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Republic of the Philippines

Department of Education Regional Office IX, Zamboanga Peninsula

MUSIC Quarter 2, Wk. 1 - Module 1

Instrumental and Vocal Music of the Classical Period

Zest for Progress

Zeal of Partnership

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Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

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The classical era, also called “Age of Reason”, is the period from 1750-

1820. The cultural life was dominated by the aristocracy, as patrons of musicians and artists who generally influenced the arts. Significant changes

in musical forms and styles were made. In this module, you will learn about the different instrumental and vocal

forms developed during the Classical Period. Sonata, Concerto, and Symphony are the instrumental forms developed during this era while Opera Seria and Opera Buffa are the two vocal forms. You will also listen to selected

musical pieces and familiarize the different elements present in the musical pieces.

At the end of the lesson, you as a learner are expected to:

• Describe musical elements of given Classical period pieces. (MU9CL-IIa-f-1)

• Demonstrate understanding of the different classical forms through recognition of the audio clips provided.

• Enjoy listening to selected musical pieces of the classical period.

Instructions: Identify the term being described. Write the letter that corresponds to your answer.

1. A musical work with different movements for an instrumental soloist

and orchestra. a. Symphony b. Sonata c. Concerto d. Rondo

2. A multi-movement work for solo instrument. a. Symphony b. Sonata c. Concerto d. Rondo

3. The general texture of Classical music a. Monophonic c. heterophonic b. b. homophonic d. polyphonic

4. The term for serious opera a. Opera c. opera buffa

b. Comic opera d. opera seria 5. A musical composition designed to be played by the full orchestra.

a. Symphony c. concerto b. Sonata d. cantata

WHAT I NEED TO KNOW

WHAT I KNOW

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Vocal and Instrumental Music

Can you recall the difference between vocal and instrumental music? Instruction: Fill in the table with information from your previous lessons in

Quarter 1.

Table 1 Difference between Vocal and Instrumental Music

Vocal Music Instrumental Music

Definition

Examples of musical pieces

from Baroque Period

Examples of musical pieces

from Renaissance Period

Examples of

musical pieces from Medieval

Period

Elements of Music

Can you still remember the different elements of music? Let us find out how

much you know about texture and tempo! What is texture?

Texture is a way to describe how the music or sound is organized. It can be thought of as how many layers a piece of music has. Texture can be described

as monophonic, homophonic and polyphonic.

Instruction: Write the texture of music being described in the statements below.

WHAT’S IN

1. two or more

melodies at the same time

________________

2. melody with chordal accompaniment

_________________

3. one melody, no accompaniment

_______________

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What is tempo? Tempo is how fast or slow a music is played.

Direction: Matching Type. Match Column A with its definition in Column B.

Column A Column B 1. Lento/Largo a. walking pace

2. Allegro b. very fast 3. Andante c. fast

4. Presto d. very slow

What is dynamics? Dynamics of a musical piece is the variation in loudness between notes or phrases. Dynamics are indicated by specific musical notation.

Direction: Arrange the following dynamic markings from softest to loudest.

Write your answers in the blank provided below.

_______ _______ _______ _______ _______ ________

Find out more of what you have learned!

Instructions: Listen to the following musical pieces. Encircle the words inside the box that describes the given music.

1. https://www.youtube.com/watch?v=pAdcE4OlBHc

Period Medieval Baroque Renaissance

Form vocal instrumental

Texture monophonic polyphonic homophonic

2. http://www.youtube.com/watch?v=IUZEtVbJT5c

Period Medieval Baroque Renaissance

Form vocal instrumental

Texture monophonic polyphonic homophonic

3. http://www.youtube.com/watch?v=aFHPRi0ZeXE

Period Medieval Baroque Renaissance

Form vocal instrumental

Texture monophonic polyphonic homophonic

mf f mp pp ff p

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Listening Activity 1 Instructions: Listen to the musical piece below. Copy the link in your

web browser and you will be directed to the YouTube for your listening activity. Fill in the table below with the information as you listen to the music.

Take note of the texture, tempo, dynamics, and mood.

Copy this link in your browser. https://www.youtube.com/watch?v=f3u5-MkFY5E

Table 2 Listening Activity Journal

Title and Composer

Instruments Used

Texture

(monophonic, polyphonic, homophonic)

Tempo

(slow, fast, very slow, very fast)

Dynamics (Soft or loud)

Mood (How does the music make you

feel?)

WHAT’S NEW

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What have you noticed with the elements of music that you listened to? The harmony and texture of classical music is homophonic in general. The

dynamics of loud and soft can be clearly heard from the musical piece.

MUSIC OF THE CLASSICAL PERIOD (1750-1820)

The classical era, also called “Age of Reason”, is the period from 1750-

1820. The cultural life was dominated by the aristocracy, as patrons of

musicians and artists who generally influenced the arts. Significant changes

in musical forms and styles were made.

In the middle of the 18th century, Europe began to move toward a new

style in architecture, literature, and the arts, known as Classicism. It was also

pushed forward by changes in the economic order and in social structure.

Instrumental music was patronized primarily by the nobility.

Important historical events that occurred in the West during this era

were the French Revolution and the Napoleonic Wars, the American

Declaration of Independence in 1776 and the American Revolution.

The term “classical” denotes conformity with the principles and

characteristics of ancient Greece and Roman literature and art which were

formal, elegant, simple, freed, and dignified. The same characteristics may

also describe the melodies of classical music. Harmony and texture are

homophonic in general. The dynamics of loud and soft were clearly shown

through the extensive use of crescendo and diminuendo. A style of broken

chord accompaniment called; Alberti Bass was practiced.

The great composers of the period were: Franz Joseph Haydn, Wolfgang

Amadeus Mozart, and Ludwig Van Beethoven.

Sonata, Concerto, and Symphony are the instrumental forms developed

during this era while Opera Seria and Opera Buffa are the two vocal forms.

Instrumental Forms of Classical Music

The classical period was mainly concerned with form and structure,

and it was in this time that many of the musical forms we hear today were

established. Some of these include Symphony, Solo Concerto and Sonata.

➢ Sonata

A multi-movement work for solo instrument, Sonata came from the word “Sonare” which means to make a sound. This term is applied to a variety

of works for a solo instrument such as keyboard or violin.

WHAT IS IT

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In the Classical period, the sonata was a very popular form of composition. The famous composers of the classical period like Haydn, Mozart

and Beethoven all wrote sonatas. Haydn and Mozart usually wrote sonatas in 3 movements.

Components of the Sonata 1. 1st Movement: Allegro – fast movement

Listen to an example of first movement, “Molto allegro,” of Mozart's Piano Sonata No. 14 in C Minor, K 457; from a 1951 recording by pianist Emil Guilels.

Copy this link in your browser and listen to an example of first movement.

https://www.youtube.com/watch?v=8-T9RXR0-oo

2. 2nd Movement: Slow tempo: (Andante, Largo, etc.), mostly lyrical and emotional.

Listen to an example of second movement, “Andantino,” of Franz Schubert's Piano Sonata No. 20 in A Major; from a 1937 recording by pianist Artur Schnabel.

Copy this link in your browser and listen to an example of 2nd movement.

https://www.youtube.com/watch?v=ojCsfn-ePZ8

3. 3rd Movement: Minuet: It is in three-four time and in a moderate or fast tempo.

Listen to an example of third movement, “Allegro vivace,” of Franz

Schubert's Piano Sonata No. 14 in A Minor. Copy this link in your browser and listen to an example of 3rd movement.

https://www.youtube.com/watch?v=9KwzgM5F0c4

➢ Sonata Form

Sonata form is also called first-movement form or sonata-allegro form. It

is a musical structure that is usually a part of the first movement of various

Western instrumental genres, like sonatas, symphonies, and string quartets.

It also has three basic elements namely: exposition, development, and

recapitulation.

1. Exposition - the first part of a composition in sonata form that introduces

the theme

2. Development is the middle part of the sonata-allegro form wherein themes

are being developed

3. Recapitulation - repeats the theme as they first emerge in the opening

exposition

Listen to an example of sonata form:

https://www.youtube.com/watch?v=06W3IAa-i5c

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➢ Concerto

The classical concerto is a piece of music composed for an instrumental

soloist and orchestra. It is written to feature the musical skills and

expressiveness of a single musician, the soloist, while being accompanied by

a large group of musicians that make up the orchestra. A concerto has three

movements: fast, slow, and fast.

Listen to an example of concerto, copy the link below in your browser.

https://www.youtube.com/watch?v=sbH83hZIroo

➢ Symphony

A multi-movement work for orchestra, the symphony is derived from the word “Sinfonia” which literally means “a harmonious sounding together”.

It is a classical music for the whole orchestra, generally in four movements.

4 movements of the symphony: 1st Movement: Fast: Sonata-allegro form 2nd Movement: Slow: gentle, lyrical – typical ABA form or theme and variation

3rd Movement: Medium/Fast: uses a dance form (Minuet or scherzo) 4th Movement: Fast: typically Rondo or Sonata form

Listen to an example of symphony, copy the link below in your browser.

https://www.youtube.com/watch?v=4sGuBRrSi2A Vocal Forms of Classical Music

➢ Classical Opera

Opera is a drama set to music where singers and musicians perform in

a theatrical setting. The two distinct styles of opera are Opera Seria and Opera Buffa. These were developed during the Classical Period.

b. Opera Seria

- serious opera

- usually implies heroic or tragic drama that uses mythological characters, which was inherited from the Baroque period

- the age of opera seria corresponded with the rise to prominence of the castrati, often prodigiously gifted male

singers who had undergone castration before puberty in order to retain a high, powerful soprano or alto voice backed by decades of rigorous musical training

- opera seria was the opera of the court, of the monarchy and the nobility, but this was not always the case; Handel

composed operas for people with various social status - “Idomeneo” by Mozart is an example of Opera Seria

c. The Opera Buffa

- comic opera from Italy

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- made use of everyday characters and situations, and usually used spoken dialogues, lengthy arias and was spiced with

sight gags, naughty humor, and social satire - “The Marriage of Figaro”, “Don Giovanni”, and “The Magic

Flute” are examples of popular Opera Buffa by Mozart.

Listen to an example of Opera Buffa, copy the link below in your browser. https://www.youtube.com/watch?v=ZF-qjArqfL8

Listen to an example of Opera Seria, copy the link below in your browser. https://www.youtube.com/watch?v=rj1PS3WAagY

Comprehension Check!

Answer the following questions:

1. What are the instrumental and vocal forms of Classical Music Period?

2. What is the difference between a sonata and concerto?

3. Describe the 3 movements in a sonata.

4. What are the two styles of opera developed in the classical period?

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Now it is time to apply what you have learned from the previous section about the instrumental and vocal forms of classical period music.

Listening Activity 1

Instructions: Complete the following information after listening to the music from YouTube. Write your answer on the space provided. Copy the link in

your web browser.

1. https://www.youtube.com/watch?v=vcBn04IyELc Music Title:

Composer: Instrumental Form (sonata, symphony, concerto): Mood (How does the music make you feel):

2. https://www.youtube.com/watch?v=VDKIeyAnCBc

Music Title: Composer:

Instrumental Form (sonata, symphony, concerto): Mood (How does the music make you feel):

3. https://www.youtube.com/watch?v=quxTnEEETbo Music Title:

Composer: Instrumental Form (sonata, symphony, concerto):

Mood (How does the music make you feel):

Listening Activity 2

Instructions: Identify the tempo of the following movements. Choose your answer from the box. Copy the link in your web browser.

1. https://cdn.britannica.com/72/92572-005-358EF606/movement-

allegro-Emil-Guilels-Molto-recording-Piano-1951.mp3

fast moderate slow

2. https://cdn.britannica.com/29/92329-005-432CE669/Excerpt-movement-Solomon-recording-Franz-Schubert-Allegro-1952.mp3

fast moderate slow

WHAT’S MORE

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3. https://cdn.britannica.com/65/92365-005-11EF2AEA/Andantino-movement-Artur-Schnabel-recording-Franz-Schubert-1937.mp3

fast moderate slow

Listening Activity 3

Instructions: Listen to the following classical operas and complete the information inside the box. Copy the link in your browser.

https://www.youtube.com/watch?v=HeCbbVS8z1s

1. What is the title of the opera?

2. Who is the composer?

3. What is the style of the opera (opera seria/opera buffa)? Why?

4. What is the opera all about? (Give a short storyline.)

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

1. What is the title of the opera?

2. Who is the composer?

3. What is the style of the opera (opera seria/opera buffa)? Why?

4. What is the opera all about? (Give a short storyline.)

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I. Make a journal of what you have learned so far.

II. After listening to the different classical pieces, how will you describe

the Classical Period Music? Write down the characteristics that you

have observed during your listening exercises. ________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________

WHAT I HAVE LEARNED

Vocal Music

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Instrumental Music

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

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________________________________

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Research Activity

Playing or listening to classical music has a wide variety of benefits.

Research 5 musical pieces that you think are beneficial in your daily life.

Recognize whether the musical piece is a concerto, sonata, symphony or

orchestra.

Title of Music Benefit/ Purpose Classical Form

Your research work will be graded base on the following rubrics:

Rubrics for Research Activity

Criteria 4 3 2

Content

All parts of the

table are filled with correct

ideas.

Some parts of

the table are filled with

incorrect ideas.

Most parts of the

table are filled with incorrect

ideas.

Cleanliness Work is neat and

no erasures.

Work is neat

with some erasures.

Work is untidy

and contains a lot of erasures.

Organization Presentation of

ideas is very organized.

Some ideas

presented were not organized.

Most ideas

presented were not organized.

WHAT I CAN DO

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It is time to use what you have learned from this module in answering the questions below.

A. Crossword Puzzle. Complete the crossword puzzle below.

Across 1. general texture of classical music

3. fast 5. example of Opera seria

6. multi-movement work for orchestra 7. comic opera 9. work for solo instrument

10. tempo of first movement of a symphony

Down 2. serious opera

4. piece of music composed for an instrumental soloist and orchestra

8. tempo of the second

movement of sonata

ASSESSMENT

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VII.Answer Key

What I Know

1.C

2.B

3.B

4.D

5.A

What’s In

Vocal Music Instrumental Music

Definition

is a type of singing performed by one or more singers, either with instrumental accompaniment, or without instrumental accompaniment (a cappella), in which singing provides the main focus of the piece.

music intended to be performed by a musical instrument or group of instruments.

Examples of musical pieces from Baroque Period

Answers may vary with students Answers may vary with students

Examples of musical pieces from Renaissance Period

Answers may vary with students Answers may vary with students

Examples of musical pieces from Medieval Period

Answers may vary with students Answers may vary with students

What’s New

Title and Composer- Eine Kleine Nachtmusik/Mozart Instruments Used – violin, viola, cello Texture – homophonic Dynamics – loud Tempo –fast Mood- student’s answer may vary

1.https://www.youtube.com/watch?v=pAdcE4OlBHc

Period Medieval Baroque Renaissance

Form vocal instrumental

Texture monophonic polyphonic homophonic

2.

Period Medieval Baroque Renaissance

Form vocal instrumental

Texture monophonic polyphonic homophonic

3.http://www.youtube.com/watch?v=aFHPRi0ZeXE

Period Medieval Baroque Renaissance

Form vocal instrumental

Texture monophonic polyphonic homophonic

What’s More Listening Activity 1 1.Symphony no. 5, Bethoveen, symphony 2.Piano Concerto No. 11 in D major, Haydn, Conceto 3.Alla Turca, Mozart, sonata Listening Activity 2 1.Moderate 2.Fast 3.Slow

Post Assessment

A.Crossword Puzzle

1.Sonata 6. Opera seria

2.Symphony 7. Fast

3.Allegro 8. homophonic

4.Concerto 9. andante

5.Opera buffa 10. Idomeneo

B. Listening Exercise 1. piano 2. fast 3. loud and soft 4. homophonic 5. 3rd movement

Texture 1.Polyphonic 2.Homophonic 3.Monophonic

Tempo 1.D 2.C 3.A 4.B

Dynamics pp p mp mf f ff

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Region IX: Zamboanga Peninsula Hymn – Our Eden Land Here the trees and flowers bloom Here the breezes gently Blow,

Here the birds sing Merrily, The liberty forever Stays,

Here the Badjaos roam the seas Here the Samals live in peace

Here the Tausogs thrive so free With the Yakans in unity

Gallant men And Ladies fair Linger with love and care

Golden beams of sunrise and sunset Are visions you’ll never forget

Oh! That’s Region IX

Hardworking people Abound, Every valleys and Dale

Zamboangueños, Tagalogs, Bicolanos,

Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos, All of them are proud and true

Region IX our Eden Land

Region IX

Our.. Eden... Land...

My Final Farewell Farewell, dear Fatherland, clime of the sun caress'd

Pearl of the Orient seas, our Eden lost!, Gladly now I go to give thee this faded life's best, And were it brighter, fresher, or more blest Still would I give it thee, nor count the cost. On the field of battle, 'mid the frenzy of fight, Others have given their lives, without doubt or heed; The place matters not-cypress or laurel or lily white, Scaffold or open plain, combat or martyrdom's plight, T is ever the same, to serve our home and country's need. I die just when I see the dawn break,

Through the gloom of night, to herald the day; And if color is lacking my blood thou shalt take, Pour'd out at need for thy dear sake

To dye with its crimson the waking ray. My dreams, when life first opened to me, My dreams, when the hopes of youth beat high, Were to see thy lov'd face, O gem of the Orient sea From gloom and grief, from care and sorrow free; No blush on thy brow, no tear in thine eye. Dream of my life, my living and burning desire,

All hail ! cries the soul that is now to take flight; All hail ! And sweet it is for thee to expire ; To die for thy sake, that thou mayst aspire; And sleep in thy bosom eternity's long night. If over my grave some day thou seest grow, In the grassy sod, a humble flower, Draw it to thy lips and kiss my soul so, While I may feel on my brow in the cold tomb below The touch of thy tenderness, thy breath's warm power. Let the moon beam over me soft and serene,

Let the dawn shed over me its radiant flashes, Let the wind with sad lament over me keen ; And if on my cross a bird should be seen, Let it trill there its hymn of peace to my ashes.

Let the sun draw the vapors up to the sky,

And heavenward in purity bear my tardy protest Let some kind soul o 'er my untimely fate sigh, And in the still evening a prayer be lifted on high From thee, 0 my country, that in God I may rest. Pray for all those that hapless have died, For all who have suffered the unmeasur'd pain; For our mothers that bitterly their woes have cried, For widows and orphans, for captives by torture tried And then for thyself that redemption thou mayst gain And when the dark night wraps the graveyard around

With only the dead in their vigil to see Break not my repose or the mystery profound And perchance thou mayst hear a sad hymn resound

'T is I, O my country, raising a song unto thee. And even my grave is remembered no more Unmark'd by never a cross nor a stone Let the plow sweep through it, the spade turn it o'er That my ashes may carpet earthly f loor, Before into nothingness at last they are blown. Then will oblivion bring to me no care

As over thy vales and plains I sweep; Throbbing and cleansed in thy space and air With color and light, with song and lament I fare, Ever repeating the faith that I keep. My Fatherland ador'd, that sadness to my sorrow lends Beloved Filipinas, hear now my last good-by! I give thee all: parents and kindred and fr iends For I go where no slave before the oppressor bends, Where faith can never kil l, and God reigns e'er on high! Farewell to you all, from my soul torn away,

Friends of my childhood in the home dispossessed! Give thanks that I rest from the wearisome day! Farewell to thee, too, sweet friend that l ightened my way; Beloved creatures all, farewell! In death there is rest!

I Am a Filipino, by Carlos P. Romulo I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I must prove equal to a two-fold task–the task of meeting my responsibility to the past, and the task of performing my obligation to the future.

I sprung from a hardy race, child many generations removed of ancient Malayan pioneers. Across the centuries the memory comes rushing back to me: of brown-skinned men putting out to sea in ships that were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowing wave and the whistling wind, carried upon the mighty swell of hope–hope in the free abundance of new land that was to be their home and their children’s forever.

I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapulapu to battle against the first invader of this land, that nerved Lakandula in the combat against the alien foe, that drove Diego Silang and

Dagohoy into rebellion against the foreign oppressor.

The seed I bear within me is an immortal seed. It is the mark of my manhood, the symbol of dignity as a human being. Like the seeds that were once buried in the tomb of Tutankhamen many thousand years ago, it shall grow and flower and bear fruit again. It is the insignia of my race, and my generation is but a stage in the unending search of my people for freedom and happiness.

I am a Filipino, child of the marriage of the East and the West. The East, with its languor and mysticism, its passivity and endurance, was my mother, and my sire was the West that came thundering across the seas with the Cross and Sword and the Machine. I am of

the East, an eager participant in its spirit, and in its struggles for liberation from the imperialist yoke. But I also know that the East must awake from its centuried sleep, shake off the lethargy that has bound his limbs, and start moving where destiny awaits.

I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be compounded of the joyous cries of my Malayan forebears when first they saw the contours of this land loom before their eyes, of the battle cries that have resounded in every field of combat from Mactan to Tirad Pass, of the voices of my people when they sing:

“I am a Filipino born to freedom, and I shall not rest until freedom shall have been added unto my inheritance—for myself and my children and my children’s children—forever.”

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