20th Century Music Styles Explained

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Quarter I: Music of the 20th Century
1
Quarter I
MUSIC OF THE 20TH CENTURY
CONTENT STANDARDS
The learner demonstrates understanding of...
1. The 20th century music styles and characteristic features.
PERFORMANCE STANDARDS
The learner...
1. Creates musical pieces using a particular style of the 20th century.
LEARNING COMPETENCIES
The learner...
1. Listens perceptively to selected 20th century music.
2. Describes distinctive musical elements of given pieces in 20th
century styles.
3. Relates 20th century music to its historical and cultural
background.
4. Explains the performance practice (setting, composition, role of
composers/performers, and audience) of 20th century music.
5. Sings melodic fragments of given Impressionism period pieces.
6. Explores other arts and media that portray 20th century elements
through video films or live performances.
7. Creates short electronic and chance music pieces using knowledge
of 20th century styles.
From the Department of Education curriculum for MUSIC Grade 10 (2014)
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.

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MUSIC Teacher’s Guide
2
QUARTER I
Sessions 1, 2, 3, 4, and 5
IMPRESSIONISM TO MODERN NATIONALISM
I. SUBJECT MATTER
A. Topic: 20th Century Musical Styles:
Impressionism to Modern Nationalism
Sub-topics: Impressionism
Expressionism
Neo-Classicism
Avant-Garde
Modern Nationalism
Composers (Debussy, Ravel, Schoenberg, Bartok, Stravinsky,
Prokofieff, Poulenc, Stockhausen, Glass, Cage, Bernstein,
Varese, and Gershwin)
B. Materials: DVD/CD recordings, video clips, or recordings fromYouTube/
internet of Impressionistic, Expressionistic, Neo-Classicist,
Avant Garde, and Modern Nationalistic music
CD/VCD/DVD/Karaoke players, computers, laptops,
netbooks, tablets, i pads, mobile phones, MP3/MP4 players
Visual arts pictures of Impressionistic, Expressionistic,
and Modern Nationalistic paintings
Charts of music scores
C. Reference: Music Grade 10 LM - Pages 3-24
II. LESSON PROPER
A. PRELIMINARYACTIVITY
1. Review: Concepts on previous lessons on Romantic Music.

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2. Motivation
a. Display pictures or posters of the paintings of impressionist painter
Claude Monet, expressionist Jose Joya, and post-impressionist Van
Gogh on the wall or board of the classroom. Let the students go
around to view the pictures.
b. Display and discuss pictures on action painting by Jackson Pollock.
c. On a piece of pad paper, have the students describe each of the
pictures in their own words (5 minutes). Collect their works.
d. Call some volunteer students to read their descriptions or
observations. Connect these to the new lesson.
B. DEVELOPMENTALACTIVITY
1. Have the students listen to CD recordings or watch video clips from
YouTube on Impressionist, Expressionist, Neo-Classicist,Avant-Garde,
and Modern Nationalist music, while looking at the pictures of the
paintings.
2. Ask them to analyze the characteristics and styles of each through
discussion and sharing of insights.
3. Let them compare the paintings with their counterpart in music, in terms
of the elements and characteristics of each.
4. Ask them to share their impressions, experiences, thoughts, and feelings
after listening to the music and discussing all these.
C. INTEGRATION
1. Integration of Music with Arts, Literature, and History through the use
of paintings and music recordings.
2. Role playing - Call on volunteer students to depict the socio-historical
context of one of the musical movements studied, Modern Nationalism,
which incorporated folk songs and indigenous music.
Infusion of values: Belief in the power of the mind and its ability to achieve
one’s goals and control situations.

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D. GENERALIZATION
The 20th century styles of impressionism and expressionism provided
composers with the opportunity to express their thoughts based on outside
impressions as well as ideas and expressions based on theirinner convictions.
Other forms that emanated included neo-classicism, which is a return to the
classical form and structure using modern harmonies and techniques of
composition; avant garde, which deals with the parameters of sound in
space; and Modern Nationalism, which is a combination of nationalist
thematic materials with the modern techniques of composition.
III. WHAT TO KNOW
Let the students answer the following:
1. What group of people inspired many of Bartok’s compositions?
2. Which Russian composer created the music for the ballet The Firebird?
3. Who is considered the foremost impressionist?
4. What kind of musical style is attributed to Schoenberg and Stravinsky?
5. Who was the target audience of Prokofieff’s Peter and the Wolf?
6. Give an example of a musical work of each of the composers below.
Write the title in the blanks.
Composer Musical Work
Debussy _____________________________________
Ravel _____________________________________
Schoenberg _____________________________________
Stravinsky _____________________________________
Bartok _____________________________________
Prokofieff _____________________________________
Poulenc _____________________________________
Gershwin _____________________________________
Glass _____________________________________
Bernstein _____________________________________

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IV. WHAT TO PROCESS
Listening Activity: Works of 20th Century Composers
1. You will play excerpts of any (one) of the following musical examples:
Debussy – Claire de Lune, La Mer, Children’s Corner Suite
Ravel – Miroirs, Sonatine, Daphnis et Chloe, Jeux d’Eau, Bolero
Schoenberg – Verklarte Nacht, Violin Concerto, Piano Concerto,
Gurrelieder
Bartok – String Quartet no. 4, Allegro, Mikrokosmos, Barbaro,
Music for Strings
Stravinsky – The Rite of Spring, Petrouchka, The Firebird Suite
Prokofieff – Romeo and Juliet (ballet), Piano Sonatas
Gershwin – An American in Paris, Porgy and Bess, Rhapsody in
Blue, Someone to Watch Over Me
Bernstein – Tonight from West Side Story, Clarinet Sonata
Glass – Einstein on the Beach, Satyagraha, Akhnaten
Poulenc – Concerto for Two Pianos, Dialogues des Carmelites
2. Let the students listen carefully to each excerpt and be able to recognize the
distinct musical style of each composer.
3. Let them choose a composition that theylike. Let them write a short reaction
paper on it.2. Listen carefully to each excerpt and be able to recognize the
distinct musical style of each composer.
4. Based on this activity, let thestudents write a brief profile of the composer
of the pieces played in a bond paper to be submitted the following meeting.
V. WHAT TO UNDERSTAND
A. Name the Composer, Title of the Music, Musical Style, and Description
1. After the Listening Activity, you will prepare selected excerpts of
compositions by Debussy, Ravel, Schoenberg, Bartok, Stravinsky,
Prokofieff, Poulenc, Glass, Bernstein, and Gershwin.
2. Divided into four teams, with each team forming a line.
3. As you play a few measures of the first excerpt, let the first student in
each line goes to the board and writes the name of the composer. The

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second student will write the title of the music. The third student will
write the musical style. Then, the fourth student will write a description
of the music in one phrase.
4. The team that writes the correct answers first, scores four (4) points.
5. The same procedure goes on until all the students in the line have had
their turn.
6. Assign one student to tally the scores and announce the winners. The
team with the highest score is the winner. In case of a tie, the first team
to finish is the winner.
7. After proclaiming the winners, the scorer will ask this question: What
was the most significant thing that you have learned from this activity?
VI. WHAT TO PERFORM
A. Performance Activity 1:
Video Clips / Watching Live /TV Performances
Video Clips
1. Divide the class into four groups by having them count off from 1 to 4.
2. Have the students create and explore other arts (multi-media) that portray
20th centurymusical styles (impressionism, expressionism, jazz, avant
garde) through a 10-minute video clip or MTV using theirdigital cameras
or mobile phones.
3. Let them show and discuss their video works in class.
Watching Live / TV Performances
1. Divide the class into groups. Assign groups who will re-enact what
they watched. Assign other groups to do the video recording.
2. Have the students watch live performances of musical concerts, if
available in their area, or let them watch live concerts recorded on TV
or the internet (YouTube).
3. Let them re-enact in class what they have watched.

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4. Let the groups assign members to make a 10-minute audio video
presentation, while the other members re-enact what they have seen on
live concerts and on TV and internet.
5. Have the groups show and discuss their video works in class.
B. Performance Activity 2:
Singing or Humming Musical Fragments
1. Play several musical excerpts of selected 20th century composers. and
briefly discuss the title, composer, and musical style of each.
2. Let the class listen carefully to each excerpt and be able to recognize
the distinct musical style of each composer.
3. Have the students sing or hum some melodic fragments (portion only)
of any of the following excerpts of 20th century music, together with
the recordings:
a. Claude Debussy’s Claire de Lune
b. Leonard Bernstein’s West Side Story
c. George Gershwin’s Rhapsody in Blue
d. Ravel’s Bolero
e. Any work of minimalist composers, Philip Glass or Meredith Monk
f. Any work of nationalist composers, Erik Satie or Bela Bartok.
4. Based on the melodic fragments of the excerpts that they sang or
hummed, they should be able to aurally identify the different selected
works of the composers of the 20th century by naming the title and
composer in a random short quiz (5 points).
5. Have the students choose a composition that they like. Ask them to
write a brief profile about the composer, and to also give their personal
reactions about the music on a one whole sheet of bond paper.
6. Let them submit it in class the next meeting.
Evaluation Activity: “Drawing Lots”
1. After the above singing or humming activity, prepare a box containing
slips of paper with the names of Debussy, Ravel, Gershwin, Bernstein,
Glass, Monk, Satie, and Bartok written on them.

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2. Divide the class into four groups. Each group will choose four
representatives who will be assigned as contestants.
3. Each contestant will draw a composer’s name from the box and must
say three sentences about his compositional technique or musical style,
his major contribution to modern music, and one work that shows his
compositional style.
4. The rest of the groups will evaluate each contestant’s answer by flashing
a card or paper marked “CORRECT” or “WRONG.” Each correct
answer earns a point.
5. The group with the highest number of points wins the contest.
C. Performance Activity 3: Film Showing or Video Watching
1. Have the students research on the 20thcentury musical play West Side
Story written by Leonard Bernstein.
2. Instruct them to watch any video clip of West Side Story on the internet
or YouTube.
3. Let them write a reaction paper explaining the following elements of
the performance:
a. Setting
b. Musical compositions
c. Role of composer and lyricist
d. Role of performers (actors, actresses)
e. Role of the audience (students)
f. Sound and musical direction
g. Script / screenplay
h. Props, costumes, lighting
4. Divide the class into groups. Ask them these questions: Did you like
what you watched? Why or why not?
5. Have them explain their answers on a one whole sheet of bond paper.
Let each group report their answers in class.
D. Performance Activity 4:
Singing Songs from West Side Story

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1. The students mayopt to do this as an individual or group activity. Groups
will be divided into four.
2. Let the students listen to the songs Tonight, Maria, Somewhere, and
America from video or recordings of West Side Story.Ask them to draw
lots for the song to sing.
3. Have them sing and perform their song in class, with or without
accompaniment. They may also sing with the recordings.
4. Let those students who are not performing act as judges for the
performance evaluation.
5. Judges will have five placards, score cards, or paper sheets marked:
BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.
6. Judges will display a score card after evaluating the performance.
7. One student maybe assigned to tabulate the scores after the performance.
8. Select and announce the “Best Performance” award.
E. Performance Activity 5:
Live Concert or Recording or Music Video
Let the students choose the activity that they are interested in.
1. Class Concert – Live Performance
a. Group the students into four. The first two groups will do the class
concert.
b. Have thegroup leader assign each member to do anyofthe following:
singing, dancing, choreography, musical directing, playing an
instrument (either as accompaniment to the song or dance, or a solo
performance or as a band). They may use props and costumes, if
needed.
c. Let the groups perform in class their own original interpretation of
the songs from West Side Story.
2. Recording or Music Video: Individual or Group Activity
a. Have the remaining two groups choose their members.
b. Let them record the performance of their classmates using a cassette
recorder, or make a music video using a cellular phone, digital
camera, or video camera.

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c. Have them play the recorded performance or show the music video
to their classmates. The groups in the video or recording will choose
the “Best Performers.”
d. You will also rate the students’ performance based on the criteria
below.
e. Choose the “Best Video Presentation” based on creativity (50%)
and presentation (50%).
Evaluation of Performing Activities
Rating scale: 5 = Very Good 2 = Poor
4 = Good 1 = Needs Follow-up
3 = Fair
Rate scores are based on your performance quality.
1. How well did I perform the songs from West
Side Story? ____________
2 How well can I identify the different musical genres
based on instrumentation, text, and purpose? ____________
3. How well can I describe the characteristics of each
through listening to their melody, harmony, rhythm,
text, and mass appeal? ____________
4. How well did I participate in the performance of
the different activities? ____________
Teacher’s Rating of the Students’ Performance
1. Musicianship (60%)
a. compositional concepts presented ____________
b. musical elements ____________
c. technique ____________
2. Ensemble coordination (20%) ____________
3. Ensemble organization (20%) ____________

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VII. EVALUATION
1. What are the styles of 20th century classical music studied in this lesson?
2. Explain briefly how these styles have counterparts in the visual arts,
particularly in painting.
VIII. ENRICHMENTACTIVITIES / ASSIGNMENT
A. Let the students answer the following:
1. Which of the styles that you studied do you like best?
2. Explain your answer in essay form.
B. Encourage the students to search for the following video on YouTube and
to view it for additional inights on 20th century music:
Young People’s Concert: What is Impressionism
by Leonard Bernstein
They may also search for Bernstein’s other video lectures on music.

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QUARTER I
Sessions 6, 7, and 8
20TH CENTURY MUSICAL STYLES:
ELECTRONIC AND CHANCE MUSIC
I. SUBJECT MATTER
A. Topic: 20th Century Musical Styles: Electronic and Chance Music
Sub-topics : Electronic Music
Chance Music
Composers (Cage, Stockhausen, Varese)
B. Materials : DVD / CD recordings /video clips/ recordings from YouTube
or the internet of Electronic and Chance Music
CD/VCD/DVD/Karaoke players, computers, laptops,
netbooks, tablets, i pads, mobile phones, MP3/MP4 players
Pictures, slides, video clips of musical gadgets used
especially in Electronic Music
Sound makers like stones, rice, radios, horns, and
kitchen utensils
C. Reference: Music Grade 10 LM. Pages 25-30
II. LESSON PROPER
A. PRELIMINARYACTIVITY
1. Review: Let the students go over the concepts they have learned about
Impressionism, Expressionism, Modern Nationalism, Neo-Classicism
and Avant-Garde Music.
2. Motivation:
a. Hold a “Chance Music Experience.” Ask one student to simulate a
performance concert sitting in front of the piano, keyboard, singing
with amicrophone, just holding aguitar, or holding anyother musical
instrument for 3 minutes without playing these.

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b. Discuss the performance and get reactions and observations from
the class. What did they think? hear? see? feel? touch? smell?
c. Use the experience as a bridge to the topic of the lesson.
B. DEVELOPMENTALACTIVITY
1. Let the students listen attentively to CD recordings of Electronic and
Chance Music.
2. Ask them to define/describe each of the two musical styles introduced
in the recordings they listened to.
3. Discuss the history, characteristics, and operations of the two kinds of
musical styles.
4. Have the students experiment with sounds on materials theyhad brought
to class to create Chance Music. Divide the class into four or five groups,
each with a written plan of what to accomplish.
5. Perform this experiment with a live concert of the two musical styles in
the classroom.
6. Use new electronic equipment (if available) to listen to different sounds
from the instruments (Example: synthesizer, cassettetape recorder, DVD
player, karaoke, and others that you may think of).
C. INTEGRATION
1. Integrate the useof electronic equipment, if available, and other materials
that can produce sound as well as the use of modern technology gadgets
in Music with lessons in Physics, Vocational Education, and Technology
and Livelihood Education (TLE).
2. Show a picture of an action painting by Jackson Pollock and compare it
with chance music.
Infusion of values:Appreciation of the beauty of nature and the realization
of their contribution to the environment.
D. GENERALIZATION
The modern musical tradition experimented with new sounds in classical
music through such styles as Electronic Music and Chance Music. Through
this experimentation, the novelty of sounds emanating from sources other
than the traditional musical instruments played a major role in the
compositions being created.

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III. WHAT TO KNOW
Have the students answer thed following:
1. Who was the French composer known as the “Father of Electronic Music?
2. What are some of the new musical approaches of Cage?
3. What is meant by musique concrete used by Stockhausen?
4. Give an example of a musical work by Varese, Stockhausen, and Cage.
Write your answers on the blanks below.
Composer Musical Work
Varese ___________________________
Stockhausen ___________________________
Cage ___________________________
IV. WHAT TO PROCESS
Listening Activity: Works of 20th Century Composers
1. Play excerpts of any (one) of the following musical examples:
Cage – 4’33"; Metamorphosis, for piano; Five Songs,
for contralto soloist and piano; Music for Wind
Instruments, for wind quintet
Stockhausen – Etude, Electronic STUDIES I and II, Gesang der
Junglinge, Kontakte, Momente, Hymnen
Varese – Hyperprism for wind and percussion,
Octandre for seven wind instruments and double bass,
Intégrales for wind and percussion,
Ionisation for 13 percussion players
2. Have the students listen carefully to each excerpt and be able to recognize
the distinct musical style of each composer.
3. Let them choose a composition that theylike, and then write a short reaction
paper on the composition and the profile of the composer.

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4. Have them submit this on one whole sheet of bond paper during the next
meeting. At random, choose students to read their reactions in class.
V. WHAT TO UNDERSTAND
Name the Composer, Title of the Music, Musical Style, and Description
1. After the Listening Activity, prepare selected excerpts of compositions by
Stockhausen, Cage, and Varese.
2. Divide the class into four teams, with each team forming a line.
3. As you play a few measures of the first excerpt, have the first student in
each line goes to the board and writes the name of the composer.The second
student will write the title of the music. The third student will write the
musical style. Then, the fourth student will write a description of the music
in one phrase.
4. The team that writes the correct answers first, scores four (4) points.
5. The same procedure goes on until all the students in the line have had their
turn.
6. Assign one student to be the scorer. The team with the highest score is
the winner. In case of a tie, the first team to finish is the winner.
7. The scorer will announce the winners and then ask them this question:
What was the most significant thing that you have learned from this activity?
VI. WHAT TO PERFORM
A. Activity 1:
Experimentation with the Sounds of 20th Century Music Systems
Let the students do the following activity:
1. Chance Music – Put small items inside a bag. Include coins, pens, pins,
small bells, and other articles with percussive sounds. Pour the bag’s
contents on a hard surface. Then, using a cellphone or other available
device, record the sounds that are produced.

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Put the items back in the bag. Then unload the same, while once again
recording the sounds being produced. Note the changes between the
two sets of sounds recorded.
2. Electronic Music – Create short electronic music pieces using your
knowledge of 20th century musical styles.
B. Performance Activity 2:
Original Chance and Electronic Music
Have the students do the following:
Rate scores are based on the elements of music such as rhythm, melodic
appeal, harmony and texture, tempo and dynamics, timbre, and overall
musical structure
BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.
.
1. The class will be divided into four groups.
2. Each group will create an original five-minute performance of Chance
Music and Electronic Music (if available) to be performed in class.
3. Those who are not performing will act as judges for the performance
evaluation.
4. Judges will have five placards, score cards, or paper sheets marked:
BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP. They will
display these score card after evaluating each performance.
5. One student maybe assigned to tabulate the scores after the performance.
6. Announce the “Best Performance” award.
7. Have the students answer this question: What was the role of the
audience in the performance of Chance Music? Explain your answers.
C. Performance Activity 3: Group Activity
Video Clips
1. Divide the class into four groups by counting off from 1 to 4.

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2. Let each group create and explore other arts (multi- media) that portray
20th century musical styles (Chance and Electronic Music) through a
10-minute video or MTV using their digital cameras or mobile phones.
3. They may use the internet as reference for their video clips.
4. Let them show and discuss their video works in class.
Watching Live / TV Performances
1. Ask the students to watch live performances of musical concerts on
Chance and Electronic Music, if available in their area; or to watch live
concerts recorded on TV or the internet.
2. Let the group leaders choose two or three of their members as
videographers for each group. Have them record and make a 10-minute
audio video presentation, while the other group members re-enact what
they have seen on live concerts and on TV.
3. Have them show and discuss their video works in class.
4. Choose the “Best Video Award” using the criteria: Creativity (50%)
and Presentation (50%).
Evaluation Activity: “Drawing Lots”
1. After the different performing activities, prepare a box containing slips of
paper with the names of Cage, Stockhausen, and Varese.
2. Divide the class into four groups. Let each group choose four representatives
who will be assigned as contestants.
3. Let each contestant draw out a composer’s name from the box and say
three sentences about his compositional technique or musical style, his major
contribution to modern music, and one work that shows his compositional
style.
4. Let the rest of the groups evaluate each contestant’s answer by flashing a
card or paper marked “CORRECT” or “WRONG.” Each correct answer
earns a point.
5. The group with the highest number of points wins the contest.

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Evaluation of Performing Activities
Have the students rate themselves based on their performance quality.
Rating scale: 5 = Very Good 2 = Poor
4 = Good 1 = Needs Follow-up
3 = Fair
1. How well did I perform chance and electronic music? ____________
2 How well can I identify the different musical genres
based on instrumentation, text, and purpose? ___________
3. How well can I describe the characteristics of each
through listening to their melody, harmony, rhythm,
text, and mass appeal? ____________
4. How well did I participate in the performance of
the different activities? ____________
Teacher’s Rating of the Students’ Performance
1. Musicianship (60%)
a. compositional concepts presented ____________
b. musical elements ____________
c. technique ____________
2. Ensemble coordination (20%) ____________
3. Ensemble organization (20%) ____________
VIII. ENRICHMENT ACTIVITY / ASSIGNMENT
Have the students view this video which is available on the BBC and YouTube
websites:
BBC’s The Story of Music: Age of Rebellion and The Popular Age
by Howard Goodall

20th Century Music Styles Explained

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