
period48207195?from_m_app=android&fbclid=IwAR09_bnayPYpGpgLTpLBs8YP5-MfouyI69WgeqSB80_IwWbPzPwxUxPP-xA
• https://www.connollymusic.com/stringovation/the-romantic-period-of-
music?fbclid=IwAR0R3qpcidDS_Yz8CcxWqhViwxzpTS33mGQ_JWSV_6m1kXKRtUR7qf6kro
• www.depednegor.net
Images:
• Brickset, 21323 Grand Piano, https://www.flickr.com/photos/brickset/50237037388, August 16, 2020
• Bodarevsky_024.jpg, https://snappygoat.com/free-public-domain-images-bodarevsky_024/e4OgM6h7hbFozD3IbxT3JYl5wa-
a0LzgolKx31xcjH2H.html#,0,0.5b0ec58da069d7010fd9c838428c10a5faf44197
• Smiling young man playing guitar for happy girlfriend, https://depositphotos.com/stock-photos/love-song.html?qview=188916900
• MAESTRO CONDUCTOR ORCHESTRA MUSIC DRAWING, https://pixy.org/5889591/
• ASAL ROMANTICISM IN LOVE PASSION DRAWING, https://pixy.org/5789690/
EVALUATION
ACTIVITIES
LESSON
OVERVIEW
OBJECTIVES
REFERENCES
59. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
References
Videos
• aaron8895. “Chopin-Etude No. 3 in E Major, Op. 10 No. 3, ‘Tristesse.’” www.youtube.com, June 7, 2009.
https://www.youtube.com/watch?v=EmQBFLJAIcY&t=14s.
• Rousseau. “Chopin - Fantaisie-Impromptu (Op. 66).” www.youtube.com, February 4, 2019.
https://www.youtube.com/watch?v=Gus4dnQuiGk&t=1s.
• So, Fabio. “Evgeny Kissin - Étude Op. 10, No. 12 in c Minor ‘Revolutionary.’” www.youtube.com, January 21, 2012.
https://www.youtube.com/watch?v=7VWHBHeNrg4&t=3s.
• Jun-ichi, AMANO. “Tchaikovsky ‘1812 Overture’ with 105mm Cannons 20101017 (2/2).” www.youtube.com, October 18, 2010.
https://www.youtube.com/watch?v=0F5k70xwGSk&t=384s.
• Medici.tv. “Tchaikovsky - Sleeping Beauty - Ballet.” www.youtube.com, June 13, 2015.
https://www.youtube.com/watch?v=jTgh7VywVfE&t=2s.
• Royal Opera House. “Dance of the Sugar Plum Fairy from the Nutcracker (the Royal Ballet).” www.youtube.com, December 1, 2017.
https://www.youtube.com/watch?v=zV1qLYukTH8&t=2s.
• Kim Cul Deok. “Tchaikovsky Symphony No.6 ‘Pathetique’ Movement 4(IV. Finale. Adagio Lamentoso - Andante).” www.youtube.com,
April 3, 2011. https://www.youtube.com/watch?v=BVkWCHgOxw8&t=9s.
• medici.tv. “Swan Lake, Tchaikovsky - Dance of the Little Swans.” www.youtube.com, March 18, 2016.
https://www.youtube.com/watch?v=Xd2nTXsivHs&t=2s.
• romano. andrea. “Chopin - Nocturne Op.9 No.2.” www.youtube.com, June 19, 2013.
https://www.youtube.com/watch?v=9E6b3swbnWg&t=3s.
EVALUATION
ACTIVITIES
LESSON
OVERVIEW
OBJECTIVES
REFERENCES
60. SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
HOME
DEVELOPMENT TEAM MANAGEMENT TEAM
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