Beruflich Dokumente
Kultur Dokumente
Enduring Understanding
Music during the Middle Ages is characterized by the commencing of
musical notation, Gregorian chants as well as secular music.
Medieval music was both sacred and secular.
Reading and notating music are essential to music literacy.
Essential Questions
How did the Gregorian chant affect the sacred music of the
medieval?
Why was there a need to notate the compositions?
What makes sacred music different from secular music?
Week
Content
Standards
Intended Learning
Outcomes
Values /Attitude
1-3
The learner
demonstrates
understanding of
characteristic
features of the
Medieval period
Singing of a chant
adhering to its
proper intonation,
rhythm, expression
and style
Establish a clear
concept of the
prominent features
of a medieval
composition.
Simplicity
Honesty
Composing a chant
observing the rhythm
and intonation of the
medieval music.
Explains the
performance
practice (setting,
composition, role of
composers/performe
rs and audience)
during the period.
Essential Learning
Declarative
Functional
Knowledge
Knowledge
MUSIC OF THE
MEDIEVAL PERIOD
a. Historical and
cultural background
b. Gregorian chants
c. Troubador music
d. Composer
Adam de la Halle
Dramatizing any
important historical
event that could have
influenced the music
of the period
Suggested
Teaching/
Learning
Activities (TLAs)
Class singing
Music listening
Lecture
Demonstration
Role Playing
Situational
analysis
Slideshow of
pictures
Assessment
Tasks (ATs)
Word Maze
Dramatization
First Quarter
Enduring Understanding
The political, economic and religious events
in the Renaissance period led to major
changes in the musical characteristic of
compositions, methods of disseminating
music, new musical genres and the
development of musical instruments.
Renaissance music was defined by the
Renaissance mass, motets, polyphonic
pieces and the Madrigals.
Essential Questions
How did the Renaissance men promote
humanism to the world?
What does it mean for music to be
polyphonic in the Renaissance time period?
Why was vocal music more prominent than
instrument-playing during the Renaissance?
We
ek
Content
Standards
Intended
Learning
Outcomes
4-5
The learner
demonstrat
es
understandi
ng of the
foremost
distinctiven
ess of the
renaissance
period.
Essential Learning
Declarative
Functional
Knowledge
Knowledge
MUSIC OF THE
RENNAISANCE
PERIOD
1400-1600
a) Historical
and cultural
Listening
discerningly
to the
stylistic
features of
secular and
sacred music
background;
b) Mass
c)
Madrigal/Mote
t
d) Polyphony
Singing
polyphonic
compositions
with accurate
tone, rhythm,
expression
Confirm
correlation
of
Renaissanc
e music to
its historical
and cultural
background
Show
contrast
and
resemblanc
e of a
Values
/Attitude
Simplicity
Aural
sensitivity
Self
discipline
Suggested
Teaching/
Learning
Activities
(TLAs)
Assessm
ent Tasks
(ATs)
Class
Singing
Paper
and pen
test
Note
reading
Song
completio
n
Music
listening
Focused
Listing
Giving
Caption to
a Picture
Video
Group
singing
Polyphoni
c way of
singing
e) Composers
Giovanni
da Palestrina
Thomas
Morley
HARMONY
a) Reading of
notes in the
key of C
b) Interval
and style
Solfege or
sing the notes
of selected
renaissance
songs.
Playing simple
accompanime
nt to any
renaissance
song.
madrigal to
a modernday love
song.
Critique the
musical
developme
nt of the
renaissance
mass in
comparison
to the
present
Catholic
mass.
Explains
the
performanc
e practice
(setting,
composition
, role of
composers/
performers
and
audience)
during the
period.
Show
competenc
e in
labelling
notes in the
key of C
and
Clips
PowerPoint
Interactive
Lecturing
Brain
storming
Round
song
A
cappella
identifying
their
intervals.
First Quarter
Enduring Understanding
Musical forms like cantata, suite, concerto, fugue, opera
and oratorio marked the Baroque music.
Essential Questions
What was it like to attend a concerto in the Baroque era?
What are the characteristics of Baroque music?
What musical forms came to define the Baroque era?
Week
Intended
Learning
Outcomes
Content
Standards
Essential Learning
Declarative
Functional
Knowledge
Knowledge
Values
/Attitude
Suggested
Teaching/
Learning
Activities
(TLAs)
Assessment
Tasks (ATs)
6-8
The learner
demonstrates
understanding
of characteristic
features and
composers of
the Baroque
period.
Music of the
Baroque period
(1685-1750)
a) Historical and
cultural
background
Singing accurately
the notes of
Bachs Minuet in
G.
Analyzing the
basic elements of
music in Baroque
compositions.
b) Concerto Grossothrough music
c) Fugue
listening
d) Oratorio and chorale
e) Composers
Johann Sebastian
Bach
George Friedrich
Handel
Shows a
connection of the
historical
background of
the baroque
period with the
present times.
Recognizes
renowned
compositions of
Freiderich Handel
and Johann
Sebastian Bach.
Assesses the
musical strength
of a Baroque
composer based
on his life story.
Explains the
performance
practice (setting,
Simplicity
Honesty
Solfeggio
Class Singing
Music
Listening
Word
Association
Situational
Analysis
PowerPoint
Interactive
lecturing
It Looks Like
This
Choose from
the Daily
Dozen
Paper and
pen test
Comparing
& Justifying
Reading of
notes
Solfeggiosinging of
notes
composition, role
of
composers/perfor
mers and
audience) during
the period.
Explores other
arts and media
that portray
Baroque
elements.
Judgment
Question
Self-Analysis
Second Quarter
Enduring Understanding
Wolfgang Amadeus Mozart, Franz Joseph Hayden and Ludwig van
Beethoven dominated the music industry of the Classical period.
Classical music is comprised of sonatas, requiems, chorales as well
as symphonies.
Essential Questions
How complex was Beethovens compositions?
Why are we still using classical pieces? Does this mean that
contemporary musicians cannot produce this kind of music
nowadays?
Why was Beethoven included in this period when in fact his music
did not conform to the standards of classical music?
Week
Intended Learning
Outcomes
Content
Standards
Essential Learning
Declarative
Functional
Knowledge
Knowledge
Values
/Attitude
Suggested
Teaching/
Learning
Activities (TLAs)
Assessment
Tasks (ATs)
1-4
The learner
demonstrates
understanding of
characteristic
features and
composers of the
Classical period.
1. Classical Period
(1750-1820)
a) Historical and
cultural
background;
b) Sonata, sonata
allegro
form, concerto,
symphony;
c) Composers:
Franz Josef Haydn,
Singing accurately
the notes of Ode to
Joy.
Simplicity
Solfeggio
Honesty
Class Singing
Film viewing
Explains the
performance practice
(setting, composition,
role of
composers/performers
and audience) during
Word
Association
Situational
Analysis
Wolfgang
Amadeus
Mozart, and
Ludwig van
Beethoven
the period.
Explores other arts and
media that portray
Classical elements.
Relates Classical music
to its historical and
cultural background.
Analyze the musical
forms of the Classical
period based on the
different elements of
music.
Compare the
compositions of Mozart,
Hayden and Beethoven
centered on the musical
features of the period.
PowerPoint
Interactive
lecturing
Judgment
Question
Second Quarter
Enduring Understanding
Music Therapy is a health profession in which music is used as a
main tool in addressing the clients.
Creating, singing, moving to, or listening to music are essential tools
in music therapy.
Essential Questions
Why is classical music considered as an appropriate material for
therapy?
How does music work in therapy sessions?
What are the credentials for one to become a music therapist?
Week
Content
Standards
Intended Learning
Outcomes
Values /Attitude
Suggested
Teaching/
Learning
Activities (TLAs)
4-5
The learner
demonstrates
understanding of
the psychological
and physiological
effect of classical
music.
Honesty
Responsibility
Accountability
Draw the
feeling!
Essential Learning
Declarative
Functional
Knowledge
Knowledge
Music Therapy
a)Background
b)Music therapist &
client
c) Methods utilized
during the sessions
*Appropriate music
for therapy
Music Listening
Brainstorming
Storytelling
Assessment
Tasks (ATs)
Music Therapy
-Drawing and
explaining
ones
emotions while
listening to a
classical piece
of music
(Work of the
students are
confidential)
Present music as an
effective tool for
relaxation.
Second Quarter
Enduring Understanding
The guitar is a handy instrument that provides an instant access to
playing music, enhances musical ear-sensitivity, strengthens reading
music and promotes self-discipline.
Guitar is played by strumming and plucking.
Notes and chords are played on the guitar.
Essential Questions
How would you identify a major from a minor chord just by listening
to their respective sounds on the guitar?
Why do guitar-teachers discouraged guitar students from looking at
the frets all the time while playing?
Why is harmony a prominent element of music that is very evident in
guitar playing?
Week
Intended Learning
Outcomes
Content
Standards
Essential Learning
Declarative
Functional
Knowledge
Knowledge
Values
/Attitude
Suggested
Teaching/
Learning Activities
(TLAs)
Assessment
Tasks (ATs)
6-8
The learner
demonstrates
understanding the
fundamentals of
guitar playing and
the harmony that
can be created
with it.
Basics of Guitar
Playing
a) Guitar and its
parts
b) Proper posture
c) Essential terms
and symbols
d) Strumming &
plucking
Perform strumming
patterns as routine
exercises for finger
dexterity.
Stewardship
Show a
comprehensible
relationship between
strings, frets and
chords.
Patience
Responsibilit
y
Instrument
Playing
Practical test
Instrument
playing
Video Clips
Slideshow of
Pictures
Evaluation of
activity
Pen &paper
test
Identification of
parts
Function of
e) Harmony
* Major and minor
chords (C, D, G, A
,Am,Dm,Em)
* Notation and
playing
signature.
Demonstrate
awareness on the
basic protection of
the guitar and
maintenance of
tuning.
Use of community
resources- guest
guitarist to
perform in the
music classes
Show a clear
concept of harmony
through the playing
of major and minor
chords.
Third Quarter
Enduring Understanding
A Romantic composition is a musical interpretation of poems, mood,
atmosphere and imagery.
An art song may either be through-composed or strophic in form.
Week
Content
Standards
1-3
The learner
demonstrates
understanding of
Essential Learning
Declarative
Functional
Knowledge
Knowledge
Listening keenly to
selected art songs of
the Romantic period.
parts
Distinguishing
major from
minor chords
Construction of
major and
minor chords
through
notation
Essential Questions
What are the possible forms of an art song?
How did the composers empower vocal music in the Romantic
period?
Why do people of this generation still patronize the art song?
Intended Learning
Outcomes
Depicts musical
elements of given
vocal Romantic period
Values
/Attitude
Suggested
Teaching/
Learning
Activities (TLAs)
Hospitality
Brainstorming
Share with
Questioning
Assessment
Tasks (ATs)
characteristic
features of the
vocal music of the
Romantic period.
a) Art song
b) Composers:
Robert Schumann,
Richard Wagner
Franz Schubert
others
Jumbled letters
Name that Tune!
Music Listening
Identification of
voice type
Summary
Paragraph
Group singing
Solfeggio
Gratitude
Identifies prominent
vocal compositions of
the Romantic
composers.
Humility
Analyzes technically
the art songs of the
romantic period.
Music Listening
Song Arranging
Third Quarter
Enduring Understanding
A theatrical play is composed of a technical and creative team.
Music, dance and libretto define a theatrical play.
Essential Questions
What are the components of a theatrical play?
How crucial is an audition when starting a play?
How different is a libretto compared to an ordinary script.
Week
Content
Standards
Intended Learning
Outcomes
4-8
The learner
demonstrates
Essential Learning
Declarative
Functional
Knowledge
Knowledge
1. Theatrical Play
a) Proper singing
Composes short
vocal and
Values
/Attitude
Share with
others
Suggested
Teaching/
Learning
Activities (TLAs)
Jumbled letters
Assessment
Tasks (ATs)
understanding of
characteristic
features of a
theatrical play.
b) Discipline on the
stage
2. Harmony
Triad Inversion
3. Guitar Playing
Major and minor
chords
instrumental music
appropriate to a
theatrical scene.
Creates a libretto
suited to a 12minute play.
Gratitude
Summary
Paragraph
Humility
Music Listening
Self-discipline
Role Playing
Song Arranging
Constructs through
notation the various
triad inversions.
Singing accurately
the different
inversions of a triad.
Song Analysis
Evaluation of
activity
Triad Inversion
Music Listening
Identification of
major and minor
chords
Dramatization
Libretto of the
theatrical play
Theatrical Play
(Interdisciplinary)
Instrument
playing
Group singing
Fourth Quarter
Enduring Understanding
The opera is the principal groundwork of musical expression in the
Romantic vocal music.
The components of an opera are libretto, score, recitative and aria.
The voice type of an opera singer defines his or her choice of songs,
vocal quality and character role.
Essential Questions
What are the components of an opera?
How did the composers empower vocal music in the Romantic
period?
How probable for trained opera singers to perform the same as the
modern stage singers?
Week
Content
Standards
1-2
The learner
demonstrates
understanding of
the characteristic
features of an
opera.
Essential Learning
Declarative
Functional
Knowledge
Knowledge
Singing a
contemporaryarranged opera
excerpt.
Creating
accompaniment to an
opera excerpt.
Intended Learning
Outcomes
Values /Attitude
Suggested
Teaching/
Learning
Activities (TLAs)
Depicts musical
elements of given
opera excerpts of
Wagner, Verdi and
Puccini
Participation
Listening
Questioning
Appreciation
Jumbled letters
Describes the
prominent attributes
of an opera.
Role Playing
Evaluation of
activity
Music Listening
Video Clip/Movie
clip
Reflection
Assessment
Tasks (ATs)
Fourth Quarter
Unit 4: The Opera and the Instrumental Music of the Romantic Period
Enduring Understanding
The instrumental music of the Romantic period consists of program
and piano music.
Instrumental music can be in forms of symphony, nocturne, concerto
and preludes.
Week
Content
Standards
4-8
The learner
demonstrates
understanding of
the characteristic
features of
instrumental
Romantic music.
Essential Learning
Declarative
Functional Knowledge
Knowledge
1. Instrumental Music
of the
Romantic Period
(1820-1900)
a) Historical and
cultural background
b) Program music;
c) Piano music;
d) Composers:
Frederic Chopin
Peter Illych
Tchaikovsky
Franz Liszt
Camille SaintSaens.
2. Small Ensemble
Vocal performance
with
an acoustic band
accompaniment
3. Singing Activity
Singing accurately
themes from selected
instrumental pieces
Performing in a small
instrumental
ensemble.
Performing and
creating new sound
and fresh
arrangements to some
selected Romantic
pieces.
Essential Questions
How was the development of piano music during the Romantic
period?
How did the composers deal with their compositions?
When do you say a piece of music is romantic or Romantic-period
inspired?
Intended Learning
Outcomes
Values
/Attitude
Suggested
Teaching/
Learning
Activities (TLAs)
Correlate the
historical background
of the Romantic
period with the
present times.
Care for
Common
things
Participation
Jumbled letters
Relates Romantic
period music to its
historical and
cultural background.
Listening
Instrument
-playing
Describes musical
elements of given
Romantic period
pieces.
Names prominent
instrumental
compositions of the
Romantic composers.
Analyze technically
the instrumental
music of the
Assessment
Tasks (ATs)
Questioning
Appreciation
Summary
Paragraph
Music Listening
Evaluation of
activity
Musical
Analysis
Music
ListeningIdentification
of
compositions
Practical test
Instrumental
ensemble
PerformanceOpera to be
arranged and
performed in
class
a) Inspirational
songs
b) Opera arranged
in a
contemporary
way
Romantic period.
Explore other arts
and media that
portray Romantic
period elements.
Sing and perform
themes of selected
instrumental pieces