9 WESTERN MINDANAO ADVENTIST ACADEMY

“The School for Better Future”

7028 Dumingag, Zamboanga del Sur, Philippines

MUSIC 9
Quarter 1 – Module 1
Musical Elements of Medieval,
Renaissance, and Baroque Period

VISION MISSION CORE VALUES

To be an exemplar Christ- To provide holistic Adventist  RESPECT
centered institution which education for the  LOVE TO GOD
produces globally competent development of 21st century
 HONESTY
graduates empowered to serve learners and for the progress
 SERVICE
the church and the community. of the community towards a
better future.
 ACKNOWLEDGEMENT
This module is partly adopted from RO-X Self Learning modules

Modified by: Bradleyjun M. Sampaga Date:

Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Musical Elements of Medieval, Renaissance, and Baroque Period
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V
Development Team of the Module
Author/s: Neal Alvin R. Dumaguing
Evaluators/Editors: Althea Mae B. Bongcawil, Delia V. Sebumpan
Illustrator and Layout Artist: Neal Alvin R. Dumaguing
Management Team
Chairperson: Roy Angelo E. Gazo, PhD., CESO V
Schools Division Superintendent

Co-Chairpersons: Nimfa R. Lago, PhD., CESE

Assistant Schools Division Superintendent

Members Henry B. Abueva OIC-CID Chief

Nanette Kay D. Mercado, PhD., EPS-MAPEH
Sherlita L. Daguisonan, PhD., EPS-LRMS
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II
Printed in the Philippines by
Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph
 9
Music
First Quarter – Module 1
Musical Elements of Medieval,
Renaissance, and Baroque Period

Department of Education ● Republic of the Philippines

 Table of Contents

Introductory Message ---------------- 5

What I need to Meditate ---------------- 9

What I need to Know ---------------- 10

What I Know ---------------- 11

What’s In ---------------- 12

What’s New ---------------- 12

What is It ---------------- 13

What’s More ---------------- 15

What I Have Learned ---------------- 16

What I Can Do ---------------- 16

Assessment ---------------- 18

Reference ---------------- 19

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 Introductory Message

To the learner:

Welcome to the Music 9 Alternative Delivery Mode (ADM) Module 1 on Musical

Elements of Medieval, Renaissance, and Baroque Period.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands, we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

To the Teacher/facilitator:

This module was collaboratively designed, developed and reviewed by educators

from public schools to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.

To the Parent/Guardian:

This module was designed and developed to cater the academic needs of your child
in this trying time. Teaching and learning process do not only happen inside the four corners
of a classroom but also in your respective homes. We hope that you will cooperate, provide

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encouragement and show full support to your children in answering all the activities found in
this module.

HOW TO LEARN FROM THIS MODULE

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use your MUSIC activity notebook in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

This module has the following parts and corresponding icons:

WMAA-Your Learning Design

WORSHIP (IFL) & WARM UP – This section provides you

W
opportunity to ponder spiritual emphasis based on the Bible
(Integration of faith and Learning), learn how to value the four
core values (Respect, Honesty, Love to God, and Service) and
explore the what I need to know and What I know.

IFL/
This section provides you a time to meditate
CORE and ponder upon God’s word. It invites you
VALUESS
to seek the wisdom of God before you start
What I Need reading and answering this module.
EXPLORE to Meditate
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Need to
Know

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 This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
What I Know correct (100%), you may decide to skip this
module.

Mobilize and Firm up- This part takes you to a hook or a

M
motivation and reasons why you need to study this module

This is a brief drill or review to help you link

the current lesson with the previous one.

What’s In

Firm-up In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
What’s New activity or a situation.

This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
What is It

ACQUIRE, ACTIVITIES & APPLY- This sections allows you to

A
deepen your acquire knowledge, engage more activities to
practice the skills you need to learn.

This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
What’s More answers to the exercises using the Answer
Deepen Key at the end of the module.

ANALYZE, ARTICULATE & APPREPRIATE- This involve

A
activities that mirror a real world scenario, how you are going
to transfer the concept learn to its application. This enables
you to apply what you have learned from the past.

This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.
What I Have
Transfer
Learned

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 This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
What I Can Do

This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Assessment

In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
Additional of learned concepts.
Activities

This contains answers to all activities in the

module.

Answer Key

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 IFL/ WHAT I NEED TO MEDITATE
CORE
VALUES

Good day!

Before you start reading and answering this module, I’m inviting you to read and
meditate the essence of this following verse.

1.

Process Question:

Write your personal experience and reason on why you glorify God through singing
praises to Him.

Everytime I sing praises to God,I always feel a different kind of feeling that is soothing and
Satisfying.I can say that by singing and glorifying the Lord it brings a kind of satisfaction in
Our daily lives.It feels so good praising and glorifying the Lord and one way to show it is
through singing.Also,hymn songs delivers messages too.

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 What I Need to Know

This module will help you understand and appreciate the music of the
medieval, renaissance, and baroque period by learning the history of these different
time settings.

At the end of this module, you are expected to

1. describe the musical elements of selected vocal and instrumental music of

Medieval, Renaissance and Baroque music.

What I Know

PRE-TEST
To assess what you know about the musical elements during the Medieval,
Renaissance and Baroque Periods, answer the following activities.

PART I. MATCH ME UP.

Instructions: Match Column A with Column B. Write the letter of your choice on the space
provided before the number.

COLUMN A COLUMN B

__B___ 1. MADRIGAL A. Imitative Counterpoint usually in 3 or 4 parts

__F___ 2. ORATORIO B. A cappella and frequently in 3 to 6 voices

__E___ 3. CHORALE C. Solo instrument accompanied by an orchestra

__G__ 4. MASS D. Concertino and Tutti

__C___ 5. CONCERTO GROSSO E. Harmonized version of hymnal tunes of the

Protestant Church
F. Large scale musical composition for orchestra and
voices that incorporates narratives on religious themes

G. Has five main sections and text is either Syllabic

Neumatic or Melismatic

PART II. MULTIPLE CHOICE.

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Instructions: Encircle the letter of your choice.

1. Baroque music is known for its grandiose and elaborate ornamentation. Which of
the following Baroque Music forms was developed mainly through imitative
counterpoint?
A. Concerto Grosso B. Fugue C. Oratorio D. Chorale

2. There are five main sections of the Mass. Which of the following is the only
section of Mass with Greek text?
A. Kyrie B. Gloria C. Agnus Dei D. Credo

3. It is a text setting of the Mass which has many notes set to one syllable?
A. Syllabic B. Neumatic C. Melismatic D.
Pragmatic

4. It was considered as the most prominent instrument of the Renaissance Period.

A. Pipe Organ B. Flute C. Trumpets D. Lute

5. Medieval secular music which originated in France and tells of chivalry and courtly
love.
A. Gregorian Chant //B. Troubadour Music C. Sanctus and Benedictus

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 Musical Elements of
Medieval, Renaissance,
Lesson
and Baroque Period

What’s In
Have you heard of the songs being sung at a mass or in the churches? These
songs actually have a mixture of music from the past way before these songs were
written and sang. In this module, you will learn the musical elements of given
Medieval, Renaissance and Baroque music and be able to identify and describe
them.

What’s New

Activity 1. Crossword Puzzle

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 What is It

1. MEDIEVAL PERIOD
The music during the Medieval period was largely sacred. Most music that
survived was vocal and instruments served as accompaniment. The organ was the
most prominent instrument during this period.

Characteristics of Medieval Period

Element Description of Medieval Music
Performance Primarily vocal; instruments were used to accompany vocal lines
Rhythm No regular beat; has complex syncopations
Melody Small melodic intervals, sacred melodies often based on church
modes
Harmony Mixture of consonance and dissonance, parallel fifths and octaves
Texture Monophonic texture; heavy, dense, thick sound.

Gregorian Chants (Sacred Music)

 Monophonic
 Free meter
 Modal
 Usually Based on Lativ Liturgy
 Use of Neume Notation
Troubadour Music (Secular Music)

 Usually Monophonic
 Sometimes with improvised accompaniment
 Tells of chivalry and courtly love
 Originated in france
 Written in French language

2. RENAISSANCE PERIOD
The Renaissance period covers the years 1400 to 1600. “Renaissance”
literally means “rebirth”. It refers especially to the rebirth of learning that began in
Italy spreading to England and back to Italy. During this period, there was an
enormous renewal of interest in the study of classical antiquity. The Renaissance
period saw the culmination of a vocal polyphony that has never been surpassed. For
this reason, the period is sometimes referred to as the “Golden Age of Polyphony”.
Characteristics of Renaissance Music
Elements Characterestics
Rhythm Gentle flow
Melody Easier to perform; moving along a scale with a few large leaps
Texture Polyphonic, imitation among voices
Homophonic, especially in dances
Harmony Greater concern with flow and progression of chords

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 Words and Vocal music was more important than instrumental music.
music Use of word painting, in which the meaning of words corresponds to
the character of the composition

 MADRIGAL – a secular vocal polyphonic music composition which originated in Italy

and sung during courtly social gatherings. It is the most important secular form during
the Renaissance period.

Characteristics of the Madrgial:

 Polyphonic
 Sung a cappella
 through-composed\
 Frequently in 3 to 6 voices

3. BAROQUE PERIOD
Baroque music is the music of Europe between 1600 and 1750. Scholars are
still not certain about the etymology of the term Baroque. It must have gotten its
name from the Italian baroco meaning “contradictory” or “paradoxical”; the
Portuguese word baroco, which means a crooked round pearl; and from another
Italian word parucca meaning wig or false hair.

The term “Baroque period” got its name from a term that was used to
describe over-decorated church architecture. For a long time, many people thought
that baroque was a poor descendant of the art of Renaissance period. Now, it is
recognized for what it was – the beginning of almost all of the musical styles at
present.

Three Phases of Baroque Period

Early Baroque Use of homophonic texture with chordal accompaniment
(1600-1640)
Middle Baroque Use of major and minor scale
(1640-1680)
Importance of instrumental music
Violin was the most important instrument
Late Baroque Use of polyphonic texture
(1680-1750)
Equal importance to both vocal and instrumental music

Characteristics of Baroque Music:

 Melodies sound elaborate or ornamental and are not easy to sing or remember\
 Primarily contrapuntal textures with some homophony\
 Dynamic contrast – alternation between loud and soft\

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  Orchestra consists of strings and continuo, harpsichord and organ are the keyboard
instruments that are commonly used

What’s More

ACTIVITY 2: “DO YOU HEAR WHAT I HEAR?” – LISTENING ACTIVITY

Instructions: Listen perceptively to the sample music and refer to the characteristics of
each period. Take down notes and answer the following questions briefly.

a. MEDIEVAL PERIOD
SONG 1: Gregorian Chant
https://www.youtube.com/watch?v=kK5AohCMX0U&t=26s
SONG 2: Troubadour Music
https://www.youtube.com/watch?v=0CPsFxAZssY

REFLECTION:
1. After listening to the selection, were you able to identify the
characteristics of Gregorian Chants? How about the Troubadour
Music?
Yes,I was able to identify the characteristics of both selections.
2. Which of the two do you like better? Why?
I like the Troubadour Music better.Aside that its very new and weird to my
ears,I enjoyed listening to the instruments played in the music,its so unique
and I would play that kind of music whenever I do projects cuz for me,I find
that music enjoyable to play and to listen to.

b. RENAISSANCE PERIOD
SONG 1: MASS (Gloria)
https://www.youtube.com/watch?v=sUyZWHkuwzw
SONG 2: MADRIGAL
https://www.youtube.com/watch?v=OiOWQzRHmbI

REFLECTION:
1. After listening to the selection, were you able to identify the
characteristics of a Mass? How about the Madrigal?

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 Yes,listening to mass music aren’t new to my ears I hear this kind of music
always.The Madrigal music is very nice it is sang like chorale.
2. Based on what you have heard, do you agree that the compositions
of Palestrina and Morley reflect their personalities? Why or Why not?
I believe yes.They came up with their compositions because they relate to it I
believe,If that’s the way their music and songs were composed then,maybe it
matches their personality.
3. Which of the two samples do you like better? Why?
I like listening to the Madrigal song better.The harmony and the melody of the
song is very calming its like im listening to the angels singing for glory.

c. BAROQUE PERIOD

SONGS 1: Concerto Grosso

https://www.youtube.com/watch?v=a32nicpS3rk
SONG 2: Winter by Vivaldi

https://www.youtube.com/watch?v=Pgs_zB6Et2Q

REFLECTION:
1. Which of the two did you enjoy the most? Why?
I enjoyed a lot hearing those two different types of song but in the song 2,its
just that I cant get enough hearing it,it sounds so impossible,I enjoyed a lot listening to it it
sounds perfect.
2. What do you think is the most evident difference between
the two concertos?
I think the evident difference between the two is if music have texture then I would say it’s the
texture that is evident to differ.The first song sounds rough to my ears cause it has a lot of choruses
and its tempo,its fast whereas, the song 2,I find it soft and smooth to the ears because it is played
calmy than the 1st one.

What I Have Learned

ACTIVITY 3: “TABLE OF CONTENTS”

TROUBADOUR MUSIC FUGUE DYNAMIC CONTRAST LATIN LITURGY

MASS CONCERTO GROSSO MADRIGAL WRITTEN IN FRENCH

ORATORIO CHORALE MONOPHONIC IMITATION AMONG VOICES

MOSTLY POLYPHONIC SYLLABIC/NEUMATIC/MELISMATIC NEUME NOTATION

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Instructions: Given the choices inside the box above, write down the words that best
describe the musical elements or characteristics of the different music of the Medieval,
Renaissance and Baroque Periods by completing the TABLE below.

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

What I Can Do

ACTIVITY 4: “CAN YOU FILL ME IN?” – LISTENING ACTIVITY

Instructions: Listen perceptively to the sample music on the link, identify the title,
composer and the period or era it represents and complete the table below.

SONG # 1: https://www.youtube.com/watch?v=_ydX12STA9s
TITLE: _Fire,Fire My Heart_______________________________________________
COMPOSER: Thomas Morley___________________________________________
PERIOD or ERA: Medieval_________________________________________

Encircle your answer in the table below.

ELEMENTS DESCRIPTION

LANGUAGE LATIN GREEK ENGLISH

FORM VOCAL INSTRUMENTAL

TEXT-SETTING SYLLABIC NEUMATIC MELISMATIC

TEXTURE MONOPHONIC HOMOPHONIC POLYPHONIC

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 Assessment

PART I. MATCH ME UP.

Instructions: Match Column A with Column B. Write the letter of your choice on the space
provided before the number.

COLUMN A COLUMN B

__B___ 1. MADRIGAL A. Imitative Counterpoint usually in 3 or 4 parts

__F___ 2. ORATORIO B. A cappella and frequently in 3 to 6 voices

__E___ 3. CHORALE C. Solo instrument accompanied by an orchestra

__G___ 4. MASS D. Concertino and Tutti

__C___ 5. CONCERTO GROSSO E. Harmonized version of hymnal tunes of the

Protestant Church

F. Large scale musical composition for orchestra and

voices that incorporates narratives on religious themes

G. Has five main sections and text is either Syllabic

Neumatic or Melismatic

PART II. MULTIPLE CHOICE.

Instructions: Encircle the letter of your choice.

1. Baroque music is known for its grandiose and elaborate ornamentation. Which of the following
Baroque Music forms was developed mainly through imitative counterpoint?

A. Concerto Grosso B. Fugue C. Oratorio D. Chorale

2. There are five main sections of the Mass. Which of the following is the only section of Mass with
Greek text?

A. Kyrie B. Gloria C. Agnus Dei D. Credo

3. It is a text setting of the Mass which has many notes set to one syllable?

A. Syllabic B. Neumatic C. Melismatic D. Pragmatic

4. It was considered as the most prominent instrument of the Renaissance Period.

A. Pipe Organ B. Flute C. Trumpets D. Lute

5. Medieval secular music which originated in France and tells of chivalry and courtly love.

A. Gregorian Chant B. Troubadour Music C. Sanctus and Benedictus

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 Reference:

Baarde, Maria Clara G., San Jose-Mathews., Muyot, Fritzimarie R., and Zamora,
Cielo. Experiencing the World of MAPEH 9. The Inteligente Publishing, Inc.

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