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Music
Quarter 1, Wk. 6-8 – Module 6
Vocal and Instrumental Music of Medieval,
Renaissance and Baroque Periods
Department of Education ● Republic of the Philippines
Music - Grade 9
Alternative Delivery Mode
Quarter 1, Wk.6-8 - Module 6: Instrumental Music of Medieval, Renaissance
and Baroque Periods
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
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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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: Cherryl B. Estabas
Evaluators/Editors: Althea Mae B. Bongcawil, Viz A. Villariza
Illustrator and Layout Artist:
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
Quarter 1, Wk.6-8 - Module 6
Vocal and Instrumental Music of Medieval,
Renaissance and Baroque Periods

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Education Program Supervisor in Filipino of
the Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

This page is intentionally blank
 Table of Contents

What This Module is About........................................................................................................... i

What I Need to Know..................................................................................................................... ii
How to Learn from this Module.................................................................................................... .iii
Icons of this Module...................................................................................................................... .iii

What I Know.................................................................................................................................. ..iv

Lesson 1:
Instrumental Music of Medieval, Renaissance and Baroque Periods
What I Need to Know...........................................................................................1
What’s In ............................................................................................................ 1
What’s New........................................................................................................... 2
What Is It .............................................................................................................. 3
What’s More ......................................................................................................... 3
What I Have Learned...........................................................................................4
What I Can Do...................................................................................................... 4

Summary…………………………………………………………………………………………5
Assessment: (Post-Test)………………………………………………………………………5
Key to Answers......................................................................................................................... 6
References.................................................................................................................................. 7
What This Module is About

In the first modules, music in the Western countries had been introduced to you.. The
musical features and their characteristics have been discussed too. The history of music, its
contributions to various era and its development. You had been given various activities to
understand the lesson better.
This module focused more on the performance of the learners to have a better
understanding of the music during the Medieval, Renaissance, and Baroque period. It aims
to show application of the learnings of the previous lessons.
.

i
 What I Need to Know

LEARNING AREA STANDARD

The learner demonstrates an understanding of basic concepts and processes in
music and art through appreciation, analysis and performance for his/her self-
development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.

KEY - STAGE STANDARD

The learner demonstrates understanding of salient features of music and art of the
Philippines and the world, through appreciation, analysis, and performance, for self-
development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.

GRADE LEVEL STANDARD

The learner demonstrates understanding of salient features of Western music and
the arts from different historical periods, through appreciation, analysis, and
performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.

CONTENT STANDARD
The learner demonstrates understanding of the characteristic features of the music
of the medieval, the renaissance and the baroque periods.

PERFORMANCE STANDARD
The learner performs selected songs from the Medieval, Renaissance and Baroque
periods.
 Chants
 Madrigals
 Excerpts from Oratorio
 Chorales
 Troubadour

OBJECTIVES:

 Performs music from Medieval, Renaissance and Baroque Periods

 Evaluates music and music performances using guided rubrics.

ii
 How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
 What I Know

PRE-ASSESSMENT
To assess what you know about the music features of the Medieval, Renaissance and
Baroque Periods.

IA. IDENTIFICATION. Choose your answer from the box and write it on the space
provided before the number.

MADRIGAL ORATORIO TROUBADOUR MUSIC

MASS GREGORIAN CHANTS CONCERTO GROSSO

1Large scale musical composition for orchestra and voices that incorporates
Narratives on religious themes
_________ 2. Through-composed and frequently in 3 to 6 voices
_________ 3. Concertino and Tutti
_________ 4. Have five main sections and text is either Syllabic, Neumatic or Melismatic
_________ 5. Based on Latin Liturgy and uses Neume Notation

IIB. Identify the following instruments below. Write the period on the first line whether it is
Medieval, Renaissance and Baroque. On the second line write its classification whether it is
aerophone, idiophone, chordophone or membranophone.

1. Psaltery= _______________________________, __________________________

2. Flute= _______________________________,___________________________
3. Harpsichord= _____________________________, _________________________
4. Timpani= ________________________________, _________________________
5. Lute= ___________________________________, __________________________

iv
 MUSICAL PERFORMANCE OF
MEDIEVAL, RENAISSANCE AND
Lesson BAROQUE PERIODS

1
What I Need to Know

OBJECTIVES:
At the end of this module, the learners are expected to:

 Performs music from Medieval, Renaissance and Baroque Periods

 Evaluates music and music performances using guided rubrics.

What’s In

During the Medieval period the plainchant, plainsong, or Gregorian chant

liturgical singing is monophonic, or unison, liturgical music of the Roman Catholic
Church, used to accompany the text of the mass and the canonical hours, or divine
office.
In the Renaissance, music was an important part of the civic, religious and courtly
life. The most important music which was used by the church which is polyphonic by nature
are the masses and motets.
The Baroque period on the other hand, is the creation of tonality where composers
and performers used more elaborate musical ornamentation, made changes in musical
notation and developed new playing techniques of instruments. It is the period where the
opera, cantata, oratorio, concerto, and sonata musical genres was established.
Modern music owes a lot to the Baroque period for tonality and harmony was
forrmalised. There was a great development in musical styles as well.

1
 What’s New

Activity 1: “ Lets Go Local ” 😊

Instruction: Below are videos of the Philippine version of music used in the Medieval and
Renaissance period. Then, answer the questions that follow.

1. Pinoy Gregorian “Anak”

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

2. Pinoy Gregorian “ Masdan ang Kapaligiran”-

https://www.youtube.com/watch?v=SI9RmPcK2Cs

3. Philiphine Madrigal “ Rain Song”

https://www.youtube.com/watch?v=NTajZcqRK2Q

4. Madrigal “ Superman”
https://www.youtube.com/watch?v=M-FSkaiK1mc

Activity 2: “ Just Feel the Beat” 😊

The links below are music during the Baroque period which are commonly used for
stage performances such as ballet,

1. JS Bach- Bradenburg Concerto No. 3 ( Allegro-Adagio)

https://www.youtube.com/watch?v=Xq2WTXtKurk

2. A. Vivalde- Spring
https://www.youtube.com/watch?v=mFWQgxXM_b8

Reflection:

1. How do you describe a Gregorian Chant? Can you name a song that can be sung in
the same manner?
2. What is the difference of Gregorian Chant from Madrigal?
3. In your own opinion, which is more easier to perform? Why?
4. What can you say about the music during the Baroque period?

What Is It
 During the Middle Ages, most of the music was vocal and unaccompanied. The
oldest Medieval musical instrument was the human voice that is why Gregorian Chant is
used during this era. The spread of Christianity in the Dark Ages and the early Medieval
period led to the popularity of hymns and secular songs.

During the Renaissance period, most of the musical activity shifted from the
church to the courts. Art music in the Renaissance served three basic purposes: (1) worship
in both the Catholic and burgeoning Protestant Churches, (2) music for the entertainment
and edification of the courts and courtly life, and (3) dance music.

An important type of instrumental music in the Baroque era was the concerto.
Opera encouraged composers to devise ways of illustrating moods in their music; affecting
the listener's emotions became a major objective in composition during this period

What’s More

ACTIVITY 1. “SING A LA GREGORIAN” (Group Activity – Boys/Girls)

Instruction: The activity will be done by groups (3) or individually. The learners will perform
any Pop Song of today but in a Gregorian Chant manner. The challenge is to sing it a la
Gregorian, inspired by the music of the medieval period. The group will record themselves
separately for social distancing and edit it to create a whole new video as a group. The
music video should only be two to three minutes. They may use any video-editing apps
online and will just send their Music Video via Facebook or Instagram. They will be given
one week to brainstorm, plan and create their Music Video. The group’s output will be judged
on the following criteria below:

CRITERIA for JUDGING:

1. VOCAL PRODUCTION (50%)
Vocal Technique – Tone Quality, Breath Support, Intonation, Diction and Articulation
Rhythm and Tempo – Voice in relation to the music
Timing – Coordination of the singers’ vocal performance
2. EXPRESSION (30%)
Performance – How well the performers were able to express the intention of the
song
Chemistry – How well the voices and personalities sounded together on stage
3. SHOWMANSHIP (20%)
Show Design – Music Selection, Performance and Costume
Entertainment Value – Overall performance of the group
Cinematography – Quality of the video and creativity
TOTAL: 100%

3
What I Have Learned
 ACTIVITY 1. “ Lets Do The TIKTOK Dance” (Group Activity)

Instruction: The activity will be done by three groups or individually. They will make a dance
production (Ballet, Rigaudon, etc.) using a sample music of the Baroque Period for 1 minute.
The group will choose between Bach’s “Brandenburg Concerto”, Vivaldi’s “Spring” or
Handel’s “Concerto Grosso Op. 6, No. 1 in G Major”. The group will record themselves
separately for Social Distancing and edit it to create a whole new video as a group. The
music video should only be two to three minutes. They may use any video-editing apps
online and will just send their Music Video via Facebook or Instagram. They will be given
one week to brainstorm, plan and create their Music Video.

What I Can Do

ACTIVITY 1. “YOU BE THE JUDGE, YOUR HONOR”

(*INTENDED for LEARNERS who have internet access and smartphones)

Instructions: This activity aims to evaluate music and music performances using the music video
they created during the previous activity “Dance Like Nobody’s Watching”. The members of the
Group 1 will be tasked to evaluate the performance output of Group 2, Group 2 on Group 3 and
Group 3 on Group 1. They will then answer the process questions on a separate sheet of paper.
NOTES: The learners without internet access and smartphones will do this EVALUATION Activity but
the teacher needs to do it in a classroom setting with Social Distancing. The teacher will have a film
showing of the outputs in the classroom and the learners will evaluate them using the same process.

EVALUATION RUBRICS (MUSIC VIDEO PRESENTATION)

FAIR / BELOW VERY GOOD / EXCELLENT /
CRITERIA AVAERAGE GOOD / AVERAGE ABOVE AVERAGE OUTSTANDING
(2 POINTS) (3 POINTS) (4 POINTS) (5 POINTS)
Creativity, Musicality
and Style
The music and style was The music and style was The music and style was The music and style was
(Ability to incorporate somehow not accurately good enough to excellent but somehow outstanding and
music that goes in express the theme accurately express the did not accurately express accurately expressed the
accordance with the presented in terms of theme presented in terms the theme presented in theme presented in terms
theme selection and how creativity. of creativity. terms of creativity. of creativity.
it was projected in the
music video)
Performance and
Interpretation The group attempted to The group showed a good The group showed a great The group showed an
keep a rhythm but often understanding of tempo understanding of tempo excellent understanding
(Ability to incorporate got off beat or behind the and beat but periodically and beat but rarely got of tempo and beat and
Rhythm, Tempo, music and did not set the got off beat and was off beat and was great in was excellent in setting
Enthusiasm and right personality, emotion good in setting the right setting the right the right personality,
Personality, Emotion or or mood of the music personality, emotion or personality, emotion or emotion or mood of the
Mood to the music video video. mood of the music video. mood of the music video. music video.
presentation)
Member Participation
Few members were only Few members were only All members were All members were
(The members of the participating in the participating in the participating in the participating in the
group participate in the presentation and presentation and showed presentation and showed presentation and showed
music video presentation) somehow did not show good camaraderie in the a great camaraderie in an excellent camaraderie
camaraderie in the production. the production. in the production.
production.
Choreography and
Cinematography The choreography was The choreography was The choreography was The choreography was
not that appropriate with good and appropriate great and appropriate excellent and appropriate
(the output is well the presentation and the with the presentation and with the presentation and with the presentation and
rehearsed and the ability cinematography the cinematography gave the cinematography gave the cinematography gave
to incorporate other art somehow did not give a good visual impact to a great visual impact to an excellent visual impact
forms and dynamics in visual impact to the music the music video the music video to the music video
music and video editing) video presentation. presentation. presentation. presentation.
Overall Group
Performance The group was not that The group was focused The group was focused The group was entirely
focused or ready to and showed preparedness and showed preparedness focused and showed well
(The overall level of perform. Movements and to perform but the to perform and timing preparedness to perform
performance from the timing was somehow not movements and timing was somehow sustained and timing was
group projected in the sustained throughout the was somehow not throughout the excellently sustained
music video) performance. sustained throughout the performance. throughout the
performance. performance.

Summary
 The musical performances from the three periods shows great transformation
from the simplest music to the more developed one. It is very obvious that status of
people in a certain period has something to do with music.

During the Medieval period, only the monks sung the song in church liturgical
mass while in the Renaissance an individual has to undergo music training before he
could be hired as musician which serves as a source of income for them.
Furthermore, Baroque period shows great transformation in music because it leads
to great development and contribution in todays music.

Assessment: (Post-Test)

I. IDENTIFICATION. Choose your answer from the box and write it on the space provided
before the number.

CONCERTO FUGUE CONCERTO GROSSO ORATORIO CHORALE

____________1. A musical composition that resembles a harmonized version of hymnal

tunes of the Protestant Church.

____________2. A large scale musical composition for orchestra and voices that
incorporates narratives on religious themes.

____________3. A form of orchestral music that employs a solo instrument accompanied by

an orchestra.

____________4. A contrapuntal piece, developed mainly by imitative counterpoint with a

main theme called subject.

____________5. A form of orchestral music wherein the music is between a Concertino and
a Tutti.

II. Scrambled Letters. Arrange the letters below and form a word.

1. ICNMNOOPHO=_________________ 4. GEUUF=_________________
2. RALECUS=_____________________ 5. CNORCETO=_____________
3. DACSRE=______________________

5
 Key to Answers

PRE- ASSESSMENT

IA. IDENTIFICATION.

1. ORATORIO
2. MADRIGAL
3. CONCERTO GROSSO
4. MASS
5. GREGORIAN CHANT

IIB.

1. MEDIEVAL, CHORDOPHONE
2. RENAISSANCE, AEROPHONE
3. BAROQUE, CHORDOPHONE
4. BAROQUE, MEMBRANOPHONE
5. RENAISSANCE, CHORDOPHONE

POST- TEST

I.IDENTIFICATION
1. CHORALE
2. ORATORIO
3. CONCERTO
4. FUGUE
5. CONCERTO

II. UNSCRAMBLED LETTERS.

1. MONOPHONIC
2. SECULAR
3. SACRED
4. FUGUE
5. CONCERTO

References
https://www.britannica.com/art/musical-performance/The-Middle-Age

https://www.metmuseum.org/toah/hd/renm/hd_renm.htm

https://courses.lumenlearning.com/musicapp_historical/chapter/chapter-1/

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

https://www.youtube.com/watch?v=SI9RmPcK2Cs

https://www.youtube.com/watch?v=NTajZcqRK2Q

https://www.youtube.com/watch?v=M-FSkaiK1mc

https://www.youtube.com/watch?v=Xq2WTXtKurk

https://www.youtube.com/watch?v=mFWQgxXM_b8

For your guide,

https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_form
atting_and_style_guide/chicago_manual_of_style_17th_edition.html

you can also use citation machine generators: citethisforme.com and citefast.com

7
 For inquiries and feedback, please write or call:

DepEd Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph