TRACE COLLEGE

El Danda St., Batong Malake, Los Baños, Laguna

High School Department

COURSE SYLLABUS
Schoolyear 2011 - 2012

Subject Title: Music Education I (Philippine Music)

Description: Music Education I provides lessons assuring students an increased appreciation of music, and its various elements a
culture with a positive response towards performance, creation, interpretation, in relation to Philippine music.
Pre-requisite: Elementary Music
Objectives: 1. Demonstrate an understanding and appreciation of various components of music and the music of the Philippines
a particular culture.
2. Demonstrate understanding of and sensitivity to Philippine culture.
3. Manifest an understanding and appreciation of the various music through performance.
4. Enhance students' natural inclination towards music and performance.
5. Reinforce the rudiments of music creation through scheduled performances.
6. Illustrate how music reflects Philppine lifestyle, society, and culture.
7. Create musical compositions that depict or enhances the different genre of Philippine music.

Module No. Module Heading and No. of Hours Knowledge

Component of the Lesson Content
1 Elements of Music
1 - Beat 1 hour *Definition of beat and its
characteristics
*Differentiation of tempo with
rhythm

2 - Duration 1 hour *Recognition of symbols for the

quarter and eighth notes
*Translation of rhythm syllables for
quarter and eighth notes.

3 - Pitch 2 hours *Definition of Pitch and its musical


4 - Dynamics
5 - Timbre
Instruments of the Orchestra
2 Indigenous Music of the Phil.
1 - Introduction to Philippine
Music
2 - Bamboo Ensembles of Northern
Philippines
3 - Hanunoo Indigenous Instruments
characteristics
*Translation of pitches into sung
syllables.
*Identifying so and mi on the staff.
2 hours *Definition of dynamics and its
characteristics
**recognition of symbols for dynamics:
p and f.
*Translation of dynamics to visual
art
2 hours *Enumeration of the different
sections of the orchestra.
*Differentiation of the instruments
of the orchestra.
*Comapare the different instrument of
the orchestra.
1 hour *Describe the over-all musical features
of the music from the Philippines.
2 hours *Identify and describe the different bamboo
ensembles from Northern Philippines.
*Distinguish the solo instruments from
Northern Philippines.
*Classify the instruments from Northern
Philippines according to the Hornbostle-
Sach's Classification of Instruments.
2 hours *Identify the various traditional instruments
of the Hanunoo.
*Compare the instruments of the Hanunoo

4 - Palabunyibunyan Ensemble
of Mindanao
3 Music from the Lowland
1 - Folk Songs from Luzon,
Visayas, and Mindanao
2 - Philippine Art Songs
4 - Sacred (Musical) Theater
4 1 - 20th Century Filipino
Music
2 - Original Pilipino Music
with the indigenous instruments from
Northern Philippines.
*Classify the Hanunoo instruments
according to the Hornbostle-Sach's
Classification of Insturments.
3 hours *Discuss the musical characteristics and
function of the Palabunyibunyan
Ensemble in a Muslim society.
*Identify and distinguish the different
instruments of the Palabunyibuynan
Ensemble.
2 hours *Recall to mind the different types of a
folk song.
*Explain the importance of preserving the
folk traditions of our country.
2 hours *Identify and differentiate the various forms
of art songs from the Philippines.
3 hours *Distinguish the various sacred theater
presentations commonly used in church
related activities.
*Identify the musical aspects employed in
the theater presentations.
3 hours *Discuss the important evetns of the turn of
the 20th century to the present.
*Differentiate the musical works of the
modern Filipino composers.
4 hours *Enumerarte the characteristics and
`
*Describe the different types of an OPM.
*Compare an OPM performance with
 the Western type of music.

References: PRINT
Bernsterin, L. (1993). The Infinite Variety of Music. Dell Publishing House: New York
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Inteliigences
Hopkins, A. (1982). Sounds of the Orchestra . JM Dent: London
Kamien, R. (2002). Music: An Appreciation . McGraw-Hill Co. Inc.: New York

Prepared by: Reviewed by:

EDISON C. TICZON Ms. FRANCHITA B. ALCAUSIN

Head, Music and Performing Arts Principal, Basic education Department
SE SYLLABUS
lyear 2011 - 2012

ncreased appreciation of music, and its various elements as dictated by

ation, interpretation, in relation to Philippine music.

ous components of music and the music of the Philippines and its various functions in a particular culture.

ine culture.
ous music through performance.
d performance.
duled performances.
and culture.
he different genre of Philippine music.

Skill Technology Values

Content Content Content

*Singing of an 8-line song *Visual board *Valuing what tempo represents

*Execution of body percussion time for worl and slowing down.
while singing: beat and rhythm.
*Execution of rhythmic syllables: TA and
TI-TI
*Create short rhythmic phrases to be
used as accompaniment to a song.
*Chanting a 4-line song **CD Player *Appreciation of the value
*Execution of rhythmic syllables: of discipline in following
TA and TI-TI order.
*Accompanying a musical excerpt with
body percussion.
*Singing of an 8-lines song *CD Player *Valuing what pitch represents
usingso-fa syllables while accompanied *Multi Media Equipments the highs and lows of life.
by recorded music.
*Execution of body percussion while
singing: beat
*Execution of hand signals to represent
so and mi.
**Execution of soft and loud while singing *Overhead Projector *Valuing expression of one art
the song. to another.
**Creation of art work to represent dynamics.

*Listening to a recording of instruments of *CD player *Valuing the environment;

the orchestra. *Electric Keyboard recycling to preserve
natural resources.

*Listen to a medley of Philippine music **CD Player *Nation building begins with
and explain the importance of this **Multi Media Equipments ones acceptance of our
curriculum in nation building. **recordings of different true being.
representatives of Philippine
music
**Powerpoint Presentation
*Play a short rhythmic pattern on *CD Player *Appreciate the indigenous
the different bamboo instruments from *Multi Media Equipments music of the Filipinos and
Northern Philippines. *Bamboo Instruments from develop a keen sense of
*Identify the instrument performed Northern Philippines pride for the unique heritage
in a recording. *recordings of the different of our indigenous brothers.
*Simulate a gangsa pattern on instruments from Northern
a set of bamboo instruments. Philippines
*Handout - The Bamboo
Ensembles of
Northern Philippines
*Listen to a recording of a Hanunoo *CD Player *The true wealth of a nation is
performance. *Multi Media Equipments in the traditions and practices
*Write a short critique essay on *recording of a Hanunoo of our forefathers.
Hanunoo performance.
*Watch a video performance
of a Palabunyibunyan Ensemble.
*Play on the kulintang a simple
music using the numerical
system of notation.
*Perform as an ensemble a
short Palabunyibunyan music.
*Sing a folk song from each of
the country's region with the
proper pitch, timing and inflection.
*Listen to an excerpt of the
different art song and observe their
distinct musical features.
*Write an observation essay based on a
set of guide questions on the different
performances.
*Watch a film clip on the different
liturgical presentations commonly
practiced in the Philippines.
*Perform the Panunuluyan as a
group using the music composed
by Fr. Hontiveros.
*Watch a film documentary on
Philippine music influenced by the
Americans
*Perform a composition by one of
the modern Filipino composers.
*Compose a short music based on
the rap style of performance.
*Perform the composition for
evaluation and critique.
performance.
*Handout - The Music of the
Hanunoo
*DVD Player
*Multi Media Equipments
*Instruments of the
Palabunyibunyan Ensemble
*Handout - The Gongs of
Mindanao; Kulintang Music -
Binalig 2
*Musical Scores for the folk
songs
*Handout - Folk Songs
of the Philippines
*Keyboard
*CD Player
*Multi Media Equipments
*DVD Player
*Multi Media Equipments
*Musical Score of the
Panunuluyan
*Handout - Liturgical Theater
Presentations in the Philippines
*DVD Player
*Multi Media Equipments
*Musical Score
*Handout - Pinoy Ako
*CD Player
*Multi Media Equipments
*Handout - OPM
*Performing is the greatest
form of gratitude to our
creator who bestowed upon
us talents and abundant
gifts.
*Appreciate the folk practices
of our forefathers in order for
the next generation to learn
to value and respect these
practices.
*Value the importance of
performing songs with
emotions.
*There are a lot of manner in
praising and proclaiming the
good news of God.
*Appreciate the works of
our own composers and
consider them as national
treasures.
*Appreciate the beauty of
music as given to the
Filipinos.
ell Publishing House: New York
Multiple Inteliigences . Basic Books: New York
: London
Hill Co. Inc.: New York

ewed by: Approved by:

ITA B. ALCAUSIN Mr. JONATHAN BRYAN S. SIYTIAP

education Department Head, Research and Development
 El Danda St., Batong Malake, Los Baños, Laguna

El Danda St., Batong Malake, Los Baños, Laguna

High School Department
COURSE SYLLABUS
Schoolyear 2011 - 2012

Subject Title: Music Education II (Asian Music)

Description: Music Education II provides lessons assuring students an increased appreciation of music, and its various elements as dictated b
culture with a positive response towards performance, creation, interpretation, in relation to Asian music.
Pre-requisite: Music Education I
Objectives: 1. Demonstrate an understanding and appreciation of various music in Asia and its various functions in a particular culture.
2. Demonstrate understanding of and sensitivity to other Asian culture.
3. Manifest an understanding and appreciation of the various music through performance.
4. Enhance students' natural inclination towards music and performance.
5. Reinforce the rudiments of music creation through scheduled performances.
6. Illustrate how music reflects Asian living and culture.
7. Create musical compositions that depict or enhances the different genre of Asian culture.

Module No. Module Heading and
Component of the Lesson
1 Music of Indonesia
1 - Introduction to Indonesian
Music
2 - The Gamelan Ensemble
No. of Hours Knowledge
Content
2 hours *Describe the general characteristics
of Indonesian music.
*Enumerate the most important
aspect of Indonesian music.
2 hours *Describe the Gamelan Ensemble
from Indonesia.
*Identify and enumerate the musical
characteristics of each instrument of
the Gamelan.
*Classify the instruments of the
Gamelan Ensemble according to the
Hornbostle-Sach's Classification of
Instruments, and based on their
musical function.
Skill Technology
Content Content
*Aurally distinguish the different *recording of an Indonesian
instruments used in an Indonesian music music
*Create a visual representation *CD player
of their personal interpretation *art materials
of the music.
*Aurally follow the musical develop- *recording of a Gamelan
ment in a Gamelan music. Ensemble
*Distringuish the most inherent *CD player
instrument in each section. *Powerpoint Presentation
*Create a musical map that would of the Gamelan Instruments
represent the development in the *art materials
listening activity.
 3 - Comparison of Indonesian
Instruments with Philippine
Indigenous Instruments
4 - Indonesian Vocal Music
5 - Wayang Kulit
2 Music of Thailand
1 - The Pi Phat Ensemble
3 Music of India
1 - Carnatic Music
2 - Hindustani Music
3 - Vocal Music of India
2 hours *Identify the instruments from the
Philippines that has a close resem-
blance with the instruments of the
Gamelan.
*Compare the similarities and differen-
ces of each instrument from one
another.
2 hours *Explain the characteristics of
Indonesian vocal music.
2 hours *Describe the different aspects of a
shadow puppet (Wayang Kulit), as
performed in Indonesia.
*Explain the manner of performing
the different concepts of theater
performance.
2 hours *Identify the different instruments in
a Pi Phat Ensemble.
*Describe the different musical aspects
inherent in Thai music.
*Classify the instruments of the
Pi Phat Ensemble according to their
musical function.
2 hours *Define Carnatic Music based on its
function in Hindu culture.
*Describe the various musical elements
inherent to Carnatic music.
2 hours *Define Hindustani Music based on its
function in Hindu culture.
*Describe the various musical elements
inherent to Hindustani music.
*Comapre and contrast the two forms
of music popular in India.
2 hours *Describe the musical flow of a typical
vocal composition from India.
*Explain the musical characteristics
*Create a visual map that would *recordings of Philippine
represent the instruments of the music and Indonesian
Philippines and the instruments from music
Indonesia. *CD player
*Aurally compare the music of the *guide questionnaires
two Southeast Asian countries.
*Sing a popular Indonesian song. *Visual board with the
*Create a short rhythmic accompa- music of Si Patookaan
niment for the performance.
*Plan a theatrical presentation of a *Film Clip of a Wayang
Wayang Kulit. Kulit performance
*Enhance the performance with *Multi Media
Gamelan music and other Indonesian *art materials
rhythmic patterns. *CD player
*Aurally distinguish the different musical *recording of a Pi Phat music
instruments in a Pi Phat Ensemble. *CD player
*Create a short melodic line based on a *Powerpoint Presentation
pentatonic scale. of the Pi Phat Instruments.
*Create a rhythmic pattern applicable to a
pre-existing Thai music.
*Listen to Carnatic music and follow the *recording of a Carnatic music
guide map. *CD player
*Create their own visual representation of *listening map
understanding of the music.
*Aurallly listen to a Hindustani music. *recording of a Hindustani
music
*CD player
*guide questionnaires
*Create a guide map on Hindu vocal music *recording of a Hindu vocal
based on a listening example. music
*CD player

4 Music of China
1 - The Traditional Instruments of
China
2 - The Beijing Opera
5 Music of Korea
1 - The Music of Korea
6 Music of Japan
1- The Gagaku Orchestra
of each sections of a Hindu vocal
music.
3 hours *Describe the instruments from
China.
*Identify and enumerate the musical
characteristivs of each instrument
from China.
*Classify the Chinese instruments
according to the materials used to
create them and according to the
Hornbostle-Sach's Classification of
Instruments.
3 hours *Define Beijing (Peking) Opera as
commonly used in Chinese society.
*Explain the various musical charac-
teristics of this theatrical presentation.
*Trace the historical development of
the Beijing Opera.
2 hours *Describe the instruments from
Korea
*Identify and enumerate the musical
characteristics of each instrument
from Korea
*Classify the Korean instruments
according to the materials used to
create them and according to the
Hornbostle-Sach's Classification of
Instruments.
*Compare the instruments from Korea
with the Traditional Instrument of
China.
2 hours *Identify and enumerate the musical
characteristics of each instrument
of the Gagaku Orchestra
*Classify the Japanese instruments
*hand outs
*Aurally distinguish the traditional instruments *Powerpoint Presentation
of China. of the different Traditional
*Create a representation of the various Instruments of China
instruments based on the materials used to *recording of each instrument
create them. from China
*Multi Media
*art materials
*Stage a Beijing Opera with all the elements *Film Clip of a Beijing
of stage performance taken into consideration. Opera performance
*Create short musical phrases that can be *Multi Media
used as musical accompaniments to the *art materials
theater performance.
*Aurally differentiate the music of China *recording of a Korean music
with the music of Korea. and a Chinese music
*Create a personal map that will guide the *CD player
student in understanding the similarities and *Powerpoint Presentation
differences of the music from these Eastern of the various instruments
countries. from Korea
*hand outs
*Aurally differentiate the music of the *recording of a Gagaku
East Asian countries (Japan, Korea, and Orchestra
China) *CD player
*Perform a short musical sample of the *Powerpoint Presentation

2 - Japanese Kabuki Theater
References:
Prepared by:
EDISON C. TICZON
Head, Music and Performing Arts
according to the materials used to Gagaku music through improvised of the various instruments
create them and according to the instruments. of the Gagaku Orchestra
Hornbostle-Sach's Classification of
Instruments.
*Compare the instruments from Japan
with the Traditional Instrument of
China and Korea
3 hours *Define Kabuki Opera as *Stage a Kabuki Theater with all the elements *Film Clip of a Kabuki
commonly used in Japan culture. of stage performance taken into consideration. performance
*Explain the various musical charac- *Create short musical phrases that can be *Multi Media
teristics of this theatrical presentation. used as musical accompaniments to the *art materials
*Trace the historical development of theater performance. *hand outs
the Kabuki.
PRINT
Gaciscosim, et. al. Exploring MAPEH II . Vival Publishing House, Manila
Malm. Music of Asia and the Pacific . Mc Graw Hill Co. Inc., London
Miller, Terry and Chahriari. World Music (A Global Journey) . Routledge Taylor & Francis Group, London
Padiz, et. al. MAPEH II . Phoenix Publishing House Inc. Quezon City
Santos. Musika Journal 4 . Center for Ethnomusicology. University of the Philippines, Diliman, Quezon City
Titon, Jeff, et. al. Worlds of Music (An Introduction to the Music of World's People) . Schirmer Books. New York.
Reviewed by: Approved by:
Ms. FRANCHITA B. ALCAUSIN Mr. JONATHAN BRYAN S. SIY
Principal, Basic education Department Head, Research and Developm
elements as dictated by

particular culture.

Values
Content

*Appreciate the music of our

neighboring countries.
*Value the importance of res-
pect and understanding.

*Give importance to the value

of listening.
*Appreciate the development
of Indonesian music as dictated
by their culture.
*Realize the importance of
diversity in our daily life and
essence of community in our
society.

*Appreciate the beauty of

another culture through
singing.
*Appreciate the importance of
patience and cooperation in
a group performance.

*Show sensitivity to a new

form of culture through under-
standing and appreciation.

*Acceptance of the various rea-

lities of life as a means of uplifting
ones soul.

*Understanding the importance

of cooperation in the achievement
of a goal.

*Give importance to the value

of listening.
*Realize the importance of
diversity in our daily life and
essence of community in our
society.

*Understanding the importance

of cooperation in the achievement
of a goal.

*Cultivate a culture of charism

through understanding and
appreciation.

*Appreciate the music of our

neighboring countries.
*Value the importance of res-
pect and understanding.
 *Understanding the importance
of cooperation in the achievement
of a goal.

on

City
ks. New York.

Approved by:

HAN BRYAN S. SIYTIAP

search and Development
 TRACE COLLEGE
El Danda St., Batong Malake, Los Baños, Laguna
High School Department

COURSE SYLLABUS
Schoolyear 2011 - 2012

Subject Title: Music Education III (Western Music)

Description: Music Education III provides lessons assuring students an increased appreciation of music, and its various elements as dictate
culture with a positive response towards performance, creation, interpretation, in relation to Western music.
Pre-requisite: Music Education II
Objectives: 1. Demonstrate an understanding and appreciation of various music of Western Europe and its various functions
in a specific period in history.
2. Demonstrate understanding of and sensitivity to Western music.
3. Manifest an understanding and appreciation of the various music through performance.
4. Enhance students' natural inclination towards music and performance.
5. Reinforce the rudiments of music creation through scheduled performances.
6. Illustrate how music reflects the development of history.

Module No. Module Heading and No. of Hours Knowledge Skill

Component of the Lesson
1 Music of Medieval Period
1 - Introduction to Medieval Music
2 - Medieval Sacred Vocal Music
Content
2 hours *Describe the general characteristics
of the music from the Medieval era.
*Enumerate the most important
aspect of Medieval music.
2 hours *Describe the Gregorian Chant based
on its Medieval concept.
*Identify and enumerate the musical
characteristics of a chant.
*Trace the historical development
of the chant as used in the Roman
Content
*Aurally distinguish the various
elements used in an Medieval music
*Create a visual representation
of their personal interpretation
of the music.
*Sing a simple Gregorian chant with the
proper intonation.
*Create a short Gergorian chant based
on a given scriptural text and applying the
various characteristics of a chant.
*Analyze a given musical score with con-

3 - Medieval Secular Vocal
4 - The Development of Polyphony
5 - Medieval Instrumental Music
2 Music of the Renaissance Period
1 - Introduction to Renaissance
Music
2 - Motet and Chorale
3 - Anthem and Madrigal
Catholic church of the Medieval
period.
2 hours *Define secular music as popularized in
the Medieval period.
*Describe a Medieval secular
vocal music.
*Identify and enumerate the musical
characteristivs of a vocal music from
the Medieval period.
2 hours *Define polyphony as developed in the
Medieval period.
*Identify and differentiate the various
stages of development of polyphony
during the period.
2 hours *Identify the instruments popular during
the Medieval period.
*Describe the general characteristics
of Medieval Instrumental Music.
2 hours *Describe the musical characteristics of
the Renaissance period in relation to the
development of history.
*Compare the music of the Medieval
period with the music of the Renaissance
era.
2 hours *Define motet and chorale aas used /
performed in the Renaissance period.
*Identify and describe the musical charac-
teristics of each musical compostion.
2 hours *Define anthem and madrigal as used /
performed in the Renaissance period.
*Identify and describe the musical charac-
teristics of each musical compostion.
siderations to the elements of a chant.
*Listen to a example of a Medieval secular
vocal music and follow a musical (guide)
map in the process.
*Sing a short musical phrase from a Medie-
val Secular Vocal music.
*Analyze a given musical score with
a listening example to differentiate the stages
of development in polyphony.
*Create a visual representation that would
distinguish the different stages of polyphony
in the Medieval period.
*Aurally follow the musical develop-
ment of a listening example.
*Create a rhythmic pattern that can be used
on a an existing Medieval music.
*Listen to a recording of a Renaissance
music and create their own interpretation
of the music.
*Sing an example of a motet and a chorale.
*Perform as a group the two Renaissance
forms with simple polyphony.
*Aurally distinguish the two musical forms
from the Renaissance period.
*Create a visual representation through
costume dressing to differentiate the two

4 - Chanson and Ballata 2 hours *Define chanson and ballata as used /
performed in the Renaissance period.
*Identify and describe the musical charac-
teristics of each musical compostion.
5 - Ricercar 1 hour *Identify and describe the musical charac-
teristics of of a ricercar.
*Describe the instruments used in the
Rennaisance period.
3 Music of the Baroque Period
1 - Concerto Grosso 1 hour *Define concerto grosso as musical form
during the Baroque period.
*Identify and describe the various sections
in a concerto grosso.
2 - Baroque Suite 1 hour *Describe the different sections of Baroque
Suite based on the characteristics of each
dance.
*Identify the various musical elements
inherent in each dance.
3 - Oratorio 2 hours *Define oratorio based on the musical
examples from the Baroque period.
*Describe the musical characteristics of the
different songs used in an oratorio.
*Trace the historical development of the
oratorio.
4 - Opera 2 hours *Describe the musical and the theatrical
elements inherent in an opera performance.
*Discuss the different concepts present in
an opera performance.
4 Music of the Classical Period
1 - The Sonata 1 hour *Define sonata as used in the Classical
period.
*Identify and explain the different sections in
a sonata.
compositions
*Sing an example of a chanson and a
ballata.
*Aurally distinguish the different parts of a
ricercar.
*Create a visual guide map for listening,
with considerations to the melodic develop-
ment of the music.
*Listen to an example of a concerto grosso
while following a listening guide map.
*Create a collage that will exhibit the students
interpretation of the music.
*Aurally differentiate the four dances in a
suite, based on their musical merits.
*Perform each dance based on the music
and the concpetualized dance.
*Listen to an example of an oratorio and
compare the songs used then with the mo-
dern songs.
*Watch an opera performance and write a
short critique paper of the video performance.
*Aurally listen to an example of a sonata
and write a short poem based on the mood
and musical characteristics of the music.
2 - The Symphony
3 - The Solo Concerto
2 hours *Define symphony as used in the Classical *Aurally determine the musical characteristics
period. of a symphony.
*Identify and explain the different sections in *Create a visual representation of their
a symphony. interpretation of the music.
*Compare the musical characteristics of the
symphony based on the musics of Haydn,
Mozrt, and Beethoven.
1 hour *Define solo concerto as used in the *Watch a solo concerto performance and
Classical period. write a short guided critique paper.
*Compare the different characteristics of the
various sections of a solo concerto.

4 - Chamber Music
1 hour *Distinguish this particular musical form *Listen to 3 chamber music
from the preciously learned sonata. compositions by Haydn, Mozart,
*Define the musical characteristics of a and Beethoven and compare the
chamber music. works of the three masters.
*Identify and describe the various chamber
ensemble popular during the Classical
period.

References: PRINT
Barber, D. (2000). Bach, Beethoven and the Boys . Sound Vision: Quebec, Canada
Hopkins, A (1982). Sounds of the Orchestra . JM Dent: London
Kamien, R. (2002). Music: An Appreciation . McGraw-Hill Co. Inc.: New York
Miller, Terry and Shahriari. (2002). World Music (A Global Journey) . Schirmer Books: New York
Politoske, D. (2000). Music. Macmillan Co. Inc.: Boston
Titon, J. World of Music (An Introduction to the Music of World's People) . Schirmer Books: New York
Weiss, R. (2003). Music and Expression . Wm. C. Brown

Prepared by: Reviewed by:

EDISON C. TICZON Ms. FRANCHITA B. ALCAUSIN

Head, Music and Performing Arts Principal, Basic education Department
on of music, and its various elements as dictated by
n relation to Western music.

n Europe and its various functions

rformance.

Technology Values
Content Content

*recording of an Medieval *Appreciate the music of our

music neighboring countries.
*CD player *Value the importance of res-
*art materials / photographs pect and understanding.

*recording of a Gregorian *Give importance to the value

Chant of listening.
*CD player *Appreciate the development
*Powerpoint Presentation of the Chrisitan faith through
on the development of the music.
Gregorian chant
*recording of a secular vocal
music from the Medieval
period
*CD player
*musical (listening guide)
map
*Realize the importance of
diversity in our daily life and
essence of community in our
society.

*recording of each level of *Appreciate the beauty of

polyphony from the Medieval another culture through
period singing.
*CD player
*art materials

*recording of an instrumental *Cultivate a culture of charism

music from the Medieval through understanding and
period appreciation.
*CD player

*recording of a Renaissance *Appreciate the beauty of

music another culture through
*CD player singing.
*art materials

*musical sheet of a motet *Give importance and value to

and a chorale the essence of performing with
*keyboard a group.
*acetate copy
*recording of a Renaissance *Appreciation of the relationship
music of drama, music, and perfor-
*CD player mance.
*improvised Rennaisance
costumes
*musical sheet of a chanson *Appreciate the beauty of
and a ballata another culture through
*keyboard singing.
*acetate copy

*recording of a Renaissance *Cultivate a culture of charism

music through understanding and
*CD player appreciation.
*art materials

*recording of La *Give importance and value to

Primavera the essence of performing with
*CD player a group.
*art materials
*recording of each of the *Appreciation of the relationship
sections of the Baroque Suite. of drama, music, and perfor-
*film clips of the different mance.
dances
*Multi Media
*recording of Handel's *Value the importance of res-
Messiah pect and understanding.
*CD player

*DVD copy of The Magic *Appreciate the importance of

Flute patience and cooperation in
*guide questionnaires a group performance.

*recording of Beethoven's *Cultivate a culture of creativity,

Moonlight Sonata innovation and resourcefulness.
*CD player
*listening guide posts
 *OHP
*recording of a symphony by Appreciate the value of
Haydn, Mozart, and Beet- structure as a form of
hoven. indicator of how man will
*CD player live life based on God's
*art materials map.

**DVD Player Individual achievements is

**Multi Media God's gift for those who work
hard and extend an extra
mile to development their
talents.
*CD Player Appreciating our talents as
*Recording a chamber music God's gift.
by Haydn, Mozart, and
Beethoven

Canada

k
mer Books: New York

) . Schirmer Books: New York

Approved by:

Mr. JONATHAN BRYAN S. SIYTIAP

Head, Research and Development
 TRACE COLLEGE
El Danda St., Batong Malake, Los Baños, Laguna
High School Department

COURSE SYLLABUS
Schoolyear 2011 - 2012

Subject Title: Music Education IV Modern Music)

Description: Music Education IV provides lessons assuring students an increased appreciation of music, and its various elements as dictated
culture with a positive response towards performance, creation, interpretation, in relation to World and Modern music.
Pre-requisite: Music Education III
Objectives: 1. Demonstrate an understanding and appreciation of various world and modern music and its various functions in a
specific period in history.
2. Demonstrate understanding of and sensitivity to world and modern music.
3. Manifest an understanding and appreciation of the various music through performance.
4. Enhance students' natural inclination towards music and performance.
5. Reinforce the rudiments of music creation through scheduled performances.
6. Illustrate how music reflects the development of history and society.
7. Create musical compositions that depict or enhances the different genre of world and modern culture.

Module No. Module Heading and No. of Hours Knowledge Skill

Component of the Lesson
1 Music of the Romantic Period
1 - Introduction to the Music of the
Romantic Period
2 - Instrumental Music:
Program Music
Content
2 hours *Identify and explain the important events
that happened and deined the Romantic
Period.
*Describe the overall musical
charactersitics of the period.
2 hours *Differentiate program music from
absolute music.
*Identify and discuss the different aspects
of a program music.
*Distinguish the different types of program
Content
*View a museum exposure on the
life and culture of the Romantic
period in the classroom.
*Listen to a program music and
create a personal program notes
for others to understand the concept
of the composition better.
 3 - Vocal Music:
Lied / Art Song
4 - Vocal Music:
Wagnerian Music Drama
2 Music of the of the
Contemporary
1 - Instrumental Music:
Nationalism in Music
2 - Orchestral Music:
The Music of Bedrich Smetana
3 - Instrumental Music:
The Ballet Works of Tchaikovsky
2 hours *Describe a lied as distinct vocal
form developed during the Romantic
period.
*Explain the various aspects involved
in the development of the lied.
*Recognize through the listening
activity the ways by which the music
and text work together.
2 hours *Define a Wagnerian opera popularized
during the Romantic period.
*Distinguish a Wagnerian Music Drama
from the operas of Puccini and Verdi.
2 hours *Discuss the historical events that lead
to the nationalist movement in the Romantic
period.
*Identify and distinguish the country and
the composers that propagated the theory
of nationalism in music.
2 hours *Describe the overall musical characteristics
of Smetana's music.
*Compare the music of Smetana with the
music of Mussorgsky.
*Identify the musical elements emphasized
in Smetana's compositions
2 hours *Explain the historical development of the
ballet in relation to music.
*Identify and describe the musical charac-
**Listen to a German lied and
observe the English translation
for better understanding.
**Interpret the conclusion of a
particular lied based on the listening
activity, through pencil drawing /
sketching.
*View an excerpt from a Wagnerian
opera and an Early Romanctic
opera and determine their differences
theatrically and musically.
*Listen to the different types of songs
used in a opera and describe their
distinctive features.
*Write a short essay review on the
film showing.
*Listen to musics composed in
the nationalist genre.
*Create a multi media art representation of
a compostion written in the nationalist genre.
*Perform a nationalist music that
best represent the students' sense
of patriotism.
*Listen to a guided listening of Smetana's
The Moldau .
*Create a perspective map guide that would
represent the musical and the visual
rerpesentation of the music.
*View a ballet performance and write a
reaction paper on the relation of the dance
and the music.

3 Music of the Early 20th Century
1 - Impressionist Music
2 - The Music of Maurice Ravel
3 - Expressionist Music
4 Modern Music
1 - American Pop Music
2 - Black Folk Music
3 - Broadway Musicals
4 - Preparation and Performance
of Broadway Excerpts
teristics of a ballet music.
2 hours *Define impressionist music as musical form.
*Identify and describe the various sections
in a concerto grosso.
in a concerto grosso.
2 hours *Describe the different sections of Baroque
Suite based on the characteristics of each
dance.
*Identify the various musical elements
inherent in each dance.
2 hours *Describe the musical characteristics of
an expressionist music.
*Explain the theory of dodecaphony as
applied in an expressionist music
2 hours *Describe the overall musical characteristics
of Smetana's music.
*Compare the music of Smetana with the
music of Mussorgsky.
*Identify the musical elements emphasized
in Smetana's compositions
2 hours *Describe the overall musical characteristics
of the American Black Folk Music
*Identify and explain the different instruments
in a Black Folk Music
3 hours *Describe the overall characteristics and forms
of the American Musical Theater
*Compare the musical characteristics of the
of the American Musical Theater against the
classic opera.
5 hours Preparation
*Listen to an example of a impressionist
music while following a listening guide map.
*Create a collage that will exhibit the students
interpretation of the music.
*Aurally differentiate the four dances in a
suite, based on their musical merits.
*Perform each dance based on the music
and the concpetualized dance.
*Listen to an example of a expressionist
music and make a visual representation
of the music
*Listen to a guided listening of
*Create a perspective map guide that would
represent the musical and the visual
rerpesentation of the music.
*Perform a students' choice piece.
*Aurally listen to an example of a Black
Folk Music
*View samples of broadway musicals
Preparation
 References: PRINT
Barber, D. (2000). Bach, Beethoven and the Boys . Sound Vision: Quebec, Canada
Hopkins, A (1982). Sounds of the Orchestra . JM Dent: London
Kamien, R. (2002). Music: An Appreciation . McGraw-Hill Co. Inc.: New York
Miller, Terry and Shahriari. (2002). World Music (A Global Journey) . Schirmer Books: New York
Politoske, D. (2000). Music. Macmillan Co. Inc.: Boston
Titon, J. World of Music (An Introduction to the Music of World's People) . Schirmer Books: New York
Weiss, R. (2003). Music and Expression . Wm. C. Brown

Prepared by: Reviewed by:

EDISON C. TICZON Ms. FRANCHITA B. ALCAUSIN

Head, Music and Performing Arts Principal, Basic education Department
music, and its various elements as dictated by
ion to World and Modern music.

ic and its various functions in a

ance.

nd modern culture.

Technology Values
Content Content

**Multi Media Equipments *Appreciate the music of our

**Pictures from the
Romantic Period
**Recordings of music from
the Romantic Period.
**CD Player
**Multi Media Equipments
**Recording of Carnival
of Animals
**Handout - Program Music
neighboring countries.
*Value the importance of res-
pect and understanding.
*Underneath each picture is a
deeper meaning that conveys
the true essence of its beings.
**CD player *Silence is not the absence of
**Multi Media Equipments rather it is the essence of the
**Recording of Schubert's meaning of a situation.
Erlkonig

*DVD Player *Man's achievements is always

*Multi Media Equipments reflected in his works and
*Film Clip of Wagner's thoughts
Drama Opera

*CD Player *Patriotism is an admirable

*Multi Media Equipments advocacy when augmented with
*Recording of Mussorgsky's hard work and perseverance.
The Great Gates of Kiev
*Recording of Smetana's The
Moldau
*Handout - Nationalism in Music
*Recording of Smetana's The *Man's ingenuity is God's
Moldau answer to life's queries.
*CD Player
*Powerpoint Presentation of
Smetana's The Moldau

*DVD Player Diversity enhances man's

*DVD copy of Tchaikovsky's personal devotion to his
NutcrackerSuite craft and talent.
*recording of L'apres Midi
Dun Faune
*CD player
*art materials
*recording of each of the
sections of the Baroque Suite.
*film clips of the different
dances
*Multi Media
*recording of Schoenberg's
A Survivor from Warsaw
*CD player
*Give importance and value to
the essence of performing with
a group.
*Appreciation of the relationship
of drama, music, and perfor-
mance.
*Value the importance of res-
pect and understanding.

*CD Player *Man's ingenuity is God's

answer to life's queries.

*CD player *Cultivate a culture of creativity,

*listening guide posts innovation and resourcefulness.
*OHP

*OHP Appreciate the value of

*CD player creativity and teamwork

Preparation Preparation
da

oks: New York

hirmer Books: New York

Approved by:

Mr. JONATHAN BRYAN S. SIYTIAP

Head, Research and Development