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Quarter I
MUSIC OF THE 20TH CENTURY
CONTENT STANDARDS
PERFORMANCE STANDARDS
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The learner...
1. Creates musical pieces using a particular style of the 20th century.
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LEARNING COMPETENCIES
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The learner...
1. Listens perceptively to selected 20th century music.
2. Describes distinctive musical elements of given pieces in 20th
century styles.
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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.
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MUSIC Teacher’s Guide
QUARTER I
MUSIC OF THE 20TH CENTURY
Sessions 1, 2, 3, 4, and 5
IMPRESSIONISM TO MODERN NATIONALISM
I. SUBJECT MATTER
Sub-topics: Impressionism
Expressionism
Neo-Classicism
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Avant-Garde
Modern Nationalism
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Composers (Debussy, Ravel, Schoenberg, Bartok, Stravinsky,
Prokofieff, Poulenc, Stockhausen, Glass, Cage, Bernstein,
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and Gershwin)
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Materials: DVD/CD output video
documents.
clips, or recordings from YouTube/
internet of Impressionistic, Expressionistic, Neo-Classicist,
Avant Garde, and Modern Nationalistic music
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CD/VCD/DVD/Karaoke players, computers, laptops,
netbooks, tablets, i pads, mobile phones, MP3/MP4 players
A. PRELIMINARY ACTIVITY
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Quarter I: Music of the 20th Century
2. Motivation
B. DEVELOPMENTAL ACTIVITY
C. INTEGRATION
1. Integration of Music with Arts, Literature, and History through the use
of paintings and music recordings.
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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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide
D. GENERALIZATION
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Russian composer created the music for the ballet The Firebird?
5. Who was the target audience of Prokofieff’s Peter and the Wolf?
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6. Give an example of a musical work of each of the composers below.
Write the title in the blanks.
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Quarter I: Music of the 20th Century
1. You will play excerpts of any (one) of the following musical examples:
V. WHAT TO UNDERSTAND
A. Name the Composer, Title of the Music, Musical Style, and Description
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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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide
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?
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2. Have the students create and explore other arts (multi-media) that portray it Now
20th century musical styles (impressionism, expressionism, jazz, avant
garde) through a 10-minute video clip or MTV using their digital cameras
or mobile phones.
1. Divide the class into groups. Assign groups who will re-enact what
they watched. Assign other groups to do the video recording.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Quarter I: Music of the 20th Century
5. Have the groups show and discuss their video works in class.
B. Performance Activity 2:
Singing or Humming Musical Fragments
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)
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excerpts of 20th totogether
century music, get with
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the recordings:
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a. Claude Debussy’s Claire de Lune
b. Leonard Bernstein’s West Side Story
c. George Gershwin’s Rhapsody in Blue
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Ravel’s Bolero
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of minimalist composers, Philip Glass or Meredith Monk
f. Any work of nationalist composers, Erik Satie or Bela Bartok.
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.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide
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.
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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Quarter I: Music of the 20th Century
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.
Let the students choose the activity that they are interested in.
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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 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.
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MUSIC Teacher’s Guide
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%).
1. Musicianship (60%)
a. compositional concepts presented ____________
b. musical elements ____________
c. technique ____________
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Quarter I: Music of the 20th Century
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.
They may also search for Bernstein’s other video lectures on music.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide
QUARTER I
MUSIC OF THE 20TH CENTURY
Sessions 6, 7, and 8
20TH CENTURY MUSICAL STYLES:
ELECTRONIC AND CHANCE MUSIC
I. SUBJECT MATTER
A. PRELIMINARY ACTIVITY
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 a microphone, just holding a guitar, or holding any other musical
instrument for 3 minutes without playing these.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Quarter I: Music of the 20th Century
B. DEVELOPMENTAL ACTIVITY
D. GENERALIZATION
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MUSIC Teacher’s Guide
1. Who was the French composer known as the “Father of Electronic Music?
Varese ___________________________
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Stockhausen ___________________________
Cage ___________________________
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IV. WHAT TO PROCESS
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watermarkActivity:on
Works
theofoutput
20th Century Composers
documents.
1. Play excerpts of any (one) of the following musical examples:
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Cage – 4’33"; Metamorphosis, for piano; Five Songs,
for contralto soloist and piano; Music for Wind
Instruments, for wind quintet
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 they like, and then write a short reaction
paper on the composition and the profile of the composer.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Quarter I: Music of the 20th Century
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
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
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in one phrase.
5. The same procedure goes on until all the students in the line have had their
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trial watermark.
2. No trial watermark on the output documents.
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.
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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?
A. Activity 1:
Experimentation with the Sounds of 20th Century Music Systems
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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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide
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.
B. Performance Activity 2:
Original Chance and Electronic Music
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
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BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.
.
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The class will beuser:
divided into four groups.
5. One student may be assigned to tabulate the scores after the performance.
7. Have the students answer this question: What was the role of the
audience in the performance of Chance Music? Explain your answers.
Video Clips
1. Divide the class into four groups by counting off from 1 to 4.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Quarter I: Music of the 20th Century
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.
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.
17
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.
MUSIC Teacher’s Guide
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Rating the Students’ Performance
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Musicianship (60%)
a. compositional concepts presented ____________
b. musical elements ____________
c. technique Remove
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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
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.