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9, Music, Quarter 3 – Module 5:, Perform Selected Music from the, Romantic Period, , CO_Q3_Music9_Module 5

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Music - Grade 9, Alternative Delivery Mode, Quarter 3 - Module 5: Perform Selected Music from the Romantic 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 royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,, trademarks, etc.) included in this module 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, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, , Development Team of the Module, Author/s:, Candice Ilano-Pestolante, Althea Mae B. Bongcawil, Evaluators/Editors: Zandra D. Goc-ong, Lyle Jireh E. Sapida, Illustrator and Layout Artist: Shirley Venenoso-Rabor, Joel F. Capus, Management Team: Roy Angelo E. Gazo, Nimfa R. Lago, Henry B. Abueva, Nanette Kay D. Mercado, Sherlita L. Daguisonan, Meriam S. Otarra, Charlotte D. Quidlat, , Printed in the Philippines by _______________________, Department of Education – Region X, Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Telefax: (088)-856-3932, E-mail Address: [email protected]

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9, Music, Quarter 4 – Module 5:, Perform Selected Music from the, Romantic Period

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Introductory Message, This Self-Learning Module (SLM) is prepared so that you, our dear learners,, can continue your studies and learn while at home. Activities, questions, directions,, exercises, and discussions are carefully stated for you to understand each lesson., Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you., Pre-tests are provided to measure your prior knowledge on lessons in each, SLM. This will tell you if you need to proceed on completing this module or if you, need to ask your facilitator or your teacher’s assistance for better understanding of, the lesson. At the end of each module, you need to answer the post-test to self-check, your learning. Answer keys are provided for each activity and test. We trust that you, will be honest in using these., In addition to the material in the main text, Notes to the Teacher are also, provided to our facilitators and parents for strategies and reminders on how they can, best help you on your home-based learning., Please use this module with care. Do not put unnecessary marks on any part, of this SLM. Use a separate sheet of paper in answering the exercises and tests. And, read the instructions carefully before performing each task., If you have any questions in using this SLM or any difficulty in answering the, tasks in this module, do not hesitate to consult your teacher or facilitator., Thank you.

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What I Need to Know, , LEARNING AREA STANDARD, The learner demonstrates an understanding of basic concepts and processes, in Music and the Arts through appreciation, analysis and performance for his/her development, celebration of his/her Filipino cultural identity and diversity, and, expansion of his/her world vision., KEY- STAGE STANDARD, The learner demonstrates an understanding of salient features of music and, art of the Romantic period., GRADE LEVEL STANDARD, The learner demonstrates appreciation, analysis and performance for selfdevelopment, the celebration of cultural identity, diversity and expansion of the, world’s vision., CONTENT STANDARD, The learner demonstrates understanding of characteristic features of, instrumental Romantic music., PERFORMANCE STANDARD, The learner sings and performs themes of selected instrumental pieces., OBJECTIVE:, Perform selected music from the Romantic Period, , 1, , CO_Q3_Music9_Module 5

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What I Know, Pre-Assessment:, Play/sing the melody of one of romantic period compositions using your, chosen instrument:, , 1., 2., 3., 4., , Auf Flugeln Des Gesanges by Felix Mendelssohn, SALUT D’AMOUR by Edward Elgar, THE BEAUTIFUL BLUE DANUBE by Johann Strauss II, Nocturne in E flat Major, op.9 by Frederic Chopin, , Reflect on the following questions:, 1. What did you notice in the way that you play/sing the composition? Was it, hard or easy to do?, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, , 2. What can you do in order to improve the way you sing/play it?, , ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, , 2, , CO_Q3_Music9_Module 5

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Lesson, , 1, , Perform Selected Music, from the Romantic Period, What’s In, , Can you enumerate some famous Romantic period composers and their, works as discussed in the previous module?, , What’s New, ACTIVITY 1. TELL ME WHO?, Directions: Who is the composer of the following musical piece? Choose from the, list of composers written in the 2nd column. Write your answer in the box., MUSIC, , COMPOSER, , SALUT D’AMOUR, , Peter Ilyich Tchaikovsky, Franz Schubert, Niccolo Paganini, Frederic Chopin, Edward Elgar, Peter Ilyich Tchaikovsky, Franz Schubert, Niccolo Paganini, Frederic Chopin, Franz Liszt, Johann Strauss, Franz Schubert, Niccolo Paganini, Frederic Chopin, Franz Liszt, Peter Ilyich Tchaikovsky, Franz Schubert, Niccolo Paganini, Frederic Chopin, Franz Liszt, Peter Ilyich Tchaikovsky, Franz Schubert, Niccolo Paganini, Frederic Chopin, Franz Liszt, , PRELUDE NO. 4 in E, MINOR, , THE BEAUTIFUL BLUE, DANUBE, , HEIDENROSLEIN, , AUF FLUGELN DES, GESANGES, , 3, , ANSWER, , CO_Q3_Music9_Module 5

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What is It, If you are to perform some instrumental compositions of Romantic period, composers you may consider these:, PIANO COMPOSITIONS:, The beginnings of the Industrial Revolution had a strong impact on musical, instruments. Most prominently, the construction of the piano. Invented around, 1700, the piano was meant to be an alternative to the harpsichord that could be, more dynamic, and create more varying tone colors. It succeeded, and became one, of the most loved instruments the world has ever seen., In looking at the piano virtuosos of the Romantic Era, two names immediately, come to mind: 1) Frederic Chopin, and 2) Franz Liszt . Both were amazing players in, their own right, that followed one of the Romantic Era’s most prominent ideals:, portraying personal character and emotion through composition., Nocturne op.9 no. 2: Chopin’s most famous piece, Chopin’s Nocturne in E flat Major, op.9, no.2 was composed between 1830-1832,, when Chopin was around 20 years old. This piece is a slightly more elaborate version, of rounded binary form. The mood of this piece is tender and reflective right up until, the coda, where there’s a passionate burst of octaves and a brief fortissimo., Nocturne, (French: “Nocturnal”), in music, a composition inspired by, or, evocative of, the night, and cultivated in the 19th century primarily as a, character piece for piano., , 4, , CO_Q3_Music9_Module 5

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Waltz- a ballroom dance, in moderately fast triple meter, in which the dancers, revolve in perpetual circles, taking one step to each beat., The Blue Danube, Op. 314, original German in full An der schönen blauen, Donau (“On the Beautiful Blue Danube”), waltz by Austrian composer Johann, Strauss created in 1867. The work epitomizes the symphonic richness and variety of, Strauss’s dance music, which earned him acclaim as the “waltz king,” and it has, become the best-known of his many dance pieces., , 6, , CO_Q3_Music9_Module 5

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Elgar: Salut d'amour, Op. 12 for Violin, Edward Elgar's Salut d'amour is one of those pieces by the British composer, that has a particularly haunting melody. While Elgar and Alice were courting, the, composer went on holiday in1888 with an old friend. Alice bid him a happy trip with, a poem that she had written called “Love’s Grace”. Elgar responded with a musical, reply dedicated to her “Liebesdruss”( Love’s Greeting)- and a marriage proposal., Composed in 1888 for his future wife Caroline Alice Roberts, the work became an, enormous success early on., , 7, , CO_Q3_Music9_Module 5

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Try to play the main melody of Elgar’s Salute d’Amour and listen to the, entire composition thru this link:, https://www.youtube.com/watch?v=ecM7_3rs5gU, What is a Lied?, Lied (or lieder in plural form) simply means “songs”- any kind of songs. But, for music enthusiasts, the word signifies songs with piano accompaniment., The piano, used as accompaniment, is an integral part of the composition. It, adds more meaning to the lyrics of the poem. The text or lyrics is usually created as, part of a recital or an occasion. Given this, the solo voice performance requires, virtuoso techniques given the wide range of tempo and dynamics the singer has to, perform as he/she sings., The most notable Romantic composer of Lieder is Franz Schubert. He is also, known for composing over over 600 Art Songs such as “The Erlking”, and, “Heidenroslein”. Another notable composer of art song is Felix Mendelssohn, Bartholody. He composed “Auf Flugeindes Gesanges”, a song that literally translated, as “On the Wings of Song”., If you opt to sing an Art Song for this module, you can choose between these, compositions., Heidenroslein by Franz Schubert, Literally translated as the “Rose of the Heath”, Heidenroslein tells a story of a, young man’s rejection from the love of a woman which is symbolized by a rose. The, lyrics were written by Johann Wolfgang von Goethe who dedicated the lyrics to his, lover Friederike Elisabetha Brion., Here, is, the, score, of, the, composition:, https://www.mutopiaproject.org/ftp/SchubertF/D257/SchubertF-D257Heidenroeslein/SchubertF-D257-Heidenroeslein-a4.pdf, You may also listen to the composition through this Youtube Link:, https://www.youtube.com/watch?v=Vbw53GO2JGI, , 8, , CO_Q3_Music9_Module 5

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What I Have Learned, FOR THOSE WHO CAN ACTUALLY PLAY THE PIANO:, Your task is to study and play Nocturne in Eb Op. 9 No. 2 by Frideric Chopin., Follow the instructions below before you play and use the exercise provided below., 1. Correct sitting position and posture should be applied., 2. Look closely at your fingers. Avoid having stiff wrist and forearms., 3. Practice your chosen piece. Sight read / do solfeggio., 4. Play with your right hand first., 5. Be familiar with the correct timing and try to play it with both hands., 6. Enjoy., For piano players playing the Nocturne – Exercises 3 and 4 in this video is good https://www.youtube.com/watch?v=kfWMTC9aRx8, FOR THOSE WHO CAN ACTUALLY PLAY THE VIOLIN/BANDURRIA/LAUD:, Your task is to play Salut d’amour by Edward Elgar, Do the exercises on the Youtube video below:, For, violin, players, you, may, use, this, exercise, below, https://www.youtube.com/watch?v=C9Z_YFjszUY, , -, , What I Can Do, Now that you have practiced your performance once, try to record yourself, using any gadget, may it be audio or video recording. Look at the score of your, composition. Use the rubric appropriate for singing/playing and instrument and, answer the questions that follow., , 10, , CO_Q3_Music9_Module 5

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FOR VOCAL SOLO PERFORMANCE:, Now that you already know the pronunciation and have warmed-up for the, song. You are ready to sing. Below again are the links for the performance and the, composition score for Heidenroslein. Practice singing just the first verse of the song., Afterwards, use the rubrics that follow to check if you were able to sing it properly., Score for Heidenroslein:, https://www.mutopiaproject.org/ftp/SchubertF/D257/SchubertF-D257Heidenroeslein/SchubertF-D257-Heidenroeslein-a4.pdf, Youtube link to Heidenroslein: https://www.youtube.com/watch?v=Vbw53GO2JGI, , When you think you are ready, record the performance of your composition, and send it to your Music teacher. Put your name and section in this format. Below, is the rubric for grading this performance., EXEMPLARY, 100 points, Playing the, instrument/Singing is, on pitch, follows, appropriate dynamic, level and tempo, and, has correct German, pronunciation all, throughout the, composition., , ACCOMPLISHED, 90 points, Playing the, instrument, /Singing is clear,, on pitch, follows, appropriate, dynamic level and, tempo and has, correct German, pronunciation in, almost half of the, composition., , 11, , DEVELOPING, 80 points, Playing the, instrument, /Singing is, clear, on pitch,, follows, appropriate, dynamic level, and tempo and, has correct, German, pronunciation, in a few parts of, the, composition., , BEGINNING, 70 points, Audio quality of, the singing, performance /, instrumental, performance is, poor. OR No, submission was, made., , CO_Q3_Music9_Module 5

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Piano and Violin Performance Assessment, TEMPO, , RHYTHMIC, ACCURACY, MELODIC, ACCURACY, , Maintained a, steady tempo, throughout, Had no, rhythmic, mistake, No melodic, mistakes, 5, , Mostly, maintained a, steady tempo, Couple minor, rhythmic, mistake, Couple minor, melodic, mistakes, 4, , Stopped, playing at one, point, Few minor, rhythmic, mistake, Few minor, melodic, mistakes, 3, , Unable to, complete the, piece, The rhythm is, unrecognizable, The melody, was almost, unrecognizable, 2, , Self-Assessment, 1. After watching my performance, what rating can I give myself? Why?, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, , 2. What aspects can I improve my performance before I submit it to my, teacher?, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, , 12, , CO_Q3_Music9_Module 5

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Assessment, Assessment: (Post-Test), Play/sing the melody of one of romantic period compositions using your chosen, instrument:, , 1., 2., 3., 4., , Auf Flugeln Des Gesanges by Felix Mendelssohn, SALUT D’AMOUR by Edward Elgar, THE BEAUTIFUL BLUE DANUBE by Johann Strauss II, Nocturne in E flat Major, op.9 by Frederic Chopin, , Reflect on the following questions:, 1. What did you notice in the way that you play/sing the composition? Was it, hard or easy to do?, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, 2. What can you do in order to improve the way you sing/play it?, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, ______________________________________________________________________________, , 13, , CO_Q3_Music9_Module 5

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References, A Journey through Western Music and Arts Learners Material, Department of, Education Republic of the Philippines first edition 2014 isbn 978-971-960173-9, Rpfuller.com. 2020. Romantic Music (1850-1900). [online] Available at:, <https://www.rpfuller.com/gcse/music/romantic.html> [Accessed 8 July, 2020]., (2020). Retrieved 8 August 2020, from, https://play.google.com/store/apps/details?id=com.quizlet.quizletandroid&hl=en_, US, , 14, , CO_Q3_Music9_Module 5