Learning Plan in Music

MAPEH X

June 1-4, 29
5 meetings

QUARTER I
MUSIC OF THE 20TH CENTURY
IMPRESIONISM TO MODERN NATIONALISM
I.

OBJECTIVES
At the end of the learning plan the learners must have:
a. described distinctively musical elements of given pieces in 20 th
century styles;
b. explained the performance practice (setting, composition, role of
composers/performers, and audience) of 20th century music;
c. related the 20th century music to its historical and cultural
background; and
d. sung melodic fragments of given Impressionism period pieces.

II.

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 from

YouTube/internet
of Impressionistic, Expressionistic, Neo-Classicist, Avant
Garde, and Modern Nationalistic Music
CD/VCD/DVD/Karaoke players, computers, laptops, netbooks,
tablets, ipads, 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
III.

LESON PROPER
A. PRELIMINARY ACTIVITY
1. Review: Concepts on previous lessons on Romantic Music.
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.
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Learning Plan in Music

MAPEH X

June 1-4, 29
5 meetings

b. Display and discus 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. DEVELOPMENTAL ACTIVITY
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 ones goals and control situations.
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 their inner 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.
IV.
1.
2.
3.
4.
5.
6.

WHAT TO KNOW
Let the students answer the following:
What group of people inspired many of Bartoks compositions?
Which Russian composer created the music for the ballet The Firebird?
Who is considered the foremost impressionist?
What kind of musical style is attributed to Schoenberg and Stravinsky?
Who was the target audience of Prokofieffs Peter and the Wolf?
Give an example of a musical work of each of the composers below.

Write the title in the blanks.

Composer Musical Work
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Debussy ___________________
Ravel ___________________
Schoenberg ___________________
Stravinsky ___________________
Bartok ___________________
Prokofieff ___________________
Poulenc ___________________
Gershwin ___________________
Glass ___________________
Bernstein ___________________
V.

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, Childrens Corner Suite
Ravel Miroirs, Sonatine, Daphnis et Chloe, Jeux dEau, Bolero
Schoenberg Verklarte Nacht, Violin Concerto, Piano Concerto,
Gurelieder
Bartok String Quartet no. 4, Alegro, Mikrokosmos, Barbaro, Music for
Strings
Stravinsky The Rite of Spring, Petrouchka, The Firebird Suite
Prokofief Romeo and Juliet (ballet), Piano Sonatas
Gershwin An American in Paris, Porgy and Bes, 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 he students listen carefully to each excerpt and be able to recognize
the distinct musical style of each composer.
3. Let them chose a composition that they like. Let them write a short
reaction paper on it.
4. Based on this activity, let he students write a brief profile of the composer
of the pieces played in a bond paper to be submitted the following
meeting.

VI.

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
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.
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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 of from 1 to
4.
2. Have the students create and explore other arts (multi-media) that
portray 20th century musical styles (impressionism, expressionism,
jazz, avant garde) through a 10-minute video clip or MTV using their
digital cameras or mobile phones.
3. Let them show and discus 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.
4. Let the groups assign members to make a 10-minute audio video
presentation, while the other members re-enact what they have
sent on live concerts and on TV and internet.
5. Have the groups show and discus 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 discus 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 Debussys Claire de Lune
b. Leonard Bernsteins West Side Story
c. George Gershwins Rhapsody in Blue
d. Ravels Bolero
e. Any work of minimalist composers, Philip Glass or
Meredith Monk
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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 chose 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.
7.
Evaluation Activity: Drawing Lots
a. 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.
b. Divide the class into four groups. Each group will chose four
representatives who will be assigned as contestants.
c. Each contestant will draw a composers 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.
d. The rest of the groups will evaluate each contestants answer by
flashing a card or paper marked CORRECT or WRONG. Each
correct answer earns a point.
e. 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 20th century 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.
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6. Let each group report their answers in class.

D. Performance Activity 4:
Singing Songs from West Side Story
1. The students may opt o 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 may be 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 chose 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 the group leader assign each member to do any
of the following: singing, dancing, choreography, musical
directing, playing an instrument (either as accompaniment
o the song or dance, or a solo performance or as a band).
They may use props and costumes, if needed.
c.
Let he 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 chose 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.
c. Have them play the recorded performance or show the
music video to their classmates. The groups in the video or
recording will chose the Best Performers.
d. You will also rate the students performance based on the
criteria below.
e. Chose the Best Video Presentation based on creativity
(50%) and presentation (50%).
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Evaluation of Performing Activities

Let the students answer the following:
Rating scale:
5 = Very Good
4 = Good
3 = Fair

June 1-4, 29
5 meetings

2 = Poor
1 = Needs Follow-up

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?______

Teachers 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%) ______
VII.

VIII.

EVALUATION
Let the students answer the following:
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.
ENRICHMENT ACTIVITIES /ASIGNMENT
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 insights on 20th century music:
Young Peoples Concert: What is Impressionism
by Leonard Bernstein
They may also search for Bernsteins other video lectures on music.

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