SAINT PEDRO POVEDA COLLEGE High School Department S.Y.

2013 2014 Music IV Western Music (Romantic to 20th Century Style Music) Topic Plan No. 1 Early Romantic Period
Time Frame: 6 Weeks (June July) Crisostomo D. Aguda Jr. STANDARDS Listen and analyze aural examples of varied repertoire of music representing diverse genres and cultures by describing the uses of all elements of music and its expressive devices Listen, identify, and explain compositional devices and techniques used in musical works and make use of similar devices in their own compositions Listen and analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive Compare and contrast ways in which music materials are used in varied musical forms, styles and period Compare the characteristics of two or more arts within a particular historical period or style and cite some examples CONTENT BENCHMARK PERFORMANCE TASK ENDURING ESSENTIAL KNOWLEDGE SKILLS TOPICS AND UNDERSTANDING QUESTIONS At the end of the session, the students OTHER EVIDENCES should... Student will understand that: music of the Romantic Period was typified by a personal expression of emotion and imagination.
Romantic artists approached the arts with extreme subjectivity, vividly expressing their most intimate thoughts and personal experiences.

Teacher:

Transition from Classical Music to Romantic Era

Ludwig Van Beethoven

know: Is emotion important in music? 1. influence of Beethoven in the development of Romantic Music

be able to: 1. correlates the distinguishing characteristics of representative music from Romantic period in relation to history and culture. 2. analyze an example of music from the Renaissance and describe how the elements are used. 3. draw/paint

Music of the Early Romantic Period

Historical Background Characteristics

2. characteristics of Romantic Arts and Music

PERFORMANCE TASK: 1. During midsession, the students will draw the characteristics of Romantic art. Students need to explain why their work can be considered as an example of Romantic art. PERFORMANCE TASK: 2. At the end of the session, each student will sing Wiegenlied by Johannes Brahms. FOR

of Arts

Romantic

3. styles of early Romantic composers

using the ideals of Romantic Arts and Music 4. sing accurately alone and/or with others representative examples of songs of the Romantic period

Characteristics of Early Romantic Music

EVALUATION refer to attached rubric for individual singing.

Integration (Values/Content/Activities)

VALUES Excellence and Creativity singing song from different period/era Integrity originality and citing the sources of all journal entries Responsive Freedom all journal entries will be checked on the end of each trimester and students are given freedom to do all journal activities anytime they want as long as theyre able to submit all requirements complete and on-time SKILLS Research understanding the importance of citing resource to avoid plagiarism and other related violations Music Appreciation understanding and appreciating the difference of each music

Materials/References: Books/Magazines/ Pamphlets: Burkholder, Peter, Donald Jay Grout, Claude Palisca. A History of Western Music. 8th edition. W.W. Norton & Company. 2010. Ferris, Jean. Music the art of Listening. 7th edition. McGraw Hill. 2008. Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988. Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008. Afable, Vanessa. Keyboard-playing Made Easy. Saint Pedro Poveda College. 2013

Audio and Video: Wiegenlied (Johannes Brahms) Pathetique Sonata no. 8 (Ludwig Van Beethoven) Beethoven, Liszt, Chopin, Schubert and Mendelssohns Music from 10 Greatest Composer CD

Remarks: _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ __.

SAINT PEDRO POVEDA COLLEGE High School Department S.Y. 2011 2012 Music IV Western Music Literature (Romantic to 20th Century Style Music) Topic Plan No. 2 Scales, Key Signature, Intervals and Triads/Chords
Time Frame: 4 Weeks (August) Crisostomo D. Aguda Jr. STANDARDS Read and write scales in various tonality and basic chord progressions in piano Listen, identify, and explain compositional devices and techniques used in musical works and make use of similar devices in their own compositions Listen and analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive Evaluate personal participation in music classes or performances CONTENT BENCHMARK PERFORMANCE TASK ENDURING ESSENTIAL KNOWLEDGE SKILLS TOPICS AND UNDERSTANDING QUESTIONS At the end of the session, the students OTHER EVIDENCES should... Students will understand that: different chord progressions are important tools in enhancing ones composition. musicianship is developed through discriminative listening, singing and know: be able to: PERFORMANCE TASK: At the end of the session, students will take an individual test on musical analysis. Each student will be given 5 minutes to finish the activity card assigned to her which consists of the following: Key signature (1) Harmonic Intervals Teacher:

Elements of Music
Review on Scales and Key Signatures Harmonic Intervals Chord Construction

scales and key 1. analyze an What makes 1. signatures example of music music a pleasure from the to listen to? Renaissance and describe how the elements are used. Why is it difference 2. apply harmonic important to 2. between melodic intervals in listen actively to and harmonic constructing music? intervals different kinds of

comprehensive analysis.

triads and chords 3. how to construction triads and chords 3. differentiate the triads/chords by listening and analyzing

(3) Harmonic Analysis (1) Chord Construction (2)

Integration (Values/Content/Activities)

VALUES Excellence and individualism activities in class encounter are all in groups but performing the performance task should be done individually Integrity originality and citing the sources of all journal entries Responsive Freedom all journal entries will be checked on the end of each trimester and students are given freedom to do all journal activities anytime they want as long as theyre able to submit all requirements complete and on-time SKILLS Research understanding the importance of citing resource to avoid plagiarism and other related violations Music Appreciation understanding and appreciating the difference of each music ACTIVITIES: Buwan ng Wika integration of Filipino and Music Area during Buwan ng Wika through activities such as Kundiman Singing, etc.

Materials/References:

Books/Magazines/ Pamphlets: Baker, Kenneth. The Complete Keyboard Player . Omnibus Press. 1997. Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988. Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007. Afable, Vanessa. Keyboard-playing Made Easy. Saint Pedro Poveda College. 2013

Activity Materials Nikolai Rimsky-Korsakov http://www.classicsforkids.com/activitysheets/April2011.pdf

Remarks: _____________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________ _.

SAINT PEDRO POVEDA COLLEGE High School Department S.Y. 2012 2013 Music IV Western Music Literature (Romantic to 20th Century Style Music) Topic Plan No. 3 Nationalism and the Late Romantic Composers
Time Frame: 4 Weeks (July September) Crisostomo D. Aguda Jr. STANDARDS Listen and analyze aural examples of varied repertoire of music representing diverse genres and cultures by describing the uses of all elements of music and its expressive devices Listen, analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive Compose a short melodies unaccompanied within the specific guideline in style, meter and tonality PERFORMANCE CONTENT BENCHMARK ENDURING TASK KNOWLEDGE SKILLS ESSENTIAL TOPICS UNDERSTANDI LEARNING PLAN AND QUESTIONS At the end of the session, NG OTHER the students should... EVIDENCES Late Romantic Composer s
Richard Wagner Peter Illyich Tchaikovsky

Teacher:

Students will understand that: composing music is one way of showing nationalism, but to

know: What does it mean to be nationalistic?

to able to:

1. composers of 1. enumerate the late the Romantic distinctive Period differences between 2. basic chord Early and How can we progressions Late show Romantic nationalism in

PERFORMANCE TASK: At the end of the session, Motivation students will Review let students submit the lyrics review the composers of of their graduation Early Romantic Period song with the theme, Lord you Discussion & Lecture are the Way, the PowerPoint Presentation: Truth and the Style of late Romantic DAY 1

 Russian Five Mily Balakirev, Cesar Cui, Alexander Borodin, Nikolai RimskyKorsakov & Modest Mussorgsky Johannes Brahms Other Late Romantic Composers Edvarg Grieg, Jean Sibelius, Bedrich Smetana & Antonin Dvorak

reinforce the true meaning of nationalism in music, proper words should be incorporated on the lyrics. Romantic artists approached the arts with extreme subjectivity, vividly expressing their most intimate thoughts and personal experiences.

music? Is it possible?

3. elements of song-writing

Music

What is the importance of knowing/study ing the composers of different music eras?

2. identify whether a music is in Romantic style or not 3. create different harmonic progressions in a given melody

Music Life, following Nationalism as the main the rubrics given. theme in Late Romantic Music OTHER Composers of Late EVIDENCES: Romantic Music: Active class 1. Richard Wagner participation 2. Peter Illych Tchaikovsky 3. Johannes Brahms 4. Russian Five - Mily
Balakirev, Cesar Cui, Alexander Borodin, Nikolai RimskyKorsakov & Modest Mussorgsky

5. Other Late Romantic

Composers Edvarg Grieg, Jean Sibelius, Bedrich Smetana & Antonin Dvorak

Keyboard II
Chord Progression

Song Writing Tools

Elements of Lyrics and Melody

composition facilitates the communicatio n of ideas and emotions.

How can composition be used to communicate emotions and ideas?

Click and Think Game Students play a game by clicking the name of the composer on the board and explaining in their own words the meaning of the quotation inside. Valuing: How does history affect music or vice-versa? DAY 2 Motivation Quiz no. 2 on Late Romantic Composers Group Activity Two groups will be assigned in each of the following activities: 1. How can you promote

Quiz output

Group work output

nationalism in Philippine music? 2. Create a poster that shows nationalism in music 3. Create a poem (two stanzas with four lines each) about nationalism in music 4. Create an acrostic on how to promote nationalism in music using the last name of any Romantic composers.

Answers to the abovementioned activities should be in Filipino as part of the celebration of Buwan ng Wika. Rubrics will be given as the basis for their presentation.

Group performance

Group Presentation Let the groups present their finished output. Valuing: Why is nationalism important? How can nationalism be shown in music?

DAY 3 Motivation Review common progressions

Active class participation

Give

some chord

Discussions & Lectures : Triad/Chord How to construct a chord

Homework output

Different chord progressions i.e conventional four chord Elements of lyrics and melody Parts of a song Song structure

Homework : Group Work divide the class into 8 groups. Students write the lyrics for the graduation song-writing with the theme, Lord, You are the Way, the Truth and the Life. Valuing: What are the values you have learned today? DAY 4 Song-Writing Activity Finalize the lyrics of their graduation song Compose the melody of the chorus part of their song Present the lyrics in class Class evaluation and critiquing based on the characteristics of a song with good lyrics. Valuing: How was your experience in writing the lyrics of a song? Integration (Values/Content/Activities)

Lyrics writing Creative Output melody making

VALUES Integrity writing an original song

Excellence and Creativity music composition SKILLS Life Skills composition is not just an ordinary talent but it can may become your future career ACTIVITIES Buwan ng Wika answering the given activities on nationalism for Day 2 using the Filipino language

Materials/References:

Books/Magazines/ Pamphlets: Baker, Kenneth. The Complete Keyboard Player . Omnibus Press. 1997. Burkholder, Peter, Donald Jay Grout, Claude Palisca. A History of Western Music. 8th edition. W.W. Norton & Company. 2010. Ferris, Jean. Music the Art of Listening. 7th edition. McGraw Hill. 2008. Hoffer, Charles R. The Understanding of Music. 5th edition. Wadsworth Publishing Co. 1985. Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988. Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008. Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007. Willoughby, David. The World of Music. 4th edition. McGraw Hill. 1996.

Audio/Video: Morning Mood from Peer Gynt (Edvard Grieg) Hungarian Dance no. 5 (Johannes Brahms)

Remarks: _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ ___.

SAINT PEDRO POVEDA COLLEGE High School Department S.Y. 2012 2013 Music IV Western Music Literature (Romantic to 20th Century Style Music) Topic Plan No. 4 Song-writing Techniques
Time Frame: 5 Weeks (October - December) Crisostomo D. Aguda Jr. STANDARDS Listen, identify, and explain compositional devices and techniques used in musical works and make use of similar devices in their own compositions Listen and analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive Perform in groups, blending vocal and instrumental timbres, responding to the cues of the conductor/teacher/student-leader Compose songs within specific guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension, release and balance Use specific criteria for informed, critical evaluations of the quality and effectiveness of performances, compositions and arrangements Evaluate personal participation in music classes or performances PERFORMANCE CONTENT BENCHMARK ENDURING TASK KNOWLEDGE SKILLS ESSENTIAL TOPICS UNDERSTANDI LEARNING PLAN AND QUESTIONS At the end of the session, NG OTHER the students should... EVIDENCES Students will understand that: original compositions are grounded by prior technical knowledge in music and personal experiences. composing can help people work together and know: Why do people have different interpretation s of different musical pieces? 1. elements of lyrics and melody 2. song structure and form 3. advanced harmony What are some of the advantages of composing to able to: 1. write lyrics with different parts 2. analyze lyric and melodic structure of music through singing 3. apply correct harmonic PERFORMANCE TASK: 1. Students will Motivation submit the Review students review checked the parts of a song and composition of elements of lyrics and their graduation melody. song with the theme, Lord you Discussion & Lecture are the Way, the PowerPoint Presentation: Truth and the song structure Life. different kinds of song structures and form OTHER EVIDENCES: Song analysis Active class Students will listen to participation DAY 1 Teacher:

Songwriting
Review on the parts of a song and elements of lyrics and melody Analysis of song structure Applied harmony and seventh chord Graduation

song-writing competition

learn to respect and appreciate the works of others. different chord progressions are important tools in enhancing ones composition. musicianship is developed through discriminative listening, singing and comprehensiv e analysis.

music with other people?

progressions in their composition s

What makes music a pleasure to listen to?

examples of songs, and analyze them according to: 1. parts of a song 2. form of a song Quiz no. 1 on parts and forms of a song Homework Song analysis search for one pop song composed between 1980 2000. Write the lyrics on a short bond paper and include the following information: title, composer, parts, form and structure of the song and short description of what the song is all about. Valuing: Why is it important to know the different forms of music? DAY 2 Motivation Review students review the song structure and forms Discussion & Lecture PowerPoint Presentation: Solar Harmony Nashville system and the traditional chord system different kinds of advance chord progressions Group Activity Let the group analyze the chord progressions of the different examples of music played and shown.

Song analysis

Quiz output Homework output

Why is it important to listen actively to music?

Active class participation

Active class participation

Group performance

 Song-writing activity Using the different advanced chord progressions discussed in class, analyze the chord progressions used in their graduation composition. Valuing: How can chord progressions affect the musicality of a composition? DAY 3 Motivation Quiz no. 2 on chords and Nashville system Discussion & Lecture PowerPoint Presentation: Introduction to seventh chords Functions and uses of seventh chords Construction of different seventh chords Group Activity After finalizing the harmony of the graduation compositions during previous encounter, let the groups enhance the chord progressions of their work using the seventh chord. Each group will present the new chord progressions. Homework : Using the same song that students have chosen

Active class participation

Quiz output

Active class participation

Group work output

Homework output

during their previous homework, let them identify the chord progressions used using the traditional chord system and Nashville number system. Valuing: In life, is it important for us to enhance things from simple to complex just like from simple triad to complete seventh chords? Why? Why not? DAY 4 Motivation AVP Presentation let students watch an audiovisual presentation about graduation song-writing contest.

Active class participation

PERFORMANCE TASK: 2. At the end of the session, students will Song-writing competition perform/present Each section of the the class final graduating class of 2012graduation 2013 will present the final composition in a composition after their competition progressive discussion format following about song-writing. the rubrics given. With the theme, Lord, you are the Way, the Truth and the Life, each section will compete for the best composition that will be used for their graduation. The competition will be judged by 3 respected people in the field of music education. They will be evaluated using the

following criteria (see attached rubrics): 1. Originality and Creativity 2. Lyrical Organization 3. Melody and Harmony 4. Musicality and Instrumental Arrangement 5. Over-all Performance Valuing: How was the experience in composing and performing your graduation song?

Written evaluation Self-evaluation of the graduation song Group evaluation on participation

Integration (Values/Content/Activities) VALUES Integrity writing an original song composition Excellence and Creativity graduation song music composition

SKILLS Life Skills music analysis and composition is not just an ordinary talent but it can may become your future career

ACTIVITIES ICT Subject integration the song-writing contest will be integrated to ICT subject in which each class is going to create a MUSIC VIDEO of their graduation song. Materials/References: Books/Magazines/ Pamphlets: Baker, Kenneth. The Complete Keyboard Player . Omnibus Press. 1997. Burkholder, Peter, Donald Jay Grout, Claude Palisca. A History of Western Music. 8th edition. W.W. Norton & Company. 2010. Ferris, Jean. Music the Art of Listening. 7th edition. McGraw Hill. 2008. Hoffer, Charles R. The Understanding of Music. 5th edition. Wadsworth Publishing Co. 1985. Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988. Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008. Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007. Willoughby, David. The World of Music. 4th edition. McGraw Hill. 1996.

Audio/Video:

We are one (Allen Pote) We are the world (Michael Jackson) Someone like you and Rolling in the deep (Adele) Soundtracks from Glee (Glee Artists) Let it be (Beatles) Remarks: _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ ___.

SAINT PEDRO POVEDA COLLEGE High School Department S.Y. 2012 2013 Music IV Western Music Literature (Romantic to 20th Century Style Music) Topic Plan No. 5 Program, Absolute, and Nationalistic Music
Time Frame: 3 Weeks (January - February) Crisostomo D. Aguda Jr. STANDARDS Listen and analyze aural examples of varied repertoire of music representing diverse genres and cultures by describing the uses of all elements of music and its expressive devices Listen, analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive Interpret a particular style of music through actions and interpretative movements PERFORMANCE CONTENT BENCHMARK ENDURING TASK KNOWLEDGE SKILLS ESSENTIAL TOPICS UNDERSTANDI LEARNING PLAN AND QUESTIONS At the end of the session, NG OTHER the students should... EVIDENCES
Program

Teacher:

and Absolute Music

Difference between Program and Absolute Music Nationalis

Students will understand that: the aim of program music is expression more than mere description. through nationalism, music can glorify love for ones national heritage.

know: What makes program music special? 1. program and absolute music

be able to: 1. differentiate program and absolute music

tic Music
Characterist ics Composers

Why is it important to show our nationalistic feelings in music?

2. characteristi cs of 2. interpret a nationalistic program music music using their skills in 3. famous listening composers and analysis of Nationalistic 3. analyze music different examples of Nationalistic music

PERFORMANCE TASK: 1. Each group will create a Motivation short video Reminders about their presentation graduation song-writing showing their contest: interpretation to 1. Criteria assigned program 2. Important dates music through 3. Recording acting (without 4. AVP Materials lines/voice). To be submitted before Discussion & Lecture the 3rd Trimestral PowerPoint Presentation: Examination. Program and Absolute Music OTHER EVIDENCES: Differentiating Program Active class and Absolute music participation through song analysis Song analysis Students will listen to DAY 1 examples of songs, and

analyze them whether it is a program or absolute music Performance Task each group will select one program music and create a short act on how they will interpret the music. The students will submit their activity in a video format a week before the 3rd trimestral examination. Valuing: Is music to emotions? program music? DAY 2 Motivation Review difference between program and absolute music Discussion & Lecture PowerPoint Presentation: Nationalistic music Characteristic of nationalistic music Group Activity Six groups will be assigned to do the following activities for next meeting: 1. How can you promote nationalism in Philippine music? 2. Create a poster that shows nationalism in music 3. Create a poem (two it necessary for evoke specific Why is there a and absolute

Performance task/ group performance

Active class participation

Group performance

stanzas with four lines each) about nationalism in music Valuing: Is it necessary for a composer to apply nationalism in music? Aside from composing nationalistic song, how can you show nationalism through music? DAY 3

Motivation Quiz no. 1 on program and absolute music and nationalistic music Group presentation Activity

Group performance Active class participation

Discussion & Lecture PowerPoint Presentation: Composers of Nationalistic music Listening Activity New World Symphony Antonin Dvorak Finlandia Jean Sibelius Die Walkure Richard Wagner

QUESTION what did you feel while listening to the music? How did the composer show their nationalism in their composition?

Valuing: What is your ideal music? What are your

grounds for an ideal music? Is it fair to say that a particular music is the best among the rest? Integration (Values/Content/Activities) VALUES Love patronizing Filipino music Excellence and Creativity interpretation of music through acting

ACTIVITY National Arts Month presentation of projects this school year

Materials/References: Books/Magazines/ Pamphlets: Baker, Kenneth. The Complete Keyboard Player . Omnibus Press. 1997. Burkholder, Peter, Donald Jay Grout, Claude Palisca. A History of Western Music. 8th edition. W.W. Norton & Company. 2010. Ferris, Jean. Music the Art of Listening. 7th edition. McGraw Hill. 2008. Hoffer, Charles R. The Understanding of Music. 5th edition. Wadsworth Publishing Co. 1985. Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988. Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008. Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007. Willoughby, David. The World of Music. 4th edition. McGraw Hill. 1996.

Audio/Video: Die Moldau (Bedrich Smetana) Finlandia (Jean Sibelius) New World Symphony (Antonin Dvorak) Die Walkure (Richard Wagver) Mayon Fantasie (Francisco Buencamino)

Remarks: _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________ ___.